Unit 5 Whose dog is it？ Part B Let’s try Let’s talk 教案含反思
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| 名称 | Unit 5 Whose dog is it？ Part B Let’s try Let’s talk 教案含反思 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2024-10-16 14:00:45 | ||
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Unit 5 Whose dog is it B Let’s try Let’s talk 教学设计
一、教学目标设计
（一）教学目标Unit 5 Whose dog is it B Let’s try&Let’s talk
1.学生能够理解语段大意并能够按照正确的语音、语调及意群朗读文段，并能进行角色表演。
2.学生能够在语境中理解新词和词组的意思并正确发音 drinking water, take...to... Of course.
3.学生能运用核心句型，询问并回答某人正在做某事。
4.通过多种形式的学习活动，学生能够学会利用提取关键信息等方式完成任务。
5.通过了解宠物习性，培养对宠物的美好情感。通过学习，引导学生对宠物的热爱和对宠物的责任感。小组活动在共同完成任务的过程中，引导学生学会倾听，积极思考，敢于寻求别人的帮助。
（二）教学重难点
重点：1.能运用句型：
Is the dog drinking water/sleeping/eating
Yes, he is./No, he isn’t.讨论动物在干什么。
难点：
能合理的发挥想象，尽可能丰富的运用所学语言，围绕动物在干什么的话题进行输出。
二、教学用具：多媒体课件、单词卡、句子卡。
四、教学设计Before class
Enjoy a song （Walking walking）
Step I. Warm up
1.Greeting
2.Sharp eyes
T: Speak the words and sentences as quickly as you can. Ready
（设计意图：复习 bedroom/living room/kitchen等房间以及句子 Where is Amy /Whose is it /It’s Zhang Peng’s.为学习本课做准备。）
Step II. Presentation
1.Lead in
（1）引入场景 Sam is at Chen Jie’s home。
T: Look! Who are they (Sam and Chen Jie.)Where are they At Sam’s home or Chen Jie’s home Guess! (学生猜)播放录音跟读 Sam is at Chen Jie’s home.
（设计意图：引导学生观察图片，培养学生从图片上获取信息的能力。）
（2）Let’s review
①a picture of Chen Jie and her dog
T: Look! Here is a picture of Chen Jie. It’s Chen Jie’s dog. The dog is a boy. His name is Fido.
（设计意图：通过复习名词性物主代词来引出 Chen Jie’s dog。）②Good to know T:As we know, Amy has a cat .She’s cute. She often sleeps on the fridge. So in the eyes of westerners, pets are members of their family. They are usually addressed as she or he.
(设计意图：结合四年级所学 Amy has a cat. She’s cute.了解西方人的宠物文化。）2、Chen Jie’s pet
（1）B Let’s try
T:Amy’s cat is cute. How about Fido Look! What’s Fido like
S:He’s small.
Can you describe Fido
He has ...He’s cute.
T：I want to play with him. Sam wants to play with him, too.(播放录音)
Sam says “I want to play with him.” But where is Fido Let’s go and see. Look! Where is Fido
Ss: He’s in the bedroom.
T:Yes.Fido often sits on the floor. What’s he doing He’s sitting. (对比 sit 和 sitting的用法并板书 sitting,复习 ng的发音)用同样的方法学习 sleeping 和 drinking 并板书。
Where is Fido Let’s listen and tick, please listen to the key words.(播放录音)What key words do you hear (living room)What’s he doing (He’s sleeping.)
（设计意图：第一遍通过引导学生观察图片，总结 Fido 所在的房间和正在做的事情，讲解 He /She is doing.第二遍通过找出关键词培养学生获取信息的能力。）（2）Questions about Fido.
T: Fido is sleeping on the sofa.(出示动态的钟表)Twenty minutes later, is he sleeping now Look here! Yes or no 学生通过看图回答(No, he isn’t.)讲解询问某人或某种动物正在做某事：Is he/she +动词 ing形式？No,he isn’t.
（设计意图：引导学生看图回答，培养学生思维能力。）
（3）B Let’s talk
①Watch and answer.
Where is Fido now
Is he drinking water
T: Fido isn’t sleeping in the living room. Where is Fido now Is he drinking water （播放录音）Let’s watch and answer, pay attention to the key words.(播放视频)Check the answers. (He’s in the kitchen.) Is he drinking water （播放录音）教读并板书该句型。核对答案,教授并板书 No, he isn’t. He’s eating.
(设计意图：通过问题引入短文，培养学生获取、分析、提取关键信息的能力; 在学生回答后听音跟读，引导学生感知 Is he...？句型，并听音正音。）
②Look and say
T: Fido is eating in the kitchen. Look! Here is a fridge. What ’ s this Guess!(Fido’s timetable.)
Look at picture1, where is Fido now (He’s in the living room.)Is he sleeping Can you answer (Yes, he is.)通过录音学习肯定回答Yes, he is.并板书。
Picture 2,who wants to ask Where is Fido now Is he... (一个学生问另一个学生回答)以此类推，询问第三张和第四张图片，并和学生核对答案。
（设计意图：通过引导学生观察冰箱上 Fido的时间表，让学生对四幅图用 Is he +动词 ing形式？询问并做回答。）
③How does Sam say
T：Sam wants to play with Fido. How does Sam say （播放录音）
S：Can I play with him now
T: Yes, if you want to play with the pet, what should you do
S：...
T: You should ask the owners and treat pet right. Clear How does Chen Jie say (Yes.)（设计意图：引导学生征得主人同意才能和宠物玩耍，而且正确对待宠物，防止宠物的攻击。）
④ Where are they going
T: Sam wants to play with Fido. Where are they going Let’s read and choose. Underline the key words.
S: To the park.
T: How do you know that
S: Can you take him to the park
T:示范 take him 怎样连读，播放录音并领读 Can you take him to the park
Chen Jie wants Sam to take Fido from her home to the park. What does Sam say？(播放录音)
S: Of course.
T:Of course means sure. Is Fido happy Listen!(播放音频)
S:Yes,he is.(设计意图：引导学生通过默读找到问题的答案，并勾画出关键词，引导学生理解 take ...to...的意思，并重点解决连读发音。)Step III. Practice
1. Listen and imitate.
T: Boys and girls, it’s time to listen and imitate. Please pay attention to your pronunciation and intonation. Take out your paper.
2. Let’s read.
T: I like your voice. Let’s read. You can choose “Read together” “Read one by one” “Read in roles” (One is Sam, one is Chen Jie.) and “Act it out”. If you need help, you can ask me. OK Let’s go! Which group read together ...
3. Role play.
T:You read well, can you play well I’m narrator, you are Sam, you are Chen Jie, others are Fido. Sam is at Chen Jie’s home. Action!
4. Challenge time
T：Good job! Let’s challenge !OK Who can (学生读单词) It’s more difficult. Boys are Sam, girls are Chen Jie. I’m Fido!
(设计意图：听音跟读培养学生语音意识，巩固新知。Challenge time 分为两层，通过由词到句，螺旋上升的练习，促进学生语言的自动化。）
Step IV. Production
1.Talk about the pet!
T: Sam takes Fido from Chen Jie’s home to the park.(贴板书)He meets Mike, Mike’s dog and other friends.（贴 Mike and his dog图片）Look! Zoom is playing.(播放录音并板书 )
Look at Wu Binbin’s pet. Is she sleeping
(No, she isn’t. She’s jumping.播放录音并板书 )
I need a partner. Look at Zip’s pet. Is she drinking water
S：Yes, she is.
T:You can ask me.
S:Look at ______pet. Is he/she_____
T:...(设计意图：整合主场景图，结合本课的主句型，对公园的宠物进行讨论，培养学生小组合作意识及能力，提高学生综合语言运用能力。）
2、Write and share
T:You talk very well, can you write well Let’s write and share. Write about whose pet, pet’s feature and pet is doing something. For example, Look at Zip’s pet. She has long tail. She is drinking water in the park. She is cute! Pay attention to your sitting position and hand-writing.展示学生书写并给予鼓励性语言评价。
Step V. Let’s enjoy
T：Boys and girls, do you like pets (Yes!) Let’s enjoy the video about pets.(播放视频)What do you want to say
S:...
T：What should we do
S:...(设计意图：观看流浪宠物视频，培养学生“保护宠物，爱护宠物”的情感。）Step VI. Summary &Homework
1. Summary
T: What have you learned today
Ss:...
2.Homework
①.Read the dialogue fluently.
②.Try to recite the dialogue.
③.Please introduce your pets to your partners.
（设计意图：巩固本课内容，并熟练运用本课所学知识。）
板书设计:
人教版 PEP小学英语五年级下册Unit 5 Whose dog is it B Let’s talk 课后反思
本课教学过程中，我能够紧紧围绕教学目标和本单元主题开展不同层次的课堂教学活动，把学习英语与用英语做事情紧密结合起来，使学生在轻松愉悦的氛围中学习语言知识，提升语言技能。
1. 恰当创设语境。语境是学习语言的有效载体。本课我注意基于学生的认知水平和生活经验创设语境，让学生在体验、合作、参与中发展综合语言运用能力。如热身环节教师借助图片情境设计 Sharp eyes小游戏，让学生快速复习单词和句型时，激发了学生的学习兴趣。在学了单词 drinking /eating/sleeping/sitting后借助课本中图片的情境问学生“Is he doing ”，引导学生用 Yes, he is./No, he isn’t.来表达，贴合学生的生活经验。
总之，逼真的语言交际情境可以激发学生用英语交流的热情，使他们更积极主动地投入到课堂活动中。
2. 合理设计板书。精湛的板书是课堂教学的缩影，是老师的微型教案，是透视课文结构的示意图，也是把握重、难点的辐射源。本课板书为课文学习创设了语境。板书左侧呈现了 Chen Jie 和 Sam 以及主句型，右侧创设了去公园的情景。板书也帮助学生建立了条理化、系统化的知识脉络，图文结合的方式为学生表达搭建了支架，使学生在表达时做到有据可循，有话可说。在今后的教学中，我会努力改掉自己在教学中的不足之处，不断完善自己的教学方法，使自己的教学方法更加全面地落实学生的学。
一、教学目标设计
（一）教学目标Unit 5 Whose dog is it B Let’s try&Let’s talk
1.学生能够理解语段大意并能够按照正确的语音、语调及意群朗读文段，并能进行角色表演。
2.学生能够在语境中理解新词和词组的意思并正确发音 drinking water, take...to... Of course.
3.学生能运用核心句型，询问并回答某人正在做某事。
4.通过多种形式的学习活动，学生能够学会利用提取关键信息等方式完成任务。
5.通过了解宠物习性，培养对宠物的美好情感。通过学习，引导学生对宠物的热爱和对宠物的责任感。小组活动在共同完成任务的过程中，引导学生学会倾听，积极思考，敢于寻求别人的帮助。
（二）教学重难点
重点：1.能运用句型：
Is the dog drinking water/sleeping/eating
Yes, he is./No, he isn’t.讨论动物在干什么。
难点：
能合理的发挥想象，尽可能丰富的运用所学语言，围绕动物在干什么的话题进行输出。
二、教学用具：多媒体课件、单词卡、句子卡。
四、教学设计Before class
Enjoy a song （Walking walking）
Step I. Warm up
1.Greeting
2.Sharp eyes
T: Speak the words and sentences as quickly as you can. Ready
（设计意图：复习 bedroom/living room/kitchen等房间以及句子 Where is Amy /Whose is it /It’s Zhang Peng’s.为学习本课做准备。）
Step II. Presentation
1.Lead in
（1）引入场景 Sam is at Chen Jie’s home。
T: Look! Who are they (Sam and Chen Jie.)Where are they At Sam’s home or Chen Jie’s home Guess! (学生猜)播放录音跟读 Sam is at Chen Jie’s home.
（设计意图：引导学生观察图片，培养学生从图片上获取信息的能力。）
（2）Let’s review
①a picture of Chen Jie and her dog
T: Look! Here is a picture of Chen Jie. It’s Chen Jie’s dog. The dog is a boy. His name is Fido.
（设计意图：通过复习名词性物主代词来引出 Chen Jie’s dog。）②Good to know T:As we know, Amy has a cat .She’s cute. She often sleeps on the fridge. So in the eyes of westerners, pets are members of their family. They are usually addressed as she or he.
(设计意图：结合四年级所学 Amy has a cat. She’s cute.了解西方人的宠物文化。）2、Chen Jie’s pet
（1）B Let’s try
T:Amy’s cat is cute. How about Fido Look! What’s Fido like
S:He’s small.
Can you describe Fido
He has ...He’s cute.
T：I want to play with him. Sam wants to play with him, too.(播放录音)
Sam says “I want to play with him.” But where is Fido Let’s go and see. Look! Where is Fido
Ss: He’s in the bedroom.
T:Yes.Fido often sits on the floor. What’s he doing He’s sitting. (对比 sit 和 sitting的用法并板书 sitting,复习 ng的发音)用同样的方法学习 sleeping 和 drinking 并板书。
Where is Fido Let’s listen and tick, please listen to the key words.(播放录音)What key words do you hear (living room)What’s he doing (He’s sleeping.)
（设计意图：第一遍通过引导学生观察图片，总结 Fido 所在的房间和正在做的事情，讲解 He /She is doing.第二遍通过找出关键词培养学生获取信息的能力。）（2）Questions about Fido.
T: Fido is sleeping on the sofa.(出示动态的钟表)Twenty minutes later, is he sleeping now Look here! Yes or no 学生通过看图回答(No, he isn’t.)讲解询问某人或某种动物正在做某事：Is he/she +动词 ing形式？No,he isn’t.
（设计意图：引导学生看图回答，培养学生思维能力。）
（3）B Let’s talk
①Watch and answer.
Where is Fido now
Is he drinking water
T: Fido isn’t sleeping in the living room. Where is Fido now Is he drinking water （播放录音）Let’s watch and answer, pay attention to the key words.(播放视频)Check the answers. (He’s in the kitchen.) Is he drinking water （播放录音）教读并板书该句型。核对答案,教授并板书 No, he isn’t. He’s eating.
(设计意图：通过问题引入短文，培养学生获取、分析、提取关键信息的能力; 在学生回答后听音跟读，引导学生感知 Is he...？句型，并听音正音。）
②Look and say
T: Fido is eating in the kitchen. Look! Here is a fridge. What ’ s this Guess!(Fido’s timetable.)
Look at picture1, where is Fido now (He’s in the living room.)Is he sleeping Can you answer (Yes, he is.)通过录音学习肯定回答Yes, he is.并板书。
Picture 2,who wants to ask Where is Fido now Is he... (一个学生问另一个学生回答)以此类推，询问第三张和第四张图片，并和学生核对答案。
（设计意图：通过引导学生观察冰箱上 Fido的时间表，让学生对四幅图用 Is he +动词 ing形式？询问并做回答。）
③How does Sam say
T：Sam wants to play with Fido. How does Sam say （播放录音）
S：Can I play with him now
T: Yes, if you want to play with the pet, what should you do
S：...
T: You should ask the owners and treat pet right. Clear How does Chen Jie say (Yes.)（设计意图：引导学生征得主人同意才能和宠物玩耍，而且正确对待宠物，防止宠物的攻击。）
④ Where are they going
T: Sam wants to play with Fido. Where are they going Let’s read and choose. Underline the key words.
S: To the park.
T: How do you know that
S: Can you take him to the park
T:示范 take him 怎样连读，播放录音并领读 Can you take him to the park
Chen Jie wants Sam to take Fido from her home to the park. What does Sam say？(播放录音)
S: Of course.
T:Of course means sure. Is Fido happy Listen!(播放音频)
S:Yes,he is.(设计意图：引导学生通过默读找到问题的答案，并勾画出关键词，引导学生理解 take ...to...的意思，并重点解决连读发音。)Step III. Practice
1. Listen and imitate.
T: Boys and girls, it’s time to listen and imitate. Please pay attention to your pronunciation and intonation. Take out your paper.
2. Let’s read.
T: I like your voice. Let’s read. You can choose “Read together” “Read one by one” “Read in roles” (One is Sam, one is Chen Jie.) and “Act it out”. If you need help, you can ask me. OK Let’s go! Which group read together ...
3. Role play.
T:You read well, can you play well I’m narrator, you are Sam, you are Chen Jie, others are Fido. Sam is at Chen Jie’s home. Action!
4. Challenge time
T：Good job! Let’s challenge !OK Who can (学生读单词) It’s more difficult. Boys are Sam, girls are Chen Jie. I’m Fido!
(设计意图：听音跟读培养学生语音意识，巩固新知。Challenge time 分为两层，通过由词到句，螺旋上升的练习，促进学生语言的自动化。）
Step IV. Production
1.Talk about the pet!
T: Sam takes Fido from Chen Jie’s home to the park.(贴板书)He meets Mike, Mike’s dog and other friends.（贴 Mike and his dog图片）Look! Zoom is playing.(播放录音并板书 )
Look at Wu Binbin’s pet. Is she sleeping
(No, she isn’t. She’s jumping.播放录音并板书 )
I need a partner. Look at Zip’s pet. Is she drinking water
S：Yes, she is.
T:You can ask me.
S:Look at ______pet. Is he/she_____
T:...(设计意图：整合主场景图，结合本课的主句型，对公园的宠物进行讨论，培养学生小组合作意识及能力，提高学生综合语言运用能力。）
2、Write and share
T:You talk very well, can you write well Let’s write and share. Write about whose pet, pet’s feature and pet is doing something. For example, Look at Zip’s pet. She has long tail. She is drinking water in the park. She is cute! Pay attention to your sitting position and hand-writing.展示学生书写并给予鼓励性语言评价。
Step V. Let’s enjoy
T：Boys and girls, do you like pets (Yes!) Let’s enjoy the video about pets.(播放视频)What do you want to say
S:...
T：What should we do
S:...(设计意图：观看流浪宠物视频，培养学生“保护宠物，爱护宠物”的情感。）Step VI. Summary &Homework
1. Summary
T: What have you learned today
Ss:...
2.Homework
①.Read the dialogue fluently.
②.Try to recite the dialogue.
③.Please introduce your pets to your partners.
（设计意图：巩固本课内容，并熟练运用本课所学知识。）
板书设计:
人教版 PEP小学英语五年级下册Unit 5 Whose dog is it B Let’s talk 课后反思
本课教学过程中，我能够紧紧围绕教学目标和本单元主题开展不同层次的课堂教学活动，把学习英语与用英语做事情紧密结合起来，使学生在轻松愉悦的氛围中学习语言知识，提升语言技能。
1. 恰当创设语境。语境是学习语言的有效载体。本课我注意基于学生的认知水平和生活经验创设语境，让学生在体验、合作、参与中发展综合语言运用能力。如热身环节教师借助图片情境设计 Sharp eyes小游戏，让学生快速复习单词和句型时，激发了学生的学习兴趣。在学了单词 drinking /eating/sleeping/sitting后借助课本中图片的情境问学生“Is he doing ”，引导学生用 Yes, he is./No, he isn’t.来表达，贴合学生的生活经验。
总之，逼真的语言交际情境可以激发学生用英语交流的热情，使他们更积极主动地投入到课堂活动中。
2. 合理设计板书。精湛的板书是课堂教学的缩影，是老师的微型教案，是透视课文结构的示意图，也是把握重、难点的辐射源。本课板书为课文学习创设了语境。板书左侧呈现了 Chen Jie 和 Sam 以及主句型，右侧创设了去公园的情景。板书也帮助学生建立了条理化、系统化的知识脉络，图文结合的方式为学生表达搭建了支架，使学生在表达时做到有据可循，有话可说。在今后的教学中，我会努力改掉自己在教学中的不足之处，不断完善自己的教学方法，使自己的教学方法更加全面地落实学生的学。