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（人教PEP）五年级英语下册教案
Unit 5 Look at the monkeys
PEP Book6 学 习 目 标 重点 难点 教具 教 Unit5 Look at the Monkeys 语言技能 Part(A)Read and write 情感态度 培养学生通过以旧带新的方式自主阅读，同时注重合作学习。 语言知识 句型What is it doing ? It’s eating bananas . What is she doing? She is running . 句子Here come two tigers . Can tigers really swim? 培养学生语言运用能力与创造力。能够运用语言去完成一些任务型的活动。 句型What is it doing?It’s eating bananas . What is she doing ? She’s running . 正确拼写四会句型，并能认读句子That elephant is drinking water with its trunk . 录音机及录音带，单词卡片. 环节 师生活动 设计意图 - 1 -
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学 过 程 P r e p a r a t i o n 准 备 活 动 1. Let’s sing. 音乐节奏感强，学生乐于接受，并能训练学生的乐感及听说技能。感觉与欣赏并存；放松与紧张并重。让学生在唱歌的同时对歌曲的内容有大概的了解，对歌曲中的教师在播放录音时让学生有感性的认识，从而也提高学单词有所认识，生学习的兴趣。教师也可制作一些图片,在听歌曲的同时为下面知识的教师把这些图片逐一贴到黑板上。 学习做好铺垫。 Animals are everywhere. They’re very important for us. How many animals are there in the song? 通过这一些简T’s questions: 单问句和一系Do you like animals? 列动作一方面What’s your favourite animal? 复习了What is 2.Free talk.(口语练习) he/she doing?另 一方面增进学 生对动物的感 性认识。 学习相关的内A:I see the mother elephant. 容可以锻炼学B:What is it doing? 生合理地组织A:She is walking. 语言及运用语B:What about the baby elephant. What is it doing? 言的能力。 A:It’s running. - 2 -
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P r e - r e a d i n g 阅 读 前 活 动 1. Show a picture of a forest. T：Oh! There are so many animals! Can you tell me where they live? OK! Let’s go to the forest. 2. Look, ask and answer. T shows a big picture of a forest. Look at the forest! The cat family is fishing. The two baby cats are talking. ①T imitates the two baby cats. (教师自己先扮演两只正在谈话的猫) C1: Look at the …What is it doing? C2: It’s… 通过进入forest引入新课,学生会比较感兴趣。 通过大家所熟知的小猫钓鱼这个故事引入课文的教学。 教师自己先扮演两只谈话的小猫，是为了引 出新课的内容。 从教师的自问自答到让学生回答，直接引入新课。 ② Ask and answer. T: What else can you see? 学生在书写的T: Look at the monkey. What is it doing? 过程中有时会板书：What is it doing? 忘记开头字母It’s eating bananas. （教师板书时有些地方故意出错，让的大写或忘了学生找出来） 标点符号，让学T: You can practice with your partner，using sentences: 生自己找出错Look at the…What is it doing or what is she doing? 误，容易引起学④Learn the structure: 生的注意。 学生之间互相The elephant is drinking water with its trunk. 操练本课的重T: Look at the elephant. What is it doing? 要句型，提高练T: How do we drink water? 习的密度。 (We drink water with our mouths. 教师可以自问自答，并教学中渗透语强调with这个单词) 音知识，让学生T: The elephant is drinking water with its trunk.(出示单词感知单词的发duck, must, but, trunk来对比，找出发音规律） 音规律，培养学 生的单词拼读(Trunk is an elephant’s nose.) 能力,为学生今 后的学习打下T: 板书I am…with my... 基础。 (教师自己先举例：I am writing with my hand. 然后再让从生活实际入学生造句） 手来解决这一教学难点 - 3 -
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1.General reading略读 简单判断： ①The mother kangaroo is walking. ( ) ②The elephant is playing with water. ( ) 2.Detailed reading细读 细读文章，做出正确答案： ① That baby kangaroo is so ______? A: cute B: cool ② That elephant is drinking water with its_______. A:mouth B:trunk I n - r e a d i n g 阅 读 中 活 动 3.Read and write读写 ①What is the mother kangaroo doing? ②What is the baby kangaroo doing? ③ It’s drinking water. 4.Listen to the tape听音 ①看录像，听出主句型。 ②模仿。 5.Read aloud朗读 ①个人自由朗读 ②小组合作朗读 ③全体学生齐读 通过简单判断，给与学生阅读的自信并通过快速阅读理解语篇的大意。 培养学生获取信息、处理信息的能力。 落实到写。阅读前可布置书上的填空题或教师设计的书面练习.强调书写句子时，首字母应大写，加强指导。 模仿磁带中的声音，有利于学生形成良好的语音语调;学生结对朗读，有助于培养合作能力，和利用同伴压力激发学习热情。 仔细听老师的范读，有利于提高听力和朗读水平。 - 4 -
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P o s t - r e d i n g 阅 读 后 活 动 1.表演 2. Here is a passage about the picture. You can finish the passage in groups(完成小猫钓鱼的报告) One day, The Cat family is fishing in the forest. At first two baby cats work with their mother. Soon after they talk about other animals in the forest. They talk and talk. The bird is _______. The terrible（可怕的）tiger is_______. The big elephant is_______. The strong kangaroo is_______. The rabbit is _______.... At last mother cat has got many fish. But two baby cats have got nothing. Unit5 在阅读后的扩展活动环节，要求学生全体参与，在真实自然的任务型活动中扩展运用阅读信息。 整理成语言，形成一定的语言系统。以学生喜爱的竞赛形式激发学生学习并运用语言的兴趣。让学生展现自我风采，超越自我。
Look at the Monkeys Part(A)Read and write 板 书 设 计 ①What is the mother kangaroo doing? ②What is the baby kangaroo doing? ③ That elephant is drinking water with its trunk. 教 学 反 思 - 5 -
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