五年级英语下册Unit5WhosedogisitThefirstperiod第一课时教案人教PEP

Page3Unit5Whosedogisit？教材分析本单元学习的主题是找寻动物的主子。教学内容主要围绕如何询问和回答某物是否属于某人来绽开。教学重点是能够听、说、读、写核心句型：Theyellowpictureismine.Aretheseallours?Whoseisit?It’sZhangPeng’s.Ishedrinkingwater?No,heisn’t.Heiseating.；能够听、说、读、写名词性物主代词：mine,yours,his,hers,theirs,ours；能够听、说、读、写六个动词现在分词climbing,eating,playing,jumping,drinking,sleeping和短语eachother等教学目标学问与实力目标:•能够听、说、读、写核心句型：Theyellowpictureismine.Aretheseallours?Whoseisit?It’sZhangPeng’s.Ishedrinkingwater?No,heisn’t.Heiseating.•能够在情境中运用句型“Theyellowpictureismine.Aretheseallours?Whoseisit?It’sZhangPeng’s.”询问并回答某物属于某人，以及在情境中运用句型“Ishedrinkingwater?No,heisn’t.Heiseating.”询问并回答某人正在做某事•能够在图片的帮助下读懂韵文，并能正确朗读；能够运用核心句型完成句子，描述动物正在做的动作•能够听、说、读、写六个名词性物主代词：mine,yours,his,hers,theirs,ours；能够听、说、读、写六个动词现在分词climbing,eating,playing,jumping,drinking,sleeping以及短语eachother；能够在语境中正确运用以上词汇•能够驾驭字母组合ng和nk的发音规则，即ng和nk在单词中分别发/ŋ/和/ŋk/•能够读出符合ng和nk发音规则的单词，并能够依据发音拼法出符合ng和nk发音规则的单•能够在单线上完成抄写句子的活动，做到书写规范情感看法､文化意识､学习策略目标:•培育学生爱惜动物的意识•能够在老师的帮助下总结名词性物主代词的规律，完成相应练习•能够依据ng/nk的发音规则拼读、拼法单词课时支配第一课时:PartA Let’stry&Let’stalk其次课时:PartA Let’slearn&Askandwrite第三课时:PartA Let’sspell第四课时:PartB Let’stry&Let’stalk第五课时:PartB Let’slearn&Doasurvey第六课时:PartB Readandwrite&Let’scheck&Let’swrapitup

Thefirstperiod(第一课时)PartALet’stry&Let’stalk▶教学内容与目标课时教学内容课时教学目标Let’stry•能理解Let’stry中的听力内容，完成听力题目•能理解Let’stalk的对话情境，初步感知核心句型和词汇Let’stalk•能够在图片和老师的帮助下理解对话大意•能够依据正确的语音、语调、意群朗读对话，并能够进行角色表演•能够在情境中运用句型“Theyellowpictureismine.Aretheseallours?Whoseisit?It’sZhangPeng’s.”询问并回答某物属于某人•能在语境中理解生词his的意思，并能正确发音▶教学重点在情境中运用句型“Whoseisit?It’sZhangPeng’s.”询问并回答某物属于某人。▶教学难点正确运用名词性物主代词。▶教学打算1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。2.PPT课件､课文录音､视频等。Teachingpurpose以观看世界名画吸引学生留意力，引出话题“Teachingpurpose以观看世界名画吸引学生留意力，引出话题“artshow”。在对话教学开展前，扫清大部分语言障碍，为下一步学习做好打算。Step1:Warm-up&Lead-in1.Greetings.2.Singasong—Animals,animalsareeverywhere.（出示课件）3.Lead-in.（课件出示:一些世界名画）T:Boysandgirls,doyouknowthesepictures?Ss:Yes./No.T:Theyareveryfamousintheworld.Wherecanweseethem?Ss:OnTV./Inthemuseum.T:Greatanswers!Wecanseethesepicturesatanartshow,too.Teachthephrase“artshow”.Step2:Presentation1.Learn“ours,his,hers,mine”.T:Ourschoolartshowisalsogreat.Let’shavealook.(课件出示：学生绘画作品)T:Whatarethese?Ss:Theyareourpictures.T:Yes,thepicturesareours.Theyareours.Studentsread“ours”aftertheteacher.(Writedown“ours”ontheblackboard.)T:(Showaboy’spicture.)Whosepictureisit?IsitS1’s?Ss:No.T:IsitS2's?Ss:Yes.T:Oh,it’sS2’s.It’shis.Studentsread“his”aftertheteacher.(Writedown“his”ontheblackboard.)T:(Showagirl’spicture.)Whosepictureisit?IsitS3’s?Ss:No.T:IsitS4’s?Ss:Yes.T:Oh,it’sS4’s.It’shers.Studentsread“hers”aftertheteacher.(Writedown“hers”ontheblackboard.)T:(Showtheteacher’sself-portrait.)Whosepictureisit?IsitMissWhite’s?Ss:No.T:Whosepictureisit?Ss:It’syourpicture.T:Youaregreat!It’smypicture.It’smine.Studentsread“mine”aftertheteacher.(Writedown“mine”ontheblackboard.)2.Learn“Aretheseallours?Theyellowpictureismine.”(课件再次出示学生绘画作品)T:(PointatthepicturesonthePPT.)Aretheseallours?Ss:Yes,theyare.Studentsreadthesentences“Aretheseallours?”“Yes,theyare.”aftertheteacher.T:Now,Iwanttoshowyouapicture.（课件出示:老师画的黄色向日葵）Guess!Whosepictureisit?Youcanguesslikethis:IsitS5’s?Ss:IsitS5’s?T:No,it’smine!Theyellowpictureismine.Studentsreadthesentence“Theyellowpictureismine.”aftertheteacher.3.Learn“Whosebookisthis?It’sMike’s.Whosestorybooksarethese?Theyaremine.”Theteachergathersthethingsofsomestudents:aruler,abook,apencil-case,twopens.T:(Showtheruler.)Look!Whoserulerisit?Youcananswerlikethis:It’sS6’s.It’shis/hers.(Showtwopens.)Look!Whosepensarethese?Youcananswerlikethis:TheyareS7’s.Theyarehis/hers/…Theteachershowsthestationeryonebyone.Studentsaskandanswerwiththesentencepatterns“Whose…isit?It’s…’s.It’shis/hers.Whose…arethese?Theyare…’s.Theyarehis/hers/…”Writedownthesentencepatternsontheblackboard.4.Learn“Let’stry”.(课件出示:John头像)T:Whoishe?Ss:HeisJohn.(课件出示:Let’stry图片)T:John’sschoolhasanartshow,too.WhichisJohn’spicture?Let’slistenandtick.Checktheanswer.(出示课件)5.Learn“Let’stalk”.（1）Learn“ThereisapictureofBeijing/Shanghai.”（课件出示：一张北京图片）T:Look!Thereisapicture,whereisit?Ss:Beijing.Teachingpurpose呈现完整对话，让学生带着问题来整体感知对话文本，提升学生的听力实力和文本理解实力。Teachingpurpose呈现完整对话，让学生带着问题来整体感知对话文本，提升学生的听力实力和文本理解实力。Teachingpurpose此板块为听力活动，培育学生的听力策略。与Teachingpurpose此板块为听力活动，培育学生的听力策略。与Let’stalk紧密相关，为对话教学作铺垫。（课件出示：一张上海图片）T:Howaboutthisone?T&Ss:ThereisapictureofShanghai.(2)Playtherecordingof“Let’stalk”.Letstudentslistenandanswerthequestion:Q:WhatareMikeandChenJietalkingabout?Teachingpurpose老师通过播放视频引导学生关注文本细微环节，加深学生对于文本的理解。Teachingpurpose老师通过播放视频引导学生关注文本细微环节，加深学生对于文本的理解。Ss:Pictures.(3)Readcarefully.Theteacherplaysthecartoon.Letstudentswatchandanswerthequestions:Q1:WhichpictureisChenJie’s?Q2:WhoseisthepictureofBeijing?Whoseisit？Q3:WhoseisthepictureofShanghai?Whoseisit？Studentsreadthetextcarefullyandanswerthequestions.Checktheanswers.（出示课件）TeachingpurposeTeachingpurpose通过对话，学生可以了解不同国家的学校作息时间不同，感受东西方文化的差异，同时进一步在情境中操练对话。Teachingpurpose老师播放录音，学生听录音跟读。引导学生依据正确的语音、语调及意群朗读对话，并能在小组中进行角色表演。Teachingpurpose老师播放录音，学生听录音跟读。引导学生依据正确的语音、语调及意群朗读对话，并能在小组中进行角色表演。1.Readandact.（1）Studentsreadaftertherecordingof“Let’stalk”.Payattentiontothepronunciationandtheintonation.（2）Studentspractisethedialogueingroups.（3）Actout.Teachingpurpose创建较真实的语言情境，学生结合自己的文具，就核心句型进行操练。2.Teachingpurpose创建较真实的语言情境，学生结合自己的文具，就核心句型进行操练。（1）Askandfindout.（课件出示：Askandfindout对话及图片）Twostudentsareinapair.Preparesomestationery.Oneasksandtheotheranswers.Makeamodel:A:Whose…isthis?B:It’s…A:Whose…arethese?Teachingpurpose通过创设自然真实的情境，让学生在情境中合理运用所学学问谈论物品是属于谁的，培育学生的综合语言运用实力。Teachingpurpose通过创设自然真实的情境，让学生在情境中合理运用所学学问谈论物品是属于谁的，培育学生的综合语言运用实力。(2)Showtime.Step4:Consolidation&Extension1.Makenewdialogues.(课件出示：失物招领处图片)Takeawaysomethingsfromstudents.Supposethesethingsareatthe“LostandFound”.T:Aftervisitingtheartshow,somestudentsleftsomethings.Whatarethey?Let’shavealook.(课件出示：一顶帽子、一本书、一个书包和一把伞)Canyouhelpthemfindtheowners?Fourstudentsareinagroupandmakenewdialogues.2.Makeamodel.T:S1,isthisyourhat?S1:No.T:Whoseisit?S1:It’s___________’s.It’shis/hers.T:Isthisbook_________________’s?S1:No,it’s______________’s.It’shis/hers.3.Showtime.▶板书设计▶作业设计1.Practicethedialogue.2.Dotheexercises.(见“状元成才路”系列丛书《创优作业100分》P1第三题)▶教学反思1.整个教学设计流程清楚，由易到难，层层递进，很好地达成了课程教学目标。2.利用优质的网络资源，生动形象的图片、视频及课件来协助教学，快速吸引了学生的留意力。3.本课的新学问点较多，老师要开动脑筋，多思索，开展丰富多样的活动，让学生始终爱好盎然。▶TeachingContents&TeachingAimsLet’stry•Understandthelisteningmaterialof“Let’stry”.•Finishthetaskofthelistening.Let’stalk•Understandthemainideaofthedialoguewiththehelpofpicturesandtheteacher.•Readthedialoguecorrectlyandactitout.•Usethesentencestructurescorrectly.•Beabletounderstandandpronounce“his”correctly.▶TeachingPriorities•Beabletousethesentencepattern“Whose…isit?It’s…’s.”correctly.▶TeachingDifficulties•Understandandusethenominalpossessivepronounscorrectly.▶TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Lead-in1.Greetings.2.Singasong—Animals,animalsareeverywhere.3.Lead-in.1.Greetings.2.Singasong—Animals,animalsareeverywhere.3.Talktotheteacher.Arousestudents’interestbymeansofworld-famouspictures.Removesomelanguagebarriers.Leadinthetopic.Presentation1.Showpicturesandtalktostudents.Teachthenewwordsandsentences.1.Lookatthepicturesandtalktotheteacher.Learnthenewwordsandsentences.Helpstudentslearnthenewwordsandsentencesdirectlybyshowingpicturesandtalkingtothem.2.Teach“Let’stry”byshowingpictures,askingquestionsandlettingstudentslistentotherecording.2.Lookatthepictures.Answerthequestions.Listentotherecordingandfinishthelisteningtas