【课堂跟踪】Unit 5Whose dog is it A Let’s try & talk 教案

课时教学设计
课题
Whose dog is it? A Let’s try & talk
课型
新授课
授课时间
教学
目标
学生能够听、说、认读句型： Whose… is his? It’s...’s/mine/his/hers….Whose … are these? They are...’s./mine/his/hers. 等询问他人和表达物品归属的交际用语。
学生能够正确听说认读词汇mine， his，ours等。
学生能够在情景中运用所学语言进行真实交流和运用。
培养学生学习英语的兴趣和树立学好英语的信心。
重点难点
1.重点
（1）学生能够在实际语境中运用句型。
（2）学生能够在教师和图片的帮助下理解对话大意。
（3）学生能够用正确的语音、语调朗读对话。
2.难点
学生能够大胆创编和表演有关物品归属的问答小对话。
关键
实际运用
课前
准备
多媒体课件、照片等
教学 活 动 过程 设 计
教学环节
活动预设
方法意图
二次备课
Step 1 Warm up
1. Greeting
T: Good morning, boys and girls.
T: How are you today?
T: I’m fine, too.
Do you like listening to music? Now let’s enjoy a song together. If you can sing, follow the tape please.
（教师播放歌曲My weekend
Step 2 Lead in
Let’s try
T: Look at the three pictures. They are pictures of the school art show. Mike and Chen Jie are talking about them.
Which is John’s picture? Let’s listen and tick.
T: Mike’s picture is blue. The blue one is his.
Step 3 Presentation
1. Learn “Whose is it? It’s...”
（1）T: Look. I have many baby photos. Can you guess whose they are?
T: Look at the first photo. Whose is it? （板书句子。）
T: No, it isn’t.
T: Yes, it is. It’s his/hers. ...（板书Yes, it’s his/hers.）
(2) T: Look at the last picture. Whose is it?

T: No, it isn’t.
..
T: It’s mine.
2. Learn “The picture is mine. Are these all ours?”
(1) T: Look! The picture is mine. Which picture is yours?
(2) T: These pictures are all ours.（教师指着屏幕照片说，然后用肢体语言帮助学生理解句子。）
(3) T: Look at the pictures. Are these all ours?（板书句子，理解句子，带读句子。）

3. Learn the text
(1) 课件呈现教学插图。
T: Chen Jie and Mike are at the art show and talking about the pictures. Whose pictures are these? Let’s learn the text.
(2)T:Can you answer Whose is the picture of Beijing?
Whose is the picture of Shanghai?
Which picture is Chen Jie’s?
Step 4 Practice
Ask and find out

桌子上摆放一些学习物品或衣物等，两人一组进行问答练习。
Step 5 Summary
T: What did you learn about this lesson?
T: 学习了询问和回答某物属于某人的句型：
Whose …is this? It’s...’s.
Ss: Good morning, Ms/Miss....
Ss: I’m fine, thank you. And you?
a.
Listen to the tape and choose the right picture.
b. 呈现听力文本，学生朗读。
（教师呈现班里三到四名学生的宝宝照图片。）
（引导学生回答。）
S1: I think it’s ...’s.
S2: I think it’s ...’s.
S1: I think it’s ...’s.
(学生猜不出，教师引导学生大声问老师Whose is it? .)
Ss: Whose is it?
(3)教学板书句子，理解句子，带读句子
S1: The ... picture is mine.（引导照片的主人说句子。板书句子，理解句子。）
课件呈现Let’s try 中Mike和John的图片。
Ss: No, they aren’t. That picture of the sea is Mike’s. The picture of the trees is John’s.
Ss read the text and discuss the questions in a group.
(3)Listen to the tape and follow the tape.
(4)两人一组分角色朗读课文。指几个组朗读，教师评价。
Whose book/... is this?
It’s...’s.
It’s/his/hers.
It’s mine.
Whose storybooks are these?
They are...’s.
They’re his/hers.
They are mine.
学生自由说，教师总结。
歌曲的运用提高学生的兴趣，使学生尽快融入到课堂中。
听力的练习，使学生初步感知本课核心句型，为学习正式的对话做好铺垫。
通过猜一猜身边同学的照片，极大的吸引力学生兴趣，让学生在愉快的氛围中学会了知识。
用自己的照片引出所学的句子，很能吸引学生的兴趣。
通过自读、跟读、模仿朗读，层层递进，给学生练习的时间。
创设情境，帮助学生巩固和运用核心句型。
帮助学生整理和归纳知识点，便于学生的理解和记忆。
作业
设计
听录音并背诵课文。
完成相应的练习题。
板书
设计
Unit 5 Whose dog is it?

Whose… is his? It’s...’s/mine/his/hers….
Whose … are these? They are...’s./mine/his/hers.
教学反思