PEP人教英语五年级下册Unit5Whosedogisit教案.pdf

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1、 .Unit 5 Whose dog is it?第一课时 教学内容：A.Lets learn A.Look,say and complete 教学目标：知识与技能：1.、掌握名词性物主代词：mine,yours,his,hers,theirs,ours。2.、能用句子：“Its mine/yours/hers/his.”来标明物品的所属情况。过程与方法：能在课堂的活动中运用所学的语言进行交际。情感与价值观：1、帮助学生热爱动物、大自然的美好情感。2、培养学生团队合作的精神和自主学习的意识。学习重、难点：1、重点：掌握名词性物主代词的拼读与用法 2、难点：1）区分形容词性无助代词和名词性物主代

2、词的不同。2）在语境、合作、交流中体会并理解物主代词的用法。教具准备：PPT 教学过程：Step 1:Warm-up 1.学生欣赏 Unit5 的歌曲Animals,Animals are everywhere 2.教师出示歌曲中的动物图片，然后进行抢答活动。3.活动 让四名同学带上自己的钢笔到讲台上来并举起钢笔介绍 Its my pen.然后让几名同学背对大家互相交换手中的钢笔并交换所占位置然后请其中一个同学凭自己的记忆猜猜钢笔的所属。This is his pen.This is her pen.This is my pen.等。Step 2:Presentation 1.教学 Lets

3、learn （1）教师介绍犬展天下-Dog Show 犬展开始了，让我们去看看各类高端大气上档次的狗狗们是谁家的?（2）学习单词 his 和 hers 课件出示 Lets learn 部分的画面，教师指着第一只狗说：Look!This is his dog.Its his.Thats 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=his her dog=hers 学习单词 ours 和 theirs（3）教师指着课本第二幅图，用上面的方法学习 ours 和 theirs，然后指着某张课桌对全班说 This is their de

4、sk.Its theirs.出示校长照片说：Shes/Hes our head master.Hes ours.然后出示单词 ours 和 theirs.全班学生跟读并拼写。（4）学习单词 mine 和 yours 教师指着自己的书包说：This is my bag.Its mine.指着某个人的书包对他、她说：This is your bag.Its yours.然后出示单词进行操练。（5）教师总结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

5、is his.Your ruler=yours-This ruler is yours.（6）活动 教师拿起自己的一本书说：This book is mine.让学生拿起自己或者别人的物品说：Its mine./hers/his/ours/theirs/yours.帮助学生熟悉和理解物主代词的含义及其用法。2、教学 Look,say and complete 出示 49 页表格学生阅读并填写模仿例句完成一问一答。如：Whose book is that?Its Amys book.The book is hers.Whose pen is that?Its Johns pen.The pen

6、is his.Step 3:Practice 活动：物归原主 教室把“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,its mine.或 No,it isnt.Step 4:Check 一、连一连，并读一读。mine ours his hers whose yours theirs 他们的 谁的 我的 你的 她的 他的 我们的 .二、快乐二选一，然后在读一读。1.The blue pencil is _(my，mine)2.This is not my dog.Its _(she,hers)3.Whose pict

7、ure are these?-They are _(we,ours)4.Is this _(Amy,Amys)desk?5.The white cat is _(he,his).Step 5:Summary 作业设计 1.熟记本课所学的四会句子。2.找出家中的几件物品，向同学炫耀物品的归属。板书设计 Unit 5 Whose dog is it?his dog-his her dog-hers their dog-theirs our dog-ours my dog-mine your dog-yours 教后反思：用心听他人说英语。学习英语是从“听”起步的。“听”是“说”的前提，没有“听”，

8、就无从模仿“说”。只有听得清，听得懂，才能说得准，说得好。用心地多听他人说英语，有助于培养对英语的敏捷反应。第二课时 教学内容：A.Lets try、A.Lets talk 教学目标：知识与技能：1.听录音完成 Lets 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 picture of Shanghai.Whose is it?过程与方法：能在课堂的活动中运用所学的语言进行交际。情感与价值观：1、帮助学生热爱动物、大自然的美好情感。2、培养学生团队合作的精神和自主学习的意识。学习重、

9、难点：1、能听录音完成相应的练习题。.2、能熟读对话和灵活的进行句型替换练习。教具准备：PPT 教学过程：Step 1:Warm-up 1.教师出示一些物体，和学生进行问答练习。T:Is this his cat?S:Yes,it is.T:Is this her bag?S:No,it isnt.(板书)T:Whose book/pen/ruler is that?S1:Its mine/yours/his.2.复习句子:T:Its his dog.S:The dog is his.(用上节课的图片)T:Its her book.S:The book is hers.T:Its their

10、dog.S:The dog is theirs.()Step 2:Presentation 1.听录音，完成 Lets try 部分的联系。(老师讲解录音中的重点句子)2.学习关键的词语和句子:yellow picture,picture of,beautiful,There is (板书在黑板上)3.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“beautiful“4.听 talk 部分录音，并跟读

11、。T:Look here.There are so many pictures.S;Yes.T:The yellow picture is ChenJies.The yellow picture is hers.T:Whose is that picture of Beijing?S:Its Zhang Pengs.T:Whose is that picture of Shanghai?S:Its Yifans.5.学生读 talk，小组操练。1）活动：失物招领，灵活掌握本节课的句型 S1:Whose storybooks are these?S2:They are mine.S1:Whose

12、 book is this?S2:Its Mikes./Its his.2）分角色朗读 talk 部分 .Step 3:Check 1、根据课文内容判断正确的用 T 错误的用 F。()1.The yellow picture is Mikes.()2.That picture of Beijing is beautiful.()3.That picture of Shanghai is Zhang Pengs.2、同义句对对碰。1.Is this your book?A.This is my red bag.2.The red bag is mine.B.Is the book yours?3

13、.This is Chen Jies chair.C.This is a beautiful picture of spring.4.This picture of spring is beautiful.D.This chair is Chen Jies.3、根据短文内容选词填空。（也可做听力，老师念）A.get up B.live on C.breakfast D.face E.play sports My name is Robinson.I 1._ an island.I always 2._ early every day.I wash my 3._,and then I eat 4

14、._.Sometimes I clean my cave,too.In the afternoon,I 5._ with my friend.4、单项选择。()1.The yellow picture is _.A.mine B.my C.I()2.Are these all _?A.our B.my C.ours()3.That picture _ Beijing is beautiful.A.on B.at C.of ()4.-_ dress is this?-Its _.A.What;Sarahs B.Whose;Sarah C.Whose;Sarahs Step 4 Summary 作

15、业设计 1、熟读 Lets talk 部分。2、抄写 Lets talk 部分并写出汉语意思。.板书设计 Unit 5 Whose dog is it?The yellow picture is mine.Whose is that picture of Beijing?Whose is that picture of Shanghai?Are these all ours?Yes,they are.教后反思：与教材配套的录音带中有男、女、大人、小孩的不同音色，其音自然、地道，其景生动、逼真，学生听来饶有兴趣。这十分有助于培养良好的听的习惯。第三课时 教学内容：B.Lets learn、B.L

16、ets play 教学目标：知识与技能：1.掌握新单词:climbing,eating,playing,jumping,drinking,sleeping.2.掌握句型:Fido is sleeping.运用 What are these rabbits doing?询问正在做什么并回答 They are playing with each other.过程与方法：能在课堂的活动中运用所学的语言进行交际。情感与价值观：1、帮助学生热爱动物、大自然的美好情感。2、培养学生团队合作的精神和自主学习的意识。教学重、难点：1、能掌握新单词，并知道如何在单词的后面加上 ing。2、能用英语表达谁正在做什

17、么。教具准备：PPT 教学过程：Step 1:Warm-up 1.复习上一课的句型 T:Whose bag is this?S1:Its mine.T:Whose English books are these?S:They are mine.T:Whose cat is that?S:Its Sarahs./Its hers.（板书句型）Step 2:Presentation .1.T:What do you do?S:I eat banana./I climb mountains.T:复习单词:sleep,drink water,climb mountains.2.T:我做你猜，看我。我在

18、睡觉。Look at me,What am I doing?(老师做睡觉状）S1：睡觉（sleep)T:Sleeping.I am sleeping.用同样的方法学习其他的单词:climbing,eating,playing,jumping,drinking.并板书在黑板上同时将每个单词的原形也板书在黑板。3.让学生看 Lets lean 的图片 T:Look at the picture.Look at the Fido.Fido is sleeping.T:Look at these rabbits.Are these rabbits eating?S:No,Theyre playing

19、with each other.4.齐读单词：sleeping climbing,eating,playing,jumping,drinking.5.操练 1.Who is faster?(灵活运用本节课大句型）2.T:eat(jump)S:eating.(jumping.)3.Lets play.(Make up sentences 组句子)如:Chenjie is jumping.(看那组租的句子又多有正确)Step 3:Check 1.选出正确的选项，再读一读。()1.（正在）吃 A.eating B.eat C.it()2.(正在）跳 A.running B.jumping C.swi

20、mming()3.（正在）玩耍 A.drinking B.play C.playing()4.她的 A.hers B.she C.his ()5.喝（水）A.drink B.drinking C.sleep Step 4:Summary 作业设计 1、抄写单词：climbing,eating,playing,jumping,drinking,sleeping 2、记住新单词并五个进行时的句子。板书设计 Unit 5 Whose dog is it?.sleep-sleeping eat-eating Mike is play-playing jump-jumping They are drin

21、k-drinking(Mike and John)are climb-climbing 教后反思：小学生有意注意较弱，维持时间较短，特别是在听同学发言时易走神。教师除了向学生讲明专心听同学发言的好处外，在教学上要采用生动、形象、活泼、多样的教学方法与手段。第四课时 教学内容：B.Lets try Let s talk 教学目标：知识与技能：1.能听懂 Lets try 部分描述动物正在做某事的句子，完成 Lets try 的练习题.2.熟练掌握对话及重点句型：Where is Fido now?Is he drinking water?Can I play with him now?Of co

22、urse.Come here.过程与方法：能在课堂的活动中运用所学的语言进行交际。情感与价值观：1、帮助学生热爱动物、大自然的美好情感。2、培养学生团队合作的精神和自主学习的意识。教学重、难点：1.能用一般现在是来询问别人正在做什么并做肯定和否定回答。2.能熟读对话和灵活的进行句型替换练习。Is he drinking water?Yes,he is./No,he isnt.教具准备：PPT 教学过程：Step 1：Warm-up 1.复习单词:climbing,jumping,eating,sleeping,drinking,playing.2.T:Whose Chinese books a

23、re these?S:They are mine.T:Whose eraser is that?S:Its Olivers./Its his.T:John is running.S:Oliver is reading.().3.给下列单词加 ing。（老师板书在黑板上）read_ swim _ sit _ sleep _ dance _ Step 2：Presentation 1、听 Lets try part 录音并完成练习.Where is the dog?(老师讲解录音中的重点句子)2.(出示图片)T:Where is the book?S:Its on the desk.T:Where

24、 is the pen?S:Its in the bag.3.教读 Lets talk 部分 Keys phrase and sentences:Hes in the kitchen.Can you take him to the park?Of course.Come here.(教读和操练这些句子和短语)4.T:Listen to the tape of Lets talk and answer these questions.Is Fido drinking water?Is he eating?5.再次听录音并跟读 Lets talk.6.操练：分角色朗读课文。7.灵活运用句型。S1:

25、Is Sarah singing?S2:Yes.She is.S1:Is the cat eating?S2:No,he isnt.()Step 3：Check 一）根据课文内容判断正确的用 T 错误的用 F。()1.Fido is in the bedroom.()2.Chen Jie cant take Fido to the park.()3.Fido is eating.二）根据句意及首字母提示选单词补全句子并读一读。drinking ,where,take,playing,come 1.Is the dog _（喝）water?2.Can I _（玩耍）with him now?3.

26、_（哪里）is Fido now?4.Can you _（带）him to the park?5.Fido,_（来）here.三）、给下列次加 ing。.1.climb_ 2.eat_ 3.sleep_ 4.drink_ 5.jump_ 6.swim_ 7.dance_ 8.play_ 四）、连一连，选择正确的汉语意思。1.Are these all ours?A.不是。他在吃东西。2.Whose is it?B.他在喝水吗？3.Its Zhang Pengs.C.是张鹏的。4.Is he drinking water?D.它是谁的？5.No,he isnt.Hes eating.E.这些都是

27、我们的吗？Step 4 Summary 作业设计 1.熟记本课所学的词组。2.调查你的好友周末活动安排。板书设计 Unit 5 Whose dog is it?Where is Fido now?Is he drinking water?Yes,he is./No,he isnt.Can I play with him now?Can you take him to the park?教后反思：九年制义务教育小学英语教材为“说”提供了良好的素材，所选内容均来源于 学生学习及日常生活，为学生所熟悉的。教材具有科学性、趣味性、亲近性、实用性，为广大师生所欢迎。这是培养大胆开口讲英语的又一个有利条件

28、。第五课时 教学内容：A.Lets spell、B.Read and write 教学目标：知识与技能：1.能拼读含有字母组合 ing 和 nk 的单词。2.能理解 Read and Write 的主要内容，并完成相关的练习题。.过程与方法：能在课堂的活动中运用所学的语言进行交际。情感与价值观：1、帮助学生热爱动物、大自然的美好情感。2、培养学生团队合作的精神和自主学习的意识。教学重、难点：1.能拼读包含字母组合 ng 和 nk 。2.能理解 Read and write 部并熟读。教具准备：PPT 教学过程：Step 1：Warm-up 1.复习 A.B 两部分的单词和 talk 部分 2.

29、师生对话 T:Whose pen is that?S:Its Mikes pen./Its his.T:Whose pencil is this?S:Its my pencil./Its mine.T:Are these dogs running?S:Yes，they are./No,they arent.T:Is he eating?S:Yes,he is./No,he isnt.（强调划线部分）Step 2:Presentation 1 学习字母组合 ng 和 nk 的发音 2.拼这些单词:long sing ring young think ink trunk pink 3.给下列单词加

30、 ing。（老师板书在黑板上）look _ dance _ run _ walk _ fly _ 4.练习 1）.学生读这些单词:like,bear,rabbit,tiger,elephant,monkey,bird,want to be.2）听录音，完成 Read，write and listen 的练习.3）理解课文中的重点句子 4）.Answer these questions:Where are Sarah and Robin?They are at _.The bear is _ The rabbits are _ The tiger is _ .The elephant is _

31、Step 3 Practice 一、听音辩词。（老师自己念）()1.A.doing homework B.doing the dishes C.doing morning exercises()2.A.cooking B.walking C.looking()3.A.clean B.cleans C.cleaning()4.A.dinner B.breakfast C.lunch()5.A.grandpa B.grandfather C.grandparents 二、给下列句子选择正确的答语。1.Is he drinking water?A.Yes,they are.2.Can you tak

32、e him to the park?B.No,he isnt.Hes eating.3.Whose book is this?C.Hes in the kitchen.4.Are these all ours?D.Its Mikes.5.Where is Fido now?E.Of course.三、单项选择。()1.Look!Zoom is _ now!A.sleeping B.sleep C.sleeps()2.Theyre playing with _.A.each other B.each C.other()3.Are you _ in the study?-Yes,I am.A.re

33、ading B.read C.red Step 4 Summary 作业设计 熟读 Read and write 部分。板书设计 Unit 5 Whose dog is it?ng long sing ring young nk think ink trunk pink 教后反思：.教师应十分注意发挥“情感教育”在英语教学中的作用。古人曰：“亲其师，才能信其道。”教师 要用“师爱”去赢得学生的亲近和信任，使师生感情双向交流，密切师生关系，形成轻松、愉悦的课堂气氛，从而有效地帮助学生消除心理障碍，克服怕开口说英语的紧张心理，开创敢讲英语、争讲英语、爱讲英语的局面。第六课时 教学内容：B.Lets

34、 check,、Lets wrap it up、C.Story time)教学目标：1.完成 P54 相应的练习。2.能理解 Story time 部分讲述的是什么。过程与方法：能在课堂的活动中运用所学的语言进行交际。情感与价值观：1、帮助学生热爱动物、大自然的美好情感。2、培养学生团队合作的精神和自主学习的意识。教学重、难点：1.能完成 p54 的练习题，复习这个单元的重点句。2.能理解 Story time 部分讲述的是什么。教具准备：PPT 教学过程：Step 1:Warm-up 1.听第五单元的磁带跟读单词（单词表）Main scene 1Turn to page46and page4

35、7.Try to read and translate these sentences.2Guess the meaning of the story.3T show the meaning of these sentences.4Read after the tape twice.Step 2:Presentation 1)听 Lets check 部分的录音，并完成相应的练习 2)Learn story time.1.学生画出关键的词和短语:here come.Be quite!tail,fast,Thats cute.Copy.2.学习上面的词和短语 .3.读这些词和短语 3）操练 st

36、ory time 1.听录音跟读 story time 2.学生分角色读 Story time.Step 3:Practice 一）、给下列句子排序，用数字 1、2、3、4、5 代替。()A.Good morning.Where is Fido now?()B.Good morning,Sam.()C.Is he drinking water?()D.He is in the kitchen.()E.No,he isnt.二）、连词成句。1.you/him/park/Can /to /park/the (?)2.is/water /drinking /He (.)3.now /Fido/is /Where (?)Step 4:Summary 作业设计 完成本课相关练习。板书设计 Unit 5 Whose dog is it?Here comes a tiger.Whose tail is that?Theyre taking pictures.What are they doing?.教后反思：教师要避免枯燥操练，开“定向长火车”，要多用“有意点 叫”、个别提问，对活动与集体操练应频繁交替使用。同时在教学内容上设置“牵制性”提问，“逼”学生专心听他人说英语，不听，就无法参与。