1 Tidy up!优秀教学设计

.Unit 1 Tidy up!第一课时教学设计

教学内容：

Listen and say, Look and learn, Sing a song 教学目标：

1.

通过演唱sing a song的歌曲，活跃课堂气氛，让学生感知本单元的核心句型。

2.

通过Listen and say中有关整理房间的对话，帮助学生掌握本单元的核心句型。

3.

通过Look and learn栏目，帮助学生学生日常生活用品的名称。

教学重点：

词汇：tidy, let, sock, cap, yours, mine, tidy up 句型：Are they yours? No, they aren’t. 教学过程：

Pre-task preparations 1.利用教室中的实物与学生进行对话，以复习学过的句型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?

S3: They’re …

Tare these/those …? S4: Yes, they’re …/No. They’re …

然后，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.让学生欣赏Sing a song中的歌曲，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，已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，演

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’re Sally and Peter. T: What are they doing? Ss: They’re tidying up the room. T: (Write tidy up on the blackboard) Yes. They’re 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，让学生听录音后判断句子正误并改错，以检测他

们是否理解了对话的大致内容。

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. 然后出示下面两组句子，利用学生的书和文具和他们问答，帮助学生理解mine和yours的用法。

Is that your book?/Is that book yours? This is 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.

让学生听录音并跟读对话，男女生分角色朗读对话。然后，学生

两两一组。根据Listen and say的对话以及后续练习中的对话提示做问答练习。

S1: Whose bedroom is it? S2: It’s Peter and Paul’s bedroom. S1: Who is tidying up the bedroom? S2: Sally and Peter are tidying up the bedroom.

S1: Whose socks are these? S2: They’re Paul’s S1: Whose cap is this? S2: It’s Peter’s 4.

出示一双短袜和一顶帽子或相应的图片，与学生对话，引导学生

学习单词socks和cap,同时引出用Yes, …/OK./Sure.等表达方式来应答别人的请求或指令。

T:(show a pair of new socks)Look. This is a pair of socks. This pair of socks is mine.(point to S1)Is it his/her? Ss: No. It’s yours. T: Guess! Whose cap is this? Ss: Is it (S1’s name)’s? T: Is it yours,(S1’s name)? S1: No. (point to S2)It’s his/hers. T: (give the socks to S2) Please put the socks on may desk. S2: OK. T: (give the cap to S3) Can you put the cap on (S1’s name)’s desk? S3: OK. 然后，教师可以将Please put …/Can you put …?和Yes, …/OK./Sure.写在黑板上，告诉学生可以用这样的指令和应答句进行对话，让学生跟读学习。

Post-task activities 1.

跟学生借一些学习用品，根据这些学习用品和学生问答。

T: Whose ruler is this? S1: It’s mine. T: Is this ruler yours? S2: No. It’s hers. T: Is this ruler hers? S3:Yes, it’s hers. 接着，利用几件其他学习用品和学生问答。

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’s name)? S4: No, they aren’t. They’re theirs. 然后，

让学生利用自己的学习用品，仿照上述对话进行句型操练。

2.

学生分为若干小组，各组收集组员的一些学习用品，随意摆放在

课桌上，创设杂乱的学习环境，然后整理课桌并对话。学生可以根据自己创设的情景，模仿课文对话自编对话。教师可以邀请个别小组上台表演。