Unit5WhosedogisitPA教案

1、Unit 5 Whose dog is it? PA 教案课时一【教学目标】1、知识目标：（1）学生能够通过Lets try感知Whose picture is it? Its s.的句型，并通过听前阅读题目，初步预测听力内容，选出正确答案。（2）学生能够在图片和教师的帮助下理解对话，并能够用正确的语音、语调、意群朗读对话，并能分角色表演，并能在情景中熟练地交谈：The yellow picture is mine. Are these all ours? Whose is it? Its Zhang Pengs. ( 3 ) 学生能够在具体的语境中，学会听、说、读、写一下单词或词组：whos

2、e, ours, mine。2、技能目标：（1）初步感知名词性物主代词的语音及使用，学会关键词汇和句型，并运用到真实情境中，并能够用正确的语音、语调、意群朗读对话，并能分角色表演，并能在情景中熟练地交谈某件物品是属于谁所有的。（2）能够根据正确的语音、语调、意群朗读对话，并能进行角色表演。3、情感目标：（1）能够西方文化中队某物属于某人的表述。（2）感受中西方文化的异同。【教学重点】1、句型：The yellow picture is mine. Are these all ours? Whose is it? Its Zhang Pengs.2、词汇：whose, ours, mine。【教

3、学难点】1、初步感知名词性物主代词的语音及使用，学会关键词汇和句型，并运用到真实情境中，并能够用正确的语音、语调、意群朗读对话，并能分角色表演，并能在情景中熟练地交谈某件物品是属于谁所有的。2、并能在情境中运用句型 Its/ They are mine/.【教学准备】1、教师准备与本课时相关音视频、单词卡片，教学挂图及课件。【教学过程】Step 1:热身互动1) 师生互致问候。T: Good morning, boys and girls. 2) Lets enjoy some pictures. 欣赏图片。 I like this picture! (设计意图：通过抒发感情，让学生放松心情，

4、为新的知识做好准备。)Step2 导入新课1) 创造情境 “art show”T: This is an art show. Whose pictures are they?One of these is Johns. 其中一张是John的。 (设计意图：接触新句型。为下面的lets try 环节做好准备。)Step3 教授新课1) 感受Lets try. Which is Johns picture?Johns （John的东西）over there （在那里，远处）mine （我的东西）(设计意图： 在Lets try听力之后，把重要的词汇进行感知，初步了解，为下面的学习做好准备。)2）

5、Lets say! 看图说一说。T: Whose picture is it?Ss: Its Sarahs. 3) 预授新单词“ours”T: Look, our pictures.Ss: The pictures are ours.4) 学习the picture of .T: the picture of Beijing the picture of Shanghai5) 教授 mine， ours, 感知不同的名词性物主代词。The yellow picture is mine.ours 我们的（东西） They are our books. = The books are ours.S

6、tep3 课堂小结1） Lets read.Chen Jie: The yellow picture is mine. Are these all ours. Mike: Yes, they are.Chen Jie: Wow! That picture of Beijing is beautiful. Whose is it?Mike: Its Zhang Pengs.Chen Jie: Look! There is a picture of Shanghai, too. Mike: Its Yifans.Chen Jie: Oh, yes. Its his.Step4 Homework1.

7、 Read the text for 15 minutes and try to remember the new words and sentences.2. Act the dialogue out with your partner.【板书设计】 Unit 5 Whose dog is it? PA Whose is it?Its Zhang Pengs. our ours my mine his his课时二【教学目标】1、知识目标：(1）听、说、读、写以下单词或词组：yours, his, hers, theirs, mine, ours, 并在具体情境中理解对话。（2）学生能够在图

8、片和教师的帮助下理解对话，并能在情景中熟练运用以上六个单词进行交谈: Its your dog. The dog is yours.2、技能目标：（1）能听、说、读、写以下单词：yours, his, hers, theirs, mine, ours的发音及使用，并运用到真实情境中，并能在情景中熟练地运用名词性物主代词。（2）能够在具体语境中正确使用新词汇，并正确书写。3、情感目标：（1）感受英语的乐趣。（2）感受中西方文化的异同，了解西方文化中的关于某件物品是谁的表达。【教学重点】1、句型：Its your dog. The dog is yours.2、词汇：yours, his, her

9、s, theirs, mine, ours,【教学难点】1、能听、说、读、写以下单词：yours, his, hers, theirs, mine, ours的发音及使用，并运用到真实情境中，并能在情景中熟练地运用名词性物主代词。2、并能在情境中运用句型Its your dog. The dog is yours.及其他相关形式的句子。【教学准备】1、教师准备与本课时相关音视频、单词卡片，教学挂图及课件。【教学过程】Step 1:热身互动1) 师生互致问候。自由对话。T: Look at the pictures. What are they?Ss:Dogs.T: There is a dog

10、 show in the school. Zooms and Zips dogs are in the dog show too.Lets have a look.（设计意图：通过free talk和图片欣赏，让学生直奔主题，并让学生很快地进入到目标语言的运用环境中。）2) Lets say! Zoom: look! Thats my dog.Step2 教授新课1) 教授mineT: my dog = mine2) 同桌之间互相合作T: Whose is it?Ss: Its mine.Ss: Its Zooms.3) 教学hisT: Whose is it?Ss: Its his.4) 教

11、学hersT: Whose is it?Ss: Its hers.5) 教学theirsT: Whose is it?Ss: Its theirs.6) 教学yoursT: Whose is it?Ss: Its yours7) Yes! Its your dog! The dog is yours!Step 3 巩固练习 Who Write two sentences Amy Its her book The Book is hers. John Its his ruler. The ruler is his.John and Amy 

12、60; (your name)   (you and your partner)  Step4 Homework1. Read the text for 15 minutes and try to remember the new words and sentences.2. Write the new words correctly for 4 times.【板书设计】 Unit 5 Whose dog is it? PAWhose is it?Its Zooms.his his her hers their theirs our ours my mi

13、ne课时三【教学目标】1、知识目标：（1）理解字母组合ng在单词中的发音规则，多数情况下发/的情况。通过朗读单词long, sing, ring, young给单词分类，强化记忆ng的发音规则，学习和掌握ng的音与形的对应关系。（2）理解字母组合nk在单词中的发音规则，多数情况下发/k/的情况。通过朗读单词think, ink, trunk, pink 给单词分类，强化记忆nk的发音规则，学习和掌握nk的音与形的对应关系。( 3 ) 能够通过发音规则，拼写出符合th发音规则的单词，做到书写规范正确。2、技能目标：（1）通过选择单词、书写句子并说出句子的活动，发现发音规则，并完成句子抄写的任务，

14、进一步巩固英文句子的书写规范。（2）能够感受Lets chant的韵律，并流畅说唱。3、情感目标：（1）激发学生探索英语语音知识的规律，感知英语中字母组合的发音及拼读规律。（2）感受语音说唱的节奏感。【教学重点】1、句型：Zoom is eating.2、词汇：long, sing, ring, young, think, ink, trunk, pink【教学难点】1、理解字母组合ng在单词中的发音规则，多数情况下发/的情况。通过朗读单词long, sing, ring, young给单词分类，强化记忆ng的发音规则，学习和掌握ng的音与形的对应关系。2、理解字母组合nk在单词中的发音规则，

15、多数情况下发/k/的情况。通过朗读单词think, ink, trunk, pink 给单词分类，强化记忆nk的发音规则，学习和掌握nk的音与形的对应关系。【教学准备】1、教师准备与本课时相关音视频、单词卡片，教学挂图及课件。【教学过程】Step 1:热身互动1) 师生互致问候。自由对话。T：Whose is it?Ss: Its .2） Lets spell.复习拼读规则，以及上单元学习的语音知识。three thin thirteen thanks that this mother brother (设计意图：通过歌曲，复习已学知识，为课堂教学创造良好氛围， 为下一个环节的学习做好铺垫。)

16、Step2 预授新课1) 学习ng发/ 感受图片，说出单词。long sing ring young T: Can you find the same points?ng多数情况下：发/双唇张开;舌尖抵住下齿龈， 舌根自然高高抬起贴住软腭，气流从鼻腔送出。2) 尝试拼读Lets have a try!Song morning swimming listening 3) 学习nk在元音字母后面总是发/k /think inktrunk pink4) Can you spell?尝试朗读以下单词thank drink bank5) Lets chant!I think I can sing.I t

17、hink I can sing.I think I can sing a song.I think I can sing.I think I can sing.A song that is not too long.Step3 巩固练习1) Read, write and listen.-ng: song sing ring thing mornig long-nk: trunk think drink pink thank bank2) Choose, write and say.Zoom is eating.John is jumping.Zip is drinking.Sarah is si