C国家优质课一等奖

PEP小学英语五年级下册

Unit5 Whose dog is it Part C Story time

教学设计

宜都市红花套镇中心小学

李丹

2018年4月

I.Teaching Content 本节课选自人教版五年级下册Unit5 Whose dog is it Part C Story time P55.

II. Teaching Material Analysis

本单元学习的主题是寻找动物的主人。这一单元要求学生能够用所学内容描述物品的所属关系。本节课内容是对前面A、B两部分内容的复习与巩固同时也是对前面所学内容的拓展和延伸。对培养学生的语言综合运用能力有着重要意义。

Teaching Aims 1. knowledge aim 1）学生能够理解并朗读故事

2）学生能够理解并表演故事，创编故事

2. ability aim 1）培养学生良好的阅读习惯

2）帮助学生积累语言、使用语言、提高语言运用能力

3. emotion aim 1）学生能通过小组活动，学会与他人合作

2）培养学生爱护动物的意识

III. Key Points and Difficult points 1.key points 1）学生能够大声朗读故事、提炼关键信息，理解故事

2）学生能够根据句型及图片提示，复述故事

2.difficult points

1)学生能够理解故事并运用口头语言与肢体语言表演故事

2)学生能够运用所学核心语言自我创编故事，完成知识的生成。

IV. Students Analysis 我的学生来自五年级，他们活泼好动，在课堂上渴望表现自己。他们喜爱动物，善于模仿动物。在A、B部分，他们已经学习了一些名词性物主代词及现在分词，能够用简单的句型描述物品的所

属，并且能够用ing形式描述正在进行的动作，已经有了一定的知识储备。本节课他们将通过趣味故事复习与巩固并扩展所学核心语言。

V. Teaching and learning tools 动物头饰、导游帽子、导游旗、黑板上情景创设装饰图片、词卡、磁铁、相机

VI. Teaching procedures Part1 Lead in 1.

Greetings (设计意图：通过简单的问候，拉近与学生之间的关系，建立融洽和谐的师生关系，消除学生的紧张的情绪) 2.

Evaluation system学生通过课堂表现，往上爬梯子，最先爬到顶部的小组在课堂的结尾可以获得神秘大奖一份。

T: Today I will divide you into 6 groups. If you did a good job, you can climb one step. Climb, climb, climb, climb to the top. I will give you a mysterious gift. （设计意图：利用小组合作加分的方式，培养学生的合作意识，调动学生课堂学习积极性。同时，利用爬格子的方式，向学生渗透climb这一重点词汇）

3.

Lead-in T: It’s a fine day today .Jennifer will go to the zoo. There are many animals there. Look! Elephant. It is so big…Do you

want to go with me? T：OK！Let’s go! （设计意图：创设情景，导入新课）

Part2 Present and Practice 1.

Eye training（让眼睛去旅行）利用场景一与场景二对整个故事进行呈现

Scene1 T: Oh! Here comes a tiger. T：Shh，Be quiet. Let’s take a picture for it. S: Ah-choo! T: Oh, Where is the tiger? Look at my picture! There is only a tail. Whose tail is that? T: Yes, it is! It’s the tiger’s. I’m a tiger. I will eat you. Who want to be a tiger? …

T: Oh, Are you tired? I’m so tired. I want to have a rest and have a funny dubbing. I will be the squirrel. Who want to be the bear? The tiger? Scene2 T: I have a good rest. I’m full of energy now. Follow me! Let’s go there! T: Wow, what do you see? I see two monkeys,too. Do you like

monkeys? S: Yes! T: I like monkeys, too. Who can be a monkey? T: Wow, a lovely monkey! Look! Where are the monkeys? S: They are in the tree. T: What are they doing? T: They are climbing. (设计意图：创设情景，引导学生快速进入角色，利用TPR,让学生边学边做，调动学生的学习积极性，帮助学生巩固理解并记忆关键词。此部分着重要求学生用眼睛去看去发现在动物园里所发生的事情，引导学生感知与理解整个故事)

2. Ear training （让耳朵去旅行）

学生带着问题去听故事

T：Zoom and Zip come here, too. What are they doing? What do they see? Now let’s listen! (设计意图：此环节旨在让学生在听的过程中感受角色语言，理清故事脉络) 3.Mouth training （让嘴巴去旅行）

教师带领学生边做动作边读; 让学生分男女角色读; 分小组读

T: Wow, Zoom and Zip also have a good time today. There is an interesting conversation between them. Let’s copy

them. （设计意图：引导学生快乐朗读，在读中感受故事趣味。同时，为后面的小组表演做准备）

4.

Body training（让身体去旅行）

学生分组协作，进行故事表演

T: Haha! How interesting the conversation is! Now let’s act Zoom and Zip. Group1-3, you role play picture1-3.Group4-6, you role play picture 4-6.I will give you some time to prepare. Please work in groups. (设计意图：培养学生的小组合作能力，让学生在团队合作中体会到学习的乐趣，获得成就感。同时也是对课本故事的情景再现) Part 3 Producing 1. I’m a little guide

学生以小组为单位，创编导游词，编排表演

T: Your show is excellent. Now imagine you are a little guide. How do you introduce the zoo? Jennifer wants to be the little guide, too. Let me have a try! I will be the little guide. You are the visitors. Hello! Welcome to our zoo. Here comes a tiger. Look! It’s __________ so _________. Here come two monkeys. They are ___________.They ‘re _________ ________ us. Look! They

are__________ __________,too. They are __________ us. T: This time let’s do together! T: What’s the next animal? What’s it doing? You may begin like this:

Here comes a /an______.It’s__________.Here come two_______. They are______.Now you can work in groups. （设计意图：此部分是对整节课所学知识的概括与拓展。通过小导游的方式复述故事，为引导学生今后在阅读中如何提炼关键信息有着重要指导意义；运用创编导游词环节延伸故事，旨在培养学生的知识生成能力）

2. Name the story学生发挥自己的想象和创造力，在理解故事的基础上给这个故事取名

T: It’s a funny story. But it doesn’t have a name. Can you give the story a name? T: Jennifer has a name for the story, too. (设计意图：激发学生的创新意识，让学生充分发挥自己的想象力，同时也考查了学生对整篇故事的概括能力)

Part4 Landing 1.Chicken Soup T：Today we see many animals in the wild animal park! Do you like animals? I like animals, too. Here is some chicken soup for you.

（设计意图：此环节对学生进行情感升华教育，引导学生要关爱动物、保护动物）

2.Homework T: How to protect animals? What can we do? Maybe you can think about it after class. And here is the homework for you. 1) Share the story with your friends. 2) Do something for animals. （设计意图：引导学生进行课后巩固练习，让学生为关爱动物、保护动物贡献自己的一份力量）

3.Evaluation T: Let’s look at the group points today. Group 1, you did a good job. You can get the mysterious gift. What’s in it? You can have a look. （设计意图：总结加分情况，利用所学重点词汇，巧设神秘礼物）

T: Today I’m so happy. Are you happy? Our trip is over. It’s time to go home. Good Bye! See you next time! Blackboard design