五年級(jí)英語(yǔ)下冊(cè)Unit5WhosedogisitThefirstperiod第一課時(shí)教案人教PEP

Page3Unit5Whosedogisit？教材分析本單元學(xué)習(xí)的主題是找尋動(dòng)物的主子。教學(xué)內(nèi)容主要圍繞如何詢問和回答某物是否屬于某人來綻開。教學(xué)重點(diǎn)是能夠聽、說、讀、寫核心句型：Theyellowpictureismine.Aretheseallours?Whoseisit?It’sZhangPeng’s.Ishedrinkingwater?No,heisn’t.Heiseating.；能夠聽、說、讀、寫名詞性物主代詞：mine,yours,his,hers,theirs,ours；能夠聽、說、讀、寫六個(gè)動(dòng)詞現(xiàn)在分詞climbing,eating,playing,jumping,drinking,sleeping和短語(yǔ)eachother等教學(xué)目標(biāo)學(xué)問與實(shí)力目標(biāo):?能夠聽、說、讀、寫核心句型：Theyellowpictureismine.Aretheseallours?Whoseisit?It’sZhangPeng’s.Ishedrinkingwater?No,heisn’t.Heiseating.?能夠在情境中運(yùn)用句型“Theyellowpictureismine.Aretheseallours?Whoseisit?It’sZhangPeng’s.”詢問并回答某物屬于某人，以及在情境中運(yùn)用句型“Ishedrinkingwater?No,heisn’t.Heiseating.”詢問并回答某人正在做某事?能夠在圖片的幫助下讀懂韻文，并能正確朗讀；能夠運(yùn)用核心句型完成句子，描述動(dòng)物正在做的動(dòng)作?能夠聽、說、讀、寫六個(gè)名詞性物主代詞：mine,yours,his,hers,theirs,ours；能夠聽、說、讀、寫六個(gè)動(dòng)詞現(xiàn)在分詞climbing,eating,playing,jumping,drinking,sleeping以及短語(yǔ)eachother；能夠在語(yǔ)境中正確運(yùn)用以上詞匯?能夠駕馭字母組合ng和nk的發(fā)音規(guī)則，即ng和nk在單詞中分別發(fā)/?/和/?k/?能夠讀出符合ng和nk發(fā)音規(guī)則的單詞，并能夠依據(jù)發(fā)音拼法出符合ng和nk發(fā)音規(guī)則的單?能夠在單線上完成抄寫句子的活動(dòng)，做到書寫規(guī)范情感看法?文化意識(shí)?學(xué)習(xí)策略目標(biāo):?培育學(xué)生愛惜動(dòng)物的意識(shí)?能夠在老師的幫助下總結(jié)名詞性物主代詞的規(guī)律，完成相應(yīng)練習(xí)?能夠依據(jù)ng/nk的發(fā)音規(guī)則拼讀、拼法單詞課時(shí)支配第一課時(shí):PartA Let’stry&Let’stalk其次課時(shí):PartA Let’slearn&Askandwrite第三課時(shí):PartA Let’sspell第四課時(shí):PartB Let’stry&Let’stalk第五課時(shí):PartB Let’slearn&Doasurvey第六課時(shí):PartB Readandwrite&Let’scheck&Let’swrapitup

Thefirstperiod(第一課時(shí))PartALet’stry&Let’stalk?教學(xué)內(nèi)容與目標(biāo)課時(shí)教學(xué)內(nèi)容課時(shí)教學(xué)目標(biāo)Let’stry?能理解Let’stry中的聽力內(nèi)容，完成聽力題目?能理解Let’stalk的對(duì)話情境，初步感知核心句型和詞匯Let’stalk?能夠在圖片和老師的幫助下理解對(duì)話大意?能夠依據(jù)正確的語(yǔ)音、語(yǔ)調(diào)、意群朗讀對(duì)話，并能夠進(jìn)行角色表演?能夠在情境中運(yùn)用句型“Theyellowpictureismine.Aretheseallours?Whoseisit?It’sZhangPeng’s.”詢問并回答某物屬于某人?能在語(yǔ)境中理解生詞his的意思，并能正確發(fā)音?教學(xué)重點(diǎn)在情境中運(yùn)用句型“Whoseisit?It’sZhangPeng’s.”詢問并回答某物屬于某人。?教學(xué)難點(diǎn)正確運(yùn)用名詞性物主代詞。?教學(xué)打算1.預(yù)習(xí)《狀元大課堂》《創(chuàng)優(yōu)作業(yè)100分》《狀元作業(yè)本》中本課時(shí)的相關(guān)內(nèi)容。2.PPT課件?課文錄音?視頻等。Teachingpurpose以觀看世界名畫吸引學(xué)生留意力，引出話題“Teachingpurpose以觀看世界名畫吸引學(xué)生留意力，引出話題“artshow”。在對(duì)話教學(xué)開展前，掃清大部分語(yǔ)言障礙，為下一步學(xué)習(xí)做好打算。Step1:Warm-up&Lead-in1.Greetings.2.Singasong—Animals,animalsareeverywhere.（出示課件）3.Lead-in.（課件出示:一些世界名畫）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.(課件出示：學(xué)生繪畫作品)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.”(課件再次出示學(xué)生繪畫作品)T:(PointatthepicturesonthePPT.)Aretheseallours?Ss:Yes,theyare.Studentsreadthesentences“Aretheseallours?”“Yes,theyare.”aftertheteacher.T:Now,Iwanttoshowyouapicture.（課件出示:老師畫的黃色向日葵）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”.(課件出示:John頭像)T:Whoishe?Ss:HeisJohn.(課件出示:Let’stry圖片)T:John’sschoolhasanartshow,too.WhichisJohn’spicture?Let’slistenandtick.Checktheanswer.(出示課件)5.Learn“Let’stalk”.（1）Learn“ThereisapictureofBeijing/Shanghai.”（課件出示：一張北京圖片）T:Look!Thereisapicture,whereisit?Ss:Beijing.Teachingpurpose呈現(xiàn)完整對(duì)話，讓學(xué)生帶著問題來整體感知對(duì)話文本，提升學(xué)生的聽力實(shí)力和文本理解實(shí)力。Teachingpurpose呈現(xiàn)完整對(duì)話，讓學(xué)生帶著問題來整體感知對(duì)話文本，提升學(xué)生的聽力實(shí)力和文本理解實(shí)力。Teachingpurpose此板塊為聽力活動(dòng)，培育學(xué)生的聽力策略。與Teachingpurpose此板塊為聽力活動(dòng)，培育學(xué)生的聽力策略。與Let’stalk緊密相關(guān)，為對(duì)話教學(xué)作鋪墊。（課件出示：一張上海圖片）T:Howaboutthisone?T&Ss:ThereisapictureofShanghai.(2)Playtherecordingof“Let’stalk”.Letstudentslistenandanswerthequestion:Q:WhatareMikeandChenJietalkingabout?Teachingpurpose老師通過播放視頻引導(dǎo)學(xué)生關(guān)注文本細(xì)微環(huán)節(jié)，加深學(xué)生對(duì)于文本的理解。Teachingpurpose老師通過播放視頻引導(dǎo)學(xué)生關(guān)注文本細(xì)微環(huán)節(jié)，加深學(xué)生對(duì)于文本的理解。Ss:Pictures.(3)Readcarefully.Theteacherplaysthecartoon.Letstudentswatchandanswerthequestions:Q1:WhichpictureisChenJie’s?Q2:WhoseisthepictureofBeijing?Whoseisit？Q3:WhoseisthepictureofShanghai?Whoseisit？Studentsreadthetextcarefullyandanswerthequestions.Checktheanswers.（出示課件）TeachingpurposeTeachingpurpose通過對(duì)話，學(xué)生可以了解不同國(guó)家的學(xué)校作息時(shí)間不同，感受東西方文化的差異，同時(shí)進(jìn)一步在情境中操練對(duì)話。Teachingpurpose老師播放錄音，學(xué)生聽錄音跟讀。引導(dǎo)學(xué)生依據(jù)正確的語(yǔ)音、語(yǔ)調(diào)及意群朗讀對(duì)話，并能在小組中進(jìn)行角色表演。Teachingpurpose老師播放錄音，學(xué)生聽錄音跟讀。引導(dǎo)學(xué)生依據(jù)正確的語(yǔ)音、語(yǔ)調(diào)及意群朗讀對(duì)話，并能在小組中進(jìn)行角色表演。1.Readandact.（1）Studentsreadaftertherecordingof“Let’stalk”.Payattentiontothepronunciationandtheintonation.（2）Studentspractisethedialogueingroups.（3）Actout.Teachingpurpose創(chuàng)建較真實(shí)的語(yǔ)言情境，學(xué)生結(jié)合自己的文具，就核心句型進(jìn)行操練。2.Teachingpurpose創(chuàng)建較真實(shí)的語(yǔ)言情境，學(xué)生結(jié)合自己的文具，就核心句型進(jìn)行操練。（1）Askandfindout.（課件出示：Askandfindout對(duì)話及圖片）Twostudentsareinapair.Preparesomestationery.Oneasksandtheotheranswers.Makeamodel:A:Whose…isthis?B:It’s…A:Whose…arethese?Teachingpurpose通過創(chuàng)設(shè)自然真實(shí)的情境，讓學(xué)生在情境中合理運(yùn)用所學(xué)學(xué)問談?wù)撐锲肥菍儆谡l(shuí)的，培育學(xué)生的綜合語(yǔ)言運(yùn)用實(shí)力。Teachingpurpose通過創(chuàng)設(shè)自然真實(shí)的情境，讓學(xué)生在情境中合理運(yùn)用所學(xué)學(xué)問談?wù)撐锲肥菍儆谡l(shuí)的，培育學(xué)生的綜合語(yǔ)言運(yùn)用實(shí)力。(2)Showtime.Step4:Consolidation&Extension1.Makenewdialogues.(課件出示：失物招領(lǐng)處圖片)Takeawaysomethingsfromstudents.Supposethesethingsareatthe“LostandFound”.T:Aftervisitingtheartshow,somestudentsleftsomethings.Whatarethey?Let’shavealook.(課件出示：一頂帽子、一本書、一個(gè)書包和一把傘)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.?板書設(shè)計(jì)?作業(yè)設(shè)計(jì)1.Practicethedialogue.2.Dotheexercises.(見“狀元成才路”系列叢書《創(chuàng)優(yōu)作業(yè)100分》P1第三題)?教學(xué)反思1.整個(gè)教學(xué)設(shè)計(jì)流程清楚，由易到難，層層遞進(jìn)，很好地達(dá)成了課程教學(xué)目標(biāo)。2.利用優(yōu)質(zhì)的網(wǎng)絡(luò)資源，生動(dòng)形象的圖片、視頻及課件來協(xié)助教學(xué)，快速吸引了學(xué)生的留意力。3.本課的新學(xué)問點(diǎn)較多，老師要開動(dòng)腦筋，多思索，開展豐富多樣的活動(dòng)，讓學(xué)生始終愛好盎然。?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