C教学设计及教案分析

人教版五年级下册Unit 6 part A

Let’s try & Let’s talk（第一课时）

荣昌区盘龙镇中心小学

黄唯

一、Textbook analysis：

This lesson is to learn “present progressive” and the sentence patters ”What are they doing?---They are...ing./ What is ... doing?--- It’s ...ing.”

After this class, students are required to describe “ sb is doing sth” and they need understand when they are in the public, they should obey some public rules.The fifth grade students have a certain vocabulary. But the sentence structure of present progressive is a little bit difficult for them, which requires the teacher to conduct sufficient guidance and design extensive listening and speaking practice to help students form the language habit.

二、Teaching aims

（一）After learning this lesson the students can perceive and use core sentence patterns in situations like “What’s/are …

doing? ---It’s / They’re…doing sth.”

（二）Develop students’ ability to read the dialogue in sense groups by using correct pronunciation, liaison and intonation. （三）Know the meaning of the words“bamboo, its” and pronounce them

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correctly. （四）Guide students to observe public behavior norms, such as not feeding animals in the zoo or keeping quiet in the library. 四、Key points （一）

The listening, speaking and reading of the new sentence patterns. （二）

Using the key sentences to express sb is doing sth. 五、Difficult points （一）

The listening, speaking and reading of the new sentence patterns. （二）

Using the key sentences to express sb is doing sth. 六、

Teaching Aids Word cards, PPT, Videos, Animal stickers, Paper cups and Lucky stars 七、

Teaching procedure （一）

Lead-in 1. Say hello to the Ss. 2. T: What are they?

Ss: They are animals. T: Do you like animals? Let’s watch! What are the animals doing? Ss: They are ....(TPR引导学生表达They are singing and dancing.) T: Do you like singing and dancing?（sing together）

T: What are you doing? Ss: We are singing and dancing. （二）

Presentation 1. T: （呈现动物跳舞和熊猫游泳图）What are they doing?

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Ss: They are dancing/swimming.(dancing/swimming这两个词在一二单元出现过，学生比较熟悉) 2. T：

Let’s travel around the world to see many different animals. Let’s go to Chengdu first. T: （通过熊猫吃竹子的图片和时钟指示12点的图片）What are they doing? Ss:

They are eating lunch.(教读，注意连读) T：

What food are they eating?(引出bamboo，先听读音并模仿，然后带领学生拼出单词，渗透自然拼读法）

T:

Guess: What are they doing? （呈现一张图片给出两个选项，让学生猜测并选择，第二个选项They are playing,由此引出playing）

T:

Introduce the mother panda and the little panda. The big panda is the little panda’s mother. So it is its mother.（通过“等量替换”的方式让学生理解its的含义并模仿语音）

T: （呈现小熊猫和妈妈玩耍的图片）What’s the little panda doing? Ss:

It’s playing. T:

Is it playing with you/a monkey? Ss:

No. It’s playing with its mother.(跟读录音，注意连读) T:

Do you see any...? What’s ... doing?(练习句型“It’s playing with its..”)

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Now , let’s go to Australia.（通过三幅图片练习句型What are/is...

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doing? They’re/It’s...ing.）

4.

The third station is Africa. Here we go!(Pair-work通过转盘游戏让学生练习重点句型) 5.

Chen Jie and Mike are in the zoo, too. Let’s go and find them. What are the animals doing in the zoo? Listen and tick.(完成书上Let’s try部分) 6.

Do you want to see more animals? Think about 3 questions. (1)

Watch a video and ask some Ss to answer these 3 questions. (2)

Follow me!(训练语音，意群，连读，升降调) (3)

Read together. (4)

Role-play

（三）Practice Now, let’s go back to school with Chen Jie and Mike. Let’s see! What are the students doing at school? 1.

分别挡住三张图让学生猜他们在做什么，复习人称:What are they doing?/What’s she/he doing?及相应回答。

2.

T: They are playing games! Do you like playing games?Let’s play! 小组活动

（四）

Summary （在长颈鹿头部贴人称代词，颈部贴be动词，身体部分贴动词ing）1.针对学生在表达现在进行时经常漏掉be动词或者动词忘加ing的情况，可以把脖子和身体部分扯掉，给学生视觉冲击，be doing两者缺

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一不可。

2.梳理人称代词和be动词的搭配。

八、Emotional education Watch a video!

Tell students:

1. Do not feed animals in the zoo. 2. Keep silence. 九、Homework

How can we get “doing”?(PPT上呈现课堂中出现过的动词ing形式，让学生课后自己去找找动词原形变ing形式的规律，为Part A Let’s learn的后续学习打基础) 十、Blackboard design Unit 6 Work quietly! Part A Let’s talk What are they doing? They are eating.

bamboo What is the little panda doing?

its It is playing.

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