人教版 (PEP)五年级下册Unit 5 Whose dog is it? Part C教学设计

这是一份人教版 (PEP)五年级下册Unit 5 Whose dog is it? Part C教学设计，共7页。教案主要包含了写出下列动词的-ing 形式，单项选择，连词成句等内容，欢迎下载使用。
Unit 5  第五课时 课时内容 B Let’s learn Let’s play 课时分析 本课时是人教版五年级下册第五单元第五课时。围绕“小动物在干什么”这一话题展开，  主要通过对话学习六个动词的现在分词 climbing, eating, playing, jumping, drinking, sleeping 以及能够在语境中正确的使用。引导学生产生热爱小动物的美好情感，激发学生学习英语的兴趣，树立学好英语的信心。第四课时 Is he/she v-ing? Yes. He/she is./No, he/she isn’t.句型的学习为本课时做了很好的铺垫。本课时的重点是四会单词的掌握和运用。本课时包括 Let’s learn 和 Let’s play 两个版块。Let’s learn 通过呈现 Mike 和陈杰歇息时交谈小动物的场景，呈现了单词的词形和意义。此话题是学生们非常感兴趣的，很能激起学   生强烈的求知欲。Let’s play 版块是用于操练 B Let’s learn 版块中六个动词的现在分词。通过组句子，达到运用语言的目的。本课时虽然是新授课，但是四会单词的原形 play, eat, sleep, jump, drink 都曾经学过，所以学生接受新知会很容易。在设计教学过程时，遵循以学生为主体的原则。采用儿歌、玩游   戏等多种教学方法调动全体学生的积极参与，让学生在轻松、快乐的环境下，引导学生自主   学习。课时目标 1.能够听、说、读、写单词：climbing, eating, playing, jumping, drinking, sleeping 2.能够在语境中正确运用上述六个动词的现在分词。引导学生归纳动词的现在分词的构成。 引导学生产生热爱小动物的美好情感，激发学生学习英语的兴趣，树立学好英语的信心。
课时重难点 重点 （1）  能够听、说、读、写单词：climbing, eating, playing, jumping, drinking, sleeping （2）  能够在语境中正确运用上述六个动词的现在分词。 （3）  归纳动词的现在分词的构成。 难点 能够在语境中正确的运用 climbing, eating, playing, jumping, drinking, sleeping 这六个动词的现在分词。教学准备 课件、图片、录音机、磁带教学过程Step 1 Warm up Greeting T: Hi, boys and girls. Ss: Hi, Miss/ Mr... How are you? T: I’m fine, thank you. And you? Ss: Very well, thanks.Let’s chant. T: Now let’s enjoy a chant together. （播放自制儿歌，学生欣赏。）
       教学资源：课件 设计意图：通过儿歌的欣赏，既活跃了课堂气氛，同时使学生初步感知现在进行时的构成。 Step 2 Lead in T: Do you like animals? Ss: Yes.T: What’s your favourite animal? Why? S1: ... are my favourite animal. They are... S2: ...T: I like dogs best. I think they are very cute. Do you know him?（出示 Fido 图片。）His name is... Ss: Fido.T: Yes. He’s Chen Jie’s dog. Where is it now? What is he doing? Let’s have a look. 设计意图：讨论和动物有关的话题，很自然的引出下一个环节的教学。 Step 3 PresentationTeaching “sleeping, climbing, eating, drinking, playing, jumping” (1)  Teaching “sleeping” T: Look at the picture.（呈现教材图片。）Mike and Chen Jie are on the farm. Where is Fido? Can you find him?
What is he doing? Ss: He’s sleeping on Chen Jie’s legs. （引导学生回答。板书 He’s sleeping, 领读 sleeping，指名读，齐读，用红色标注 ing。）(2) Teaching “climbing, eating, drinking?” T: Why is he sleeping? He’s very...Ss: Tired. T: What is he doing? Let’s have a look at some of his pictures.（教师呈现 Fido 爬树的照片、啃骨头的照片、喝水的照片。）S1: He’s climbing.（引出学生回答，板书单词 climbing，教读，拼读，齐读。） S2: He’s eating.（板书单词 eating，拼读。）S3: He’s drinking.（板书单词 drinking，带读，拼读，齐读。） (3)Teaching “playing, jumping”T: I have a puzzle. Guess an animal. It has long ears and red eyes, It has white fur. It likes to eat carrots. It is a ...Ss: Rabbit. T: There are many rabbits on the farm, too. What are they doing?（教师呈现兔子玩、跳的图片。） S1: They are playing.( 板书单词 playing。)S2: They are jumping.（板书单词 jumping, 带读，指名读，齐读。） T: Yes. Some rabbits are jumping. Some rabbits are playing each other.(板书 each other, 领读，指名读，理解。)教学资源：课件 设计意图：展示图片、教师引导和学生叙述相结合的方式学习新授单词，培养学生自主学习
的能力。  播放录音，模仿跟读，再看板书，朗读单词。 教学资源：录音机、磁带设计意图：培养学生的认读能力。 小组讨论，动词变现在分词的规律。在动词的末尾+ing设计意图：培养学生的思维能力。 Step 4 Practice 砸金蛋 课件展示很多金蛋，金蛋里面藏有本课核心单词。教师砸金蛋，学生说单词。  教学资源：课件设计意图：帮助学生理解单词的音、形、义 Let’s play (1)教师准备三组词卡放到桌子上。左边一组单词是人名，中间是一组动词的现在分词，右边是带介词的地点词组。然后邀请三名学生分别选取一类词组卡片，组成句子并请全班朗读。  (2)三人一组开展游戏。每人负责写一类单词卡片，然后仿照上面的例子玩游戏。 教学资源：卡片设计意图：通过趣味性游戏巩固所学知识。 Step 5 Summary T: What did you learn about this lesson? 单词和短语：climbing, eating, drinking, playing, jumping, sleeping, each other
现在分词的构成： 动词+ing 设计意图：通过对知识的归纳，加强学生对本课知识的理解和记忆。  课堂作业：一、写出下列动词的-ing 形式。 
climb          
eat          
play          
 
jump          
sleep          
drink         
 二、单项选择。 ( )1. She is       breakfast. A. eatting  B. eating C. eat ( )2.  —  the dogs sleeping?—Yes, they are. A. Is B. Are  C. Am ( )3. They are playing    each other.A. with B. to C. in 三、连词成句。 Olive, at home, is reading (.)  
 cat, the, is running, under the tree(.)  
 is playing, John, in the park(.)  

         板书设计 Unit 5 Whose dog is it?    sleeping He is eating climbing drinking playingThey are jumping 现在分词：动词+-ing