人教PEP版2020年五年级英语下册Unit5Whosedogisit（第1课时）教案

Unit 5 Whose dog is it第一课时课时内容A Lets try Lets talk课时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.本课时的重点是核心句型的灵活运用。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. 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。在课堂教学中，首先要整体把握本单元教学内容，教学重点和教学难点，借助师生照片、图片等多种方式呈现，采用猜一猜、找一找等多种教学活动，全面调动学生的积极性，培养学生灵活运用语言的能力。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 Are these yours? 的句型学生们在四年级已经接触过，为本单元的教学打下了很好的基础。课时目标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. 能够在情景中运用The yellow picture is mine. Are these all ours? Whose is it? Its Zhang Pengs.5. 培养学生学习英语的兴趣和树立学好英语的信心。课时重难点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。2.难点句型The yellow picture is mine. Are these all ours? Whose is it? Its Zhang Pengs.的灵活运用。教学准备 多媒体课件、词卡、录音机和磁带Step 1 Warm up1. GreetingT: Good morning, boys and girls.Ss: Good morning, Ms/Miss.T: How are you today?Ss: Im fine, thank you. And you?T: Im fine, too. Do you like listening to music? Now lets enjoy a song together. If you can sing, follow the tape please.（教师播放歌曲My weekend。）设计意图：歌曲的运用提高学生的兴趣，使学生尽快融入到课堂中。Step 2 Lead in Lets tryT: Good, boys and girls. Look at the three pictures. They are pictures of the school art show. Mike and Chen Jie are talking about them. Which is Johns picture? Lets listen and tick. a. Listen to the tape and choose the right picture.b. 呈现听力文本，学生朗读。T: Mikes picture is blue. The blue one is his.教学资源：课件、录音机设计意图：听力的练习，使学生初步感知本课核心句型，为学习正式的对话做好铺垫。Step 3 Presentation1. Learn “Whose is it? Its.”（1）T: Now lets play a game. I have many of baby photos. Can you guess whose they are? （教师呈现班里三到四名学生的宝宝照图片。）T: Look at the first photo. Whose is it? （板书句子。）S1: I think its .s.（引导学生回答。）T: No, it isnt. S2: I think its .s.T: Yes, it is. Its his/hers. .（板书Yes, its his/hers.）(2) T: Look at the last picture. Whose is it? S1: I think its .s. T: No, it isnt. . (学生猜不出，教师引导学生大声问老师Whose is it? .) Ss: Whose is it? T: Its mine. (3)教学板书句子，理解句子，带读句子。教学资源：照片设计意图：通过猜一猜，让学生在愉快的氛围中学会了知识。2. Learn “The picture is mine. Are these all ours?”(1) T: Look! The picture is mine. Which picture is yours?S1: The . picture is mine.（引导照片的主人说句子。板书句子，理解句子。）(2) T: These pictures are all ours.（教师指着屏幕照片说，然后用肢体语言帮助学生理解句子。）(3)课件呈现Lets try 中Mike和John的图片。 T: Look at the pictures. Are these all ours?（板书句子，理解句子，带读句子。） Ss: No, they arent. That picture of the sea is Mikes. The picture of the trees is Johns.设计意图：用自己的照片引出所学的句子，很能吸引学生的兴趣。3. Learn the text (1) 课件呈现教学插图。 T: Chen Jie and Mike are at the art show and talking about the pictures. Whose pictures are these? Lets learn the text.(2)Read the text and discuss the questions in a group.Whose is the picture of Beijing?Whose is the picture of Shanghai? Which picture is Chen Jies?(3)Listen to the tape and follow the tape.(4)两人一组分角色朗读课文。指几个组朗读，教师评价。教学资源：课件、录音机、磁带设计意图：通过自读、跟读、模仿朗读，层层递进，给学生联系的时间。Step 4 PracticeAsk and find out 桌子上摆放一些学习物品或衣物等，两人一组进行问答练习。 参考句型：Whose book/. is this? Its.s. Its/his/hers. Its mine. Whose storybooks are these? They are.s. Theyre his/hers. They are mine.设计意图：创设情境，帮助学生巩固和运用核心句型。Step 5 SummaryT: What did you learn about this lesson? 学生自由说，教师总结。T: 学习了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 this? Its.s. 设计意图：帮助学生整理和归纳知识点，便于学生的理解和记忆。课堂作业一、将打乱的字母重新排列，组合成单词。o, w, s, e, hi, m, e, ni, h, s1. 2. 3. _ _ _二、单项选择。( )1. _ book is this? A. Who B. Whos C. Whose( )2. The picture _ Beijing is beautiful.A. of B. in C. at( )3. Look at the pen. Its_.A. hes B. his C. her( )4.Are these all _? Yes, they are.A. our B. ours C. your三、改错。 ( ) 1. The yellow picture is my. _ A B C( ) 2. This is a shirt. Its Mike. _ A B C ( ) 3.Whose storybooks are these? AIts Mis