C教学评价实录

Unit 5 Whose dog is it? A Let’s try

Let’s talk

课时：第一课时

课型：对话课

主要教学内容：A Let’s try/Let’s talk

词汇：his(名词性物主代词) 句型：The yellow picture is mine. Are these all ours? Whose is it? This picture is mine. 教学目标：1. 能够完成听录音选择图片的活动。

2. 能够在图片和教师的帮助下理解对话大意。

3. 能够按照正确的语音、语调及意群朗读对话，并能进行角色表演。

4. 能够在情景中运用句型：The … is mine.

Are these all ours? Whose is it? It’s … 询问并回答某物属于某人。

5. 能够在语境中理解生词his的意思，并能正确发音。

教学重点：1.能够在实际语境中交流运用句型：“Whose… is it? ”

“It’s mine/his…

”。

2.能够表演并内化Main scene 和Let’s talk的交

际内容。

教学难点：学生能够大胆创编和表演有关物品归属的问答小对话。

教学过程：

Step 1 : Warming up 1. Greetings. 2. Free talk: What’s this? It’s a/an …. What are these? They are …. Step2 Presentation (1)

Whose is it? It’s …对话的呈现与操练

●教师说;Let’s play a game. Look! I have many of your baby photos. Can you guess whose they are? 并呈现若干课前向学生搜集来的宝宝照片图。教师接着说：Let’s look at the first photo. Whose is it? Please guess in this way: it’s …’s baby photo. 学生进行猜测。教师根据猜测做出相应的回答，并教学：It’s …’s. It’s his/hers. ●教师最后呈现自己的婴儿照，问：Whose is it? 学生猜了几次后，教师说：If you can’t guess, you can ask me.并引导学生用Whose is it? 提出猜测，教师用耳语的形式告诉猜测的学生。板书和教学：Whose is it? （2）The picture is mine. Are these all ours? 句型的呈现与操

练

●教师最后呈现答案：Look! This picture is mine. 教师板书和教学核心句型：This picture is mine. 教师问：Which picture is yours? Can you tell us again? 引导所有照片的主人注意指着自己的婴儿照说：The … picture is mine. 教师引导学生进行简单的评价。教师板书并教学核心句型：The … picture is mine. ●教师指着屏幕上所有婴儿照说：These are all ours. 通过肢体语言让学生理解意思。教师接着加入课本Let’s try 中John 和Mike 的图片，并问：Are these all ours? 引导学生回答: No, they aren’t. 教师问：Whose are these? 听Let’s try录音并引导学生回答：That picture of the sea is Mike’s. That picture of the trees is John’s. 教师板书和教学核心句型：Are these all ours? ●教师呈现学校画展的图片，并说：

These pictures are at the school art show. Look! There are more pictures. Are they

beautiful？

Which is your favourite picture? 引导学生表达自己的喜好。

●教师指着其中的几张照片，问：Whose is this picture of Shanghai? 等，让学生回答。点击呈现陈杰和Mike在参观画展的图片，并说：Today Chen Jie and Mike are at the school art show and talking about them. Let’s watch the cartoon and

find out whose pictures these are. 播放视频，引导学生回答：The yellow picture is Chen jie’s. The picture of Beijing is Zhang Peng’s. The picture of Shanghai is Yi fan’s. Step 3 Practice ●（1）教师整体播放对话录音或视频，学生轻声跟读。引导学生在语境中正确理解意义，并学会正确发音，学会运用正确的语调和重音表达意义和情感。对于难点句型进行反复跟读和模仿，关注语调、重音和连续等。

●教师说：Now let’s have a challenge.

教师出示文本，然后隐去其中的三句话：The yellow picture is mine. Whose is it? It’s Yi fan’s.

引导学生尝试完整复现对话。两个小组练习后呈现字迹不全的对话，呈现成功的小组每人获得奖励。

●教师说:Now can you challenge this? 并在隐去三句话的对话文本基础上再隐去以下句子：Yes, they are. That picture of Beijing is beautiful. 引导学生尝试完整复述对话。两人小组练习后呈现自己补全的对话。呈现成功的小组每人可获得奖励。

●教师再隐去更多的句子，引导学生借助图片尝试完整复现对话。两人小组练习后呈现，呈现成功的小组每人可获得更多的奖励。通过不同星级的挑战游戏，激发学生的潜能，提高复现效果。

（3）创编对话

●教师说：After visiting the art show, some students left something. What did they leave? Let’s see. 教师逐一呈现绘画展板处学生落下的物品图片：一本故事书、一件夹克一串钥匙等。教师接着问：Whose are they? Can you guess? 学生猜测以后呈现相应的主人。

●教师说：But Miss White doesn’t know about it. She’s asking a student. Now I’m Miss White.

Who can be the student? 教师邀请一位学生到讲台前，问清该学生想扮演的人物后，在讲台上准备好相应的实物，然后师生示范对话，对话示例如下：

T: … is this book yours? S1: No, it isn’t.

T: Whose is it? S1: Let me see. It’s …’s. It’s his.

T: What about these keys? Whose are they? S1: They are …’s. They are hers. T: Is this jacket …’s? S1: Oh, yes. It’s his/hers.

T: Thank you. ●学生自己创编对话。可现在两人小组中练习，然后展示表演。

Step 4 Homework

1.练习册的相关练习。

2.和你的同伴就某些物品属于谁进行简单交流。