Unit 1 What a mess!优秀教案板书设计

5B M1U1 What a mess! 【语用任务】：在场所整理的语境中，能够询问并了解物品的归属并正确告之他人如何摆放物品。

●语言知识与技能

1、

在语境中学习、理解并掌握核心词汇school bag, brush, paints, crayon, notebook, glue, tape, put的音义形，能够运用词汇询问及表述物品的归属。

2、

在语境中学习、理解并掌握核心句型Whose句型及其回答,能够正确运用句型询问并了解物品的归属。

3、

能知晓字母或字母组合a, a-e,ai,ay,i,i-e等的发音规则，识别音标并正确朗读含有/ei/,/ai/的词。

●文化与情感

体会了解保持房间整洁的重要性，知道自己的东西自己理。

●学习策略

在课堂交流中，注意倾听，积极思考，参与讨论。

【单元教学话题】

第一课时：A messy classroom 第二课时：A messy room 第三课时：Tidy up the room 第四课时：A magic stone in father’s room 【分课时教学目标】

教学目标

第一课时

语用任务

在对话语境中，了解教室物品的归属并根据指令整理教室。

语言知识与技能

1.

在语境中初步感知核心词汇的音与义，能够跟读。

2.

在语境中理解并初步运用核心句型Whose句型及其回答，能够识读对话。

3.

通过儿歌朗读，初步感知与跟读音标/ai/,/ei/。

1.

在语境中学习并掌握核心词汇的音义形，能够正确运用表述物品的归属。

2.

在语境中正确运用核心句型Whose句型及其回答，了解询问物品的归属。

3.

识读音标/ai/,/ei/,初步了解发音为这些音标的字母或字母组合。

1.

在语境中巩固核心词汇与句型的理解与运用，能够正确、熟练运用词汇和句型进行故事表演。

2.

识读音标/ai/,/ei/,知晓发音为这些音标的字母或字母组合。

第二课时

在对话语境中，了解房间物品的归属，正确发出整理房间的指令。

第三课时

在故事语境中，了解物品的归属，正确发出整理房间的指令，并对于故事进行表演。

第四课时

在故事语境中，提取故事主要信息1. 在语境中口头和书面运用核心词汇并正确口头和书面回答课后问题。

和举行提取故事主要信息并回答。

2. 识读含有/ai/,/ei/的完整音标，尝

试根据音标拼读陌生词汇。

【第一课时教学设计】

1. 重难点：

（1）. 复习和巩固形容词性物主代词

（2）. 学习单词notebook, tape, glue , （3）. 初步感知单词mine, yours，his, hers, ours, theirs （4）. 能用名词性物主代词描述物品的主人

2. 教学过程：

Procedure

Contents

Pre-task 1.

Say a rhyme

preparations

2.

Ask and answer

While-task procedures

Methods

1.

Watch the flash

(Whose puppy is this?)

Read the rhyme.

2.

Ask some questions: Whose puppy is this? Whose dress is this? Whose hat is this?. 1.

Ask a question

1. Ask a question:

2.

Listen and answer Whose classroom is this?

It’s Miss Fang’s classroom

2. Listen and answer the

questions:

What day is it today?

What do the students do?

What does Miss Fang see?

3.

Learn the words 3-1 read the new word: notebook, sketchbook, notebook. storybook, picture 3-2 read the other kind of book, exercise book books

4.

Learn:

4-1 Ask a question: What a mess! Is the classroom neat and tidy?

To elicit: What a mess!

4-2 Picture talk:

Look at the pictures and make

sentences.

5-1 Watch the video of text 5.

Ask and answer 5-2 Ask and answer the

questions:

1. Whose school bag is it?

2. Whose notebook is that?

3. Whose picture books are

these?

4. Whose storybooks are

those? Purpose

通过朗朗上口的儿歌，帮助学生回忆和复习与本课相关的句型。

课文以一个简短的故事作为主线贯穿整个教学过程。

在教新单词的同时，回顾以前学习过的各种书本，新旧知结合。

6.

Learn: mine, yours His, hers, ours, theirs

7.

Learn: tape, glue

8.

Make a dialogue

6-1 Show a dialogue between Miss Fang and Peter to elicit—mine. 6-2 Let’s read: Read the rhyme with possessive pronouns 6-3 Let’s talk: Look at the picture and make sentences: The

is/are

. It is/They are

. 6-4 Ask and answer: Answer the four question again with possessive pronouns.

7-1 Look at the picture and fill in the blanks. 7-2 read after teacher

8-1 Listen to the dialogue between Miss Fang and Peter. 8-2 Make a dialogue with: Miss Fang: Whose…?

Peter: It’s/They’re ______.

(Paul’s)

It’s/They’re ______.(his)

Miss Fang: Put

it/them on ____(his/her…

) desk. Peter: Yes, Miss Fang.

在儿歌中学习名词性物主代词。初步了解和形容词性物主代词的区别。

通过编对话，让学生运用whose…?的句型询问及回答

Post-task activities

1.

Listen and read 1.

Read after the tape

2.

Listen to the tape and do 2.

Do workbook the exercises. p3Part c 3.

Discuss in pairs and finish 3.

Do workbook the exercises.

p4Part E

Assignment

Blackboard design 1. Read Look and say P2.

2. Copy the new words: mine, yours, his, hers, theirs, ours,

3.Do workbook p4 Part F, Part G.

5B M1U1 P1 A messy classroom Whose…is this/that?

It’s mine/yours/his/hers.

Whose…(s)are these/those?

They’re ours/yours/theirs.

【第二课时教学设计】

1. 重难点：

（1）名词性物主代词与形容词性物主代词的区别

2. 教学过程：

Procedure

Contents

Pre-task 3.

Say a rhyme

preparations

4.

Review dialogueP2

While-task procedures

Methods

3.

Watch the flash

the (Whose puppy is this?)

Read the rhyme.

2. Read the text and answer the questions. 9.

Listen and match

1. Listen to the new

passage, and match .

A: Whose ____ is this / are

these?

B: it’s / They are _____’s.

T: Yes, it’s /they’re hers...

10.

Learn the words 2-1Notebook /her/hers notebook, crayon,

Ask and answer. tape, brush and paint.

2-2crayon / his/ his 名词性物主代词

1)Guess

2)Ask and answer

2-3tape/ yours/ mine

1）Touch and guess

2)Fill in the blanks to

compare two meanings.

3) Ask and answer.

2-4brushes/paints/yours/

ours

1）Read Purpose

通过朗朗上口的儿歌，帮助学生回忆和复习第一课时内容。

课文以一个简短的故事作为主线贯穿整个教学过程。

在教新单词的同时，回顾以前学习过的各种书本，新旧知结合。

11.

Learn:

名词性物主代词和形容词性物主代词

12.

Ask and answer

2）Ask and answer.

3-1Read the text, and fill in the table.

3-2Read the sentences. 3-3Watch the video and rewite the sentences.

4-1P3Do pair work.

通过表格进行归类整理。

通过卡通视频，进一步进行操练比较。

Post-task activities

Assignment

Blackboard design 通过编对话，让学生运用whose…?的句型询问及回答

4.

Listen and read 4.

Read after the tape

在儿歌中学习the text

5.

Role-play 名词性物主代5.

Play a guessing 6.

Discuss in pairs and 词。初步了解game. finish the exercises.

和形容词性物6.

Say a rhyme.

主代词的区别。

1. Read the text.

2. Recite the new words: mine, yours, his, hers, theirs, ours, stationary on the book 3.Do workbook

5B M1U1 P2 A messy room! Whose

mine=my…

yours=your…

his=his…

hers=her….

ours=our…

theirs=their…

【第三课时教学设计】

1. 重难点：

（1）能正确朗读对话，并进行表演。

2. 教学过程：

Procedure

Contents

Pre-task 5.

Listen and enjoy

preparations

Think and say

2. 名词性物主代词

3. Let’s read

While-task procedures

1. Listen and answer

2. Let’s watch

3. Tidy up the room

4. Read in pairs

Methods

4.

Watch the flash

(Whose scarf is this?)

5.

Read and complete the table

3-1. Role read the text of P2 3-2. Ask and answer:

1-1. Listen and answer the questions:

1). Where are Sally and Peter? 2). Where is the ball? 3). What’s on the sofa?

4). How is the room? 5). What do they want to do? 1-2. Read the text 1-3. Guess the meaning of ‘tidy up’.

1-4. Read a rhyme

2-1. Watch ‘Say and act’.

2-2. Fill in the table.

3-1. Think and complete the dialogue. 3-2. Pair work 3-3. Role read 3-4. Make a dialogue. 3-5 Let’s read

4-1. Read in pairs. 4-2. Fill in the blanks Post-task activities

7.

Exercises

7.

Workbook Task A

8.

Workbook Task H

Purpose

通过Listen and enjoy的歌曲复习已知句型。

复习名词性物主代词。

通过分角色朗读以及问答练习复习第二课时的文本。

听一听，说一说，导入新课时的学习，初步感知话题。

结合上下文，猜一猜关键词组的意思，并在儿歌中进行操练。

整体感知主体文本，阅读完后，通过填表，检查理解。

文本内容的学习，通过对话，角色朗读进行学习和操练。

主体文本的对话朗读，整体复现。

通过完形填空，加深对文本内容的理解。

结合练习册的练习，操练本

课时知识点。

Assignment

Blackboard design 1. Read the text on P4.

2.Workbook P7 Task B&C.

5B M1U1 P3 Tidy up the room What

Whose

Where ball

Paul’s

in his box T-shirt

Peter’s

in the bedroom T-shirt

Dad’s

in Mum and Dad’s bedroom

【第四课时教学设计】

1. 重难点：

（1）用英语正确复述故事

2. 教学过程：

Procedure

Contents

Pre-task Review the chant.

preparation

Methods

1）Let’s read

2)

Make a new chant

3）e.g., T: Whose … is this?

S:

It’s mine.

T:

Whose ….are these?

S1: They’re ours.

1. Read the story and try to answer the questions.

Q1: Where are Jim and his father? Q2: What does Jim’s father give him Q3: How is the black stone

2. Watch the video. Ask: a. Where is Jim?

Learn: workshop.

Watch the flash of ‘Read a story.’

1)

Learn: workshop. 2)

A tongue twister.

Purpose

儿歌复习，巩固whose特殊疑问句，名词所有格的表达。并鼓励学生进行儿歌改编。

以师生问答来复习句型与物主代词。

先整体感知故事内容。

引出板书

Workshop, magic

整体感知故事，了解大致内容。

通过图片资料老师引导理解workshop含义。同时加强语音教学。

While-task procedure

1. Teach: magic.

2. Show the story.

3. Picture. 1 & Teach:

teach: workshop

4. Picture. 2.

5. picture 3

6. picture 4

b. Learn the sentence. There are a lot of nails in it.

Learn: nail.

Learn the sound: ai /ei/.

Learn: a lot of

3

Look and answer a) What happens?

Where are the box and the nails? b)

Learn the sentence c)

Read together. d)

Learn: give sb. sth.

Give sth to sb

4. How does Jim pick up the nails?

First..

Then…

Finally

5.Watch the video again Order the sentences.

6. Retell the story

Post-task activities

Review the story.

1) Complete the passage

2) Read the story again. 3)

Watch the flash magnet.’

学生能根据图片，掌握a lot of 与many, much的用法

抓重点词组对故事进行教学

观看图片，了解磁铁吸住钉子的过程，进行正确表述

对故事再次进行感知

复述故事以培养学生口头表达能力和对信息的提取能力。

适当练习检验学生对故事的‘My 掌握。

Homework

1. Retell the story.

2. Complete the passage.

5B M1U1 P4 A magic stone in faher’s room fall onto the floor a black and hard stone stick to the stone

Blackboard design