小学英语《Unit5WhosedogisitALetstalk》优质教案、教学设计

1、PEP五年级下册Unit5 Whose dog is it?A Let S talkPEP五年级下册Unit5 Whose dog is it?A Let S talk、教材分析本课是本单元的第一课时，通过呈现 Mike 和 Chen Jie 参观学校美术展的情景，让学生感知核心句型“ The yellow PiCtUre is mi ne. Are these all ours? Whose isit? It S Zhang Pe的语义及语用情景。二、学情分析 学生在四年级下册第五单元已经初步感知、学习了某物属于某人的询问和回答。本课通过Mike和Chen Jie参观学校美术展的情景，进一步

2、学习询问和回答 某物属于某人的表达；准确使用名词所有格和名词性物主代词；能够在具体场 景中灵活运用核心句型The is mine/ Are these all ours ? Whose is it? It SS进行语言输出。三、教学目标1、语言能力目标：学生能够在图片和教师的帮助下理解对话大意；能够在情景中运用句型“The yellow PiCture is mine. Are these all ours? Whose is it? It sZhang Peng S旬问和回答某物属于某人。2、语言知识目标：学生能够听懂对话大意；能够根据正确的语音、语调、意群 朗读对话，并能进行角色表演；能够

3、在语境中理解生词 his 的意思，并能正确发 音。3、情感目标：培养学生在公共场所养成保管好自己物品的习惯。由此拓展 到公共场所需要注意的事项，升华做文明礼貌小使者。四、教学重难点1、重点：熟练运用句型 “ The yellow PiCtUre is mine. Are these all ours? Whose is it? It S Zhang Pe到在具体场景中灵活运用的目的。2、难点：名词性物主代词 mi ne, ours, his在具体语境中的表达。五、教学准备1 、教师准备 PPT 课件。2、教师准备相关句子卡片，人物图片。六、教学过程Step1 Warm-up1. Greetin

4、g.2. Enjoy a song: Whose puppy is it?【设计意图】营造轻松愉悦的学习氛围。学生在听歌曲、看动画的过程中感知、 回忆名词性物主代词，感知本课的核心句型。为学习对话中的语言做铺垫。3. Guessing gamePPT 出示一张图画，T: Look! There is a picture. Let S S引导学生her.看图：There is/ are .T: BOyS and girls, guess please. Whose PiCtUr游戏的 最后，出示老师本人的照片，引出mine,教读。【设计意图】带领学生欣赏图片，为进入本节课的主题 “参观美术展 ”

5、做热身。 同时激活学生有关描述性语言的知识储备，为学习文本做铺垫。Step2 Presentation1. 交代任务，进入主题T: Boys and girls, do you like drawing pictures?Ss: .T: OK. This class, let s go to the school art show, enjoy some pictures.【设计意图】交代学习任务，带领学生进入对话的语言情景。2. Let tsry1) 带领学生读图 : There is . T: Guess, please. Which isJohn psicture?2) Listen a

6、nd Tick: Which is John s picture? Thtoegnectherc.k3) T: WhiCh is Mike SiCtUre? Do you remember ? Ss:.T: What about this one?过渡到 Let S talk.【设计意图】借助Let S t导入对话，为对话的学习做热身。帮助学生初步感S.知和理解对话中的核心句型： Whose is it? It3.进入Let talk ,第一遍感知对话1) 承接 Let tsy, T: What about the yellow picture,Whose is it? Let S liste

7、n and choose. Therlogeibler.2) T: Chen Jie asks Mike a question. Do remember?Ss:.Teach: Are these all ours? Yes, they are.【设计意图】带着问题进入对话，初步感知、了解对话大意，学习核心句型：Are these all ours? Yes, they are.3) Practice: ASk and anSWer in pairs.4) T:in the room, there are many desks and chairs, are these all ouS?:【设计

8、意图】老师和学生进行意义操练，交谈身边的物品，引导学生理解对S Zhang Pengs. It话情景，学会使用核心句型。4. 第二遍听对话。1) WatCh and find out.Teach: Whose is it? It【设计意图】依托问题，第二遍听对话，学习对 话中的核心句型：Whose is it? It S Zhang Peng 让学生在对h中理解句子的运用情景。2) Practice: ASk and anSWer in pairs.3) GUeSSing game: Whose PiCtUre is it?课件出示学生小时候的照片，guess: IS this s?【设计意图

9、】回到学生中间进行意义操练，强化句子的语义及语用情景。出示的是班级学生小时候的照片，学生很感兴趣，愿意去猜，去问，实现了交际的意义Step3 PraCtiCe1. Let sing.【设计意图】配着学生耳熟能详的两只老虎的调 子，在轻松愉悦的歌曲中巩固核心句型。激发起学生的 兴趣，缓解紧张，放松心情。2. LiSten and imitate.3. PraCtiSe in groups.( DUbbing time)4. DUbbing show.Step4 PrOdUCtiOn小组活动：LOSt &FoundT: After ViSit ing, SOme StUde nt lost the

10、ir thin gs.SuCh as.(拿实物展示给学生)Let S help them find own ers.Work in groups.Show in groups.Le+is EiDgArte tc flun?ThCM OUr*5?VwP ty caVeif. They r*.Ww pr i rt? Vm Piftm ic ?l h.if NSnAre t5 js?Are tse oors?Ho, y jm,tuNalr they arent.Wse PKrhFM i$ it? Wm PiaUre is ? It i* hersIt i lri.IUA: Whose book? aar is this?SB L Iff Mlh,u. zr* h?.MSA： WhWe keytf u. anSB Thty or Am Tlwy ar* rs.【设计意图】承接参观美术展这条主线，交代 失物招领”发生的情景：参观结 束后有同学丢了物品，我们一起帮助找失主。让学生在真实情景中输出所学语言 用核心句型询问和回答某物属于某人Step5 PrOgreSS情感升华：Go to PUbIiC PIaCes, When you leave, PIeaSe take your own belOngingS由 此 拓 展到公共场所需要注意的事项，升华做文明礼貌小使者:Let S be a