牛津英语5BM1U1

1、5B Module 1 Using my five senses Unit 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,tape 2、 Using wh-questions to ask about the possession of objects. e.g.Whose school bag is this? 3、 Using possessive pronouns to identify the pesses

2、sion of objects. e.g.It s 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,die II. 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

3、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

4、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

5、、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,o

6、urs,theirs,yours 来回答 whose 的句型。 M1 U1 Period 1 I Unit 1 Period 1 教学内容 Using the key words in context e.g. school bag, brush, glue, paints, crayon, notebook, tape Using possessive pronouns to identify the possession of objects e.g., It s 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

7、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 Procedures Con te nts Methods Purp

8、oses 1.Si ng a song . 1.S ong “ Happy New year ” 课前唱歌渲染气氛，调动 2. Ask and 2. Ask and an swer. 学生学习积极性。 an swer Collect some stati onery items from the stude nts. Then have the Pre-task students answer the questions to 通过问答复习所有格 preparati ons find out the owners of these items. e.g., T: (pick up a pen

9、cil) Whose pencil is this ? Is it your pencil,(S1 s name) S1: Yes, it s my pencil. I.Look and lear n 1. Point to objects in the classroom 运用旧句型引出新单词， (school bag, and have the stude nts n ame them. 操练新单词 brush, glue, Then ask them to repeat and spell pain ts, cray on. the words (school bag, brush, g

10、lue, notebook, tape) pain ts, crayon, no tebook, tape) one by one. While-task e.g., 师生问答练习单词和句 Procedures T: What s on your desk? 型 S1: There is a notebook on my desk. T: What s near the notebook? S1: There are some cray ons. 2.Say and act 2. Flash the cards for the words in Look and learn on page 3

11、 of the book. Have the students identify the objects. Then ask them to write the words dow n as fast as they can. 3. Play a game. 通过游戏的方式，激发学 3. Have the stude nts play a 生学习英语的兴趣。 match ing game. Put the pictures of differe nt stati onery items and differe nt people on the blackboard. Then say the

12、following sentences and ask the stude nts to match the pictures of the people to the things 通过师生之间的问答学 bel onging to them. 习新知识。 4. Point to the objects on the desk and have the students answer the questio ns bel onging to them. e.g., T: Is this your notebook, S1? 通过chant ,激发学生学 S1: Yes, it s my not

13、ebook. 习英语的兴趣。 T: Oh, the no tebook is yours. T: Is that S2 s school bag? S1: No, it s S3 s schoolbag. T: Oh, it s hers. 5. Write some pronouns such as mine, yours, his, hers, ours, theirs on the blackboard. Have the stude nts say the cha nt together. e.g., 4. Look and learn. ( mine, yours, his, her

14、s, ours, theirs) 5. Say the cha nt. My book, your book. They are our books. They are ours. His book, her book. They are their 5. Say the cha nt: books. They are theirs. Write some pronouns such as mine, yours, his, hers, ours, theirs on the blackboard. Have the stude nts say the cha nt together. e.g

15、., My book, your book. They are our books. They are ours. His book, her book. They are their books. They are theirs. 1. Make a 1. Divide the students into groups分组练习增加说的机会 Post-task activities of four. Have the students make a new dialogue talk ing about the objects bel onging to them in groups. the

16、 2. Have the stude nts fill in the dialogue. 2. Do exercises. learnt. eg. 1.1 have some pencil. 2. There is a many and ,some on the desk. 4. This is Tom s schoolbag. It s bla nks with some nouns they have in my and 3. It s Kitty s brush. It 1. Copy the new words and phrases. Assig nment 2. Read and

17、recite the text. 3. Workbook. Boarding writ ing Teachi ng n trospecti on and summary Module 1 Using my five sen ses Unit 1 What a mess! notebook, brush, schoolbag, glue, pain ts, crayon, brush, tape mine, yours, his, hers, ours, theirs The is/are t is/They are Period 2 I . Un it 1 Period 2 教学内容 1、 U

18、sing wh-questions to ask about the possession of objects e.g. Whose school bag is this ? 2、 Using possessive pronouns to identify the possession of objects e.g. It s 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

19、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?

20、 等句型 V.教学准备： Students book, no tebook, tape) p.3, flashcards 5B( school bag, brush, glue, paints, crayon. Procedures Con te nts Methods Purposes Pre-task preparati ons Ask and an swer 1. Have the students answer the questi ons about the objects bel onging to them. e.g., T: Whose pen cil is this ? S1

21、: It s my pencil. It s mine. T: Is that his/her book? S2: Yes, it s his/her book. Yes, it s 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。 a While-task Procedures 1. Learn the key patter ns. 1. Put some books on the desk. Then write the key patter ns: Whose book is this? It s my/his/her book. It s mi ne/his/

22、hers. Ask the stude nts 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 2. Have the stude nts ask and 通过师生之间的问答练习 senences. an swer questi ons in groups of 新知识。 boys and girls according to the give n words: mine, yours, theirs. e.g., Bs: Whose pen cils are these? Gs: The

23、y re ours. Bs: Whose rulers are these? Gs: They re yours. 3.Liste n to the record ing and 3. .Have the students listen to the an swer the recording for Look and say questi ons. and repeat after it . Then ask them some questio ns to check their un dersta nding. e.g., T: Whose school bag is this? 通过小组

24、对话活动培养学 S1: It s Peters. 生的实际运用能力 T: Whose notebook is that? Is it Kitty s? S2: Yes, it s hers. 3.Write the key patterns When s 4. AAct out dialogue. your birthday and It s on on the the blackboard. Ask the students to repeat after you. Then ask several stude nts about their birthdays. 4.Ask the stu

25、de nts why Peter wants to have an orange party to elicit the theme party. Post-task activities Have the students role-play the dialogue in pairs. The n in vite several pairs to role -play it in front of the class. 1.Make a new Divide the stude nts into groups of dialogue four. Give each group a pict

26、ure of a messy classroom. Have the students discuss how to tidy up the classroom. Then ask them to 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 make a dialogue about it. You may also ask the stude nts to draw pictures by themselves and the n make dialogues. Fin ally, in vite some groups to act out thei

27、r dialogue in front of the class. e.g., S1: Look at the classroom. What a mess! Whose no tebooks are these? Are they yours? S2: Yes, they re mine. S1: Please put them in your school bag. S2: OK. S1: Whose brushes are these? S2: They re hers. I think. S1: Are these crayons yours? S2: No, they re not

28、mine. They are his. Assig nment 1. Read the text. 2. Workbook. 3. Make a short dialogue. Board ing writing Module 1 Using my five sen ses Unit 1 What a mess! Whose ？ It s /They re mine/yours/his/hers/ours/theirs. Teach ing in trospectio n and summary Period 3 I . Unit 1 Period 3 教学内容 1、 Using wh-que

29、stions to ask about the possession of objects e.g. Whose ball is this? 2、 Using possessive pronouns to identify the possession of objects e.g., It s 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 is/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

30、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， 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。Whose 养成整理 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 5B VI.教学过程：

31、Procedures Con te nts Methods Purposes 1.Say the chant. 1.Play the recording for Listen and enjiy on page 5 of the book. 通过运用chant复习以前 Have the stude nts an swer the 学的知识，达到承上启下 questi ons below to review the 的效果。 patter ns. e.g., T: Whose scarf is this? S1: It d her scarf. This scarf is hers. Pre-t

32、ask preparati ons Then ask the stude nts to say the 通过师生问答复习句型。 2.Ask and cha nt together. an swer Ask the stude nts some questio ns about the objecrts in the classroom and make a new cha nt. e.g., T: Whose storybook is this? Ss: It s her storybook. storybook is hers. This I.Lear n the text. 1 . Hav

33、e the stude nts liste n to the 通过小对话形式检查学生 record ing. Then ask some 的掌握情况。 questi ons to check their un dersta nding. While-task e.g., Procedures T: Whose ball is it? S1: It s Paul s. T: Yes, it s his. 2. Do some 2. Write some questions about 通过练习，帮助学生进一 exercises. the dialogue on the blackboard 步熟

34、悉课文，有助于学生 and have the students read and 巩固所学知识。 choose the correct an swer. e.g., Whose ball is it? It s . A: Peter s B: Paul s C: Sally s Is the blue T-shirt Peter s? A: Yes, it is. B: It s Paul s. C: No. What colour is Dad s T-shirt? A: Blue. B: Yellow. C: Red. 3.Role-play the dialogue 3. Have th

35、e stude nts role-play the dialogue in groups of three. Then n vite several groups to act it out n 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 activities 1. Make a new dialogue. 1.Exercises. 1. Have the stude nts make a new dialogue about tidy ing up a room n groups of four. Have one stud

36、ent act as Mum and three students act as the children. Ask them to use the words and sentence patter ns they have earnt previously. Then in vite several groups to role-paly the dialogue in front of the class. 2. Have the stude nts do Part G Read, choose and complete on page 5 of the Workbook. The通过编

37、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。 Assig nment Exercises: 1. Copy the new words and phrases. 2. Read and recite the text. 3. Write a short dialogue. 3. Work Book. Board ing writi ng Module 1 Using my five sen ses Unit 1 What a mess! Tidy up the room Whose is this/that? It s Whose are these/tho

38、se? They re Don t put on/in the Can you put in/on ？ Teach ing n trospect ion and summary Period 4 I 教学内容 Using possessive pronouns to ide ntify the possessi on of objects eg. Is this box yours, Dad? Yes, it s 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 Whose is/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

39、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。

40、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, pho netic flashcards, wall picture 5B VI. 教学过程： Procedures Con te nts Methods Purposes 1. Liste n and 1. Have the stude nts say the 通过英语儿歌活跃课

41、堂气 enjoy. cha nt. 氛，复习名词性物主代词。 2. Ask the stude nts some 2. Ask and questi ons about the objects in the Pre-task classroom. an swer e.g., preparati ons T: Whose storybook is this? 师生对话复习名词性物主 S: It s her storybook. This 代词的使用方法。 storybook is hers. T: Whose pen cils are these? S: They are his pencils

42、. They are his. 1. Group work 1. Divide the stude nts into groups of four to six. Have each group 通过模仿课文进行小组操 collect objects (such as rulers, pencils, etc.) from the members. Then ask the stude nts to make a dialogue about the objects. Fin ally, in vite several groups to act out their dialogues in

43、front of the class. 练，达到语用输出目的。 2. Lear n the e.g., S1: Whose no tebook are these? Are they s? sound. S2: No, they re not his/her. They are mine. S1: Please put them in your 分组练习，培养学生大交 While-task Procedures school bag. S2: OK. 2. Show the flashcards for the sounds /ei/ and /ai/. Ask the students to

44、 repeat the words in Learn the sounds on page 5 of the book. After you un til they can pronounce the sound correctly. e.g.,T: a,/ei/, baby, favourite Ss: a,/ei/, baby, favourite Encourage the students to think 流能力。 of more word with the soun ds. 观看光盘，并学习双兀音 3. Liste n and e.g., paper, face, tail, pl

45、ay, hi, nice, 音标，以听圈单词的练习 my, high, tie ciricle. 7. Have the students do Listen and circle . Then check the an swers with them. 来巩固音标。 e.g., paper, face, tail, play, hi, nice, my, high, tie Do the exercises. Have the stude nts to the exercises 通过练习巩固句型。 on Workbook. First, have the students do Part

46、A by writing the letters a-d in the boxes. In the picture. Then have the stude nts Post-task do Part B in groups of four by activities ask ing and an sweri ng questio ns accord ing to the picture in Part A. Fin ally, have the stude nts complete the passage in Part C by writing about how to tidy up t

47、he classroom. Assig nment 1. Read SB: p.4 and 2. Copy the text. 3. Preview p. 6-7 p. 5: Say and act, Lear n the sounds Board ing writing Lear n the sound /ei/ baby, grade, rain, may, eight, paint, stay, weight, space /ai/ pilot, tiger, line, white fly, sky, light, right, die, lie Teach ing in trospe

48、ctio n and summary Period 5 I 教学内容 Using possessive pronouns to ide ntify the possessi on of objects: e.g., Is this box yours, Dad? Yes, it s 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 Whose is/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

49、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

50、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 5B VI 教学过程 Procedures Con te nts Methods Purposes Review the key words 1. Have the stude nts 通过chant来复习名词性 review the key words 物主代词。 and possessive pronouns with the follow ing cha nt e.g., My book, your bo

51、ok. These are our books. 以师生问答来复习句型 His book, her book. 与物主代词。 Pre-task preparati ons Those are their books. This is mi ne. That is yours. These are ours. That is his. That is hers. Those are theirs. 2. Collect some thi ngs from the stude nts. Then play a game with them. Pick one or two items at a time and ask the stude nts questi ons to find out the own ers. T: Whose .are these? S1,2: They re ours. While-task Procedures Read a story Complete the sentences 3. Have the students watch the disc for Read a story and do Complete the sentences . Then check the an