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1、 Unit 1 Tidy up 單元教學設計 主備課人學校與姓名：國師街小學 吳佳 授課時間： 年 月 日- 年 月 日 單元整體分析 1: 本單元的話題為：Tidy up.通過Sally Peter 一起收拾房間，詢問物品的歸屬。引出物主代詞的另一種形式，名詞性物主代詞，在之前學過形容詞性物質代詞，如圖所示： 3A Unit 6 Me Unit 9 In my room Unit 11 Small animals My hair is long. My ears are small. Is this your pen,

2、Dad? Yes,it is. Its ears are long.It’s eyes are small. 4A Unit1 Meeting new people Unit 7 At school Unit 10 Around my home This is your new classmate. Her name is Jill. What’s in your school? Where is your home? 5A Unit 3 My birthday Unit 7 At the beach When is your birthday? Who is y

3、our good friend? 2：比較形容詞性和名詞性物主代詞的用法1）：復習句型：Whose... is this/that? Whose... are these/those? :2）：比較形容詞性物主代詞和名詞性物主代詞 This is my football./This football is mine. These are Alice’s picture books./These picture books are hers. Is that your umbrella?/Is that umbrella yours? Are those Alice’s cra

4、yons?/Are those crayons hers? 學情 分 析 學生在之前就接觸過人稱代詞：主格，賓格和形容詞性物主代詞，會正確運用這些代詞。 在四年級下冊，學過特殊疑問句Whose...?并會用形容詞性物主代詞+名詞的形式來回答。 單元總目標 語言知識與技能：通過Look and learn ,幫助學生學習日常生活用品的名稱。 掌握本單元的核心句型。 學習字母組合ar,ue,oo在單詞中的發(fā)音。 過程與方法：通過演唱歌曲，活躍課堂氣氛，整體感知本單元的核心句型。 運用

5、本單元所學的內(nèi)容，描述物品的歸屬和應擺放的位置。 通過Think and write的語言輸出活動，幫助學生鞏固新的語言知識。 閱讀故事，抓住關鍵信息，了解故事大意，并完成課后練習。 3. 情感態(tài)度價值觀：通過活動培養(yǎng)學生主動做家務的意識和養(yǎng)成勤勞的好習慣。 教學方法與手段 根據(jù)本課的教學內(nèi)容，教學目標，學生的心理年齡的特征，為了能更好的激發(fā)學生的學習興趣，整個教學過程運用多媒體教學課件，單詞卡片，玩具等教學輔助手段，使枯燥的短語和句型融入到生動活潑的情境中，創(chuàng)設各種任務，采取小組競賽的方式來調(diào)動學生學習的積極性。

6、 課時劃分與分課時目標 板塊 單元知識 整合與拓展的知識 教學目標 主題語境 第一課時 Look and learn Listen and say Sing a song 單詞 Tidy let sock cap yours mine tidy up His Clean the table ours 初步感知和運用目標詞匯和目標語。 Clean the room 句型 Are they yours? No,they aren’t. Is this yours? No, it’s hers/his. These book

7、s are ours. 第二課時 Look and learn Think and write 單詞 crayon , umbrella Hers ,theirs net book schoolbag 會使用句子來詢問物品的歸屬和應擺放的位置。 Clean the room 句型 Whose...is this/are those? It’s/They’re... Whose...is this/are those? It’s Peter’s. 第三課時 Read a story learn the sounds 單詞 (be) f

8、ull of, a few 了解故事大意，并完成課后練習。 Learn the sounds 句型 It is full of the nails. The floor is clean again. 語音 ar, ue, oo room farm moon card glue true 作業(yè) 設計 第第一課時 Copy the words and sentences. Read the sentences 第二課時 寫詞塊，造句 Tidy up ,Put...on.. 以及日常用語Thank you for yo

9、ur help. You’re welcome. 第第三課時 描述一下周圍的環(huán)境分別有什么，并且它們屬于誰的。 教學設計續(xù)頁 課題 Tidy up 課型 新授 課時 第1課時 授課時間 年 月 日 項目 內(nèi)容 教學 重點 難點 Important aims 掌握本課時所要學習的詞匯，并學會使用句型：Are they yours?進行詢問物品的歸屬。 Difficult points 形容詞性物主代詞過后要跟名詞，而名詞性物質代詞一般用來指代前面所指的名詞，其后不再跟名詞例如：This is my book.這是我的書。（M

10、y 修飾book）.This book is my mine.這本書是我的。（mine= My book） 板書 設計 Tidy up cap Whose crayon is this? It’s mine. umbrella Whose socks are those? They’re mine. 教學設計續(xù)頁 教學流程 個性化調(diào)控 Pre-task prepar

11、ation 1. 復習學過的句型 Whose... Are these/those? 學生可以利用自己的實物仿照上述對話進行小組活動。 S1：Whose...is /are...? S2:It’s/They’re... S1:Is/Are... S3:Yes./No. It’s/They’re... 2: 播放錄音，欣賞Sing a song 的歌曲，并朗讀歌詞，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型。 While-task procedures 1:教師與學生就Listen and say 第一幅圖片中的情景展開問答，引出對話

12、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 are they doing? Ss：They are tidying up the room. T:(write tidy up on the blackboard) Yes. They are tidying it up. Tidy up means make it clean. How do they

13、tidy it up? Let’s listen. 2:出示以下句子，學生聽錄音后判斷句子正誤并改錯， 并檢測是否了解對話的大致內(nèi)容。 1） The socks are Peter’s.( ) 2） The socks are not on the bed.( ) 3） Both the cap and the T-shirt are Paul’s.( ) 4） Sally asks Peter to put the T-shirt on the chair.( ) 3根據(jù)對話提示作問答練習。 1） Whose bedroom is it? 2） Wh

14、o is tidying up the bedroom? 3） Whose socks are these? 4） Whose caps is this? 4. (Show a pair of a new socks) Look, this is a pair of socks, this pair of socks is mine.(point to S1) Is it hers/his? S1:No,it’s yours. T:Guess.Whose cap is it? Ss: Is it(S1’s name)? T:Is it yours?,(S1’s name)?

15、S1:No,(point to S2) It’s his/hers. T:(give the cap to S3) Can you put the cap on (S3’name)’s desk? S3:OK. Post-task activities 1：T:Whose ruler is this? S1:It’s mime. T:Is this ruler yours? S2:No,it’s hers. T:Is this ruler hers? S3:Yes,it’s hers. T:Whose pencils are these? S1&S2:They’re ou

16、rs. T:Are these pencils yours(S3’s name)? S3:No.They’re theirs. T:Are these pencils ours(S4’sname)? S4:No,they are not. They are theirs. 3：學生分為若干小組，各組收集組員的一些用隨意擺放在課桌上，創(chuàng)設學習環(huán)境，然后整理課桌并對話，學生根據(jù)自己創(chuàng)設的情境，模仿課文對話，教師可以邀請個別小組上臺表演。 當堂達標設計 一．單選題： 1：This is my book.______ are over there. A.Your B.

17、Yours C. You D.Mine 2. Whose pen is it? It’s_______. A.her B. Hers C. She D.his 3. ______bag is new and_______is new,too. A.Our,he B.Ours,his C.My,his D.My,her 4. This room is ours,and that one is _____. A.they B.them C.their D.theirs 5. Wh

18、ose pencils are there? They’re_____. A.my B.me C.mine D.our 二：根據(jù)圖片信息，描述下面這些學習用品屬于誰的，應該放在什么地方。 教學反思 現(xiàn)象與歸因分析 改進措施 教學設計續(xù)頁 課題 Tidy up 課型 新授 課時 第2課時 授課時間 年 月 日 項目 內(nèi)容 教學 重點 難點 Important aims： 掌握特殊疑問句Whose...is this/are these? Difficult points

19、： The books are Kitty and Ben’s. They’re_______. 形容詞性物主代詞和名詞性物主代詞的正確使用。 板書 設計 Tidy up Whose crayon is this? It’s mine. It’s my crayon. 教學設計續(xù)頁 教學流程 個性化調(diào)控 Pre-task preparation 1：T:Whose...is this/that? S1:It’s...’s. T

20、:Is it yours/his/hers/...? S1:Yes./No. It’s... T:Please put the ... S1:OK. T:Whose ... are these/those? S2:They are... T:Are they yours/his/hers/...? S2:Yes./No. They are ... T:Can you put them...? S2:Sure. 2:將以下表格補充完整并朗讀，以復習學過的各種代詞： 個性設計應達到30% 主格 I you he she it we they 賓格 me

21、 you him her it us them 形容詞性物主代詞 my your his her its our their 名詞性物主代詞 mine yours his hers ours theirs While-task procedures 1：出示Think an write的連線圖，然后出示umbrella的單詞卡片，學生根據(jù)教師提供的語境餓單詞卡片，通過學習新詞匯，并鞏固已學句型。 用同樣的方法教授crayon. 2:根據(jù)圖片信息，填表。 Who what Jill crayons Joe socks Ki

22、tty and Ben books Ben umbrella Alice Schoolbag ,volleyball Peter and Sally football 3,S1:Are the crayons Alice’s? S2:No,they are not hers. S1:Whose crayons are these? S2:They’re 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

23、及表格內(nèi)容，完成Think and write 的書寫練習。鞏固重點和難點，從聽，說，讀的技能過度到寫的訓練。 Post-task activities 1. 開展小組活動 S1:Is this bag yours? S2:Yes,it’s mine. S1:Is that rubber yours? S2:No.(point to S3) It’s his. S1:Are these books hers？（point to S4） S2:No,they not hers. S1:Whose books are they? S2: They’re ours. 2. 根

24、據(jù)桌上擺放的東西和所示例句寫話，單數(shù)復數(shù)各寫兩句，人稱變化要盡量豐富。 My pencil case is not on the desk. Mine is in the desk. Hers is on the desk. Her pencils are not on the desk. Hers are in the pencil case. His are on the desk. 當堂達標設計 用所給詞的適當形式填空 1. That is not ______ bag. That bag is very small, but ______ is very big

25、. ( I ) 2. The dress is ______. ( she ) 3. Is this ______ watch? (you) No, it’s not ______ . ( I ) 4. ______ is my brother. _______name is Jack. Look! Those books are ______.( he ) 5. ______ socks are red. (we) What color are ______? ( you ) 6. I can find my book, but where’s ______? ( you ) 根

26、據(jù)句意填空 1. We are in the same class. _____ classroom is very nice. 2. Miss Xia is my teacher. I’m _____ student. 3. That’s a dog. _____ name is Coco. 教學反思 現(xiàn)象與歸因分析 請描述課堂問題 改進措施 請給出具體明確的改進措施 教學設計續(xù)頁 課題 Tidy up 課型 新授 課時 第3課時 授課時間 年 月 日 項目 內(nèi)容 教學 重點 難點 Important aims： 字

27、母組合ar(car) ue(blue) oo(book) 在單詞中的發(fā)音。 通過上下文理解短語（be）full of A few的意思。 Difficult points： 通過閱讀短文，理解可以幫助吉米的A magic stone 就是磁鐵。 板書 設計 A magic stone 1:What is in the box? 2:Whose box is it? 3:What does Jimmy do? 4:What happens to the nails? 5:What does jimmy’s fa

28、ther give him? 6.What does jimmy’s father say? 教學設計續(xù)頁 個性化調(diào)控 Pre--task preparations: 1:T:（show a pencil）Whose pencil is this? S1:It’s m pencil. T:Is this your pencil? S2:No,it isn’t. It’s(S3’s name)’s. T:(show some books)Whose books are these? S3:They are my books. T:Are t

29、hese your books? S4:No,they aren’t. They’re (S5’s name)’s. 2：T:These things are good helpers in our daily lives. They can make our homes tidy and clean. Do you know how to use these things? S1:We can put little things in the box. S2:We can clean the floor with a mop. While--task procedures 1:播

30、放錄音，學生聽故事。出示一下問題，學生帶著問題閱讀文章，然后回答下面問題： Picture1: 1):What is in the box? 2:)Whose box is it? Picture2: 3:)What does Jimmy do? 4:)What happens to the nails? Picture3: 5:)What does jimmy’s father give him? 6.)What does jimmy’s father say? Picture4 7):Where does Jimmy put the stone?

31、8)：What happens to the nails this time? 2:再次閱讀故事，教師在黑板上寫出關鍵詞，學生根據(jù)關鍵詞復述故事。 Picture1 :box, table, nails Picture2:drop,nails,fall,mess Picture3:give,black stone, help, try. Picture4:put,near,stick,floor,clean,magic stone 3:指導學生完成課本第5頁的練習，然后填空完成故事概要。 Jimmy’s father has a small ____.He puts it on

32、the table. There are a lot of _____in it. Jimmy_____ the box. All the nails _____on the floor. Jimmy says,‘What a mess!’Jimmy’s father gives him a ____ _____ to help him. It is a magic stone because all the nails_____ to it. 4：出示Learn the sounds 的語音單詞卡片，感知字母組合，ar ,ue,oo 在單詞中的發(fā)音 T：ar /a:/,car, ca

33、r. Ss: ar /a:/,car ,car. T:ue /u:/blue, blue Ss::ue /u:/blue ,blue T:oo /u:/ school. school Ss: oo /u:/ school .school 然后播放錄音，請學生模仿錄音朗讀兒歌，鼓勵學生模仿錄音中的語音語調(diào)。 Post-task activities 學生三人一組，演出課本劇。學生自行安排角色和設計對白。 個性設計應達到30% 當堂達標設計 一．選不同類的單詞： ( ) A. car B.?farm C.?dark D.?warm? ( ) A.noon B.room C.tooth D.door ( ) A.knife B.dictionary C.rubber D.cap 二，用所給的關鍵詞，復述課文寫在練習本上。 教學反思 現(xiàn)象與歸因分析 請描述課堂問題 改進措施 請給出具體明確的改進措施