英語人教版五年級下冊Unit5 PartA 教學設計.doc

Unit 5 Whose dog is it? PA 教案課時一【教學目標】1、知識目標：（1）學生能夠通過Lets try感知Whose picture is it? Its s.的句型，并通過聽前閱讀題目，初步預測聽力內(nèi)容，選出正確答案。（2）學生能夠在圖片和教師的幫助下理解對話，并能夠用正確的語音、語調(diào)、意群朗讀對話，并能分角色表演，并能在情景中熟練地交談：The yellow picture is mine. Are these all ours? Whose is it? Its Zhang Pengs. ( 3 ) 學生能夠在具體的語境中，學會聽、說、讀、寫一下單詞或詞組：whose, ours, mine。2、技能目標：（1）初步感知名詞性物主代詞的語音及使用，學會關(guān)鍵詞匯和句型，并運用到真實情境中，并能夠用正確的語音、語調(diào)、意群朗讀對話，并能分角色表演，并能在情景中熟練地交談某件物品是屬于誰所有的。（2）能夠根據(jù)正確的語音、語調(diào)、意群朗讀對話，并能進行角色表演。3、情感目標：（1）能夠西方文化中隊某物屬于某人的表述。（2）感受中西方文化的異同?！窘虒W重點】1、句型：The yellow picture is mine. Are these all ours? Whose is it? Its Zhang Pengs.2、詞匯：whose, ours, mine?！窘虒W難點】1、初步感知名詞性物主代詞的語音及使用，學會關(guān)鍵詞匯和句型，并運用到真實情境中，并能夠用正確的語音、語調(diào)、意群朗讀對話，并能分角色表演，并能在情景中熟練地交談某件物品是屬于誰所有的。2、并能在情境中運用句型 Its/ They are mine/.【教學準備】1、教師準備與本課時相關(guān)音視頻、單詞卡片，教學掛圖及課件。【教學過程】Step 1:熱身互動1) 師生互致問候。T: Good morning, boys and girls. 2) Lets enjoy some pictures. 欣賞圖片。 I like this picture! (設計意圖：通過抒發(fā)感情，讓學生放松心情，為新的知識做好準備。)Step2 導入新課1) 創(chuàng)造情境 “art show”T: This is an art show. Whose pictures are they?One of these is Johns. 其中一張是John的。 (設計意圖：接觸新句型。為下面的lets try 環(huán)節(jié)做好準備。)Step3 教授新課1) 感受Lets try. Which is Johns picture?Johns （John的東西）over there （在那里，遠處）mine （我的東西）(設計意圖： 在Lets try聽力之后，把重要的詞匯進行感知，初步了解，為下面的學習做好準備。)2） Lets say! 看圖說一說。T: Whose picture is it?Ss: Its Sarahs. 3) 預授新單詞“ours”T: Look, our pictures.Ss: The pictures are ours.4) 學習the picture of .T: the picture of Beijing the picture of Shanghai5) 教授 mine， ours, 感知不同的名詞性物主代詞。The yellow picture is mine.ours 我們的（東西） They are our books. = The books are ours.Step3 課堂小結(jié)1） Lets read.Chen Jie: The yellow picture is mine. Are these all ours. Mike: Yes, they are.Chen Jie: Wow! That picture of Beijing is beautiful. Whose is it?Mike: Its Zhang Pengs.Chen Jie: Look! There is a picture of Shanghai, too. Mike: Its Yifans.Chen Jie: Oh, yes. Its his.Step4 Homework1. Read the text for 15 minutes and try to remember the new words and sentences.2. Act the dialogue out with your partner.【板書設計】 Unit 5 Whose dog is it? PA Whose is it?Its Zhang Pengs. our ours my mine his his課時二【教學目標】1、知識目標：(1）聽、說、讀、寫以下單詞或詞組：yours, his, hers, theirs, mine, ours, 并在具體情境中理解對話。（2）學生能夠在圖片和教師的幫助下理解對話，并能在情景中熟練運用以上六個單詞進行交談: Its your dog. The dog is yours.2、技能目標：（1）能聽、說、讀、寫以下單詞：yours, his, hers, theirs, mine, ours的發(fā)音及使用，并運用到真實情境中，并能在情景中熟練地運用名詞性物主代詞。（2）能夠在具體語境中正確使用新詞匯，并正確書寫。3、情感目標：（1）感受英語的樂趣。（2）感受中西方文化的異同，了解西方文化中的關(guān)于某件物品是誰的表達?！窘虒W重點】1、句型：Its your dog. The dog is yours.2、詞匯：yours, his, hers, theirs, mine, ours,【教學難點】1、能聽、說、讀、寫以下單詞：yours, his, hers, theirs, mine, ours的發(fā)音及使用，并運用到真實情境中，并能在情景中熟練地運用名詞性物主代詞。2、并能在情境中運用句型Its your dog. The dog is yours.及其他相關(guān)形式的句子?！窘虒W準備】1、教師準備與本課時相關(guān)音視頻、單詞卡片，教學掛圖及課件?！窘虒W過程】Step 1:熱身互動1) 師生互致問候。自由對話。T: Look at the pictures. What are they?Ss:Dogs.T: There is a dog show in the school. Zooms and Zips dogs are in the dog show too.Lets have a look.（設計意圖：通過free talk和圖片欣賞，讓學生直奔主題，并讓學生很快地進入到目標語言的運用環(huán)境中。）2) Lets say! Zoom: look! Thats my dog.Step2 教授新課1) 教授mineT: my dog = mine2) 同桌之間互相合作T: Whose is it?Ss: Its mine.Ss: Its Zooms.3) 教學hisT: Whose is it?Ss: Its his.4) 教學hersT: Whose is it?Ss: Its hers.5) 教學theirsT: Whose is it?Ss: Its theirs.6) 教學yoursT: Whose is it?Ss: Its yours7) Yes! Its your dog! The dog is yours!Step 3 鞏固練習 Who Write two sentences AmyIts her bookThe Book is hers. JohnIts his ruler.The ruler is his.John and Amy (your name) (you and your partner)Step4 Homework1. Read the text for 15 minutes and try to remember the new words and sentences.2. Write the new words correctly for 4 times.【板書設計】 Unit 5 Whose dog is it? PAWhose is it?Its Zooms.his his her hers their theirs our ours my mine課時三【教學目標】1、知識目標：（1）理解字母組合ng在單詞中的發(fā)音規(guī)則，多數(shù)情況下發(fā)/的情況。通過朗讀單詞long, sing, ring, young給單詞分類，強化記憶ng的發(fā)音規(guī)則，學習和掌握ng的音與形的對應關(guān)系。（2）理解字母組合nk在單詞中的發(fā)音規(guī)則，多數(shù)情況下發(fā)/k/的情況。通過朗讀單詞think, ink, trunk, pink 給單詞分類，強化記憶nk的發(fā)音規(guī)則，學習和掌握nk的音與形的對應關(guān)系。( 3 ) 能夠通過發(fā)音規(guī)則，拼寫出符合th發(fā)音規(guī)則的單詞，做到書寫規(guī)范正確。2、技能目標：（1）通過選擇單詞、書寫句子并說出句子的活動，發(fā)現(xiàn)發(fā)音規(guī)則，并完成句子抄寫的任務，進一步鞏固英文句子的書寫規(guī)范。（2）能夠感受Lets chant的韻律，并流暢說唱。3、情感目標：（1）激發(fā)學生探索英語語音知識的規(guī)律，感知英語中字母組合的發(fā)音及拼讀規(guī)律。（2）感受語音說唱的節(jié)奏感。【教學重點】1、句型：Zoom is eating.2、詞匯：long, sing, ring, young, think, ink, trunk, pink【教學難點】1、理解字母組合ng在單詞中的發(fā)音規(guī)則，多數(shù)情況下發(fā)/的情況。通過朗讀單詞long, sing, ring, young給單詞分類，強化記憶ng的發(fā)音規(guī)則，學習和掌握ng的音與形的對應關(guān)系。2、理解字母組合nk在單詞中的發(fā)音規(guī)則，多數(shù)情況下發(fā)/k/的情況。通過朗讀單詞think, ink, trunk, pink 給單詞分類，強化記憶nk的發(fā)音規(guī)則，學習和掌握nk的音與形的對應關(guān)系?！窘虒W準備】1、教師準備與本課時相關(guān)音視頻、單詞卡片，教學掛圖及課件?！窘虒W過程】Step 1:熱身互動1) 師生互致問候。自由對話。T：Whose is it?Ss: Its .2） Lets spell.復習拼讀規(guī)則，以及上單元學習的語音知識。three thin thirteen thanks that this mother brother (設計意圖：通過歌曲，復習已學知識，為課堂教學創(chuàng)造良好氛圍， 為下一個環(huán)節(jié)的學習做好鋪墊。)Step2 預授新課1) 學習ng發(fā)/ 感受圖片，說出單詞。long sing ring young T: Can you find the same points?ng多數(shù)情況下：發(fā)/雙唇張開;舌尖抵住下齒齦， 舌根自然高高抬起貼住軟腭，氣流從鼻腔送出。2) 嘗試拼讀Lets have a try!Song morning swimming listening 3) 學習nk在元音字母后面總是發(fā)/k /think inktrunk pink4) Can you spell?嘗試朗讀以下單詞thank drink bank5) Lets chant!I think I can sing.I think I can sing.I think I can sing a song.I think I can sing.I think I can sing.A song that is not too long.Step3 鞏固練習1) Read, write and listen.-ng: song sing ring thing mornig long-nk: trunk think drink pink thank bank2) Choose, write and say.Zoom is eating.John is jumping.Zip is drinking.Sarah is singi