Unit 1 Tidy up

Unit 1 Tidy up 单元教学设计主备课人学校与姓名： 建北小学 冯婷 授课时间： 年 月 日- 年 月 日单元整体分析 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：3AUnit 6 MeUnit 9 In my roomUnit 11 Small animalsMy hair is long. My ears are small.Is this your pen,Dad? Yes,it is.Its ears are long.Its eyes are small.3BUnit1 ColoursUnit 10 Funny cartoonsWhat colour is your ball? I cant find my ball.My legs are long. My feet are big.Its mouth is big.4AUnit1 Meeting new peopleUnit 7 At schoolUnit 10 Around my homeThis is your new classmate. Her name is Jill.Whats in your school?Where is your home?4BUnit 6 MusicWhose guitar is it?Its Joes guitar.5AUnit 3 My birthdayUnit 7 At the beachWhen is your birthday?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 Alices picture books./These picture books are hers.Is that your umbrella?/Is that umbrella yours?Are those Alices crayons?/Are those crayons hers?学情分析 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。单元总目标语言知识与技能：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。教学方法与手段 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。课时划分与分课时目标板块单元知识整合与拓展的知识教学目标主题语境第一课时Look and learnListen and saySing a song单词Tidy let sock cap yours mine tidy upHis Clean the table ours初步感知和运用目标词汇和目标语。Clean the room句型Are they yours?No,they arent.Is this yours?No, its hers/his.These books are ours.第二课时Look and learn Think and write单词crayon , umbrella Hers ,theirs net bookschoolbag会使用句子来询问物品的归属和应摆放的位置。Clean the room句型Whose.is this/are those? Its/Theyre.Whose.is this/are those? Its Peters. 第三课时Read a story learn the sounds单词(be) full of, a few了解故事大意，并完成课后练习。Learn the sounds句型It is full of the nails.The floor is clean again.语音ar, ue, ooroom farm moon card glue true 作业设计第第一课时Copy the words and sentences.Read the sentences第二课时写词块，造句Tidy up ,Put.on. 以及日常用语Thank you for your help. Youre welcome.第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 日项目内容教学重点难点 Important aims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）板书设计Tidy up cap Whose crayon is this? Its mine. umbrella Whose socks are those? Theyre mine.教学设计续页教学流程个性化调控Pre-task preparation1. 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:Its/Theyre.S1:Is/Are.S3:Yes./No. Its/Theyre.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 procedures1: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 isnt.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? Lets 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 Peters.( )2） The socks are not on the bed.( )3） Both the cap and the T-shirt are Pauls.( )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,its yours.T:Guess.Whose cap is it?Ss: Is it(S1s name)?T:Is it yours?,(S1s name)?S1:No,(point to S2) Its his/hers.T:(give the cap to S3) Can you put the cap on (S3name)s desk?S3:OK.Post-task activities1：T:Whose ruler is this?S1:Its mime.T:Is this ruler yours?S2:No,its hers.T:Is this ruler hers?S3:Yes,its hers.T:Whose pencils are these?S1&S2:Theyre ours.T:Are these pencils yours(S3s name)?S3:No.Theyre theirs.T:Are these pencils ours(S4sname)?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。当堂达标设计一单选题：1：This is my book._ are over there. A.Your B.Yours C. You D.Mine2. Whose pen is it? Its_. A.her B. Hers C. She D.his3. _bag is new and_is new,too. A.Our,he B.Ours,his C.My,his D.My,her4. This room is ours,and that one is _. A.they B.them C.their D.theirs5. Whose pencils are there? Theyre_. A.my B.me C.mine D.our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。教学反思现象与归因分析改进措施教学设计续页课题Tidy up课型新授课时第2课时授课时间年 月 日项目内容教学重点难点 Important aims：掌握特殊疑问句Whose.is this/are these?Difficult points：The books are Kitty and Bens. Theyre_. 形容词性物主代词和名词性物主代词的正确使用。板书设计Tidy upWhose crayon is this? Its mine. Its my crayon.教学设计续页教学流程个性化调控Pre-task preparation1：T:Whose.is this/that?S1:Its.s.T:Is it yours/his/hers/.?S1:Yes./No. Its.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：个性设计应达到30%主格Iyouhesheitwethey宾格meyouhimheritusthem形容词性物主代词myyourhisheritsourtheir名词性物主代词mineyourshishersourstheirsWhile-task procedures1：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 whatJillcrayonsJoesocksKitty and BenbooksBenumbrellaAliceSchoolbag ,volleyballPeter and Sallyfootball3,S1:Are the crayons Alices?S2:No,they are not hers.S1:Whose crayons are these?S2:Theyre Jills.S3:Is the schoolbag Joes?S4:No,its not his.S3:Whose schoolbag is it?S4:Its Alices.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 activities1. 开展小组活动S1:Is this bag yours?S2:Yes,its mine.S1:Is that rubber yours?S2:No.(point to S3) Its his.S1:Are these books hers？（point to S4）S2:No,they not hers.S1:Whose books are they?S2: Theyre 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.当堂达标设计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 )2. The dress is _. ( she )3. Is this _ watch? (you) No, its 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 wheres _? ( you )根据句意填空1. We are in the same class. _ classroom is very nice.2. Miss Xia is my teacher. Im _ student.3. Thats a dog. _ name is Coco.教学反思现象与归因分析请描述课堂问题改进措施请给出具体明确的改进措施教学设计续页课题Tidy up课型新授课时第3课时授课时间年 月 日项目内容教学重点难点 Important aims： 字母组合ar(car) ue(blue) oo(book) 在单词中的发音。 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。板书设计A magic stone 1:What is in the box? 2:Whose box is it? 3:What does Jimmy do? 4:What happens to the nails? 5:What does jimmys father give him? 6.What does jimmys 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:Its m pencil.T:Is this your pencil?S2:No,it isnt. Its(S3s name)s.T:(show some books)Whose books are these?S3:They are my books.T:Are these your books?S4:No,they arent. Theyre (S5s 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 procedures1: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 jimmys father give him? 6.)What does jimmys 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