unit5 whose dog is it B.doc

Unit 5 whose dog is it?Part B Lets talk & learn1 The analysis of the unit.The theme of the unit is about finding the owner of the animals and different actions of animals by using present tense. The main picture presents the key words and sentences through childrens visiting the nature park.2 The analysis of the students.Students have learned about the related words about actions. They also have the knowledge of personal pronouns.3 Teaching objects.1. Knowledge objects. Students can master the key words: climbing, eating, playing, jumping, drinking, sleeping. They can use the key sentence “Is he/ she.?” “Yes, he/she is.” “No, he /she isnt.” in situations.2. Ability objects. Students can use the key words and sentences in life correctly and talk about their pets to others.3. Emotion objects. Students can develop their love towards animals and learn to protect them in life.4 Teaching key points. 1.students can master key words and sentence patterns. 2.students can ask use key sentences freely in situations.5. Teaching materials. PPT cards stickers 6 Teaching procedures.Step 1. Warm-up1.Greetings with students2.Enjoy a video “animals, animals are everywhere” and ask students what animals they can know about from it.（设计意图：通过歌曲激发学生对本节教学内容的兴趣，同时做好后续课程的铺垫。）Step 2. Presentation 1. Look at the pictures one by one and answer their actions relatively.T: What animal is it? (pointing at the picture)S: Its a panda.T: Whats it doing now?S: Its eating. (show the word card and read)T: Yes, the panda is eating. Whats he like? Is he fat? Do you like it?Conclusion: Elephant is helpful. It helps us carry things.Then show the cat and monkey in the same way.T: Look! Whats this tiger doing? Is he sleeping? Is he eating? (show the sentence card and read)S: No, he isnt. He is playing.(show the word and sentence cards and read)T: Well, whats he playing with?S: He is playing with his paw.Then show the rabbits in the same way and pay attention to the plural form of the sentence pattern. “Are they.?”(设计意图：本环节着重呈现重点词汇和句型，通过观察图片，问题引导和卡片显示以及反复跟读朗读的方式，让学生潜移默化的掌握词组，同时在问答和图片处理上，突出动物的可爱和友好，为情感目标做铺垫。)3. Review new words and sentences.4. Game: look and guessLook at three funny pictures and guess what are they doing?（设计意图：通过小游戏环节，加强同位同学或小组同学之间的交流和帮助，运用所学句型和词汇对有意思的图片进行猜测，增强学习兴趣，强化知识的吸收。）5. Do lets try in the book6. Learn lets talk （设计意图：呈现课本教材，训练阅读技能。）Step 2: Practice1. Students read the dialog together and then do role-play.2. Teacher presents a photo of her pet dog and show the picture story of her dog.T: this is my pet dog. His name is Pipi. Look, hes eating. I love my dog.And this is a mini book of Pipi. Lets read it together.Then the teacher show the mini book on the screen.3. Make a mini book in groups.After reading the teachers mini book. Students have a task to make their group mini book according to the clue board the teacher gives. The teacher will at last choose some beautiful works and show before the class.(设计意图：分组演练角色对话，增强学生对文本的解读。同时在前方感情铺垫的基础上，自由导入宠物狗皮皮，并制作迷你书展示皮皮的生活日常以及表达对皮皮的爱。在观察教师的迷你书后，学生们分组合作完成自己组的迷你书并最终展示全班。将语言学习和手工制作相结合。)Step 3: ProductionPlay a video about lovely animals to the class and tell students we should love animals and protect our animal friends.(emotion education)（设计意图：在前方活动进展下，此部分主要是生成阶段，进行情感教育，通过人与动物相处的视频，倡导对动物的喜爱及保护。）Step 4; homework1. Listen and read the text for 3 times. Copy new words (4+1)2. Finish group mini book and show to other groups.七Teaching reflectionThis class mainly talks about animals an