小学英语_Unit 5 Whose dog is it B Let’s talk Let’s learn教学设计学情分析教材分析课后反思.doc

PAGE 1 求知无坦途 学问无捷径 PAGE PEP五下Unit 5 Whose dog is it? A Let’s talk 教学设计 Teacher aims Ss can read and write the key sentences: Is he drinking water? No, he isn’t. He’s eating. Ss can understand the dialogue and read the dialogue with the correct pronunciation and intonation. Ss can use “Is he/she V-ing?Yes,he/she is. No,he/she isn’t. He/She is Ving.” to ask and answer somebody doing something. And use the sentence pattern in the real situation. To strengthen students’ good feelings to love animals. Teaching preparation: PPT , sentences cards , some pictures Teaching procedure: Step 1:Warm-up Greetings. Enjoy a movie clips: The mission of a dog 【设计意图：影片的欣赏，紧扣本课主题，让学生迅速进入本课学习状态，调动学习气氛。】 Free talk: What’s this movie about? Do you like animals? 【设计意图：师生自由交流，用较短时间围绕主题展开对话，形成浓厚的课堂学习氛围，激发学生进一步了解新知的兴趣。】 Step 2: Presentation Let’s try (1)Present Fido Show the picture of Fido, Ss talk about it: What’s his name? Whose dog is it? What can he do?... (2)Listen and answer the question: Where is Fido? (3)Check the answer (4)Listen and repeat 2. Let’s talk (1)Watch the cartoons and find out the answers: Where is Fido now? Is he drinking water? (2)Find out the answers: “No, he isn’t. He is eating.”T posts on the blackboard。 (3)Practice in pairs 【设计意图：重点句型呈现后立刻模仿操练，锻炼了学生运用语言的能力。】 (4)Enotional penetration: Animal is a part of family. 【设计意图：把情感教育渗透在教学的各个环节，自然贴切】 (5)Read the dialogue in silently ,find out the key and difficult points, then discuss in groups. 【设计意图：对自学提出明确要求，在重点句下面划线，小组交流，解决难点，让学生有章可依。】 (6)Solve the difficult points: “take …to…”and practice. 【设计意图：对于全班同学存在疑难的问题老师再点拨，靖江。点播和靖江不仅解答问题，更教给学生一些规律性的知识点和方法。】 (7)Present Continuous A: Present the basic usage in the works B: Practise: I am… She/He is… They are… C: Guessing game: Is he/she… Are they…? 【设计意图:正在进行时的教学通过举例练习和游戏方式让学生掌握，避免简单地语法讲解。】 (8)L isten and imitate the dialog. (9)Role play Step 3 Practice Based on the dialogue to judge right and wrong. Serial the dialogue 【设计意图：学生基本掌握新知的基础上，紧扣本课主题，通过续编对话，对知识进