Unit5Whosedogisit？(教案)人教PEP版英语五年级下册

2.Review (Watch the video of PEP4U5 A Let’s talk)
T: Hey, children! Do you remember Mr Brown. He’s Amy’s ________.(出示人物图片) After PE class, children lost a hat and a pair of shoes. Le’s (1)watch the video, and answer:
Lead in:We know Children’s Day is ing.The school will have an art show. John draws a beautiful picture.
’s try
(1) Guess: Which is John’s picture?
出示句型：The ______ picture is John’s.
教学重难点
重点：1.把握四会句子。2.用正确的语音、语调朗读对话文本。
难点：能够在情景中用句型(1)Whose is it? It’s Zhang Peng’s. (2)The yellow picture is mine.
教学环节
教学过程
设计意图
Warming up and Review
1.Sing a song: Whose hat is that?
Watch and answer:
CJ：Aretheseall(全部)ours?
these:A. the art show.B. these pictures
ours:A.我们的B.我们的〔图片〕
〔3〕Listen and imitate.
同上随文理解教学句子：It’s his. (his picture)
2.能听说并理解单词：mine, ours, his及详细名字的全部格形式。
3.能够用正确的语音、语调朗读对话，并能进行角色表演；
4.能够在情景中用句型(1)Whose is it? It’s Zhang Peng’s. (2)The yellow picture is mine.
5.能够在文本的学习中,养成不乱放东西的习惯，并学会关注生活小细节。
(2)Listen and tick.
2. Let’s talk
(1) Listen andtick.(文本后半段内容，从Wow!到文本结束为止。)
T: The school art show is great!There are many beautiful pictures.Listen and tick.
Pair work:A：Whose picture is it?
B: It’sYifan’s.
It’shis.
〔4〕Role read
借用art show为主情境,通过猜一猜，说一说，理解art show的详细意义，也为听力降低难度
整个文本分两局部教学。
先学后半局部，听说领先为原那么，通过先听录音猎取关键信息，理解意义；为练说新句型降低难度。
(John’s baghis, Amy and John’s picturetheirs)
2) Show your things
T: Let’s have something to show, too.
Look, this is my bag. The bag is mine.
It’s big. It’s brown.
通过观看PEP4U5 A Let’s talk的视频，激活同学已学过名词全部格的详细意义、使用方法以及相关问句，为下面的新文本的理解降低难度。
通过对已学文本关键句型示范操练，既复现主要句型，唤醒旧知，又让同学在“失物招领，物归原主〞的生活情境中落实相关全部格形式句子地使用
Presentation andpractice
2.Listen the tape and imitate 5 times.
授课内容
PEP 6 Unit 5 Whose dog is it? ALet’slearn & B Wrap it up
教学目标
1.学问目标：能听、说、读、写把握新词mine, yours, his, hers, theirs, ours；并能仿照、运用新词造句。
T: Do you like dog? Let’s enjoy a dog show.
1)my dogmine; your dogyours.
Zip&Zoom(show presenter): Wele to the Dog Show.
Zip: Look, This ismy dog.The dog ismine.板书教学mine
Pair work:(choose one kind of show)
Consolidation
&Extension
Lead in: The art show is over.But many things are lost in school.Let’s ask and find out.
☆☆
A:Whose storybooksare these?
B: They aremine.
It’s ___. It has ____.
*They are ____. It’s ___dog. The dog is ____.
It’s ___. It has____.
Pair work→present
4〕Find the regulation
T: Look at the sentences. Can you find the regulation.
(2)Looklistenand say.(处理前半段文本)
CJ: The yellow picture is mine.(图片与录音一起出来。)
mine: ie解决发音
mine a. my b. my picture
Pair work: The __________ is mine. (身边学习用品举例说句子)
Be helpful to your classmates.
It’s good for us to have a goodhabit.
主情境又回到“失物招领，物归原主〞，旨在借用旧情境让新知能深化出。
通过对框架文本的意义输出，逐步渗透日常学习习惯的教育。
Homework
1.Copy newsentences 2times.
B: It’s _______’s.
示范2：A：Look at the pink shoes. Are these Amy’s?
B: No, they aren’t. /Yes, they are.
A: Whose are these?
B: They’re _____’s.
2. Pair work.
3)Be apresenter.
(Introduce: Mike&his dog, Chen Jie&his dog, Mr&Miss Green &their dog.)
*This is. It’sdog. The dog is.
It’s ___. It has ____.
*This is. It’sdog. The dog is.
A:Whose bookis this?
B: It’sMike’s. It’shis.
☆☆☆
A: The _______ is new/ beautiful/……
Is this _____’s?
B: Yes, it is. /No, it isn’t.
A: Whose is it?
B: It’s ______’s. It’s his.
a.Whose picture is it?(显示北京图片)
□Zhang Peng’s□Chen Jie’s
b. Whose picture is it? (显示上海图片)
□Mike’s□Yifan’s
教学句子：Thepictureof Beijing is _______’s.
ThepictureofShanghaiis _______’s.
Ss:my, your, her, his, our, their+名词;
mine, yours, hers, his, ours, theirs不加名词，意义省略。两者意义相同
5〕Wrap it up
1)Filling the blanks.
2) Checking by reading in pairs.
2.力量目标：能正确运用“形容词性物主代词〞与“名词性物主代词〞介绍物品归属；能够询问并答复物品的归属。
3.情感目标:通过同学物品秀，激发珍爱自己物品的情感。
教学重难点
重点：把握四会单词，并能正确运用。
难点：形容词性物主代词与名词性物主代词的区分运用，句子书写。
教学环节
教学过程
设计意图
Warming up and Review
This isMike.And it’shis dog.The dog is his.
(Chen Jie: her doghers; Mr Green and Miss Green:their dogtheirs)板书his, hers, theirs
Greens：Hi，it’sour dog. The dog isours.板书ours.
a. Whose hat is it?
b.Whose shoes are these?
(2) Lost and found (物归原主)
示范1：A: Look at the ____ hat. Is this John’s?
B: No, it isn’t. /Yes, it is.