2018-2019年英语人教PEP版小学五年级下册Unit 5 Whose dog is it Part A优质课教案1
人教版PEP五年级英语下册第五单元Unit 5 Whose dog is it课件
Whose dogs are they?
Whose dog is this?
his
It’s Mike’s dog.
It’s his dog.
The dog is his.
Whose dog is this? hers
It’s Chen Jie’s dog.
It’s her dog.
The dog is hers.
Unit 5 Whose dog is it? PartB
Warm-up
Let’s sing a song.
I say. You do.
Presentation
单词新朋友
climb—climbing （正在）攀登 eat—eating（正在）吃 play—playing（正在）玩耍 jump—jumping（正在）跳 drink—drinking（正在）喝（水） sleep—sleeping（正在）睡觉 excited 兴奋的；激动的 like像……一样
选择合适的答案。
2.Give__C__ a toy,please. A.Him B.his C.him 3.These books are__B___. A.your B.yours C.you
用所给单词适当形式填空。
1. There is a letter for _h_e_r_(her) mother. 2. –Whose pens are these?
Let’s play a game.
What is lost?
Presentation
单词新朋友
mine我的 yours 你的 his他的 hers 她的 ours我们的 theirs他们的；她们的；它们的
句子新朋友
人教版PEP五年级英语下册第五单元Unit-5-Whose-dog-is-itppt课件
That’s cute. They’re copying us!
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Practice
Questions.
1.What animals do Zip and Zoom see?
Th___e_y_see____a__ti_ger___a__n_d_two____m__onkeys .
2.WIth’satr’sunthneintiggefar sdot.ing?
_
_
_
_
_
_
___Fra bibliotek__
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
3.AYreesth, ethmeoynakereys. copying Zip and Zoom？
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Test
选择合适的答案。
1 .I usually go _ _ in summer. A.swim B.swimming C.swims
9
ours
Whose dog is this?
It’s our dog. The dog is ours.
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theirs
Whose dog is this? It’s their dog. The dog is theirs.
11
mine
Whose dog is this?
It’s my dog. The dog is mine.
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选择合适的答案。
2. Kate is __B__.
人教版PEP五年级下册Unit 5 Whose dog is it A等
Wu Yifan:Yes, it's _m_i_n_e__. Thank you.
3. Whose pen is it? It’s ＿B＿.
It’s his dog.
The dog is his.
他的
It is her dog.
The dog is hers.
她的
It is their dog.
The dog is theirs. 他们的 It is our dog.
The dog is ours.
我们的
It is my dog.
The dog is mine.
我的
Yes！It’s your dog.
Look! That ’s my dog!
The dog is yours.
你（们）的
It’s Mike’s dog. It’s his dog. The dog is his.
It’s Chen Jie’s dog. It’s her dog. The dog is hers.
A. her B. hers C. she
4. This room is ours, and that one is ＿C＿.
A. they B. them
C. theirs
5. She is a student , ＿B＿ name is Han Mei.
A. its B. her C. hers
go for a walk
I often go for a walk with Zhang Peng on Sundays!
人教版PEP五年级下册Unit 5 Whose dog is it A let's learn课件等
Whose picture Are these?
They are Class one Grade five’s. They are theirs.
Whose dog is it?
It’s Mike’s. It’s his dog. The dog is his.
Oliver’s
Zoom’s
It’s __m_i_n_e_.
the school art show
Oliver’s
It’s mine.
Zoom’s
Whose picture is it?
It’s John’s. It’s his.
Whose picture is it?
It’s Mike’s. It’s his.
Look, say and complete
• Amy
It's her book.
• John
The book is hers. It's his book. The book is his.
• John and Amy
It's their book. The book is theirs.
• (your name) • (you and your
Cats and monkeys and elephants, A dog, a rabbit, a bear. Some are eating, some are sleeping, Animals are everywhere!
School Art Show
the school art show A: Whose picture is it? B: It’s _____’s.
人教PEP版五年级英语下册Unit 5 Whose dog is it Part B Let’s learn
Is the teacher drinking?
No, she is teaching.
Look, say and write. This is one of my friends. It’s Sunday. It’s 8:00.She’s eating breakfast. It’s 10:00. She’s climbing a mountain. It’s 12:30. She is listening to music. It’s 14:00. She is playing with her daughter. It’s 22:30. She is sleeping. She’s happy on Sunday.
Answer the question: T: What is Fido doing in the kitchen? S: He’s eating. T: Yes. He’s eating. He’s not drinking.
eating drinking
What are the animals doing?
Can you talk about your friend or your family member’s Sunday?
Have a try: Tahose dog is it? Part B Let’s learn
Role-play and answer
Sam: Where is Fido now? Chen Jie: He’s in the_______. Sam: Is he _______? Chen Jie: No, he isn’t. He’s _______. Sam: Can I play with him now? Chen Jie: Yes. Can you take him to the _______? Sam: Of course. Fido, come here. Fido: Woof, woof!
人教PEP版五年级英语下册Unit5Whosedogisit第1课时
Homework
Make up a conversation about your belongings.
these all ours ?
Mick: It’s Zhang Peng’s.
Chen Jie: 这黄色的照片是我的。这些 Mick:是我们的吗？
Chen Jie: Look! There is a picture of
Mick: Yes, they are.
Shanghai , too.
Mick: 是的，它们全都是。
Chen Jie: 看！这还有一张上海的照片。
Chen Jie: Wow! That picture is of Beijing Mick: It’s Yifan’s.
is beautiful . Whose is it ?
Mick: 它是Yifan的照片。
= My bag is yellow, hers is red, his is blue and yours is pink.
小练习：这个包是我的。那个是你的。 This bag is __m_i_n_e__. That is __y_o_u_r_s _.
Dialogue
Chen Jie: The yellow picture is mime. Are
Chen Jie: Wow! That picture is of Beijing is beautiful . _________D___
Mick: It’s Zhang Peng’s. Chen Jie: Look! ____________A_____ Mick: It’s Yifan’s. Chen Jie: Oh, yes !______C___
The yellow picture is mine. 这张黄色的照片是我的。
人教版小学英语五年级下册《Unit5 Whose dog 》
Unit5 Whose dog is it?Part A Let’s try and let’s talkThe teaching aims:1.The aim of knowledge:Students can listen, speak, read and write the important sentences: The yellow picture is mine. Whose is it? It’s Zhang Peng’s. It’s his.2.The aim of abilities:Students can use these important sentences to communicate with others freely.3.The aim of emotion:Students can be happy in English class.The key points and difficult points:1.The key points:Students can listen, speak, read and write the important sentences: The yellow picture is mine. Whose is it? It’s Zhang Peng’s. It’s his. Students can use these important sentences to communicate with others freely.2.The difficult points:Students can listen, read and understand the words and phrases: all, beautiful, picture of Beijing, picture of Shanghai.The teaching methods:PPT, communicative English teaching method and so on.The teaching steps:Step1: Warming upGreeting to the students.Listen to the song of this unit: Animals, animals are everywhere.The purpose of this is to attract the students’attention to the class quickly.Step2: RevisionReview the words about the adjective possessive pronouns and nominal possessive pronouns that have learned last lesson.Firstly show these words to the students and they say out them loudly. Secondly show the pictures that drawn by students(School Art Show) and ask students: “ Whose picture is it? ” And guide them to answer: “ It’s .... It’s his/hers. ”Then show the pictures to students and ask: “ Which is ...picture? ”The purpose of this is to review the adjective possessive pronouns and nominal possessive pronouns and prepare for next step---Let’s try.Step3: PresentationLet’s tryAt first show the picture of this part and let students guess “which is John’s picture? ”Then let students listen to the tape and tick the right answer.Later listen again and the teacher checks the answer with them.Let’s talkShow the pictures of this part and ask some questions to the students:1. Who are they in the pictures?2. How many pictures can you see?3. Guess which picture is Chen Jie's?4. Guess are these pictures all theirs?The students answer them according to the pictures.The purpose of this is to make students understand the dialogue easier. Learn the phrase “ picture of Beijing and picture of Shanghai ” according to show the picture of dog and picture of monkey.Listen to the dialogue and answer the questions:1.Whose picture of Beijing is it?2.Whose picture of Shanghai is it?Students find out the answers by themselves according to the dialogue. The purpose of this is to practice the students’ ability of reading.Listen to the tape and read after it. At the same time the teacher asks the students to pa attention to the pronunciation and tone of each sentence. Then students read the dialogue together. Later read it in roles.The purpose of this is to practice the ability of reading.ChallengeStudents find the missing words that hide by the teacher in the dialogue. Then students read the dialogue together. At last the teacher checks theanswers.Students read the dialogue in pairs.Ask and find outShow the picture of this part and ask the students “ What are these on the desk? ” Then students answer.Listen to the tape and read after it.Make a new dialogue according to the model:--Whose crayons are these?--They're mine.--Whose eraser is it?--It's Amy's. It's hers.The purpose of this is to train the students’ ability of writing.Practice1. This is ____ book. The book is ____. (my, mine)2. These are ____ pictures. The pictures are _____. (our, ours)3. That is _____ dog. It's _____. (Mike, Mike's, his)Famous artist's art showShow some pictures about the famous artists and train the students’ability of appreciate pictures.Fill in the blanks according to the the pictures. For example:A: This is a picture of _______. It's so__________.B: Whose is it?A: It's __________. It's______.The purpose of this is to make students learn in order to practice. Homework1.Listen and read after the tape three times.2. Act out the new dialogue with your classmate.Blackboard design：Unit5 Whose dog is it?Part A Let’s try and let’s talkmine oursbeautifulWhoseYifan’s his。
人教版PEP英语五年级下册Unit5 Whose dog is it B read and write课件等
I like______.
I want to be a/an______.
rabbit pig cat dog duck
panda fish…
walking running eating drinking flying jumping swimming
…
Listen andቤተ መጻሕፍቲ ባይዱnumber
3
4
2
1
√
Unit5 Whose dog is it? Part A Let’s learn
Unit 5 Whose dog is it ?
part B Read and write
Let’s do
Look !Can you see Robin and Sarah? Where are they?
√
√
√
Let’s wrap it up
hers his
his our
your mine
your our
形容词性物主代词：his her my their our your 名词性物主代词： his hers mine theirs ours yours
形容词性物主代词相当于形容词, 名词性物主代词相当于【形容词性物主代词+名词】 口诀： 有“名”则“形“，无“名”则“名”。
Amy: Whose storybook is that? John: It’s___M_r_Z_h_a_n_g’_s________.
It’s__h_i_s ______________.
形容词性物主代词：his her my their our your 名词性物主代词： his hers mine theirs ours yours 2.Wu Yifan: Where is my pen? I can’t find it.
2018-2019年英语人教PEP版小学五年级下册Unit 5 Whose dog is it Part A优质课教案1
Unit 5 Whose dog is it? PA教案课时一【教学目标】1、知识目标：（1）学生能够通过Let’s try感知Whose picture is it?It’s …’s.的句型，并通过听前阅读题目，初步预测听力内容，选出正确答案。
（2）学生能够在图片和教师的帮助下理解对话，并能够用正确的语音、语调、意群朗读对话，并能分角色表演，并能在情景中熟练地交谈：The yellow picture is mine. Are these all ours? Whose is it? It’s Zhang Peng’s.( 3 ) 学生能够在具体的语境中，学会听、说、读、写一下单词或词组：whose, ours, mine。
2、技能目标：（1）初步感知名词性物主代词的语音及使用，学会关键词汇和句型，并运用到真实情境中，并能够用正确的语音、语调、意群朗读对话，并能分角色表演，并能在情景中熟练地交谈某件物品是属于谁所有的。
（2）能够根据正确的语音、语调、意群朗读对话，并能进行角色表演。
3、情感目标：（1）能够西方文化中队某物属于某人的表述。
（2）感受中西方文化的异同。
【教学重点】1、句型：The yellow picture is mine. Are these all ours? Whose is it? It’s Zhang Peng’s.2、词汇：whose, ours, mine。
【教学难点】1、初步感知名词性物主代词的语音及使用，学会关键词汇和句型，并运用到真实情境中，并能够用正确的语音、语调、意群朗读对话，并能分角色表演，并能在情景中熟练地交谈某件物品是属于谁所有的。
2、并能在情境中运用句型 It’s/ They are mine/….【教学准备】1、教师准备与本课时相关音视频、单词卡片，教学挂图及课件。
【教学过程】Step 1:热身互动1)师生互致问候。
T: Good morning, boys and girls.2)Let’s enjoy some pictures. 欣赏图片。
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Unit 5 Whose dog is it? PA教案课时一【教学目标】1、知识目标：（1）学生能够通过Let’s try感知Whose picture is it?It’s …’s.的句型，并通过听前阅读题目，初步预测听力内容，选出正确答案。
（2）学生能够在图片和教师的帮助下理解对话，并能够用正确的语音、语调、意群朗读对话，并能分角色表演，并能在情景中熟练地交谈：The yellow picture is mine. Are these all ours? Whose is it? It’s Zhang Peng’s.( 3 ) 学生能够在具体的语境中，学会听、说、读、写一下单词或词组：whose, ours, mine。
2、技能目标：（1）初步感知名词性物主代词的语音及使用，学会关键词汇和句型，并运用到真实情境中，并能够用正确的语音、语调、意群朗读对话，并能分角色表演，并能在情景中熟练地交谈某件物品是属于谁所有的。
（2）能够根据正确的语音、语调、意群朗读对话，并能进行角色表演。
3、情感目标：（1）能够西方文化中队某物属于某人的表述。
（2）感受中西方文化的异同。
【教学重点】1、句型：The yellow picture is mine. Are these all ours? Whose is it? It’s Zhang Peng’s.2、词汇：whose, ours, mine。
【教学难点】1、初步感知名词性物主代词的语音及使用，学会关键词汇和句型，并运用到真实情境中，并能够用正确的语音、语调、意群朗读对话，并能分角色表演，并能在情景中熟练地交谈某件物品是属于谁所有的。
2、并能在情境中运用句型 It’s/ They are mine/….【教学准备】1、教师准备与本课时相关音视频、单词卡片，教学挂图及课件。
【教学过程】Step 1:热身互动1)师生互致问候。
T: Good morning, boys and girls.2)Let’s enjoy some pictures. 欣赏图片。
I like this picture!(设计意图：通过抒发感情，让学生放松心情，为新的知识做好准备。
)Step2 导入新课1) 创造情境“art show”T: This is an art show. Whose pictures are they?One of these is John’s. 其中一张是John的。
(设计意图：接触新句型。
为下面的let’s try 环节做好准备。
)Step3 教授新课1)感受Let’s try.Which is John’s picture?John’s（John的…东西）over there （在那里，远处）mine （我的…东西）(设计意图：在Let’s try听力之后，把重要的词汇进行感知，初步了解，为下面的学习做好准备。
)2）Let’s say!看图说一说。
T: Whose picture is it?Ss: It’s Sarah’s.3)预授新单词“ours”T: Look, our pictures.Ss: The pictures are ours.4)学习the picture of ….T: the picture of Beijingthe picture of Shanghai5)教授 mine， ours, 感知不同的名词性物主代词。
The yellow picture is mine.ours 我们的（…东西）They are our books. = The books are ours.Step3 课堂小结1）L et’s read.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 Yifan’s.Chen Jie: Oh, yes. It’s his.Step4 Homework1. Read the text for 15 minutes and try to remember the new words and sentences.2. Act the dialogue out with your partner.【板书设计】Unit 5 Whose dog is it?PAWhose is it?It’s Zhang Peng’s.our oursmy minehis his课时二【教学目标】1、知识目标：(1）听、说、读、写以下单词或词组：yours, his, hers, theirs, mine, ours, 并在具体情境中理解对话。
（2）学生能够在图片和教师的帮助下理解对话，并能在情景中熟练运用以上六个单词进行交谈: It’s your dog. The dog is yours.2、技能目标：（1）能听、说、读、写以下单词：yours, his, hers, theirs, mine, ours的发音及使用，并运用到真实情境中，并能在情景中熟练地运用名词性物主代词。
（2）能够在具体语境中正确使用新词汇，并正确书写。
3、情感目标：（1）感受英语的乐趣。
（2）感受中西方文化的异同，了解西方文化中的关于某件物品是谁的表达。
【教学重点】1、句型：It’s your dog. The dog is yours.2、词汇：yours, his, hers, theirs, mine, ours,【教学难点】1、能听、说、读、写以下单词：yours, his, hers, theirs, mine, ours的发音及使用，并运用到真实情境中，并能在情景中熟练地运用名词性物主代词。
2、并能在情境中运用句型It’s your dog. The dog is yours.及其他相关形式的句子。
【教学准备】1、教师准备与本课时相关音视频、单词卡片，教学挂图及课件。
【教学过程】Step 1:热身互动1) 师生互致问候。
自由对话。
T: Look at the pictures. What are they?Ss:Dogs.T: There is a dog show in the school.Zoom’s and Zip’s dogs are in the dog show too.Let’s have a look.（设计意图：通过free talk和图片欣赏，让学生直奔主题，并让学生很快地进入到目标语言的运用环境中。
）2) Let’s say!Zoom: look! That’s my dog.Step2 教授新课1)教授mineT: my dog = mine2) 同桌之间互相合作T: Whose is it?Ss: It’s mine.Ss: It’s Zoom’s.3) 教学hisT: Whose is it?Ss: It’s his.4) 教学hersT: Whose is it?Ss: It’s hers.5) 教学theirsT: Whose is it?Ss: It’s theirs.6) 教学yoursT: Whose is it?Ss: It’s yours7) Yes! It’s your dog! The dog is yours!Step 3 巩固练习Who Write two sentencesAmy It’s her book The Book is hers.The ruler is his. John It’s hisruler.John and Amy(your name)(you andyour partner)Step4 Homework1. Read the text for 15 minutes and try to remember the new words and sentences.2. Write the new words correctly for 4 times.【板书设计】Unit 5 Whose dog is it?PAWhose is it?It’s Zoom’s.his hisher herstheir theirsour oursmy mine课时三【教学目标】1、知识目标：（1）理解字母组合ng在单词中的发音规则，多数情况下发/η/的情况。
通过朗读单词long, sing, ring, young给单词分类，强化记忆ng的发音规则，学习和掌握ng的音与形的对应关系。
（2）理解字母组合nk在单词中的发音规则，多数情况下发/ηk/的情况。
通过朗读单词think, ink, trunk, pink 给单词分类，强化记忆nk的发音规则，学习和掌握nk的音与形的对应关系。
( 3 ) 能够通过发音规则，拼写出符合th发音规则的单词，做到书写规范正确。
2、技能目标：（1）通过选择单词、书写句子并说出句子的活动，发现发音规则，并完成句子抄写的任务，进一步巩固英文句子的书写规范。
（2）能够感受L et’s chant的韵律，并流畅说唱。
3、情感目标：（1）激发学生探索英语语音知识的规律，感知英语中字母组合的发音及拼读规律。
（2）感受语音说唱的节奏感。
【教学重点】1、句型：Zoom is eating.2、词汇：long, sing, ring, young, think, ink, trunk, pink 【教学难点】1、理解字母组合ng在单词中的发音规则，多数情况下发/η/的情况。
通过朗读单词long, sing, ring, young给单词分类，强化记忆ng的发音规则，学习和掌握ng的音与形的对应关系。
2、理解字母组合nk在单词中的发音规则，多数情况下发/ηk/的情况。
通过朗读单词think, ink, trunk, pink 给单词分类，强化记忆nk的发音规则，学习和掌握nk的音与形的对应关系。
【教学准备】1、教师准备与本课时相关音视频、单词卡片，教学挂图及课件。
【教学过程】Step 1:热身互动1) 师生互致问候。
自由对话。
T：Whose … is it?Ss: It’s ….2） Let’s spell.复习拼读规则，以及上单元学习的语音知识。
three thin thirteen thanks that this mother brother(设计意图：通过歌曲，复习已学知识，为课堂教学创造良好氛围，为下一个环节的学习做好铺垫。