人教pep版五下Unit5 Whose dog is it 6課時(shí)單元教案設(shè)計(jì).docx

1、人教pep版五下Unit5 Whose dog is it 6課時(shí)單元教案設(shè)計(jì)第一課時(shí)課時(shí)內(nèi)容A Let' s try Let' s 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(kāi)。主要是通過(guò)對(duì)話的情景學(xué)會(huì)詢問(wèn)和回答某物屬于某人的句型The yellow picture is mine. Are these all ours? Whose is it? It' s Zhang Peng' s.。 培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣和樹(shù)立學(xué)好英語(yǔ)的信心。木課時(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.木課時(shí)的重點(diǎn)是核心句型的

2、靈活運(yùn)用。本課時(shí)包括Let' s try和Let' s talk兩個(gè)板塊。Let' s try是聽(tīng)力訓(xùn) 練，通過(guò)陳杰和Mike在參觀學(xué)校美術(shù)展時(shí)的問(wèn)答，幫助學(xué)生初步理解A部分 Let' s talk的核心句型。Let' s talk通過(guò)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? It' s Zhang Peng' s.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

3、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(yǔ)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? It' s/They' re. ' s . Are these yours?的句型學(xué)生 們?cè)谒哪昙?jí)已經(jīng)接觸過(guò)，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(tīng)、說(shuō)、讀、寫句型：The yel low picture is mine. Are these all ours? Whose is it?It&

4、#39; s Zhang Peng' s.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(yǔ)音、語(yǔ)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?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thereo)(4) 聽(tīng)錄音，跟讀錄音。his dog his her dog hersmy do

5、gmine your dogyoursour dogourstheir 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。名詞性物主代詞二形容詞性物主代詞+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(wèn)答操練。參考句型：A: Whose. . . is that?B: It' s. ' s .A: T

6、he . 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(shuō)，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, ours2. 名詞性物主代詞二形容詞性物主代詞+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)1.同音詞4.Amy名詞所有格herThis isjacket.The jacketis2.books.These

7、 arcmineLook! Itisn, tpicture.is yellow.三、按要求完成句子。1. It' s Mike' s book.（對(duì)畫線部分提問(wèn)。）is this?2. This is their dog.（改同義句。）This dog isAnswers:一、1. his 2"here 3. mine 4. Amy's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 hisher dog hers

8、my dogmineyour dogyoursour dog一ourstheir dog一theirs形容詞性物主代詞+名詞二名詞性物主代詞第三課時(shí)課時(shí)內(nèi)容A Let' s spell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“本單元的音標(biāo)、核心 詞匯和句型”展開(kāi)。Let' s spell學(xué)習(xí)字母組合ng和nk在單詞中的發(fā)音規(guī)則。 本課時(shí)的重點(diǎn)是音標(biāo)的學(xué)習(xí)。Let' s spell 包括 Read, listen and chant. Read, write and listen. 和Look, listen and write.三個(gè)部分，讓學(xué)生感知、歸納和

9、運(yùn)用字母組合ng 和nk的發(fā)音規(guī)則。Let' s spell引導(dǎo)學(xué)生自己總結(jié)，培養(yǎng)學(xué)生的思維能力。課時(shí)目標(biāo)（1）能夠掌握字母組合ng/nk的發(fā)音規(guī)則，即ng/nk在單詞中發(fā)/i） ijk/o（2）能夠讀出符合ng/nk的發(fā)音規(guī)則的單詞，并能根據(jù)發(fā)音拼寫出符合ng/nk 發(fā)音規(guī)則的單詞。課時(shí)重難點(diǎn)1. 重點(diǎn)（1）能夠掌握字母組合ng/nk的發(fā)音規(guī)則，即ng/nk在單詞中發(fā)/i）/小/。（2）能夠讀出符合ng/nk的發(fā)音規(guī)則的單詞，并能根據(jù)發(fā)音拼寫出符合ng/nk 發(fā)音規(guī)則的單詞。2. 難點(diǎn)能夠讀出符合ng/nk的發(fā)音規(guī)則的單詞，并能根據(jù)發(fā)音拼寫出符合ng/nk發(fā)音規(guī) 則的單詞。教學(xué)準(zhǔn)備課

10、件、錄音機(jī)、磁帶、詞卡教學(xué)過(guò)程Step 1 Warm up1. GreetingT: Good morning, everybody.Ss: Morning, Miss/ Mr.T: How are you today?Ss: T m fine, thanks.T: What' s the weather like today?SI: It' s .T: Do you like listening to music?Ss: Yes.T: Now let' s enjoy a song.（播放一首學(xué)生熟悉的簡(jiǎn)短的歌曲，師生欣賞。）設(shè)計(jì)意圖：通過(guò)與學(xué)生之間互相問(wèn)好，詢問(wèn)天氣

11、、愛(ài)好等話題，拉近與學(xué)生之間 的距離，為正式進(jìn)入學(xué)習(xí)而準(zhǔn)備。Step 2 Lead inT: Can you sing?SI: Yes, I think 1 can sing.S2: No, I can' t sing.T: Who can sing?S3: T think . can sing.（教師可以讓唱歌好的學(xué)生唱一首英文歌。）設(shè)計(jì)意圖：歌曲的導(dǎo)入，吸引了學(xué)生的學(xué)習(xí)興趣，活躍了課堂氣宛。既鞏固了已 學(xué)的知識(shí)點(diǎn)，又為引出新知做鋪墊。Step 3 Presentation1. Let, s spell(1) 在與學(xué)生交流過(guò)程中，板書sing, think,并在ng, nk字母組合的

12、下面畫上 線。(2) 呈現(xiàn)單詞 long, ink, ring, young, trunk, pinko(3) 找規(guī)律，給上述單詞分類。(4) 自讀單詞，小組討論字母組合nk/ng的發(fā)音。(5) 聽(tīng)錄音，跟讀錄音。(6) 師生總結(jié)nk/ng的發(fā)音規(guī)則。(7) 播放歌謠，學(xué)生跟讀。Step 4 Practice完成 Look, listen and write.教學(xué)資源：錄音機(jī)、磁帶設(shè)計(jì)意圖：聽(tīng)歌謠錄音，整體感知歌謠的韻味和ng/nk的讀音。Step 5 SummaryT: What did you learn about this class?-ng的發(fā)音規(guī)則是/i)/, -nk的發(fā)音規(guī)則是/

13、 gk/o課堂作業(yè)一、給下列單詞寶寶找到合適的家。morning bank pink song thank longAnswers:一、/r)Z: morning, song, long / qk/: bank, pink, thank 板書設(shè)計(jì)Unit 5 Whose dog is it?-ng E -nk / ik/ sing think第四課時(shí)課時(shí)內(nèi)容B Let' s try Let' s talk課時(shí)分析本課時(shí)是人教版五年級(jí)下冊(cè)第五單元第四課時(shí)。圍繞“小狗Fid?！边@一話 題展開(kāi)，主要通過(guò)對(duì)話學(xué)習(xí)句型Is he drinking water? No, he isn

14、9; t. He' s eating.的表達(dá)。增強(qiáng)學(xué)生熱愛(ài)動(dòng)物的美好情感，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的熱情，保 持對(duì)英語(yǔ)學(xué)習(xí)的興趣，樹(shù)立學(xué)好英語(yǔ)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(wèn)并回答某人正在做某事的句型。本課時(shí)包括Let' s try和Let' s talk兩個(gè)版塊。Let' s try呈現(xiàn)了 Sam 到陳杰家做客時(shí)所發(fā)生的問(wèn)答的場(chǎng)景，使學(xué)生初步感知核心句型。Let' s 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 isn

15、9; t. He' s 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)中充分利用教材己設(shè)定的 情境展開(kāi)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(tīng)、說(shuō)、認(rèn)、讀、運(yùn)用句型：Is he drinking water? No, he isn, t.He' s eating.2. 能夠理解對(duì)話大意。3. 能夠用正確的語(yǔ)音、語(yǔ)調(diào)朗讀課文。4. 增強(qiáng)學(xué)生熱愛(ài)動(dòng)物的美好情感。課時(shí)重難點(diǎn)1. 重點(diǎn)(1) 能夠聽(tīng)、說(shuō)、認(rèn)、讀、運(yùn)用句型：Is he drinking water? No, he

16、isn, t. He' s eating.(2) 能夠理解對(duì)話大意。(3) 能夠用正確的語(yǔ)音、語(yǔ)調(diào)朗讀課文。2, 難點(diǎn)句型 Is he/she v-ing? Yes, he/she is. No, he/she isn, t. 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(guò)程Step 1 Warm up1. GreetingT: How are you, everybody?Ss: I' m fine, thanks. And you?T: Very well, thanks.2. Let' s chant.T: Boys a

17、nd girls, 1 have a chant for you. Look!(課件呈現(xiàn)自編兒歌。)Are you ready?Ss: Yes, 1, m ready.T: Ok. Let' s chant together.Dog, dog, dog, it's her dog. It's hers, hers, hers.Cat, cat, cat, it's his cat. It's his, his, his.Pig, pig, pig, it's their pig. It's theirs, theirs.Look at t

18、hat cute duck. It's my duck. It's 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: It' s John, s.T: Whose dog is that?Ss: It' s Chen Jie' s.T: The dog' s name is Fido. How do you like this dog?SI: It

19、' s smal1/cute/.S2: It' s.T: Do you like her dog?Ss: Yes.T: Sam likes Fido, too. Today he is at Chen Jie' s home. He wants to play with Fido. Where is the dog?（呈現(xiàn)教材中 Let' s try 的三幅圖片。）Guess! SI: In the kitchen.S2: In the bedroom.S3: In the living room.T: Now let' s listen and tic

20、k 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 Let' s 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 Let' s try圖中內(nèi)容，學(xué)生

21、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-ing0）（2）T: Fido is so cute. Sam wants to play with him. But where is he? What is he doing? Guess!SI: 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 isn' t.（板書回答。）S2: Is he. ?(3) T: Now let" s listen to the tape and find out t

22、he 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)Let' s talk的圖片T: Where is Fido now?Ss: Tn the kitchen.T: What is he doing?Ss: He' s eating.(板書句子，教學(xué)句子。)T: Is Fido drinking water?Ss: No, he isn, t.(2) Listen to the tape again.T: Then what is Sam going to do with Fido?Ss: He' s going t

23、o 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(yǔ)言才能，表演才能，提高學(xué)生運(yùn)用語(yǔ)言 的能力。Step 4 PracticeLet' s 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

24、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 isn, t.(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(wèn)答。教學(xué)資源：圖片設(shè)計(jì)意圖：通過(guò)游戲的活動(dòng)，讓學(xué)生在玩中鞏固所學(xué)知識(shí)。Step 5 SummaryT: What did you learn about this lesson?學(xué)生自由說(shuō)，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 isn' t

25、.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。I一幌1 .play withA.和玩e hereB,喝茶3.drink teaC.當(dāng)然可以4.of courseD.過(guò)來(lái)二、單項(xiàng)選擇。()1.Is Sarah water?Yes, she is.A. drinkB. drinking C. Drinks()2. Can you take to the park?Sure.A. heB. himC. his()3. 一is Tom?He' s at home.A. WhoseB. WhereC. WhoIt' s

26、Zhang Peng' s.5. 培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣和樹(shù)立學(xué)好英語(yǔ)的信心。課時(shí)重難點(diǎn)1. 重點(diǎn)(1) 能夠聽(tīng)、說(shuō)、讀、寫句型：The yellow picture is mine. Are these all ours? Whose is it?It' s Zhang Peng' s.(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(yǔ)音、語(yǔ)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? It' s Zhang Peng' s.的靈活

27、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: T m fine, thank you. And you?T: I' m fine, too. Do you like listening to music? Now let' s enjoy a song together. If you can sing, follow the tape please.(教師播放歌曲M

28、y weekendo)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 inLet' s 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 John, s picture? Let' s listen and tick.a. Listen to the tape and choose the righ

29、t picture.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 isn, t. 3. Mary: 4. Lily: Of course.A. She is eating.B. She's in the garden.C. Can I play with her?D. Is she sleeping?Answers:一、LA2.D3.B4.C二、1.B2.B3.B三、LB 2. D3.A4.C板書設(shè)計(jì)Unit 5 Whose dog is it?Is he/she + drinking wadrinki

30、ng waterv-ingeating sittingYes, he/she is.sleepingNo, he/she isn' t. He' s eating第五課時(shí)課時(shí)內(nèi)容B Let" s learn Lei' s play課時(shí)分析本課時(shí)是人教版五年級(jí)下冊(cè)第五單元第五課時(shí)。圍繞“小動(dòng)物在干什么”這 一話題展開(kāi)，主要通過(guò)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(yǔ)境中正確的使用。引導(dǎo) 學(xué)生產(chǎn)生熱愛(ài)小動(dòng)物的美好情感，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，樹(shù)立學(xué)好英語(yǔ)的信

31、心。第四課時(shí) Is he/she v-ing? Yes. He/she is. /No, he/she isn, t.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Let' s learn和Let' s play兩個(gè)版塊。Let' s learn通過(guò)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。LM' splay版塊是用于操 練B Let' s learn版塊中六個(gè)動(dòng)詞的現(xiàn)在分詞。通過(guò)組句子，達(dá)到運(yùn)用語(yǔ)言的 目的。本課時(shí)雖然是新授課,但是四會(huì)

32、單詞的原形play, eat, sleep, jump, drink 都曾經(jīng)學(xué)過(guò)，所以學(xué)生接受新知會(huì)很容易。在設(shè)計(jì)教學(xué)過(guò)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(lè)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(tīng)、說(shuō)、讀、寫單詞：climbing, eating, playing, jumping, drinking, sleeping2. 能夠在語(yǔ)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(ài)小動(dòng)物的美好情感，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，樹(shù)立學(xué)好 英語(yǔ)的信心。課時(shí)重難點(diǎn)1. 重點(diǎn)(1

33、) 能夠聽(tīng)、說(shuō)、讀、寫單詞:climbing, eating, playing, jumping, drinking, sleeping(2) 能夠在語(yǔ)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(yǔ)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(guò)程Step 1 Warm up1. GreetingT: Hi, boys and girls.Ss: Hi, Miss/ Mr. How are you?T: T'

34、in fine, thank you. And you?Ss: Very well, thanks.2. Let" s chant.T: Now let' s enjoy a chant together.（播放自制兒歌，學(xué)生欣賞。）Tigers are fighting. Pandas are sleeping. Birds arc 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(guò)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

35、 like animals?Ss: Yes.T: What' s your favourite animal? Why?SI: . 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. He' s Chen Jie' s dog. Where is it now? What is he doing? Let' s have a

36、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: He' s sleeping on Che

37、n Jie? s legs.（引導(dǎo)學(xué)生回答。板書 He' s sleeping, 領(lǐng)讀sleeping,指名讀，齊讀，用紅色標(biāo)注ingo）（2）Teaching "climbing, eating, drinking?"T: Why is he sleeping? He' s very.Ss: Tired.T: What is he doing? Let' s have a look at some of his pictures.（教 師呈現(xiàn)Fido爬樹(shù)的照片、啃骨頭的照片、喝水的照片。）S1: He' s climbing.（引出學(xué)生回答

38、，板書單詞climbing,教讀，拼讀，齊 讀。）S2: He' s eating.（板書單詞 eating,拼讀。）S3: He，s drinking.（板書單詞drinking,帶讀，拼讀，齊讀。）（3）Teaching “playing, jumping"T: I have a puzzle. Guess an animal. It has long ears and red eyes, It has white fur. It likes to eat carrots. It is a .Ss: Rabbit.T: There are many rabbits on

39、the farm, too. What are they doing?（教師 呈現(xiàn)兔子玩、跳的圖片。）S1: They are playing.（板書單詞 playing。）S2: They are jumping.(板書單詞jumping,帶讀，指名讀，齊讀。)T: Yes. Some rabbits are jumping. Some rabbits are playing each other.(板 書each other,領(lǐng)讀，指名讀，理解。)教學(xué)資源：課件設(shè)計(jì)意圖：展示圖片、教師引導(dǎo)和學(xué)生敘述相結(jié)合的方式學(xué)習(xí)新授單詞，培養(yǎng)學(xué) 生自主學(xué)習(xí)的能力。2. 播放錄音，模仿跟讀，再看板書，朗讀

40、單詞。教學(xué)資源：錄音機(jī)、磁帶設(shè)計(jì)意圖：培養(yǎng)學(xué)生的認(rèn)讀能力。3. 小組討論，動(dòng)詞變現(xiàn)在分詞的規(guī)律。在動(dòng)詞的末尾+i ng設(shè)計(jì)意圖：培養(yǎng)學(xué)生的思維能力。Step 4 Practice1. 砸金蛋課件展示很多金蛋，金蛋里面藏有本課核心單詞。教師砸金蛋，學(xué)生說(shuō)單詞。教學(xué)資源：課件設(shè)計(jì)意圖：幫助學(xué)生理解單詞的音、形、義2. Let' s play(1) 教師準(zhǔn)備三組詞卡放到桌子上。左邊一組單詞是人名，中間是一組動(dòng)詞的現(xiàn) 在分詞，右邊是帶介詞的地點(diǎn)詞組。然后邀請(qǐng)三名學(xué)生分別選取一類詞組卡片， 組成句子并請(qǐng)全班朗讀。(2) 三人一組開(kāi)展游戲。每人負(fù)責(zé)寫一類單詞卡片，然后仿照上面的例子玩游戲。教學(xué)資源

41、：卡片設(shè)計(jì)意圖：通過(guò)趣味性游戲鞏固所學(xué)知識(shí)。Step 5 SummaryT: What did you learn about this lesson?1. 單詞和短語(yǔ)：climbing, eating, drinking, playing, jumping, sleeping, each other2. 現(xiàn)在分詞的構(gòu)成：動(dòng)詞+ing設(shè)計(jì)意圖：通過(guò)對(duì)知識(shí)的歸納，加強(qiáng)學(xué)生對(duì)本課知識(shí)的理解和記憶。 課堂作業(yè)：一、寫出下列動(dòng)詞的-ing形式。1. climb 2. eat 3. play 4. jump 5. sleep 6. drink二、單項(xiàng)選擇。()1. She is breakfast.A.

42、 eatting B. eating C. eat()2. the dogs sleeping?一Yes, they are.A. IsB. Are C. Am()3. They are playingeach other.A. with B. toC. in三、連詞成句。1. Olive, at home, is reading (.)2. cat, the, is running, under the tree (.)3. is playing, John, in the park (.)Answers:*、1 .climbing 2.cating 3.playing 4.juinping

43、 5.sleeping6.drinking二、1.B2.B3.A三、1. Olive is reading at home.2. The cat is running under the tree.3. John is playing in the park.板書設(shè)計(jì)Unit 5 Whose dog is it?(sleepingeatingclimbingdrinking playingThey anejumping現(xiàn)在分詞：動(dòng)詞+-ing第六課時(shí)課時(shí)內(nèi)容B Read and write Let' s check Let' s wrap it up C story time

44、課時(shí)分析本課時(shí)是人教版五年級(jí)下冊(cè)第五單元第六課時(shí)。圍繞“Robin在動(dòng)物園”這 一話題展開(kāi)，主要通過(guò)閱讀文本學(xué)習(xí)詞匯dancing, walking, flying, running, excited, like及如何表達(dá)動(dòng)物正在做的動(dòng)作的句型。繼續(xù)培養(yǎng)學(xué)生愛(ài)護(hù)動(dòng)物的 意識(shí)，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣和樹(shù)立學(xué)好英語(yǔ)的信心。前兒課時(shí)詞匯、對(duì)話的 學(xué)習(xí)為本課時(shí)的學(xué)習(xí)奠定了基礎(chǔ)，本課時(shí)是第五單元B部分和C部分知識(shí)的整合。 本課時(shí)的重點(diǎn)是單詞的理解和能夠運(yùn)用核心句型的運(yùn)用。本課時(shí)包括 Read and write, Let' s check, Let' s wrap it up 和 C s

45、tory time四個(gè)版塊。Read and write分為閱讀和書面回答問(wèn)題兩個(gè)部分。閱讀部分 通過(guò)呈現(xiàn)Robin和Sarah在動(dòng)物園，Robin看到了許多動(dòng)物模仿動(dòng)物的場(chǎng)景，激 活相關(guān)的背景知識(shí)及話題。話題有趣，接近學(xué)生的實(shí)際生活。Let' s check分 為兩部分，第一部分為聽(tīng)音標(biāo)號(hào)，用于檢測(cè)本單元核心詞匯和句型。第二部分為 聽(tīng)音選擇答案，用于考查本單元核心句型和詞匯的理解和表達(dá)。LeL' swrapit up版塊呈現(xiàn)了 6個(gè)形容詞性物主代詞和六個(gè)名詞性物主代詞，學(xué)生要能總結(jié)名 詞性物主代詞的規(guī)律，培養(yǎng)學(xué)生的語(yǔ)法意識(shí)。Story time版塊呈現(xiàn)了 Zoom和 Zip在

46、野生動(dòng)物園游玩并拍照，在看照片時(shí)發(fā)現(xiàn)猴子在模仿他們做拍照動(dòng)作的故 事。此故事閱讀性強(qiáng)，情節(jié)有趣，符合學(xué)生的心理，很能激發(fā)學(xué)生閱讀的興趣。 故事的學(xué)習(xí)，復(fù)習(xí)鞏固以及擴(kuò)展了核心語(yǔ)言。本課時(shí)的新授單詞，教師要結(jié)合圖片、動(dòng)作、一定的語(yǔ)境幫助學(xué)生理解。遵 循以學(xué)生為主體的原則，采用小組合作的方式，全面調(diào)動(dòng)學(xué)生的參與，引導(dǎo)學(xué)生 自主學(xué)習(xí)，培養(yǎng)良好的閱讀習(xí)慣和技巧。課時(shí)目標(biāo)（1）能夠聽(tīng)、說(shuō)、認(rèn)讀單詞：excited, dancing, walking, flying, running, likeo（2）能夠運(yùn)用現(xiàn)在進(jìn)行時(shí)態(tài)的句型描述動(dòng)物正在做的動(dòng)作。（3）能夠讀懂故事，并按正確的語(yǔ)音、語(yǔ)調(diào)、意群閱讀。.（4

47、）能夠正確、規(guī)范的書寫句子。（5）能夠較好的完成Let' s checko（6）培養(yǎng)學(xué)生的思維能力，學(xué)習(xí)英語(yǔ)的興趣和樹(shù)立學(xué)好英語(yǔ)的信心。（7）能夠總結(jié)名詞性物主代詞的規(guī)律。（8）能夠理解故事內(nèi)容。（9）能夠表演故事，恰當(dāng)運(yùn)用故事中的語(yǔ)言。（10）培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，增強(qiáng)團(tuán)隊(duì)合作意識(shí)。課時(shí)重難點(diǎn)1. 重點(diǎn)（1）能夠聽(tīng)、說(shuō)、認(rèn)讀單詞：excited, dancing, walking, flying, running, likeo（2）能夠運(yùn)用現(xiàn)在進(jìn)行時(shí)態(tài)的句型描述動(dòng)物正在做的動(dòng)作。（3）能夠讀懂故事，并按正確的語(yǔ)音、語(yǔ)調(diào)、意群閱讀。.（4）能夠較好的完成Let' s chec

48、ko（5）能夠掌握名詞性物主代詞的規(guī)律。（6）能夠理解故事內(nèi)容。2. 難點(diǎn)（1）能夠正確的運(yùn)用現(xiàn)在進(jìn)行時(shí)態(tài)的句型描述動(dòng)物正在做的動(dòng)作。（2）單詞excited的認(rèn)讀和理解。教學(xué)準(zhǔn)備多媒體課件、卡片、圖片、錄音機(jī)、磁帶、表格教學(xué)過(guò)程Step 1 Warm up1. GreetingT: Good morning, everyone.Ss: Good morning, Miss/Mr.T: Nice to see you again.Ss: Nice to see you, too.T: Are you ready for English?Ss: Yes, we are ready.2. Revi

49、ew some wordsT: Now boys and girls, let' s review some words.教師出示play,學(xué)生說(shuō)出playing, P-L-A-Y-I-N-G玩。然后教師依次出示動(dòng) 詞eat, climb, jump, sleep的詞卡，學(xué)生說(shuō)出它們的現(xiàn)在分詞，并拼讀，說(shuō)漢 語(yǔ)。教學(xué)資源：詞卡設(shè)計(jì)意圖：通過(guò)認(rèn)讀詞卡，復(fù)習(xí)單詞的音、形、義，并為本課的學(xué)習(xí)打下基礎(chǔ)。Step 2 Lead in1. Let' s do播放三年級(jí)上冊(cè)Let' s do,學(xué)生表演并說(shuō)唱。Act like a bird. Act like a tiger.Act

50、like a monkey. Act like a bear.Act like an elephant.教學(xué)資源：課件設(shè)計(jì)意圖：選擇和本課有關(guān)的Let' s do,既活躍了課堂氣氛，復(fù)習(xí)了和本課有 關(guān)的動(dòng)物名稱，回憶了 like的意思。2. Ask and answerT: Where are the animals?SI: In the forest.S2: At the zoo.T: Then now let' s go to the zoo together.設(shè)計(jì)意圖：師生問(wèn)答很自然的引出下文。Step 3 Presentation1. Teaching “flying,

51、 walking, dancing, running"（1）Teaching "flying”T: This is a small zoo. What animals do you see?Ss: A bird, an elephant and a bear.T: Look at the bird.（課件呈現(xiàn)“鳥(niǎo)在飛”的圖片。）What is the bird doing?Ss: The bird is flying.（引導(dǎo)學(xué)生回答，板書句子，教學(xué)flying,理解句 子，齊讀句子。）（2）Teaching “walking, dancing, running"T

52、: Look at the elephant. What is the elephant doing?Ss: The elephant is walking.（引導(dǎo)學(xué)生回答，板書句子,教學(xué)walking, 理解句子，齊讀句子。）T: Is the bear walking?Ss: No. it is dancing.（引導(dǎo)學(xué)生回答，板書句子，教學(xué)dancing,著重于 去 e+-ingo ）T: What are the tigers doing?Ss: They are running.（板書句子，教學(xué) running,著重于雙寫 n+-ing。） 教學(xué)資源：課件設(shè)計(jì)意圖：創(chuàng)設(shè)情境，結(jié)合圖片

53、幫助學(xué)生理解重點(diǎn)詞匯。2. Read and write（1）呈現(xiàn)教材插圖，展示背景。T: Look at the picture. Sarah and Robin are at the zoo. The zoo is verybig. Robin is looking at the animals. So Robin is very excited.（2）Read quietlyT: What does he see?Ss: A bear, some rabbits, a tiger, an elephant, a monkey, a bird, a b,呈現(xiàn)聽(tīng)力文本，學(xué)生朗讀。T: Mik

54、e' s 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(tīng)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 uWhose is it? It' s."(1) T: Now let' s 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

55、 is it?(板書句子。)SI: T think it' s s.(引導(dǎo)學(xué)生 Fl答。)T: No, it isn' t.S2: I think it' s . ' s.T: Yes, it is. It' s his/hers. .(板書 Yes, it' s his/hers.) (2) T: Look at the last picture. Whose is it?SI: I think it' s . ' s.T: No, it isn, t.(學(xué)生猜不出，教師引導(dǎo)學(xué)生大聲問(wèn)老師Whose is it?.)Ss: Wh

56、ose is it?T: It' s 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(guò)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?SI: The . picture is mine.(引導(dǎo)照片的主人說(shuō)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(shuō)，然后用肢體語(yǔ) 言幫

57、助學(xué)生理解句子。)fish (課件表格呈現(xiàn)。)(3) 細(xì)讀課文，小組完成表格。a. T: What are the animals doing? Please read carefully.b. Discuss in a group and fill in the form.AnimalDoinga bearsome rabbitsa tigeran elephanta monkeya birdsome fishc.指名描述。The . is.d.完成Answer the questions,小組內(nèi)核對(duì)，然后利用投影儀面批。教學(xué)資源：表格設(shè)計(jì)意圖：引導(dǎo)學(xué)生通過(guò)小組合作，完成布置的任務(wù)，提高課堂效率，培養(yǎng)學(xué)生團(tuán)結(jié)