■ 话题：Animals
■ 适合级别：二级
■ 课时说明：一课时
■ 课题说明：本课是PEP教材五年级下册Unit 5 Part A的Read and write部分。
■ 教学内容：
Sarah: Look at the monkey.
Chen: What is it doing?
Sarah: It’s eating bananas. It’s hungry.
Chen: That baby kangaroo is so cute. It’s sleeping.
Sarah: What about the mother kangaroo? What is she doing?
Chen: She’s jumping.
Sarah: Do you see any elephants? I love elephants.
Chen: Yes. Look there! That elephant is drinking water with its trunk.
■ 学生情况说明：本教学设计适合五年级学生。五年级的学生已有一定的英语基础。在本课时之前学生已经学习了一些现在进行时的动词如：flying, sleeping, running, drinking water等以及句型：“What is she/he/it doing?与What is the monkey/elephant doing?” 针对学生求知欲强、乐于表现的特点，教师将利用故事的形式,引导他们大胆运用英语完成本课时所设定的教学目标。
■ 教学目标：
Knowledge aims:
1．Enable the students to learn the four skill sentences by heart: What is it doing? It’s eating bananas. What is she doing? She’s jumping.
2．Enable the students to use the sentences to ask and answer questions.
3．Help the students to understand the sentences: The elephant is drinking water with its trunk.
Ability aims:
1．Enable the students to use the main sentence structures in authentic/semi-authentic situations.
2．Make the students observe things carefully and highlight their ability of using the language creatively.
Emotion aims:
1．Make the students love animals.
2．Make the students do everything wholeheartedly.
■ 教学重难点：
教学重点：
1．Enable the students to learn the four skill sentences by heart:
What is it doing? It’s eating bananas. What is she doing? She’s jumping.
2．Enable the students to use the sentences to ask and answer questions.
■ 教学难点：
Help the students to understand the sentences: The elephant is drinking water with its trunk.
■ 课前准备：
1．教师准备录音机与磁带；教师准备一幅大的有关动物的图画；教师准备头饰若干。
教学结构
教师指导
学生学习
设计说明
Step 1.
Warm- up
and revision
1. Sing a song.
Animals, animals are everywhere. (P66)
2. Let’s talk.
T: Animals are everywhere. They’re very important for us. How many animals are there in the song?
T’s questions:
Do you like animals?
What’s your favourite animal?
What can the animal do?
Can you …?
What is he/she doing?
Ss sing the song.
Ss answer the T’s question.
Yes, I do.
My favourite
animal is…
It can …
Ss do the actions.
He/she is…
用歌曲引入，给学生一个轻松、愉快的英语学习氛围，同时也帮助学生复习了部分动物单词。
通过这一些简单问句和一系列动作一方面复习了What is he/she doing?另一方面增进学生对动物的感性认识。
Step 2.
Presentation
and practice
Step 3.
Consolidation andextension
Homework
Presentation
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…
② Ask and answer.
T: What else can you see?
T: Look at the monkey. What is it doing?
板书：What is it doing?
It’s eating bananas. （教师板书时有些地方故意出错，让学生找出来）
③ Pair work
T: You can practice with your partner，using sentences: Look at the…What is it doing or what is she doing?
④Learn the structure:
The elephant is drinking water with its trunk.
T: Look at the elephant. What is it doing?
T: How do we drink water?
(We drink water with our mouths. 教师可以自问自答，并强调with这个单词)
T: The elephant is drinking water with its trunk.(出示单词duck, must, but, trunk来对比，找出发音规律）
(Trunk is an elephant’s nose.)
T: 板书I am…with my...
(教师自己先举例：I am writing with my hand. 然后再让学生造句）
3. Read and answer.
① Read and answer
T：Here is a passage about the picture. You can listen and answer the Qs:
T：What is the mother kangaroo doing?
②Read the passage.
First, read after the tape, then read with the partner.
③Listen and find the differences.
T: I’d like to read this passage for you. But something are different, you try to find them out. OK?
④Read the passage together.
4. Finish the Qs of P60.
读对话圈图：Students describe the 4 pictures first, then circle the right ones.
读对话回答问题：
(1) What is the mother kangaroo doing?
(2) What is the baby kangaroo doing?
(3)?
It’s drinking water.
（学生独立完成后，教师请同学回答并校对，包括书写方面的格式）
引导学生再看小猫钓鱼图：
1．Describe the picture.
①Guess: What other animals are coming? Let’s imagine!
T: If I were the brother cat, I would think a tiger and a bird are coming!（把相应的图片贴到大图中，然后再和另一学生〈事先说好让她扮演〉进行自由对话）
②Discuss and act.
③Fill in the blanks according to thepicture.
T: Here is a passage about the picture. You can finish the passage in groups:
One day, The____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.
Draw a picture about animals and write some sentences with your partner.
Ss answer:
They live in the forest.
Ss watch and listen.
S1：I can see…
S2：I can see…
S：It’s eating bananas.
S: Find out the mistakes.
Ss practice in pairs.
S1:It’s drinking water.
Ss read and think.
S1: I am…with my…
S2: I am…with my…
S3: I am…with my…
Ss listen and answer
S1: She is jumping.
Ss listen and read.
Ss listen and find out the differences
Ss read together
Ss write the answers to the question.
Ss discuss in pairs and act out their dialogue.
Ss finish the passage in groups.
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。
学生在书写的过程中有时会忘记开头字母的大写或忘了标点符号，让学生自己找出错误，容易引起学生的注意。
学生之间互相操练本课的重要句型，提高练习的密度。
教学中渗透语音知识，让学生感知单词的发音规律，培养学生的单词拼读能力,为学生今后的学习打下基础。
从生活实际入手来解决这一教学难点。
带着问题听课文，有目的性。
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。
通过阅读对话回答问题，培养学生的阅读能力。
教师先和一名同学做好示范，为下面的练习做好准备。
学生可以自由选择什么动物来了再编对话，以充分发挥学生的主体性，提高他们学习的积极性。
通过对小猫钓鱼故事的简单改变，让学生跳出了课本，进一步练习了本课的重点句型，在练习的过程中明白一个道理：做事情不能三心二意。
画一画，写一写是学生比较喜欢的课后作业，可以锻炼书写能力;学生合作完成作业也可培养其合作的能力。
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