Unit 5 Whose dog is it?一、單元整體分析本單元是義務(wù)教育靈通版（pep）小學(xué)英語教科書五年級(jí)下冊(cè)的第五單元。主要圍繞話題Whose dog is it?引出A、B、C三個(gè)板塊的內(nèi)容。A、B部分呈現(xiàn)新知識(shí)點(diǎn)，C部分是以講故事形式鞏固或延展知識(shí)面。本單元是在以前學(xué)過的形容詞詞性物主代詞的基礎(chǔ)上，繼續(xù)學(xué)習(xí)名詞詞性物主代詞，溫故知新，是學(xué)習(xí)本單元的主要教學(xué)策略。A部分先以對(duì)話情景呈現(xiàn)本單元核心詞匯與核心句型的適用語境，在集中呈現(xiàn)重點(diǎn)詞匯短語（即名詞詞性物主代詞及短語）和重點(diǎn)句型，分為兩個(gè)課時(shí)進(jìn)行教學(xué)活動(dòng)。B部分先以情景對(duì)話形式呈現(xiàn)有關(guān)正在進(jìn)行時(shí)態(tài)的核心詞匯和核心句型，然后集中呈現(xiàn)六個(gè)表示正在進(jìn)行時(shí)的常用動(dòng)詞形式，再以讀寫和檢查形式呈現(xiàn)經(jīng)典鞏固訓(xùn)練題，分三個(gè)課時(shí)。我把A部分的拼讀規(guī)則、B部分的收集歸納以及C部分的趣味故事拼湊成一課時(shí)，培養(yǎng)學(xué)生在學(xué)習(xí)過程中養(yǎng)成分類歸納的好習(xí)慣，也養(yǎng)成學(xué)以致用的好風(fēng)格。在教學(xué)A部分的名詞此行物主代詞的時(shí)候，我準(zhǔn)備采用借助于圖畫、PPT課件等進(jìn)行多功能訓(xùn)練，在教學(xué)B部分動(dòng)詞正在進(jìn)行時(shí)態(tài)形式時(shí)，我準(zhǔn)備采用動(dòng)畫展示、圖卡多種方式進(jìn)行學(xué)習(xí)與鞏固，鼓勵(lì)學(xué)生積極參與砸金蛋、表演等多種活動(dòng)，幫助學(xué)生培養(yǎng)好的學(xué)習(xí)心態(tài)，提高學(xué)習(xí)興趣和學(xué)習(xí)質(zhì)量。二、 單元教學(xué)目標(biāo)1.知識(shí)目標(biāo)（1）能夠聽、說、讀、寫本單元出現(xiàn)的mine，yours，his，hers，theirs，ours，climbing，eating，playing，jumping，drinking，sleeping等12個(gè)重點(diǎn)單詞。（2）能夠聽說認(rèn)讀本單元出現(xiàn)的each，each other，excited，like等詞匯。（3）能夠聽說讀寫本單元出現(xiàn)重點(diǎn)句型Look! Thats my dog! Yes! Its your dog. The dog is yours. Oh, Fido is sleeping. Yes. Hes so cute! Are these rabbits eating? No. Theyre playing with each other.（4）能夠掌握主要功能句型。例如：Whoseis it? Its Whose are these / those? Theyre What is / are doing? is / are v.-ing 能夠在實(shí)際生活中熟練運(yùn)用這些句型，完成詢問以及回答他人物品歸屬情況。（5）能夠掌握字母組合ng / nk的發(fā)音規(guī)則，能夠讀出符合ng / nk發(fā)音規(guī)則的單詞，能夠根據(jù)發(fā)音品寫出符合ng / nk發(fā)音規(guī)則的單詞。2.能力目標(biāo)（1）通過對(duì)本單元新知識(shí)的學(xué)習(xí)，能夠正確掌握重點(diǎn)詞匯和重點(diǎn)句型，能夠靈活運(yùn)用于真實(shí)交際語言環(huán)境中。（2）能夠表演對(duì)話情景和趣味故事內(nèi)容。（3）能夠在單線上正確抄寫句子，能夠做到書寫規(guī)范不錯(cuò)格。3.情感目標(biāo)（1）能夠積極主動(dòng)參與各種學(xué)習(xí)訓(xùn)練活動(dòng)，樂于合作，積極交流，踴躍表演。（2）能夠加強(qiáng)學(xué)習(xí)英語的自信心，提高交際能力。三、教學(xué)重難點(diǎn)1.教學(xué)重點(diǎn)（1）能夠聽、說、讀、寫本單元出現(xiàn)的mine，yours，his，hers，theirs，ours，climbing，eating，playing，jumping，drinking，sleeping等12個(gè)重點(diǎn)單詞。（2）能夠聽說讀寫本單元出現(xiàn)重點(diǎn)句型Look! Thats my dog! Yes! Its your dog. The dog is yours. Oh, Fido is sleeping. Yes. Hes so cute! Are these rabbits eating? No. Theyre playing with each other.2.教學(xué)難點(diǎn)（1）能夠掌握主要功能句型。例如：Whoseis it? Its Whose are these / those? Theyre What is / are doing? is / are v.-ing 能夠在實(shí)際生活中熟練運(yùn)用這些句型，完成詢問以及回答他人物品歸屬情況。（2）能夠表演對(duì)話情景和趣味故事內(nèi)容。四、教學(xué)方法充分運(yùn)用多媒體進(jìn)行教學(xué)活動(dòng)，充分展示網(wǎng)絡(luò)相關(guān)的教學(xué)資源、自制PPT課件、歌曲、錄音，鼓勵(lì)學(xué)生積極參與各種游戲訓(xùn)練活動(dòng),激勵(lì)學(xué)生積極參與表演活動(dòng)。五、教學(xué)時(shí)間本單元共分六個(gè)課時(shí)第一課時(shí)：A. Lets try Lets talk 第二課時(shí)：A. Lets learn Look, say and complete.第三課時(shí)：B. Lets try lets talk 第四課時(shí)：B. Lets learn Lets play.第五課時(shí)：B. Read and write Lets check第六課時(shí)：A. Lets spell B. Lets wrap it up C. Story time六、知識(shí)點(diǎn)撥名詞性物主代詞和形容詞性物主代詞的用法比較物主代詞實(shí)際上是人稱代詞的所有格形式，根據(jù)其句法作用，物主代詞可以分為形容詞性和名詞性兩種。形容詞性物主代詞一定要后接名詞（如：This is my bed. 這是我的床。），名詞性物主代詞可以獨(dú)立使用，無需后接名詞（如：This bed is mine.這張床是我的。）物主代詞的形式請(qǐng)見下表：人 稱單 數(shù)復(fù) 數(shù)形容詞性名詞性 形容詞性 名詞性第一人稱 my mine our ours第二人稱your yoursyour yours第三人稱 hishistheirtheirsherhersits its1.形容詞性物主代詞的基本用法形容詞性物主代詞一般位于名詞前，用作定語，限定該名詞的意義。例如：My name is Mike. 我叫邁克。.His grandparents are in Beijing. 他的爺爺奶奶在北京。2.名詞性物主代詞的基本用法 名詞性物主代詞在句中獨(dú)立使用，即其后不接名詞，其句法作用相當(dāng)于一個(gè)名詞。例如：Ours is a clean and so big bedroom. 我們的臥室是一個(gè)干凈并且很大的臥室。（用作主語,一般用于正式文體）My bike cant work. Could I use yours? 我的自行車壞了，我可以用一下你的嗎?（用作動(dòng)詞的賓語）Whose bag is this? Its hers. 這是誰的書包?是她的.（用作表語）Joe is a classmate of mine. 喬是我的一個(gè)同班同學(xué)。（用于雙重所有格） 名詞性物主代詞用作主語時(shí)，謂語動(dòng)詞的數(shù)應(yīng)隨所指者的數(shù)而定。例如：Is this magazine yours or his? Its his. Mine is on my desk. (Mine = My magazine) 這本雜志是你的還是他的？是他的。我的雜志在我的課桌上面。Whose clothes are these? They are Toms. Yours are on your bed. (Yours =Your clothes) 這些是誰的衣服?是湯姆的。你的衣服在你的床上。第一課時(shí)課時(shí)內(nèi)容A Lets try Lets talk課時(shí)分析本課時(shí)是人教版五年級(jí)下冊(cè)第五單元的第一課時(shí)，圍繞“學(xué)校畫展”這個(gè)話題展開。主要是通過對(duì)話的情景學(xué)會(huì)詢問和回答某物屬于某人的句型The yellow picture is mine. Are these all ours? Whose is it? Its Zhang Pengs.。培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣和樹立學(xué)好英語的信心。本課時(shí)是整個(gè)單元的首課時(shí)，在本單元中起引領(lǐng)與鋪墊作用.本課時(shí)的重點(diǎn)是核心句型的靈活運(yùn)用。本課時(shí)包括Lets try 和 Lets talk 兩個(gè)板塊。Lets try是聽力訓(xùn)練，通過陳杰和Mike在參觀學(xué)校美術(shù)展時(shí)的問答，幫助學(xué)生初步理解A部分Lets talk 的核心句型。Lets talk通過呈現(xiàn)陳杰和Mike 參觀學(xué)校畫展的情景，引出句型The yellow picture is mine. Are these all ours? Whose is it? Its Zhang Pengs. 此版塊的話題貼近學(xué)生的生活，學(xué)生們都非常感興趣，很能激發(fā)學(xué)生求知的欲望。在課堂教學(xué)中，首先要整體把握本單元教學(xué)內(nèi)容，教學(xué)重點(diǎn)和教學(xué)難點(diǎn)，借助師生照片、圖片等多種方式呈現(xiàn)，采用猜一猜、找一找等多種教學(xué)活動(dòng)，全面調(diào)動(dòng)學(xué)生的積極性，培養(yǎng)學(xué)生靈活運(yùn)用語言的能力。本課時(shí)的教學(xué)內(nèi)容是四年級(jí)下冊(cè)第五單元教學(xué)內(nèi)容的延續(xù)，Whose. is/are this/these? Its/Theyre.s Are these yours? 的句型學(xué)生們?cè)谒哪昙?jí)已經(jīng)接觸過，為本單元的教學(xué)打下了很好的基礎(chǔ)。課時(shí)目標(biāo)1. 能夠聽、說、讀、寫句型：The yellow picture is mine. Are these all ours? Whose is it? Its Zhang Pengs.2. 能夠在教師和圖片的幫助下理解對(duì)話大意。3. 能夠用正確的語音、語調(diào)朗讀對(duì)話。4. 能夠在情景中運(yùn)用The yellow picture is mine. Are these all ours? Whose is it? Its Zhang Pengs.5. 培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣和樹立學(xué)好英語的信心。課時(shí)重難點(diǎn)1.重點(diǎn)（1）能夠聽、說、讀、寫句型：The yellow picture is mine. Are these all ours? Whose is it? Its Zhang Pengs.（2）能夠在教師和圖片的幫助下理解對(duì)話大意。（3）能夠用正確的語音、語調(diào)朗讀對(duì)話。2.難點(diǎn)句型The yellow picture is mine. Are these all ours? Whose is it? Its Zhang Pengs.的靈活運(yùn)用。教學(xué)準(zhǔn)備 多媒體課件、詞卡、錄音機(jī)和磁帶Step 1 Warm up1. GreetingT: Good morning, boys and girls.Ss: Good morning, Ms/Miss.T: How are you today?Ss: Im fine, thank you. And you?T: Im fine, too. Do you like listening to music? Now lets enjoy a song together. If you can sing, follow the tape please.（教師播放歌曲My weekend。）設(shè)計(jì)意圖：歌曲的運(yùn)用提高學(xué)生的興趣，使學(xué)生盡快融入到課堂中。Step 2 Lead in Lets tryT: Good, boys and girls. Look at the three pictures. They are pictures of the school art show. Mike and Chen Jie are talking about them. Which is Johns picture? Lets listen and tick. a. Listen to the tape and choose the right picture.b. 呈現(xiàn)聽力文本，學(xué)生朗讀。T: Mikes picture is blue. The blue one is his.教學(xué)資源：課件、錄音機(jī)設(shè)計(jì)意圖：聽力的練習(xí)，使學(xué)生初步感知本課核心句型，為學(xué)習(xí)正式的對(duì)話做好鋪墊。Step 3 Presentation1. Learn “Whose is it? Its.”（1）T: Now lets play a game. I have many of baby photos. Can you guess whose they are? （教師呈現(xiàn)班里三到四名學(xué)生的寶寶照?qǐng)D片。）T: Look at the first photo. Whose is it? （板書句子。）S1: I think its .s.（引導(dǎo)學(xué)生回答。）T: No, it isnt. S2: I think its .s.T: Yes, it is. Its his/hers. .（板書Yes, its his/hers.）(2) T: Look at the last picture. Whose is it? S1: I think its .s. T: No, it isnt. . (學(xué)生猜不出，教師引導(dǎo)學(xué)生大聲問老師Whose is it? .) Ss: Whose is it? T: Its mine. (3)教學(xué)板書句子，理解句子，帶讀句子。教學(xué)資源：照片設(shè)計(jì)意圖：通過猜一猜，讓學(xué)生在愉快的氛圍中學(xué)會(huì)了知識(shí)。2. Learn “The picture is mine. Are these all ours?”(1) T: Look! The picture is mine. Which picture is yours?S1: The . picture is mine.（引導(dǎo)照片的主人說句子。板書句子，理解句子。）(2) T: These pictures are all ours.（教師指著屏幕照片說，然后用肢體語言幫助學(xué)生理解句子。）(3)課件呈現(xiàn)Lets try 中Mike和John的圖片。 T: Look at the pictures. Are these all ours?（板書句子，理解句子，帶讀句子。） Ss: No, they arent. That picture of the sea is Mikes. The picture of the trees is Johns.設(shè)計(jì)意圖：用自己的照片引出所學(xué)的句子，很能吸引學(xué)生的興趣。3. Learn the text (1) 課件呈現(xiàn)教學(xué)插圖。 T: Chen Jie and Mike are at the art show and talking about the pictures. Whose pictures are these? Lets learn the text.(2)Read the text and discuss the questions in a group.Whose is the picture of Beijing?Whose is the picture of Shanghai? Which picture is Chen Jies?(3)Listen to the tape and follow the tape.(4)兩人一組分角色朗讀課文。指幾個(gè)組朗讀，教師評(píng)價(jià)。教學(xué)資源：課件、錄音機(jī)、磁帶設(shè)計(jì)意圖：通過自讀、跟讀、模仿朗讀，層層遞進(jìn)，給學(xué)生聯(lián)系的時(shí)間。Step 4 PracticeAsk and find out 桌子上擺放一些學(xué)習(xí)物品或衣物等，兩人一組進(jìn)行問答練習(xí)。 參考句型：Whose book/. is this? Its.s. Its/his/hers. Its mine. Whose storybooks are these? They are.s. Theyre his/hers. They are mine.設(shè)計(jì)意圖：創(chuàng)設(shè)情境，幫助學(xué)生鞏固和運(yùn)用核心句型。Step 5 SummaryT: What did you learn about this lesson? 學(xué)生自由說，教師總結(jié)。T: 學(xué)習(xí)了詢問和回答某物屬于某人的句型：The yellow picture is mine. Are these all ours?Whose is this? Its.s. 設(shè)計(jì)意圖：幫助學(xué)生整理和歸納知識(shí)點(diǎn)，便于學(xué)生的理解和記憶。課堂作業(yè)一、將打亂的字母重新排列，組合成單詞。o, w, s, e, hi, m, e, ni, h, s1. 2. 3. _ _ _二、單項(xiàng)選擇。( )1. _ book is this? A. Who B. Whos C. Whose( )2. The picture _ Beijing is beautiful.A. of B. in C. at( )3. Look at the pen. Its_.A. hes B. his C. her( )4.Are these all _? Yes, they are.A. our B. ours C. your三、改錯(cuò)。 ( ) 1. The yellow picture is my. _ A B C( ) 2. This is a shirt. Its Mike. _ A B C ( ) 3.Whose storybooks are these? AIts Miss Whites. _Answers:一、1. mine 2. his 3. whose二、1. C 2. A 3. B 4. B三、1. C, mine 2. C, Mikes 3. B, Theyre B C板書設(shè)計(jì) Unit 5 Whose dog is it? Whose is it? The yellow picture is mine. Its.s/his/hers. Are these all ours? 第二課時(shí)課時(shí)內(nèi)容 A Lets learn Look, say and complete課時(shí)分析本課時(shí)是人教版五年級(jí)下冊(cè)第五單元第二課時(shí)。圍繞“Dog Show”這一話題展開，主要通過對(duì)話學(xué)習(xí)詞匯mine, yours, his, hers, theirs, ours，培養(yǎng)學(xué)生愛護(hù)動(dòng)物的意識(shí)。第一課時(shí)為本課時(shí)打下了一定的基礎(chǔ)，本課時(shí)的重點(diǎn)是四會(huì)單詞的掌握以及靈活運(yùn)用。 本課時(shí)包括Lets learn 和Look, say and complete兩個(gè)板塊。Lets learn通過呈現(xiàn)Zoom 和Zip談?wù)搱?bào)刊墻展出的Dog Show的場(chǎng)景，體現(xiàn)了單詞的詞形和意義。此版塊設(shè)計(jì)的學(xué)生們比較感興趣的動(dòng)物的話題，非常符合學(xué)生的心理，貼近學(xué)生的生活，更能激發(fā)學(xué)生學(xué)習(xí)的興趣。Look, say and complete版塊是一個(gè)綜合性的語用活動(dòng)，通過這個(gè)活動(dòng)操練A 部分Lets learn所學(xué)的詞匯和句型，做到學(xué)以致用。 本課時(shí)雖然是新授課，但是四會(huì)單詞mine, his, yours, ours在第一課時(shí)已經(jīng)接觸過，所以在設(shè)計(jì)教學(xué)過程時(shí)，遵循以學(xué)生為主體的原則，采用聽、說、讀、 寫、玩等多種方法調(diào)動(dòng)全體學(xué)生的積極參與。通過任務(wù)型教學(xué)法、合作探究教學(xué)法等引導(dǎo)學(xué)生自主學(xué)習(xí)。課時(shí)目標(biāo) （1）能夠聽、說、讀、寫單詞：mine, yours, his, hers, theirs, ours。 （2）能夠在語境中正確運(yùn)用這六個(gè)單詞。（3）能夠?qū)ξ镏鞔~進(jìn)行總結(jié)歸納。 （4）培養(yǎng)學(xué)生愛護(hù)動(dòng)物的意識(shí)。課時(shí)重難點(diǎn)1.重點(diǎn)（1）能夠聽、說、讀、寫單詞：mine, yours, his, hers, theirs, ours。（2）能夠在語境中正確運(yùn)用這六個(gè)單詞。（3）能夠引導(dǎo)學(xué)生對(duì)物主代詞進(jìn)行總結(jié)歸納。2.難點(diǎn)（1）能夠在語境中正確運(yùn)用mine, yours, his, hers, theirs, ours這六個(gè)單詞。（2）物主代詞的歸納。教學(xué)準(zhǔn)備 多媒體課件、錄音機(jī)、磁帶教學(xué)過程Step 1 Warm up 1. GreetingT: Good morning, everyone. Ss: Good morning, teacher.T: How are you today? Ss: Im fine, thank you. And you?T: Very well, thanks. Are you ready for English class?Ss: Yes. 2.Ask and answer T: Whose English book is this? S1: Its .s. T: Yes, its his. S1: Whose . is this? T: Its.s. S1: Yes, its hers. . (利用學(xué)生手里的物品，進(jìn)行問答練習(xí)。)教學(xué)資源：學(xué)習(xí)物品設(shè)計(jì)意圖：?jiǎn)柎鸩倬殢?fù)習(xí)了上節(jié)課的詞匯和句型，為學(xué)習(xí)新知做好鋪墊。Step 2 Lead inT: Boys and girls, do you like animals?Ss: Yes.T: Which animal do you like best?S1: I like. best.S4: I like dogs best.T: Why do you like dogs?S4: They are cute /.設(shè)計(jì)意圖：通過和學(xué)生們談?wù)撌煜さ膭?dòng)物，既拉近與學(xué)生之間的距離，又很自然的引出正文。Step 3 Presentation1.課件呈現(xiàn)Zoom 和Zip在觀看賽狗大會(huì)的場(chǎng)景T: Look at the picture. This is a Dog Show. There are kinds of dogs on show. Zoom and Zip are at the dog show. Whose dogs are on show? Lets have a look. 設(shè)計(jì)意圖：出示圖片，將學(xué)生帶入情境，然后整體感知。2. Teaching the new words “his, hers, yours, mine, ours, theirs”.(1) Teaching “his, hers” a.呈現(xiàn)Mike的圖片T: Look at picture 1. Whose dog is that? S1: Its Mikes. T: Yes. That is his dog. The dog is his.（板書his dog his，領(lǐng)讀，指名讀，齊讀。用紅色標(biāo)注his。）His dog is big. b. 呈現(xiàn)陳杰的圖片 T: Look at picture 2. Is that Chen Jies dog? S1: Yes. Its her dog. T: We can say another way “The dog is hers.”（板書her dog hers, 領(lǐng)讀，跟讀，指名讀，齊讀。用紅色標(biāo)注結(jié)尾的s。） Her dog is cute.(2) Teaching “yours, mine”a. T: Now lets have a look at Zooms and Zips dog. How do you like Zooms dog? S1: Its big/cute. T: How do you like Zips dog? S2: Its .b. Listen to the tape and follow the tape.c. Act Zoom and Zip. 學(xué)生表演，教師板書your dogyours，領(lǐng)讀，跟讀，齊讀，用紅色標(biāo)注結(jié)尾的s。d. T: Now Im Zip. Who wants to be Zoom?(請(qǐng)一名學(xué)生與教師對(duì)話。) 示例：Zip: Is this your dog?Zoom: Yes, its my dog. The dog is mine. Zip: Its so cute.Zoom: Thank you.e.學(xué)生兩人一組模仿示例練習(xí)。（教師板書my dogmine, 指名讀，齊讀，聯(lián)系單詞nine, 記住音、形。）(3) Teaching “theirs, ours”a. 呈現(xiàn)兩人與狗在一起的圖片。 T: Look at the picture They are introducing their dog. Lets listen.b. 播放錄音，學(xué)生跟讀。 Its our dog. The dog is ours.（板書our dogours，帶讀，指名讀，用紅色標(biāo)注結(jié)尾的s。）c. T: Yes, it s their dog. The dog is. Ss: Theirs.（板書their dogtheirs，帶讀，指名讀，齊讀，拼讀，用紅色標(biāo)注結(jié)尾的s，強(qiáng)調(diào)同音詞there。）(4)聽錄音，跟讀錄音。 his dog his her dog hers my dogmine your dogyoursour dogours their dogtheirs(5)小組認(rèn)讀，然后討論名詞性物主代詞和形容詞性物主代詞的用法，教師適時(shí)補(bǔ)充。 名詞性物主代詞=形容詞性物主代詞+名詞教學(xué)資源：課件、錄音機(jī)、磁帶設(shè)計(jì)意圖：圖文結(jié)合學(xué)習(xí)詞匯，更好的幫助學(xué)生理解。Step 4 Practice1.快速認(rèn)讀 男女生比賽，快速搶讀單詞。設(shè)計(jì)意圖：比賽激起學(xué)生的興趣，鞏固單詞的音義形。Look, say and complete呈現(xiàn)表格，學(xué)生仿照例句寫句子，然后問答操練。參考句型：A: Whose. is that? B: Its.s . A: The . is hers/his/mine/yours/ours/theirs.設(shè)計(jì)意圖：鞏固本課的六個(gè)名詞性物主代詞，做到活學(xué)活用。Step 5 SummaryT: What did you learn about this class?學(xué)生自由說，教師小結(jié)。T：1. 學(xué)習(xí)了六個(gè)名詞性物主代詞：mine, yours, his, hers, theirs, ours 2. 名詞性物主代詞=形容詞性物主代詞+名詞設(shè)計(jì)意圖：總結(jié)的環(huán)節(jié)幫助學(xué)生歸納知識(shí)點(diǎn)，有助于學(xué)生對(duì)知識(shí)的記憶。課堂作業(yè)一、按要求寫單詞。 their同音詞his名詞性物主代詞 1. 2. Amy名詞所有格yours反義詞 3. 4. 二、選詞填空。hersher 1. This is _ jacket. The jacket is _.oursour 2. These are _ books.The books are_.mymine 3. Look! It isnt _ picture. _ is yellow.三、按要求完成句子。1. Its Mikes book.（對(duì)畫線部分提問。） _ _ is this?2. This is their dog.（改同義句。） This dog is _.Answers:一、1. his 2. there 3. mine 4. Amys二、1. her, hers 2. our, ours 3. my, Mine三、1. Whose book 2. theirs板書設(shè)計(jì) Unit 5 Whose dog is it? his dog his her dog hers my dogmine your dogyoursour dogours their dogtheirs形容詞性物主代詞+名詞=名詞性物主代詞 第三課時(shí)課時(shí)內(nèi)容 B lets try Lets talk課時(shí)分析本課時(shí)是人教版五年級(jí)下冊(cè)第五單元第三課時(shí)。圍繞“小狗Fido”這一話題展開，主要通過對(duì)話學(xué)習(xí)句型Is he drinking water? No, he isnt. Hes eating.的表達(dá)。增強(qiáng)學(xué)生熱愛動(dòng)物的美好情感，激發(fā)學(xué)生學(xué)習(xí)英語的熱情，保持對(duì)英語學(xué)習(xí)的興趣，樹立學(xué)好英語的信心。本課時(shí)在B部分中起到了引領(lǐng)的作用。本課時(shí)的重點(diǎn)是能夠在情景中運(yùn)用詢問并回答某人正在做某事的句型。本課時(shí)包括Lets try 和Lets talk 兩個(gè)版塊。Lets try呈現(xiàn)了Sam到陳杰家做客時(shí)所發(fā)生的問答的場(chǎng)景，使學(xué)生初步感知核心句型。Lets talk呈現(xiàn)了Sam在陳杰家做客，兩人討論小狗Fido的情景，引出核心句型Is he drinking water? No, he isnt. Hes eating. 情景的設(shè)置，很貼近學(xué)生的實(shí)際生活，更能激起學(xué)生學(xué)習(xí)的興趣。本課時(shí)的新授知識(shí)學(xué)生比較容易理解，教師在教學(xué)中充分利用教材已設(shè)定的情境展開教學(xué)，引導(dǎo)學(xué)生在合作學(xué)習(xí)中和任務(wù)學(xué)習(xí)中正確表達(dá)所學(xué)句型。課時(shí)目標(biāo)1. 能夠聽、說、認(rèn)讀、運(yùn)用句型：Is he drinking water? No, he isnt. Hes eating.2. 能夠理解對(duì)話大意。3. 能夠用正確的語音、語調(diào)朗讀課文。4. 增強(qiáng)學(xué)生熱愛動(dòng)物的美好情感。課時(shí)重難點(diǎn)1. 重點(diǎn)（1）能夠聽、說、認(rèn)讀、運(yùn)用句型：Is he drinking water? No, he isnt. Hes eating.（2）能夠理解對(duì)話大意。（3）能夠用正確的語音、語調(diào)朗讀課文。2. 難點(diǎn) 句型Is he/she v-ing? Yes, he/she is. No, he/she isnt. He/She is v-ing.的靈活運(yùn)用。教學(xué)準(zhǔn)備 課件、圖片、詞卡、錄音機(jī)、磁帶教學(xué)過程Step 1 Warm up 1. Greeting T: How are you, everybody? Ss: Im fine, thanks. And you?T: Very well, thanks. 2. Lets chant.T: Boys and girls, I have a chant for you. Look!(課件呈現(xiàn)自編兒歌。) Are you ready?Ss: Yes, Im ready.T: Ok. Lets chant together.Dog, dog, dog, its her dog. Its hers, hers, hers.Cat, cat, cat, its his cat. Its his, his, his.Pig, pig, pig, its their pig. Its theirs, theirs.Look at that cute duck. Its my duck. Its mine. 教學(xué)資源：課件 設(shè)計(jì)意圖：美妙的旋律，朗朗上口的兒歌，既活躍了課堂氣氛，吸引了學(xué)生的注意力，又鞏固了上節(jié)課所學(xué)的知識(shí)。Step 2 Lead inT: Good. Look at the PPT. Whose cat is that? Ss: Its Johns.T: Whose dog is that?Ss: Its Chen Jies.T: The dogs name is Fido. How do you like this dog?S1: Its small/cute/.S2: Its.T: Do you like her dog?Ss: Yes. T: Sam likes Fido, too. Today he is at Chen Jies home. He wants to play with Fido. Where is the dog? （呈現(xiàn)教材中l(wèi)ets try的三幅圖片。）Guess!S1: In the kitchen.S2: In the bedroom.S3: In the living room.T: Now lets listen and tick the right picture.（播放錄音。）教學(xué)資源：課件、錄音機(jī)、磁帶設(shè)計(jì)意圖：用兒歌中的圖片很自然的引出主人公Fido,然后課件呈現(xiàn)教材中Lets try的三幅圖片，讓學(xué)生猜測(cè)Fido在哪，引起學(xué)生的求知欲望，并為引出正文做準(zhǔn)備。Step 3 Presentation1. 呈現(xiàn)完整對(duì)話 (1) T: Fido is sleeping in the living room. Fido is drinking water in the kitchen. Fido is sitting in the bedroom.（教師依次介紹Lets try圖中內(nèi)容，學(xué)生跟讀，初步感知現(xiàn)在進(jìn)行時(shí)的表達(dá)，板書sleeping, drinking water, sitting，紅色著重于-ing。） (2)T: Fido is so cute. Sam wants to play with him. But where is he? What is he doing? Guess! S1: Is he.?（引導(dǎo)學(xué)生用Is he v-ing猜測(cè)，板書句子，教學(xué)句子，理解句子。） T: No, he isnt.（板書回答。） S2: Is he.? . (3)T: Now lets listen to the tape and find out the answers. 設(shè)計(jì)意圖：猜測(cè)Fido在干什么，初步理解現(xiàn)在進(jìn)行時(shí)的表達(dá)。2. 教學(xué)對(duì)話 (1)呈現(xiàn)Lets talk的圖片T: Where is Fido now? Ss: In the kitchen.T: What is he doing?Ss: Hes eating.（板書句子，教學(xué)句子。）T: Is Fido drinking water? Ss: No, he isnt.(2)Listen to the tape again.T: Then what is Sam going to do with Fido?Ss: Hes going to take Fido to the park.(3)Read aloud. 理解Can you take him to the park? (4) Listen to the tape and follow the tape.(5)分角色朗讀。 同桌兩人分角色讀。男女生分角色讀。師生分角色讀。 (6)表演對(duì)話。教學(xué)資源：課件、錄音機(jī)、磁帶設(shè)計(jì)意圖：表演對(duì)話，展示了學(xué)生們的語言才能，表演才能，提高學(xué)生運(yùn)用語言的能力。Step 4 PracticeLets play a game(1)教師事先準(zhǔn)備好小貓Mimi做不同事情的圖片，請(qǐng)一名學(xué)生到講臺(tái)前，面向黑板，教師隨意抽出一張，學(xué)生用句型Is the cat v-ing?猜測(cè)，其他學(xué)生給出相應(yīng)的回答 Yes, she is. / No, she isnt.(2)兩人一組，拿出事先自己準(zhǔn)備好的動(dòng)物的圖片，進(jìn)行猜測(cè)問答。教學(xué)資源：圖片設(shè)計(jì)意圖：通過游戲的活動(dòng)，讓學(xué)生在玩中鞏固所學(xué)知識(shí)。Step 5 Summary T: What did you learn about this lesson? 學(xué)生自由說，教師總結(jié)。1. 學(xué)習(xí)了詞匯：drinking water, sleeping, eating2. 學(xué)習(xí)了句型：Is he /she +v-ing? Yes, he /she is. No, he/she isnt. 設(shè)計(jì)意圖：將本節(jié)課所學(xué)的主要內(nèi)容，知識(shí)結(jié)構(gòu)進(jìn)行歸納，幫助學(xué)生理解和記憶本課時(shí)所學(xué)的知識(shí)。課堂作業(yè)一、英漢連線。1.play with A. 和玩2.come here B. 喝茶3.drink tea C. 當(dāng)然可以4.of course D. 過來二、單項(xiàng)選擇。( ) 1.Is Sarah _ water?Yes, she is.A. drink B. drinking C. Drinks( ) 2. Can you take _ to the park? Sure.A. he B. him C. his( ) 3. _is Tom? Hes at home. A. Whose B. Where C. Who三、選擇合適的句子補(bǔ)全對(duì)話。 Mary: Where is Mimi? Lily: 1._Mary: 2. _ Lily: No, she isnt. 3. _Mary: 4. _ Lily: Of course. A. She is eating.B. Shes in the garden.C. Can I play with her?D. Is she sleeping?Answers:一、1.A2.D3.B4.C二、1.B2.B3.B三、1.B 2. D3.A4.C板書設(shè)計(jì) Unit 5 Whose dog is it? drinking watereatingsittingsleepingIs he/she + drinking water? v-ing Yes, he/she is. No, he/she isnt. Hes eating 第四課時(shí)課時(shí)內(nèi)容 B lets learn Lets play課時(shí)分析本課時(shí)是人教版五年級(jí)下冊(cè)第五單元第四課時(shí)。圍繞“小動(dòng)物在干什么”這一話題展開，主要通過對(duì)話學(xué)習(xí)六個(gè)動(dòng)詞的現(xiàn)在分詞climbing, eating, playing, jumping, drinking, sleeping以及能夠在語境中正確的使用。引導(dǎo)學(xué)生產(chǎn)生熱愛小動(dòng)物的美好情感，激發(fā)學(xué)生學(xué)習(xí)英語的興趣，樹立學(xué)好英語的信心。第三課時(shí)Is he/she v-ing? Yes. He/she is./No, he/she isnt.句型的學(xué)習(xí)為本課時(shí)做了很好的鋪墊。本課時(shí)的重點(diǎn)是四會(huì)單詞的掌握和運(yùn)用。本課時(shí)包括Lets learn 和Lets play兩個(gè)版塊。Lets learn通過呈現(xiàn)Mike 和陳杰歇息時(shí)交談小動(dòng)物的場(chǎng)景，呈現(xiàn)了單詞的詞形和意義。此話題是學(xué)生們非常感興趣的，很能激起學(xué)生強(qiáng)烈的求知欲。Lets play版塊是用于操練B Lets learn版塊中六個(gè)動(dòng)詞的現(xiàn)在分詞。通過組句子，達(dá)到運(yùn)用語言的目的。本課時(shí)雖然是新授課，但是四會(huì)單詞的原形play, eat, sleep, jump, drink都曾經(jīng)學(xué)過，所以學(xué)生接受新知會(huì)很容易。在設(shè)計(jì)教學(xué)過程時(shí)，遵循以學(xué)生為主體的原則。采用兒歌、玩游戲等多種教學(xué)方法調(diào)動(dòng)全體學(xué)生的積極參與，讓學(xué)生在輕松、快樂的環(huán)境下，引導(dǎo)學(xué)生自主學(xué)習(xí)。課時(shí)目標(biāo)1.能夠聽、說、讀、寫單詞：climbing, eating, playing, jumping, drinking, sleeping2.能夠在語境中正確運(yùn)用上述六個(gè)動(dòng)詞的現(xiàn)在分詞。3.引導(dǎo)學(xué)生歸納動(dòng)詞的現(xiàn)在分詞的構(gòu)成。4.引導(dǎo)學(xué)生產(chǎn)生熱愛小動(dòng)物的美好情感，激發(fā)學(xué)生學(xué)習(xí)英語的興趣，樹立學(xué)好英語的信心。課時(shí)重難點(diǎn)1. 重點(diǎn)（1）能夠聽、說、讀、寫單詞：climbing, eating, playing, jumping, drinking, sleeping（2）能夠在語境中正確運(yùn)用上述六個(gè)動(dòng)詞的現(xiàn)在分詞。（3）歸納動(dòng)詞的現(xiàn)在分詞的構(gòu)成。2. 難點(diǎn)能夠在語境中正確的運(yùn)用climbing, eating, playing, jumping, drinking, sleeping這六個(gè)動(dòng)詞的現(xiàn)在分詞。教學(xué)準(zhǔn)備 課件、圖片、錄音機(jī)、磁帶教學(xué)過程Step 1 Warm up 1. Greeting T: Hi, boys and girls. Ss: Hi, Miss/ Mr. How are you?T: Im fine, thank you. And you?Ss: Very well, thanks.2. Lets chant.T: Now lets enjoy a chant together. （播放自制兒歌，學(xué)生欣賞。）Tigers are fighting.Pandas are sleeping.Birds are singing.A lion is snoring.The zoo is never boring.教學(xué)資源：課件設(shè)計(jì)意圖：通過兒歌的欣賞，既活躍了課堂氣氛，同時(shí)使學(xué)生初步感知現(xiàn)在進(jìn)行時(shí)的構(gòu)成。 Step 2 Lead inT: Do you like animals?Ss: Yes.T: Whats your favourite animal? Why?S1: . are my favourite animal. They are. S2: .T: I like dogs best. I think they are very cute. Do you know him?（出示Fido圖片。）His name is.Ss: Fido.T: Yes. Hes Chen Jies dog. Where is it now? What is he doing? Lets have a look.設(shè)計(jì)意圖：討論和動(dòng)物有關(guān)的話題，很自然的引出下一個(gè)環(huán)節(jié)的教學(xué)。Step 3 Presentation1. Teaching “sleeping, climbing, eating, drinking, playing, jumping”(1) Teaching “sleeping” T: Look at the picture.（呈現(xiàn)教材圖片。）Mike and Chen Jie are on the farm. Where is Fido? Can you find him?What is he doing?Ss: Hes sleeping on Chen Jies legs. （引導(dǎo)學(xué)生回答。板書Hes sleeping, 領(lǐng)讀sleeping，指名讀，齊讀，用紅色標(biāo)注ing。）(2)Teaching “climbing, eating, drinking?” T: Why is he sleeping? Hes very. Ss: Tired. T: What is he doing? Lets have a look at some of his pictures.（教師呈現(xiàn)Fido爬樹的照片、啃骨頭的照片、喝水的照片