五年级下册英语Unit 5教案（3套）.docx

教学导航Unit 5 Whose dog is it?教学内容第一课时 Let's learn Look, say and complete 第二课时 Let's try Let9s talk 第三课时Let's spell教学目标【知识目标】L能听、说、读、写mine,yours等重点词汇，并能正确理解并运用 名词性物主代词。2 .能运用句型就物品归属的问题进行问答。如：一Whose . is this/ are those? 一Ifs/They are.3 .掌握字母组合ng,nk的发音规律。【能力目标】能在实际情境中灵活运用名词性物主代词。【情感目标】培养学生能积极主动参加校内活动，热爱生活，乐观向上的情感。教学重点1 .掌握Part A重点词汇。如：mine,yours,his等名词性物主代词。2 .掌握 Part A 重点句型。如：一Whose . is this/ are those? 一Ifs/They are.3 .掌握名词性物主代词的用法。教学难点区别、应用形容词性物主代词和名词性物主代词。教学准备磁带、录音机、多媒体、画纸、画笔等。课时安排3课时。Part A教学过程第一课时教学过程批注一、Warm-up & Revision1 .抢读单词。教师写出形容词性物主代词，让学生抢读。2 .找主人。教师几位学生的文具用品，如：文具盒。教师拿起女生S1的物品 指着男生 S2,问：Is this his pencil box?学生答：No, it isn' t.It' s her pencil box.（学生指着女生SI）抢读单词、找 主人让学生回顾 复习形容词性物 主代词，为新课 讲授打下基础。二、Presentation & Practice作业设 计1 .听录音，背单词。2 .完成相关练习。3 .预习下一课。板书 设计Unit 5 Part B 第一课时climb-climbingHe is climbing.drink一drinkingHe is drinking. jump jumpingThey are jumping第二课时教学过程批注一、Warm-up & Revision1 .Greetings.T:Good morning,class.Ss:Good morning,teacher.T:What are you doing now?Ss:We are having an English class.T:Yes.So you should put away the other thingsjust take out your English book,right?Ss:Yes.T:OK, good job.Next,please read these words loudly.2 .Read words loudly.教师展示单词卡片，学生认读。如：climb climbingo通过 Greetings 将学生引入课 堂，集中注意力。 并且也渗透复习 了上节课重点句 型。二、Presentation & Practice1 .学习 Let% tryo (1)教师介绍听力背景。T:You will listen to a conversation.Chen Jie and Sam are talking about Fido. Where is it?In the living room?In the kitchen or in the bedroom?You can get the answer from this conversation.(2)教师播放听力录音，学生选出答案。(3)教师PPT上完整呈现听力材料，让学生反复跟读录音，语音、语调、句 型熟悉后，两人一组表演对话。听前对录音材 料进行简要的背 景介绍，让学生 对所听内容有所 预知，从而降低 了听力难度，让 学生轻松地完成 听力训练。2.学习 Let's taiko(1 )Free talk.教师展示课本51页Lefs talk挂图。T:Do you know the little boy?Ss:He is Sam.T:Yeah.He is Sarah's little brother,Sam.OK,where is Sam now?Ss:He is at Chen Jie's home.T:What are they talking about?Ss:They are talking about Fido.T:Where is Fido?What is Fido doing?OKJet9s learn "let's talk".提出问题，激 发学生学习的动 机，增强学生学 习的目的性。通过我问你答 的活动集中学生 注意力，练习巩 固句型。(2)听录音，看课文，回答以下问题:Where is Fido?What is Fido doing?Can Sam take Fido to the park?教师讲解课文。(4)学生反复跟读模仿，语音、语调、句型熟悉后，两人一组表演对话。Activity ：我问你答。教师要求几名学生做出动作，S1看书，S2写字，S3打球，S4睡觉等 动作。T:Is he/she writing?(由教师先指着S1提问)Ss:No,he/she isn't.He/ She is reading.Sl:Is he/she playing basketball?(接着由 SI 指着 S2 提问)Ss:No,he/she isn't.He/She is writing.活动以此种方式进行下去。(6)让学生两人一组完成Look and say.中的对话练习，并将所创编对话写下 来。3 .小结oKey wordsidrinking,eating,play with,can,take,where.Key sentences:一Is he drinking water? 一No,he isntHe's eating.作业设 计1 .听录音，背诵课文。2 .查阅资料总结动词现在分词的变 化规律。3 .完成相关练习。4 .预习下一课。板书 设计Unit 5 Part B 第二课时Is he drinking water?一No,he isntHe's eating.第三课时教学过程批注一、Warm-up & Revision1 .Recite the text.2.Sing a song "Animals,animals are everywhere”.通过背课文唱 歌，复习已学知 识。二、Presentation & Practice1 .学习 Read and writeo(1)师生对话。T:What5s the weather like today?Ss:It9s a sunny day.T:Yeah. A good day.You want to go out or stay at home?Ss:Go out.TiOK.Next, follow Robin,let's go to the zoo to see animals.OK?Ss:OK.(2)新课教授。教师板书Robin at the zoo并展示课本53面第一幅挂图。教师引导学生 充当Sarah的角色问：What are you doing here,Robin? PPT呈现语句并录音 播放答：I'm looking at a bear.Fm dancing like a bear.教师讲解句型：I am looking at. I am + dancing + like.现在进行时结构：be+v.-ing展示第二幅图片。T:What are you doing here,Robin?Ss:I'm looking at the rabbits.Pm eating like a rabbit.师生对话自然 而然导入新课。通过图1、图2、 图3的讲解熟悉， 紧接着让学生角 色扮演进行实际 操练，既提高了 学生学习兴趣又 加强了对句型的 掌握。展示第三幅图片。教师充当Sarah,学生扮演RobinoT:What are you doing here,Robin?Ss:Fm looking at a tiger.I'm running like a tiger.(以此种方式进行下去)(3)听录音，学生反复跟读模仿并完成课本练习。(4)以开火车形式学生汇报表演。Sl:What are you doing here,Robin?S2：rm looking at a bear.rm dancing like a bear.(要求该学生作出跳舞的动 作)S2: What are you doing here,Robin?S3:I'm looking at the rabbits.Fm eating like a rabbit.(要求学生作出小兔吃 萝卜的动作)S3:S4:教师对于语气、神态、动作都到位的同学给予奖励。(5)教师讲解总结动词的现在分词的变化规律。(6)巩固练习。写出以下动词的现在分词形式。eat look flytake dance makeswim run shop2.学习 Let's checko(1) Listen and answer.教师PPT上一一呈现Lets check图片，并问答。T:What is the cat doing?Ss:It's climbing.TiWhat is Amy doing?Ss:She is riding a bike. (2)Listen and number.以开火车的形式 对所学类容进行 复习巩固，学生 乐于参加，会收 到更好的课堂教 学效果。习题练习更能 直接的检测出学 生对知识点的掌 握情况。结合已给图 片，通过Listen and answer 将听 力中可能出现的 语句进行预测熟 悉，降低学生听 力难度，增强信 心。教师播放听力录音，学生完成练习。(3)PPT呈现完整听力材料，学生模仿跟读，同桌之间对话表演。3 .学习 Let's wrap it up。(1)教师提问。a.各形容词性物主代词对应的名词性物主代词b.形容词性物主代词与名词性物主代词用法区别(2)完成课本练习。(3)师生共同核对答案。(4)互为小老师。同桌伙伴，由对方相互出题，检查改正。(教师可适当提供指导)4 .小结。Key words:looking,dancing,eating,flying,like,want.Key sentences:What are you doing here,Robin?I'm looking at a bear. Tm dancing like a bear.Do you want to swim like a fish?I don't want to be a fish.引导学生抓 住听力材料的关 键词和重要词 汇。互为小老师既 培养了学生互助 合作的精神，也 通过这项活动加 强了学生对语言 知识的灵活运用 能力。作业设 计1 .听录音,熟读 Read and write。2 .将已学动词变ing形式归类，制成 单词卡片。3 .完成相关练习。4 .预习下一课。板书 设计Unit 5 Part B第三课时What are you doing?I'm looking at.Um.like a/an.Do you want to swim like a fish?I don't want to be a fish.课堂小结听力训练的过程中，教师应注意方法，在听力开始前，引导学生利用已给内容预测听力内容，如此局部教师对Let's try的听力背景介绍，以及Lets check中的师生对话。同时: 在听 听力的过程中，指引学生抓关键词，没有必要浪费时间在理解整句内容上。Unit 5 Whose dog is it?第一课时教学目标1 .掌握名词性物主代词：his, hers, mine, yours, ours, theirso2 .能运用句子"If s mine/yours/hers/his.”来说明所属况。教学重难点：1 .重点：掌握名词性物主代词的拼读与用法。2 .难点：（1）能正确区分形容词性物主代词和名词性物主代词的不同。 能在语境、合作、交流中体会并理解物主代词的用法。3 .教学过程（一）、热身（Warm-up）1 .学生欣赏 Unit 5 中的歌曲Animals, animals are everywhere2 .教师出示歌曲中提及的动物图片，然后进行抢答活动。3 .活动：智力大比拼活动方式：教师叫四名学生带上自己的钢笔到讲台上来并举起自己 的钢笔介绍：It's my pen。然后教师让这几名学生背对大家，互相 交换手中的钢笔，并迅速交换所站的位置。然后请其中一个凭自己 的记忆猜想钢笔的所属。如：This is his pen. This is her pen. This is my pen. This is your pen.等。（二）、新课呈现（Presentation）1. Let's learn教师介绍犬展天下-Dog Showo 2015年犬展开始了，让我们去看看各类高端大气的狗狗们是谁家的？(2)学习单词his和hers课件出示Lets learn局部的画面，教师指着 第一只狗说：Look! This is his dog.It's his. Thafs her dog. It's hers.然后 出示单词卡片his和hers,并请全班跟读。板书：his dog二his her dog=hers(3)学习单词ours和theirs教师指着课本第二幅图说：This is their dog. It's theirs.然后指着某张课桌对全班说：This is their desk. Ifs theirs.PPT出示校长的照片，指着照片说：She's /He's our headmaster. He's ours.然后出示单词ours和theirs卡片，全班进行跟读和拼写。(4)教学单词mine和yours教师指着自己的书包说：This is my bag. It's mine.指着某个人的书包并对他/她说：This is your bag. Ifs yours. 然后出示卡片进行单词操练。(5)教师总结：请学生们看课件，找出两种物主代词的区别。my pen - mine - This pen is mine, her bag二 hers - This bag is hers, his eraser - his - This eraser is his. your ruler-yours - This ruler is yours.(6)活动：指指点点说说活动方式：教师随手拿起自己的一本书说： This book is mine. Can you show me your things or his / her things and say this?is mine/hers / his yours/theirs 等。教师让学生依次拿起自己 的物品或别人的物品说：It's mine/ hers/ his/ ours/theirs/ yours.进一步帮 助学生熟悉和理解物主代词的含义及其用法。2.Look,say and complete教师出示教材第49页表格，要求学生认真阅读并填写表格内容，然后模仿例句完成一问一答练刁。如:Whose book is that? It's Amy's book. The book is hers. Whose pen is that?It's John's pen. The pen is his.（三）巩固与拓展 （Consolidation and extension）活动：物归原主教师把“失物招领”中的物品展示给学生看，请学生 帮助寻找这些物品的主人，完成“物归原主''的任务。如：Is this your?Yes,it's mine.或 No,it isn't. It's.（四）作业板书设计 Unit 5 Whose dog is it? his dog -his Our dog-ours her dog-hers their dog-theirs my dog-mine your dog-yours第二课时教学目标1 .能在语境中灵活应用名词性物主代词。2 .能运用句子"Whose is it?”或“Whose+名词（复数）are these?”来询 问物品的所属情况。教学重难点1 .重点：能运用句子"Whose is it?"或"Whose+名词（复数）are these? 来询问物品的所属情况2 .难点：掌握whose所引导的两种句型。教学内容与过程(一)热身(Warm-up)l.Sing the song My weekend.2.活动：晒一晒，说一说 活动方式：教师在讲台上晒出学生事先准 备的玩具，如：泰迪熊、熊猫、汽车、自行 车等，教师指着玩具逐 一说：This is not mine.然后问：Whose is it?玩具的主人听到后 要立 刻站起来说：It's mine.老师接着说：Oh, it,s yours. Here you are.然 后全班同学指 着主人说一说：Ifshis.或It's hers.说完，继续游戏。(二)、新课呈现(Presentation)1. Lefs try教师播放Lefs try局部的录音，学生完成听音打勾练习。(2)教师再次播放Lefs try局部的录音，然后问学生：Which is John's picture?要求学生根据所听到的的内容回答。2. Lefs talk(1)敦师播放Lefs talk局部的录音，请学生认真听，思考以下问题： Which picture is Chen Jie's?Whose is the picture of Beijing? Whose is it?Whose is the picture of Shanghai? Whose is it?(2)教师播放录音，学生回答这三个问题。The yellow picture is Chen Jie's. It's his.It's Zhang Peng's.It's his.It's Yifan's. It-s his.(3)看图说话。教师指着图片说：What about the picture of Beijing/Shanghai? Whose is it?引导学生看 图说话。如：The picture of Beijing is beautiful. The picture of Beijing is Zhang Peng's. It's his. It'snot mine. The picture of Shanghai is beautiful,too. The picture of Shanghai is Yifan's. It's his. It's not yours.（4）小结whose引导的两种句子。通过练习，让学生归纳whose的 用法。疑问词“whose”主要对句子中的形容词性的物主代词或名词性 物主代词提问。如：That is your watch.那是你的手表。Whose watch is that?那是谁的手表？ These boxes are theirs.这些盒子是他们的。 Whose are these boxes?达些盒子是谁的?（5）教师解释“Are these all ours?”这个句子的意思，然后教师播放录音， 并请学生跟读和表演。（6）Ask and find out.请学生模仿课本中的例句，同桌进行问答练习。 然后教师拿出从学生那里收集来的故事书、钢笔、铅笔等学习用具， 要求学生用 Whose. are these? Whose .is this?来询问 物品的主人， 看谁最先找到物品的主人。（三）总结（summary ）（四）作业（Homework）板书设计 Unit 5 Whose dog is it? Whose. is it? It's Mike's.第三课寸教学目标1 .进一步巩固现在进行时以及物主代词的用法。通过 Main scene学习，了解 本单元知识点。通过 Dog show 让学生去了解名 词性物主代词更 加的生动形象， 更易于教与学。通过活动让学 生对所学知识进 行操练以做到语 言的正确输出。通过绘制表格2 .学习 Main sceneo教师出示挂图，请学生思考:Whose dog is this?Whose painting is it?Whose rabbits are these?What are the rabbits doing?(2)师生对话。T:Where are they?Ss:They are in a park.T:Whose dog is this?Ss:Chen Jie.T:Yes.It is Chen Jie，s dog.IJs hers.(教师说这句话时加重语气以引起学生注 意，有意识地让学生进行模仿)Whose rabbits are these?Ss:They are Wu Yifan's rabbits.They are his.T:What are they doing?Ss:They are playing with each other.听录音，学生跟读。3 .学习 Let's learn o(l)Dog show.教师展示课前准备好的小狗图片。如：教师展示Mike的德国牧羊犬。T:Whose dog is it?Ss:It's Mike's dog.T:Yes.It's his dog.It's his.(强调几遍 his 并板书)教师以此种方法教授 hers,theirs,mine,ours,yourso(2)教师讲解。区别名词性物主代词和形容词性物主代词。名词性物主代词=形容词性物主代词+名词听录音，学生模仿跟读。(4)Activity.教师将提供的同学们的文具用品摆放在讲台上，教师拿起其中一件物品 问一位学生。如：T:Whose pencil box is this?Sl:It9s Zhang Wei's pencil box.It's his pencil box.The pencil box is his.TiWhose pen is this?S2:It's my pen.The pen is mine. (5)巩固练习，完成表格。2 .学习归纳字母组合ng和nk的发音规律，并能读出相关例词。3 .能听、说、读、写单词 long, sing, ring, young, think, ink, trunk, pinko教学重难点1 .重点：掌握四会句子：Zoom is eating. He，s jumping.并能在实际情 境中灵活运用。2,难点：掌握字母组合ng和nk的发音规律，培养学生拼读音标 词的能力。教学内容与过程（一）、热身（Warm-up）2 .活动：边做边说活动方式：在教师动作的引领下，全班同学跟着 老师一边做动作，一边说动词短语。如：做“吃午餐”动作，学生快 速地说：eat lunch.看谁动作又快又准确。3 .活动：你说我说 活动方式：教师说一句，学生也说一句。但是学 生说的句子必须和老师说的意思大 致相同。如：教师说：This book is Peter's.学生说：This book is his.又如：These storybooks are Li Hong's. These storybooks are hers.（二）新课呈现（Presentation）1. Let's spell（l）Read,listen and chant.教师出示 long, sing, ring, young, think, ink, trunk, pink 的图 片，要求学生听录音，感知单词发音。教师再次播放录音，请学生认真听，并思考字母组合ng和nk在单词中的读音。教师再 次播放录音，请个别同学归纳字母组合ng和nk在单词中的读音规 那么。教师播放录音，学生跟读。学生自读单词，并总结这些单 词的拼读规那么。拼读擂台教师出示一些没学过的单词，让男生 和女生进行比拼，根据所学的拼读规律或从学过的单词迁移，读出 这些单词，看谁读得又快又正确。如：sang, sung, link, sinko （2）Read,write and listen.请学生按ng和nk的发音规律，将方框中 的单词分成两组，并将相同发音的单词写在方框中，然后听一听，读 一读。（3）Look and write.以书面的形式要求学生用现在进行时来描述以下 四幅图。如:Zoom is eating. He's jumping. Zip is drinking. She's singing.（三） 、巩固与拓展 （Consolidation and extension）1.活动：关注微信朋友圈教师导入：你常常上微信了解朋友圈中 的动态吗？你是不是看到有人上传了 “炫酷”的照片，我们一起来评 论一下吧。微信内容：Amy （购物）Sarah （吃冰激凌）Peter （做运 动）。评论可参考如下内容： What is Amy doing now? She's go shopping. How cool! What is Sarah doing now? She's eating ice cream. How delicious! What is Peter doing now? He's playing sports. How hard!. 2.活动：认领衣物教师导入：下课的铃声响了，体育老师指着单杠 上和地上的衣服说：请你们收拾好自己的东西，准备下课。请大家俩 俩合作，模拟这个场景，编一个认领衣物的对话。对话参考如下：Sl:Whose shirt is this? Is this yours,Li Hong? S2:No,it isn't mine.IfsPeter's. It's his.My shirt is yellow. SI:1s this yellow shirt yours? S2:Oh,it's mine. The yellow shirt is mine. Thanks. Sl:Peter,is this your shirt? S3:Yes,my shirt is green. SkWhose shoes are these? Are these shoes yours,Mike? S4:Oh,yes! They're mine. Thank you.（四）总结（summary）（五）作业（homework）板书设计 Unit 5 Whose dog is it?long think sing ring ink trunk young pink第四课时教学目标1. 掌握五个动词的 ing 形式：climbing, eating, drinking, playing, j umping, SI eeping。2. 能运用句子"What are these rabbits doing?”询问动物正在做 什么 并回答 “They're playing with each other."。3. 学唱歌曲Animals, animals are everywhere 。教学重难点1 .重点：掌握五个动词的ing形式；初步掌握句型“What is / are. doing?”的意义与用 法，并能够运用句型“It is / They are+动词ing” 描述动物正在做的事情。2 .难点：掌握climbing的读音。教学内容与过程（一）、热身（Warm-up）1 .学生欣赏歌曲Animals, animals are everywhere 。2 .活动：头脑风暴（1）请学生四人一组回顾所学过的动物词汇。（2） 教师出示动物的图片，学生说出其英语单词，并拼写。T:（出示猴 子图片）Please look at the picture， say the animal word and then spell it. Ss:monkey,M- O-N-K-E-Y, monkey猴子。 以同样的方式复习歌 曲中提到的动物单词:rabbit, elephant, panda, tiger, dog, cat, bear. （二）、新课呈现（Presentation）1. Lefs learn介绍森林运动会：森林运动会开幕了，大家看看有哪些动物来参 加呢？请看 PPT Look at the animals. Who are they? They are rabbits,dogs and cats. Look at these rabbits. What are they doing?弓| 导学 生回答：They're playing.教师重复：playing, playing, they're playing. 教师边说边将playing卡片贴在黑板上，然后带着学生高低声诵读： Playing， playing， they are playing with each other.（2）以同样的方法教学：climbing , eating , drinking , jumping 和 SI eeping o活动：小小侦察兵请学生在读的过程中注意观察动词ing形式的 构成，看谁能最快地发现动词-ing形式的构成规律。（4）活动：神枪手 教师出示动作图片，要求学生说出相应的动词ing形式，并拼写出来。例如：教师 出示“爬”的动作图片，学生迅速地 说出:climbing,并拼写c-1-i-m-b-i-n-go说对并且 拼写正确的小组 得2分，说对但拼写错误得1分。活动：哑剧表演请一个学生根据老师提供的卡片表演哑剧，请其 他学生猜动作的意思。表演的动作 有：climbing, eating, drinking, playing, jumping, S1 eeping 等。(6)活动：快嘴先锋教师快速闪现一个动物图片与一个动词卡片，要 求学生能根据所看到的卡片造句。例如：教师闪现猴子图片与动词 “爬”卡片，学生要快速地说出：The monkey is climbing.最先说对 的学生其所在组得2分，说错的不得分。2. Let's play活动：猜一猜，说一说 教师将各种动物的图片放在桌子上，请两 位学生上台，一位学生从桌子上的图片中抽取一张，模仿这个动物 的动作，班上其他学生猜猜是什么动物。如：学生模仿猴子的动作, 学生猜：It is a monkey.然后.另一位学生做一个动作(比方：爬树), 全班学 生马上说：The monkey is climbing.俩俩活动：一位学生出示一张动物的图片，另一位学生说一个句 子。然后交换角色，再进行练习。活动：说唱表演请五位学生分别戴五种动物的头饰，列队站在教 室门口。其他学生唱歌谣：Whatisthe?doing?重复三遍，被点到的“动 物”出列，自选做某一个动作，例如：jumpingo其他学生一起唱歌 谣:Jumping, jumping, the is jumping.表演的动作还可以有以下 这些：reading， listening to music, running, playing, S1 eeping, climbing 等。(4)学生完成Let's play局部的内容。教师将写着人名、动作、地点 等卡片分别藏在三个袋子里，要求学生分别从这三个袋子中各取出一 张卡片，然后将这三张卡片连成一句话，看看谁的句子所表达的意思 最完整。(三卜 巩固与拓展 (Consolidation and extension)Lefs sing(1)教师播放歌曲Animals, animals are everywhere ,请学生欣赏。 (2)教师播放歌曲录音，学生跟唱。强调Some are climbing, some are jumping.Some are eating, some are Sleeping.的意思。(3)Sing the song Animals,animals are everywhere. 举一反三： 教币出示 动作图片，要求学生说出该动词和动词的ing形式，然后再造，一个 句子并写下来。如：教师出示洗衣服图片，学生说：Wash, Washing, she is washing clothes. What is she doing? She's washing clothes.(四)总结(summary)(五)作业(homework)板书设计 Unit 5 Whose dog is it?eating playing drinking jumping climbing S1 eeping第五课时教学目标1 .能够听懂Lefs try局部描述动物正在做某事的句子。2 .能运用句子"Is he/she? ”询问别人是否正在做某事并能对疑问句 作肯定或否认回答。3 .能描述他人正在做的事情。教学重难点1重点：能用一般现在进行时来询问别人正在做什么并作肯定或否认 回答。2难点：在真实情境中运用所学句型进行交流。教学内容与过程（一）热身（Warm-up）l.Sing the song Animals,animals are everywhere.2 .看图说话 教师出示动物图片，要求学生根据图片进行描述。如： 教师出示老虎在奔跑的图片，要求学生说：The tiger is running.学生 边说边做动作，并用同样的方式复习上一课时所学过的其它动词 ing 形式，如：climbing, drinking, eating, playing, Sleeping, jumpingo The dog is climbing/drinking/eating. The rabbits are playing/ jumping / sleeping.3 .活动：试试你的运气请学生各准备三