教育版英語五年級下冊moduleunit《tidyup》教案

1、教學資料范本教育版英語五年級下冊 moduleunittidyup 教案編輯：時間：Module Unit 1 Tidy up!教案(第一課時)教學目標：1、通過演唱Sing a son叫歌曲.活躍課堂氣氛.讓學生感知本單元的核心句型。2、通過Listen and sing有關(guān)整理房間的對話.幫助學生掌握本單元的核心句型。3、通過look and learnt目.幫助學生學習日常生活用品的名稱。教學重、難點1、能掌握單詞 tidy, let, sock, cap, yours, mine, tidy up2、會運用句型 Are they yours?及回答 No, they aren t.教學

2、方法：任務(wù)教學法、情景教學法。教學過程：第一次備課第二次備課Pre-task preparations1、利用教室中的實物與學生進行對話.以復習學過的句型Whoseis this/that? Whoseare these/those?T: (point to a bag in the classroom) Whose bag is this/that?S1: It s(S2 s name) s.T: Is this/that.?S2： Yes, it s/ No. It s.T: Whose.are these/those?S3: They are.T: Are these/those.?S4

3、： Yes, they are. / No,they aren t.2、讓學生欣賞Sing asong中的歌曲.病朗讀歌詞.然后跟唱。唱完以后.學生還可以用身邊的實物改編歌詞并演唱.以初步感知本單元的核心句While-task procedures1、教師與學就Listen andsay一幅圖片中的情景展開問答。引出對話內(nèi)容。T: Look! This is a picture of a room. Is it tidy?Ss： No, it isn t.T: Who are they in the picture?Ss： They are Sally and Peter.T: What ar

4、e they doing?53: They are tidying up the room.T: (write tidy up on the blackboard) Yes. They are tiding it up.“tidy up “means “make it clean ” . How do they tidy it up? Let s listen.2、出示以下句子.讓學生聽錄音后判斷句子正誤并改錯.以 檢測他們是否理解了對話的大致內(nèi)容。1) The socks are Peter s.()2) The socks are not on the bed.()3) Both the

5、cap and the Tshirt are Paul s.()4) Sally asks Peter to put the T-shirt on the chair.() 然后出示下面兩組句子.利用學生的書和文具和他們問答.幫 助學生理解mine和yours的用法。Is that your book? / Is that book yours?This is my book. / This book is mine.T: Is this your pen?51: Yes, it s mine.T: Is this yours too?52: No. It isn t.3、讓學生聽錄音并跟讀對

6、話.男女生分角色朗讀對話。然后.學生兩兩一組根據(jù)Listen andsay的對話以及后續(xù)練習中的對話提示做問答練習。51: Whose bedroom is it?52: It s Peter and Paul s bedroom.53: Who is tidying up the bedroom?54: Sally and Peter are tidying up the bedroom.51: Whose socks are those?52: They are Paul s.53: Whose cap is this?54: It s Peter s.4、出示一雙短襪和一頂帽子或相應的圖

7、片.與學生對話.引 導學生學習單詞sock矯口cap,同時引出用Yes,./Ok./Sure等表 達方式來應答別人的請求或指令。Post-task activities1、跟學生借一些學習用品.根據(jù)這些學習用品和學生問答。T: Whose ruler is this?51: It is mine.T: Is this ruler yours?52: No, it s hers.T: Is this ruler hers?53: Yes, it s hers.接著.利用幾件其它學習用品和學生問答。T: Whose pencils are those?S1、S2: They are ours.s

8、name)?s name)?T: Are these pencils yours (S3 S3: No, they are theirs.T: Are these pencils ours (S454: No, they aren t. They are theirs.然后.讓學生利用自己的學習用品.仿照上述對話進行句型操（第二課時）教學目標：逋過Think and write的語言輸出活動.幫助學生鞏固新學的語言知識。教學重、難點1、詞?匚：crayon, umbrella, hers, theirs2、句型：-Whose.is this/are these?-It s/they re 教學

9、方法：任務(wù)教學法、情景教學法。教學過程：第一次備課第二次備課Pre-task preparations1、讓學生利用實物進行問答.在問答之后根據(jù)Pleaseput/Can youput曲指令正確的擺放實物.并學會用Yes,/Ok./Sure等表 達方式來應答別人的請求或指令。T: Whoseis this/that?S1: It ss.T: Is it yours/his/hers ？S1: Yes. /No. It s T: Please put the S1: Ok.T: Whose are these/are those?S2: They re T: Are they yours/his

10、/hers ？S1: Yes. /No. They re T: Can you put them S1: Sure.接著.學生可以根據(jù)以上示范.開展對子活動或小組活動.以進一步鞏固課時一所學內(nèi)容。While-task procedures1、出示 Think andwrite中的連線圖.然后出示umbrella的單詞卡片。學生根據(jù) 教師提供的語境和單詞卡片.通過問答學習新詞匯.并鞏固已 學句型。T: (show a picture of an umbrella) What s this?S1: It s an umbrella.T: (stick the picture on the blac

11、kboard) Umbrella, an umbrella.Ss: Umbrella, an umbrella.T: (point to the picture) Whose umbrella is this?S2： It s Ben s.T: This umbrella is Ben s. It s his.Ss: This umbrella is Ben s. It s his.然后.用同樣的方法教授crayon.2、學生根據(jù)Think and write中的圖片.看圖填表。3、學生根據(jù)表格所填的內(nèi)容.兩人一組做問答練習。一方面 檢查學生對圖片內(nèi)容的理解是否正確.另一方面讓學生操練 所學的

12、語言。S1: Are the crayons Alice s?S2： No, they are not hers.S1: Whose crayons are these?S2:： They are Jill s.S3: Is the schoolbag Joe s?S4： No, it s not his.S3: Whose schoolbag is it?S4:： It s Alice s.4、學生根據(jù)圖片及表格內(nèi)容.完成Think andwrite中的書寫練習.鞏固重點和難點.從聽、說、讀的技能過渡到寫的訓練。Post-task activities學生分為6組.開展小組活動.每個學生把一

13、件物品放在桌上.然后小組內(nèi)學生根據(jù)桌上的物品對話。(第三課時)教學目標：1、幫助學生通過閱讀故事神奇的石頭抓住關(guān)鍵信息.了解故事大意.并完成后續(xù)練習02、了解字母組合ar, ue, oofc單詞中的發(fā)音。3、通過學習任務(wù)(task),幫助學生鞏固和綜合運用本單元所學的知識和技能.描述物品的歸屬和應擺放的位置。教學重、難點1、語音：ar(car), ue(blue), oo(school)2、詞匯：(be) full of, a few。教學方法：情景教學法。教學過程：第一次備課第二次備課Pre-task preparation1、讓學生根據(jù)教師出示的學習用品回答問題。T: (show a pe

14、ncil) Whose pencil is this?51: It s my pencil.T: Is this your pencil?52: No, it isn t. It s (S3 s name) s.T: (show some books) Whose books are these?53: They are my books.T: Are these your books?54: No, they aren t. They are (S5 s name) s.接著讓學生兩兩對話.以進一步鞏固課時一和課時二所學內(nèi)While-task procedures1、播放 Read asto

15、ry的錄音.讓學生合上書本聽故事。然后.教師出示教學掛圖中的故事圖片.與學生問答.熟悉故事人物。T: (point to Jimmy) What is his name?55: His name is Jimmy.T: (point to the father) Who is he?55: He is Jimmy s father.出示以下問題.學生帶著問題閱讀文章.然后回答問題。Picture 11) What is in the box? (The box is full of nails.)2) Whose box is it? (It is Jimmy s father s.)Pict

16、ure 21) What does Jimmy do? (He drops the nails.)2) What happens to the nails? (All the nails fall on the floor.) Picture 31) What does Jimmy s father gives him?(Jimmy s father gives him a black stone.)2) What does Jimmy s fatheysa(He says, this stone can help you,Jimmy. try it. )Picture 41) Where d

17、oes Jimmy put the stone?(He puts the nails near the stone.)2) What happens to the nails this time?(The nails all stick to the stone.)2、學生再次閱讀故事.教師在黑板上寫出每幅圖片的關(guān)鍵詞 .學生根據(jù)圖片及關(guān)鍵詞復述故事。Picture 1: box, table, nailsPicture 2: drop, nails, fall, messPicture 3: give, black stone, help, tryPicture 4: put, near,

18、stick, floor, clean, magic stone3、指導學生完成課本第5頁Read a story的后續(xù)練習.然后填空完成故事概要。Jimmy s father has a small box. He puts it on the table. There are a lot of nails in it. Jimmy drops the box. Al the nails fall on the floor. Jimmy says, what a mess! ” Jimmy s father gives him a black stone to help him. It is a magic stone because all the nails stick to it.4、出示 Learn the sounds勺語言單詞卡片 ar(car), ue(blue), oo(school)請學生跟讀并感知字母組合ar, ue,ooft單詞中的發(fā)音。T: ar,