五下unit5 A talk.docx

A Teaching Plan for Whose picture is it Tonglu Fangbu central school Xu Hangyuan l Teaching content: Part A Lets try & lets talk in Unit5 Whose dog is it of PEP Book 6l Teaching aims:1. Ss are able to listen, speak, read and write sentence patterns: The yellow picture is mine. Are these all ours? Whose is it? Its .s . Its his/hers. 2. With the help of the teacher, Ss are able to finish Lets try and read the dialogue with correct pronunciation and proper intonation.3. Ss are able to cooperate with group members and talk about their own art show using key sentence patterns.4. Ss are able to give a brief description of a picture and enjoy it.l Key points:1. Ss are able to understand and make use of sentence patterns: Whose is it? Its .s. Its his/hers. 2. Ss are able to read the dialogue with correct pronunciation and proper intonation.l Difficulties:Ss are able to describe pictures and their belongings orally and write a short passage about it.l Teaching procedure:Teachers ActivitiesStudents ActivitiesPurposesWarm-up1. Greeting2. Brainstorm 1. Greeting2. Each group choose a number, then they will get the topic and make a brainstorm.头脑风暴，复习颜色类、景物类、季节类等与图画有关的单词，并欣赏第二单元出现过的Amy等人画的图画，为后面的拓展提供支持。Presentation1. Lead in todays topic - school art show. Then show Ss a picture drawn by T, and tell Ss: This is my picture. Its mine.1. Ss show each other their own pictures, and say: Look, this is my picture. Its mine.教师通过即将到来的六一儿童节绘画展，引出school art show 这个话题。并让学生初步感知和操练单词mine.2. Present : “his”, “hers” and “ours”(1) Show some paintings from Ss. T: Whose pictures are these? Yes, they are all ours.(2) Display two pictures from a boy and a girl separately.Help Ss to understand and pronounce: hers, his.2. (1) Ss: Look! These are all ours. (2) Ss practise dialogues:a.- Wow! A picture of flowers. Its so beautiful. Whose is it? - Its Zhang Jins. Its hers.b.- Wow! A picture of Sun Wukong. Its so cool. Whose is it? - Its Zhang Jinfus. Its his.利用学生自己的美术作品让学生理解ours的语意。再让学生大声地自豪地说出句子: Look! These are all ours. 加深印象。通过猜两幅来自班里的同学的美术作品，激发学生的好奇心，更好地理解Whose is it? Its hers/his.3. Lets try 1) background introduction 2) play the listening material 3) oral practice3. (1) learn about the background. (2) listen and tick (3) describe the belongings, eg: Mikes picture is blue. The blue one is Mikes. 通过一个简短的听力对话感知话题art show 的谈论方式，并为lets talk 内容的展开做铺垫。4. Lets talk (1) Present the illustration of this part. (2) Play the recording of the first part ( from the beginning to “Yes, they are.” ) and ask Ss a question: Which is Chen Jies picture? (3) Play the recording again. (4) Play the recording of the rest part and ask Ss to find out:a. Which picture are they talking about? b. Whose is it? (5) Play the recording again. 4.(1) look and saySs: This is the picture of . Ss: I like the picture of . (2) Listen and answer question: Which is Chen Jies picture? (3) Listen and repeat the first part of the dialogue (4) Listen and find out:a. Which picture are they talking about? b. Whose is it? 5) listen and imitate 6) read in roles利用插图，让学生熟悉对话背景，尝试描述图画内容a/the picture of .由于本篇对话文本的生词较少，加上之前铺垫也比较多，因此采用直接听对话回答问题和补全对话方式来呈现。提高对学生听听力时专注度的要求。朗读训练侧重对语音语调的模仿。Consolidation1. Group work “ Art show” (1) Demonstration (2) Task assignment2. Give Ss a writtenassignment.1. Ss paste their pictures on the small blackboards and have an art show in each group. Ss use the key words and sentence patterns to make a new dialogue.2. Ss write a little passage of their school art show. And describe one picture they