(共29张PPT)
Unit5 Whose dog is it
人教版五年级英语下册
A Look for the Owners
Let’s chant
Whose dog is it
Look and say
Whose dog is it
Look and say
Whose dog is it
Look and say
Whose dog is it
Look and say
Whose dog is it
Look and say
English party
Sports meet
Dog show
Art show
It’s break time. Let’s go to the art show.
Nice, our pictures are there.
Lead in
Chen Jie’s
Think and guess
Whose pictures are these
What do you see
What colour are the pictures
What are the pictures about
Look and talk
Here are three pictures.
Listen and tick.
Which is John’s picture
Let’s listen
Chen Jie: The school art show is great.
Mike: Yes. I like this picture. The trees are beautiful.
Chen Jie: Whose picture is it
Mike: It’s John’s.
Chen Jie: What about the one over there I like the blue colour.
Mike: That’s mine.
=Jone’s picture
=my picture
Let’s study
Mike’s picture
John’s picture
Let’s talk
Mike’s
John’s
How many pictures are left
Whose pictures are they
Think and guess
1
Whose pictures are they
Chen Jie’s
Zhang Peng’s
Wu Binbin’s
Watch and answer
Look at the picture of Beijing.
Whose is it
It’s Zhang Peng’s. It’s his.
Wow! That picture of Beijing is beautiful. Whose is it
It’s Zhang Peng’s.
Check the answers
Look at the picture of Shanghai.
Whose is it
It’s Binbin’s. It’s his.
Look! There is a picture of Shanghai, too.
It’s Binbin’s.
Chen Jie: The yellow picture is mine.
Are these all ours
Mike: Yes, they are.
Chen Jie: Wow! That picture of Beijing is beautiful.
Whose is it
Mike: It's Zhang Peng's.
Chen Jie: Look! There is a picture of Shanghai, too.
Mike: It's Binbin's.
Chen Jie: Oh, yes! It's his.
Listen and imitate
The yellow picture is_____.Are these all____
mine
ours
Yes, they are.
Wow! That picture of Beijing is beautiful.__________
Whose is it
It’s __________.
Zhang Peng’s
Look! There is a picture of Shanghai, too.
It’s _______.
Binbin’s
Oh, yes! It’s____.
his
Tips: 读一读，填空。
Fill in the blanks
Show time
A: Whose ____ is this/are these
B: It’s/They’re______.
Ask and find out
The school art show is over. Some students left something.Let’s find the owners.
学校艺术展之后，有些同学落下了他们的物品。让我们一起寻找物品的主人吧。
3.Application
Group work
A: Whose____is this/are these
B/C/D: It’s /They’re XXX’s.
Yes. It’s /They’re his/hers/mine...
A: XXX,Is it/Are these yours
B/C/D : Yes, it is mine.
A: Here you are.
B/C/D : Thank you.
Make a dialogue
Work in groups：
四人小组合作创编对话，一起到失物招领处找回组员丢失的物品。把各自的丢失物放在桌面上，模拟展开对话交流。
Oh no!
Where are my storybooks
Try to say
Note
Lost and Found
They are mine!
Whose storybooks are they
Story
Story
Ask and answer
Story
Note
Lost and Found
Story
A: Whose ____ is it/ this/ that
/Whose ___ are they/ these/ those
B: It’s/ They’re ______.
Whose book is this
It’s Mike’s.
It’s his.
Ask and answer
谢谢
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（PEP版）五年级下学期
Unit5 Whose dog is it 单元整体分析
课时 Unit5 Whose dog is it A let’s talk
语篇内容 Look for the owners 类型 对话融合课
语篇分析 What: 是一节小学生日常对话课，教材通过陈洁和Mike在学校的画展上谈论画的主人展开学习，通过对话语篇学习，学生了解到John、Mike、张鹏和陈洁都在画展上展示了自己的图画，他们画了美丽的自然景观和城市景观。参观完画展后，陈洁发现有些学生落下了物品，于是和Sarah进行讨论，寻找物品的主人，学生通过听读语篇，解决问题，谈论图画的主人，学会欣赏他人的艺术作品，热爱大自然，热爱生活。Why: 学生通过听读文本、朗读语篇，感知核心词汇和句型的语用和语义情景，最后通过潜移创新，运用句型Whose is this / Whose are these It’s/They are...询问和回答某物属于某人，学会欣赏他人的艺术作品，热爱大自然，热爱生活。How: 本节课是一节简单的小学生日常对话课，学生通过听读语篇，感悟核心句型的语用和语义，了解教材人物的图画，并在恰当的情景中运用句型The yellow picture is mine. Are these all ours Whose is this It’s Zhang Peng’s. 询问和回答某物属于某人，学生懂得欣赏他人的艺术作品，学会分享自己的作品。最后形成语篇输出，描述参观画展后同学们遗留下的物品，
教学目标教学重点、难点 在图片和教学的帮助下解决问题，完成Let’s try和Let’s talk两个部分的听力、阅读训练，理解对话大意，掌握单词his, mine, ours的语音及语义，感悟核心句型：The yellow picture is mine. Are these all ours Whose is it It’s...’s.的语用和语义；（学习理解）学生能根据正确的语音、语调、意群朗读对话，并基于对话语篇内容，完成文本重构填空；（应用实践）在情景中运用句型Whose are these/is this They’re/It’s ...’s. It’s...询问和回答某物属于某人，加强小组合作，完成书写报告。（迁移创新）
资源选取及运用 教材、PPT及图片
教学过程：
教学目标 学习活动 效果评价
1.学习理解在图片和教学的帮助下解决问题，完成Let’s try和Let’s talk两个部分的听力、阅读训练，理解对话大意，掌握单词his, mine, ours的语音及语义，感悟核心句型：The yellow picture is mine. Are these all ours Whose is it It’s...’s.的语用和语义. 1.Let’s chant2.Look and say3.Lead in4.Think and guess5.Let’s listen6.Think and guess7.Watch and answer 教师观察学生能否参与互动交流，根据需要调整领读与鼓励。教师根据学生发音情况，并且利用图片让学生理解短语的意思，给与指导与反馈教师根据学生不同的水平，结合教学中出现的问题给与指导与鼓励
设计意图：本阶段学习活动旨在帮学生在语境中理解学习内容，学习核心词汇和核心语言。学生在教师的指导下看图预测对话内容，在跟读模仿中模仿正确的语音语调，内化语言，为语言输出奠定基础。
教学目标 学习活动 效果评价
2.应用实践：学生能根据正确的语音、语调、意群朗读对话，并基于对话语篇内容，完成文本重构填空. 1.Listen and imitate2.Fill in the blanks3.Show time4.Ask and find out 教师观察学生运用核心语言进行交流的情况，根据学生表现给与指导与反馈。教师观察学生能否能够顺利完成连线题目，根据学生表现给与提示和指导。
设计意图：本阶段学习活动引导学生在游戏中巩固知识。特别是重点语句，在游戏中不知不觉完成知识的学习。
教学目标 学习活动 效果评价
3.迁移创新：在情景中运用句型Whose are these/is this They’re/It’s ...’s. It’s...询问和回答某物属于某人，加强小组合作，完成书写报告。 1.Group work2.Make a dialogue3.Try to say4.Ask and answer 教师观察学生在小组内运用所学语言交流，教师根据学生对问题的回应与反馈，引导讨论和正确的评价。及时给与帮助和鼓励
设计意图：本阶段的教学活动旨在帮助学生内化语言知识，将所学知识运用到实际中，从学习理解过渡到运用实践，为后面的迁移创新有了真实的感受和体验。
板书设计
阶梯式作业设计：
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