pep6 Unit 5 Whose dog is it?

A let’s learn

教学设计

枫林中心小学  李茜茜

教学目标 

知识目标： 

（1）能听懂会说名词性物主代

    mine, yours,his,hers,ours,theirs. 

（2）能听懂会说、会读、会写句型

     “Get _________, it’s______.” _____says.

     Whose dog__ is it?  Is it____? No, it’s ______. Yes, it is.

技能目标： 

（1）能通过绘本进一步运用名词所有格 ’s表达物品的所属关系，并能与其它缩写形式进行区分。 

（2）能运用“     “Get _________, it’s______.” _____says.

     Whose dog__ is it?  Is it____? No, it’s ______. Yes, it is.

等句式熟练的进行对话。 

3.情感目标 

（1）激发学生的英语学习兴趣，培养良好的英语学习习惯。 

（2）学会简化语言，简洁明了表达是思想。 

教学重点 

（1）知道名词性物主代词mine, yours,his,hers,ours,theirs与形容词性物主代词my,your,his,her,our,their的区别。 

(2)能听懂会说、会读、会写句型     

“Get _________, it’s______.” _____says.

 Whose dog__ is it?  Is it____? No, it’s ______. Yes, it is.

教学难点

能够将所学的名词性所有格在绘本中运用，并且能够改编绘本进行交流与演绎。

 教学准备 

1.教师准备教案及配套单词卡片：mine, yours,his,hers,ours,theirs. 

2.教师准备ppt。 

Step 1 Warm-up/Review

1. Enjoy a movie: A good dog

2. Greeting: Good morning, class. I’m Sissi. Nice to meet you. How are you？

3. Sharp eyes: pencil, ruler, eraser, schoolbag, kipper, Mum, Biff, orange, pear, watermelon, strawberry, grape, blow, hat.

T: So today we learn a story about hat , Mum’s new hat.

设计意图：

（1）观看小狗帮助人类寻回失物的视频，激发学生学习兴趣，为下面教学做好铺垫。

（2）复习已学知识，呈现故事中新词为教学降低难度。

（3）调动学生课堂学习氛围，活跃气氛。

Step 2 Presentation and Practice

1. Mine

a. Look and say

Mum has a new hat, it’s_______(nice, good, beautiful......)

Listen: huuuu......

The wind blows. It blows Mum’s hat off.

“Get my hat, it’s mine.” Mum says. Dad runs.

b. mine=my hat    i-e, i-e

C. “Get my bag, it’s mine.”Sissi says.

    “Get my ______, it’s mine.” _____says.

Work bank:

 pencil, eraser, ruler, schoolbag, English book, math book

apple, banana, watermelon, strawberry, grape, pear, orange

设计意图：英语教学的语篇教学中，首先让学生感知Mum’s new hat文本，然后初步体验文本。最后要将新授词mine放在文本中的主句型训练得以体现巩固。

3. hers, Mum’s, his

a. T: You have got yours. But where’s Mum’s hat? Does Dad get Mum’s hat? Let’s go and see it.

Huuuu..... The wind blows. Oh no!

“ Get Mum’s hat, it’s her hat, it’s hers” Dad says. Kipper runs.

b. hers= her hat   s, s /z/ /z/ /z/

c. Huuuu...... The wind blows. Oh no!

“Get Mum’s hat, it’s Mum’s” Kipper says. Biff runs.

d. Mum’s=Mum’s hat 

e. Let’s chant:

                Get my hat, it’s mine.        

                Get her hat, it’s hers.

                Get Mum’s hat, it’s Mum’s.

How about Dad? Also we can chant like this.

                Get my hat, it’s mine.        

                Get his hat, it’s his.

                Get Mum’s hat, it’s Mum’s.

f. Let’s make a new chant:

                Get my _____, it’s mine.        

                Get her /his _______, it’s hers/his.

                Get Mum’s/Dad’s _____, it’s Mum’s/Dad’s.

Word bank:

pencil, eraser, ruler, schoolbag, English book, math book

apple, banana, watermelon, strawberry, grape, pear, orange

设计意图：在故事情节发展中引出新词Mum's, hers, 同时运用歌谣机械巩固，巩固的同时巧妙的引出his。最后让学生在歌谣中创编新歌谣。这既能巩固新知，又能再次调动课堂氛围，引起学生的无意注意和有意注意。

3. yours

a. Mum can’t get hat, Dad can’t get hers, kipper can’t get Mum’s. Can Biff get Mum’s?

Listen and answer:

1. Can Biff can get Mum’s?

2. Who can get Mum’s?

The wind blows. Oh no!

“Mum, a yellow dog gets your hat, it’s yours.” Biff says.

Mum finds her hat, but it’s ________.(dirty, ugly, not good...)

b. yours=your hat

c.

( 1 ) Read the story and fill in the blanks.

Mum has a new hat. The wind blows. It blows Mum’s hat off.

“Get my hat, it’s mine.” Mum says. Dad runs. The wind blows. Oh no! “ Get Mum’s hat, it’s her hat, it’s hers” Dad says. Kipper runs. The wind blows. Oh no! “Get Mum’s hat, it’s Mum’s” Kipper says. Biff runs. The wind blows. Oh no! “Mum, a yellow dog gets your hat, it’s yours.” Biff says.

 ( 2 ) Now let’s make a movie, Can you help me act this story?

设计意图：为了体现英语课程目标中“听说先行，读写跟上的原则”。在单词的教学中时刻注意词不离句，句不离篇，紧密与教学内容结合。

4. theirs, ours

a. Look and say:

T: From the movie, how many dogs can you see?

T: Let’s check. There are three dogs in the movie.

T: Whose dog is it? Is it theirs?

Biff and Dad: Yes, it’s ours.

b. theirs, ours

c. T: Whose school is it? Is it yours? Is it theirs?

  T: whose classroom is it? Is it theirs?

d. Can you make a new story?

 

设计意图：小学英语课程目标指出：小学英语教学任务是培养学生的兴趣。期中是通过听、说、读、写来提高学生的学习能力。此外五年级的学生已掌握一定的英语基础，因此我便设计在原先的补充填空的形式，将故事的对话重现并且加以深化，体现一种知识的层次性。

Step3 Consolidation/ Extension

1. Lost and found

  a. Watch and match

Whose dog is it? Is it theirs?

 

b. Ask and answer

A: Whose dog ___is it? Is it____?

                     (theirs, hers, his, Zip’s, Zoom’s)

B: No, it's______.

Yes, it is.

c.Group work

2. Register

T: They find their dogs. So they should go to register theirs in the lost and found..

 Look, say and complete

 

设计意图：从绘本中的小狗帮助主人找回帽子，回归课文中的小狗却没有找到自己的主人。通过失物招领中的watch and match, ask and answer, register等多种活动巩固课文知识。复习巩固课堂中所学的知识，并且在此达到英语教学中听、说、读、写的四个要求。

Step4Homework

1.These dogs can’t find their home. Can you help them ? Please use these sentences.

   Whose dog__ is it?  Is it____?(ours, hers, his, xx’s, theirs)

   No, it’s ______. Yes, it is.

2.Surf the internet and register their information.

3.Listen and repeat the video 3 times.

(You can choose one to finish the homework)

设计意图：学生的作业也是一种评价，期中要有一定的梯度性，适合各个层面的学生选择完成。体现了学生对评价的多样性。

 

Blackboard design

Unit 5 Whose dog is it?

A let’s learn

              “Get _________, it’s______.” _____says.

    Whose dog__ is it?  Is it____?

No, it’s ______. Yes, it is.

ours=our hat, hers=her hat, his=his hat, Mum’s=Mum’s hat, theirs,  ours

教学反思

1. 教学理念新颖，利用绘本故事导入新词，线索明确。

2. 教学中能够将新词放入到文本中进行有效操练。操练层层递进，有一个层次性，这便适合班里不同层次学生的学习，同时也为大活动做好了铺垫。

3. 活动形式多样，学习氛围浓厚。

4. 对学生的评价多样化，激发了学生学习的积极性。

5. 培养学生的自主学习能力和合作能力。这些从教师的单词教学与活动中体现出来。