沪教版（三起）五年级下册Module 1 Changes and differences-1 Tidy up!-ppt课件-(含教案+视频)-公开课-(编号：e0168).zip

(Period 1)(Period 1) Tidying up our home Tidy up Module 1 Changes and differences Peppa and GorgestheirbedroomIt is . theirs 1.Who are they? 2.What are they doing? Task 2: Think and say about how do they tidy up the room. Task 1:Learn the passage and try to find out personal pronoun（人称代词 ）and possessive pronoun（物主代词 ）！ Where (are they)? bedroom Peters Whose? Pauls What? cap T-shirtsocks Where (to put)? ? bed Peter and Pauls Tidying up the bedroom Sally and Peter are tidying up _ bedroom. Pauls _ and _ are on the floor. Peter _ them on his bed. The _ on the desk is Peters. Maybe he needs to put it in/on the _. Now, the room is clean and tidy. Peter and Pauls T-shirtsocks cap ? puts Great ideas for tidying up:Bad ideas for tidying up: Put the books on the bookshelf. Put all the things together. Help Peppa and George tidy up.You can draw、 write and say . Lorem ipsum dolor sit amet 1 Lorem ipsum dolor sit amet 2 Lorem ipsum dolor sit amet 3 Vocabularies you need: sort(分 类)， shelf(隔层) ，magic cube(魔方) ，dolls， commonly used（常用的）, not commonly used(不常用的), storage (收纳)box A B C _ _ _ _ _ _ You can put.on/in. You can sort. Tidying up makes our lives better! Whose _ is this? Whose _ is this? Is this _? Is this _? Whose _ is this? Its _, not _. Whose _ are these? Are these _? Are these _? Whose _ are these? Theyre _, not _. HomeworkHomeworkHomeworkHomework 1.Emotional-read or role-read the dialogues. 2. Are there any places need to be tidied up in your home? How do you usually tidy it/them up? Module1 Unit1 Period1 教案教案 一、教学目标：一、教学目标： 1、知识目标： 词汇：学生能够认读理解 mess, let, tidy, sock, yours, cap, mine, crayonwww-2-1-cnjy-com 语句：学生能够认读理解 Whose is this/ are they? Its/ They are2-1-c-n-j-y 2、技能目标： (1) 学生能够在不同情境中灵活运用本课新词和以前所学物品单词。 (2) 学生能够在不同情境中运用本课重点句型 Whose is this/ are they? Its/ They are (3) 在任务驱动下完成文本学习并最后实现任务达成：询问物品归属并回答。 3、情感目标： 学生能够在看、听、想、说、写中发展多元智能，养成认真倾听的好习惯，并在小组 讨论交流中体验合作学习的快乐。养成良好的生活习惯。21 世纪教育网版权所有 二、教学重难点二、教学重难点 名词性物主代词的理解和运用。 三、教学过程：三、教学过程： 课前：Enjoy a song 在有趣的动画中渗透本届课的主题和部分词语。 Step 1: New words: T: Hello, boys and girls. Lets learn some new words about this lesson.www.21-cn- 听音，学习单词 mess, tidy, sock, yours, cap, mine, crayon 同时讲授名词性物主代词和形容词 性物主代词的区别和构成。学习完之后做练习 lets write 21*cnjy*com - Is this _ (you) cap? -Yes, its _(I ). - Whose sweater is there? - Its _(Lily). Step 2:Read and answer: Whose socks are they? Whose cap is this? Whose T-shirt is this? 阅读每一幅图回答问题，每幅图中空出文中的重点单词，让学生试着来填，然后整体阅读 对话，也课文分角色朗读。 Step 3:总结答案 Whose socks are they? Its Pauls. Whose cap is this? Its Paters. Whose T-shirt is this? Its Pauls. Step 4 : Think and tick. 1、 T: Children. Now, lets check your memory. OK? Ss: OK! T: Read the sentences and choose the right sentences.21cnjy 第一幅图：（ ） Its Peters room. （ ）Mum come to help. （ ）Its very tidy. （ ）Sally help tidy the room. 第二幅图：（ ）They are tidying up the floor. （ ）The cap is under the bed. （ ）This is Sallys cap. 第三幅图：（ ）Its still a mess room. （ ）The room is very tidy now. （ ）Sally helped a lot. 2、 Look and say. 同桌根据句子提示进行问答，难度逐步增加。 - Whose pizza is this? - This is my pizza. This_ is_. - Whose coffee is this? - This is _. This_ is_. -_. - This is _. This Step 5 : 扎实练习，操练重点。 设计综合性的问答练习。 - Whose bedroom is it? - Its - Who is tidying up the bedroom? - - Who is this/ are those? - Its/They are Step 6 : Summary. 总结本节课的单词，短语和句型。 Step 7 :Homework. 1.Read the text 3 times. 2.回家整理自己和父母的房间，试着用今天所学习的句型询问物品。 教学反思： 本节课的内容是牛津小学英语 5B Unit1，在备课的过程中，我对教材进行了一定的研究 分析，根据学生的实际生活，设计了一系列的教学活动过程。除了运用本课所学的重点单 词以外，还引导学生进行延伸与拓展，同时让学生自主创设情境，操练所学过的语言文化 知识。但是我对课堂的整体设计不够严密，整个课堂并未出现我所期待的亮点。现将我对 这节课的整体思路阐述如下：21 教育网 一、自由对话，歌曲导入。在本节课中，我从 Free Talk 开始谈起，并设计了一首与课 文内容匹配的歌曲作为我本节课的切入点，引入本课新单词的教学，以动画的形式让学生 从视觉上认识事物，体验中学会说英语。学生在这种情境中学习新内容，大脑始终处于兴 奋状态，学得认真，记得牢固。21cnjycom 二、自主学习，充分合作。英语作为一门语言，应体现它的交际功能，我一贯认为学生 会应用英语是关键。所以我经常给学生自由发挥的空间，通过多次小组合作，充分的发挥 想象，运用所学的内容自编自演谈话场景。这样学生可以活学活用英语，同时也培养了合 作能力和表演才能。但本课在检查小组成果时，我却发现学生的语言很单调，没有拓展性， 跟我给他们的例子差不多，缺乏丰富性。这可能跟我课前渗透操练有关。【来源：21世纪教育网】 三、创设情境，巩固新知。在句型部分，本单元的主要话题是“谈论物品的归属” ，即 名词性物主代词。通过学习，要求学生能在一定的情景下正确使用名词性物主代词。学生 在理解其意思上没有太大的障碍，但在使用时却常常与形容词性物主代词混淆。我设计了 送礼物和猜谜的活动，让学生在情境中理解并掌握。并用原先已学的形容词性物主代词来 带出名词性物主代词，并且在板书中作对比，学生能深刻理解两者的区别。最后让学生自 己来说说形代和名代的区别就好了，以此加深他们的印象。21世纪*教育网