PEP五下英语第五单元.doc

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1、内 容Unit 5 Whose dog is it?上课 时间40mins总课时6主备教师 第 1 课时教 学目 标1. 能听、说、朗读Whose is this ? Its minehis” “Whose are these ? They are ” 等询问他人和表达物品归属的交际用语。2. 能够准确听说认读词汇，如：mine, his, ours 等。重 点难 点能够在实际语境中交流使用句型“Whose is it ? Its mine.教学准备单词卡片，课件设计者教学设想施教者修改或点评教学过程：一、课前热身（Warm-up）1. Free talkT： What day is it t

2、oday ?Ss：Its T：Wow! Its a nice day !二、新课表现（Presentation） 1. A. Lets try . 引导学生看图片，并说：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 .教师顺势表现和教学art show.教师播放录音，引导学生勾选准确的图片。 2、Lets talk 教师表现对

3、话主情景，Mike 和 陈杰在参观学校画展的图片，引导学生表达自己的喜好，如：I like that picture .of Beijing .等。完整表现对话 教师播放录音，引导学生获取相关信息。 教师利用课件，引导学生理解核心句型：Are these all ours ?的意思并教学。 学生模仿录音，朗读对话，并小组表演。 三、趣味操练1. 创编对话。 学生自己创编对话，可先在两人小组中练习，然后展示表演。 如：S1： 。is this book yours ? S2： No, it isnt . S1： Whose is it ? S2：Let me see . Its s . Its

4、his . S1： What about these keys ? Whose are they ? S2： Theyre s . They are hers .作业设计： 让学生做本单元A Lets talk部分的活动手册配套练习。 让学生熟读课文，并创编对话。板书设计： Unit 5 Whose dog is it?Whose is it ? Its Whose are these ? Theyre 反思：教 材内 容Unit 5Whose dog is it ?上课 时间40mins总课时2主备教师陈锐第 2 课时教 学目 标1. 能够准确听、说、朗读“Whose is that ? I

5、ts ” 等询问和回答物品归属的交际用语。2、能够准确听、说、认读词汇：hers ,mine , his , theirs , ours 等名词性物主代词。重 点难 点能够准确听、说、认读词汇：hers ,mine , his , theirs , ours 等名词性物主代词。教学准备单词卡片，课件设计者教学设想施教者修改或点评教学过程：（一）热身复习（Warm-up/Revision） 1. Free talk（二）表现新课 （Presentation）A. Lets learn。1. 采用送礼物的方式： T： Come here .Whose notebook is it ?S1： Its

6、 my notebook .T： Yes, its yours. (强调几遍yours, 板书)用同样的方法依次教学hers,his, ours ,theirs, mine (板书)。 2. 巩固练习 教师快速点黑板上的单词，请学生朗读。为增加趣味性，教师能够越指越快，引导学生快速抢答。也能够组织男女生集体或个人的竞赛活动，看哪一组读得又快又好。3. Look ,say and complete 教师引导学生朗读关于Amy 的两个例句，再次理解和内化her 和hers 的区别。然后，教师说：Now its your turn to write aboutotherss books . 引导学生

7、仿照例句写句子，填写表格。然后师生核对答案。引导学生再次理解和内化名词性物主代词的用法。学生两人一组模仿Zoom 和Zip 就表格信息进行对话问答。三、Lets play (趣味操练)课堂练习选择填空：( ) This is _ bedroom. A. I B. my C. me( ) There _ a photo on the wall. A. is B. are C. be( ) - Is this your coat? - _. A. Yes, it isnt. B. No, it isnt. C. No, it is.( ) In my room I have two big _.

8、A. bike B. bikes C. a bike3. Check the answer B, A, B, B作业设计： 1. 听录音，复习本单元所学的主要内容。2. 预习下一节课的知识。板书设计： Unit 5 Whose dog is it?Whose is it ? Its Whose are these ? Theyre 反思：教 材内 容Unit 5 Whose dog is it?上课时间40mins总课时6主备教师陈锐第 3 课时教 学目 标1、能够掌握字母组合ng, nk在单词中的发音。2、能够拼读符合ng, nk发音规则的单词，并能书写单词。3、能够根据提供的图片单词，听音

9、在单线上完成句子的书写，并做到书写规范。重 点难 点重点：掌握字母组合ng, nk在单词中的发音，培养学生主动探索单词发音规律的意识。教学准备单词卡片，课件设计者教学设想施教者修改或点评教学过程：（一、热身/复习（Warm-up/Revision）1、Phonics Song 2、Look and say(1-4单元字母组合及单词)3、A guessing game（About me）（二）呈现新课 （Presentation）1、ng在单词中的发音/(1) 承接上一步猜测老师信息的环节，引出：long, sing, ring, young, song(2) Look at these wor

10、ds. Whats the same?(3) Listen and read. What does “ng” sound?(4) 总结ng发音/，类似语文后鼻音，学生跟读ng的发音。(5) Lets read：long, sing, ring, young, (拼读单词，并张贴词卡)(5) Lets read：long, sing, ring, young, (拼读单词，并张贴词卡)(6) Lets chantI think I can sing. I think I can sing. I think I can sing a song. I think I can sing.I think

11、 I can sing.A song that is not too long. 2、nk在单词中发音/k/ 三、Lets play (趣味操练)1、Read, write and listen(50) (1)Read the word. (2)Write the words (3) Read with the tape.2、 Listen and spell the words.T: s ing sing p ink pink b ank bang sing ing singing eating3、 Look listen and write.(1) Look listen and writ

12、e.(50)a. 学生听音书写b. 教师巡视并选择典型范例，投影点评。 c. 同桌相互检查。1. 作业设计：Copy the new words 4 times.Write more words you know about “ng, nk”. 板书设计： Unit 5 Whose dog is it?Whose is it ? Its Whose are these ? Theyre 反思：教 材内 容Unit 5 Whose dog is it?上课时间40mins总课时6主备教师陈锐第 4 课时教 学目 标1. 1. 学生能够听说认读句型：Is he _? Yes, he is./ No

13、, he isnt. He is _.2. 学生能够在情景中灵活运用句型。学生能够有感情、流利的地朗读课文。重 点难 点1. 1. 能够听说认读关键句型2. 能够有感情、流利的地朗读课文。教学准备单词卡片，课件设计者教学设想施教者修改或点评教学过程：（一）热身、复习 （Warm-up / Revision）1. Enjoy the song： Whose puppy is this？2. Look and sayWhose dog is it?Its _s. Its his/hersIts _.(cute)（二）新授 Presentation1. Introduce Fido1) Teach:

14、 sleepingChen Jie: Its my dog. His name is Fido. Look, where is Fido? S: Hes _.T: Yes. Hes sleeping.教学sleeping.Pair work: _is sleeping. (动物或人物睡觉图) Look and say: _is _. 2. Lets try1) Where is Fido? Look and guess. Is he _?2) Listen and tick.3) Listen and answer.a. Can Sam play with Fido? b. Why? 三In

15、the parkA: Where is _、B: Hes near/beside_.A: Is he/ she_?B: Yes, he/she is. No, he/she isnt. A: Where is _、B: Hes near/beside_.A: Is he/ she_?B: Yes, he/she is. No, he/she isnt.A: Can I play with him/her?B: Of course./Sorry.Emotional education:作业设计： 同桌合作用所学单词、句型编对话。1. Read p. 51. Repeat after the CD

16、 5 times.（跟着CD朗读书本p51五遍，注意模仿重音、停顿、语调）)2.Copy the key sentences 3 times.板书设计： Unit 5 Whose dog is it?Whose is it ? Its Whose are these ? Theyre 反思：教 材内 容Unit 5 Whose dog is it?上课时间40mins总课时6主备教师陈锐第 5 课时教 学目 标1. 知识与能力目标：a. 能够听、说、读、写动词的ing形式：climbing, eating, playing, jumping, drinking 和 sleeping.重 点难

17、点b. 能听懂认读句子Fido is sleeping. Are these rabbits eating? No. Theyre playing with each other教学准备单词卡片，课件设计者教学设想施教者修改或点评教学过程：(一）热身复习（Warm-up/Revision）Enjoy a song；Animals are everywhere.2、Lets chant: Bird, bird, what can you do? I can fly. I can fly.（二）呈现新课 （Presentation）1、 T：Look, Sam is at Chenjies hom

18、e, they are talking about Fido, can you guess where is Fido now? S1: Hes in the. S2: Hes in the. 2、 T：Ok, now lets listen to the talk, and think about the questions: a. Is the Fido drinking water? b. Where can Sam take Fido to?S1；No, he isnt. Hes eating S2:Sam can take Fido to the park.3 T：Do you wa

19、nt to come to the park too?Ss；Yes.T：Ok, lets go. Look the park is so wonderful, I can see many animals, like the birds. What can you see?S1: I can see. S2: I can see. 4、 Look and say: e.g. Look at the rabbit! Its jumping! The rabbit is jumping. 三、Practice1、 Write and say(present pictures, choose the

20、 right picture to fill in blanks.);Mike is sleeping at school.Chenjie is (running/climbing) with my father2、Animals are our friends! Please Love animals, and protect animals!作业设计： Read and Copy the new words.：climbing, eating, playing, jumping, drinking 和 sleeping 6 times。2、同桌之间相互用动词的ing形式来描述班内同学正在做

21、的事，例：Mike is sleeping.Unit 5 Whose dog is it?Im Robin .I am looking at Im like aan 反思：教 材内 容Unit 5 Whose dog is it?上课时间40mins总课时6主备教师陈锐第 6 课时教 学目 标3. 1. 学生能够在图片的帮助下读懂小短文，完成读后判断的活动。学生能够参考范例完成句子的书写。重 点难 点1. 学生能够理解短文，并在情境中完成书写活动。教学难点：学生能够按意群阅读，并能根据文章进行书写。教学准备单词卡片，课件设计者教学设想施教者修改或点评教学过程1. 一热身/复习（Warm-up/

22、Revision）1 Enjoy the song“animals, animals are everywhere”2. Look and sayMike is running.The dog is eating.(看read and write 图片中的动物，进行描述)二.新课展示（Presentation）1.T:（喝水） Im drinking water. What are you doing?S1: Im _.Read the sentence: What are you doing?Pair work:A: What are you doing?B: Im _.2.Listen a

23、nd write the answerT：I have 2 friends. They are Sarah and Robin .Where are Sarah and Robin?They are at _.学生做完后校对。模仿录音朗读，解决新词excited 3Talk about Robin （三）趣味操练 （Practice）1. Talk about my familyT：My friend Robin is looking at the animals at the zoo. What about my family members?Now look at my family. M

24、y father is _.My mother is _.My sisters are 2.Write about your family member.Look at my family.My grandpa is _.My brother/ sister is _.My parents are _.作业设计： 1. Read p. 53. Repeat after the CD 5 times.（跟着CD朗读书本p53五遍，注意模仿重音、停顿、语调）)2.Finish Exercises on your English work Book.Finish the excises: Lets check板书设计：Unit 5 Whose dog is it?Im Robin .I am looking at Im like aan 反思：