1、Unit5ThereisabigbedPartBReadandWriteGrade5,下塘中心小學徐慧玲,PEPPrimaryBook5Unit5ThereisabigbedPartB,Analysisoftheteachingmaterial,Waysofteachingandlearning,Teachingprocedures,Blackboarddesign,Content,Teachingreflection,PartAnalysisoftheteachingmaterial,1、Thestatusandthefunction,3、Theteachingaims,4、Themainp

2、ointsanddifficultpoints,2、Analysisofthestudents,Thislessonisthelastlessonofunit5.Itincludestwoparts:thearticle“AnemailtoRobin”andtheactivity“writedownyourownroom”.ItfocusonthetopicofWhatsintheroom?InthislessonSsisthefirsttimetolearnhowtowriteanemailinEnglish.Theycanalsolearnhowtodescribesomeonesroom

3、.Itplaysanimportantroleinthewholeunit.,1、Thestatusandthefunction,ThestudentsinGrade5havelearnedEnglishforseveralyears,buttheystilllacksomelearningstrategiesandtheirvocabulariesarelimited.,2、Analysisofthestudents,3、TeachingAims,Knowledgeaims,Abilityaims,Emotionalaims,Knowledgeaims,a:Studentscanunders

4、tandthetextandreasoningthedetails.b:Sscanspeakthesentences:Ijustmovedintoanoldhouse.Ilivenearthenaturepark;,Abilityaims,a:Todevelopstudentsabilityofreadingandwritingbyusing-ThereisThereareb:TomakeSsknowtheformofanemail,Emotionalaims,Tocultivatethestudentsgoodlivinghabits.,4、Thekeypointsanddifficultp

5、oints,Tomakesurestudentscanunderstandthetextandkeysentences:Theroomsaredirty,Therearepicturesandphotoseverywhere.Ilivenearthenaturepark.,Tomakesurestudentscanwritedowntheirownroomsbyusing“ThereisThereare”,keypoints,difficultpoints,Part2Waysofteachingandlearning,teachingmethod,learningmethod,Illmainl

6、yuseTask-basedteachingmethodandThatistosay,Iwillletthestudentslearninreallysituations,tohelpstudentsgetabetterunderstandingofthekeysentencesofthetextbyfinishingatask.,Ourstudentsareingrade5.Theyareactiveandinterestedinnewthings.AfterlearningEnglishfor2years,theyhavegotsomebasicabilitiesofreadingandw

7、riting.,Part3Teachingprocedures,Step2:While-reading20,Step3:Post-reading10,Step1:pre-reading8,Step4:Homework2,Step1:pre-reading,1IntroduceRobin.,Whatshelike?Heisshort/strong/clever,pre-reading,1.Revision,2.IntroduceRobin,Whatshelike?Heisshort/strong/clever,pre-reading,3.Letsplayagame。,Reviewthe5dire

8、ctionprep:beside,between,behind,aboveandinfrontof.,Step2:While-reading,1、Studentslisteningtothetapeandanswerthequestions:Whowrotethisemail?WheredoesMrJoneslive?,naturepark,A,B,Step2:While-reading,2、Studentsreadthetextandfindoutthedifficultwords.Underlinethem.movedirtyeverywheremouse3、Readthetextagai

9、nwithpartnerscarefullyanddiscussthefollowingquestions:(1).TickorcrossQ1.Therearepicturesandcrayonsonthefloor.()Q2.Therearepicturesandphotosonthewall.(),Step2:While-reading,(2).Wheresthemouse?(3).WhichisMrJonesroom?,A,B,4、Readthetexttogether.,Readinginsensegroup.,Step4:Post-reading,1.Robincleansthero

10、omanddescribeit.,Thereisare,onabovebehindnear.besideinfrontof.,Step4:Post-reading,Asksscometothestageandreadtheiremailsloudlytoothers.,2、WriteanemailtoRobintotalkaboutyourownroom.,Step5:Homework,1:Listeningtothetapeandreadthetextfor5times.2CleanyourroombyYOUSELF!,PartBlackboardDesign,Unit5Thereisabi

11、gbedPartBReadandwriteAnemailtoRobin,movedirtyeverywheremouse,Thereisare,onabovebehindnear.besideinfrontof.,PartIVTeachingreflection,Thislessonmainlyfocusontrainingstudentsabilitiesofreadingandwriting.Duringtheteachingprocedure,theteacherhelpsstudentsfindnewwords,reviewtheoldknowledgeandfinishtheexercise.AsstudentsinGrade5,theyjusthavelearnedEnglishfortwoyears.Soitisdifficultforthemtostudylongpassagereading.Asteachers,weshouldbepatientandhavethestudentsreadthepa