上海版牛津英語五年級下Unit1教案

1、長春市東光學校課題： Unit1 Tidy up！ 班級：姓名：1. 知識與技能：幫助學生學習新詞和學習句型。目 2. 過程與方法：能正確書本課所學有標關月份及日期的四會詞和四會句。3. 情感態(tài)度與價值觀：通過情景學習，使學生體會到過生日的意義。自學導航專題一Make a new chantWhose, whose, whose hat is this?It s _ s. It s _ s. It s _ s hat.小組：時間：獨立完成導學案。 利用教材配套磁帶學法或光盤來聽書上的單詞和句子，反復練指 習，并在課堂的小組活動中和小組成員對導比發(fā)音，練習使用本課功能語言。對于仍不能解決的疑惑，

2、向全班同學和老師請教。教學流程教學重點：特殊疑問句的提問及回答Whose .isthis/are these? It's mine./yours./his./hers教學難點：Whose, whose, whose cap is this?It s _ s. It s _ s. It s _ s cap.專題二Think and matchhisherstheirsWhose umbrella is this?Its_ s.專題三Read and match名詞性物主代詞和形容詞性物主代詞易混淆教學策略：引導學生小組交流合作探索。教學準備：導學案課件課時安排 :1 課時基礎題：新課標同

3、步演練探究題：新課標拓展延伸板書設計：Unit1 Tidy upWhose .is this/are these? It's mine./yours./his./hers教學流程：Greeting:1.Introduce myself to all長春市東光學校coloured marker scrayon spaint scolour pencil s2.Ask students to introduce themselves and say hello to everyonePre:3.Revision to the words(cap; umbrella, crayon;sock

4、s)4.Do some comprehension for the part-listen and say by the game -drawing lots.5.Intensive learning on the part-listen and say sentence by sentence(1)Introduce the background of the picture(2)Listen and answer my question(3)Listen and answer my question(4)Listen sentence by sentence(5)Practice: tru

5、e or false(6)Listen again and fill in blankPractice: 6.Sing a song (whose box is this?) 7.Do some exercises我的收獲及困惑小組評價獨立思考認真完成字跡工整書寫美觀善于傾聽樂于表達及時糾錯補充歸納長春市東光學校課題： Unit1 Tidy up！班級：姓名：小組：時間：學1.知識與技能：學會重點詞匯學獨立完成導學案。 利用教材配套磁帶習 crayon，umbrella，hers， theirs 用法與不 法 或光盤來聽書上的單詞和句子，反復練目同的區(qū)別。指習，并在課堂的小組活動中和小組成員對

6、標2.過程與方法：會用情景對話， 小組導比發(fā)音，練習使用本課功能語言。對于仍合作學習的方式，鞏固和運用核心句型。不能解決的疑惑，向全班同學和老師請3.情感態(tài)度與價值觀：綜合運用本單教。元所學的知識和技能。自學導航專題一Read a chantMy crayon. Your crayon. These are our crayons.His crayon. Her crayon. Those are their crayons.This is mine. That is yours. These are ours.This is his. That is hers. Those are thei

7、rs.These are our crayons. They are ours.Those are their crayons. They are theirs.專題二Make a new chant教學流程教學重點：詞匯：詞匯 crayon，umbrella，hers， theirs教學難點：句型： Whose is this/are those?It s/Theyre教學策略：引導學生通過對話，學生小組內(nèi)對話，引導學生通過閱讀抓住關鍵信息，能夠通過本單元的問句，來詢問對方的生日信息。教學準備：導學案課件My _, your _. These are our _.His _, her _.

8、Those are their _.This is mine. That is yours. These are ours.This is his. That is hers. Those are theirs.These are _ _. They are _.Those are _ _. They are _.課時安排 :1 課時作業(yè)設計：基礎題：新課標同步演練探究題：新課標拓展延伸板書設計：Unit1 Tidy upcrayon，umbrella，hers， theirs Whose is this/are those?長春市東光學校專題三Think and read人稱代詞形容詞性物主

9、代詞名詞性物主代詞Imymineyouyouryourshehishissheherheritits/weourourstheytheirtheirs專題四Think and sayWhose scarf is this?Its her scarf.This scarf is _.Whose hat is that?Its my hat.That hat is _.Whose gloves are these?They re his gloves.These _ are _.Whose shoes are those?They re our shoes._我的收獲及困惑It s/Theyre教

10、學流程：Pre-task preparationSay the chant “ Whose puppy is this? ” and have the students listen, follow and chant together.Collect some stationery items from the students. Then ask and answer: -Whose-is this? Is it your -?-Yes, it s-my.While-task procedureLook and learn1. Point to objects in the classro

11、om and have the students name them. Then ask them to repeat and spell the words school bag, brush, glue, paints, crayon, notebook and tape one by one after me.2.Flash the cards for the words in“ Lookand learn ” on P.3. Have the students identify the objects. Then ask them towrite the words down as f

12、ast as they can.3. Write some possessive pronouns such as my, your, his, her, our and their on the blackboard. Have the students sat the chant together. Then have the students point to the objects on their desks and make a new chant in groups of four.小組評價獨立思考認真完成字跡工整書寫美觀善于傾聽樂于表達及時糾錯補充歸納長春市東光學校課題： Un

13、it1 Tidy up！班級：姓名：小組：時間：學1. 知識與技能：通過開展聽錄音朗學獨立完成導學案。 利用教材配套磁帶習 讀、連線、快速應答幫助鞏固詞匯。 并能 法 或光盤來聽書上的單詞和句子，反復練目應用到生活實際中去。指習，并在課堂的小組活動中和小組成員對標2.過程與方法：能利用新學詞匯， 解導比發(fā)音，練習使用本課功能語言。對于仍決生活中的問題。不能解決的疑惑，向全班同學和老師請3.情感態(tài)度與價值觀：通過本課學教。習，讓學生知道詢問對方生日的表達方法。自學導航教學流程專題一Read and enjoy.教學重點：詞匯：詞匯 crayon，umbrella，hers，theirs教學難點：

14、句型： Whose is this/are those?Its/Theyre教學策略：引導學生通過對話，學生小組內(nèi)對話，引導學生通過閱讀抓住關鍵信息，能夠通過本單元的問句， 來詢問對方的生日信息。專題二 Read and answer教學準備：導學案課件1.WhereWhereistheis Marknotebook?s schoolbag?Mark hasItasnewontheschoolbagdesk.It isbig andred. But hecannotfindit. Whereis it?Heislookingfor hisnew2.What is beside the chai

15、r?schoolbag.A cap.He goes into the classroom. Oh! The classroom is not3. Are the rulers on the floor?tidy. Look! The blue notebook is on the desk. But theNo. They are on the teachers desk.crayons are on the chair. Beside the chair, there is acap.4.Where is Marks schoolbag?s desk.Where are the rulers

16、? They are on the teacherIt s under the chair.The pencilsand the tapearenoton thedesk.They5.How is the classroom?s schoolbag? Oh.are on the floor! And where is MarkIt s a mess.What a mess!It is under the chair! What a mess!課時安排 :1 課時作業(yè)設計：基礎題：新課標同步演練探究題：新課標拓展延伸專題三 Look and say板書設計：Unit1 Tidy up長春市東光學

17、校The _ is _.It is _ (his/hers/ ).We can put it _.The _ are _.They are _ (his/hers/).We can put them _.專題四 Look and sayA magnet canpick up the paper clip.pick up the can.pick up the nail.pick up Dadsscrewdriver.pick up the thumbtack.pick up the scissors.crayon，umbrella，hers，theirs Whose is this/are t

18、hose?Its/Theyre教學流程：While-task procedureLook and sayAsk and answer1. Invite four students to come to the front. Put their books as well as mine on my desk. Then have the students look at the five books and find out my book by asking and answering some questions.2.Write the key patterns Whose-? and I

19、t s/Theyremine/yours/his/hers/ours/theirs. On the blackboard. Ask the students to repeat them. Then collect some objects from the students and ask them to identify the owner of each object. Then have the students ask and answer questions in groups of boys and girls according to the given words mine,

20、 yours, his, hers, ours and theirs.1. have the students look at the picturefor ” Look and say ” on P.2 and listen to the recording. Then ask them some questions to check their understanding.2. Play the recording again and have the students repeat after the recording. Then have them role-play the dialogue in pairs. Finally invite several pairs to role-