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視頻標簽：Whose dog,is it
所屬欄目：小學英語優質課視頻
視頻課題：Unit5 Whose dog is it (PartC Story Time) 合肥
教學設計、課堂實錄及教案：Unit5 Whose dog is it (PartC Story Time) 合肥市屯溪路小學
Teaching Plan
Version PEP
Title Unit5 Whose dog is it? (PartC Story Time) Students Grade 5
Teacher ZhangQinghua (Marissa) School
Tunxi Road Primary School
Ⅰ.The analysis of the teaching contents:
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.
Ⅱ.The analysis of the students :
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.
Ⅲ.Teaching Objectives:
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.
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.
VII. Teaching method:
Situational language teaching, Communicative approach, Task-based approach, ,Inquiry learning approach
VIII.
Teaching aids / media
CAI, pictures.,Cards, show stand,markers,reading log IX. Teaching
procedures
Teacher’s activities Students’ activities Design purpose
Step One: Pre-reading
1. Greet and have free 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
1. Say “Hello” to the teacher 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.
Create relax-ing 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.
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
b.Guess the animals and the actions,according the tails
c.Choose the right pictures
1. Skimming& Scanning
(read the story first time and answer the questions)
1. Read quickly to accquire a basic understanding of the
story.
2. Try to understand the
Arouse students' interest and attention of further learning. Help students to build
StepTwo: While- reading
a. Where are they? 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
general meaning of the story some details.
3.Role-play the story and fill the blanks according the story
the effective knowledge structure through reading. Let students have the reading literacy and improve their multi-thinking,the aesthetic experience and proper values in the readiing procedures.
Step Three: Post
-reading
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
see?”“What are they doing?”
Work in groups and write the passage.
Then share the story in front of the class.
communication and help students enjoy the procedure of learning English.
Step Four: Extension
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
Show more signs to learn something when we visit animals.
a. Watch the viedo and learn “Animals are our good friends!”
b. Learn something from the signs and to be a
good-mannered visitor when we visit animals.
Cultivate students to communicate actively and build good relationships and proper values with others with
the positive psychological quality.
Homework
1.Finish the“A Trip of the Mysterious Island. 2.Design a sign for animals.
3.Recommend some books or films about animals .
Finish the homework positively.
Improve the comprehensive abilities of practical English.Keep lasting enthusiasm of reading.
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