pep五年级下册Unit 5 Whose dog is it单元教案含练习题.docx

1、pep五年级下册Unit 5 Whose dog is it单元教案含练习题Unit 5 Whose dog is it?一、单元整体分析本单元是义务教育灵通版（pep）小学英语教科书五年级下册的第五单元。主要围绕话题Whose dog is it?引出A、B、C三个板块的内容。A、B部分呈现新知识点，C部分是以讲故事形式巩固或延展知识面。本单元是在以前学过的形容词词性物主代词的基础上，继续学习名词词性物主代词，温故知新，是学习本单元的主要教学策略。A部分先以对话情景呈现本单元核心词汇与核心句型的适用语境，在集中呈现重点词汇短语（即名词词性物主代词及短语）和重点句型，分为两个课时进行教学活动。

2、B部分先以情景对话形式呈现有关正在进行时态的核心词汇和核心句型，然后集中呈现六个表示正在进行时的常用动词形式，再以读写和检查形式呈现经典巩固训练题，分三个课时。我把A部分的拼读规则、B部分的收集归纳以及C部分的趣味故事拼凑成一课时，培养学生在学习过程中养成分类归纳的好习惯，也养成学以致用的好风格。在教学A部分的名词此行物主代词的时候，我准备采用借助于图画、PPT课件等进行多功能训练，在教学B部分动词正在进行时态形式时，我准备采用动画展示、图卡多种方式进行学习与巩固，鼓励学生积极参与砸金蛋、表演等多种活动，帮助学生培养好的学习心态，提高学习兴趣和学习质量。二、 单元教学目标1.知识目标（1）能够

3、听、说、读、写本单元出现的mine，yours，his，hers，theirs，ours，climbing，eating，playing，jumping，drinking，sleeping等12个重点单词。（2）能够听说认读本单元出现的each，each other，excited，like等词汇。（3）能够听说读写本单元出现重点句型Look! Thats my dog! Yes! Its your dog. The dog is yours. Oh, Fido is sleeping. Yes. Hes so cute! Are these rabbits eating? No. Theyr

4、e playing with each other.（4）能够掌握主要功能句型。例如：Whoseis it? Its Whose are these / those? Theyre What is / are doing? is / are v.-ing 能够在实际生活中熟练运用这些句型，完成询问以及回答他人物品归属情况。（5）能够掌握字母组合ng / nk的发音规则，能够读出符合ng / nk发音规则的单词，能够根据发音品写出符合ng / nk发音规则的单词。2.能力目标（1）通过对本单元新知识的学习，能够正确掌握重点词汇和重点句型，能够灵活运用于真实交际语言环境中。（2）能够表演对话情景和

5、趣味故事内容。（3）能够在单线上正确抄写句子，能够做到书写规范不错格。3.情感目标（1）能够积极主动参与各种学习训练活动，乐于合作，积极交流，踊跃表演。（2）能够加强学习英语的自信心，提高交际能力。三、教学重难点1.教学重点（1）能够听、说、读、写本单元出现的mine，yours，his，hers，theirs，ours，climbing，eating，playing，jumping，drinking，sleeping等12个重点单词。（2）能够听说读写本单元出现重点句型Look! Thats my dog! Yes! Its your dog. The dog is yours. Oh, F

6、ido is sleeping. Yes. Hes so cute! Are these rabbits eating? No. Theyre playing with each other.2.教学难点（1）能够掌握主要功能句型。例如：Whoseis it? Its Whose are these / those? Theyre What is / are doing? is / are v.-ing 能够在实际生活中熟练运用这些句型，完成询问以及回答他人物品归属情况。（2）能够表演对话情景和趣味故事内容。四、教学方法充分运用多媒体进行教学活动，充分展示网络相关的教学资源、自制PPT课件、歌

7、曲、录音，鼓励学生积极参与各种游戏训练活动,激励学生积极参与表演活动。五、教学时间本单元共分六个课时第一课时：A. Lets try Lets talk 第二课时：A. Lets learn Look, say and complete.第三课时：B. Lets try lets talk 第四课时：B. Lets learn Lets play.第五课时：B. Read and write Lets check第六课时：A. Lets spell B. Lets wrap it up C. Story time六、知识点拨名词性物主代词和形容词性物主代词的用法比较物主代词实际上是人称代词的所

8、有格形式，根据其句法作用，物主代词可以分为形容词性和名词性两种。形容词性物主代词一定要后接名词（如：This is my bed. 这是我的床。），名词性物主代词可以独立使用，无需后接名词（如：This bed is mine.这张床是我的。）物主代词的形式请见下表：人 称单 数复 数形容词性名词性 形容词性 名词性第一人称 my mine our ours第二人称your yoursyour yours第三人称 hishistheirtheirsherhersits its1.形容词性物主代词的基本用法形容词性物主代词一般位于名词前，用作定语，限定该名词的意义。例如：My name is M

9、ike. 我叫迈克。.His grandparents are in Beijing. 他的爷爷奶奶在北京。2.名词性物主代词的基本用法 名词性物主代词在句中独立使用，即其后不接名词，其句法作用相当于一个名词。例如：Ours is a clean and so big bedroom. 我们的卧室是一个干净并且很大的卧室。（用作主语,一般用于正式文体）My bike cant work. Could I use yours? 我的自行车坏了，我可以用一下你的吗?（用作动词的宾语）Whose bag is this? Its hers. 这是谁的书包?是她的.（用作表语）Joe is a cla

10、ssmate of mine. 乔是我的一个同班同学。（用于双重所有格） 名词性物主代词用作主语时，谓语动词的数应随所指者的数而定。例如：Is this magazine yours or his? Its his. Mine is on my desk. (Mine = My magazine) 这本杂志是你的还是他的？是他的。我的杂志在我的课桌上面。Whose clothes are these? They are Toms. Yours are on your bed. (Yours =Your clothes) 这些是谁的衣服?是汤姆的。你的衣服在你的床上。第一课时课时内容A Lets

11、 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

12、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 t

13、his/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.

14、 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

15、: 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

16、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

17、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 t

18、hink 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

19、 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. T

20、hat 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

21、.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.

22、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

23、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。1. 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. _

24、 A B C( ) 2. This is a shirt. Its Mike. _ A B C ( ) 3.Whose storybooks are these? AIts Miss Whites. _ B C板书设计 Unit 5 Whose dog is it? Whose is it? The yellow picture is mine. Its.s/his/hers. Are these all ours? 第二课时课时内容 A Lets learn Look, say and complete课时分析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

25、要通过对话学习词汇mine, yours, his, hers, theirs, ours，培养学生爱护动物的意识。第一课时为本课时打下了一定的基础，本课时的重点是四会单词的掌握以及灵活运用。 本课时包括Lets learn 和Look, say and complete两个板块。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。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

26、learn所学的词汇和句型，做到学以致用。 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。课时目标 （1）能够听、说、读、写单词：mine, yours, his, hers, theirs, ours。 （2）能够在语境中正确运用这六个单词。（3）能够对物主代词进行总结归纳。 （4）培养学生爱护动物的意识。课时重难点1.重点（1）能够听、说、读、写单词：mine, yours, his,

27、 hers, theirs, ours。（2）能够在语境中正确运用这六个单词。（3）能够引导学生对物主代词进行总结归纳。2.难点（1）能够在语境中正确运用mine, yours, his, hers, theirs, ours这六个单词。（2）物主代词的归纳。教学准备 多媒体课件、录音机、磁带教学过程Step 1 Warm up 1. GreetingT: Good morning, everyone. Ss: Good morning, teacher.T: How are you today? Ss: Im fine, thank you. And you?T: Very well, th

28、anks. Are you ready for English class?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：学习物品设计意图：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:

29、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 /.设计意图：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 do

30、g show. Whose dogs are on show? Lets have a look. 设计意图：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 d