五年级下册英语说课稿-Unit 5 Whose dog is it Part A说课稿-人教PEP

Unit5 Whose dog is it? Part A 说课稿
一、说教材
教材内容是人教社出版的PEP新教材五年级下册Unit 5Whose dog is it？Part A部分,本节课的课型是词汇和会话的整合课。

这部分的内容是新教材新编排的内容。

新版《课程标准》告诉我们“现代外语教育注重语言学习的过程，强调语言学习的实践性，主张学生在语境中接触、体验和理解真实语言，并在此基础上学习和运用语言。

”
本节课出现的形容词性物主代词在以前有学到过my, your, our, his, her，但没有这么系统地整理出来，总结出来。

而新教材这样编排，肯定是值得研究的。

这一课时围绕Whose dog is it？这一话题展开，通过对话与交流，学习六个名词性的物主代词mine/ yours/ hers/ his/ ours/ theirs，懂得以前学过的形容词性的物主代词后面是要加名词的，而这六个名词性的物主代词不需要，他本身已经代替了这个名词。

其次是巩固和运用三组句型：陈述句It’s my dog，The dog is mine. 特殊疑问句及回答Whose dog is it？It is mine/ yours/ hers/ his/ ours/ theirs. 一般疑问句及回答Are these all ours? Yes，they are./No, they aren’t. 学会在真实的生活和学习的情景中运用，表达真实的意义。

二、结合学情说目标
1. 教学目标：
五年级的学生已经接触学习英语两年，已经学会形容词性物主代词my/your/her/his/our/their,名词性的物主代词是今天要学的内容，所以根据学生的学习情况，我制定了如下教学目标：
（1）知识目标：
能够学会并运用六个物主代词，能够使用句型It’s my dog，The dog is mine. Whose dog is it？It is mine/ yours/ hers/ his/ ours/ theirs. 询问Are these all ours? Yes，they are./No, they aren’t.对自己和他人的东西进行介绍，询问调查。

（2）能力目标：培养学生知识迁移的能力，能联系实际谈论并分清自己和别人的东西。

（3）情感目标：在创设的情景中培养学生关心他人，乐于助人的精神。

在新编教材这一单元第一课时，我们要学习六个名词性物主代词mine/ yours/ hers/ his/ ours/ theirs，要理解并运用这些物主代词就是一个重点，而会灵活运用句型进行交流就是本节课的难点。

三、立足发展说教法
小学英语教学，应根据小学生的心理、性格、情感特点，创设学生感兴趣的真实情景，让学生既轻松又高效的进行学习。

我采用情景教学法导入新课，然后采用任务型教学法，设计了一个谜语让学生猜。

然后又进行了一个真实的对话活动，使学生在师生、生生之间的多向交流中进行真实的运用，让学生在做中学，用中学。

课中，我将学生分为六个小组，把小组评价与本单元的话题情景有机的结合起来。

学生积极的发言，比赛看哪组表现得最好，并给予小组加分鼓励。

有效的评价能够激励学生学英语的兴趣，树立学生学英语的自信心。

一切活动都以学生为本，逐步深入，达到生本课堂的目标。

四、培养能力说学法在学习方法上，应抓住学生的兴趣所在，主要使用对比法学习单词。

学习和运用句型则运用创设情境法，任务型活动法和小组合作学习法，学生在真实的情景中学以致用，在自己喜欢的任务中灵活运用语言。

五、情景互动说过程
本节课有一条主线：dog show----our show-----our talk show，通过观察zoom 和zip他们的dog show，感知了解，输入语言。

然后通过穿件我们自己的our show，模仿运用，内化语言。

接着通过学习Chen Jie 和Mike谈论他们的picture show，我们也来谈论我们的show，这样巩固交流，输出语言。

继而实现从学到用。

（一）热身(Warm-up)
1. Greeting.打招呼拉近与学生之间的距离。

2 .Guess a riddle.
（二）新课呈现(Presentation)
1.创设情境导入学习6个单词。

老师运用实物创设情景，引导学生用已学的
知识进行对话。

I like reading books, Do you like books? Do you have books? Show me your book, let’s see! Whose book is it? 引导学生学习并回答，把学生提到的物主代词板书到黑板上。

再引导学生自主预习：这些词组我们可以用什么词代替，变得更简洁？
2.分两个层次由易到难地展开学习，小组问答、男女生问答、二人问题和锁链式问答等。

让学生通过问答，巩固句型，为下一步任务型教学活动做好准备。

设计理念：我们采取小组合作的学习方式，在学生中进行真实的物品展示。

评价时以小组为单位进行，意在促进小组成员中形成互帮互学，共同提高的目的。

充分发挥优化组合的整体功能，培养学生的团结精神。

（三）巩固操练(Practice)
老师参与到小组展示中去，好奇的开始询问物品的主人是谁？导入学习句型Whose ..is it?？It’s my The..is mine.
设计理念：设疑引出重点句型，学习问答之后导入听录音想答案，再听填空理解内容，之后跟读学习，多种形式朗读达到创编对话的目的。

分层学习，逐步推进，降低难度，学生容易掌握。

（四）总结评价（Summary）
总结了本节课的内容，系统的归纳了两组代词，梳理了知识。

相信学生们的印象会更加深刻。

译林版《英语》（五年级下册）
Project 1 Around our city
Teaching aims and learning objectives 教学目标
知识目标:
1.学生能够用Where’s ..?…is /It’s on …Road, near/next to …
I live in …Street/Road, near/next to…等句型向他人熟练的介绍南京生活配套设施和景点的地理位置。

2.学生能够运用How do I/we get to …? 及回答：Go along/down this street. Turn left/ right at the traffic lights. Get on/ off …at …Station. You can see the …on the left/ right. Cross the …You’ll pass …等句型向他人指路。

3.学生能够通过视频和相关阅读材料，向他人介绍南京景点。

能力目标：
1. 学生能够通过课前的信息搜索，课堂的组内交流，了解南京生活配套设施和景点的地理位置，并能够向他人描述。

2.学生能够通过课前的信息搜索和课堂上提供的视频和文字材料，更好的了解南京的生活设施和景点，并能够设计出相应的旅游攻略。

情感目标：能够在活动中更好的了解南京，感受南京的美，更加热爱自己的家乡，乐于向他人介绍美丽南京。

Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重难点：学生能够通过课前的信息搜索，课堂的组内交流，了解南京生活配套设施和景点的地理位置，并能够向
他人描述。

学生能够通过课前的信息搜索和课堂上提供的视频和文字材料，更好的了解南京的生活设施和景点，并能够设计出相
应的旅游攻略。

能够在活动中更好的了解南京，感受南京的美，更加热爱自己的
家乡，乐于向他人介绍美丽南京。

Teaching procedures 教学过程
Step 1 Warming up
Knowing about me
T: Good morning, boys and girls.
Ss: Good morning!
T: I’m your new English teacher, Winnie. I’m from Kaopen g Primary School. Do you know Kaopeng Primary School? It’s not far from your school. Do you want to know more about me? Can you ask some questions with these words? What can you ask? You may talk in your groups.(出现疑问词，学生对老师进行提问并交流)
1.Where
S1: Where do you live?
T: I live on Yingtian Street, near Zhonghuamen Station.
2. How
How do you come to school? I come to school by bike.
3.What(由对老师兴趣爱好I like singing.的提问，引导学生
齐唱Where do you live?)What do you like doing? I like watching English films and singing English songs. （Where, where, where do you live? I live on Yingtian Street. How do you come to school? By bike, by bike.）
T: Can you sing with me?
4.Who引导出Mike
Who is your friend? I think you are all my friend.
Step 2 Lead-in通过介绍书中的老朋友，引出Mike作为交换生来到夫子庙小学
T: Now you know a lot about me. I hope we could be good friends.
Look, who’s he? Mike. I think he is also our friend.(出示Mike头像)
Look, he sends me an audio message. Let’s listen. (播放微信语音)
I will come to Nanjing next week. I am so happy. Because I will go to your school. I like Confucius Temple. It is an old and interesting place. I know Nanjing is big city. There are a lot delicious food there. I’d like to visit around Nanjing.
Mike will come to our school. Is it a good news? Are you happy to see Mike?
Step 3 Presentation
Knowing about the city
1.揭题。

T: He will come to Nanjing. Where does he want to go?
Ss: …(通过引导学生理解微信的内容来猜测Mike想去的地方)
T: He likes old and interesting things. Where does he want to go?
He likes delicious food. Where does he want to go?
T: Mike says he wants to visit around Nanjing. Can you show him around our city? So today our topic is: around our city. (揭题)
2.Read and guess
T: Around our city, there are so many places. Where does he want to go?
Maybe we can find the answers in this game.
Read and guess. Who wants to join me?(选3位同学到讲台前) Now we are a group. First we choose a card.(点击橙色卡片) We four, everyone reads one sentence , OK? I read first.
S1: 读第二句S2：读第三句T：Which place is it?
S3: Olympic Centre
Is he right?
What about the red, blue and green one? Can you work in groups and try to guess like this?
Nanjing Library：It is a very big place. People can borrow or read books there. It’s on Zhongshan East Road. You can take bus or metro to get there.
Nanjing Museum: It is a very big place. A lot of people visit there everyday. There are a lot of old and interesting things in it. It’s on Zhongshan East Road, near Zhongshan Gate.
It’s far from our school. So we can go there by bus or by metro.
Aqua City: It’s a big shopping mall. It’s not far from our school. We can watch films and have a big dinner there.
THe BHG supermarket is in it. And there’s a bookshop in it.
Olympic Centre
.
3.Talk and mark 小组活动：在地图上找到另外三个地点，小组
成员每人说一个地点的位置并画上五角星。

T: Bingo! You know the places now. They are…(引导学生说一下这四个地点的名称。

) Do you know where they are?
T: Look at the map.（显示地图边上的四个地点）
Let’s find the places on the map.
(Give a model.走到一个小组跟前)
T: Can you find Nanjing Library?
S1: Yes. It’s here.
T: Where is it? (板书)
S1:It’s on…Road/ Street.
It’s near/next to…
T: Let’s mark it.
T: Now there are three other places. Please find them on your map and talk where they are. Then mark them on your map.
4.Show and tell
T: Boys and girls, now, you know where the places are.
And you can find them on the map. Big hands for yourself.
Can we show Mike around our city now?
Yes.----- How?
No.------So we need to know how to go to these places.
How do we get to Nanjing Library? We are here, at school.
Maybe we can go there by bike. Can you show me the way? (指地图上夫子庙小学)?
S: Go along…and turn…a t…light/Street. Then,… is on your…
（出示百度地图）
If you want to go there by bus or by metro, you can use this map.
Can you show me the way?
S1: I take… to go to…
I get on…and get off…
Then I…
T: How do we get there by metro?
Ss:…
T: It’s time to show and tell. Work in four and t alk about the way to the other three places on your map.
巡视，并两到三组展示
T: Now let’s play a game. Best Road Guide. Let’s see who can show the way very well. (给大图选好四个地点)
OK. I need one people from each group, come to the front. After I show you the question, you try to get the microphone. The quickest student answers. The quickest and the most wins.
How do get to…?
Ready？Go!
Step 4 Development
Travel around our city
1.Watch a film
T: OK. You know Nanjing very well. (出示一点照片)We have… Are they beautiful? This is our hometown. Do you love it? Let’s enjoy a video.
2.Act
T: (出人像)Boys and girls, look, Mike come to our school.
T: Look, I’m Mike now. (戴头饰，走到一组跟前)
Who wants to help me?(任意挑三个人上台)
Now，we are a group.
T: I want to . Where can I go?
S1: You can go to Xuanwu Park.
T: Where is it?
S2: It’s on Zhongyang Road.
T: How do I get there?
S3: You can go there …First,… Next,… Then,…
Now you can choose a people you like and act in your groups.
根据时间的长短请两到三组展示
I really appreciate to have this class with you. Today you know about me. You know about the city. You know how to show the way . You did a great job. Thank you ! Hope see you soon.
Step5 Homework
利用假期游览南京市的景点，试着写一篇小短文“Around our city”
英语(四年级下册)
Unit 3 My day
Fun time & Song time
Teaching contents 教学内容
Fun time & Song time
Teaching aims and learning objectives 教学目标
1. 能听懂、会读、会说、会写：have lunch, play football, have dinner, go to bed, at night。

2. 能听懂、会读、会说日常用语：When do you ...? I ... at …
3. 能正确灵活地运用日常活动的短语说句子。

4. 会唱歌曲When do you get up。

Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：1. 句型及短语的灵活运用。

2. 歌曲的演唱。

教学难点：句型及短语的灵活运用。

Teaching procedures 教学过程
Step 1 Free talk & Revision
Game time
T: Hello, boys and girls. Do you like playing games?
S: Yes.
T: Let’s play a game, magic eyes. Please say the numbers you saw quickly. OK?
S: OK.
T: Ready? Go!
S: (play the game) (学生快速说出气球上的数字)
【设计意图：通过游戏营造轻松愉悦的课堂气氛，紧扣单元话题复习数词，为后
面的教学做铺垫。

】
T: Wow. Boys and girls, you did a very good job. Let’s go on playing. Tell the time you saw quickly. OK?
S: OK.
T: Ready? Go!
(学生用英语说钟面时间。

)
(The teacher asks the students to review Story time.)
T: Nice! You can tell the time by yourselves. And, look! Who is the boy?
S: Mike.
T: Last less on we learned something about Mike’s day. Can you find the activities of Mike’s day in a time sequence?
S: Yes.
(学生按时间顺序说出日常活动的短语。

)
Step 2 Draw and write (Fun time)
T: Good. You knew Mike’s day very well. Today, let’s say something about your day. OK?
S: OK!
T: Hello, … When do you … in the morning?
S1: I … at …
T: Hello, … When do you … in the afternoon?
S2: I … at …
T: Hello, … When do you … in the evening?
S3: I … at …
(教师做示范，请学生互动问答)
T: Boys and girls, can you ask and answer like this?
S: Yes.
T: Please draw and write the time at Page 20, then ask and answer in groups. (PPT列出具体活动要求：
1. 试着画一画钟，将自己一天的活动时间画出来，比比谁的速度最快。

2. 然后用When do you …?来提问。

四人一组，轮流向其他同学提问。

)
(请几组同学问答展示)
【设计意图：小组合作，完成Fun time的画一画、写一写、说一说，有利于学生之间互助学习，共同进步。

】
Step 3 Song time
T: Your days are g reat and reasonable. What about Peter’s day? Listen to the song and try to choose the right time.
(学生听歌，选择正确的时间)
T: Let’s chant.
(教师有节奏的带读歌词)
T: Let’s sing.
(教师教唱歌曲)
【设计意图：通过听歌选择正确时间，跟着节奏念歌词，跟着老师唱一唱，这几个循序渐进的环节教学歌曲，让学生自然而然地学会演唱歌曲。

】
Step 4 Consolidation
T: You sang the song well. Can you change the lyrics?
S: Yes.
(引导学生用Peter的其它日常活动及时间替换歌词，唱一唱)
T: Please try to sing it in groups of four. (学生小组准备)
T: OK. Boys and girls, which group wants to have a try? (学生换词表演唱)
T: Excellent! Now, why don’t we sing our own days?
(让学生唱一唱自己的一天，并请出几位同学演唱)
【设计意图：帮助学生拓宽思路，替换歌词增加趣味性，同时可以锻炼学生对语言知识的灵活运用能力。

】
Homework 家庭作业
1. Introduce your day to your parents and friends.
向你的父母朋友介绍你的一天。

2. Sing the song When do you get up fluently.
把歌曲唱熟。

3. Make a new song about your friend.
编唱一首关于你朋友的新歌。

Teaching aids 教学准备（含板书设计）
教学准备：多媒体课件
板书设计：
Unit 3 My day
When do you …?
I … at ...
说课
在本节课的导入环节，以数字—时间相关游戏活跃课堂气氛，唤起学生与本课学习内容相关的旧知，再自然过渡到课文的复习，梳理时间和日常活动相关的短语。

由课本人物一天的作息引至学生自己的日常作息。

教师示范活动所需要用的句型，同时带领学生再一次巩固句型的使用。

小组合作，完成Fun time的画一画、写一写、说一说，有利于学生之间互助学习，共同进步。

在歌曲板块的学习过程中，依然借助“谈论作息”这一情境，从学生引至Peter。

通过听歌选择正确时间，跟着节奏念歌词，跟着老师唱一唱，这几个循序渐进的环节教学歌曲。

让学生自然而然的学会歌曲的演唱。

巩固环节，设计了“替换歌词，唱一唱”这一活动。

先替换Peter，再替换自己，自由度和难度逐渐加大。

这一设计综合运用了本课的语言知识，训练了学生综合运用语言的能力，并重点解决本课的教学难点。

这一环节的教学过程中，教师要给予学生充分的时间和及时的指导。