五年级下册英语Unit 5教案(3套).docx
![资源得分’ title=](/images/score_1.gif)
![资源得分’ title=](/images/score_1.gif)
![资源得分’ title=](/images/score_1.gif)
![资源得分’ title=](/images/score_1.gif)
![资源得分’ title=](/images/score_05.gif)
《五年级下册英语Unit 5教案(3套).docx》由会员分享,可在线阅读,更多相关《五年级下册英语Unit 5教案(3套).docx(65页珍藏版)》请在淘文阁 - 分享文档赚钱的网站上搜索。
1、教学导航Unit 5 Whose dog is it?教学内容第一课时 Lets learn Look, say and complete 第二课时 Lets try Let9s talk 第三课时Lets 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,
2、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,
3、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
4、& 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
5、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 conver
6、sation.(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 Lets 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 Sarahs little brother,Sam.OK,where is Sam now?Ss:He is at C
7、hen Jies home.T:What are they talking about?Ss:They are talking about Fido.T:Where is Fido?What is Fido doing?OKJet9s learn lets 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
8、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 isnt.He/ She is reading.Sl:Is he/she playing basketball?(接着由 SI 指着 S2 提问)Ss:No,he/she isnt.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,ea
9、ting,play with,can,take,where.Key sentences:一Is he drinking water? 一No,he isntHes 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 isntHes 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 ever
10、ywhere”.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,lets 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
11、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:Im 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:Im 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,
12、 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.Im 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
13、: What are you doing here,Robin?S3:Im 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 Lets 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 do
14、ing?Ss:Its 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 Lets wrap it up。(1)教师提问。a
15、.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?Im looking at a bear. Tm dancing like a bear.Do you want to swim like a fish?I dont want to be a f
16、ish.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?Im looking at.Um.like a/an.Do you want to swim like a fish?I dont 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
17、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Lets 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
18、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:Its 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。(
19、二)、新课呈现(Presentation)1. Lets 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.Its his. Thafs her dog. Its 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. Its theirs.然后
20、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:Shes /Hes our headmaster. Hes 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. Its 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
21、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:Its mine/ hers/ his/ ou
22、rs/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? Its Amys book. The book is hers. Whose pen is that?Its Johns 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
23、的任务。如:Is this your?Yes,its mine.或 No,it isnt. Its.(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 the
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 五年级下册英语Unit 5教案3套 年级 下册 英语 Unit 教案
![提示](https://www.taowenge.com/images/bang_tan.gif)
限制150内