滬教版英語精品資料（精修版）Module Unit 1 Tidy up!教案（第一課時）教學目標：1、通過演唱Sing a song的歌曲，活躍課堂氣氛，讓學生感知本單元的核心句型。2、通過Listen and sing中有關整理房間的對話，幫助學生掌握本單元的核心句型。3、通過look and learn欄目，幫助學生學習日常生活用品的名稱。教學重、難點1、能掌握單詞tidy, let, sock, cap, yours, mine, tidy up2、會運用句型Are they yours?及回答No, they arent.教學方法：任務教學法、情景教學法。教學過程：第一次備課第二次備課Pre-task preparations1、利用教室中的實物與學生進行對話，以復習學過的句型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. / No, they arent.2、讓學生欣賞Sing a song中的歌曲，病朗讀歌詞，然后跟唱。唱完以后，學生還可以用身邊的實物改編歌詞并演唱，以初步感知本單元的核心句型。 While-task procedures1、教師與學生就Listen and say第一幅圖片中的情景展開問答。引出對話內(nèi)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：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? Lets listen.2、出示以下句子，讓學生聽錄音后判斷句子正誤并改錯，以檢測他們是否理解了對話的大致內(nèi)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. ( )然后出示下面兩組句子，利用學生的書和文具和他們問答，幫助學生理解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、讓學生聽錄音并跟讀對話，男女生分角色朗讀對話。然后，學生兩兩一組，根據(jù)Listen and say的對話以及后續(xù)練習中的對話提示做問答練習。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、出示一雙短襪和一頂帽子或相應的圖片，與學生對話，引導學生學習單詞socks和cap,同時引出用Yes,./Ok./Sure.等表達方式來應答別人的請求或指令。 Post-task activities 1、跟學生借一些學習用品，根據(jù)這些學習用品和學生問答。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.接著，利用幾件其它學習用品和學生問答。T: Whose pencils are those?S1、S2: They are ours. T: Are these pencils yours (S3s name)?S3: No, they are theirs.T: Are these pencils ours (S4s name)?S4: No, they arent. They are theirs.然后，讓學生利用自己的學習用品，仿照上述對話進行句型操練。（第二課時） 教學目標：通過Think and write 的語言輸出活動，幫助學生鞏固新學的語言知識。 教學重、難點1、詞匯： crayon, umbrella, hers, theirs2、句型： -Whose.is this/are these? -Its/theyre 教學方法：任務教學法、情景教學法。 教學過程：第一次備課第二次備課Pre-task preparations1、讓學生利用實物進行問答，在問答之后根據(jù)Please put./Can you put.?等指令正確的擺放實物，并學會用Yes,./Ok./Sure.等表達方式來應答別人的請求或指令。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: TheyreT: Are they yours/his/hers?S1: Yes. /No. TheyreT: Can you put themS1: Sure.接著，學生可以根據(jù)以上示范，開展對子活動或小組活動，以進一步鞏固課時一所學內(nèi)容。While-task procedures1、出示Think and write中的連線圖，然后出示umbrella的單詞卡片。學生根據(jù)教師提供的語境和單詞卡片，通過問答學習新詞匯，并鞏固已學句型。T：(show a picture of an umbrella) Whats this?S1：Its 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：Its Bens.T：This umbrella is Bens. Its his.Ss:：This umbrella is Bens. Its his.然后，用同樣的方法教授crayon.2、學生根據(jù)Think and write中的圖片，看圖填表。3、學生根據(jù)表格所填的內(nèi)容，兩人一組做問答練習。一方面檢查學生對圖片內(nèi)容的理解是否正確，另一方面讓學生操練所學的語言。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、學生根據(jù)圖片及表格內(nèi)容，完成Think and write中的書寫練習，鞏固重點和難點，從聽、說、讀的技能過渡到寫的訓練。Post-task activities學生分為6組，開展小組活動，每個學生把一件物品放在桌上，然后小組內(nèi)學生根據(jù)桌上的物品對話。（第三課時）教學目標：1、 幫助學生通過閱讀故事神奇的石頭抓住關鍵信息，了解故事大意，并完成后續(xù)練習。2、 了解字母組合ar, ue, oo在單詞中的發(fā)音。3、 通過學習任務(task),幫助學生鞏固和綜合運用本單元所學的知識和技能，描述物品的歸屬和應擺放的位置。21世紀教育網(wǎng)版權(quán)所有教學重、難點1、 語音：ar(car), ue(blue), oo(school)2、 詞匯：(be) full of, a few。教學方法：情景教學法。教學過程：第一次備課第二次備課Pre-task preparation1、讓學生根據(jù)教師出示的學習用品回答問題。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.接著讓學生兩兩對話，以進一步鞏固課時一和課時二所學內(nèi)容。 While-task procedures1、播放Read a story的錄音，讓學生合上書本聽故事。然后，教師出示教學掛圖中的故事圖片，與學生問答，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.出示以下問題，學生帶著問題閱讀文章，然后回答問題。Picture 11) What is in the box? (The box is full of nails.)2) Whose box 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. 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、學生再次閱讀故事，教師在黑板上寫出每幅圖片的關鍵詞，學生根據(jù)圖片及關鍵詞復述故事。Picture 1: box, table, nailsPicture 2: drop, nails, fall, messPicture 3: give, black stone, help, tryPicture 4: put, near, stick, floor, clean, magic stone3、指導學生完成課本第5頁Read a story的后續(xù)練習，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 stone to help him. It is a magic stone because all the nails stick to it.4、出示Learn the sounds的語言單詞卡片ar(car), ue(blue), oo(school)請學生跟讀并感知字母組合ar, ue,oo在單詞中的發(fā)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 教師播放錄音，學生跟著錄音朗讀。播放錄音，學生按照錄音節(jié)拍誦讀兒歌。教師朗讀單詞，學生在多個單詞中找出教師所讀單詞。Post-task actvities1、 學生三人一組，演出課本劇。2、 讓學生完成練習冊中task的看圖搭配練習，然后組織學生根據(jù)Ask and answer的句型提示，就圖片信息結(jié)對問答，鞏固所學句型和詞匯。