资源简介

(共63张PPT)
Warm up: Sing a song
Review and do
Pre-reading: Think and answer
Let’s go to the zoo.
Pre-reading: Look and answer
What is the elephant doing
The elephant is__________.
running
Pre-reading: Look and answer
What is the tiger doing
The tiger is__________.
sleeping
Pre-reading: Look and answer
What is the rabbit doing
The rabbit is__________.
jumping
Pre-reading: Look and answer
What are the birds doing
The birds are__________.
flying
Pre-reading: Look and answer
What are the pandas doing
The pandas are__________.
playing
While-reading: Look and answer
Where are Sarah and Robin
They’re______________.
at the zoo
While-reading: Look and answer
How does Robin feel
Zoom is ______________.
excited
While-reading: Look and circle
What animals does Robin see at the zoo
a bear
rabbits
a tiger
an elephant
a monkey
a bird
fish
While-reading: Read and fill in
The bear is ______.
The rabbits are _____.
The tiger is _____.
The elephant is ______.
The monkey is ______.
The bird is ______.
The fish are _________.
What are the animals doing
dancing
eating
running
walking
climbing
flying
swimming
While-reading: Read and act
What are you doing here, Robin
I’m ______.
dancing
I’m ______.
eating
I’m ______.
running
I’m ______.
walking
I’m ______.
climbing
I’m ______.
flying
While-reading: Read and match
What animal is Robin acting like
While-reading: Act and say
Let’s act like Robin.
I’m looking at a _____.
I’m ______ like a bear.
bear
dancing
I’m looking at the ______.
I’m ______ like a bear.
rabbits
eating
While-reading: Act and say
Let’s act like Robin.
I’m looking at a _____.
I’m ______ like a bear.
tiger
running
I’m looking at an _______.
I’m ______ like an elephant.
elephant
walking
While-reading: Act and say
Let’s act like Robin.
I’m looking at a ______.
I’m ________ like him.
monkey
climbing
I’m looking at a ______.
I like ______ . I want to be a bird.
bird
flying
Good to know
I like flying.
I am flying like a bird.
喜欢
像
While-reading: Think and say
excited
afraid
While-reading: Read and answer
Does Robin want to swim like a fish
No, he doesn’t.
He can’t swim.
Post-reading: Listen and imitate
Post-reading:Read and act the text in groups
Post-reading: Help Sarah finish her moments （帮助Sarah完成她的朋友圈文案）
朋友圈
Today I go to the ______ with Robin.
Look, Robin is ______ like a bear.
He is ______ like a rabbit.He is ______ like a tiger.
He is ______ like an elephant. He is ______ like a monkey.
Robin likes ______. He wants to be a ______. But He doesn’t want to be a _____. Because he can’t ______.
zoo
dancing
eating
running
walking
climbing
flying
bird
fish
swim
Post-reading: Write and say
I’m looking at a/an _____.
I’m _____ like a/an ____.
I want to be a/an ______.
Let’s check: Listen and number
1
2
3
4
Let’s check: Listen again and choose the right answers
听力原文
Mrs Smith: Hi, Mrs Green!
Mrs Green: Hi, Mrs Smith!
Mrs Smith: Where is Amy now
Mrs Green: She is shopping for us.
Mrs Smith: I see. What a good girl!
Mrs Green: Yes, she is.
Chen Jie: Look at the cat.
Mike: Oh, yes. Haha!
Chen Jie: It’s climbing!
Boy: Hey, whose bike is that
Girl: It‘s mine. Do you like it
Boy: Yes. Very much!
Robin: Yifan. What are you doing
Wu Yifan: I am eating.
Robin: Let’s play a game.
Wu Yifan: OK, Robin.
Enjoy a song
Let’s wrap it up: Read and find
My hair is mine.
Your hair is yours.
Her hair is hers.
His hair is his.
Its hair is its.
Our hair is ours.
Your hair is yours.
Their hair is theirs.
形容词性物主代词
名词性物主代词
Let’s wrap it up: Grammar Focus
物主代词
定义
分类
表示“所有关系”的代词叫做物主代词
形容词性物主代词
名词性物主代词
This is my bag.
This is mine.
my bag
= mine
形容词性物主代词+名词 = 名词性物主代词
不可单独使用，后需接名词
单独使用，后不接名词
Let’s wrap it up: Fill in the table
物主代词
我的
你的
他的
她的
它的
我们的
你们的
他们的
形物
名物
my
mine
your
yours
his
his
her
hers
its
its
our
ours
your
yours
their
theirs
Let’s wrap it up: I can group （把骨头放进正确的食盒内）
形容词性物主代词
名词性物主代词
my
mine
yours
your
his bag
It’s his.
her
hers
ours
our
their
theirs
Let’s wrap it up: I can choose （选择正确的选项，帮助小狗获得食物）
1、This is not _____ book. ______ is over there.
mine；My
A
my；My
B
my；Mine
C
my
Mine
Let’s wrap it up: I can choose （选择正确的选项，帮助小狗获得食物）
2、-- Is that bike ______
-- No, it’s not ______.
your；mine
C
your；my
B
yours；mine
A
mine
yours
Let’s wrap it up: I can choose （选择正确的选项，帮助小狗获得食物）
3、These are _____ photos.
theirs
A
ours
C
our
B
our
Let’s wrap it up: I can choose （选择正确的选项，帮助小狗获得食物）
4、-- Whose books are these
-- These are ______.
your
C
their
B
his
A
his
Let’s wrap it up: I can choose （选择正确的选项，帮助小狗获得食物）
5、I like ____ new dress.
hers
A
she
C
her
B
her
Let’s wrap it up: Complete the sentences
1.Amy: Whose English book is that
John: It‘s Miss White’s book. It’s _____.
Amy: Whose storybook is this
John: It‘s Mr Zhang’s . It‘s _______.
2.Wu Yifan: Where is my pen I can’t find it.
Sarah: Here‘s one.Is this ______ pen
Wu Yifan: Yes, it’s ______. Thank you.
hers
his
your
mine
Let’s wrap it up: Complete the sentences
3.Grandpa: Whose rabbits are these
Robin: These are Yifan‘s.
Grandpa: Oh, these are _____ rabbits.
Robin: Look! The rabbits are eating ______ carrots now.
4.Mike: Mum, my dog is so cute. I love him so much.
Mum: My dear, it’s not only _____dog. It‘s also mine.
Mike: Yes, Mum. He’s _____ dog.
his
their
your
our
Warm up: Which bird is flying away
running
climbing
eating
sleeping
drinking
playing
Pre-reading: Look, ask and answer
A :What is the panda doing
B :It‘s _______.
sleeping
Pre-reading: Look, ask and answer
A :What is the rabbit doing
B :It‘s _______.
jumping
Pre-reading: Look, ask and answer
A :What are the monkeys doing
B :They’re _______.
playing
Pre-reading: Look, ask and answer
A :What are the giraffes doing
B :They’re _______.
eating
While-reading: Look and answer
Where are Zip and Zoom
At the Zoo.
Where is Zip doing
Zip is taking pictures.
While-reading: Guess and say
What animals do they see
While-reading: Watch and answer
How many pictures did Zip take
While-reading: Watch and answer
While-reading: Watch and answer
How many pictures did Zip take
While-reading: Look and answer
What’s in the picture
a tail
two monkeys
While-reading: Read and answer
Whose tail is that in the picture
It’s the tiger’s.
Why did Zip only take the picture of the tail
The tiger is running so fast.
While-reading: Read and fill in
Here comes a _____.
tiger
_____ is it
Where
Shh. Be _____!
quiet
Ah-choo!
While-reading: Read and fill in
Whose _____ is that
tail
It’s ______ so fast.
running
Is it the _____
tiger’s
Yes, ______.
it is
While-reading: Read and choose
What are the monkeys doing
A、They’re climbing.
B、They’re looking at Zoom and Zip.
C、They’re taking pictures.
D、They’re copying Zoom and Zip.
模仿
While-reading: Read and answer
Why are they looking at Zoom and Zip
They’re copying them.
While-reading: Read and fill in
I see two ______.
monkeys
_____ are they
Where
Shh. They’re _______.
climbing
Wow. They’re _____ ,too.
fast
What are they _____
doing
Why are they _______ at us
looking
I don’t know.
While-reading: Read and fill in
Look! They’re _______ pictures,too.
taking
That’s ______.
cute
They’re ______ us.
copying
Post-reading: Watch and imitate
Post-reading: Let’s retell
Zoom and Zip are at the _____. Zip is ______ pictures. They see a ______ and two ______. The tiger is ______ so fast. The monkeys are ______. They’re _____, too.
The monkeys are _____ at Zoom and Zip. Because they’re _______ them.
zoo
taking
tiger
monkeys
running
climbing
fast
looking
copying
Homework
1. 听录音，熟读故事
2. 复习第五单元
3. 用思维导图的方式总结第五单元知识点中小学教育资源及组卷应用平台
PEP五下Unit5Whose dog is it 单元整体设计
第一部分 单元教学设计总思路
一、教学理念
(义务教育英语课程标准(2022年版)》指出:“英语课程的实施要充分发挥核心素养的统领作用，以主题为引领选择和组织课程内容，以语篇为依托融入语言知识、文化知识、语言技能以及学习策略等学习要求，以单元的形式呈现。“2022版课标”的课程六要素新增了“主题”和“语篇”两个要素，并突出了单元整体教学的重要性。单元整体教学过程的设计要先从整体安排教学环节，形成单元框架结构。(王建平，2020)无论是单元整体框架，还是课时教学，都要有学生的学习活动作支撑，围绕单元学习重点、促进单元目标的达成，因此学习活动要体现整合性和纵深行。
二、单元教材分析
（一） 单元主题意义分析 项目 内容
主题意义 ◎交往 √ ◎感情 ◎态度
单元功能：询问、介绍
育人价值 学生学会欣赏大自然美好的风景，培养学生爱护动物的意识，营造人与自然，人与动物，人与社会友好共处的氛围。
（二） 教材分析 本单元学习的主题是寻找动物的主人，学习六个名词性物主代词和六个动词现在分词形式。主情景图通过展示Miss White班级的学生在自然公园游玩时询问图画、小动物和蔬菜的主人的情景呈现本单元要学习的核心词汇和句型及其语用情景。考虑到在情景方面A、B部分是割裂的，A对话部分讲的是画展，A词汇和B部分讲的是狗狗。在词汇方面，A部分是名词性物主代词，B部分是现在进行时，所以设置单元话题：Our colourful life。一单元根据语境和学习目标划分为六课时，带领学生通过看图、了解单元话题及相关知识，了解核心词汇与句型出现的语用环境，引导学生学会欣赏大自然美好的风景，培养学生爱护动物的意识，营造人与自然，人与动物，人与社会友好共处的氛围。
三、学情分析
本 在心理特征上，五年级的学生活泼好动、对新话题充满兴趣，喜欢表现自我勇于挑战；在知识上，五年级的学生已有了四年的英语学习基础，已经具备一定的英语学习能力，较好的听、说、读、写英语的习惯已基本养成。他们生性活泼好动，好奇心强，模仿力强，对新事物有着强烈的好奇心，探索知识的欲望很强烈。同时，五年级学生即将步入六年级，制作合理的成长规划有助于培养学生正确人生观价值观的形成。而且，他们已有较强的个人荣誉感，他们渴望得到老师和同伴的认可。本单元主题是带领Oliver认识老师和同学该主题属于“人与自我”和“人与社会”范畴，涉及“学校生活与个人感受”和“同伴交往，相互尊重，友好互助”。
四、单元整体设计思路
基于本单元的教学目标，考虑到课文主题情景A、B部分的分割性比较强，本单元的主话题是“Our colour life”,后面设置了六个课时：第一课时是参观学校的画展，感悟美好的校园生活；第二课时是参观狗狗展，认识不同种类和不同性格的狗，学会热爱小动物；第三课时是第二课时的延伸话题，也是B Talk&Learn的融合课，讲述与宠物的多彩生活，增强学生热爱动物的情感；第四课时是讲述与家庭机器人的丰富生活，体验生活中的美好；第五课时是语音课，相关性比较差，所以在本课时增加了歌曲的演唱，感受生活中的美好；第六课时是Zoom 和Zip的快乐生活，讲述在动物园的所见所闻，引导学生遵守动物园的规则，保护动物。整个单元的内容上述思路中以承接的方式、递进的梯度进行呈现、操练和运用，形成知识整体。引导学生学会欣赏大自然美好的风景，培养学生爱护动物的意识，营造人与自然，人与动物，人与社会友好共处的氛围。
五、单元总目标
在本单元学习结束时，学生能够： 通过参观学校画展，学习询问和回答某物属于某人，感悟美好的校园生活。 （1）学生能够在图片和教学的帮助下解决问题，完成Let’s try和Let’s talk两个部分的问题，并理解对话大意。 （2）学生能根据正确的语音、语调、意群朗读对话，能在情景中理解名词性物主代词his, ours的意思，并能表演对话。 （3）能够在情景中运用句型The yellow picture is mine. Are these all ours Whose is this It’s Zhang Peng’s.询问和回答某物属于某人。 （4）能完成拓展部分的对话创编，加强小组合作，完成书写报告。 2. 认识不同种类和不同性格的狗，学会6个名词性物主代词的用法。学会热爱小动物。 （1）学生能够听、说、读写六个名词性物主代词mine, yours, his, theirs, ours，并能够在语境中正确运用到这六个单词 （2）学生掌握一定的自学拼读单词能力，加强小组合作交流，锻炼批判性思维能力； （3）学生能够完成Look, say and complete的填表练习，能够区分形容词性物主代词和名词性物主代词，并完成拓展的绘本阅读。 （4）认识不同品种的狗，学会爱护宠物，与他们和谐共处。 3. 讲述与宠物的丰富生活，学习现在分词的形式和现在进行时的表达，增强学生热爱动物的情感。 （1）初步掌握动词现在分词的基本变化形式，并能在情境中运用单词：climbing,eating, playing, jumping, drinking, sleeping去谈论某人或某物正在进行的动作。 （2）学生能够通过图片、划出关键字、教师给的提示完成听力和阅读对话练习，能发散思维进行英语口语表达。 （3）学生能够正确朗读语篇对话，并在情境中运用句型“Is he/she v-ing？ Yes, he/she is. No, he/she isn’t. He/She is v-ing.询问某人正在做某事。 （4）（学生能够完成拓展部分的练习，提升语篇阅读能力和写作能力。 （5）培养学生热爱小动物，保护动物的美好情感。 4. 讲述与家庭机器人的丰富生活，巩固现在进行时的用法，体验生活中的美好。 （1）学生能够在图片和教师的帮助下读懂故事，并能完成各种形式的阅读，回答问题，并能理解生词excited和like在语境中的意思。。 （2）学生能在情景中运用句型：What are you doing I’m ...like...去询问某人正在做某事。 （3）对Robin模仿动物这种行为发表自己的看法并说明原因。 （4）学生能够在范提示的帮助下，结合之前的知识，自主完成Robin模仿其他动物的书写任务。 5. 认识字母组合ng和nk单词的发音，演唱相关歌曲。 （1）学生能够感知并归纳字母组合ng和nk在单词中的发音规则； （2）能够根据发音规则读出含有字母组合ng和nk的单词，并能够根据单词读音拼写出相应的单词，完成句子； （3）引导学生进行发现式的学习，通过拆音、拼音和分类培养学生的语音意识； （4）完成绘本故事的拼读，感知绘本大意。 6. 阅读故事，讲述在动物园的所见所闻，引导学生遵守动物园的规则，保护动物。 （1）学生能够在图片和教师的帮助下理解故事内容，复习与巩固单元重点语言，扩展学习句型：Here comes a tiger. What are they doing Why are they looking at us They’re talking pictures. They’re copying us. （2）能够在教师的帮助下表演故事，并运恰当用故事中的核心语言。 （3）了解动物园的参观注意事项，学会爱护动物，保护动物。
六、单元设计框架
（一）单元课时安排及板块分配（示意图）
第二部分 分课时教学设计
【第 6课时】
教师 授课内容 Part C Story time
一、教学内容分析
课时文本分析 [What]主题意义和主要内容 本部分呈现的是Zoom和Zip在野生动物园游玩并拍照，在看照片时发现猴子在模仿他们拍照动作的故事。学生除了复习与巩固句型 “ Whose tail is that It’s running so fast!”和词汇running, climbing等以外。还通过图片和上下文理解生词fast和新句子Here comes a tiger. What are they doing Why are they looking at us They’re taking pictures. They’re copying us.”等通过趣味故事复习与巩固并拓展所学的核心语言，感悟Zoom 和Zip的快乐生活，了解在动物园应该遵守的规章制度，爱护动物，保护动物。 [How]文本结构和语言修辞 通过语篇学习，学生巩固本单元的句型：Whose tail is that It’s running so fast! Is it the tiger’s Yes, it is. What are they doing They’re copying us. 能在拓展部分从animals、activities、skills、等方面，运用句型：Look! This is my picture. It’s a/an... It is/They are.. They can...描述自己的照片。
二、教学重难点
教学重点 学生能够在图片和教师的帮助下理解故事内容，复习与巩固单元重点语言，表演故事内容。
教学难点 完成拓展语篇的阅读练习。
三、教具准备
PPT、板书
四、教学过程设计
教学环节 教师活动 学生活动 设计意图
Pre- task Greeting Greeting to the teacher
1.Enjoy a song Enjoy the song, and sing with the song. 复习上节课的知识，同时吸引学生的注意力，从而顺利进入课题。
1.Review and do Students:dog 复习旧知，为下文学新知识做铺垫
While-task Look and answer 2.Watch and choose Q: What does Zip take pictures of A tiger and two monkeys Trees and rivers S1: Students watch the video and choose the correct answer. 在学习单词之前，先让学生熟悉这五位同学
.Read and answer Students read picture 1 to picture 3, and then answer 通过回答问题引出本节课的重点单词，学生对这种方式更感兴趣，同时也增加了学生的视觉、听觉的语言输入，为后面输出打下基础。
2.Good to know Students try to read 加深对对话的理解,本活动通过听读，加深学生的记忆
Post-task Read and choose 训练学生的听力和图文匹配能力，提高学生对新词的理解能力，同时也是检验学生的学习方式。
Role-play Read and fill
8.Homework (1)认真朗读并背诵单词及句子。 分层作业，自主拓展，有利于学生的语言表达和写作能力的发展。
五、板书设计

展开更多......

收起↑