2023年五年級英語下冊Unit5Whosedogisit第一課時配套教案人教PEP

Page3Unit5Whosedogisit？教材分析本單元學習的主題是尋找動物的主人。教學內(nèi)容主要圍繞如何詢問和回答某物是否屬于某人來展開。教學重點是能夠聽、說、讀、寫核心句型“Theyellowpictureismine.Aretheseallours?“—Whoseisit?—It’sZhangPeng’s.”“—Ishedrinkingwater?—No,heisn’t.Heiseating.”；能夠聽、說、讀、寫名詞性物主代詞：“mine,yours,his,hers,theirs,ours”；能夠聽、說、讀、寫六個動詞現(xiàn)在分詞“climbing,eating,playing,jumping,drinking,sleeping”和短語“eachother”等。教學目標知識與能力目標:?能夠聽、說、讀、寫核心句型“Theyellowpictureismine.Aretheseallours?”“—Whoseisit?—It’sZhangPeng’s.”“—Ishedrinkingwater?—No,heisn’t.Heiseating.”?能夠在情境中運用句型“Theyellowpictureismine.Aretheseallours?”“—Whoseisit?—It’sZhangPeng’s.”詢問并回答某物屬于某人，以及在情境中運用句型“—Ishedrinkingwater?—No,heisn’t.Heiseating.”詢問并回答某人正在做某事?能夠在圖片的幫助下讀懂韻文，并能正確朗讀；能夠運用核心句型完成句子，描述動物正在做的動作?能夠聽、說、讀、寫六個名詞性物主代詞“mine,yours,his,hers,theirs,ours”能夠聽、說、讀、寫六個動詞現(xiàn)在分詞“climbing,eating,playing,jumping,drinking,sleeping”以及短語“eachother”；能夠在語境中正確運用以上詞匯?能夠掌握字母組合ng和nk的發(fā)音規(guī)則，即ng和nk在單詞中分別發(fā)/?/和/?k/?能夠讀出符合ng和nk發(fā)音規(guī)則的單詞，并能夠根據(jù)發(fā)音拼寫出符合ng和nk發(fā)音規(guī)則的單?能夠在單線上完成抄寫句子的活動，做到書寫規(guī)范情感態(tài)度?文化意識?學習策略目標:?培養(yǎng)學生愛護動物的意識?能夠在教師的幫助下總結名詞性物主代詞的規(guī)律，完成相應練習?能夠根據(jù)ng/nk的發(fā)音規(guī)則拼讀、拼寫單詞課時安排第一課時:PartA Let’stry&Let’stalk第二課時:PartA Let’slearn&Look,sayandcomplete第三課時:PartA Let’sspell第四課時:PartB Let’stry&Let’stalk第五課時:PartB Let’slearn&Let’splay第六課時:PartB Readandwrite&Let’scheck&Let’swrapitupThefirstperiod(第一課時)PartALet’stry&Let’stalk?教學內(nèi)容與目標課時教學內(nèi)容課時教學目標Let’stry?能理解Let’stry中的聽力內(nèi)容，完成聽力題目?能理解Let’stalk的對話情境，初步感知核心句型和詞匯Let’stalk?能夠在圖片和教師的幫助下理解對話大意?能夠根據(jù)正確的語音、語調(diào)、意群朗讀對話，并能夠進行角色表演?能夠在情境中運用句型“Theyellowpictureismine.Aretheseallours?—Whoseisit?—It’sZhangPeng’s.”詢問并回答某物屬于某人?能在語境中理解生詞his的意思，并能正確發(fā)音?教學重點在情境中運用句型“—Whoseisit?—It’sZhangPeng’s.”詢問并回答某物屬于某人。?教學難點正確運用名詞性物主代詞。?教學準備1.預習《狀元大課堂》《創(chuàng)優(yōu)作業(yè)100分》《狀元作業(yè)本》中本課時的相關內(nèi)容。2.PPT課件?課文錄音?視頻等。Teachingpurpose①以觀看世界名畫吸引學生注意力，引出話題Teachingpurpose①以觀看世界名畫吸引學生注意力，引出話題“artshow”。在對話教學開展前，掃清大部分語言障礙，為下一步學習做好準備。Step1:Warm-up&Lead-in1.Greetings.2.Singasong—Animals,animalsareeverywhere.（出示課件）3.Lead-in.①（課件出示:一些世界名畫）T:Boysandgirls,doyouknowthesepictures?Ss:Yes./No.T:Theyareveryfamousintheworld.Wherecanweseethem?Ss:OnTV./Inthemuseum.T:Greatanswers!Wecanseethesepicturesatanartshow,too.Teachthephrase“artshow”.Step2:Presentation1.Learn“ours,his,hers,mine”.②T:Ourschoolartshowisalsogreat.Let’shavealook.Teachingpurpose②Teachingpurpose②通過呈現(xiàn)不同學生的繪畫作品，引導學生詢問并回答，讓學生初步感知核心句型以及核心詞匯。為后面學習掃清障礙。T:Whatarethese?Ss:Theyareourpictures.T:Yes,thepicturesareours.Theyareours.Studentsread“ours”aftertheteacher.(Writedown“ours”ontheblackboard.)T:(Showaboy’spicture.)Whosepictureisit?IsitS1’s?Ss:No.T:IsitS2's?Ss:Yes.T:Oh,it’sS2’s.It’shis.Studentsread“his”aftertheteacher.(Writedown“his”ontheblackboard.)T:(Showagirl’spicture.)Whosepictureisit?IsitS3’s?Ss:No.T:IsitS4’s?Ss:Yes.T:Oh,it’sS4’s.It’shers.Studentsread“hers”aftertheteacher.(Writedown“hers”ontheblackboard.)T:(Showtheteacher’sself-portrait.)Whosepictureisit?IsitMissWhite’s?Ss:No.T:Whosepictureisit?Ss:It’syourpicture.T:Youaregreat!It’smypicture.It’smine.Studentsread“mine”aftertheteacher.(Writedown“mine”ontheblackboard.)2.Learn“Aretheseallours?Theyellowpictureismine.”(課件再次出示學生繪畫作品)T:(PointatthepicturesonthePPT.)Aretheseallours?Ss:Yes,theyare.Studentsreadthesentences“Aretheseallours?”“Yes,theyare.”aftertheteacher.T:Now,Iwanttoshowyouapicture.（課件出示:教師畫的黃色向日葵）Guess!Whosepictureisit?Youcanguesslikethis:IsitS5’s?Ss:IsitS5’s?T:No,it’smine!Theyellowpictureismine.Studentsreadthesentence“Theyellowpictureismine.”aftertheteacher.3.Learn“Whosebookisthis?It’sMike’s.Whosestorybooksarethese?Theyaremine.”Theteachergathersthethingsofsomestudents:aruler,abook,apencil-case,twopens.T:(Showtheruler.)Look!Whoserulerisit?Youcananswerlikethis:It’sS6’s.It’shis/hers.(Showtwopens.)Look!Whosepensarethese?Youcananswerlikethis:TheyareS7’s.Theyarehis/hers/…Theteachershowsthestationeryonebyone.Studentsaskandanswerwiththesentencepatterns“—Whose…isit?—It’s…’s.—It’shis/hers.—Whose…arethese?—Theyare…’s.—Theyarehis/hers/…”Teachingpurpose③Teachingpurpose③此板塊為聽力活動，培養(yǎng)學生的聽力策略。與Let’stalk緊密相關，為對話教學作鋪墊。4.Learn“Let’stry”.③(課件出示:John頭像)T:Whoishe?Ss:HeisJohn.(課件出示:Let’stry圖片)T:John’sschoolhasanartshow,too.WhichisJohn’spicture?Let’slistenandtick.Checktheanswer.(出示課件)5.Learn“Let’stalk”.（1）Learn“ThereisapictureofBeijing/Shanghai.”（課件出示：一張北京圖片）T:Look!Thereisapicture,whereisit?Ss:Beijing.T:Yes.Wecansay“ThereisapictureofBeijing.”Studentsreadthesentenceaftertheteacher.Teachingpurpose④Teachingpurpose④呈現(xiàn)完整對話，讓學生帶著問題來整體感知對話文本，提升學生的聽力能力和文本理解能力。T:Howaboutthisone?T&Ss:ThereisapictureofShanghai.(2)Playtherecordingof“Let’stalk”.④Letstudentslistenandanswerthequestion:Q:WhatareMikeandChenJietalkingabout?Teachingpurpose⑤Teachingpurpose⑤教師通過播放視頻引導學生關注文本細節(jié)，加深學生對于文本的理解。Ss:Pictures.(3)Readcarefully.⑤Theteacherplaysthecartoon.Letstudentswatchandanswerthequestions:Q1:WhichpictureisChenJie’s?Q2:WhoseisthepictureofBeijing?Whoseisit？Q3:WhoseisthepictureofShanghai?Whoseisit？Studentsreadthetextcarefullyandanswerthequestions.Teachingpurpose⑥Teachingpurpose⑥教師播放錄音，學生聽錄音跟讀。引導學生按照正確的語音、語調(diào)及意群朗讀對話，并能在小組中進行角色表演。Step3:Practice1.Readandact.⑥（1）Studentsreadaftertherecordingof“Let’stalk”.Payattentiontothepronunciationandtheintonation.（2）Studentspractisethedialogueingroups.Teachingpurpose⑦Teachingpurpose⑦創(chuàng)造較真實的語言情境，學生結合自己的文具，就核心句型進行操練。2.Pairwork.⑦（1）Askandfindout.（課件出示：Askandfindout對話及圖片）Twostudentsareinapair.Preparesomestationery.Oneasksandtheotheranswers.Makeamodel:A:Whose…isthis?B:It’s…A:Whose…arethese?Teachingpurpose⑧Teachingpurpose⑧通過創(chuàng)設自然真實的情境，讓學生在情境中合理運用所學知識談論物品是屬于誰的，培養(yǎng)學生的綜合語言運用能力。(2)Showtime.Step4:Consolidation&Extension⑧1.Makenewdialogues.(課件出示：失物招領處圖片)Takeawaysomethingsfromstudents.Supposethesethingsareatthe“LostandFound”.T:Aftervisitingtheartshow,somestudentsleftsomethings.Whatarethey?Let’shavealook.(課件出示：一頂帽子、一本書、一個書包和一把傘)Canyouhelpthemfindtheowners?Fourstudentsareinagroupandmakenewdialogues.2.Makeamodel.T:S1,isthisyourhat?S1:No.T:Whoseisit?S1:It’s___________’s.It’shis/hers.T:Isthisbook________________’s?S1:No,it’s______________’s.It’shis/hers.3.Showtime.?板書設計?作業(yè)設計1.Practicethedialogue.2.Dotheexercises.(見“狀元成才路”系列叢書《創(chuàng)優(yōu)作業(yè)100分》P1第三題)?教學反思1.整個教學設計流程清晰，由易到難，層層遞進，很好地達成了課程教學目標。2.利用優(yōu)質(zhì)的網(wǎng)絡資源，生動形象的圖片、視頻及課件來輔助教學，迅速吸引了學生的注意力。3.本課的新知識點較多，教師要開動腦筋，多思考，開展豐富多樣的活動，讓學生始終興趣盎然。?TeachingContents&TeachingAimsLet’stry?Understandthelisteningmaterialof“Let’stry”.?Beabletounderstandthecontextandperceivethekeyvocabularyandthesentencestructurespreliminarily.Let’stalk?Understandthemainideaofthedialoguewiththehelpofpicturesandtheteacher.?Readthedialoguecorrectlyandactitout.?Usethesentencestructurescorrectly.?Beabletounderstandandpronounce“his”correctly.?TeachingPriorities?Beabletousethesentencepattern“Whose…isit?It’s…’s.”correctly.?TeachingDifficulties?Understandandusethenominalpossessivepronounscorrectly.?TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Lead-in1.Greetings.2.Singasong—Animals,animalsareeverywhere.3.Lead-in.Showsomefamouspictures.1.Greetings.2.Singthesong—Animals,animalsareeverywhere.3.Talktotheteacher.Arousestudents’interestbymeansofworld-famouspictures.Removesomelanguagebarriers.Leadinthetopic.Presentation1.Showpicturesandtalktostudents.Teachthenewwordsandsentences.1.Lookatthepicturesandtalktotheteacher.Learnthenewwordsandsentences.Helpstudentslearnthenewwordsandsentencesdirectlybyshowingpicturesandtalkingtothem.2.Teach“Let’stry”byshowingpictures,askingquestionsandlettingstudentslistentotherecording.2.Lookatthepictures.Answerthequestions.Listentotherecordingandfinishthelisteningtask.Cu