牛津英语5BM1U1.doc

5BModule 1Using my five sensesUnit 1 What a mess!I. Unit 1教学内容1、Using the key words in context e.g.school bag,brush,glue,paints,crayon,notebook,tape2、Using wh-questions to ask about the possession of objects. e.g.Whose school bag is this?3、Using possessive pronouns to identify the pessession of objects. e.g.Its mine/yours/his/hers/ours/theirs.4 Identifying the pronunciation of the sounds/ei/ and/ai/ in words e.g. baby,grade,rain,May,eight,pilot,line,fly,light,dieII. 学情分析本单元的主题是“What a mess!”,通过教室、房间的混乱来教育学生要放好自己的物品。主要的教学内容是Whose的特殊疑问句以及回答。Whose 句型的提问对于五年级的学生来说并不难，他们在三四年级的时候已经接触过该句型，并且已经掌握形容词性物主代词的回答。本单元在此基础上教学名词性所有格的回答，难度就降低了不少。教师还可以教授名词性所有格和形容词性所有格两种回答方式的互换。III. 教学目标知识与技能1、能用whose的句型来询问物体的主人。2、能用mine,yours,his,hers来回答whose的句型。3、能运用教材中的对话，分角色进行表演，表达流畅，提高语言的交际能力和表演能力。4、能运用教材中的故事及歌曲来演绎故事，让学生在演演说说玩玩中加深知识。5、掌握Whose 句型的两种提问方式，以及Whose句型的两种回答方法。过程与方法1、通过多媒体为学生创设情境，使学生理解所学单词和句型，学会在情景中运用句型。2、通过扮演、游戏、儿歌、歌曲等方法来激发学生的学习兴趣，使学生在愉快的氛围中操练句型。3、利用教室里的各种实物来进行句型的操练和对话的表演，达到语用目的。情感态度、价值观1、 从教学主题“多么混乱”来教育学生自己的东西要自己收拾好，做一个生活有条理的学生。2、 通过第三课时的教学教育孩子，要帮助父母主动整理房间，做个热爱劳动和助人为乐的孩子。民族精神教育：教育孩子，要帮助父母主动整理房间，做个热爱劳动和助人为乐的孩子。生命教育：鼓励孩子主动整理自己的东西，做个生活有条理的学生。重点、难点分析重点：1、Whoseis this? 以及它的两种回答方式。 2、能用名词性所有格his,hers,ours,theirs,yours来回答whose的句型。 3、可以利用祈使句Puton/in her desk,please.来请别人把物体放归到合适的地方。难点：1、学会教室里的一些学习用品的准确表达方法notebook, paints, crayons 2、可以利用祈使句Puton/in her desk,please.来请别人把物体放归到合适的地方。 3、利用whose句型来询问物体的主人。 4、能用名词性所有格his,hers,ours,theirs,yours来回答whose的句型。 M1 U1 Period 1I Unit 1 Period 1教学内容Using the key words in contexte.g. school bag, brush, glue, paints, crayon, notebook, tapeUsing possessive pronouns to identify the possession of objectse.g., Its mine. II 学情分析这是学生第一次接触名词性物质代词。III 教学目标知识与技能1、能掌握名词性物主代词和所有格的转换。2、能用名词性物主代词来介绍物品的归属性。方法与过程1、通过多媒体为学生创设情境，使学生理解所学单词和句型，学会在情景中运用句型。2、通过歌曲、图片等方法来激发学生的学习兴趣，使学生在愉快的氛围中操练句型。情感态度、价值观学会整理自己的物品，在语言交流的过程中，促使学生能关注到物品的主人，养成整理物品的习惯。IV 重点、难点分析重点：名词性物主代词：mine, his, hers, ours, theirs, yours难点：1、能运用生活中的材料，分角色进行介绍，表达流畅ProceduresContentsMethodsPurposesPre-task preparations1.Sing a song .2. Ask and answer1.Song “Happy New year”2. Ask and answer.Collect some stationery items from the students. Then have the students answer the questions to find out the owners of these items. e.g., T: (pick up a pencil) Whose pencil is this ? Is it your pencil,(S1s name) S1: Yes, its my pencil. 课前唱歌渲染气氛，调动学生学习积极性。 通过问答复习所有格While-task Procedures1.Look and learn(school bag, brush, glue, paints, crayon, notebook, tape)1. Point to objects in the classroom and have the students name them. Then ask them to repeat and spell the words (school bag, brush, glue, paints, crayon, notebook, tape) one by one. e.g.,T: Whats on your desk?S1: There is a notebook on my desk. T: Whats near the notebook?S1: There are some crayons. 运用旧句型引出新单词，操练新单词师生问答练习单词和句型2.Say and act3. Play a game. 4. Look and learn.( mine, yours, his, hers, ours, theirs)5. Say the chant. 5. Say the chant:2. Flash the cards for the words in Look and learn on page 3 of the book. Have the students identify the objects. Then ask them to write the words down as fast as they can. 3. Have the students play a matching game. Put the pictures of different stationery items and different people on the blackboard. Then say the following sentences and ask the students to match the pictures of the people to the things belonging to them. 4. Point to the objects on the desk and have the students answer the questions belonging to them. e.g.,T: Is this your notebook, S1?S1: Yes, its my notebook.T: Oh, the notebook is yours. T: Is that S2s school bag?S1: No, its S3s schoolbag.T: Oh, its hers. 5. Write some pronouns such as mine, yours, his, hers, ours, theirs on the blackboard. Have the students say the chant together. e.g.,My book, your book. They are our books. They are ours. His book, her book. They are their books. They are theirs.Write some pronouns such as mine, yours, his, hers, ours, theirs on the blackboard. Have the students say the chant together. e.g., My book, your book. They are our books. They are ours. His book, her book.They are their books. They are theirs. 通过游戏的方式，激发学生学习英语的兴趣。通过师生之间的问答学习新知识。通过chant，激发学生学习英语的兴趣。Post-task activities1. Make a dialogue. 2. Do the exercises. 1. Divide the students into groups of four. Have the students make a new dialogue talking about the objects belonging to them in groups. 2. Have the students fill in the blanks with some nouns they have learnt. e.g., 1. I have some _ and _ in my pencil.2. There is a _, some _ and many _ on the desk. 3. Its Kittys brush. Its _. 4. This is Toms schoolbag. Its _. 分组练习增加说的机会Assignment1. Copy the new words and phrases. 2. Read and recite the text. 3. Workbook.Boarding writing Module 1Using my five sensesUnit 1 What a mess!notebook, brush, schoolbag, glue, paints, crayon, brush, tapemine, yours, his, hers, ours, theirsThe _is/are _. It is/They are _. Teaching introspection andsummary Period 2I Unit 1 Period 2教学内容1、Using wh-questions to ask about the possession of objectse.g., Whose school bag is this ?2、Using possessive pronouns to identify the possession of objectse.g. Its mine.II. 学情分析这是学生第二次接触whose的句型，重点要求掌握whose引导的两种句型。III 教学目标知识与技能1、能用whose的句型来询问物品的归属。2、能用名词性物主代词来绍物品的归属性。方法与过程1、通过多媒体为学生创设情境，使学生理解所学单词和句型，学会在情景中运用句型。2、通过歌曲、图片对话等方法来激发学生的学习兴趣，使学生在愉快的氛围中操练句型。情感态度、价值观学会整理自己的物品，在语言交流的过程中，促使学生能关注到物品的主人，养成整理物品的习惯。IV重点、难点分析重点：1、whose school bag is this? Whose is this school bag? 等句型 2、能用名词性物主代词来绍物品的归属性难点：1、能运用教材中的对话，分角色进行表演，表达流畅 2、Whose school bag is this? Whose is this school bag? 等句型V. 教学准备： Students book, p.3, flashcards 5B( school bag, brush, glue, paints, crayon, notebook, tape)ProceduresContentsMethodsPurposesPre-task preparationsAsk and answer1. Have the students answer the questions about the objects belonging to them. e.g., T: Whose pencil is this ?S1: Its my pencil. Its mine. T: Is that his/her book?S2: Yes, its his/her book. Yes, its his/hers. 利用师生问答复习句型和词汇， 为今天的教学做好铺垫。“While-task Procedures1. Learn the key patterns.1. Put some books on the desk. Then write the key patterns:Whose book is this? Its my/his/her book. Its mine/his/hers.Ask the students to practice the pattern in pairs.一问一答训练学生运用知识的能力和他们的拓展思维。2. Practise the senences. 3.Listen to the recording and answer the questions.4. AAct out the dialogue. 2. Have the students ask and answer questions in groups of boys and girls according to the given words: mine, yours, theirs.e.g.,Bs: Whose pencils are these?Gs: Theyre ours. Bs: Whose rulers are these?Gs: Theyre yours. 3. .Have the students listen to the recording for Look and say and repeat after it . Then ask them some questions to check their understanding. e.g., T: Whose school bag is this?S1: Its Peters.T: Whose notebook is that? Is it Kittys?S2: Yes, its hers. 3.Write the key patterns Whens your birthday and Its onon the blackboard. Ask the students to repeat after you. Then ask several students about their birthdays.4.Ask the students why Peter wants to have an orange party to elicit the theme party.Have the students role-play the dialogue in pairs. Then invite several pairs to role play it in front of the class. 通过师生之间的问答练习新知识。通过小组对话活动培养学生的实际运用能力Post-task activities1.Make a new dialogue Divide the students into groups of four. Give each group a picture of a messy classroom. Have the students discuss how to tidy up the classroom. Then ask them to make a dialogue about it. You may also ask the students to draw pictures by themselves and then make dialogues. Finally, invite some groups to act out their dialogue in front of the class. e.g.,S1: Look at the classroom. What a mess! Whose notebooks are these? Are they yours? S2: Yes, theyre mine. S1: Please put them in your school bag. S2: OK. S1: Whose brushes are these?S2: Theyre hers. I think.S1: Are these crayons yours?S2: No, theyre not mine. They are his. 让学生改编对话，对本课重点进行回顾和操练，巩固所学的知识。达到学以致用的目的 Assignment1. Read the text.2. Workbook. 3. Make a short dialogue. Boarding writing Module 1Using my five sensesUnit 1 What a mess!Whose ?Its /Theyre mine/yours/his/hers/ours/theirs.Teaching introspection andsummary Period 3I Unit 1 Period 3教学内容1、Using wh-questions to ask about the possession of objectse.g., Whose ball is this?2、Using possessive pronouns to identify the possession of objectse.g., Its mine. II 学情分析通过上课时的学习，学生能够使用单词来描述一些学习用品的名称，并能使用Whoseis/are?疑问句句型来询问事物的主人，同时学生能熟练使用名词性物主代词来回答问题III 教学目标知识与技能1、能用whose的句型来询问物品的归属。2、能用祈使句对他人下达指令。方法与过程1、通过多媒体为学生创设情境，使学生理解所学单词和句型，学会在情景中运用句型。2、通过歌曲、图片对话等方法来激发学生的学习兴趣，使学生在愉快的氛围中操练句型。情感态度、价值观学会整理自己的物品，在语言交流的过程中，促使学生能关注到物品的主人，养成整理物品的习惯。IV 重点、难点分析重点：1、Whose ball is this? Is it yours? 等句型 2、能用祈使句对他人下达指令。难点：1、能运用教材中的对话，分角色进行表演，表达流畅V. 教学准备： Students book, p.4 and 5, Cassette 5BVI. 教学过程：ProceduresContentsMethodsPurposesPre-task preparations1.Say the chant. 2.Ask and answer1.Play the recording for Listen and enjiy on page 5 of the book. Have the students answer the questions below to review the patterns.e.g., T: Whose scarf is this?S1: Itd her scarf. This scarf is hers. Then ask the students to say the chant together. Ask the students some questions about the objecrts in the classroom and make a new chant. e.g., T: Whose storybook is this?Ss: Its her storybook. This storybook is hers. 通过运用chant 复习以前学的知识，达到承上启下的效果。通过师生问答复习句型。While-task Procedures1.Learn the text. 1. Have the students listen to the recording. Then ask some questions to check their understanding. e.g., T: Whose ball is it?S1: Its Pauls. T: Yes, its his. 通过小对话形式检查学生的掌握情况。 2. Do some exercises. 2. Write some questions about the dialogue on the blackboard and have the students read and choose the correct answer. e.g.,Whose ball is it? Its _.A: Peters B: Pauls C: SallysIs the blue T-shirt Peters?A: Yes, it is. B: Its Pauls. C: No. What colour is Dads T-shirt?A: Blue. B: Yellow. C: Red. 通过练习，帮助学生进一步熟悉课文，有助于学生巩固所学知识。3.Role-play the dialogue3. Have the students role-play the dialogue in groups of three. Then invite several groups to act it out in front of the class.通过表演的形式来增加学生的参与热情和学习积极性Post-task activities1. Make a new dialogue. 1.Exercises.1. Have the students make a new dialogue about tidying up a room in groups of four. Have one student act as Mum and three students act as the children. Ask them to use the words and sentence patterns they have learnt previously. Then invite several groups to role-paly the dialogue in front of the class. 2. Have the students do Part G Read, choose and complete on page 5 of the Workbook. Then check the answers with them.通过编对话复习所学句型，让学生能活学活用。通过完成练习继续巩固和操练本课的句型。AssignmentExercises:1. Copy the new words and phrases. 2. Read and recite the text. 3. Write a short dialogue.3. Work Book.Boarding writing Module 1Using my five sensesUnit 1 What a mess!Tidy up the roomWhose is this/that? Its Whose are these/those? Theyre Dont put on/in the . Can you put in/on ?Teaching introspection andsummary Period 4I 教学内容Using possessive pronouns to identify the possession of objectse.g.,Is this box yours, Dad? Yes, its mine. II 学情分析通过上课时的学习，学生能够使用单词来描述一些学习用品的名称，并能使用Whoseis/are?疑问句句型来询问事物的主人，同时学生能熟练使用名词性物主代词来回答问题。本课时的目标是熟练使用本单元的语言知识，将这些知识在语段中整合使用，并能掌握双元音音标/ei/, /ai/。III 教学目标知识与技能1. 能够以Whoseis/are? 句型询问物品主人。2. 能使用名词性物主代词来回答询问。3. 能够了解音标/ei/, /ai/在单词中的发音。方法与过程1. 通过pair work、表演对话、做游戏等形式操练和巩固所学知识。2. 利用多媒体，创设情景，激发学生学习兴趣。情感态度、价值观1、在语言交流的过程中，促使学生能关注到物品的主人，养成整理物品的习惯。2、乐于参与、积极合作，能较好地完成学习任务。IV 重点、难点分析重点：1. 能够以Whoseis/are? 句型询问物品主人。2. 能使用名词性物主代词来回答询问。3. 能够了解音标/ei/, /ai/在单词中的发音。难点：1. 能熟练名词性物主代词来回答询问。2. 能够通过语言交流来询问物主并建议他人整理物品。V 教学准备Cassette 5B, phonetic flashcards, wall picture 5BVI. 教学过程：ProceduresContentsMethodsPurposesPre-task preparations1. Listen and enjoy.2. Ask and answer1. Have the students say the chant.2. Ask the students some questions about the objects in the classroom. e.g.,T: Whose storybook is this? S: Its her storybook. This storybook is hers. T: Whose pencils are these?S: They are his pencils. They are his. 通过英语儿歌活跃课堂气氛，复习名词性物主代词。 师生对话复习名词性物主代词的使用方法。While-task Procedures1. Group work 2. Learn the sound.3. Listen and ciricle.1. Divide the students into groups of four to six. Have each group collect objects (such as rulers, pencils, etc.) from the members. Then ask the students to make a dialogue about the objects. Finally, invite several groups to act out their dialogues in front of the class. e.g., S1: Whose notebook are these? Are they s?S2: No, theyre not his/her. They are mine. S1: Please put them in your school bag. S2: OK. 2. Show the flashcards for the sounds /ei/ and /ai/. Ask the students to repeat the words in Learn the sounds on page 5 of the book. After you until they can pronounce the sound correctly. e.g.,T: a,/ei/, baby, favouriteSs: a,/ei/, baby, favouriteEncourage the students to think of more word with the sounds.e.g., paper, face, tail, play, hi, nice, my, high, tie7. Have the students do Listen and circle. Then check the answers with them. e.g.,paper, face, tail, play, hi, nice, my, high, tie 通过模仿课文进行小组操练，达到语用输出目的。分组练习，培养学生大交流能力。观看光盘，并学习双元音音标，以听圈单词的练习来巩固音标。Post-task activitiesDo the exercises.Have the students to the exercises on Workbook. First, have the students do Part A by writing the letters a-d in the boxes. In the picture. Then have the students do Part B in groups of four by asking and answering questions according to the picture in Part A. Finally, have the students complete the passage in Part C by writing about how to tidy up the classroom. 通过练习巩固句型。Assignment1. Read SB: p.4 and p. 5: Say and act, Learn the sounds2. Copy the text.3. Preview p. 6-7 Boarding writing Learn the sound/ei/ baby, grade, rain, may, eight, paint, stay, weight, space/ai/ pilot, tiger, line, white fly, sky, light, right, die, lieTeaching introspection andsummary Period 5I 教学内容Using possessive pronouns to identify the possession of objects:e.g., Is this box yours, Dad? Yes, its mine.II 学情分析通过上课时的学习，学生能够使用单词来描述一些学习用品的名称，并能使用Whoseis/are?疑问句句型来询问事物的主人，同时学生能熟练使用名词性物主代词来回答问题。本课时的目标是学习故事并表演故事。III 教学目标知识与技能1. 能够以Whoseis/are? 句型询问物品主人。2. 能使用名词性物主代词来回答询问。3. 能熟练朗读故事并进行故事表演。方法与过程1. 通过pair work、表演对话、做游戏等形式操练和巩固所学知识。2. 利用多媒体，创设情景，激发学生学习兴趣。情感态度、价值观在语言交流的过程中，促使学生能关注到物品的主人，养成整理物品的习惯。民族精神教育：学会整理自己的物品，养成保持房间整洁的好习惯。生命教育：学会整理自己的物品，互相帮助，养成保持房间整洁的好习惯。教学建议：创设情景，让学生运用多种句型练习口语。VI 重点、难点分析重点：4. 能够以Whoseis/are? 句型询问物品主人。5. 能使用名词性物主代词来回答询问。难点：1. 能熟练名词性物主代词来回答询问。2. 能够通过语言交流来询问物主并建议他人整理物品。V 教学准备Cassette 5B, Wall picture 5BVI 教学过程ProceduresContentsMethodsPurposesPre-task preparationsReview the key words1. Have the students review the key words and possessive pronouns with the following chante.g., My book, your book. These are our books. His book, her book. Those are their books. This is mine. That is yours. These are ours. That is his. That is hers. Those are theirs. 2. Collect some things from the students. Then play a game with them. Pick one or two items at a time and ask the students questions to find out the owners. e.g., T: Whose is this? S: Its mine. T: Whose .are these? S1,2: Theyre ours. 通过chant 来复习名词性物主代词。 以师生问答来复习句型与物主代词。While-task ProceduresRead a storyComplete the sentences3. Have the students watch the disc for Read a story and do Complete the sentences. Then check the answers with them. Repe