人教PEP版五年级下册英语Unit 5 Whose dog is it？单元整体教学设计

人教PEP版五年级下册英语Unit 5 Whose dog is it?单元整体教学设计课题：PEP 五年级下册Unit 5 Whose dog is it?Part A let’s talk主设计人： 设计参与人： 使用时间：学习目标： 1. 听录音完成Let’s try的练习题,理解对话大意；根据正确的语音、语调、一群朗读对话，并能进行角色表演；2. 运用句型：The yellow picture is mine . Are these all ours? There is picture of Shanghai. Whose is it? It’s Zhang Peng’s.问答某物属于某人；在语境中理解his的意思，并能正确发音。3.培养爱好动物的意识，总结名词性物主代词的规律，完成相应练习，提高管理自己物品的能力。学习重点:1. 运用句型：The yellow picture is mine . Are these all ours? There is picture of Shanghai. Whose is it?It’s Zhang Peng’s.问答某物属于某人；2. 能熟读对话和灵活的进行句型替换练习。学习难点: 能熟读对话和灵活的进行句型替换练习。教学过程:课题：PEP 四年级下册Unit 5 Whose dog is it?Part A let’s learn 主设计人： 审核： 使用者： 使用时间： 学习目标： 能够听、说、读、写6个名词性物主代词：his ,hers, theirs, ours, yours, mine ；能够在语境中正确运用这六个单词；3. 掌握句型: Whose dog is that ? It’s my dog. =The dog is mine.学习重点: 能准确的读出和写出新的单词。学习难点:能理解和运用新单词、句子：Whose dog is it ? It’s your dog. /The dog is yours.教学过程: 课题：PEP 五年级下Unit 5 Whose dog is it? Part A let’s spell主设计人： 设计参与人： 使用时间：学习目标： 能感知并归纳字母组合ng和nk的发音规则；能根据发音规则拼读含有字母组合ng和nk的单词；能根据读音拼写出相应单词，完成句子，在单线上书写规范。学习重点:1. 能拼读包含字母组合ng 和nk的单词。学习难点:能感知并归纳字母组合ng和nk的发音规则教学过程:课题：PEP 五年级下册Unit 5 Whose dog is it?Part B let’s try &Let’s talk设计者: 审核者: 执教者: 使用时间：学习目标： 1.能够理解对话大意，按照正确的意群即语音、语调朗读对话并进行角色扮演；2.能够在情境中运用句型Where is…?以及Is he…询问某人所的地点并对现在进行时的问句进行回答；3.大多数能够在语境中理解kitchen, drinking, eating, take的意思并正确发音。学习重点: 在情境中运用句型Is he\she…?询问某人此时正在做的活动或者动作。学习难点: 大部分学生能够运一般现在时的疑问句来进行提问和回答。教学过程:课题：PEP 五年级下册Unit 5 Whose dog is it?Part B let’s learn设计者: 审核者: 执教者: 使用时间：学习目标： 1.能够听、说、读、写下列词汇或短语：climbing、eating、playing、jumping、drinking、sleeping.2.能够听、说、认读下列句型：Fido is sleeping. They’re playing with each other.学习重点:能掌握新单词，并知道如何在单词的后面加ing.2.能用英语表达谁正在做什么。学习难点:能用英语表达谁正在做什么。教学过程:课题：PEP 五年级下册Unit 5 Whose dog is it？Part B Read and write设计者: 审核者: 执教者: 使用时间：学习目标： 1.能理解Read and Write的主要内容，并完成相关的练习题。2.能够流利地 HYPERLINK "http://www.21cnjy.com" 运用“What is the bear /...doing?和“It's dancing/....”等句型，询问与描述动物正在做的事情。3.能理解Story time 部分讲述的是内容，并通过本部分的学习爱护小动物。学习重点:能够流利地 HYPERLINK "http://www.21cnjy.com" 运用“What is the bear /...doing?和“It's dancing/....”等句型，询问与描述动物正在做的事情。学习难点:熟练运用现在进行时来表述正在进行的动作。教学过程:教材分析本单元学习的主题是寻找动物的主人。教学内容主要围绕如何询问和回答某物是否属于某人来展开。教学重点是能够听、说、读、写核心句型“The yellow picture is mine. Are these all ours? “—Whose is it? —It’s Zhang Peng’s. ”“—Is he drinking water? —No, he isn’t. He is eating.”；能够听、说、读、写名词性物主代词：“mine, yours, his, hers, theirs, ours”；能够听、说、读、写六个动词现在分词“climbing, eating, playing, jumping, drinking, sleeping”和短语“each other”等。教学目标知识与能力目标:•能够听、说、读、写核心句型“The yellow picture is mine. Are these all ours? ”“—Whose is it? —It’s Zhang Peng’s.” “—Is he drinking water? —No, he isn’t. He is eating.”•能够在情境中运用句型“The yellow picture is mine. Are these all ours? ”“—Whose is it? —It’s Zhang Peng’s.”询问并回答某物属于某人，以及在情境中运用句型“—Is he drinking water? —No, he isn’t. He is eating.”询问并回答某人正在做某事•能够在图片的帮助下读懂韵文，并能正确朗读；能够运用核心句型完成句子，描述动物正在做的动作•能够听、说、读、写六个名词性物主代词“mine, yours, his, hers, theirs, ours”能够听、说、读、写六个动词现在分词“climbing, eating, playing, jumping, drinking, sleeping”以及短语“each other”；能够在语境中正确运用以上词汇•能够掌握字母组合ng和nk的发音规则，即ng和nk在单词中分别发/ ŋ/和/ŋk/•能够读出符合ng和nk发音规则的单词，并能够根据发音拼写出符合ng和nk发音规则的单•能够在单线上完成抄写句子的活动，做到书写规范 情感态度､文化意识､学习策略目标:•培养学生爱护动物的意识•能够在教师的帮助下总结名词性物主代词的规律，完成相应练习•能够根据ng/nk的发音规则拼读、拼写单词课时安排第一课时: Part A Let’ s try & Let’ s talk （Enjoy a picture show）第二课时: Part A Let’ s learn & Look, say and complete （Enjoy a pet show）第三课时: Part A Let’ s spell第四课时: Part B Let’ s try & Let’ s talk （Have fun with pets）第五课时: Part B Let’ s learn & Let’s play （Meet lovely pets ）第六课时: Part B Read and write & Let’ s check & Let’ s wrap it up (Meet lovely animals at the zoo)一、Warming up T: Good afternoon, boys and girls. Today we’ll study a dialogue in Unit 5 Whose dog is it? .Let’s play a game. T: Whose Chinese books are these? S: They are mine. T: Whose eraser is that? S: It’s Oliver’s. /It’s his. 课前三分钟小组展示开火车问答。单数复数混搭。Teaching purpose:帮助学生复习部分学习用品衣物等单词，为后面的学习做好铺垫。二、PresentationStep 1： Let’s try —— listen and tick T:Look at the three pictures.They’re pictures of the school art show.Mike and Chen Jie are talking about them.Which is John’s picture?Which is Mike’s picture?Let’s listen and tick.Listen to the tape of Let’s try part and finish exercises. 主问题1. （1）Which is John’s picture? （2）Which is Mike’s picture?Tips :1.Listen carefully and tick your answer on the book.2.Check the answer, say the key words and sentences about the video in your group.3.Show the answer, the key words and sentences together .Step 2： Let’s talk —— listen and readT:Listen to the tape of Let’s talk and answer these questions.主问题2.（1）Whose is the yellow picture ?（2）Whose is that picture of Shanghai?（3）Whose is that picture of Beijing?Tips : 1.Read carefully by yourself, and try write the answers.2. Talk the answers in groups.3. Show and check it together.Step 3：Let’s role play.主问题3. Let’s role play.T: Listen to the tape again and follow reading.Tips : Listen ,repeat and read carefully by yourself . 2. Talk and choose the roles in groups.3. Show it together.Step 4. PracticeLet’s play “Ask and find out”.Show some things from students,and use the sentence to find the owner.T: ..., is this your ruler?S1: No, it isn’t. My ruler is yellow.T: Are these yours?S1: Yes, they are. Thank you.T: Don’t forget next time!Tips : 1. Students work in groups.2. Show time.Teaching purpose引导学生带着问题整体感知文本，获取有用信息,解答教师出示的问题。Teaching purpose引导学生说出如何获得有效信息而得到最终答案。Teaching purpose呈现对话,利用问题逐步引导学生理解文本，抓住重点句型并进行渗透和操练，突破教学重难点。Teaching purpose播放录音，学生听录音跟读。引导学生按照正确的语音、语调及意群朗读对话，并能在小组中进对话，并能在小组中进行角色扮演。Teaching purpose通过创设自然真实的情景，让学生在情景中合理运用所学语言确认物品的主人。培养学生的综合语言运用能力,并提醒学生在生活中不要丢三落四，对学生进行情感态度价值观的渗透。三、教学总结（小四加粗，顶左）T:Look at the blackboard,What we have learned today?The yellow picture is mine . Are these all ours? There is picture of Shanghai. Whose is it?T:Now let’s see:Which group is the winner?Congratulations for you.四、Homework（小四加粗，顶左）Read and recite the dialogue.达标检测（用时7分钟）布置当堂作业1、熟读Let’s talk 部分。2、抄写Let’s talk 部分并写出汉语意思。五、板书设计（小四加粗，顶左）Unit 5 Whose dog is it?The yellow picture is mine. Whose is that picture of Beijing? Whose is that picture of Shanghai? Are these all ours? Yes, they are.课前三分钟：Students choose some things and put them on the teachers’ desk,then show their dialogue.S1: Is this yours, S1?S2: No, it isn’t. It’s S2’s. My pen is blue.S3: Are these yours, …?S4… 一、Warming up Show some pictures on the PPT one by one. Students to say out the words .小组四人展示情景对话Teaching purpose:看图说一说活动激发学生的学习兴趣，帮助学生复习已经学过的单词，为后面的学习做好铺垫。Presentation T:Today Zoom and Zip are at the dog show.Whose dogs are on show?Let’s have a look.Step 1： Let’s learn the new words.主问题1. Whose dogs are on show? That’s Mike’s dog.That’s his dog.The dog is his.That’s Chen Jie’s dog.That’s her dog.The dog is hers.That’s their dog.The dog is theirs.That’s our dog.The dog is ours.That’s my dog.The dog is mine.That’s your dog.The dog is yours.Show the pictures of Mike’s dog,Chen Jie’s dog and Zip’s dog. to learn the words “his ,hers, theirs, ours, yours, mine” one by one.Tips : 1.Repeat carefully and try to write the words and answers. 2. Check the words and talk the answers in groups.3. Show and check it together.Step 2：Let’s role play.主问题2. Let’s role play.T: Listen to the tape again and follow reading.Tips : Listen ,repeat and read carefully by yourself . 2. Talk and choose the roles in groups.3. Show it together.Step3：Talk and write主问题3.Do you like the dogs? Whose dogs do you like best? Why? Tips : 1.Read carefully by yourself, and try write the answers. 2. Talk the answers in groups.3. Show and check it together. 三、 PracticeLook,say and complete.Student use other thing words make sentences.That’s Mike’s book.That’s his book.The book is his.That’s Chen Jie’s book.That’s her book.The book is hers.That’s their book.The book is theirs.That’s our book.The book is ours.That’s my book.The book is mine.That’s your book.The book is yours.Teaching purpose情景呈现，引导学生反复操练，掌握重点单词和核心句型。Teaching purpose注意引导学生区分形容词性物主代词和名词性物主代词，学会理解和运用，在重点句型中进行渗透和操练，突破教学重点。Teaching purpose通过对话与书写，进一步巩固语言。Teaching purpose通过创设自然真实的情景，让学生在情景中替换事物单词。培养学生的综合语言运用能力并提醒学生在生活中及时整理物品的好习惯。三、教学总结 What have you learned from this class?四、Homework 1. Practice the words and dialogues.2. Do the exercises.五、板书设计 It’s his dog. = The dog is his. It’s her dog. = The dog is hers.It’s my dog. = The dog is mine. It’s their dog. = The dog is theirs.It’s your dog. = The dog is yours. It’s our dog. = The dog is ours. 一、Warming up T: Good afternoon, boys and girls. Today we’ll study Part A Let’s spell.Let’s listen a song.Do you like the song?Can you say something about the song？Can you sing? Who can sing in your class? I think...Teaching purpose创设情境,引出单词。引导学生回答：It’s a ...song.It’s not too long.I think I can sing.二、Presentation（小四，加粗,顶左）Step 1： Read listen and chantT:Now let’s enjoy a chant about singing songs.主问题1： letters ng nk pronunciation / N / / Nk/Tips : 1.Students watch and read the chant and try to find out the sound of “-ng nk”.2.show their answers.3. Summarize the pronunciation rule：The letter combination “-ng” sounds “N/” “-nk” sounds “Nk/” in words.Students try to read the example words in the book.Step 2： Read ,write and listen.主问题2. 课本上的给单词归类表格.Tips : 1.Watch carefully by yourself, and try to read out.2. Read the words in groups.3.Check it together.Step 3： Look, listen and write.主问题3. 课本例题 给下列单词加ing。（老师板书在黑板上） look _______ dance _______ run ________ walk ________ fly _______Tips : 1.Look at the pictures,listen to the recording and write down the words. 2. Check the answers in groups. . 3. Show and check it together.Teaching purpose教师呈现歌谣文本，让学生试读，然后听录音，模仿跟读。Teaching purpose进一步引导学生归纳字母发音规则并运用发音规则读单词。三、教学总结What have you learned from this class?四、Homework拼写含有字母组合ng和nk的单词。1. Read the chant to your family.2. Try to find more words with “le” that sounds “/l/”. Share them in your group.五、板书设计Unit 5 Whose dog is it?ng / N / long sing ring young nk / Nk/ think ink trunk pink look ________ dance ________ run _________ walk ________ fly _________三、教学总结（小四加粗，顶左）T:Look at the blackboard,What we have learned today?The yellow picture is mine . Are these all ours? There is picture of Shanghai. Whose is it?T:Now let’s see:Which group is the winner?Congratulations for you.四、Homework（小四加粗，顶左）Read and recite the dialogue.达标检测（用时7分钟）布置当堂作业1、熟读Let’s talk 部分。2、抄写Let’s talk 部分并写出汉语意思。五、板书设计（小四加粗，顶左）Unit 5 Whose dog is it?The yellow picture is mine. Whose is that picture of Beijing? Whose is that picture of Shanghai? Are these all ours? Yes, they are.（结合课程标准或者单元目标进行简要分析） 本节课是五年级下册Unit5 Part B Let’s talk部分,本单元主要通过一系列的活动设计，让学生学会询问某人正在进行的活动或者动作，了解其正在发生的动作状态。并指导学生学会询问正确询问某人是否正在做某事的表达方式。本单元共分6个课时进行，本节课是本单元的第四课时，在前面学习基础之上，综合A部分的话题和核心句型。主要通过Sam和ChenJie的谈话，引出B Let’s talk板块的对话场景信息，通过询问Where is Fido？引出Is he drinking water?进而引出后面的一系列对话He is eating. 设计意图课前三分钟：齐唱chant热身，快速集中学生注意力，为接下来新课做准备。一、Warming up 1.T: Good morning, boys and girls. Today we’ll study Unit 5 “ Whose dog is it?”T:.Let’s chant:《 Animal ,animals are everywhere.》2.复习单词：sleeping ,eating...3.Free talkWhat is/ are____ doing?It's/They're_____.?S:…..T:Good job. 呈现Fido图片: It’s Chen Jie’s dog.Guess: Where is Fido now?A. living room B. kitchenLet’s try提出问题：Where is the dog?听音，选择。核对答案。二、PresentationStep 1：(第一学程) Let’s try —— listen and answer主问题1. Listen and answer(1)、Where is Fido now?A. living room B. kitchen(2)、Is he drinking water?A. Yes, he is B. No, he isn'tTips :1.Listen carefully by yourself ,and write your answer on the paper.2.No.2 in your group to answer3. Pay attention to your feelings and intonation .主任务预设答案：略Step 2 ;(第二学程)Let’s talk -- Listen and retell the text主问题2：Sam：Where is Fido now?Chen Jie：________.Sam：___________.Chen Jie No，he isn’t.________Sam：Can I play with him now?Chen Jie：Yes. Can you take him to the park?Sam：_______Fido，come here!Fido：Woof，woof!Tips :1.Listen carefully by yourself ,and write your answer on the paper. 2. listen to your leader（小组内选取两名同学进行角色朗读）3.Show your answers and pay attention to your feelings and intonations.（可以小组为单位用自己喜欢的方式汇报）.主任务预设答案：略step 3: role play.主问题3：ask and answer(根据图片一问一答)S1：Is he ________________?S2：No/Yes, ____.He/she is________.Tips:1.look and think quickly（请先认真听对话）2.listen to your leader.(小组长分配人选)3.Pay attention to your voice，your feelings and actions.(注意你语音语调，表情和动作)4．Listen carefully and give your advice.（别人表演，要认真倾听，给出你的建议和点评。）展学评价：（1）有勇气上台朗读。（2）分角色表演对话。（3）表达准确、声音洪亮，两人配合默契。主任务预设答案：略学生带着问题，进行了分步的有意义的视听，并在情景中对核心句型进行了认读、练习、和迁移的练习，让学生真正能够理解、学习、操练运用此语言点。训练学生的听，让学生去听地道的英语发音。在听与模仿这个输入过程后，让学生去自己读，查漏补缺，正确输出。通过复述对话、角色会话、课堂巩固练习等学习活动，由语言输入到语言输出。利用等级评价鼓励学生大方、自信展示，增强小组荣誉感，调动小组积极性。三、Consolidation1.Make a new dialogue.运用核心句型编新对话。Amy：Where is Mimi?Sarah: she is in the ______.Amy ；Is she __________？Sarah：No, _____.She is _______. Amy ：Can I________________? Sarah: Of course!Tips;1.1号和2号同学可以交流三句，3号和4号同学交流两句,声音宏亮，语音语调正确,看谁配合默契！渗透情感教育; 在很多西方国家，人们把小动物们看成是家庭成员之一，所以会用第三人称he/she来称呼他们。四、Homework1.听录音跟读对话，并熟练朗读对话。2. 完成同步练习册。五、板书设计Unit 5　Whose dog is it?—Is＋主语(第三人称单数)＋动词-ing形式(＋其他)?—Yes，主语(第三人称单数)＋is./No，主语(第三人称单数)＋isn’t.主语＋am/is/are＋动词-ing形式(＋其他)（结合课程标准或者单元目标进行简要分析）本课时通过 Let's learn 听音活动学习小狗和兔子的各种形态,运用现在进行时陈述句与特殊疑问句句型结构进行表达与询问,强调动词 ing的变化规则;在Let's play 环节进行句子组合游戏,巩固现在进行时陈述句的句型结构,活动充满趣味性。 设计意图课前三分钟：Sharp eyes动词，快速集中学生们的注意力。歌曲导入，创设本课学习情境。一、教学导入 Step1 : 预习温故1. Review last lesson’s content .2. T: Whose bag is this ? S: It’s mine . T: Whose English books are these ? S: They are mine . T: Whose cat is that ? S: It’s Sarah’s ./ It’s hers .（板书句型）出示课件上昨天学生们自己制作的造句列表，温顾旧知。二、教学过程（一）新知探究部分第一学程: Learn the new words Step 2. 新课内容展示1.T: What do you do ? S: I eat bananas./ I climb mountains.T: Teach and review words: sleep, drink water, climb mountains.2.T: I do , You guess.(我做你猜）Look at me ,What am I doing ?(老师做睡觉状） S：睡觉（sleep) T: Sleeping . I am sleeping . Use the same way to learn the other words: climbing, eating, playing, jumping, drinking.并板书在黑板上同时将每个单词的原形也板书在黑板。3. T: Look at the picture. Look at the Fido. Fido is sleeping. T: Look at these rabbits . Are these rabbits eating? S: No, They’re playing with each other.4. Read these words and sentences together .学法指导自学要求：(1).Read the new words by yourself.(2).Listen and imitate the new words.互学要求：(1).Say the sentences in your group.展学要求：Show time 第二学程:Make the sentencesLet’s play .( Make up sentences 组句子)小组之内制作三组卡片，每组卡片写四张（内容不同），一组是人名，一组是“be+动词ing形式（+其它）”，一组是介词短语。组员每组卡片抽取一张，然后根据卡片信息组成一句话。 For example : Chen Jie is jumping in the park. ( 看哪组组的句子又多又正确) 学法指导自学要求：(1).Write carefully according to the division of labor.（根据分工，认真书写）互学要求：(1).Read the sentences in your group.(2).Correct each other.展学要求：Show with self-confidence.第三学程: 达标检测一、选出正确的选项，再读一读。( ) 1.（正在）吃 A. eating B. eat C. it( ) 2. (正在）跳 A. running B. jumping C. swimming( ) 3. （正在）玩耍 A. drinking B. play C. playing( ) 4. 她的 A. hers B. she C. his ( ) 5. 喝（水） A. drink B. drinking C. sleep二、根据所给图片补全句子。Look at this pictureFather is_____(play)with Amy. Sam ( write)a letter.Grandparents are (read)books.Mum (watch)TV. They are all very happy.三、连词成句。1. watching TV / in / Tom/ is / the / living room (.)2. is / it / Whose (?)3. yellow / is / picture / The / mine (. )学法指导Do it independently and carefully.通过今天所学的知识，进行合理运用。教学总结教师与学生通过板书一起巩固复习本节课所学单词、短语及句子。Home work1、抄写单词：climbing, eating, playing, jumping, drinking, sleeping2、记住新单词并造五个进行时的句子。引导学生学会归纳与整理。鼓励学生自己总结，启迪思维。一、Warming up T: Good afternoon, boys and girls. Today we’ll have a PK about the Animal Narrator .But before that, Let’s sing first .I have two questions for you: How many animals do you see? And what are they? Watch and video and then answer my questions, OK?T:教师播放《动物世界》上的图片，让学生用现在进行时的句型进行描述。得分最多者为动物解说员。播放歌曲二、PresentationStep 1：Fast-reading主问题1. Where are Sarah and Robin?Tips :read quickly and answer the question.Step 2：While-reading主问题2. What are the animals doing ?read quickly by yourself.Talk with your friends and write down on the paper with the mind-map.Show timeStep 3：post-reading主问题3.Summary writing Robin at the zooSarah and robin are at the zoo .The bear is _________.The tiger is ________.The elephant is ________.The monkey is _________.The rabbits are __________.Robin is excited!Robin is __________like a bear.Robin is __________like a rabbit....Robin is ________like a bird.Robin says:“I want ____ _____ a bird, but I _____ ______ ______ ______ a fish !”情感升华，保护动物人人有责。将问题写在导学单上。导学单呈现思维导图的形式，将文中的动物和干的事情梳理出来。利用刚刚小组讨论总结的思维导图对整篇文章进行summary writing.三、practice1.呈现partC部分内容，回答问题，让学生用现在进行时描述看到的动物和动作。The tiger is running .The monkeys are climbing.Zip is taking pictures.2.利用mind-map 进行故事复述。Homework