人教PEP五年级英语下册Unit5 Whose dog is it PartA教案教学设计（含教学反思）.docx

Unit 5 Whose dog is it?Part A第一课时1Part A第二课时4Part A第三课时7Part A第一课时Let's try & Lefs talk教学目标1 .听录音完成Let's try的练习题。2 .熟练掌握对话及重点句型：The yellow picture is mine. Are these all ours? There is a picture of Shanghai. Whose is it ?3 .能运用句子"Whose is it?”或“Whose+名词（复数）are these?n来询问物品的所属情 况。教学重点能听录音完成相应的练习题。教学难点能运用句子"Whose is it?”或“Whose+名词（复数）are these?”来询问物品的所属情况。 能熟读对话和灵活的进行句型替换练习。教学准备教学光盘，多媒体课件，学生课前准备的玩具等。教学过程Step 1:Warm-up1. Greetings.2. Sing a song : When is your birthday?3. 活动：晒一晒，说一说。活动方式：教师在讲台上展示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Unit 5Whose dog is it?板书设计Unit 5Whose dog is it?ng: longsingringyoung/"nk: thinkinktrunkpink/ijk/教学反思本课时的重点是复习和巩固现在进行时以及物主代词的用法，综合和归纳字母组合ng 和nk的发音规律，让学生碰到类似的单词能准确发音，做到触类旁通并能灵活运用到口语交 际中去。一说：It' s his.或It' shers.说完，继续游戏。Step 2:Presentation1. Let's try.(1)看图并描述。(2)教师播放Let's try部分的录音，学生完成听音打勾练习。(3)教师再次播放Lets try部分的录音，然后问学生：Which is John?s picture?要求学生 根据所听到的内容回答。2. Let's talk.(1) Teach key's words and sentences: yellow picture, picture of, beautiful, There is (板书 在黑板上)(2) T: Is this a yellow picture ? S: Yes, it is .T: That is a picture of Beijing. S: Read it.T: There is a beautiful picture. S: Read it "beautifiil”.(3)教师播放Let,s talk部分的录音，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?(4)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.Its Yi fan' s. Ifs his.(5)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's not mine.(6)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？(7)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。(8) Ask and find out.请学生模仿课本中的例句，同桌间进行问答练习。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Whoseare these? Whoseis this?来询问物品的 主人，看谁最先找到物品的主人。Step 3：Consolidation and extensionL活动：寻找拍卖会上私人珍藏品的主人。活动方式：教师将拍卖会竞拍下来的当红明星的私人珍藏品做成PPT,如：1号物品一个LV包包(Yang Mi)；2号物品架钢琴(Zhou Jielun)o3号物品个机器人(ChenLong)o要求学生两两合作，互相询问这些拍卖物的原主人。如：Whose bag is this? Whose piano is it? Whose robot is this?It's Yang Mi's. It's hers. Ifs Zhou Jiehm's. It's his. Ifs Chen Long's. It's his.2: Pair work： Lost and found 失物招领。51: Whose storybooks are these?S2: They are mine.52: Whose book is this?53: Ifs Mike's./ It's his.3. Role play：小小配音员。教师播放Let' s talk的Flash动画，两名学生或男女学生分别扮演Chen Jie和Mike,给 动画配音。Step 4: Homework1 .熟读Let's talk部分。2 .抄写Lefs talk部分并写出汉语意思。板书设计Unit 5 Whose dog is it ?a picture of BeijingWhose book is this?It's Mike's/hisWhose storybooks are these?They are mine.教学反思本课时主要学习询问物品的所属情况，要求学生掌握几个重点句型Whose is it?Whose+ 名词（复数）are these?教学过程中可以通过师生、生生问答的形式来加强对此句型的掌握。Part A第二课时Let's learn & Look, say and complete教学目标1 . 掌握新单词：his, hers, theirs, ours, yours, mine。2 .掌握句型：Whose dog is that ? It' s my dog.=The dog is mine.能运用句子 "It' s mine/yours/hers/his.来表明物品的所属情况。教学重点能准确的读出和写出新的单词。教学难点1 .能在语境、合作、交流中体会并理解物主代词的用法，掌握句子：Whose dog is it ? Ifs your dog .The dog is yours.2 .能正确区分形容词性物主代词和名词性物主代词的不同。教学准备教学光盘，收集学生的照片或物品，多媒体课件，单词卡片。教学过程Step 1:Warm-up1 .学生欣赏Unit5中的歌曲。2 .教师出示歌曲中提及的动物图片，然后抢答。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测钢笔的所属。如：This is his pen. This is her pen. This is my pen. This is your pen.等。Step 2:Presentation1. Let's learn.(1)学习单词his和hers 。课件出示Let,s learn部分的画面，教师指着第一只狗说：Look! This is his dog. Ws his. That's 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=his her dog=herso(2)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. It? s theirs.PPT出示数学教师的照片，指着照片说: She's/He' s our maths teacher. She's/He' s ours.然后出示单词 ours 和 theirs 卡片，全班进行 跟读和拼写。(3)教学单词mine和yours.教师指着自己的书包说：This is my bag. Ws mine.指着某个人的书包并对他/她说：This is your bag. Ids yours.然后出示卡片进行单词操练。(4)多种形式练读所有单词，如接火车读单词，声音高低读等。(5)学习了四个单词后造句:The dog is his.教师问：Whose dog is it?指导学生跟读：his, his, The dog is his.(6)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=hers This bag is hers.his eraser=his - This eraser is his.your ruler=yours - This ruler is yours.(7)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。如：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 一答练习。如：Whose book is that? It's Amy's book. The book is hers.Step 3: Consolidation and extension1 .活动 1 ： Who is faster?教师说出一个句子，学生抢答说出意思相同的句子，看谁说得快。如:T: It' s your bag.S: The bag is yours ().2 .活动2：物归原主。教师把“失物招领”中的物品展示给学生看，请学生帮忙寻找它们的主人，完成“物归 原主”的任务。如：Is this your？Yes, it's mine.或 No, it isn't. It'sStep 4: Homework1 .学生正确的抄写单词：hers, theirs, ours, his, yours, mine.2 .运用每个单词写出句子。It' s their book. The book is theirse,3 .找出自己的喜欢的物品，向同桌展示一下。板书设计Unit 5 Whose dog is it ?Whose dog is it?It's his dog.=The dog is his .It's her dog.=The dog is hers.It's my dog.=The dog is mine.It's their dog.=The dog is theirs.It's your dog.=The dog is yours.It's our dog=The dog is ours.教学反思本课时要求掌握名词性的物主代词的含义和用法。掌握句型:Whose dog is that? Ifs my dog.=The dog is mine.能运用句子"It' s mine/yours/hers/his.”来表明物品的所属情况。在学 习本课时的时候，教师可以把以前学过的关于物品的单词运用到本课时的教学中来，做到融 会贯通，举一反三。Part A第三课时Let's spell教学目标1 .进一步巩固现在进行时以及物主代词的用法。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教学重点学习归纳字母组合ng和nk的发音规律，并能读出相关例词。教学难点掌握字母组合ng和nk的发音规律，培养学生拼读音标词的能力。教学准备教学光盘，多媒体课件，单词卡片。教学过程Step 1:Warm-up1 .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。2 .活动：你说我说。活动方式：教师说一句，学生也说一句。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. These storybooks are hers.3 .师生问答：T: Whose pen is that?Ss： It's his.4 .学生展示自己准备的对话。Step 2:Presentation1. Lefs 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在单词中的读音规则。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则。开火车、声音高低等多种形式读单词。拼读擂台。教师出示一些没学过的单词，让男生和女生PK,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。(2)Read, write and listen.观察单词。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下列四幅图。如：Zoom is eating. He's jumping. Zip is drinking. She's singing.Step 3: Consolidation and extension1: 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。请大家两两合作，模拟这个场景，编一个认领衣物的对话。对话参考如 下：51: Whose shirt is this? Is this yours, Li Hong?S2:No, it isn't mine. It9s Peter's. It's his. My shirt is yellow.52: Is this yellow shirt yours?S2:Oh,it,s mine. The yellow shirt is mine.53: Peter, is this your shirt?S3:Yes, my shirt is green. Thanks.Step 4: Homework1 .完成活动手册配套练习。2 .模仿“认领衣物”活动，编一则“认领启事”对话。