Module 1 Changes and differences
Unit 1 Tidy up! （第一课时）
教学时间： 教学目标：
1、通过演唱Sing a song的歌曲，活跃课堂气氛，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 up 2、会运用句型Are they yours?及回答No, they aren’t. 教学方法：
任务教学法、情景教学法。 教学过程： 第一次备课 Pre-task preparations 1、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：It’s(S2’s name) ’s. T：Is this/that...? S2：Yes, it’s... / No. It’s... T：Whose...are these/those? S3：They are... T：Are these/those...? S4：Yes, they are. / No, they aren’t. ... 2、让学生欣赏Sing a song中的歌曲，病朗读歌词， 第二次备课
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 procedures 1、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 isn’t. T：Who are they in the picture? Ss：They are Sally and Peter. T：What are they doing? S3：They 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? Let’s 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) ( ) 2) ( ) 3) Both the cap and the T-shirt are Paul’s. ( ) 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, it’s mine. T: Is this yours too? S2: No. It isn’t. 3、让学生听录音并跟读对话，男女生分角色朗读对话。然后，学生两两一组，根据Listen and say的对话以及后The socks are not on the bed. The socks are Peter’s.
续练习中的对话提示做问答练习。 S1: Whose bedroom is it? S2: It’s Peter and Paul’s 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 Paul’s. S1: Whose cap is this? S2: It’s Peter’s. 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, it’s hers. T: Is this ruler hers? S3: Yes, it’s 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 yours (S3’s name)? S3: No, they are theirs. T: Are these pencils ours (S4’s name)? S4: No, they aren’t. 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 differences
Unit 1 Tidy up!
（第二课时）
教学时间： 教学目标：
通过Think and write 的语言输出活动，帮助学生巩固新学的语言知识。 教学重、难点
1、词汇： crayon, umbrella, hers, theirs 2、句型： -Whose...is this/are these? -It’s/they’re? 教学方法：
任务教学法、情景教学法。 教学过程： 第一次备课 Pre-task preparations 1、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: It’s?’s. T: Is it yours/his/hers?? S1: Yes. /No. It’s? T: Please put the? S1: Ok. T: Whose?are these/are those? S2: They’re? T: Are they yours/his/hers?? S1: Yes. /No. They’re? T: Can you put them? S1: Sure. 接着，学生可以根据以上示范，开展对子活动或小组活动，以进一步巩固课时一所学内容。 第二次备课
While-task procedures 1、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，并巩固已学句型。 T：(show a picture of an umbrella) What’s this? S1：It’s an umbrella. T：(stick the picture on the blackboard) Umbrella, an umbrella. Ss:：Umbrella, an umbrella. T：(point to the picture) Whose umbrella is this? S2：It’s Ben’s. T：This umbrella is Ben’s. It’s his. Ss:：This umbrella is Ben’s. It’s 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，另一方面让学生操练所学的语言。 S1：Are the crayons Alice’s? S2：No, they are not hers. S1：Whose crayons are these? S2:：They are Jill’s. S3：Is the schoolbag Joe’s? S4：No, it’s not his. S3：Whose schoolbag is it? S4:：It’s Alice’s. ... 4、学生根据图片及表格内容，完成Think and write中的书写练习，巩固重点和难点，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，然后小组内学生根据桌上的物品对话。
牛津英语5B Tidy up教案
