C名师教学设计2

Unit 5

Whose dog is it ? Let’s talk B

教学背景

教学年级：五年级

课

型：听说（会话）课

执教教师：依兰县第一小学

徐庆娜

教学内容：

Unit 5 Whose dog is it ? （Let’s talk B）

一．教材分析

本节课是PEP小学英语五年级下册第五单元第三课时。本篇对话是Sam 在Chen Jie家做客时Sam 和Chen Jie之间展开的一段对话。对话从Sam 找不到Fido (Where is Fido?),Chen Jie告诉他Fido在厨房（He’s in the kitchen.).Sam很关心Fido 在做什么（

Is he drinking water?）

Chen Jie告诉Sam他在吃东西（

No,he isn’t. He is eating.）。

Sam征求Chen Jie的意见能否和Fido一起玩耍（

Can I play with him now ? ）。Chen Jie同意了Sam的请求并希望Sam可以带着Fido去公园（Yes. Can you take him to the park?）。最后Sam很高兴地带着Fido一起去了公园。在这段对话中我们可以感受到Sam和Chen Jie

对Fido的关心与喜爱。同时可以感受到他们热爱小动物并能和它们成为朋友的美好情感。

二．学情分析

本节课授课的对象是五年级的孩子，经过两年的英语学习他们已经积累了一定的语言基础并养成了良好的语言学习习惯。本单元的主题是关于动物，比较贴近孩子们的生活，学生会比较感兴趣，在三四年级积累了许多关于动物单词的基础，在Let’s talk A部分孩子们也已经初步感知了现在进行时态，为本课学习做好了铺垫。

三．教学目标

1. 教学目标

1）能够在图片视频的帮助下理解Sam和Chen Jie在Chen Jie 家发生的对话。

2）能够模仿录音说话，并进行配音及角色表演。

3）能够在情境中用

Is he sleeping?

Yes/No,he is eating.句型描述正在进行的动作。

4）通过本课的学习让孩子了解西方的宠物文化并增强学生关心和热爱动物的美好情感。

2. 教学重点：能够在图片，视频的帮助下理解对话，模仿对话并进行配音及角色表演。

3.

教学难点：能够在情境中用

Is he sleeping?

Yes/No,he is eating.句型描述正在进行的动作。

四

教学过程

1.课前导入（Warm up and lead in )

1) Greetings

T: Hello,children.Nice to meet you ! I’m Andy. May I have your name?

T: Do you like animals?

What animals do you know ? What animals do you like ?

2) Warm up

T: Now let’s say the animals loudly and quickly and please remember what are they doing ?

T: Do you remember what is the panda/monkey /bird/dog doing?

【设计意图】在热身环节通过和孩子们打招呼，拉近师生间的距离，利用多媒体制作动物快闪的视频配以欢快的音乐，让孩子快速大声地说出屏幕上出现的各种动物的单词，并记住他们正在做什么，这样既刺激了孩子的感官，培养孩子快速思维的能力，又可以对本课重点句型的学习起到铺垫的作用。

3)

Lead in

T: Do you like dogs ? I like dogs . The dog is the most loyal friend of man. Look at them . Are they cute ? Can you guess which dog is our new friend Fido? Do you know whose dog is it ? Today let’s learn Unit 5 Whose dog is it ? （Let’s talk B）

【设计意图】在导入环节利用了一个信息差让孩子们猜一猜哪一个是本课的新朋友Fido来激起孩子们的好奇心

2.呈现新知（Presentation) 1)

let’s try

T:

look at the picture .What is Fido doing?

T: Yes .He is sleeping/eating/sitting. Let’s listen and tick .Where is the dog?

2) Let’s talk.

A. Look at the pictures.

T: Who are they in the picture?

Whose home are they in ?

Which room are they in ? How do you know? B. Watch the cartoons.

T:Can you guess what are they talking about? Now let’s watch the cartoons and check your answer. 【设计意图】框架问题的设置可以让孩子有目的地理解对话，感知整体

C. Listen and answer. T: Can you guess who says first? T: Sam can’t find Fido.If you are Sam what will you say ? Listen what does Sam say (Where is Fido now?) T: Can you guess Where is Fido? Is it in the bedroom?Listen how does

Chen Jie answer (He’s in the kitchen.)

T:Sam wants to know what is Fido doing,so what does he say? If you are Sam what will you say ?(板书Is he drinking water?）

T：What’s your idea? Is he drinking water or not ? Listen how does Chen Jie answer?（

板书No,he isn’t. He is eating.）

Look and say

T:let’s practice in pairs.OK?

、

【设计意图】把Look and say融入到对话部分，进行了一个小小的整合，有助于重点句型的理解与练习

T：Sam wants to play with Fido . So if you are Sam what will you say to Chen Jie? Let’s listen.(Can I play with him now ? )

T: Will Chen Jie agree that? What will Chen Jie say next ?Listen.（Yes. Can you take him to the park?）

T: Does Sam want to take Fido to the park or not? Listen and check your answer.

T: Is Fido happy to go to the park?listen 3.

巩固提高

(Practice)

1）Listen and imitate

T: Let’s Listen and imitate.OK? You should pay attention to your pronunciation and tones.

2）人机对话

T: Do you dubbing ? Now Let’s dub,OK? You should pay attention to your

Speed.

3)

小组角色练习展示（Show time 评价形式以表格呈现）

T: Practice the dialogue in roles and the show it .You can practice it for 2 minutes.

【设计意图】利用人物角色转换的方式，避免学生齐读，唱读现象，使学生体验到每一个句子的朗读技巧，同时逐句进行音与形的的学习，人机对话等多种形式的听音复述，目的是让学生关注到人物对话中的语音语调，做到能用正确的语音语调朗读对话。

4.

拓展提升（Application) 1)

Let’s guess!

T: Do you guessing? Now let’s guess what animals are in the houses and what are they doing ?

【设计意图】再次利用了信息差，用猜的游戏猜房子里是什么动物，他们在做什么，由于信息的差异，答案的不确定，为

孩子们创造了一个开放的学习空间。把机械，被动的句型训练变得充满乐趣，孩子们都能积极主动地参与。

2)

In the park

T: Now Sam and Fido are in the park.Chen Jie wants to ask Sam about Fido on the phone.Now I’m Chen Jie,who wants to be Sam?

【设计意图】

通过对故事的续写，让孩子们在一个相对真实的情中

内化与巩固本节课的重点句型

5.Homework

1) Sum up

T: Do you want to know the foreign pet cultures ?

We should love the animals. They are our friends. 【设计意图】

通过短片的形式

让孩子了解西方的宠物文化并增强学生关心和热爱动物的美好情感。

2) homework

1.Listen to the story of P51. 2.Discribe your favourite animal and write a diary (What is he doing in different time 例如He is sleeping at 6 am.)

五

板书设计

Unit 5

Whose dog is it ?

Is he drinking water?

No,he isn’t . He is eating.

【设计意图】板书的呈现在视觉上突出本课的重点句型，能够更好地帮助学生学习所学内容