Unit 1 What a mess!教案设计（一等奖）

Oxford English 5B Module 1 Using my five senses Unit1 What a mess!

一、

单元教学目标

语用任务

学生能用核心词汇，表述学习用品的名称并对其做简单描述，能用核心句型询问物品的所有人并且能做正确的回答，能运用名词性的所有人来叙述物品所有人，做到语音语调正确，表达规范流畅。

语言知识与技能

1.

在Tidy up the classroom的语境中能够运用本单元核心词汇school bag,brush,glue,paints,crayon,notebook,tape等来表述学习用品的名称并对其简单描述。

2.

在相关语境中能用Whose...?来询问物品所有人，并且能正确回答。

3.

在语境中，能够通过对话、表演、小组讨论等形式用名词性所有格形式询问和回答物品所有人。

4.

了解/ei/ / ai/在单词中的发音，并会正确朗读。

语言情感

通过一个单元的学习，了解热爱卫生，养成良好生活习惯的重要性，激发热爱生活的情感。

学习策略

1．任务为驱动，结合语篇语境学习核心词汇与语句。

2．听读理解为主导，初步学习获取和梳理信息的方法。

3. 通过故事阅读，将课文学习迁移到学生实际生活，综合运用目标语言。

二、学情分析

学生在五年级的学习中已经形容词性所有格，并且初步学习了表达学习用品的词汇，对于本单元的学习有了一定的语言和词汇的基础。

三、单课教学目标

课时

话题

语用任务

语言知识与技能

情感目标

理解通过学习学生Tidy up our 能用核心词汇1. 在相关语境中能借助语篇，classroom

第一课时

表达学习用品，schoolbag,brush,glue,paints,crayon,n初步保持良好感知理解核心otebook,tape等的音、义、形。

句型，初步尝试2. 初步感知核心句型

运用，做到语音Whose ... is/are? 较正确、表达较3. 借助媒体初步感知音标/ei/在单流利。

词中发音。

第二课时

1. 正确理解并尝试表达目标语句学生进一步体卫生习惯的重要性。

Tidy up my 能用核心询问Whose ... is/are?询问物品所有人并验和感知良好room

物品所有人，做且能够用名词性所有格形式等回生活习惯的重到语音较正确、答。

表达较流利。

要性，初步感2、

借助媒体，能正确朗读/ ai/在受生活的美单词中发音。

好。

A stone

第三课时

magic

1、在相关语境中，比较熟练运用了解热爱卫能用核心语言目标句型Whose...?来询问物品所生，养成良好进行动物园的有人，并且能正确回答。

生活习惯的重路线的问答，做2、在语境中，能够通过对话、表要性，激发热到语音较正确、演、小组讨论等形式用名词性所有爱生活的情表达较流利。

格形式询问和回答物品所有人。

感。

3. 在媒体的帮助下，

能熟练朗读

/ei// ai/在单词中发音，做到发音正确，朗读流利。

Period 1 Tidy up our classroom 主体学习文本：

A: Whose notebook is this ?Is it Alice's, Kitty?

B: Yes, It's hers.

A: Whose brush is this? Is it Alice's, Kitty ?

B: No, It's not hers. It's Danny's. A: Ok. Let's put it on his desk. Are these crayons his, too? B: Yes, they are his. A: Whose tape is this? Is it Eddie’s?

B: Yes, it’s his.

A: Whose glue is this? B: It’s Jill’s.

A: Whose school bag is this? Is it yours, Peter?

B: Yes, it's mine. A: Put it on your chair, please. Whose paints and picture book are these? B: They're John and Mary's.

辅助文本：

The new term is coming. Peter has a new school bag. It’s a big red bag. He goes into the classroom. Oh! The classroom is not clean and tidy.

Look! The blue notebook is on the desk. It's Alice's. But the crayons are on the chair. They are Danny's. And the brushes are his, too. Beside the chair, there is a brush. The glue and the tape are not on the desk. They are on the floor! The tape is Eddie's and the glue is Jill's. Yes, the tape is hers. Where are the paints and the picture book? They are on the teacher’s desk. They are John and Mary's. And where is Peter’s bag? Oh. It’s under the chair! What a mess!

预设输出语言：

A: Whose... is/are … （place）?

B: It’s.../They’re...

教学过程：

Procedure Contents Methods Purpose

Pre-task Learn the sound

1.

Listen and read 2.

Say a chant (1) Look and listen. (2) Look and read (3) Ask and answer

(4) Pair work

(1) Look and listen. (2 ) Fill in the blanks. (3)

Pair work

初步感知语音

preparation Say a chant 1.New word: school bag,

While-task Procedure

notebook, crayon, brush 2. New sentence : Whose …

It’s...?

1.New words: paints, picture book ,school bag

在分片段学习的过程中，从老师提问学生回答，然后学生提问学生回答，再到小组操练；从依托文本到脱离文本，层层递进，让学生在问答中加深印象。

Post-task activity 1.Think and write 2. Show the passage 1. Think and write 2. Fill in the blank 复习形式由易到难，紧扣本节课的教学内容。

Assignment •

Copy and recite the text on P2 Make sentences of P3Think and write

Period 2

Tidy up my room 主体学习文本：

It is Saturday today. Mr and Mrs Chen go shopping in the morning. Sally and Peter are at home. They are in the living room. Look at the living room. The ball is on the floor. There are some T-shirts on the sofa. What a mess! Sally and Peter want to tidy up the room. A: Whose ball is this? Is it yours, Peter? B: No. It’s Paul’s.

A: Can you put it in his box? B: OK. A: Whose T-shirt is this? B: It’s mine.

A: Don’t put it on the sofa. Put it in your bedroom.

B: Yes, Sally. A: Is that T-shirt yours too, Peter? B: No. It’s Dad’s.

A: Can you put it in Mum and Dad’s bedroom?

B: Sure. The living room is clean and tidy now. Sally and Peter are very happy.

预设输出语言：

It is Saturday today. Mr and Mrs Chen go shopping in the morning. Sally and Peter are at home. They are in the l____ ____. Look at the living room. What a m___! Sally and Peter want to t__ __ the room. Look at the ball. It’s on the floor. It’s P____. Peter puts it into h__ box. There are two T-shirts on the sofa. This one is P_____. ‘Don’t put it on the sofa. Put it in y____ bedroom.’ Sally says. That T-shirt is not h___. It’s D___. Please put it in t____ bedroom. Now the living room is clean and tidy.

教学过程：

Procedure Pre-task Contents Learn the sound

Methods 1. Listen and read Purpose 感知语音

preparation Listen and enjoy

Paul’s ball

While-task Procedure

Dad’s T-shirt

Peter’s T-shirt (1) Look and read. 初步感知主体文本

(2) Answer the questions.

(3)look and read

(4)Think and complete

(1)

Listen to the dialogue 复习上节课的句型；帮助学(2)

Ask and answer 生进一步理解。

让学生在整体感知的基础上，通过学生的分角色问(1)Make a dialogue (2)Pair work 答，再继续操练本课的重点句型。

1. Complete the passage 1. Pair work 2. Complete the passage

让学生在整体感知的基础上，通过学生的两两合作，再继续操练本课的重点句型。

•

1.Listen to P4 and follow the tape. Post-task activity Assignment

•

2.Act the dialogue with your partner. Period 3 A magic stone 主体学习文本：

Jim’s father is a carpenter.

He has a workshop. He has many tools in his workshop.

There is a box in the workshop. There are a lot of nails in it. They are sharp. John is playing. The box falls onto the floor. The nails are on the floor. Jim’s father gives him a black stone. The black stone is hard and smooth. It is a magic stone. Put it near the nails. All the nails stick to it. We call it a magic stone.

预设输出语言：

Jim's father is a __________.Jim and his father are in the ______.Jim sees a box.

There are many _______ in it.

The nails are________. The box

___________ the floor. The nails are on the floor. Jim’s father gives _______ a black stone. It is ______and______. Jim _______ the nails ______ the magic stone. We call it ________.

教学过程：

Procedures Pre-task preparation Contents Learn the sounds Methods 1.

Learn the sound. Purpose 复习巩固/ei/ / ai/在单词中的发音，并会正确朗读

While-task procedure

New words: carpenter Workshop

New words: magic magnet 1.

Look and read

2.

Ask and answer 3.

Pair work

1.Look and read

2.Ask and answer 3.Fill in the blanks

给予学生一个整体的印象,为下文的学习作铺垫。

在分片段学习的过程中，从老师提问学生回答，然后学生提问学生回答，再到小组操练；从依托文本到脱离文本，层层递进，让学生在问答中加深印象。

Post-task activity

1) Ask students to watch the flash.

1. Fill in the blanks: 1). Watch the flash.

2) Fill in the blanks:

2.Try to retell

复习形式由易到难，紧扣本节课的教学内容。最后尝试让学生用今天所学的内容进行表达。

Assignment:

1.Listen to P6-7 and follow the tape. 2.Try to retell the story with your partner.

单元练习

一、根据音标写单词

/’nəutbuk / __________

/brʌʃ

/ _________/peint/

___________

/glu:/ _________ /’kreiən /

__________

/teip/ ____________ /sku:l/ /bæɡ

/ ___________________ 二、用my, your, his, her, mine, ours, yours, his, hers, theirs填空(不能重复) 1. Whose storybooks are those, Billy? Are they yours? No, they’re ___________. 2. Is it __________ picture book, Jim? Yes, it’s my picture book. It’s _________. 3. Is that Kelly’s pencil case? No, it’s not _________ pencil case. It’s _________. 4. This is ___________ exercise book. That is your exercise book. They are __________. 5. These are his brushes. Those are her brushes. They are _______________. 三、改写句子

1. This nice school bag is mine.

__________________________________________ 2. Are those thin brushes theirs?(改成肯定句)

_____________________________________________________________________ 3. Your notebook is thick. (换说法，意思不变)

_____________________________________________________________________ 4. That long tape is ours.( 换说法，意思不变)

_____________________________________________________________________ 5.Her pink crayon is on the desk.

_____________________________________________________________________ 6. Are these paints yellow?(写出肯定回答)

_____________________________________________________________________ 四、根据课文内容填空

Jim sees a box in his _____________ workshop. There are __________ nails in the box. The box ___________ onto the floor. The nails are on the floor. Jim’s father __________ him a stone. It’s ___________. It’s hard and ___________ . Jim puts the stone _________ the nails. _______ the nails stick to the stone. The floor is clean again. 五、写话‘Tidy up the classroom’

____________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________