C教学设计范文

Unit 5 Whose dog is it? B Read and write Teaching aims： 1. Knowledge aims： a. Help students understand the sentence pattern “What are you doing here?” “I’m looking at... I’m...like...

” b. Help students understand the key words“excited, like”，And the Present Participle of dancing, eating, running, walking... 2.Ability aims： a. Enable students finish reading practice and catch the main idea of the story. b.Enable students use the sentence structure “What are you doing here?”

“I’m looking at...” to communicate with each other. 3.Emotional aims： Enable the students to understand animals are our friends,we should protect the wild animals. Teaching key points : Enable students to use the sentence pattern “What are you doing here?” “I’m looking at... I’m...like...

” Teaching difficulties points : Enable the students finish reading practice and catch the main idea of the story. Teaching aids: PPT, word cards, pictures Teaching procedure : Step 1. Warm-up 1.First of all, Let’s enjoy a song《Animals,animals are everywhere.》Clap your hands and try to sing it with me. “Rabbits and monkeys and elephants,pandas and tiger,too....” (设计意图：本单元是学习关于动物的,一起唱歌曲很好的下面的学习做下铺垫，而且师生一起唱歌活跃了课堂气氛，加上模仿动物的动作，给学生轻松愉快的氛围。） Step 2.Presentation 1.Try to answer two questions: What animals can you see in the video? Where can you see these animals? And then lead in the story. 2.There are lots of animals at the zoo,look at these animals, I’m so excited. Teach new word “excited”. Robin is excited ,too. What animals does Robin see at the zoo? (设计意图：导入自然，由问题创设导入故事内容，让学生猜猜Robin看到了哪些动物，激起学生阅读的兴趣。) 3.Task 1, Skim the story and try to answer the questions. (1) How many animals do they talk about? (2) What are they? Let’s check the answer together. (设计意图：带着问题粗略的浏览下故事，对故事有了初步的认知，尝试回答问

题。问题很简单，学生很容易找到。） 4. Task2, What are the animals doing in the story? Scan the story and fill the blanks. Read the story carefully and try to fill in the blanks. The bear is___________. The rabbits are___________. The tiger is___________. The elephant is___________. (设计意图：再仔细认真的读一读故事，找一找这些动物都在干什么？) 5. Look at these words,they all have -ing form.Why they have -ing form?How do they become -ing form?Let’s watch a short video. （设计意图：举例说明现在分词的变化形式，帮助学生更好的理解现在分词的几种变化规律。）

6.let’s read the story together. “What are you doing here, Robin?”

“I’m looking at a bear, I’m dancing like a bear.”“I’m looking at the rabbits, I’m eating like a rabbit...”(tiger,elephant,monkey,bird,fish) (设计意图：图文并茂，师生一起学习故事。模仿各种动物的动作，学会使用目标语言I’m looking at a/an... I’m...like a/an...学生们兴趣盎然，想去模仿和表演。) Step 3 Practice 1. Let’s have a chant. Bear, bear, I’m looking at a bear. Bear, bear, I’m dancing like a bear. Rabbit, Rabbit, I’m looking at the rabbits. Rabbit,Rabbit, I’m eating like a rabbit. Tiger,tiger,I’m looking at a tiger. Tiger,tiger,I,m running like a tiger. Make a new chant with elephant,monkey,bird. （设计意图：根据目标语言创编Chant,能够帮助孩子更好的掌握目标语言。Chant的节奏感很强，学生容易学会。） 2. If now ,you at the zoo,what animals do you want to see? Let’s have pair work,talk about with your partner,you can choose two animals. （设计意图：同桌之间互相讨论“What are you doing here?”

“I’m looking at...I’m... like...） Step 4 Consolidation Let’s watch the 《Animals World》,and try to fill in the blanks. 1.I’m looking at a bear. I’m walking ____ a bear. 2.I’m looking at the birds. I’m ______ like a bird. 3.I’m looking at a panda. I’m_______like a panda. 4. I’m _______ at an elephant. I’m drawing like an elephant. 5. I’m looking at a horse. I’m _______like a horse. （设计意图：学生通过观看视频填空，有些难度，学生必须认真观看视频，手脑并用才能完成任务。

Step 5 Emotional education Animals are our friends,we are living in the same planet.We should protect them. But lots of animals are killed by people.let’s watch a video. And I hope all of you can try your best to protect the environment and animals. （设计意图：情感教育，观看视频，很多野生动物被人类杀害。每年至少有一个物种从地球上消失，让他们思考？我们应该怎么做？动物是我们的朋友，我们应该保护坏境，保护野生动物。）

Step 6 Homework 1.Retell the story to your parents.

2.Collect some information of endanger animals.