五年級(jí)下冊(cè)英語(yǔ)教案Unit5 Whose dog is it 課時(shí)4 人教

1、.*;第 PAGE4 頁(yè)Unit 5 Whose dog is it ?Period 4 Section B Lets learn P51Learning aims學(xué)習(xí)目的1. 聽(tīng)錄音完成Lets try的練習(xí)題.2. 純熟掌握對(duì)話及重點(diǎn)句型：Where is Fido now ? Is he drinking water ? Can I play with him now ? Of course . Come here.Important &difficult points重難點(diǎn)1. 能聽(tīng)錄音完成相應(yīng)的練習(xí)題。2. 能熟讀對(duì)話和靈敏的進(jìn)展句型交換練習(xí)。Is he drinking water

2、? Yes, he is ./ No, he isnt.導(dǎo)學(xué)探究Step1 : 預(yù)習(xí)溫故用時(shí)6分鐘1. Review words : climbing, jumping, eating, sleeping, drinking, playing.2. T: Whose Chinese books are these ? S: They are mine . T: Whose eraser is that ? S: Its Olivers . /Its his. T: John is running . S: Oliver is reading. 3. 給以下單詞加ing。老師板書(shū)在黑板上 rea

3、d_ swim _ sit _ sleep _ dance _Step 2. 新課內(nèi)容展示用時(shí)18分鐘1. Listen to the tape of Lets try part and finish exercises. Where is the dog ? 老師講解錄音中的重點(diǎn)句子2. 出示圖片T: Where is the book ? S: Its on the desk. T: Where is the pen? S: Its in the bag 3.教讀Lets talk 部分 Keys phrase and sentences: Hes in the kitchen. Can

4、you take him to the park? Of course. Come here. 教讀和操練這些句子和短語(yǔ)4. T: Listen to the tape of Lets talk and answer these questions . Is Fido drinking water ? Is he eating ?5. Listen to the tape again and follow reading.Step 3. 合作交流，師生共建用時(shí)6分鐘1. 分角色朗讀課文。2. 靈敏運(yùn)用句型。 S1: Is Sarah singing ? S2: Yes. She is . S1

5、: Is the cat eating ? S2: No, he isnt.Step 4. 達(dá)標(biāo)檢測(cè)用時(shí)7分鐘根據(jù)課文內(nèi)容判斷正確的用T錯(cuò)誤的用F。 1. Fido is in the bedroom. 2. Chen Jie cant take Fido to the park. 3. Fido is eating.根據(jù)句意及首字母提示選單詞補(bǔ)全句子并讀一讀。 drinking , where , take, playing, come 1. Is the dog _ 喝water ?2. Can I _ 玩耍with him now ?3. _哪里 is Fido now ? 4. Can

6、 you _ 帶him to the park ?5. Fido ,_ 來(lái)here .三、給以下次加ing。1.climb_ 2. eat_ 3.sleep_ 4.drink_5. jump_ 6. swim_ 7.dance_ 8.play_四、連一連，選擇正確的漢語(yǔ)意思。1. Are these all ours ? A. 不是。他在吃東西。2. Whose is it ? B. 他在喝水嗎？3. Its Zhang Pengs . C. 是張鵬的。4. Is he drinking water ? D. 它是誰(shuí)的？5. No, he isnt .Hes eating. E. 這些都是我們

7、的嗎？學(xué)生小結(jié)：這節(jié)課我學(xué)到了_Step 5.布置當(dāng)堂作業(yè)1、熟讀Lets talk 部分。2、抄寫(xiě)Lets talk 部分并寫(xiě)出漢語(yǔ)意思。Title 板書(shū)標(biāo)題 Unit 5 Whose dog is it ? Lets talk p51Board Design 板書(shū)內(nèi)容設(shè)計(jì)單靠“死記還不行,還得“活用,姑且稱之為“先死后活吧。讓學(xué)生把一周看到或聽(tīng)到的新穎事記下來(lái),摒棄那些假話套話空話,寫(xiě)出自己的真情實(shí)感,篇幅可長(zhǎng)可短,并要求運(yùn)用積累的成語(yǔ)、名言警句等,定期檢查點(diǎn)評(píng),選擇優(yōu)秀篇目在班里朗讀或展出。這樣,即穩(wěn)固了所學(xué)的材料,又鍛煉了學(xué)生的寫(xiě)作才能,同時(shí)還培養(yǎng)了學(xué)生的觀察才能、思維才能等等,到達(dá)“

8、一石多鳥(niǎo)的效果。Where is Fido now ? Is he drinking water ? Yes, he is ./ No, he isnt .“教書(shū)先生恐怕是市井百姓最為熟悉的一種稱呼，從最初的門館、私塾到晚清的學(xué)堂，“教書(shū)先生那一行當(dāng)怎么說(shuō)也算是讓國(guó)人景仰甚或敬畏的一種社會(huì)職業(yè)。只是更早的“先生概念并非源于教書(shū)，最初出現(xiàn)的“先生一詞也并非有傳授知識(shí)那般的含義。?孟子?中的“先生何為出此言也？；?論語(yǔ)?中的“有酒食，先生饌；?國(guó)策?中的“先生坐，何至于此？等等，均指“先生為父兄或有學(xué)問(wèn)、有德行的長(zhǎng)輩。其實(shí)?國(guó)策?中本身就有“先生長(zhǎng)者，有德之稱的說(shuō)法?？梢?jiàn)“先生之原意非真正的“老師

9、之意，倒是與當(dāng)今“先生的稱呼更接近?？磥?lái)，“先生之根源含義在于禮貌和尊稱，并非具學(xué)問(wèn)者的專稱。稱“老師為“先生的記載，首見(jiàn)于?禮記?曲禮?，有“從于先生，不越禮而與人言，其中之“先生意為“年長(zhǎng)、資深之傳授知識(shí)者，與老師、老師之意根本一致。 Can I play with him now ? Can you take him to the park ? 要練說(shuō)，先練膽。說(shuō)話膽小是幼兒語(yǔ)言開(kāi)展的障礙。不少幼兒當(dāng)眾說(shuō)話時(shí)顯得害怕：有的結(jié)巴重復(fù)，面紅耳赤；有的聲音極低，自講自聽(tīng)；有的低頭不語(yǔ)，扯衣服，扭身子?？傊f(shuō)話時(shí)外部表現(xiàn)不自然。我抓住練膽這個(gè)關(guān)鍵，面向全體，偏向差生。一是和幼兒建立和諧的語(yǔ)言交流關(guān)系。每當(dāng)和幼兒講話時(shí)，我總是笑臉相迎，聲音親切，動(dòng)作親昵，消除幼兒畏懼心理，讓他能主動(dòng)的、無(wú)拘無(wú)束地和我交談。二是注重培養(yǎng)幼兒敢于當(dāng)眾說(shuō)話的習(xí)慣?；蛟谡n堂教學(xué)中，改變過(guò)去老師講學(xué)生聽(tīng)的傳統(tǒng)的教學(xué)形式，取消了先舉手后發(fā)言的約束，多采取自由討論和談話的形式，給每個(gè)幼兒較多的當(dāng)眾說(shuō)話的時(shí)機(jī)，培養(yǎng)幼兒愛(ài)說(shuō)話敢說(shuō)話的興趣，對(duì)一些說(shuō)話有困難的幼兒，我總是認(rèn)真地耐心地聽(tīng)，熱情地幫