1、五_年级_下_英语学科备课活页第_5_章(单元)课题Unit 5 whose dog is it?设计者刘艳霞课标分析二级目标:对继续学习英语有兴趣。 能用简单的英语互致问候,交换有关个人、家庭和朋友的简单信息,并能就日常生活话题作简短叙述。能在图片的帮助下听懂、读懂并讲述简单的故事, 能在教师的帮助下表演小故事或小短剧,演唱简单的英文歌曲和歌谣。 能根据图片、词语或例句的提示,写出简短的描述。在学习中乐于参与、积极合作、主动请教,初步形成对英语的感知能力和良好的学习习惯。乐于了解外国文化和习俗。教材分析本单元分为三个板块:Part A Part B Part C,本单元学习的主题是寻找动物的
2、主人,通过本单元的学习,同学们能够在语境中询问和回答某物属于某人,某人正在做某事,并正确运用物主代词和现在进行时态。学情分析五年级两个班的学生,虽然已经接触了两年英语,有一定的英语基础,但是两极分化情况较为严重,有的学生甚至连最基本的26个字母的书写都有问题,背单词是软肋。由于教材难度加大,学生的学习兴趣难以保持,因此要特别注意英语学习兴趣的继续保持,本学期应注重转化后进生,尤其是五一班的特困生相对较多,要好好利用四轮驱动的优势,因材施教,分层教学,保持并提高学生对英语学习的兴趣。 Lesson 1 lets learn教学目标1) Students can master the key wo
3、rds and write in the correct format: his dog- his her dog- hers their dog-theirs our dog- ours my dog-mine your dog-yoursstudents can use , understand and speak fluently the sentences : Whose dog is that? Its her dog./ Its hers. (3) Students can speak English loudly and fluently.重点难点形容词性物主代词和名词性物主代词
4、的表达和运用教学方法多媒体教学法、游戏教学法、情景交际法教具准备多媒体, 课件, 书,黑板,粉笔预设教学流程(含评价设计) 设计意图说明一 热身/分享:Listen and sing a song: animals , animals , everywhere二、完成学案,二次探究教师在课件上出示本课的预习案,检测学生的预习成果。三、分组合作,讨论解疑+展示点评1、老师安排小组针对预习案的内容进行讨论,每组派代表上台大声朗读单词,老师把各组不会的单词记录在黑板上2、各组学生根据黑板上的单词,自由举手发言,解决疑难点,其他组学生进行点评。四、出示学习目标教师在课件上出示本课的学习目标,带读学习目
5、标。五、总结升华(新授):1、 教师在PPT上呈现本课物主代词,并重点讲解his dog- his Its his dog The dog is his.Her dog- hers Its her dog. The dog is hers.Their dog- theirs Its their dog, The dog is theirs.Our dog- ours Its our dog. The dog is ours.Your dog- yours Its your dog. The dog is yours.My dog - mine Its my dog. The dog is mi
6、ne.2、 进行操练(分组合作,讨论质疑) my pen = mine her bag = hershis eraser = hisyour ruler = yourstheir dog = theirs形容词性物主代词:起形容词的作用,用在名词前。名词性物主代词:起名词的作用,后面无名词。形容词性物主代词+名词= 名词性物主代词3、 讲解本课重点句型,并进行操练。This is his desk. This desk is his.That is her skirt. That skirt is hers.六 拓展七、总结反刍 学科班长带领大家总结本科的学习内容,教师补充。八、 当堂检测选出
7、不同类的单词。 () (1)A. that B. ours C. this() (2) A. meB. mine C. yours() (3)A. theirsB. ours C. him二、用名词性物主代词填空。 (1) Its his cap. Its _.(2) Its her cat. Its _.(3) Its their classroom. Its _. 九 Homework 1.Read and write the text three times.2.Preview next lesson.十、板书设计 Unit 5 Whose dog is it?Its his dog.
8、= The dog is his. Its her dog. = The dog is hers.Its my dog. = The dog is mine. Its their dog. = The dog is theirs.Its your dog. = The dog is yours. Its our dog. = The dog is ours.可以是与本节课相关的歌曲或者视频,或者由学生主导做分享,以此作为复习环节。检测学生预习成果,培养学生自主学习能力分组合作,讨论解疑培养学生的认知策略大面积互动展示点评此环节为课后作业环节,包括复习和预习两部分,预习作为“读书自学,自主探究”
9、与下一节课的“完成学案二次探究”形成闭环。教学反思华油荣德小学五年级_上_英语学科备课活页课题Unit 5 lesson 2设计者刘艳霞教学目标1)Students can understand, listen and read the dialogue.2) students can use , understand and speak fluently the sentences : Whose storybooks are these? They are mine. (3) Students can recite the dialogue fluently and loudly.重点难点
10、表达某物是某人的句型教学方法多媒体教学法、游戏教学法、情景交际法教具准备多媒体, 课件, 书,黑板,粉笔预设教学流程(含评价设计)设计意图说明一 热身/分享:Review:二、完成学案,二次探究教师在课件上出示本课的预习案,检测学生的预习成果。三、分组合作,讨论解疑+展示点评1、老师安排小组针对预习案的内容进行讨论,每组派代表上台大声朗读单词,并根据PPT上图片做对话。2、各组学生根据表现,自由举手发言,解决疑难点,其他组学生进行点评。四、出示学习目标教师在课件上出示本课的学习目标,带读学习目标。 五、总结升华(新授):PPT展示 Lets talk,教师针对学生疑难点进行总结1泛读课文2精读
11、课文,进行知识讲解 1)these 这些- those 那些this 这个 - that 那个Are those your books?/ Are those books yours?Yes, they are./ No, they arent.Is this your book? / Is this book yours?Is that her book? /Is that book hers?Yes ,it is/No, it isnt.2)whose : 谁的 Whose bike is it? Whose is this bike? whose和whos读音相同,但意思不同,用法不同。
12、whose意为“谁的”,whos是who is的缩写,意为“谁是/是谁”。3)名词所有格 英语中名词所有格表示所属关系,意为“的”,它分s 所有格和 of 所有格两种形式。用法:s 所有格主要用于有生命的人或物。 一般情况(包括单数名词和词尾不带s的复数名词)加 s。如:Amys pen 埃米的钢笔 childrens books 儿童图书 词尾带s的复数名词只加撇号()。 如:teachers office of 所有格主要用于无生命的名词一般与of构成短语,表示所属关系。如:a picture of Beijing 一幅北京的图画3. 通读课文,小组合作展示,分角色朗读,根据关键词,背诵课
13、文六、总结反刍 学科班长带领大家总结本科的学习内容,教师补充。七当堂检测单项选择。 (1) _ dog is this? AWhoBWhosCWhose(2) Whose book is this? Its _. AMike BMikes CMikes(3) Whose are these shoes? They are _. Ame Bmine Cmy八、自我完善,训练提升 Homework Review the knowledge points of last lesson,and recite lets talk板书设计 Unit 5 Whose dog is it? The yello
14、w picture is mine.Whose storybooks are these?They are mine.Are these all ours? Yes, they are. 可以是与本节课相关的歌曲或者视频,或者由学生主导做分享,以此作为复习环节。检测学生预习成果,培养学生自主学习能力分组合作,讨论解疑培养学生的认知策略大面积互动展示点评此环节为课后作业环节,包括复习和预习两部分,预习作为“读书自学,自主探究”与下一节课的“完成学案二次探究”形成闭环。教学感悟华油荣德小学_五_年级_上_英语学科备课活页第_3_章(单元)_3_课时课题Lesson 3设计者刘艳霞教学目标1) St
15、udents can master the pronunciation rule of letter ng and nk (2) students can say and understand the words about ng and nk: ng / long sing ring young nk /k/ think ink trunk pink (3) Students can be brave to speak English loudly. 重点难点掌握ng and nk 的单词的发音规则教学方法多媒体教学法、游戏教学法、情景交际法教具准备多媒体, 课件, 书,黑板,粉笔 预设教学
16、流程(含评价设计) 设计意图说明一、 热身/分享:Phonics song二、完成学案,二次探究教师在课件上出示本课的预习案,检测学生的预习成果。三、分组合作,讨论解疑+展示点评1、老师安排小组针对预习案的内容进行讨论,每组派代表上台大声朗读单词,老师把各组不会的单词记录在黑板上2、各组学生根据黑板上的单词,自由举手发言,解决疑难点,其他组学生进行点评。四、出示学习目标教师在课件上出示本课的学习目标,带读学习目标。五、总结升华(新授):1.情景导入,教师在PPT上播放Lets spell部分,然后针对学生疑难点进行总结1) Lets chant.2) Read these words: ng
17、/ long sing ring young nk /k/ think ink trunk pinkCan you find out the same and the difference?2. 分析感知并总结字母ng and nk发音规则,并总结相应单词3. Listen , write and say4 look ,listen and write六、总结反刍 学科班长带领大家总结本科的学习内容,教师补充。七lets check八、自我完善,训练提升 Homework Read ,write and recite these words and sentences.Preview next
18、 lesson.九、板书设计 Unit 5 Whose dog is it? Lets spellng / long sing ring young nk /k/ think ink trunk pink可以是与本节课相关的歌曲或者视频,或者由学生主导做分享,以此作为复习环节。检测学生预习成果,培养学生自主学习能力分组合作,讨论解疑培养学生的认知策略大面积互动展示点评此环节为课后作业环节,包括复习和预习两部分,预习作为“读书自学,自主探究”与下一节课的“完成学案二次探究”形成闭环。教学反思华油荣德小学_五_年级_上_英语学科备课活页第_5_章(单元)_4_课时课题 lesson4 设计者刘艳霞
19、教学目标1)Students can understand, listen and read the dialogue.2) students can use , understand and speak fluently the sentences : Is the dog eating? No, he isnt. He is drinking. (3) Students can use and understand present progressive tense.重点难点现在进行时的理解和运用教学方法多媒体教学法、游戏教学法、情景交际法教具准备多媒体, 课件, 书,黑板,粉笔 预设教学
20、流程(含评价设计)设计意图说明一、 热身/分享:Recite lets talk 1 Review some words and sentences二、完成学案,二次探究教师在课件上出示本课的预习案,检测学生的预习成果。三、分组合作,讨论解疑+展示点评1、老师安排小组针对预习案的内容进行讨论,每组派代表上台大声朗读单词,老师把各组不会的单词记录在黑板上2、各组学生根据黑板上的单词,自由举手发言,解决疑难点,其他组学生进行点评。3.lets try 五、 总结升华(新授):PPT展示 Lets talk,教师针对学生疑难点进行总结1泛读课文:read and answer :What is Fi
21、do doing?He is eating in the kitchen.2精读课文,进行知识讲解现在进行时 be + v-ing表示正在进行的动作或存在的状态。现在进行时表示动作发生的时间是“现在”,动作目前的状态是“正在进行中”表示正在做某事的句型句型结构为:主语be动词动词的ing形式其他 其中be动词随主语人称和数的变化而变化.3. learn about the “Lets talk” . And read after the tape/teacher.4. 分组合作,并进行情景角色扮演,根据关键词,背诵课文六拓展七、总结反刍 学科班长带领大家总结本科的学习内容,教师补充。八、 当堂
22、检测九、 自我完善,训练提升 homework 1.Make a dialogue according to the main words and sentences.2.Read ,write and recite these words and sentences.3.Preview next lesson.十、板书设计 Unit 5 Whose dog is it? Where is Fido now?Is he drinking water?Yes, he is./ No, he isnt .Can I play with him now?可以是与本节课相关的歌曲或者视频,或者由学生主
23、导做分享,以此作为复习环节。检测学生预习成果,培养学生自主学习能力分组合作,讨论解疑培养学生的认知策略大面积互动展示点评此环节为课后作业环节,包括复习和预习两部分,预习作为“读书自学,自主探究”与下一节课的“完成学案二次探究”形成闭环。教学感悟华油荣德小学_五_年级_上_英语学科备课活页第_5_章(单元)_5_课时课题Unit 5 lesson5 设计者刘艳霞教学目标1. Students can master the key words and phrase ,write in the correct format: climbing eating drinking playing jump
24、ing sleeping2. students can use , understand and speak fluently the sentences :Are these rabbits eating? No, theyre playing with each other.3. Students can protect and love animals.重点难点现在进行时的表达和动词的现在分词教学方法多媒体教学法、游戏教学法、情景交际法教具准备多媒体, 课件, 书,黑板,粉笔 预设教学流程(含评价设计)设计意图说明一热身/分享:Recite lets talk二、完成学案,二次探究教师在
25、课件上出示本课的预习案,检测学生的预习成果。三、分组合作,讨论解疑+展示点评1、老师安排小组针对预习案的内容进行讨论,每组派代表上台大声朗读单词,老师把各组不会的单词记录在黑板上2、各组学生根据黑板上的单词,自由举手发言,解决疑难点,其他组学生进行点评。.四、总结升华(新授):情景导入:Do you have a pet?PPT 呈现Lets learn1. 教师针对学生疑难点进行总结1) Teach the new words:Look at the picture: What is the dog doing? Climbing :The dog is climbing.Eating: T
26、he dog is eating.Drinking: The dog is drinking.What are the rabbits doing?Playing: The rabbits are playing.Sleeping: The rabbits are sleeping.Jumping: The rabbits are jumping.2).2.分组练习,小组合作3.Read and write : Robin at the zooWhat are you doing here,Robin?Im looking at a bear.Im dancing like a bear.li
27、ke/lak/ prep.像那样,喜欢,想要like doing sth. 喜欢做某事like to do sth. 想去做某事五、总结反刍 学科班长带领大家总结本科的学习内容,教师补充。六当堂检测连词成句。1. is picture That of Beijing beautiful (.)2. is it Whose (?)3. yellow is picture The mine (. ) 七自我完善,训练提升 homework 1.Read lets learn and read and write 3times.2.Summarize the words and sentences
28、of unit 5七、板书设计 Unit 5 Whose dog is it ? eat- eatingMike is play- playing They are jump - jumping(Mike and John) are climb - climbing sleep- sleeping drink - drinking可以是与本节课相关的歌曲或者视频,或者由学生主导做分享,以此作为复习环节。检测学生预习成果,培养学生自主学习能力分组合作,讨论解疑培养学生的认知策略大面积互动展示点评此环节为课后作业环节,包括复习和预习两部分,预习作为“读书自学,自主探究”与下一节课的“完成学案二次探
29、究”形成闭环。教学感悟华油荣德小学_五_年级_上_英语学科备课活页第_5_章(单元)_6_课时课题Unit 5 lesson6 设计者刘艳霞教学目标1. Students can understand and read the story 2. Students can act the story with the teachers help.3. Make students to love and protect animals.重点难点Act the story.教学方法多媒体教学法、游戏教学法、情景交际法教具准备多媒体, 课件, 书,黑板,粉笔 预设教学流程(含评价设计)设计意图说明一热
30、身/分享:Recite lets talk.二、完成学案,二次探究教师在课件上出示本课的预习案,检测学生的预习成果。三、分组合作,讨论解疑+展示点评1、老师安排小组针对预习案的内容进行讨论,每组派代表上台大声朗读单词,老师把各组不会的单词记录在黑板上2、各组学生根据黑板上的单词,自由举手发言,解决疑难点,其他组学生进行点评。.四、总结升华(新授):1.情景导入,PPT: Read and listen the story,1. 教师针对学生疑难点进行总结Be quiet. 安静take-takingtake pictures 照相copykpi 复印,复制copy-copying2. 分组合作
31、,听读练习,并分角色五、总结反刍 学科班长带领大家总结本科的学习内容,教师补充。六 Lets check1) Listen and tick2) Lets wrap it up : 八自我完善,训练提升 homework 1.Read the story 3times.2.Summarize the words and sentences of unit 5九板书设计Unit 5 Whose dog is it? Story timeHere comes a tiger.Whose tail is that?Theyre taking pictures. What are they doing?可以是与本节课相关的歌曲或者视频,或者由学生主导做分享,以此作为复习环节。检测学生预习成果,培养学生自主学习能力分组合作,讨论解疑培养学生的认知策略大面积互动展示点评此环节为课后作业环节,包括复习和预习两部分,预习作为“读书自学,自主探究”与下一节课的“完成学案二次探究”形成闭环。教学感悟