(共33张PPT)
Part
A
Let’s
try
&
Let's
talk
Unit
5
Whose
dog
is
it?
PEP·五年级下册
Sing
a
song
Do
you
know
these
pictures?
They
are
very
famous
in
the
world.
Where
can
we
see
them?
art
show
画展；艺术展
We
can
see
these
pictures
at
an
art
show,
too.
What
are
these?
They
are
our
pictures.
The
pictures
are
ours.
They
are
ours.
Whose
picture
is
it?
It’s
Xiao
Dong’s.
It’s
his.
Whose
picture
is
it?
It’s
Xiao
Mei’s.
It’s
hers.
Whose
picture
is
it?
It’s
my
picture.
It’s
mine.
Are
these
all
ours?
Yes,
they
are.
The
yellow
picture
is
mine.
Guess!
Whose
picture
is
it?
Is
it
____’s?
Look,
whose
______
is
it?
It’s
_____’s.
It’s
his/
hers.
ruler
Look,
whose
______
are
these?
They
are
_____’s.
They
are
his/
hers/
...
pens
Group
work
Whose...
is
it?
It’s...’s.
It’s
his/
hers.
Whose...
are
these?
They
are
...’s.
They
are
his/
hers/
...
Let’s
try
Who
is
he?
He
is
John.
Listen
and
tick.
Which
is
John’s
picture?
√
听力原文：
Chen
Jie:
Mike:
Chen
Jie:
Mike:
Chen
Jie:
Mike:
The
school
art
show
is
great.
Yes.
I
like
this
picture.
The
trees
are
beautiful.
Whose
picture
is
it?
It’s
John’s.
What
about
the
one
over
there?
I
like
the
blue
colour.
That’s
mine.
Let’s
talk
There
is
a
picture
of
Beijing.
There
is
a
picture
of
Shanghai.
Listen
and
answer
Q:
What
are
Mike
and
Chen
Jie
talking
about?
A.
Seasons
B.
Pictures
Q2:
Whose
is
the
picture
of
Beijing?
Whose
is
it?
Q1:
Which
picture
is
Chen
Jie’s?
Q3:
Whose
is
the
picture
of
Shanghai?
Whose
is
it?
Read
carefully
and
answer:
Watch
and
answer
Q2:
Whose
is
the
picture
of
Beijing?
Whose
is
it?
Q1:
Which
picture
is
Chen
Jie’s?
Q3:
Whose
is
the
picture
of
Shanghai?
Whose
is
it?
The
yellow
picture
is
Chen
Jie’s.
It’s
hers.
It’s
Zhang
Peng’s.
It’s
his.
It’s
Yifan’s.
It’s
his.
Read
and
act
The
yellow
picture
is
mine,
Are
these
all
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
Yifan’s.
Oh,
yes!
It’s
his.
一副……的画
a
picture
of
Ask
and
find
out
Whose
storybooks
are
these?
They
are
mine.
Whose
book
is
this?
It’s
Mike’s.
It’s
his.
Play
roles
Whose
...
is
this?
It’s
...
Whose
...
are
these?
They
are
...
Lost
and
find
T:
_____,
is
this
your
hat?
S:
No.
T:
Whose
is
it?
S:
It’s
_____’s.
It’s
his/
hers.
T:
Is
this
book
_____’s?
S:
No,
it’s
_____’s.
It’s
his/
hers.
Pair
work
For
example
—Whose...
is
this?
mine
=
my
+名词
—It’s...’s.
—It’s
his/hers/...
his
=
his+名词
—Whose...
are
these?
hers
=
her
+名词
—They
are...’s.
—They
are
mine/ours/...
ours
=
our
+名词
Practise
the
dialogue.
Thanks!Unit
5
Whose
dog
is
it？
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/
?/和/?k/?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第二课时:
Part
A
Let’
s
learn
&
Ask
and
write第三课时:
Part
A
Let’
s
spell第四课时:
Part
B
Let’
s
try
&
Let’
s
talk第五课时:
Part
B
Let’
s
learn
&
Do
a
survey第六课时:
Part
B
Read
and
write
&
Let’
s
check
&
Let’
s
wrap
it
up
The
first
period(第一课时)
Part
A
Let’
s
try
&
Let’
s
talk
?教学内容与目标
课时教学内容
课时教学目标
Let’s
try
?能理解Let’s
try中的听力内容，完成听力题目?能理解Let’s
talk的对话情境，初步感知核心句型和词汇
Let’
s
talk
?能够在图片和教师的帮助下理解对话大意?能够根据正确的语音、语调、意群朗读对话，并能够进行角色表演?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?能在语境中理解生词his的意思，并能正确发音
?教学重点
在情境中运用句型“Whose
is
it?
It’s
Zhang
Peng’s.”询问并回答某物属于某人。
?教学难点
正确运用名词性物主代词。
?教学准备
PPT课件?课文录音?视频等。
?教学过程
Step
1:
Warm-up
&
Lead-in
1.
Greetings.
2.
Sing
a
song—Animals,
animals
are
everywhere.
（出示课件）
3.
Lead-in.
（课件出示:一些世界名画）
T:
Boys
and
girls,
do
you
know
these
pictures?
Ss:
Yes.
/No.
T:
They
are
very
famous
in
the
world.
Where
can
we
see
them?
Ss:
On
TV.
/In
the
museum.
T:
Great
answers!
We
can
see
these
pictures
at
an
art
show,
too.
Teach
the
phrase
“art
show”.
Step
2:
Presentation
1.
Learn
“ours,
his,
hers,
mine”.
T:
Our
school
art
show
is
also
great.
Let’s
have
a
look.
(课件出示：学生绘画作品)
T:
What
are
these?
Ss:
They
are
our
pictures.
T:
Yes,
the
pictures
are
ours.
They
are
ours.
Students
read
“ours”
after
the
teacher.
(Write
down
“ours”
on
the
blackboard.)
T:
(Show
a
boy’s
picture.)
Whose
picture
is
it?
Is
it
S1’s?
Ss:
No.
T:
Is
it
S2's?
Ss:
Yes.
T:
Oh,
it’s
S2’s.
It’s
his.
Students
read
“his”
after
the
teacher.
(Write
down
“his”
on
the
blackboard.)
T:
(Show
a
girl’s
picture.)
Whose
picture
is
it?
Is
it
S3’s?
Ss:
No.
T:
Is
it
S4’s?
Ss:
Yes.
T:
Oh,
it’s
S4’s.
It’s
hers.
Students
read
“hers”
after
the
teacher.
(Write
down
“hers”
on
the
blackboard.)
T:
(Show
the
teacher’s
self-portrait.)
Whose
picture
is
it?
Is
it
Miss
White’s?
Ss:
No.
T:
Whose
picture
is
it?
Ss:
It’s
your
picture.
T:
You
are
great!
It’s
my
picture.
It’s
mine.
Students
read
“mine”
after
the
teacher.
(Write
down
“mine”
on
the
blackboard.)
2.
Learn
“Are
these
all
ours?
The
yellow
picture
is
mine.”
(课件再次出示学生绘画作品)
T:
(Point
at
the
pictures
on
the
PPT.)
Are
these
all
ours?
Ss:
Yes,
they
are.
Students
read
the
sentences
“Are
these
all
ours?”
“Yes,
they
are.”
after
the
teacher.
T:
Now,
I
want
to
show
you
a
picture.
（课件出示:教师画的黄色向日葵）
Guess!
Whose
picture
is
it?
You
can
guess
like
this:
Is
it
S5’s?
Ss:
Is
it
S5’s?
T:
No,
it’s
mine!
The
yellow
picture
is
mine.
Students
read
the
sentence
“The
yellow
picture
is
mine.”
after
the
teacher.
3.
Learn
“Whose
book
is
this?
It’s
Mike’s.
Whose
storybooks
are
these?
They
are
mine.”
The
teacher
gathers
the
things
of
some
students:
a
ruler,
a
book,
a
pencil-case,
two
pens.
T:
(Show
the
ruler.)
Look!
Whose
ruler
is
it?
You
can
answer
like
this:
It’s
S6’s.
It’s
his/hers.
(Show
two
pens.)
Look!
Whose
pens
are
these?
You
can
answer
like
this:
They
are
S7’s.
They
are
his/hers/…
The
teacher
shows
the
stationery
one
by
one.
Students
ask
and
answer
with
the
sentence
patterns
“Whose…is
it?
It’s…’s.
It’s
his/hers.
Whose…are
these?
They
are…’s.
They
are
his/hers/…”
Write
down
the
sentence
patterns
on
the
blackboard.
4.
Learn
“Let’
s
try”.
(课件出示:John
头像)
T:
Who
is
he?
Ss:
He
is
John.
(课件出示:Let’s
try
图片)
T:
John’s
school
has
an
art
show,
too.
Which
is
John’s
picture?
Let’s
listen
and
tick.
Check
the
answer.
(出示课件)
5.
Learn
“Let’
s
talk”.
（1）Learn
“There
is
a
picture
of
Beijing/Shanghai.”
（课件出示：一张北京图片）
T:
Look!
There
is
a
picture,
where
is
it?
Ss:
Beijing.
T:
Yes.
We
can
say
“There
is
a
picture
of
Beijing.”
Students
read
the
sentence
after
the
teacher.
（课件出示：一张上海图片）
T:
How
about
this
one?
T
&
Ss:
There
is
a
picture
of
Shanghai.
(2)Play
the
recording
of
“Let’s
talk”.
Let
students
listen
and
answer
the
question:
Q:
What
are
Mike
and
Chen
Jie
talking
about?
Students
listen
to
the
text
carefully
and
answer
the
question.
Ss:
Pictures.
(3)Read
carefully.
The
teacher
plays
the
cartoon.
Let
students
watch
and
answer
the
questions:
Q1:
Which
picture
is
Chen
Jie’s?
Q2:
Whose
is
the
picture
of
Beijing?
Whose
is
it？
Q3:
Whose
is
the
picture
of
Shanghai?
Whose
is
it？
Students
read
the
text
carefully
and
answer
the
questions.
Check
the
answers.
（出示课件）
Step
3:
Practice
1.
Read
and
act.
（1）Students
read
after
the
recording
of
“Let’s
talk”.
Pay
attention
to
the
pronunciation
and
the
intonation.
（2）Students
practise
the
dialogue
in
groups.
（3）Act
out.
2.
Pair
work.
（1）Ask
and
find
out.
（课件出示：Ask
and
find
out对话及图片）
Two
students
are
in
a
pair.
Prepare
some
stationery.
One
asks
and
the
other
answers.
Make
a
model:
A:
Whose…is
this?
B:
It’s…
A:
Whose…are
these?
B:
They
are…
(2)Show
time.
Step
4:
Consolidation
&
Extension
1.
Make
new
dialogues.
(课件出示：失物招领处图片)
Take
away
some
things
from
students.
Suppose
these
things
are
at
the
“Lost
and
Found”.
T:
After
visiting
the
art
show,
some
students
left
some
things.
What
are
they?
Let’s
have
a
look.
(课件出示：一顶帽子、一本书、一个书包和一把伞)
Can
you
help
them
find
the
owners?
Four
students
are
in
a
group
and
make
new
dialogues.
2.
Make
a
model.
T:
S1,
is
this
your
hat?
S1:
No.
T:
Whose
is
it?
S1:
It’s
___________’s.
It’s
his/hers.
T:
Is
this
book_________________’s?
S1:
No,
it’s
______________’s.
It’s
his/hers.
3.
Show
time.
?板书设计
?作业设计
Practice
the
dialogue.
?教学反思
1.整个教学设计流程清晰，由易到难，层层递进，很好地达成了课程教学目标。
2.利用优质的网络资源，生动形象的图片、视频及课件来辅助教学，迅速吸引了学生的注意力。
3.本课的新知识点较多，教师要开动脑筋，多思考，开展丰富多样的活动，让学生始终兴趣盎然。
?Teaching
Contents
&
Teaching
Aims
Let’s
try
?Understand
the
listening
material
of
“Let’s
try”.
?Finish
the
task
of
the
listening.
Let’s
talk
?Understand
the
main
idea
of
the
dialogue
with
the
help
of
pictures
and
the
teacher.
?Read
the
dialogue
correctly
and
act
it
out.
?Use
the
sentence
structures
correctly.
?Be
able
to
understand
and
pronounce
“his”
correctly.
?Teaching
Priorities
?Be
able
to
use
the
sentence
pattern
“Whose…is
it?
It’s…’s.”
correctly.
?Teaching
Difficulties
?Understand
and
use
the
nominal
possessive
pronouns
correctly.
?Teaching
Procedures
Teaching
purpose
以观看世界名画吸引学生注意力，引出话题“art
show”。在对话教学开展前，扫清大部分语言障碍，为下一步学习做好准备。
Teaching
purpose
呈现完整对话，让学生带着问题来整体感知对话文本，提升学生的听力能力和文本理解能力。
Teaching
purpose
此板块为听力活动，培养学生的听力策略。与Let’s
talk
紧密相关，为对话教学作铺垫。
Teaching
purpose
教师通过播放视频引导学生关注文本细节，加深学生对于文本的理解。
Teaching
purpose
通过对话，学生可以了解不同国家的学校作息时间不同，感受东西方文化的差异，同时进一步在情境中操练对话。
Teaching
purpose
教师播放录音，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，并能在小组中进行角色表演。
Teaching
purpose
创造较真实的语言情境，学生结合自己的文具，就核心句型进行操练。
Teaching
purpose
通过创设自然真实的情境，让学生在情境中合理运用所学知识谈论物品是属于谁的，培养学生的综合语言运用能力。
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