Unit 1 What a mess!教学实录

Unit 1 Tidy up 单元教学设计

主备课人学校与姓名：

授课时间：

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月

日-

年

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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：

3A Unit 6 Me Unit 9 In my room Unit 11 Small animals Unit1 Colours

Unit 10 Funny cartoons My hair is long. My ears are small. Is this your pen,Dad? Yes,it is. Its ears are long.It’s eyes are small. What colour is your ball?

I can’t find my ball. 3B 单元整体分析

学情

分析

单元总目标

My legs are long.

My feet are big. Its mouth is big. 4A Unit1 Meeting new people

This is your new classmate. Her name is Unit 7 At school

Jill. Unit 10 Around my home What’s in your school? Where is your home? 4B Unit 6 Music Whose guitar is it?It’s Joe’s guitar. 5A Unit 3 My birthday When is your birthday? Unit 7 At the beach Who is your good friend?

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 are Alice’s picture books./These picture books are hers. Is that your umbrella?/Is that umbrella yours? Are those Alice’s crayons?/Are those crayons hers?

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。

语言知识与技能：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,ue,oo在单词中的发音。

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：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。

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。

教学方法与手段

课时划分与分课时目标

板块

单元知识

整合与拓展的知识

ours 教学目标

初步感知和运用目标词汇和目标语。

主题语境

Clean the room

Tidy let sock His

yours Clean the

Look and 单cap 词

mine tidy up learn 第table

一Listen and

Is this Are they say 课yours? 句yours? Sing a 时

No, it’s 型

No,they song hers/his. aren’t.

单crayon , 词

umbrella

第Look and Hers ,theirs learn

二

Whose...is 课Think and 句this/are write 时

型

those?

Whose...is this/are those? It’s Peter’s.

These books are ours. 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

It’s/They’re... 单(be) full of,

词

a few 第三课时

Read a story

learn the sounds

句型

It is full of the nails. The floor is clean again.

了解故事大意，并完成课后练习。

Learn the sounds 语ar,

ue, oo 音

room farm

moon card

glue

true

Copy the words and sentences. 第一课时

Read the sentences 作业

写词块，造句

第二课时

设计

Tidy up ,Put...on.. 以及日常用语Thank you for your help. You’re welcome.

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

Important aims

教学

重点

难点

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）

Tidy up

cap

板书

设计

Whose

crayon

is this?

It’s mine.

umbrella

Whose

socks

are those?

They’re 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:It’s/They’re... S1:Is/Are... S3:Yes./No. It’s/They’re... 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-task 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 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 tidy it up? Let’s 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 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根据对话提示作问答练习。

1）Whose 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,it’s yours. T:Guess.Whose cap is it? Ss: Is it(S1’s name)? T:Is it yours?,(S1’s name)? 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 ours. 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：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。

一．单选题：

当二：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。

堂达标设计

1：This is my book.______ are over there.

A.Your

B.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.Whose pencils are there? They’re_____.

A.my

B.me

C.mine

D.our

现

象与归因分析

改

进措施

教学反思

教学设计续页

课题

Tidy up

课型

新授

课时

第2课时

授课时间

年

月

日

项目

内容

Important aims：

教学

重点

难点

掌握特殊疑问句Whose...is this/are these? Difficult points：

The books are Kitty and Ben’s. They’re_______.

形容词性物主代词和名词性物主代词的正确使用。

Tidy up

Whose crayon is this?

It’s mine.

It’s my crayon.

板书

设计

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:It’s...’s. T: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:将以下表格补充完整并朗读，以复习学过的各种代词：

主格

宾格

形容词性物主代词

名词性物主代词

I

me

my

you

you

your

he

him

his

she

her

her

it

it

its

we

us

our

they

them

their

mine

yours

his

hers

ours

theirs

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。

Who

Jill Joe Kitty and Ben Ben Alice Peter and Sally what crayons socks books umbrella Schoolbag ,volleyball 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：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: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 not on the desk. Hers are in the pencil case. His are on

the desk.

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 ) 当堂达标设计

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 )

根据句意填空

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.

现

象与归因分析

改

进措施

教学反思

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

Important aims：

字母组合ar(car)

ue(blue)

oo(book) 在单词中的发音。

教学

重点

难点

通过上下文理解短语（be）full of

A few的意思。

Difficult points：

通过阅读短文，理解可以帮助吉米的A magic stone 就是磁铁。

A magic stone

1:What is in the box?

2:Whose box is it? 板书

设计

3:What does Jimmy do?

4:What happens to the nails?

5:What does jimmy’s father give him?

6.What does jimmy’s 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: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 these 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:播放录音，学生听故事。出示一下问题，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 jimmy’s father give him?

6.)What does jimmy’s father say? Picture4

7):Where does Jimmy put the stone?

8)：What happens to the nails this time? 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。

Jimmy’s father has a small ____.He puts it on 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:/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。

一．选不同类的单词：

(

) A. car

B. farm

C. dark

D. warm 当堂达

(

) A.noon

B.room

C.tooth

D.door 标

(

) A.knife

B.dictionary

C.rubber D.cap 设二，用所给的关键词，复述课文写在练习本上。

计

现象与归因分析

教学反思

改进措施