人教版五年级下册Unit5 Whose dog is it?说课稿

　　Good morning, my dear teachers. It’s a great honor for me to stand here to show my teaching design with you. I will explain my ideas from the following parts: the analysis of teaching material, the analysis of students, teaching procedures and so on.

　　First of all, let’s analyse the teaching material.

　　Part 1 Analysis of teaching material

　　This lesson is taken from section A, unit 5, Whose dog is it? of PEP primary English book 6. The main content of this Unit is some nominal possessive pronouns like mine, yours, his...it’s a new language point for primary students, after learning this lesson, they will be able to express the possession of some objects fluently in daily life.

　　According to the New Curriculum Standard, the teaching objectives are as follows:

　　Knowledge objective：Students can recognize, read and write some nominal possessive pronouns like mine, yours, his...

　　Ability objective：By playing English games, they will be able to express the possession of some objects fluently in daily life.

　　Emotional objective：Students can be more interested in English class.

　　Moreover, the teaching key point in this class is to help them to understand the meaning of these nominal possessive pronouns.

　　While the teaching difficult point is to encourage them to talk about the topic actively.

　　Part 2.Analysis of the students

　　Students in Primary school have learned English for just few years, they have some basic simple English surroundings, but it is still vary difficult for them to memorize some knowledge in short time. At the same time, they are curious and active，but their attention can be scattered easily, so I will design some interesting activities to attract their attention, meanwhile, they can be more active in participate in class activities.

　　Part 3.The teaching methods, the learning methods

　　When I deal with this lesson, I’ll do my best to adopt some advanced teaching and learning methods, such as self-dependent learning method, cooperative learning method, task-based teaching method, so as to make the students the real masters in class.

　　Next, let’s focus on the most important part of my teaching design, teaching procedures. It includes five steps: lead-in, presentation, practice, production, summary&homework.

　　Part 4.The teaching procedures

　　Step 1 Lead-in

　　At the beginning of the class, I will show students some pictures about my summer vacation in Sanya, they will admire them and have a description. By doing this activity, their interest will be fostered and meanwhile they can be familiar with the topic today.

　　Step 2 Presentation

　　In this section, three activities will be put forward.

　　Activity 1: listen and tick, which is John’s picture?

　　Activity 2: students will listen to the tape, and answer two questions: Which one is Zhang Peng’s picture? /Which one is Yi Fan’s picture?

　　Activity 3: by showing pictures, lead students understand some nominal possessive pronouns like mine, yours, his, hers.

　　Purpose: through these activities, students will be able to understand the information in the listening material.

　　Step 3 Practice

　　Here are two activities in all.

　　Activity1: listen to the tape again and try to imitate the pronunciation and intonation of the speakers.

　　Activity2: play a game named “drive the train”. I will choose some objects in class randomly, ask students whose pencil is it? They should answer the question one by one. In this way, they can remember the words and sentence structures more deeply.

　　Step 4 Production

　　In this step, a task-based activity will be given to my students.

　　Before class, I have collected some learning materials of my students, they can find the owner of these materials one by one, but remember to use the sentence structure we have learned today.

　　Purpose: using the task-based language teaching method to encourage students to communicate and practice, thus consolidating the knowledge.

　　Step 5 Summary&homework

　　Ask one student to summarize the main content in this class, and I will give them some supplements.

　　After class, they have to make a new dialogue using the sentence structure we have learned today.

　　Part 5.The Blackboard design

　　Whose dog is it?

　　Who’s picture is it?

　　It’s his/hers/Lily’s...

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