新版PEP五年级下册 Unit 5 Whose dog is it？ Part B Read and write

Robin at the zoo

江西省赣州市文清实验学校  蔡运萍

一、教材分析

本课是是根据新版PEP五年级下册 Unit 5 Whose dog is it？Part B Read and write 一课而设计的一堂英语阅读课。通过阅读故事，让孩子学会捕捉文本、阅读文本、拓展文本、运用文本的能力，进一步提高孩子学习和使用英语的兴趣。

二、教学设计

本课是以罗宾在动物园为主题，围绕七幅图而展开的故事。这堂课应当是以任务贯穿读、写的活动，让学生通过感知－理解－应用的思维来增长知识，发展能力。因此，教学设计从以下两个方面入手：

1. 通过阅读学习，有助于提高学生的阅读能力和自主学习能力。

2. 通过阅读进行语音处理、单词处理和句子处理；通过阅读在理解、运用的过程中培养学生的语言输出能力，即说话能力和写话能力。

三、教学目标   

（一） 知识目标

1. 能运用本课的主句型“What are you doing? I’m looking at… I’m…like…” 在不同的情境中进行交流。

2. 在老师的帮助下，能正确理解和朗读短文内容，能够对本课内容进行适当的改写或续写。

（二）技能目标

1. 能初步掌握阅读的方法与技巧。

2. 正确理解短文内容，能够进行简单的改写或续写。

（三）情感目标

读懂Read and write部分的对话，并能从中获取人生小道理: 动物

是人类的好朋友，爱护动物，珍惜动物。

四、    教学重点和难点

1.     重点：掌握句型What are you doing? I’m looking at… I’m…like…并能够将本部分的知识点灵活地运用到生活当中。

2.     难点：能够理解生词excited 和 like 在语境中的意思。

五、教法与学法

情境法、任务型教学法、听读法、对比讲解法

六、    教学准备

课件、单词卡片

七、教学过程

★课前和学生交流

1. 渗透句型 “I’m looking at…”

T: Hello, boys and girls! I’m your new English teacher, Miss Cai. Hello！

T ask S1: How do you do? What’s your name ?（S answer.） Now, I’m looking at S1. I point ,you say “I’m looking at …” ok? （先以孩子熟悉的伙伴入手，老师靠近并指向这个孩子，全班说句子；再转换成动物单词卡，在情境中说句子。）

2. 渗透句型“I’m …like …”

T：（当拿到最后一张动物卡）Oh, the bear is lovely! And you are lovely, too. I like you very much. Do you like me? Oh, So “like” it means（ 引导孩子说出like是“喜欢”的意思）. Now ,Look at me, I’m a robot. I can walk like a robot. I can sing like a robot. So “like” it means （引导孩子说出like是“像”的意思）.

Ⅰ. Warm-up

1.     Greetings

T: Hello, boys and girls! Let’s have class , I’m your new English teacher. First, let’s get to know each other.

2.     Listen, read and judge.

PPT: Say ‘Yeah, Yeah, Yeah’ if you think it is true.

Say ‘No, No, No’ if you think it is false. 

（1）About you

     You can eat like a rabbit.

     You can climb like a monkey.

     You can run like a tiger.

（2）About me

I can dance like a bear.

I can swim like a fish.

I can walk like Robin.

Ⅱ. Lead-in

T: Robin is my friend, can you guess: Where is Robin?

（PPT：Robin and zoo）

S1: At the zoo.

T: Yes, Robin is at the zoo. (T show topic: Robin at the zoo, Ss read.)

Ⅲ. Presentation

※Pre-reading 阅读前，创设情境，排除学生阅读障碍。

T: Robin is at the zoo, is he happy?  Ss: Yes.

T: Is he excited ?  Ss: Yes.

PPT: (three pictures)

T: Look! My daughter can sing very well, so I’m excited.（T用夸张的语言和动作来表现excited， 让孩子能预测单词意思。）

If you get a good mark, you will be（引导学生说出excited）

Robin is at the zoo, he is so（Ss：excited）

T: What’s the meaning of excited ?

S1 answer.

Ss follow T: excited.

Group read: Robin is excited. (PPT: sentence)

※While-reading阅读中，巧设任务，培养学生阅读策略技能。

Step1:Teach “What are you doing? I’m looking at …”

（1）Guess and say.  问题引领，预测信息。

T: Robin is excited, why? I think he see many animals. Can you guess? What animals does Robin see? (PPT: Show question)

Ss guess.

（2）Listen、look  and answer. 整体扫读，捕捉信息。

T: May be you are right. Now let’s enjoy the story, ok?

PPT: 以翻书的特效配有课文录音和内容同时播放。

T：Wow，a funny story! What animals does Robin see?

T: Let’s check the answer.  Read together.

（PPT: picture and word）

a bear、 a tiger 、a monkey 、a bird 、an elephant、 some rabbits、fish

（3）Look and say

T: You are clever! You’re right! Robin likes the animals so much. Let’s ask “Robin, robin, what are you doing?”（Ss clap hands and ask.）

PPT: I’m looking at a bear. (sentence and Robin ’s sound)

Ss listen and follow , T write “What are you doing ? I’m looking at …” on the board.

T: Now let’s ask and answer. You ask me “Miss Cai, Miss Cai, What are you doing?”

T: I’m looking at a bear. （加上动作，看着熊的单词卡片在情景中说）Ok，it’s your turn, practice with your partners, one ask , one answer. I’ll give you one minute.

Pair work show.

Step2:Teach picture1（Teach: I’m…like…）

T: Robin is at the zoo. He says “I’m looking at a bear.”

（PPT：Robin’s picture and sentence.）

T: And the bear is dancing. （PPT：bear’s picture and word.）

  What is Robin doing?

（PPT：Robin’s picture and sound: I’m dancing like a bear.）

PPT: Show picture 1（I’m dancing like a bear.此句子用红色横线标注，为接下来自主阅读从短文中寻找答案做铺垫。）

T: This is the picture 1.Let’s read together. Boys read, girls do the action. Now , change ,please.（边说边把单词卡dancing 贴在黑板上。）

【设计意图：此环节是老师带着孩子阅读，在享受阅读的同时，渗透阅读的方法。于是我以第一幅图为例，巧妙的由Robin-bear-dancing，引出另一个主句型“I’m…like…”，同时，突出此句型为孩子接下来的自主阅读作铺垫。】

Step3: Teach picture 2-5问题深入，自主阅读

（1）Read and underline. 自主默读，划出关键句子。

T: Now, let’s look at the picture 2-5. What is Robin doing?

(PPT: picture 2-5 and question)

T: Please read by yourselves and underline the key sentences, ok? OK, two minutes.

T: Have you got it?

Ss answer. （根据孩子的回答PPT将四幅图中I’m …like…红线标注）

T: Robin can do many things. He says （引导孩子说出I’m eating like a rabbit. I’m running like a tiger. I’m walking like an elephant. I’m climbing like a monkey. T根据孩子所说，将四个单词逐一贴在黑板。）

T write sentence “I’m…like…” on the board.

（2）Group work: Choose and read . 合作阅读，选择喜欢的图片朗读并表演。

T: From picture 2-5, which picture do you like best? You can choose and read in your group. I’ll give you 2minutes.

T: Who like picture 2? Ok ,stand up! Try to read. （部分孩子朗读）

T: Great!

T: Who like picture 3? （个别孩子朗读）

T: Oh, your voice is beautiful!

T: Who like picture 4?

（见机行事，可以个别孩子朗读也可以集体朗读。）

T：You are wonderful!

T：Oh, I like picture 5 best. Who like picture 5? Let’s read together!

Step4: Teach picture 6 and 7创设情境，演练结合

（1）T: From the story, we know Robin and the animals are good friends ,they can do many things. Now , I want to be Robin.

（2）PPT:（Robot’s music）T: Look at me !（根据音乐的节奏，模仿罗宾的语气和动作，创设情境，现场演绎。）I am Robin. I can dance . I can walk. Oh , I’m looking at a bird. I like flying. I want to be a bird. What about you ? Stand up!（师生同乐，一起表演Picture 6。）

（3）T：I am Robin now. I’m flying like a bird, I’m dancing like a bear. I’m …

PPT: （The sound of river, then show Sarah’s sound and sentence: Robin , do you want to swim like a fish?）

T：（继续模仿机器人的声音回答）No, no , I don’t want to be a fish.

Oh , how silly me! It’s not ture. I’m not Robin, I’m Miss Cai. But Sarah asks me （ 引导孩子看PPT说出Picture7的问句）

T: Can Robin swim? Ss answer.

T: So Robin says （引导孩子在情境中说Picture 7的答句，并注意模仿语音语调。）

T：“I want to be…” “I don’t want to be…”

it means （引导孩子通过情境感知并说出两个句子的意思。）

【设计意图：Picture6 and 7是本课中最精彩的内容，因此，我以身试教，顺着前面选择自己喜欢的图片朗读自然过渡到这里，伴随着机器人的音乐，我带领着孩子扮演起Robin，巧妙地说出picture6的句子，在情境中突破了句子I want to be…I don’t want to be…】

Step5: Listen and follow.听音跟读，注意模仿语音语调。

T: Here is the story about Robin. Open your books, let’s listen and follow.

（PPT： picture and sound整张课文图片和每句话的单独音频）

Step6: Read the whole story by yourselves. 流利地朗读故事。

T:Let’s read together. When you read these words :dancing\eating\

running\walking\climbing\flying, please stand up, ok?

【设计意图：Step5 and 6 是第二次带着孩子走进文本，整体感知文本，利用听和读的结合，再次加深对文本的理解，为后面的拓展环节打下基础。】

※Post-reading阅读后，灵活检测，培养学生阅读理解能力。

Step1:Super orator

T: Robin is my friend, now Robin is our friend. So Robin want to be a super orator. Do you want to be ? Ss answer.

T: When the music stop, you can say like this : I’m looking at a\an…I’m…like…

（PPT: 播放胶片，当T喊停时，照相机咔嚓一声，定格一张动物的图片,T先示范。拓展更多的动物，如the ducks –singing、pig-sleeping、a rabbit-jumping, 为接下来的听音填词作铺垫。）

Step2:Listen 、write and read.

T: Boys and girls, this story is about Robin. Let’s listen and write .

（PPT: Robin’s sound1 -Hello, I’m Robin, I’m at the zoo. I’m looking a rabbit. I’m jumping like a rabbit.第一道听力题教师示范，先让全班听一段录音，再出示填写的单词，为后面的听力铺垫。）So we can write “a rabbit、jumping” , are you clearly? Now I give you some words, and the other words are missing, let’s listen ,write and read.

T: Hello, boys and girls! Let’s check the answers.

Step3: Make a funny book.              

（1）Let’s make

T: Do you like this story? Now let’s make a funny book by yourselves. First, let’s make: choose a picture and write sth about the animal.（PPT出示制作书的步骤和方法,现场拿出我的的书供孩子参考。）I’ll will give you 1 minute.

（2）Check your story.（小组合作,读给伙伴们听，共同分享。）

T: Read your story in the group.

（3）Make a cover. Then put the paper in order.

（把小组成员的作品叠加一起，加上封面，变成一本有趣的书。）

（4）Let’s show.

（展示小组合作成果。一组孩子朗读作品，全班孩子一边聆听一边表演作品。）

                                                                                                              

Ⅳ.Summary

1.Show topic again.（首尾呼应，再次点题）

T: Your story is very interesting. Please clap for yourself. Look！Here is my funny book: Robin at the zoo. Robin tell us :

（PPT: Animals are our friends, we should protect them!）

2. Homework

T: Thank you, boys and girls! This is today’s homework.

（PPT:★Share your story with your friends and family. ★★After school, please give your friend a call in English and talk about what you are doing at the zoo.）

从教学设计、教学策略和教学评价三个方面，我对自己的这节课进行了分析和反思。

1.     在导入环节的Listen ,read and judge,我通过轻松愉快的真实交流，建立融洽的师生交流渠道， 为新授作了铺垫，让孩子初步感知like在不同语境中的意思。孩子们领悟力很强，马上知道了like 的不同意思。

2. 在阅读前，为了能突破 excited是生词，让孩子领悟到意思，我通过不同方式的呈现，让孩子主动说出单词并学会在不同的语境中运用。

3. 在阅读中，我先让学生先发表自己的见解，并在预测中铺垫本课的句型，扫清阅读的障碍，帮助学生减低阅读难度,激发学生的阅读兴趣。接着观看课文PPT，视听结合,学生在阅读的过程中整体把握课文脉络，了解本课内容梗概。

4. 在阅读第二项活动中，我让学生带着问题阅读课文，发挥学生的自主学习和探究意识，引导学生思考，进一步搜集并获取具体信息，并划出关键句型，回答相关问题，将阅读推向深入。同时采取默读、小组合作阅读、个别朗读、师生读等多种方式不断加深对文本的理解和感知。