1、Is this his pencil box?学生答:No, it isnt.Its her pencil box. (学生指着女生S1) 抢读单词、找主人让学生回顾复习形容词性物主代词,为新课讲授打下基础。二、Presentation & Practice1.学习Main scene。(1)教师出示挂图,请学生思考:Whose dog is this?Whose painting is it?Whose rabbits are these?What are the rabbits doing?(2)师生对话。 T:Where are they? Ss:They are in a park.C
2、hen Jie.Yes.It is Chen Jies dog.Its hers.(教师说这句话时加重语气以引起学生注意,有意识地让学生进行模仿)Whose rabbits are these?They are Wu Yifans rabbits.They are his.What are they doing?They are playing with each other.(3)听录音,学生跟读。2.学习Lets learn。(1)Dog show. 教师展示课前准备好的小狗图片。教师展示Mike的德国牧羊犬。Whose dog is it?Its Mikes dog.Yes.Its hi
3、s dog.Its his.(强调几遍his并板书) 教师以此种方法教授hers,theirs,mine,ours,yours。(2)教师讲解。区别名词性物主代词和形容词性物主代词。 名词性物主代词=形容词性物主代词+名词(3)听录音,学生模仿跟读。(4)Activity. 教师将收集的同学们的文具用品摆放在讲台上,教师拿起其中一件物品问一位学生。T:Whose pencil box is this?S1:Its Zhang Weis pencil box.Its his pencil box.The pencil box is his.Whose pen is this?S2:Its my
4、pen.The pen is mine. (5)巩固练习,完成表格。主格宾格形容词性物主代词名词性物主代词Imyusyouyourshimherititsthem(6)师生共同核对答案,并总结记忆方法。 名词性物主代词一般都是由形容词性物主代词后直接加s构成,以字母s结尾就不要再加s。my-mine除外。3.学习Look, say and complete。(1)完成练习。(2)教师讲解句型。 Whose is this /are those? Its / Theyre+名词性物主代词.(3)学生根据句型创编对话,并两人一组进行对话练习。(4)实物汇报表演。教师给予评价。4.小结。 Key w
5、ords:his,hers,theirs,ours,mine,Zooms Key sentences:Its your dog.The dog is yours. Whose book is that? Its Amys book.The book is hers. 通过Main scene学习,了解本单元知识点。 通过Dog show让学生去了解名词性物主代词更加的生动形象,更易于教与学。 通过活动让学生对所学知识进行操练以做到语言的正确输出。 通过绘制表格让学生对知识系统化,更方便学生记忆。作业设计1.听录音,跟读并背单词。2.完成相关练习。3.绘制人称代词表格。4.预习下一课。板书设计U
6、nit 5 Part A 第一课时mymine youryours ourours his-his her-hers its-its their-theirsWhose book is that?Its her book.The book is hers.第二课时1.Words dictation.对上节课重点单词进行听写。2.Free talk.Whose is it?(教师随手拿起一位学生的物品) Ss:Its Zhang Weis.Whose is this?Its Lilys. Free talk既复习上节课所学句型,又涉及到新课内容,起到承上启下的作用。1.学习Lets try。(1
7、)Free talk. 教师用PPT一一展示图片。We can see three pictures.What can you see in the first picture?A blue sea.Yeah.And the second?The sun goes down.Yes.And the last one?A forest park.Yes.You are so clever.OK,which one do you like best?The first one./The second oneOK,I like the second one best.Its very beautif
8、ul.But now,the question is Which one is Johns?Next,listen to the tape and tick the right answer.(2)听录音,选出正确答案。(3)逐句播放并复述。(4)给学生几分钟时间讨论最喜欢哪一幅画以及原因。2.学习Lets talk。(1)带学生参观学校的美术展作品。(要求学生用英语讨论交流这些画是谁画的)(2)讨论结束,教师引导学生回到课文。 Mike的学校也举行了美术展,让我们一起去看看吧。(教师将课本第48页Lets talk挂图呈现在PPT上)学生讨论画中内容。(3)学生听录音,回答问题:Whose
9、is that yellow picture?Which is Zhang Pengs picture?Which is Yifans picture?Which one do you like best? Why?(4)师生共同核对答案。(5)教师讲解课文。 a.名词性物主代词 b.名词所有格 名词性物主代词相当于名词所有格(6)听录音,模仿跟读,分组背诵课文。(7)Role-play.请2-3组学生进行角色扮演,师生评价。(8)Lets chant.(师生共同完成) I,my,mine.I,my,mine We,our,ours.We,our,ours. You,your,yours.Yo
10、u,your,yours. He,his,his.He,his,his. (9)Ask and find out. 教师要求两人一组,将物品放于桌上,两人利用句型进行对话。句型:Whoseis this/are these? Its/They are +名词性物主代词/名词所有格.(10)汇报表演。3.小结。picture,beautiful,mine,ours,hisWhose is it? Its Whose are these? They are 通过Free talk让学生学会观察图片,在听力开始前对听力内容有个大概的设想,降低听力难度。学生参观美术展作品调动了学生课堂气氛,同时也有助
11、于教师很好的引入新课。通过学生回答问题的情况了解这篇文章对学生的难易程度,教师着力讲解。 Lets chant部分简单,重在师生共同参与,让学生在创作的过程中体会快乐,掌握知识。 汇报表演培养学生互助合作的精神。1.听录音,背诵课文。2.利用句型创编对话。3.完成相关练习。Unit 5 Part A 第二课时mymine ourours hishisWhose are these?第三课时1.Recite the text.学生背诵Lets talk。2.出示单词卡片,学生认读单词卡片。 复习巩固已学内容。1.学习Lets spell。(1)教师出示单词卡片,学生认读,并利用该单词造句。(2)
12、播放录音,学生跟读。(3)教师讲解ng, nk字母组合的读音规则。(4)学生学唱chant部分。(5)学生认读Read,write and listen.中的词汇,并听录音,完成练习。(6)判断下列发音是否相同,相同写“T”,不同写“F”。 link sink ( ) tank bring ( ) building exciting ( ) long ink ( )(7)Look,listen and write.eat Zoom is eating.让学生观察动词eat有什么变化。教师简单说明动词的现在分词。一般情况,在动词词尾直接加ing。而现在进行时表示说话时或现阶段正在或一直进行或发生
13、的动作。其构成:be + v.-ing。教师指导学生完成练习。教师板书。eat eating Zoom is eating.jump jumping John is jumping.drink drinking Zip is drinking.sing singing Sarah is singing.(8)写出下列动词的ing形式。 read _ keep _ talk _ do _ clean _ pick _2.小结。ng:long,sing ring,young,songnk:think,ink,trunk,pink,bankeateating jumpjumping drinkdri
14、nking singsinging 通过练习检查学生对ng,nk字母组合发音规律的掌握情况,同时又起到巩固作用。 通过教师的初步讲解,让学生对现在分词,现在进行时有个大概了解,为新课的学习奠定基础。1.听录音,跟读模仿。2.找含有ng, nk单词。Unit 5 Part A 第三课时ng : long, sing, ring, young think, ink, trunk, pinkeat-eating jump-jumping drink-drinking sing-singing课堂小结 重点知识讲解结束后,教师可乘热打铁,给学生提供各项巩固练习,如课堂中利用所学句型创编对话、习题练习、
15、各种活动。学生容易混淆的知识,教师可帮助学生归纳总结,以方便学生记忆,如绘制物主代词表格。Part B第一课时 Lets learn Lets play 第二课时 Lets try Lets talk第三课时 Read and write Lets check【知识目标】1.能听、说、认、读重点词汇。动词的现在分词。2.能掌握动词的现在分词的变化规律。3.能正确运用现在进行时表述某人或某物正在做某事。He is drinking water.【能力目标】能在实际情境中灵活运用现在进行时。【情感目标】培养学生对英语和英语学习的积极态度,要敢于开口。1.掌握Part B重点词汇。climbing,
16、eating,playing2.掌握Part B重点句型。Hes eating.3.能掌握Lets talk,并能很好的表演出来。学生对现在进行时态的理解应用。磁带、录音机、多媒体、单词卡片等。1.口语练习。 进行自我介绍。My name isIm 12 years old.I likeI can2.Lets sing a song “Animals, animals are everywhere”. 口语练习目的在于让学生就所学过的内容进行交际。1.学习Lets learn。(1)师生对话。Everybody,please look at me.Can you guess what I am
17、 doing?(教师做出看书的状态)Ss:Read a book.Yes. I am reading. (教师反复将此句说几遍,并板书)OK,what am I doing now?(教师做出写字的状态)Write.Yeah.I am writing. (教师反复将此句说几遍,并板书)教师要求学生做出写字状态,说:“I am writing.”做出看书状态,说:“I am reading.”(2)教师在PPT上一一呈现课本52页挂图。 如:第一幅 climbing,教师询问小狗在干嘛,学生用中文作答。(教师将单词以climbclimbing的形式呈现在PPT上,并带领学生读几遍) 以此种方式依
18、次呈现学习eating,drinking,playing,jumping,sleeping。(教师注意纠正学生动词ing形式的读音) (3)教师播放录音,学生跟读。(4)师生对话。教师回放图片,学生再次跟读。同时教师询问:What is the dog doing? 鼓励学生完整说出:He is climbing. (5)教师播放对话录音,学生模仿跟读。(6)Activity 1:看谁反应快。教师说climb,学生迅速抢答出climbing。表现好的学生可得到老师的奖励。(此环节教师注意纠正学生发音)(7)Activity 2:接力问答。 教师出示本部分的动词卡片的ing形式,教师提问“Wha
19、t are you doing?”,学生S1看图片答“I am”.随后S1接着问S2“What are you doing?” S2根据教师出示的图片,答“I am ” S2问S3,依次快速地看卡片,做动作,回答问题。2.学习Lets play。(1)教师带领学生认读此部分重点词汇。(2)要求学生在此部分出现的动词的现在分词下写出该动词的原形。(3)Activity. 教师请三位学生站于台前,分别代表Zip,Zoom,Robin从三组单词卡片中随意抽取一张,请台下学生组合造句,并将组合的句子写于课本上以待检查。(4)巩固练习。写出下列动词的ing形式。 watch _ look _ wait
20、_ cook _ work _ speak _climbing,eating,drinking,playing,jumping,sleepingAre these rabbits eating? Mike is sleeping at school.师生对话通过教师边做动作边与学生对话,这能集中学生注意力,利于引入课堂。 教师一一呈现并带读加强了学生对该词汇的记忆。 通过师生对话鼓励学生用英语表达完整意思。 通过抢答活动检查学生对所学词汇的掌握情况,并能够及时纠正错误的发音。通过接力赛调动学生的兴趣,积极操练所学句型。 写出动词原形让学生更加明确现在分词的构成。1.听录音,背单词。3.预习下一
21、课。Unit 5 Part B 第一课时climbclimbing He is climbing.drinkdrinking He is drinking. jumpjumping They are jumping1.Greetings.Good morning,class.Good morning,teacher.What are you doing now?We are having an English class.Yes.So you should put away the other things,just take out your English book,right?Yes.
22、OK, good job.Next,please read these words loudly.2.Read words loudly.教师展示单词卡片,学生认读。climbclimbing。 通过Greetings将学生引入课堂,集中注意力。并且也渗透复习了上节课重点句型。(1)教师介绍听力背景。You will listen to a conversation.Chen Jie and Sam are talking about Fido. Where is it?In the living room?In the kitchen or in the bedroom?You can ge
23、t the answer from this conversation.(2)教师播放听力录音,学生选出答案。(3)教师PPT上完整呈现听力材料,让学生反复跟读录音,语音、语调、句型熟悉后,两人一组表演对话。 教师展示课本51页Lets talk挂图。Do you know the little boy?He is Sam.Yeah.He is Sarahs little brother,Sam.OK,where is Sam now?He is at Chen Jies home.What are they talking about?They are talking about Fido.
24、Where is Fido?What is Fido doing?OK,lets learn “lets talk”.(2)听录音,看课文,回答下列问题:Can Sam take Fido to the park?(3)教师讲解课文。(4)学生反复跟读模仿,语音、语调、句型熟悉后,两人一组表演对话。(5)Activity:我问你答。 教师要求几名学生做出动作,S1看书,S2写字,S3打球,S4睡觉等动作。Is he/she writing?(由教师先指着S1提问)No,he/she isnt.He/ She is reading. S1:Is he/she playing basketball
25、?(接着由S1指着S2提问 )No,he/she isnt.He/She is writing. 活动以此种方式进行下去。(6)让学生两人一组完成Look and say.中的对话练习,并将所创编对话写下来。drinking,eating,play with,can,take,whereIs he drinking water? No,he isnt.Hes eating. 听前对录音材料进行简要的背景介绍,让学生对所听内容有所预知,从而降低了听力难度,让学生轻松地完成听力训练。 提出问题,激发学生学习的动机,增强学生学习的目的性。 通过我问你答的活动集中学生注意力,练习巩固句型。2.查阅资料总结动词现在分词的变化规律。Unit 5 Part B 第二课时No,he isnt.He
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