Unit5Whosedogisit？CStorytime（課件）人教PEP版英語(yǔ)五年級(jí)下冊(cè)

Whosedogisit?Unit5PartCStorytimeAssessmentSheet學(xué)生評(píng)價(jià)單評(píng)價(jià)內(nèi)容自我評(píng)價(jià)同伴評(píng)價(jià)綜合評(píng)價(jià)Listening聽能聽懂并完成任務(wù)★★★Speaking說(shuō)能大聲、大膽的表達(dá)自己的看法★★★Reading讀讀正確，讀流利，讀優(yōu)美★★★★★★★★★Watching看能專注看，獲取信息，完成任務(wù)★★★Acting演pronunciation語(yǔ)音語(yǔ)調(diào)優(yōu)美★

Creativity文本創(chuàng)編有創(chuàng)意★

Acting表演表情豐富，動(dòng)作到位★Group團(tuán)隊(duì)合作和諧★★★★★★★★★★★★★FreetalkWhatishe/shedoing?Whoisthat?評(píng)價(jià)單：Speaking說(shuō)★Wow!Somanyanimalsatthezoo.Look!Theelephantis

walking.The

is/are

.評(píng)價(jià)單：Watching★Whosetailisit?Whosetailisit?Whyaretheanimalsrunningoverthere?Zoom:Ah-choo!Zoom:Whosetailisthat?It'srunningsofast.Isitthetiger's?Zip:Yes,itis.Zip:Iseetwomonkeys.Zoom:Wherearethey?Zip:Shh.They'reclimbing.Zoom:Wow!They’refast,too.123456Zoom:Whataretheydoing?Zip:Whyaretheylookingatus?Zoom:Idon'tknow.

Zip:Look!They’retakingpictures,too.Zoom:That’scute.They’recopyingus!1.Whatanimalscanyousee？2

.Whataretheydoing？評(píng)價(jià)單：reading讀★12Zoom:Ah-choo!3Zoom:Whosetailisthat?It'srunningsofast.Isitthetiger's?Zip:Yes,itis.(1).Whereisthetiger?(2).Whatisthetigerdoinginpicture2?(3).CanZiptakeapictureforthetiger?Why?(4).Whosetailisitinpicture3?Readthestoryfrompicture1-3andanswerthequestions.456(1)Whatarethemonkeysdoing?(2)WhyarethemonkeyslookingatZoomandZip?(3)Whatisthemeaningof“copy”inpicture6?Workingroups,readthestoryfrompicture4-6andanswer.Zoom:Whataretheydoing?Zip:Whyaretheylookingatus?Zoom:Idon'tknow.Zip:Iseetwomonkeys.Zoom:Wherearethey?Zip:Shh.They'reclimbing.Zoom:Wow!They’refast,too.

Zip:Look!They’retakingpictures,too.Zoom:That’scute.They’recopyingus!1.Whoisrunningfast?2.Arethemonkeysclimbingfast?3.Whoarethemonkeystakingpicturesfor?Doyouknow評(píng)價(jià)單：Speaking說(shuō)★12Zoom:Ah-choo!Listenandrepeat34Zoom:Whosetailisthat?It'srunningsofast.Isitthetiger's?Zip:Yes,itis.Zip:Iseetwomonkeys.Zoom:Wherearethey?Zip:Shh.They'reclimbing.Zoom:Wow!They’refast,too.Listenandrepeat56Zoom:Whataretheydoing?Zip:Whyaretheylookingatus?Zoom:Idon'tknow.

Zip:Look!They’retakingpictures,too.Zoom:That’scute.They’recopyingus!ListenandrepeatFiveSsinagroup.Trytoactthestory.Actitout評(píng)價(jià)單：Acting演★Whatinterestingstorieshavehappenedbetweenyouandanimalsinyourlife?Think&share1.I'matourguide.Ifyouatourguide.Canyouintroducetheanimalsinthezoo?WorkingroupsTrytointroducesomeotheranimals.Youshouldtellus:Whatisit/aretheydoing?Writeandsharewithus.評(píng)價(jià)內(nèi)容自我評(píng)價(jià)同伴評(píng)價(jià)綜合評(píng)價(jià)Listening聽能聽懂并完成任務(wù)★★★Speaking說(shuō)能大聲、大膽的表達(dá)自己的看法★★★Reading讀讀正確，讀流利，讀優(yōu)美★★★★★★★★★Watching看能專注看，獲取信息，完成任務(wù)★★★Acting演Pronunciation語(yǔ)音語(yǔ)調(diào)優(yōu)美★

Creativity文本創(chuàng)編有創(chuàng)意★

Acting表演表情豐富，動(dòng)作到位★Group團(tuán)隊(duì)合作和諧★★★★★★★★★★★★★Howmanystars★didyouget?Igot_______stars★.AssessmentSheet學(xué)生評(píng)價(jià)單Homework1.Listenandfollowthestory.2.Trytoactthestoryforyourparentsorfriends.3.Trytobeatourguideandwritemoreanimals.Seeyounexttime!TeachingInterpretationTeachingInterpretation1.Teachingmaterials.

132.Analysisofstudents.23.Teachingaim&importantpoints.4.Teachingprocess.2TeachingInterpretationAnalysisofTeachingmaterialsTeachingInterpretationAnalysisofstudentsInthesixbooksingrades3to5,thecontentofanimaltopicsappearsmanytimes,andstudentsmasterthedescriptionofanimalcharacteristics.Throughtheaccumulationofknowledgeinthisunit,studentshavebeenabletoapplyHe's...She's...They're...toexpresstheactionthatistakingplaceandmasterwordslikeclimbing,running,eating…TeachingInterpretationAnalysisofteachingaim:weneedstudentsgettoknow,1.Fromtheactivitiesofwatching,listening,readingandwriting,masteringtheusageofwords:takingpictures/runningsofast/walkingon/climbingthetree/lookingatus/copyingus.2.Withthehelpoftheteacher,recordingsandpictures,followthemeaninggroup,andcorrectlyimitatethelanguageofthestory.3.Discussanddiscoverthecutenessofanimals,emphasizingtheharmoniousdevelopmentofhumansandanimals.4.Predictthestorylinewiththehelpofpicturesandconstructthestory;Actoutstoriesingroupswithpicturesandkeywordprompts.TeachingInterpretationAnalysisofteachingimportantanddifficultiesWiththehelpoftheteacher,recordingsandpictures,studentscanunderstandthisshortstoryandreaditcorrectly.Importantpoints:Difficultpoints:TeachingInterpretation評(píng)價(jià)內(nèi)容自我評(píng)價(jià)同伴評(píng)價(jià)綜合評(píng)價(jià)Listening聽能聽懂并完成任務(wù)★★★Speaking說(shuō)能大聲、大膽的表達(dá)自己的看法★★★Reading讀讀正確，讀流利，讀優(yōu)美★★★★★★★★★Watching看能專注看，獲取信息，完成任務(wù)★★★Acting演Pronunciation語(yǔ)音語(yǔ)調(diào)優(yōu)美★

Creativity文本創(chuàng)編有創(chuàng)意★

Acting表演表情豐富，動(dòng)作到位★Group團(tuán)隊(duì)合作和諧★★★★★★★★★★★★★DesignIntent:SetAssessmentSheetupbeforeclassandsetgoalsforstudents.Enablestudentstoengageinlearningactivitiesaccordingtotheirgoals.AnalysisofteachingprocessTeachingInterpretationStep1:Warmup.Freetalk.Teachertakespicturesforthreestudents.Thenshowthepicturesonthescreen.T:Whoishe/she?Whatishe/shedoing?Step2:Leadin.DesignIntent:Reviewsimplesentencepatternsinthepresenttense.Showapictureofzoo.T:Let’sgotothezooandtakemorepictures.ShowsomeGIFimageofanimalsandasks:Whatis/are…doing?DesignIntent:Reviewthewords:eating,drink,g,jumping,climbinginPartB.AnalysisofteachingprocessTeachingInterpretationStep3:Pre-reading.1.Playthevoiceofatiger.T:Shhbequiet！Listen,whatanimalisit?LetSsguess.DesignIntent:Studentsreviewwhileintroducingthescenarioofthislesson.2.Showarunningtiger.Teachthephraserunfast.DesignIntent:Reviewtheexpressionofpossessivepronouns.Whose...isit?isalsoanimportantsentencepatterninthisunit..3.Playaguessinggame:Whosetailisit?Showthetailsofanimals.LetSsguess.AnalysisofteachingprocessTeachingInterpretationStep4:While-reading.1.Whyaretheanimalsrunningoverthere?ShowthepicturesofZoom&Zipandthestory.DesignIntent:Bringingstudentsintothestorysceneandarousingtheirinterest.2.Playtheradioandasktwoquestions,studentslistenandanswer:(1).Whatanimalscanyousee？(2).Whataretheydoing？DesignIntent:Studentscanguessthegeneralcontentofthestorybylisteningtorecordingsandobservingpictures,andhaveapreliminaryunderstandingofthestory.AnalysisofteachingprocessTeachingInterpretationStep5:While-reading.1.Ssreadthestoryfrompicture1-3bythemselvesandanswerthefourquestions.(1).Whereisthetiger?(2).Whatisthetigerdoinginpicture2?(3).CanZiptakeapictureforthetiger?Why?(4).Whosetailisitinpicture3?2.Workingroups.Ssreadthestoryfrompicture4-6anddiscussthequestions.(1)Whatarethemonkeysdoing?(2)WhyarethemonkeyslookingatZoomandZip?(3)Whatisthemeaningof“copy”inpicture6?DesignIntent:Thesecondpartisaboutwhatthemonkeysaredoing,readingstoriesthroughgroupcollaboration,helpingeachotherwithinthegroup,andjointlyexploringandsolvingsomedifficultproblems.AnalysisofteachingprocessTeachingInterpretationStep6:Post-reading.

1.Ssreadthestorytogether.Workinpairs:answerthesequestions.DesignIntent:Summarizeandintegratethestorybysettingquestionstoexaminewhetherstudentstrulyunderstandthecontentofthestory.(1).Whoisrunningfast?(2).Arethemonkeysclimbingfast?(3).Whoarethemonkeystakingpicturesfor?DesignIntent:Deepenmemorybyinterpretingthestory..2.Listenandrepeat.3.Let'sact.FiveS