小学英语_Unit 5 B Robin at the zoo教学设计学情分析教材分析课后反思

Unit 5 B Robin at the zoo 教学设计
I. Teaching Material
Part B, Read and write of Unit 5, for Grade 5.
II. Teaching Aims
1) Enable the students to read and understand the story with the help of pictures and teacher.
2) Enable the students to describe the animals’ actions with the main sentences in present continuous tense, and know the meaning of “excited” and “like”.
3) Encourage the students to improve some reading & writing skills and enjoy their reading & writing.
III. Teaching contents
1 ) Patterns:
(1)The … is/are …
(2)… like …
(3) … want to be …
2) Vocabulary:
dancing, eating, running, walking, climbing, flying, swimming.
IV. Teaching Aids
Pictures of animals and Robin, multimedia.
V. Teaching procedures
Step 1. Warming-up
1. Greetings.
2. Enjoy a song: At the zoo.
Step 2. Presentation and practice of reading
1. Give the questions and show the record of whole text.
What animals can you see in the song? Do you like the animals?
And our friends also like them very much. Look! Who are they? Where are they? It’s the first time for Robin to go to the zoo, so guess, is Robin happy or unhappy? Maybe, now listen!
2. Explain the important word “excited”, and give the reading tasks.
1) Task 1. Quick reading.
Robin is --excited! Yeah, he’s very happy. We say-- excited. “ex”sound
/iks/, follow me, excited. Robin is --excited! Because he can see many
--animals!
Now, Robin is looking at the animals. What is Robin looking at? Please read your book quickly and circle the animals, go!
2) Task 2. Careful reading.
And what are the animals doing? Read your book carefully and try to say like this: The ... is ... Come on!
What is Robin doing now?
Look! Robin is --dancing! Now I am Robin, I’m dancing like a bear. Follow me: I’m dancing like a bear.
There are still many other pictures. Please choose one and say like this! What does Robin want to be?
Robin wants to be a bird. What about you? You can say like this: I want to be a ... Chant: I want to be bear, I’m dancing like a bear.
Now work in groups!
3) Task 3. Imitate reading.
Listen and imitate!
4) Task 4. Retell the story.
Now let’s retell the story: hello, I am Rob in. I am at the zoo with Sarah. Look! The bear is dancing, I’m dancing like a bear... The bird is flying, I’m flying like a bird, I like flying, I want to be a bird. The fish is swimming, I don’t want to be a fish, I can’t swim! Today I’m very excited!
Show the board-writing. Now we call it a storyburger!
Try to retell the story !
Step 3. Presentation and practice of writing
1. Show the travel note.
We can retell the story according to the storyburger, and we can also write something with it. This is my travel note!
My day at the wild animal world
I am at the wild animal world with my daughter.
Look! The giraffes are drinking, the peacock is walking. My daughter is walking like him. Maybe she wants to be a peacock. I am taking pictures. We are so excited! What a nice day!
You see now, it’s not a storyburger now, but a writing-burger! We can use the writing-burger to write.
At the beginning, we can write who and where, in the middle, we can write what: what do you see? What are they doing? What are you doing? And what do you want to do? At the ending, we can write how, how do you feel?
2. Write a travel note.
You can write your day at the zoo, or the farm, the seapa rk or the park, and remember to write the title. Think and write!
3. Make a picture book.
Now boys and girls, we can use the writing-burger to do more interesting. Do you want to make a picture book? Please work together and try to finish the picture book. Come on!
Step 4. Summary
Boys and girls, you are all good readers and writers. And I hope you can enjoy your reading and writing, and have fun every day, ok?
Step 5. Homework
Remember your homework.
1. Record text reading to our qq, we will choose the best reader.
2. Read the picture books about animals and people.
学情分析
本节课的教学对象是五年级的学生，该年级学生善于观察和表达身边的事物，而且对英语仍然有着较浓厚的兴趣，语言基础和语言能力整体较高。

在学习本课之前，学生已经对关于行为的词汇有所掌握,并能够用现在进行时描述身边人物的动作，这为本课时学习如何恰当地表达身边人物正在做的事奠定了语言基础。

效果分析
本课时的主要教学目标是要求学生会在情境中运用核心句型来询问和回答某人正在做某事。

在新授过程中，我通过看图预测和三次有梯度的任务型阅读，帮助学生分析文本。

在此过程中，
通过图片、视频、音频等多种多媒体方式，调动学生的多种感观理解文本内容。

提炼核心句型，辅助理解并记忆文本。

然后，通过举一反三的练习，让学生学会使用所学句型自由表达。

在指导学生运用相应的学习策略进行有效学习的同时，也从听、说、读、写四个方面加强训练。

通过本课时的学习，学生能够在情境中运用核心句型来询问和回答某人正在做某事。

能够在图片及老师的帮助下读懂故事，并能按正确的语音、语调、意群阅读、朗读故事，能在课堂交流中注意倾听，积极合作，并在老师指导下顺利完成写作和制作绘本任务，达到并超出了预期效果。

教材分析
本课时内容是人教版小学英语五年级下册 Unit 5 Whose dog is it? Part B Read and write，短文课题是Robin at the zoo。

本节课的知识内容是能用现在进行时询问或描述身边发生的事情。

Read and write分为阅读和书面回答问题两部分：第一部分要求学生借助图片阅读一篇有关Robin的故事;第二部分要求学生根据故事回答问题，把答句写完整。

因为短文内容简单易学，所以我在原有问题练习的基础上重点增加了对学生阅读和写作的指导，将第二部分整合成写作练习，并拓展到完成绘本制作，做到结合生活实际，学以致用。

教学重点是掌握句型：(1) The … is/are …(2)…
like …(3) … want to be …，难点是学生如何能在真实的情境中
灵活应用现在进行时及所学句型来询问、描述身边正在发生的事情。

在能力要求方面，培养学生初步的读写的能力；在非智力因素方面，
培养学生学习英语的兴趣、自信、合作能力及有效的阅读策略等。

评测练习
My day at
教学反思
优点：本节课例属于阅读课型，在授课过程中我善于设疑启发，注重阅读方法的指导，准确挖掘重点句型，如：The … is …ing. I am …ing. I want to be a …. 融汇贯穿整个教学过程，并创新性地运用“汉堡式”思维导图引导学生完成短文复述及习作。

此外，教学中，学生能逐步掌握阅读方法，并能根据我创设的情景进行交流、表演，在学中用，用中学。

不足：在上课过程中，对个别同学语言性的错误没有及时更正，而且对小组活动的激励性评价稍显单薄。

作为教师，要不断的在教中学，教中思。

措施：在以后的教学中我要及时关注学生的反馈，并注重对小组活动的评价设计。

此外，还要不断地创设恰当适宜的问题情境，引导学生积极思考和主动探索，让学生在同一学习情景中提出不同层次的具有创新意识的问题，真正成为课堂的主人。

课标分析
新版《英语课程标准》对学生语言技能读、写的二级目标描述分别为：读：能借助图片读懂简单的故事或小短文，并养成按意群阅读的习惯。

写：能根据图片、词语或例句的提示，写出简短的语句。

本课中，我通过设计看图预测和三次有梯度的任务型阅读，帮助学生分析文本。

在此过程中，又通过图片、视频、音频等多种多媒体方式，调动学生的多种感观来理解文本内容。

提炼核心句型，辅助理解并记忆文本。

充分挖掘文本资源，利用“What is Robin doing”巧妙的引出句型为大家呈现了不同动物的活动，请同学们一起演一演，从而实现拓展环节的半意义操练。

此外，通过举一反三的练习，让学生学会使用所学句型自由表达。

提供大量的信息帮助学生在充分的问答之后，可以根据自己的实际水平选择完成不同难度的设计，最终完成本节课的任务活动。

在指导学生运用相应的学习策略进行有效学习的同时，也从听、说、读、写四个方面加强训练。