《新标准英语》五年级Module 4 Possession Unit2 This bag is hers优秀教案和教学反思

网站工作室

教材分析

本课是《新标准英语》五年级的第四模块第二单元。本课在学生学了Unit1 物品的所属关系(mine,yours,his,hers,Lingling’ etc) 后，加入新的教学内容，即询问物品的所属，即要求学生掌握whose句型有用法以及使用Is this/it…﹖句型，就物品所属进行问答，通过这一节的学习，加强学生对Possession  在交际中的理解和运用，同时通过听力训练、朗读、表演、猜物品所属等活动，有效地培养学生的语言运用能力。



学情分析

1、  本模块的活动内容十分贴近日常生活，学生容易理解，而且学生有了一定听、写、说的能力，因此在教学活动过程中，学生是有兴趣的。

2、  学生在Uite1已经学过的名词性物主代词mine,yours,his,hers 等以及名词所有格，但是在不同人称的物品所属关系的语言表达上出现错误，因此通过对本课的学习可以巩固所学知识，掌握用正确的物品所属关系的表达。

                    

教学目标

1、   知识目标：

①     能够运用whose句型

②     进一步巩固一些名词性物主代词mine,yours,his,hers 和句型Is this/it…﹖及答语Yes\No, it’s…  的问答

③     能够熟练运用名词所有格Lingling’s,Sam’s,Jimmy’s,etc.  

2、  能力目标：

培养学生的观察、记忆、听力理解、语言交流的能力，体现了“学以致用，学用结合”的理念。

   

教学重点和难点

①     能够运用whose句型

②  能够灵活运用名词性物主代词和名词所有格。

网站工作室

教学过程
教学环节	教师活动		预设学生行为	设计意图
Step1 Warming up Step 2 Presentation and practice Step3 Consolidation and application Step4 Summary Step5 Homework	1 Greet the students 2 Let’s chant and do it Line,line,line,it’s yours; Line,line,line,it’s his Line,line,line,it’s hers Line,line,line,it’s mine Argue,argue,argue,don’t argue We all share it! 1 T: (put up the student’s pencil box) Excuse me, what’s this? Ss: It’s pencil box. T: Whose pencil box? (Show the new word “whose”, and let the students read and write.) T: Is this yours? Ss: No, it’s his, T: This is his pencil box. This is his. His, his, his. Yes, it’s his. Ss: (Point and say) This is his. His, his, his. Yes, it’s his. (use the same way to practice  whose sentences) Teacher checks students practice. 2 ①T: Great. Look at the screen and see whose bag\ sweater\T-shirt\cap these are? (Big screen shows Meiyangyang and his bag.) T: Whose bag is this? Ss: Is this Meiyangyang’s bag? Ss2: Yes, it’s hers. ①     Drilling: Ask and answer first group work, pair work and then one by one.(Next show the pictures of Kitty, Huitailang and Mickey  Mouse. Use the same way but practice differently.) 4 Watch the cartoon of the text and read after it.. ①T: Listen and watch the screen. See whose they are? Take out your paper and finish it. Please read in a low voice. Let’s begin! T: Now do the exercises with your desk mates according to the text. Let’ see who is the fastest. Yes or no 1 It’s Lingling’s bag.(  ) 2 This is Sam’s T-shirt.(   ) 3 The cap isn’t Amy’s(   ) 4 The sweater is Jimmy’s.(  ) ②Read the text freely and make dialogues with the student behind you. 1 Guessing game .First let four students in a group collect several things from their home before the class, the talk with each other. And they must use “whose” sentence to ask and answer. TGo to one group and put up a  toy.)Can you tell me what it is ? S1:It’s a toy. T: Whose toy is this? S2: Mine, mine, mine. Yes, it’s mine S1: Is this ⅹⅹⅹ’s toy? T: His, his, his. Yes, it’s his.\Hers,hers,hers.Yes,its hers. Well done. The whole class! Can you do it like this? Have a try and act it out, please. 2  Put the things in a bag, the let the students take out one thing, ask and answer one by one. T: (Wave a bottle) Whose bottle is this? It’s big, It’s full. S1:Is this ⅹⅹⅹ’s? T: His, his, his. Yes, it’s his.\Hers,hers,hers.Yes,its hers. (The teacher will give the things to the students. Let them ask and answer by themselves.) S2: Whose pencil box is this? It’s big and blue.… T: Now, boys and girls, Let’s say the chant Oral Practice 谁做了好人好事等，作口头报告。		Students do and chant it with teacher. Students practice by groups: 1 whose +物品+ is this?(use their clothes, book, bag, etc.) 2  Is this …?   Yes\No, it’s… Students show it. Students drill with teacher. Students watch and say after it. Students do the exercises Students read text by group. Play games. Say in a strange voice. Students guess. Play game. Students say the chant	调动学生的情绪，复习所学的内容，为教学做好铺垫。 首先用学生周边的东西如pencil box等对句型Is this …? Yes\No, it’s…进行适当地复习，然后引出whose新句型，通过老师的示范指导学生通过练习正确使用新句型。 充分利用网络资源，运用学生喜闻乐见的明星，激发学生的学习热情，拉近师生距离，近一步接触课文的内容再次回顾Whose句型 充分利用英语课程资源，运用生动形象的课文VCD，从视觉、听觉的角度对学生进行语言输出，剌激学生参与学习。 规范学生读音，培养学生语感，朗读技巧，面向全体学生，教师可以给学生指导。 在玩中说，在任务活动中让每个学生积极参与，小组能力合作，自主发展，大胆实践，把课堂还给学生，用英语 解释物品，学生猜，培养学生日常生活中能用英语来表达的能力。 再现所学内容，意在培养学生的记忆力，鼓励学生用chant形式进行本课小结。 让学生温习所学知识，加深记忆。
板书设计（需要一直留在黑板上主板书）
A: Whose … is this? B: It’s ⅹⅹⅹ’s A: Is this ⅹⅹⅹ’s …? B:  Yes, it’s his/ hers    No, it’s yours/ Sam’s

网站工作室

教学反思

本节课的教学目标设定符合教材要求，教学活动设计符合小学五年级学生的心理需求，学生都能人人参与，人人动脑，课堂十分活跃。教师有较好的课堂调控能力，课堂上恰当使用多媒体辅助教学，板书设计直观、简洁，重、难点呈现清晰，课堂上采用了多种手段对学生进行听与说的操练。学生是喜欢guessing game游戏这一环节的，在游戏中学生的思维是活跃极，他们主动地思考，运用所学的知识来回答。同时，老师的多种肯定评价让学生更兴奋，只是有些巩固练习多了一些，应适当的删减。