人教pep版五年级下册英语Unit 5 Whose dog is it -A-ppt课件-(含教案+素材)-市级优课-(编号：b2b48).zip

This is my pen.=This is mine. 找规律找规律 my pen=mine This is his book.=This is his. his book= his This is her ruler.=This is hers. her ruler= hers 找规律 This is your cake.=This is yours. Your cake= yours This is Li Mings candy.=This is Li Mings. Li Mings candy.=Li Mings. These are our desks.=These are ours. our desks= ours chant My my my,mine mine mine. Your your your,yours yours yours. His his his,his his his. Her her her,hers hers hers. It it it,its its its. Their their their,theirs theirs theirs. Our our our,ours ours ours. art show That picture of _is _ . 参考词汇：参考词汇： cool, nice, cute, great, beautiful, funny,. dog That picture of _ is _ . 参考词汇：参考词汇： cool, nice, great, beautiful, cute, funny,. flower That picture of _ is _ . 参考词汇：参考词汇： cool, nice, great, beautiful, cute, funny,. apple Friends art show Lets try 1.Which is Johns picture? AB C Lets talk Whose picture is it? A. Johns B. Chen Jies C. Mikes Match Time 1.Which is Zhang Pengs picture? 2.Which is Yifans picture? The yellow picture is mine, Are these all ours? Wow! That picture of Beijing is beautiful. Whose is it? Its Zhang Pengs. Yes, they are. Listen and read Oh, yes! Its his. Look! There is a picture of Shanghai, too. Its Yifans. The yellow picture is mine, Are these all ours? Wow! That picture of Beijing is beautiful. Whose is it? Its Zhang Pengs. Yes, they are. Oh, yes! Its his. Look! There is a picture of Shanghai, too. Its Yifans. Challenge Homework 1.Listen and read after the tape three times. (听读课文三遍听读课文三遍) 2.Act out the new dialogue with your classmate. （和同学表演你们新编的对话）（和同学表演你们新编的对话） Thank you ！ Unit5 Whose dog is it?教学设计教学设计 备课人备课人学科学科英语英语年级年级 5 5 时间时间 40mins40mins 课题课题 Unit 5 Whose dog is it? 第（第（1 1）课时）课时课型课型 NewNew TeachingTeaching 教学内容教学内容 Part A .(Lets talk & Lets try) 教教 学学 目目 标标 知识目标：知识目标： 1、能理解 Lets try 中的听力内容，并完成听力题目。 2、能听、说、读、写句型 The yellow picture is mine.Are these all ours?Yes,they are.Whose.is it?并且能够做出回答。 3能运用句子“Its mine/yours/hers/his.”来表明物品的所属情况。 能力目标：能力目标： 能够灵活运用重点句型进行日常交流。 情感目标：情感目标： 教育学生养成不乱碰别人东西的好习惯。 重重 点点 掌握名词性物主代词的拼读与用法，及能在语境、合作、交流中体会并理解物主代 词的用法。 难难 点点 理解并掌握 Whose.is it?Its xxs 的相关语法点。 教法教法情景教学法，直观教学法，多媒体教学法， 教学教学 准备准备 PPT、小贴画、图片。 教教 学学 过过 程（双边活动）程（双边活动） 环节 教 师 活 动学 生 活 动设计意图修改意见 Warm-up 展示课堂现有实物进行对话 练习。 （book、pen、ruler.) T:What is this? Wow!Its a nice pen! Is this your pen? S:Yes, it is my pen. No, it isnt. It is his pen. /(xxs pen) 与老师进行问答练 习 课堂伊始，教 师通过“打招 呼”的方式同 学生进行语言 沟通，提前渗 透了本课的重 点语言点。 Present - -ation 通过 PPT 呈现以下句子： This is my pen.=This is mine. This is his book.=This is his. This is her ruler.=This is hers. This is your cake.=This is yours. This is Li Mings candy.=This is Li Mings. These are our desks.=These are ours. 观察句子，找规律： 学生四人一组，展 开讨论，这些句子 有什么规律呢？ my pen=mine his book= his her ruler= hers Your cake= yours Li Mings candy.=Li Mings. our desks= ours 这部分学习让 学生整体感知 本单元的主要 内容，能运用 句子“Its mine/yours/he rs/his.”来表 明物品的所属 情况。 Practic e 1、展示单词图片让学生看 形容词性物主代词说出名词 性物主代词，或看名词性物 主代词说出形容词性物主代 词 2、教师把这些信息编成歌 谣： My my my,mine mine mine. Your your your,yours yours yours. His his his,his his his. Her her her,hers hers hers. It it it,its its its. Their their their,theirs theirs theirs. Our our our,ours ours ours. 看图说词 全班起立，边做动 作边唱这首 chant。 利用歌谣的方式让 学生熟记二者的区 别。 加深学生对两 者用法的区分 及理解。 Teachin g part 1.学习 Lets try。 ( 1 )以 art show 导入 Lets try. 首先展示图片 让学生熟练句型。That picture of _ is _. （2）引出 Lets try 中三 幅图。提出问题 Which is Johns picture? （3）教师播放 Part A 部分 Lets try 的听力，学生 听录音选择答案。 ( 4 )教师核对答案。 2.学习 Lets talk。 ( 1 )使用另一幅图提出问 题， Whose picture is it? (2)Match Time 1.Which is Zhang Pengs picture? 2.Which is Yifans picture? 放对话录音让学生在对话中 找出答案。 小组内分角色朗读 Lets talk 部分的对话并背诵， 培养合作意识。 挑选 23 组进行表演展示， 以检查学生对本课对话的掌 握情况，教师评价、生生互 评。 学生听录音选择答 案。 与教师一起核对答 案 复习原来学过的形 容词性物主代词， 学生利用“Its my/his/her.pict ure.”回答 小组内分角色朗读 Lets talk 部分的 对话并背诵， 进行表演展示 “Whose .are these?They are.”等， 为新课文的导 入打下了很好 的基础。 对话的学习从 整体感知入手， 由粗读、细读 再到快读，辅 以练习题理解 对话，最后通 过分角色朗读 整合对话内容， 深化、内化知 识最后做到语 言的流利输出。 Consoli -dation .Find the owners. 班级里设置了一个失物招领 处，请你帮助这些物品找到 它们的主人。完成表格，然 后以 pair work 的形式根据 调查创编一个小对话。学生 4 人一组，选出一名 reporter 调查其他组员， 然后以 pair work 的形式创 编对话，并展示汇报过程和 结果。 学生两人一组，根 据提示单词完成关 于物品归属的对话： whose,eraser,book ,pencil,ruler. 学生 4 人一组，选 出一名 reporter 调 查其他组员，然后 以 pair work 的形 式创编对话，并展 示汇报过程和结果。 Presentation 部分为学生提 供的词汇和文 本框架能为其 创编对话搭建 一个“脚手架” ， 物品失主的寻 找，以小组合 作的形式完成， 该话题很具体 又密切联系学 生的生活，学 生们争先恐后 参与，创编对 话的热情尤为 高涨。 布置 课后 作业 1、Listen and read after the tape three times. (听读课文三遍) 2.Act out the new dialogue with your classmate. （和同学表演你们新编的对话） 板书设计板书设计 Unit 5 Whose dog is it? Whose.is it? Its. Whose.are these? Theyre. 教教 学学 设设 计计