C教案1

Teaching Plan Version

Title

Students

Teacher

School

PEP Unit5 Whose dog is it? (PartC Story Time) Grade 5 ZhangQinghua (Marissa) Tunxi Road Primary School It is the sixth lesson of the unit.Students will learn the present progressive according Zoom and Zip’s trip. They will talk about the animals’ activities and appearance with the sentence patterns“What are they doing?They are copying us.”and“Whose tail is that?It’s tiger’s.”, some verb phrases and adjectives in the certain scene. Ⅰ.The analysis of the teaching contents:

Students have learned the similar topic in Grade 4.They know the animals’

names like“monkey/bear/tiger/elephant” and some adjectives like“cute/lovely”

to describe them.Sudents also can use the present progressive to describe others’ activities like“They are playing with each other” .The students in grade 5 are very active and creative. But they can’t focus and master something for a long time. We should keep their interest and attract attention by some interesting ways. Students have basic abilities of listening, speaking and communicating with English.So I’ll set the suitable scene to provide them more time and space to cooperate in groups and communicate with each other. Ⅱ.The analysis of the students :

1. Linguistic Competence: a. Enable students understand the the story ,the the present progressive , the verb phrases and adjectives to describe the animals’ activities and appearance. b.Help students understand sentence patterns“What are they doing?”and“Whose tail is that?”and the ideographic functions of the story through reading . c.Improve the students’ comprehensive abilities of listening ,speaking,especially reading.

Ⅲ.Teaching Objectives:

2.Cultural Qualities: a. Help students build positive and friendly attitude to animals and the nature. b.Students can appreciate the procedures of cooperating in a group and taking the responsibilities in the team. c .Cultivate students to communicate actively and build good relationships with others with the positive psychological quality. 3.Thinking Character: a. Encourage students to think critically and have new opinions with rational analysis when they read the story by acquisition,perception,specculation and induction. b. Cultivate students creative thought with some innovative teaching resourses or approach. c.Let students have the awareness of scientific and dialectical thinking. 4.Learning Ability: a.. Cultivate students’ the habit of thinking in English. b. Inspire students’ interest and desire of reading. c.Help students know some reading strategies,like skimming,scanning,reading for thorough comprehension,critical reading and so on.

IV.Teaching key points:

Students will learn the present progressive according Zoom and Zip’s trip

with the sentence patterns“What are they doing?“What are they doing?They are copying us.”

”and“Whose tail is that?It’s tiger’s.”, some verb phrases and adjectives to talk about the animals’ activities and appearance.

V. Teaching

difficulties:

Students can have the reading literacy which includes reading ability,interest,experience,habit,cultural knowledge and so on to improve their multi-thinking,the aesthetic experience and proper values in the learning procedures.

a. The Curriculum standards based on core competence of English discipline

requires that Students should have the necessary character and key ability to adapt to life-long development and social development needs. b.With the theme of each whole person development, I will use different ways to make students learn happily and steeply. c.Create the situation to let students cooperate and communicate with each other, making them more active and interested in learning English. d.Have the English teaching connect with music, art, information and etc to build the effective knowledge structure. e.Pay more attention to improve students' comprehensive language practical abilities. VI. Theme of Design

VII. Teaching method:

Situational language teaching, Communicative approach, Task-based approach, ,Inquiry learning approach

VIII. Teaching aids / CAI, pictures.,Cards, show stand,markers,reading log media

Teacher’s activities

Students’ activities

IX. Teaching Design purpose

procedures

1. Greet and have free 1. Say “Hello” to the teacher

Create relax-ing talks

T: What day?How is the weather? Which season?School calendar... 2.

Group work:Show some

photos of School trip last week . 3.

Predict:Zoom and Zip are on the trip.Teacher shows some pictures of the story and let students and have free talks with Marissa. 2.

Discuss our school trip 3.

Predict and guess with the story through the pictures. 4.

Review some words and sentence patterns

about animals. a.Say “What animals can they see from the picture. atmosphere before class. Lead the topic“Trip and animals”and review some words and sentence patterns in certain scene. Also arouse students’ interest of learning English and think positively.

Step One: Pre-reading

predict “Where are they? What do they see?”.Zip sends a photo

to help us guess.Teacher shows a photo of tiger’s tail. 4.

Review: play some games about animals a.See the picture and say the animals in group with the sentences“I/We see...”(Definite requirement and provide the example before dicussion) b.See the pictures of animals’ tails,then guess what animal it is and what it is doing c. Choose the right pictures according the first 5 pictures

1.

Skimming& Scanning

c.Choose the right pictures

b.Guess the animals and the actions,according the tails

1.

Read quickly to accquire Arouse students' a basic understanding of the interest and attention of further learning. Help students to build (read the story first time story. and answer the questions)

2.

Try to understand the

StepTwo: While- reading

a.

Where are they? general meaning of the story the effective some details. knowledge structure through reading. Let students have the

3.Role-play the story

and fill the blanks according the story reading literacy and improve their multi-thinking,the aesthetic experience and proper values in the readiing procedures.

b.

What animals do you see see? What’s the tiger doing?What’re the monkeys doing ? 2.

Reading for details

(read the story second time) a.

Put the pictures in the right order b.

Try to say the general information according the each picture

3.

Critical reading a.

Group work:Role-play the story b.

Fill the blanks according the story

1.“The Mysterious Land”

Watch the video “The Mysterious Land”

2.If you are having a trip on “The Mysterious Land”，“What can you Watch the video and make a new story with the imagination in groups. Consolidate the key sentences and build the effective knowledge structure. Improve comprehensive abilities like Step Three:

Post -reading

see?”“What are they doing?”

Work in groups and write the passage.

communication and help students enjoy the procedure of learning English.

Then share the story in front of the class.

a.

Watch the video “The Monkey and the Family”(The family save the little monkey on their way home.As the monkey grow up,it often helps the family do many things secretly,like cooking etc.They love each other very much.) b.

Show the picture of Zoom when he coughs in the story,then compare with another one a.

Watch the viedo and learn “Animals are our

good friends!”

b.

Learn something from the signs and to be a Cultivate students to communicate actively and build good relationships and proper values with others with

Step Four:

Extension

good-mannered visitor when the positive we visit animals.

psychological quality.

Show more signs to learn something when we visit animals.

1.Finish the“A Trip of the Mysterious Island. 2.Design a sign for animals. 3.Recommend some books or films about animals .

Homework

Finish the homework positively. Improve the comprehensive abilities of practical English.Keep lasting enthusiasm of reading.

Blackboard Design:

Unit5 Whose dog is it? (PartC )

A♀

B ♀

What

★

★

What are they doing? Trip35They are copying us.

When

Whose tail is that?

Where

It’s tiger’s. 30

How 2520

Words Garden

食物天然气旅馆1510Reflection:

5二月三月四月五月六月