【上海教育版】英語(yǔ)五年級(jí)下冊(cè)：Module 1 Unit 1tidy up教案共3課時(shí)【精校版】

《【上海教育版】英語(yǔ)五年級(jí)下冊(cè)：Module 1 Unit 1tidy up教案共3課時(shí)【精校版】》由會(huì)員分享，可在線閱讀，更多相關(guān)《【上海教育版】英語(yǔ)五年級(jí)下冊(cè)：Module 1 Unit 1tidy up教案共3課時(shí)【精校版】（8頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、滬教版精品英語(yǔ)資料（精校版） Module Unit 1 Tidy up! 教案 （第一課時(shí)） 教學(xué)目標(biāo)： 1、通過(guò)演唱Sing a song的歌曲，活躍課堂氣氛，讓學(xué)生感知本單元的核心句型。 2、通過(guò)Listen and sing中有關(guān)整理房間的對(duì)話，幫助學(xué)生掌握本單元的核心句型。 3、通過(guò)look and learn欄目，幫助學(xué)生學(xué)習(xí)日常生活用品的名稱。 教學(xué)重、難點(diǎn) 1、能掌握單詞tidy, let, sock, cap, yours, mine, tidy up 2、會(huì)運(yùn)用句型Are they yours?及回答No, they aren’t. 教學(xué)方法：

2、 任務(wù)教學(xué)法、情景教學(xué)法。 教學(xué)過(guò)程： 第一次備課 第二次備課 Pre-task preparations 1、利用教室中的實(shí)物與學(xué)生進(jìn)行對(duì)話，以復(fù)習(xí)學(xué)過(guò)的句型Whose...is this/that? Whose...are 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?

3、S3：They are... T：Are these/those...? S4：Yes, they are. / No, they aren’t. ... 2、讓學(xué)生欣賞Sing a song中的歌曲，病朗讀歌詞，然后跟唱。唱完以后，學(xué)生還可以用身邊的實(shí)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(xué)生就Listen and say第一幅圖片中的情景展開(kāi)問(wèn)答。引出對(duì)話內(nèi)容。 T：Look！This is a picture of a room. Is it tidy? Ss：No, it isn’t. T：Who

4、 are they in the picture? Ss：They are Sally and Peter. T：What are they doing? S3：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(xué)生聽(tīng)錄音后判斷句子正誤并改錯(cuò)，以檢測(cè)他們是否理解了對(duì)話的大致內(nèi)容。 1)

5、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. ( ) 然后出示下面兩組句子，利用學(xué)生的書(shū)和文具和他們問(wèn)答，幫助學(xué)生理解mine 和 yours的用法。 Is that your book? / Is that book yours? This is

6、my book. / This book is mine. T: Is this your pen? S1: Yes, it’s mine. T: Is this yours too? S2: No. It isn’t. 3、讓學(xué)生聽(tīng)錄音并跟讀對(duì)話，男女生分角色朗讀對(duì)話。然后，學(xué)生兩兩一組，根據(jù)Listen and say的對(duì)話以及后續(xù)練習(xí)中的對(duì)話提示做問(wèn)答練習(xí)。 S1: Whose bedroom is it? S2: It’s Peter and Paul’s bedroom. S1: Who is tidying up the bedroom? S2: Sally an

7、d Peter are tidying up the bedroom. S1: Whose socks are those? S2: They are Paul’s. S1: Whose cap is this? S2: It’s Peter’s. 4、出示一雙短襪和一頂帽子或相應(yīng)的圖片，與學(xué)生對(duì)話，引導(dǎo)學(xué)生學(xué)習(xí)單詞socks和cap,同時(shí)引出用Yes,.../Ok./Sure.等表達(dá)方式來(lái)應(yīng)答別人的請(qǐng)求或指令。 Post-task activities 1、跟學(xué)生借一些學(xué)習(xí)用品，根據(jù)這些學(xué)習(xí)用品和學(xué)生問(wèn)答。 T: Whose ruler is this? S

8、1: It is mine. T: Is this ruler yours? S2: No, it’s hers. T: Is this ruler hers? S3: Yes, it’s hers. 接著，利用幾件其它學(xué)習(xí)用品和學(xué)生問(wèn)答。 T: Whose pencils are those? S1、S2: They are ours. T: Are these pencils yours (S3’s name)? S3: No, they are theirs. T: Are these pencils ours (S4’s name)? S4: No, t

9、hey aren’t. They are theirs. 然后，讓學(xué)生利用自己的學(xué)習(xí)用品，仿照上述對(duì)話進(jìn)行句型操練。 （第二課時(shí)） 教學(xué)目標(biāo)： 通過(guò)Think and write 的語(yǔ)言輸出活動(dòng)，幫助學(xué)生鞏固新學(xué)的語(yǔ)言知識(shí)。 教學(xué)重、難點(diǎn) 1、詞匯： crayon, umbrella, hers, theirs 2、句型： -Whose...is this/are these? -It’s/they’re… 教學(xué)方法： 任務(wù)教學(xué)法、情景教學(xué)法。 教學(xué)過(guò)程： 第一次備課 第二次備課 Pre-task preparat

10、ions 1、讓學(xué)生利用實(shí)物進(jìn)行問(wèn)答，在問(wèn)答之后根據(jù)Please put.../Can you put...?等指令正確的擺放實(shí)物，并學(xué)會(huì)用Yes,.../Ok./Sure.等表達(dá)方式來(lái)應(yīng)答別人的請(qǐng)求或指令。 T: Whose...is this/that? S1: It’s…’s. 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/hers…? S

11、1: Yes. /No. They’re… T: Can you put them… S1: Sure. 接著，學(xué)生可以根據(jù)以上示范，開(kāi)展對(duì)子活動(dòng)或小組活動(dòng)，以進(jìn)一步鞏固課時(shí)一所學(xué)內(nèi)容。 While-task procedures 1、出示Think and write中的連線圖，然后出示umbrella的單詞卡片。學(xué)生根據(jù)教師提供的語(yǔ)境和單詞卡片，通過(guò)問(wèn)答學(xué)習(xí)新詞匯，并鞏固已學(xué)句型。 T：(show a picture of an umbrella) What’s this? S1：It’s an umbrella. T：(stick the picture on the

12、 blackboard) 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(xué)生根據(jù)Think and write中的圖片，看圖填表。 3、學(xué)生根據(jù)表格所填的內(nèi)容，兩人一組做問(wèn)答練習(xí)。一方面檢查學(xué)生對(duì)圖片內(nèi)容的理解是

13、否正確，另一方面讓學(xué)生操練所學(xué)的語(yǔ)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(xué)生根據(jù)圖片及表格內(nèi)容，完成Think and write中的書(shū)寫(xiě)練習(xí)，鞏固重點(diǎn)和難點(diǎn)，從聽(tīng)、說(shuō)、讀的技能過(guò)渡到寫(xiě)的訓(xùn)練。 Post-t

14、ask activities 學(xué)生分為6組，開(kāi)展小組活動(dòng)，每個(gè)學(xué)生把一件物品放在桌上，然后小組內(nèi)學(xué)生根據(jù)桌上的物品對(duì)話。 （第三課時(shí)） 教學(xué)目標(biāo)： 1、 幫助學(xué)生通過(guò)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(xí)。 2、 了解字母組合ar, ue, oo在單詞中的發(fā)音。 3、 通過(guò)學(xué)習(xí)任務(wù)(task),幫助學(xué)生鞏固和綜合運(yùn)用本單元所學(xué)的知識(shí)和技能，描述物品的歸屬和應(yīng)擺放的位置。21世紀(jì)教育網(wǎng)版權(quán)所有 教學(xué)重、難點(diǎn) 1、 語(yǔ)音：ar(car), ue(blue), oo(school) 2、 詞匯：(be) full of, a few。 教

15、學(xué)方法： 情景教學(xué)法。 教學(xué)過(guò)程： 第一次備課 第二次備課 Pre-task preparation 1、讓學(xué)生根據(jù)教師出示的學(xué)習(xí)用品回答問(wèn)題。 T: (show a pencil) Whose pencil is this? S1: It’s my 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 these your boo

16、ks? S4: No, they aren’t. They are (S5’s name) ’s. 接著讓學(xué)生兩兩對(duì)話，以進(jìn)一步鞏固課時(shí)一和課時(shí)二所學(xué)內(nèi)容。 While-task procedures 1、播放Read a story的錄音，讓學(xué)生合上書(shū)本聽(tīng)故事。然后，教師出示教學(xué)掛圖中的故事圖片，與學(xué)生問(wèn)答，熟悉故事人物。 T: (point to Jimmy) What is his name? Ss: His name is Jimmy. T: (point to the father) Who is he? Ss: He is Jimmy’s father.

17、出示以下問(wèn)題，學(xué)生帶著問(wèn)題閱讀文章，然后回答問(wèn)題。 Picture 1 1) What is in the box? (The box is full of nails.) 2) Whose box is it? (It is Jimmy’s father’s.) Picture 2 1) What does Jimmy do? (He drops the nails.) 2) What happens to the nails? (All the nails fall on the floor.) Picture 3 1) What does Jimmy’s fath

18、er gives him? (Jimmy’s father gives him a black stone.) 2) What does Jimmy’s father say? (He says,”this stone can help you,Jimmy. try it.”) Picture 4 1) Where does Jimmy put the stone? (He puts the nails near the stone.) 2) What happens to the nails this time? (The nails all stick to th

19、e stone.) 2、學(xué)生再次閱讀故事，教師在黑板上寫(xiě)出每幅圖片的關(guān)鍵詞，學(xué)生根據(jù)圖片及關(guān)鍵詞復(fù)述故事。 Picture 1: box, table, nails Picture 2: drop, nails, fall, mess Picture 3: give, black stone, help, try Picture 4: put, near, stick, floor, clean, magic stone 3、指導(dǎo)學(xué)生完成課本第5頁(yè)Read a story的后續(xù)練習(xí)，然后填空完成故事概要。 Jimmy’s father has a small box. He pu

20、ts 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的語(yǔ)言單詞卡片ar(car), ue(blue), oo(school)請(qǐng)學(xué)

21、生跟讀并感知字母組合ar, ue,oo在單詞中的發(fā)音。 T: ar,/a:/,car,car 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 教師播放錄音，學(xué)生跟著錄音朗讀。 播放錄音，學(xué)生按照錄音節(jié)拍誦讀兒歌。 教師朗讀單詞，學(xué)生在多個(gè)單詞中找出教師所讀單詞。 Post-task actvities 1、 學(xué)生三人一組，演出課本劇。 2、 讓學(xué)生完成練習(xí)冊(cè)中task的看圖搭配練習(xí)，然后組織學(xué)生根據(jù)Ask and answer的句型提示，就圖片信息結(jié)對(duì)問(wèn)答，鞏固所學(xué)句型和詞匯。