1、 Unit 5 Whose dog is it? 教案第一课时(A . Lets try Lets talk)教学目标1. 能理解Lets try中的听力内容，并完成相应的练习；能灵活运用句型“Whose. is it? Its .”“Whose. are these? They are .”询问物品的所属情况。（语言能力）2. 能归纳、总结重点信息，发展逻辑推理能力。（思维品质）3. 对英语学习感兴趣，能在学习活动中与他人合作。（学习能力）教学重点能在语境中灵活运用名词性物主代词；能熟练运用所学重点句型来询问物品的所属情况。教学难点掌握Whose所引导的两种句型。教学过程设计意图Step 1
2、 Warm-up&Lead in通过主情境图导入，引入本课的主题，衔接自然。 Greetings. Lead in.课件出示Unit 5主情景图中的图片。T: Whats the man doing?Ss: He is drawing pictures.T: Do you like drawing pictures?Ss: .Step 2 Presentation&Practice介绍对话产生的背景、设置问题，激发学生探究的乐趣。让学生养成读图的习惯，同时培养学生的观察能力和推理能力。通过分角色朗读整合对话内容，深化、内化知识，达到语言的流利输出。Lets try1. 由上一环节引入该部分内容
3、。T: (课件出示Chen Jie和Mike在艺术展的图片) Look! Mike and Chen Jie are at the school art show.教师帮助学生理解art show的含义。T: They are talking about the pictures. (课件出示Lets try部分的三幅图片) What can you see?教师请学生简单描述这三幅图片的内容，教师可以适当给予提示。2. Listen and tick.T: These pictures are beautiful. Which is Johns picture? Lets listen an
4、d tick. 教师播放该部分的听力，学生听录音选择答案。3. 课件出示听力材料，教师请学生默读听力文本并思考：Which is Mikes picture?教师帮助学生初步了解生词mine的含义，并用身边的事物举例说明。随后通过“Mikes”引出形容词性物主代词“his”。T: Which is Mikes picture?Ss: Mikes picture is blue. T: Yes. Mikes picture is blue. We can also say“The blue picture is his.”Lets talk1. Look and say. T: (课件出示Let
5、s try部分的三幅图片) Who draws the picture of the the sea? What about the picture of the the trees?Ss: The picture of the sea is Mikes. The picture of the trees is Johns.T: Yes. The blue picture is Mikes. The green picture is Johns. What about the yellow one?2. Watch and answer.教师播放Lets talk的视频，请学生观看并回答问题：
6、Whose yellow picture is it?师生共同核对答案，教师简单教学单词hers和ours。T: What does Chen Jie say to Mike?Ss: The yellow picture is mine. Are these all ours?T: Whose picture is it?Ss: Its Chen Jies.T: We can also say “Its hers.”3. Watch again and answer.课件出示Lets talk部分的六幅图片。T: What about other pictures? Whose picture
7、s are they? Lets watch the video.教师播放视频，学生看视频并回答上面的问题。T: (课件出示Lets talk部分的北京的图片) Look at the picture of Beijing. Whose is it?Ss: Its Zhang Pengs. T: Yes. Its his.T: (课件出示Lets talk部分的上海的图片) Look at the picture of Shanghai. Whose is it?Ss: Its Binbins. Its his.4. Listen and repeat.教师播放课文录音，学生逐句模仿跟读。（教
8、师提醒学生在跟读的过程中注意模仿录音中的语音、语调、连读等） 5. Role-play.（1）男女生分角色朗读课文；（2）学生两人一组，分角色朗读对话；（3）教师请几组学生上台表演对话，教师评价、生生互评。 6. Fill in the blanks. 师生共同复述对话内容，完成对话的挖空练习。 Chen Jie: The yellow picture is _. Are these all _? Mike: Yes, _. Chen Jie: Wow! That picture _ Beijing is _. _ is it? Mike: Its _s. Chen Jie: Look! _
9、a picture of _, too. Mike: Its _s. Chen Jie: Oh, yes! Its _. 7. Try to retell. 师生根据提示图片共同逐句复述Lets talk部分的对话内容。 8. Language points.（1）描述某物属于某人的句型：物品+is/are+ 某人的(.s/hers/mine/.).（2）询问物品属于谁的句型：Whose (+物品) + is/are + it/this/these/.?Its/Theyre + 名词所有格/名词性物主代词. 课件出示相关练习，学生根据语法知识完成练习。Step 3 Consolidation&
10、Extension采用真实的物品展示，从课本走向现实生活，实现了语言的迁移创新。通过小组合作，培养了学生的团队合作精神。Ask and find out.1. 学生分成小组，准备一些文具用品。其中一人随机询问这些文具的所属关系，其他学生进行回答。如：A: Whose book is this?B: Its Mikes. Its his.A: Whose storybooks are these? B: They are mine.2. Make a new dialogue.创设情景：Chen Jie和Mike的班级参观完艺术展后，一些学生遗失了东西，请你帮助这些物品找到它们的主人。学生分小组
11、创编新对话，参考句型如下：A: ., is this .yours?B: No, it isnt.A: Whose is it?B: Let me see. Its .s. Its his/hers.A: What about these.? Whose are they?B: Theyre .s. They are his/hers.A: Thank you.Step 4 Summary&Homework1. 小结：师生共同总结本节课的主要内容。2. 作业。（1）Listen, read and recite “Lets talk”.（2）Draw a picture of your cit
12、y.（3）Finish the exercises. 教学反思本课时主要学习了询问物品所属情况的相关表达，要求学生能熟练掌握重点句型“Whose is it? Its.”“Whose.are these?They are.”。首先，我先通过主情景图的相关图片，自然引入本课主题。再通过简单的背景介绍引入文本内容的学习。在教学过程中，我将书本知识融入“失物招领”的活动中，让学生在活动中操练此句型，取得了不错的教学效果。不足之处是有的学生对于名词性物主代词的用法掌握不扎实，易将其与形容词性物主代词混淆，后续课中还需作进一步指导。板书设计Unit 5 Part A 第一课时mine ours hisThe yellow picture is mine. Are these all ours?Its Zhang Pengs. 5
