牛津英语5BTidyup教案.docx

1、牛津英语5BTidyup教案Module 1 Changes and differencesUnit 1 Tidy up!第一课时教学目标：1、通过演唱Sing a song的歌曲，活泼课堂气氛，让学生感知本单元的核心句型。2、通过Listen and sing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，帮助学生学习日常生活用品的名称。教学重、难点1、能掌握单词tidy, let, sock, cap, yours, mine, tidy up2、会运用句型Are they yours?及答复No, they arent.教学方法：任务教学法、

2、情景教学法。教学过程：第一次备课第二次备课Pre-task preparations1、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：Its(S2s name) s.T：Is this/that.?S2：Yes, its. / No. Its.T：Whose.are these/those?S3：They are.T：Are these/those.?S4：Yes, they are.

3、/ No, they arent.2、让学生欣赏Sing a song中的歌曲，病朗读歌词，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?S3：T

4、hey are tidying up the room.T：(write tidy up on the blackboard) Yes. They are tiding it up. “tidy up “means “make it clean. How do they tidy it up? Lets 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 Peters. ( )2) The socks are not on the bed. ( )3) Both the cap and the T-shirt

5、are Pauls. ( )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, its mine.T: Is this yours too?S2: No. It isnt.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

6、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: Its Peter and Pauls bedroom.S1: Who is tidying up the bedroom?S2: Sally and Peter are tidying up the bedroom.S1: Whose socks are those?S2: They are Pauls.S1: Whose cap is this?S2: Its Peters.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

7、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。 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 is mine. T: Is this ruler yours?S2: No, its hers.T: Is this ruler hers?S3: Yes, its hers.接着，利用几件其它学习用品和学生问答。T: Whose pencils are those?S1、S2: They are ours.T: Are these pencils yo

8、urs (S3s name)?S3: No, they are theirs.T: Are these pencils ours (S4s name)?S4: No, they arent. They are 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。Module 1 Changes and differencesUnit 1 Tidy up!第二课时 教学目标：通过Think and write 的语言输出活动，帮助学生稳固新学的语言知识。 教学重、难点1、词汇： crayon, umbrella, hers, theirs2、句型： -Whose.is thi

9、s/are these? -Its/theyre 教学方法：任务教学法、情景教学法。 教学过程：第一次备课第二次备课Pre-task preparations1、让学生利用实物进行问答，在问答之后根据Please put./Can you put.?等指令正确的摆放实物，并学会用Yes,./Ok./Sure.等表达方式来应答别人的请求或指令。T: Whose.is this/that?S1: Itss.T: Is it yours/his/hers?S1: Yes. /No. ItsT: Please put theS1: Ok.T: Whoseare these/are those?S2:

10、TheyreT: Are they yours/his/hers?S1: Yes. /No. TheyreT: Can you put themS1: Sure.接着，学生可以根据以上示范，开展对子活动或小组活动，以进一步稳固课时一所学内容。 While-task procedures1、出示Think and write中的连线图，然后出示umbrella的单词卡片。学生根据教师提供的语境和单词卡片，通过问答学习新词汇，并稳固已学句型。T：(show a picture of an umbrella) Whats this?S1：Its an umbrella.T：(stick the pi

11、cture on the blackboard) Umbrella, an umbrella.Ss:：Umbrella, an umbrella.T：(point to the picture) Whose umbrella is this?S2：Its Bens.T：This umbrella is Bens. Its his.Ss:：This umbrella is Bens. Its his.然后，用同样的方法教授crayon.2、学生根据Think and write中的图片，看图填表。3、学生根据表格所填的内容，两人一组做问答练习。一方面检查学生对图片内容的理解是否正确，另一方面让学

12、生操练所学的语言。S1：Are the crayons Alices?S2：No, they are not hers.S1：Whose crayons are these?S2:：They are 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中的书写练习，稳固重点和难点，从听、说、读的技能过渡到写的训练。Post-task activities学生分为6组，开展小组活动，每个学生把一件物品放在桌上

13、，然后小组内学生根据桌上的物品对话。Module 1 Changes and differencesUnit 1 Tidy up!第三课时教学目标：1、帮助学生通过阅读故事?神奇的石头?抓住关键信息，了解故事大意，并完成后续练习。2、了解字母组合ar, ue, oo在单词中的发音。3、通过学习任务(task),帮助学生稳固和综合运用本单元所学的知识和技能，描述物品的归属和应摆放的位置。教学重、难点1、语音：ar(car), ue(blue), oo(school)2、词汇：(be) full of, a few。教学方法：情景教学法。教学过程：第一次备课第二次备课Pre-task prepar

14、ation1、让学生根据教师出示的学习用品答复以下问题。T: (show a pencil) Whose pencil is this?S1: Its my 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. They are (S5s name) s.接着让学生两两对话，以进一步稳固课时一和课时二所学内

15、容。 While-task procedures1、播放Read a story的录音，让学生合上书本听故事。然后，教师出示教学挂图中的故事图片，与学生问答，熟悉故事人物。T: (point to Jimmy) What is his name?Ss: His name is Jimmy.T: (point to the father) Who is he?Ss: He is Jimmys father.出示以下问题，学生带着问题阅读文章，然后答复以下问题。Picture 11)What is in the box? (The box is full of nails.)2)Whose box

16、 is it? (It is Jimmys fathers.)Picture 21)What does Jimmy do? (He drops the nails.)2)What happens to the nails? (All the nails fall on the floor.)Picture 31)What does Jimmys father gives him?(Jimmys father gives him a black stone.)2)What does Jimmys father say?(He says,this stone can help you,Jimmy.

17、 try it.) Picture 41)Where does Jimmy put the stone? (He puts the nails near the stone.)2)What happens to the nails this time?(The nails all stick to the stone.)2、学生再次阅读故事，教师在黑板上写出每幅图片的关键词，学生根据图片及关键词复述故事。Picture 1: box, table, nailsPicture 2: drop, nails, fall, messPicture 3: give, black stone, help

18、, tryPicture 4: put, near, stick, floor, clean, magic stone3、指导学生完成课本第5页Read a story的后续练习，然后填空完成故事概要。Jimmys father has a small box. He puts it on the table. There are a lot of nails in it. Jimmy drops the box. Al the nails fall on the floor. Jimmy says,what a mess! Jimmys father gives him a black st

19、one to help him. It is a magic stone because all the nails stick to it.4、出示Learn the sounds的语言单词卡片ar(car), ue(blue), oo(school)请学生跟读并感知字母组合ar, ue,oo在单词中的发音。T: ar,/a:/,car,carSs: ar,/a:/,car,carT: ue,/u:/,blue,blueSs: ue,/u:/,blue,blue T: oo,/u:/,school,school Ss: oo,/u:/,school,school 教师播放录音，学生跟着录音朗

20、读。播放录音，学生按照录音节拍诵读儿歌。教师朗读单词，学生在多个单词中找出教师所读单词。Post-task actvities1、学生三人一组，演出课本剧。2、让学生完成练习册中task的看图搭配练习，然后组织学生根据Ask and answer的句型提示，就图片信息结对问答，稳固所学句型和词汇。Module 1 Changes and differencesUnit 2 Our new home!第一课时 教学目标：1、通过Listen and enjoy的儿歌朗读，活泼课堂气氛，并引出本单元的话题。2、通过look and learn栏目，帮助学生掌握本单元的核心句型。教学重、难点1、能掌

21、握单词why, because, study, dining room2、会运用句型Do you like? I like Why? Because教学方法：任务教学法、情景教学法。教学过程：第一次备课第二次备课Pre-task preparations1、出示第一个问题，让学生看Listen and enjoy的图片讨论问题。Q1：Who lives in the shoe?T：Who lives in the shoe?S1：An old woman.S2：An old woman and her children.S3：An old womans big family.播放录音，出示第二

22、和第三个问题，学生听录音后讨论问题。Q2: What does the old woman do?Q3: What does she say?T：What does the old woman do?S1：She gives the children some food.T: . What does she say?S2: Its time to go to bed.最后，学生跟录音朗读儿歌，可以自己朗读，也可以集体朗读。2、呈现不同房间的图片，学生边欣赏图片边思考以下问题。Q4：Whats in your room?S1: There is a kitchen, a living room,

23、 a bathroom and two beds.S2: There is a kitchen, a dining room, a living room, two bathroom and three bedrooms. While-task procedures1、依次出示不同房间的图片或单词卡片，让学生说出与这些房间对应的英文单词或拼读这些单词，以复习学过的相关内容。T：(show a picture of a kitchen)Ss：Kitchen. K-i-t-c-h-e-n, kitchen.紧接着，学生根据一张书房的图片学习单词study.T：Look. This is a stu

24、dy. Is there a study in your room?S1：No, there isnt.S2：Yes, there is a study in my room.T：What can you do in the study?S1: I can read books in the study.S2: I can do my homework in the study.S3: I can play computer games in the study.然后，用同样的方法带着学生学习单词dining room.2、呈现课本第12页Ask and answer栏目Nancy和Dan家中

25、房间的图片，教师分别对Nancy和Dan的家进行描述，让学生猜想哪个是Nancy的家，哪个是Dan的家。3、学生针对Nancy和Dan家的房间图，两人一组对话，稳固和运用所学语言。 Post-task activities 1、出示两个房间的图片，学生两人一组说说喜欢那个房间，并阐述喜欢的理由。Module 1 Changes and differencesUnit 2 Our new home!第二课时 教学目标：1、通过Listen and say中关于新家的对话，帮助学生稳固新学的核心句型。2、通过Write and say栏目，让学生从口头表达过渡到笔头练习，稳固运用所学词汇和句型。教

26、学重、难点1、词汇：all day2、句型： -Why do you like it? -Because it is so big.教学方法：任务教学法、情景教学法。教学过程：第一次备课第二次备课Pre-task preparations1、出示Listen and enjoy的儿歌，让学生朗读或背诵，在复习所学内容的同时活泼课堂气氛。2、通过和学生对话，了解学生的家庭居住情况。While-task procedures1、学生根据Listen and say的图片，听录音后答复以下问题。1) What are they talking about?2) Are they happy with

27、 their new home?2、出示以下细节问题，让学生带着问题再听一遍录音后作答，以培养学生捕捉关键信息的能力。1) Which room does Sally like?2) Which room does Sallys dad like?3) What do Peter and Paul like?3、在答复完细节问题后，教师出示问题Why do they like their new home? 并再次播放录音，让学生听完录音后，两人一组谈论上述问题。S1：Why does Sally like the living room?S2：Because it is so big. Wh

28、y does Sallys dad like the study? S1：Because it is quiet. He can read and write there. Why do Peter and Paul like the garden?S2:：Because They can play in the garden all day.4、学生四人一组，扮演Brown一家，操练对话，稳固运用核心句型。鼓励学生尽量模仿录音中的语音语调。S1：(act as Mum) Why do you like our new home?S2: (act as Sally) I like our ne

29、w home because the living room is so big.S3: (act as dad) I like our new home because the study is quiet. I can read and write there.S4: (act as Peter) Paul and I like our new home because we can play in the garden all day.Post-task activities让学生完成课本第13页Write and say的练习，描写自己的家，并阐述喜欢某个房间的原因。教师可补充 I d

30、o not like.because.句型，让学生阐述不喜欢某个房间的原因，在培养学生写作能力的同时，稳固学生灵活运用各种句型。Module 1 Changes and differencesUnit 2 Our new home第三课时教学目标：4、帮助学生通过阅读故事?大雁为什么迁徙?，了解故事大完成调查报告，帮助学生进一步稳固新学语言知识。5、了解字母组合ir,ur,au及oo在单词中的发音。6、通过学习任务(task),帮助学生稳固和综合运用本单元所学的知识和技能，描述自己梦想的家园。教学重、难点3、语音：ir(skirt), ur(purse), au(Laura), oo(floor)4、词汇：change, place, every, then教学方法：情景教学法。教学过程：第一次备课第二次备课Pre-task preparation1、请一两组学生在全班同学面前表演Listen and say的对话，复习第二课时的内容。对于学有余力的学生，可要求他们适当改编对话。2、展开一些动物的图片，让学生看图思考动物们是什么样子，以及动物是否也会搬新家，以此引出