英语人教版五年级下册Unit 5 Whose dog is it？第二课时.doc

人教PEP五年级下册Unit 5 Whose dog is it？第二课时Part A Lets learn Look, say and complete1、 教学设计 （一）教学目标 1.语言知识：能够听、说、读、写单词：mine, yours, his, hers, theirs, ours。能够在语境中正确运用这六个单词。 2.语言技能：能够对物主代词进行总结归纳。 3.文化意识：设计的学生们比较感兴趣的动物的话题，非常符合学生的心理，贴近学生的生活，更能激发学生学习的兴趣。 4.情感态度：培养学生爱护动物的意识。 5.学习策略:本课时虽然是新授课，但是四会单词mine, his, yours, ours在第一课时已经接触过，所以在设计教学过程时，遵循以学生为主体的原则，采用听、说、读、 写、玩等多种方法调动全体学生的积极参与。通过任务型教学法、合作探究教学法等引导学生自主学习。 （二）教学内容分析1.教材内容的地位，作用与意义：此版块设计的学生们比较感兴趣的动物的话题，非常符合学生的心理，贴近学生的生活，更能激发学生学习的兴趣。Look, say and complete版块是一个综合性的语用活动，通过这个活动操练A 部分Lets learn所学的词汇和句型，做到学以致用。2.教材的编排特点、重点和难点：本课时是人教版五年级下册第五单元第二课时。围绕“Dog Show”这一话题展开，主要通过对话学习词汇，培养学生爱护动物的意识。重点是能够听、说、读、写单词：mine, yours, his, hers, theirs, ours。难点是四会单词的掌握以及在语境中灵活运用。（三）教学对象分析1.学生已有的知识和经验: 本课时虽然是新授课，但是四会单词mine, his, yours, ours在第一课时已经接触过，形容词性物主代词是以前已经掌握的知识。2.学生的学习方法和技巧：Lets learn通过呈现Zoom 和Zip谈论报刊墙展出的Dog Show的场景，体现了单词的词形和意义。 3.学生个性发展和群体提高：群体能够在语境中正确运用mine, yours, his, hers, theirs, ours这六个单词，个别学生能完成拓展训练。（四）教学策略与过程1.教学设计思路：由师生对话引入，从已学知识衔接到新授知识，然后设计多种形式的读和练，让学生掌握四会单词的音、形、义和在不同语境中的用法。2、教学准备 多媒体课件、录音机、磁带3、教学过程Step 1 Warm upT: Good morning, everyone. Ss: Good morning, teacher.T: How are you today? Ss: Im fine, thank you. And you?T: Very well, thanks. Are you ready for English class?21世纪*教育网Ss: Yes. 2. Ask and answer T: Whose English book is this? S1: Its .s. T: Yes, its his. S1: Whose . is this? T: Its.s. S1: Yes, its hers.(利用学生手里的物品，进行问答练习。)教学资源：学习物品目的：问答操练复习了上节课的词汇和句型，为学习新知做好铺垫。Step 2 Lead inT: Boys and girls, do you like animals?Ss: Yes.T: Which animal do you like best?S1: I like. best.S4: I like dogs best.T: Why do you like dogs?S4: They are cute /.目的：通过和学生们谈论熟悉的动物，既拉近与学生之间的距离，又很自然的引出正文。Step 3 Presentation1.课件呈现Zoom 和Zip在观看赛狗大会的场景T: Look at the picture. This is a Dog Show. There are kinds of dogs on show. Zoom and Zip are at the dog show. Whose dogs are on show? Lets have a look.目的：PPT课件出示图片，将学生带入情境，然后整体感知。2. Teaching the new words “his, hers, yours, mine, ours, theirs”(1) Teaching “his, hers” a.呈现Mike的图片T: Look at picture 1. Whose dog is that? S1: Its Mikes. T: Yes. That is his dog. The dog is his.（板书his dog his，领读，指名读，齐读。用红色标注his。）His dog is big. b. 呈现陈杰的图片 T: Look at picture 2. Is that Chen Jies dog? S1: Yes. Its her dog. T: We can say another way “The dog is hers.”（板书her dog hers, 领读，跟读，指名读，齐读。用红色标注结尾的s。） Her dog is cute.(2) Teaching “yours, mine”a. T: Now lets have a look at Zooms and Zips dog. How do you like Zooms dog? S1: Its big/cute. T: How do you like Zips dog? S2: Its .b. Listen to the tape and follow the tape.c. Act Zoom and Zip. 学生表演，教师板书your dogyours，领读，跟读，齐读，用红色标注结尾的s。d. T: Now Im Zip. Who wants to be Zoom?(请一名学生与教师对话。) 示例：Zip: Is this your dog?Zoom: Yes, its my dog. The dog is mine. Zip: Its so cute.Zoom: Thank you.e.学生两人一组模仿示例练习。（教师板书my dogmine, 指名读，齐读，联系单词nine, 记住音、形。） (3) Teaching “theirs, ours”a. 呈现两人与狗在一起的图片。 T: Look at the picture They are introducing their dog. Lets listen. b. 播放录音，学生跟读。 Its our dog. The dog is ours.（板书our dogours，带读，指名读，用红色标注结尾的s。）c. T: Yes, it s their dog. The dog is. Ss: Theirs.（板书their dogtheirs，带读，指名读，齐读，拼读，用红色标注结尾的s，强调同音词there。） (4)听录音，跟读录音。 his dog his her dog hers my dogmine your dogyoursour dogours their dogtheirs(5)小组认读，然后讨论名词性物主代词和形容词性物主代词的用法，教师适时补充。 名词性物主代词=形容词性物主代词+名词教学资源：课件、录音机、磁带目的：图文结合学习词汇，更好的帮助学生理解。Step 4 Practice1.快速认读 男女生比赛，快速抢读单词。目的：比赛激起学生的兴趣，巩固单词的音义形。Look, say and complete呈现表格，学生仿照例句写句子，然后问答操练。参考句型：A: Whose. is that? B: Its.s . A: The . is hers/his/mine/yours/ours/theirs.目的：巩固本课的六个名词性物主代词，做到活学活用。Step 5 SummaryT: What did you learn about this class?学生自由说，教师小结。T：1. 学习了六个名词性物主代词：mine, yours, his, hers, theirs, ours。 2. 名词性物主代词=形容词性物主代词+名词目的：总结的环节帮助学生归纳知识点，有助于学生对知识的记忆。Step 6 Exercises1、选出听到的单词（ ）1.A your B yours（ ）2.A my B mine（ ）3.A her B hers（ ）4.A our B ours（ ）5.A theirs B his2、用所给词的适当形式填空（1）. This book is _. (my)（2）. That is _ (she) dog.（3）. The desks are _ .(our)（4）. Those pictures are _.(Tom)Step 7 homework1.跟读课文第49页，按照正确的发音朗读并背诵。2.在四线三格中正确抄写 mine, yours, his, hers, theirs, ours 五遍，中文一遍。板书设计 Unit 5 Whose dog is it? his dog his her dog he