英语人教版五年级下册Unit 5 Whose dog is it A.doc

Unit 5 Whose dog is it?A Lets talk教学设计玉田县实验小学郑慧然二0一六年五月Unit 5 Whose dog is it?A Lets talk教学设计一、教材分析：本课时是人教版五年级下册第五单元的第一课时，围绕“学校画展”这个话题展开。主要是通过对话的情景学会询问和回答某物属于某人的句型The yellow picture is mine. Are these all ours? Whose is it? Its Zhang Pengs.培养学生学习英语的兴趣和树立学好英语的信心。本课时是整个单元的首课时，在本单元中起引领与铺垫作用.本课时包括Lets try 和 Lets talk 两个板块。Lets try是听力训练，通过陈杰和Mike在参观学校美术展时的问答，帮助学生初步理解A部分Lets talk 的核心句型。Lets talk通过呈现陈杰和Mike 参观学校画展的情景，引出句型The yellow picture is mine. Are these all ours? Whose is it? Its Zhang Pengs. 通过对话内容让学生进一步系统理解名词性物主代词的运用。此版块的话题贴近学生的生活，学生们都非常感兴趣，很能激发学生求知的欲望。二、学情分析：本课时的教学内容是四年级下册第五单元教学内容的延续，Whose. is/are this/these? Its/Theyre.s/yours/mine. Are these yours?Yes,they are.No,they arent的句型学生们在四年级已经能够听说认读并运用，对于mine, yours 学生能够理解和运用，为本单元的教学打下了很好的基础。根据以上的分析，我制定了如下的教学目标。三、教学目标：1.知识目标： 1）能够听、说、读、写句型：The yellow picture is mine. Are these all ours? Whose is it? Its Zhang Pengs.2）能够区别句型：Whose picture is it? Its xxxs . Its his. Whose pictures are these? Theyre xxxs. They are hers.3）通过教师的渗透，学生能够理解名词性物主代词 mine yours his hers ours.2.能力目标：1）能够在情景中运用The yellow picture is mine. Are these all ours? Whose is it? Its Zhang Pengs.2）能够在教师和图片的帮助下理解对话大意。3）能够用正确的语音、语调朗读对话。4）能够知识迁移，联系实际谈论并分清自己和别人的物品。3.情感态度及学习策略目标：1）在教师的引导下，在整个教学过程中渗透培养认知策略，拓宽学生的思维，培养良好的英语思维学习习惯。2）创设近似真实的情景，为学生提高材料，培养交际策略。3）培养学生学习英语的兴趣和树立学好英语的信心。四、教学重难点1.重点:1）能够听、说、读、写句型：The yellow picture is mine. Are these all ours? Whose is it? Its Zhang Pengs.2) 能够区别句型：Whose picture is it? Its xxxs . Its his. Whose pictures are these? Theyre xxxs. They are hers.3）能够在教师和图片的帮助下理解对话大意。4）能够用正确的语音、语调朗读对话。2.难点:1）能够对句型The yellow picture is mine. Are these all ours? Whose is it? Its Zhang Pengs.的灵活运用。2）能够知识迁移，联系实际谈论并分清自己和别人的物品。教学准备 多媒体课件、奖励图片、实物等5、 教学过程Step1. Warm-up1. Greeting 教师介绍奖励图片：This picture of . is . (nice/beautiful/great.). Its XXXS.(设计意图：渗透句型：This picture of . is ., 通过获得礼物的方式进行激励和评价，激发学生学习的积极性，树立学生学习英语的信心。)2. Introduce the teacher.利用句型：The .is mine/his/hers介绍自己及家人的物品（文具、衣服、用品等）3、 Introduce the students things. This/These. is/are mine/her/his.教师同时奖励，The picture of . is yours. (设计意图：教师介绍自己及家人，拉近师生之间的关系，对文具、衣服、用品的介绍，学生初步感知对话中的句子和名词性物主代词，同时为后面学生的语言输出奠定基础。文具、衣服、用品等的综合呈现，让学生对英语知识能够综合思维，培养学生良好的思维习惯。）Step 2. Presentation1.利用图片呈现句型：Whose picture is it? Its XXXs. Its his. Whose pictures are these？They are XXXS. They are hers.2. Talk about the picture of the school art show in group.T：How do you think of these pictures. I think the picture of trees is nice.The students talk about these pictures in group.3. Lets try.(设计意图：课本中的听力训练融合在school art show中，连贯自然，学生自然接受，并训练所学知识。)4. Listen and answer the questions.5. Listen and follow.（听音，模仿语音和语调。）6. Read the dialogue and act the dialogue. （巩固对话和主要句型）6. Listen and fill in the blanks and check it in the group.（听力训练，进一步巩固对话，同时训练写主要句型和名词性物主代词，达到写的教学目标。）（设计意图：教材为我们提供了很好的教学情境，教学中充分利用教材通过层次的看、听、读、说、写等活动学习单词和句型，理解对话内容,在对话中进一步感知理解名词性物主代词 ours/hers/his/mine/yours）Step 3. Practice意义操练：利用猜测的活动学生问答：Whose. is it/are these? Its/They are xxxs. Its/They are his/hers.（设计意图：猜测活动符合小学生的心理特点，此环节调动学生说的积极性，巩固句型，培养学生说的能力，增强学生的信心。）Ste