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Unit5Whose dog is it? Part A

参加人员

全体教师

教学

目标

知识与技能

在情景中恰当运用句型询问和回答某物属于某人。

过程与方法

通过设置情景，让学生在情景中感知学习。

情感态度价值观

培养学生爱护小动物的意识。

教学重点

能够听懂并会说句型Whose is it?It’s...

教学难点

能够听懂并会说句型The yellow picture is mine.Are these all ours?

教学准备

课件

教 学 过 程

1..课前导入（Warm up and lead in）

1.）Warm up

①Greetings

2.）Lead in

Let’s try A

①Listen and tick.

T:Boys and girls,look here(放慢语速，慢慢转向看着白班)，Chenjie and Mike are talking about the pictures.(出现chenjie和Mike的头像图片)，Where are they？... They are at the school art show.Maybe our school ever held a school art show(出示art show 的图片)This is a school art show.We can see many pictures on the show.(返回Let’s try 部分的图片)Chenjie and Mike are talking about the art show.look,I can see birds in the blue picture.What can you see in the pictures?(用翻页笔指向所有图片)Look at the yellow picture,What can you see in it?Look at the green picture,What can you see in it?Do you know which picture is John’s?(如果没有学生回答直接进入听录音的环节)Listen and tick Which is John’s picture?

完成听录音选择图片的内容。

②出示听力文本，让学生读一读，并提出问题

T:Who remembers,Which is Mike’s picture?....so clever，What does Mike say?(指向句子That’s mine.)

2..呈现新知（Presentation）

1.）呈现对话主情景图（at the school art show）

T:There are many other pictures on the show.They are so beautiful .Which one do you like best?

引导学生来表达自己的喜好。如：I like that picture of Beijing. I like that yellow picture of the sun.等，以此具体呈现图片信息。

2.）完整呈现对话

T；Which is John’s picture?Which is Mike’s picture?Do you remember?引导学生回忆Let’s try 中的内容回答，The green pictureof trees  is John’s.The blue picture the sea is Mike’s.Whose are the other pictures?Let’s watch the video.

T:Good,actually these pictures are all Miss White’s students’.Do you remember ？Whose is that yellow picture of the sun?引导学生说出黄色图片的主人。

Whose is it?（板书）

播放课文视频，引导学生获得相关信息。、

3.）呈现和教学对话细节和核心语言

1.

教师播放完整视频后，引导学生回答：It’s Chen ’s.It’s hers.It's her picture.教师板书(It’s...hers--her picture).(What does Chenjie say?.Listen again and imitate.(听音模仿过程中出示文字)学生听过之后板书句型The yellow picture is mine.Are these all ours?Yes,they are.(在幻灯片里呈现和标注mine 和ours的含义，并联系实际来解释它们的意义。)

2.

T：The yellow picture is ChenJie’s.What about the picture of beijing?Whose is it?Let’s listen and answer..引导学生回答：The picture of Beijing is Zhang peng’s.Yes, it’s his picture. The picture of Beijing is his(板书单词his和his picture).What do they say? Listen and imitate.

And there is a picture of Shanghai,too.Whose is it?Listen and answe引导学生说出It’s Yifan’s.Yes，it’s his.How do you know the picture of Shanghai isYifan’s?What do they say?Listen and imitate.

T:We know that all the pictures are Miss White’s students’.This is ... This is ...They are all Miss White’s students’.They are all their pictures .All the pictures are theirs(借助肢体语言解释all和theirs的含义并板书theirs 和their pictures).

3.出示表格Whose is it？

So let’s have a memory contest.Do you remember this ?Now，can you fill in the table？

3..巩固提高 (Practice)

1）Listen and imitate

1.听音模仿-----看文字的听音模仿

2..小组角色练习展示，表演过程中PPT以提示词形式辅助学生进行对话表演。

2)情景练用

1.“人机对话”通过录音和学生角色扮演人物的不断转换，巩固之前的语音练习。再次突破音难点。

2.Dub （评价形式以表格呈现）

3）.缺失词语朗读

Can you do that？Who wants to challenge?

听音模仿层次递进。在之前的看文字跟音模仿后，再次提升难度，缺失词语朗读。

4..拓展提升 (Application)

1）Dog show

T:Look at the dog show.Do you like dogs?

Ss:Yes, I do.

T:Why?

Ss:Because...

T:Which dog do you like best?

Ss: I like the (first...)best.

T: Whose dog is it?

Ss:It’s ...’s.

T:Yes,it’s his dog .The dog is his

Can you talk about it like that?

【设计意图】联系之前几个单元学过的重点句型，通过创编对话的形式，让学生在情景中运用学过的知识，达到学以致用的目的。

5..作业（Homework）

1)听48页的录音内容，仿照人物角色的感情朗读课文。

2)仿照48页ask and find out 部分的内容做对话的问答练习。

3）完成49页look，say and complete的内容。

板书设计：

Unit5 Whose dog is it?

PartA Let’s learn&Let’s talk

The yellow picture is mine.

Are these all ours?

Yes,they are.

Whose is it?

            his (his picture)

It’s...        hers(her picture)           theirs

yours(your picture)

教学反思：

    本课是人民教育出版社英语PEP五年级下册（三年级起点）第五单元Let’s talkA & Let’s learn A部分。这是一节整合课，整合了Unit 5 Whose dog is it? Let’s talk A & Let’s learn A的内容。

    在问题探究式教学模式的引领下，整节课以问题为主线，利用情景逐步展开教学。

    本节课的重点是能够听懂会说句型The yellow picture is mine.Are these all ours？It’s...;能够听、说、认读、单词ours，his，mine，hers，theirs.难点是理解上述名词性物主代词在语境中的用法。

    整体上来看，本节课基本完成了教学目标，但是情感目标的渗透还不够清晰。在导入和呈现的部分，我讲解的比较多，没有更多去让学生思考问题，解决问题，这就导致了一部分同学没有积极的参与到课堂活动中来，课堂气氛显得平淡，没有更有效的激活学生的思维；应该更多的让学生去观察，感知，发现文本的内容，引导他们去探索。在活动设计方面，加入一些更具趣味性的活动，可能会效果更好一点。在区分名词性物主代词和形容词性物主代词时，应更多的联系生活实际来使学生理解两者在语境中用法的区别。