1、Unit 1 Tidy up 单元教学设计 单元单元 整体整体 分析分析 1: 本单元的话题为：Tidy up.通过 Sally Peter 一起收拾房间，询问物品的归属。 引出物主代词的另一种形式，名词性物主代词，在之前学过形容词性物质代词，如 图所示： 2：比较形容词性和名词性物主代词的用法 1）：复习句型：Whose. is this/that? Whose. are these/those? :2）：比较形容词性物主代词和名词性物主代词 This is my football./This football is mine. These areAlices picture books./
2、These picture books are hers. Is that your umbrella?/Is that umbrella yours? Are thoseAlices crayons?/Are those crayons hers? 3AUnit 6 Me Unit 9 In my room Unit 11 Small animals My hair is long. My ears are small. Is this your pen,Dad? Yes,it is. Its ears are long.Its eyes are small. 3BUnit1 Colours
3、 Unit 10 Funny cartoons What colour is your ball? I cant find my ball. My legs are long.My feet are big. Its mouth is big. 4AUnit1 Meeting new people Unit 7At school Unit 10Around my home This is your new classmate. Her name is Jill. Whats in your school? Where is your home? 4BUnit 6 MusicWhose guit
4、ar is it?Its Joes guitar. 5AUnit 3 My birthday Unit 7At the beach When is your birthday? Who is your good friend? 学学 情情 分分 析析 学生在之前就接触过人称代词：主格，宾格和形容词性物主代词，会正确运用 这些代词。 在四年级下册，学过特殊疑问句 Whose.?并会用形容词性物主代词+名词的形式来 回答。 单元单元 总目总目 标标 语言知识与技语言知识与技能：能：通过 Look and learn ,帮助学生学习日常生活用品的名称。 掌握本单元的核心句型。 学习字母组合 ar,u
5、e,oo 在单词中的发音。 过程与方法过程与方法：通过演唱歌曲，活跃课堂气氛，整体感知本单元的核心句型。 运用本单元所学的内容，描述物品的归属和应摆放的位置。 通过 Think and write 的语言输出活动，帮助学生巩固新的语言知识。 阅读故事，抓住关键信息，了解故事大意，并完成课后练习。 3. 情感态度价值观情感态度价值观：通过活动培养学生主动做家务的意识和养成勤劳的好习惯。 教教 学学 方方 法法 与与 手手 段段 根据本课的教学内容，教学目标，学生的心理年龄的特征，为了能更好的激发 学生的学习兴趣，整个教学过程运用多媒体教学课件，单词卡片，玩具等教学辅助 手段，使枯燥的短语和句型融
6、入到生动活泼的情境中，创设各种任务，采取小组竞 赛的方式来调动学生学习的积极性。 课时划分与分课时目标课时划分与分课时目标 板块单元知识整合与拓展的知识教学目标主题语境 第 一 课 时 Look and learn Listen and say Sing a song 单 词 Tidy let sock capyours mine tidy up His Clean the table ours 初步感知和运用目 标词汇和目标语。 Clean the room 句 型 Are they yours? No,they arent. Is this yours? No, its hers/his.
7、 These books are ours. 第 二 课 时 Look and learn Think and write 单 词 crayon , umbrella Hers ,theirs net book schoolbag 会使用句子来询问 物品的归属和应摆 放的位置。 Clean the room 句 型 Whose.is this/are those? Its/Theyre. Whose.is this/are those? Its Peters. 第 三 课 时 Read a story learn the sounds 单 词 (be) full of, a few 了解故事大
8、意，并 完成课后练习。 Learn the sounds 句 型 It is full of the nails. The floor is clean again. 语 音 ar,ue, ooroom farm moon card gluetrue 作业 设计 第 第一课时 Copy the words and sentences. Read the sentences 第二课时 写词块，造句 Tidy up ,Put.on. 以及日常用语 Thank you for your help.Youre welcome. 第 第三课时 描述一下周围的环境分别有什么，并且它们属于谁的。 教学设计续
9、页 课题 Tidy up 课型新授课时 第 1 课 时 授课 时间 年月日 项目内容 教学 重点 难点 Important aims 掌握本课时所要学习的词汇，并学会使用句型：Are they yours?进行询问物品 的归属。 Difficult points 形容词性物主代词过后要跟名词，而名词性物质代词一般用来指代前面所 指的名词，其后不再跟名词例如：This is my book.这是我的书。（My 修饰 book）.This book is my mine.这本书是我的。（mine= My book） 板书 设计 Tidy up cap Whosecrayonis this?Its
10、mine. umbrella Whosesocksare those?Theyre mine. 教学设计续页 教学流程个性化调控 Pre-task preparation 1.复习学过的句型 Whose.Are these/those? 学生可以利用自己的实物仿照上述对话进行小组活动。 S1：Whose.is /are.? S2:Its/Theyre. S1:Is/Are. S3:Yes./No. Its/Theyre. 2: 播放录音，欣赏 Sing a song 的歌曲，并朗读歌词，然后跟唱， 唱完以后学生还可以用身边的实物改编歌词并演唱，以初步感知 本单元的核心句型。 While-tas
11、k procedures 1:教师与学生就 Listen and say 第一幅图片中的情景展开问答，引 出对话内容。 T:Look!This is a picture of a room. Is it tidy? Ss: No, it isnt. 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
12、it up. Tidy up means make it clean. How do they tidy it up? Lets listen. 2:出示以下句子，学生听录音后判断句子正误并改错， 并检测是否了解对话的大致内容。 1） The socks are Peters.() 2） The socks are not on the bed.() 3） Both the cap and the T-shirt are Pauls.() 4） Sally asks Peter to put the T-shirt on the chair.() 3 根据对话提示作问答练习。 1）Whose
13、bedroom is it? 2）Who 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,its yours. T:Guess.Whose cap is it? Ss: Is it(S1s name)? T:Is it yours?,(S1s name
14、)? S1:No,(point to S2) Its his/hers. T:(give the cap to S3) Can you put the cap on (S3name)s desk? S3:OK. Post-task activities 1：T:Whose ruler is this? S1:Its mime. T:Is this ruler yours? S2:No,its hers. T:Is this ruler hers? S3:Yes,its hers. T:Whose pencils are these? S1&S2:Theyre ours. T:Are these
15、 pencils yours(S3s name)? S3:No.Theyre theirs. T:Are these pencils ours(S4sname)? S4:No,they are not. They are theirs. 3： 学生分为若干小组， 各组收集组员的一些用随意摆放在课桌上， 创设学习环境，然后整理课桌并对话，学生根据自己创设的情境， 模仿课文对话，教师可以邀请个别小组上台表演。 当 堂 达 标 设 计 一单选题： 1：This is my book._ are over there.A.YourB.YoursC. YouD.Mine 2.Whose pen is i
16、t?Its_.A.herB. HersC. SheD.his 3._bag is new and_is new,too.A.Our,heB.Ours,hisC.My,hisD.My,her 4.This room is ours,and that one is _.A.theyB.themC.theirD.theirs 5.Whose pencils are there? Theyre_.A.myB.meC.mineD.our 二：根据图片信息，描述下面这些学习用品属于谁的，应该放在什么地方。 教 学 反 思 现 象 与 归 因 分 析 改 进 措 施 教学设计续页 课题 Tidy up 课型
17、新授课时 第 2 课 时 授课 时间 年月日 项目内容 教学 重点 难点 Important aims： 掌握特殊疑问句 Whose.is this/are these? Difficult points： The books are Kitty and Bens. Theyre_. 形容词性物主代词和名词性物主代词的正确使用。 板书 设计 Tidy up Whose crayon is this?Its mine. Its my crayon. 教学设计续页 教学流程个性化调控 Pre-task preparation 1：T:Whose.is this/that? S1:Its.s. T:
18、Is it yours/his/hers/.? S1:Yes./No. Its. T:Please put the . S1:OK. T:Whose . arethese/those? S2:They are. T:Are they yours/his/hers/.? S2:Yes./No. They are . T:Can you put them.? S2:Sure. 2:将以下表格补充完整并朗读，以复习学过的各种代词： 个性设计应达到 30% 主格Iyouhesheitwethey 宾格meyouhimheritusthem 形 容 词 性 物 主 代词 myyourhisheritso
19、urtheir 名 词 性 物 主 代 词 mineyourshishersourstheirs While-task procedures 1：出示 Think an write 的连线图， 然后出示 umbrella 的单词卡片， 学生根据教师提供的语境饿单词卡片，通过学习新词汇，并巩固 已学句型。 用同样的方法教授 crayon. 2:根据图片信息，填表。 Whowhat Jillcrayons Joesocks Kitty and Benbooks Benumbrella AliceSchoolbag ,volleyball Peter and Sallyfootball 3,S1:A
20、re the crayons Alices? S2:No,they are not hers. S1:Whose crayons are these? S2:Theyre Jills. S3:Is the schoolbag Joes? S4:No,its not his. S3:Whose schoolbag is it? S4:ItsAlices. 4：学生根据图片及表格内容，完成 Think and write 的书写练习。 巩固重点和难点，从听，说，读的技能过度到写的训练。 Post-task activities 1.开展小组活动 S1:Is this bag yours? S2:Y
21、es,its mine. S1:Is that rubber yours? S2:No.(point to S3) Its his. S1:Are these books hers？（point to S4） S2:No,they not hers. S1:Whose books are they? S2: Theyre ours. 2. 根据桌上摆放的东西和所示例句写话，单数复数各写两句， 人 称变化要尽量丰富。 My pencil case is not on the desk.Mine is in the desk.Hers is on the desk. Her pencils are
22、 not on the desk. Hers are in the pencil case. His are onthe desk. 当 堂 达 标 设 计 用所给词的适当形式填空用所给词的适当形式填空 1. That is not _ bag. That bag is very small, but _ is very big. ( I ) 2. The dress is _. ( she ) 3. Is this _ watch? (you) No, its not _ . ( I ) 4. _ is my brother. _name is Jack. Look! Those books
23、 are _.( he ) 5. _ socks are red. (we) What color are _? ( you ) 6. I can find my book, but wheres _? ( you ) 根据句意填空根据句意填空 1. We are in the same class. _ classroom is very nice. 2. Miss Xia is my teacher. Im _ student. 3. Thats a dog. _ name is Coco. 教 学 反 思 现 象 与 归 因 分 析 请描述课堂问题 改 进 措 施 请给出具体明确的改进措
24、施 教学设计续页 课题 Tidy up 课型新授课时 第 3 课 时 授课 时间 年月日 项目内容 教学 重点 难点 Important aims： 字母组合 ar(car)ue(blue)oo(book) 在单词中的发音。 通过上下文理解短语（be）full ofAfew 的意思。 Difficult points： 通过阅读短文，理解可以帮助吉米的 Amagic stone 就是磁铁。 板书 设计 Amagic stone 1:What is in the box? 2:Whose box is it? 3:What does Jimmy do? 4:What happens to the
25、 nails? 5:What does jimmys father give him? 6.What does jimmys father say? 教学设计续页 个性化调控 Pre-task preparations: 1:T:（show a pencil）Whose pencil is this? S1:Its m pencil. T:Is this your pencil? S2:No,it isnt. Its(S3s name)s. T:(show some books)Whose books are these? S3:They are my books. T:Are these y
26、our books? S4:No,they arent. Theyre (S5s 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:播放录音， 学生听故事。 出示一下问
27、题， 学生带着问题阅读文章， 然后回答下面问题： 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 jimmys father give him? 6.)What does jimmys father say? Picture4 7):Where does Jimmy put the stone? 8)：What happens to the nails this ti
28、me? 2:再次阅读故事， 教师在黑板上写出关键词， 学生根据关键词复述 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:指导学生完成课本第 5 页的练习，然后填空完成故事概要。 Jimmys father has a small _.He puts it on the table. There are a lot of _in it. Jimm
29、y_ the box. All the nails _on the floor. Jimmy says, What a mess! Jimmys father gives him a _ _ to help him. It is a magic stone because all the nails_ to it. 个性设计应达到 30% 4： 出示 Learn the sounds 的语音单词卡片， 感知字母组合， ar ,ue,oo 在单词中的发音 T：ar /a:/,car, car. Ss: ar /a:/,car ,car. T:ue /u:/blue, blue Ss:ue /u:
30、/blue ,blue T:oo /u:/ school. school Ss: oo /u:/ school .school 然后播放录音，请学生模仿录音朗读儿歌，鼓励学生模仿录音中 的语音语调。 Post-task activities 学生三人一组，演出课本剧。学生自行安排角色和设计对白。 当 堂 达 标 设 计 一选不同类的单词： () A. carB. farmC. darkD. warm () A.noonB.roomC.toothD.door () A.knifeB.dictionaryC.rubber D.cap 二，用所给的关键词，复述课文写在练习本上。 教 学 反 思 现 象 与 归 因 分 析 请描述课堂问题 改 进 措 施 请给出具体明确的改进措施
