上海版新牛津英语5B教案M1U1

上海版新牛津英语5BM1U1 5B Module 1 Using my five senses Unit 1 What a mess! 教学: Look and say Whose---? It’s/They’re mine/yours/his/hers/ours/theirs. Look and learn notebook paints crayon school bag tape glue brush Say and act Tidy up the room Read a story A magic stone Listen and enjoy Rhyme Learn the sounds /ei/ /ai/ 教时安排: st1 period look and learn nd2 period Look and say Think and write rd 3 period Say and act th4 period Read a story th5 period Listen and enjoy Learn the sounds The first period 2/8 教学内容: 认知内容: 1. 单词: notebook paints crayon school bag tape glue brush 能力要求:1.掌握学习用品类名词。 情感态度: 通过各种语言活动，培养学生语言的达能力。 教学过程: Procedures Contents Methods Purpose Pre-task Say the chant “Whose puppy is this?” 快乐的儿歌为课Chant preparation and have the students listen, follow 堂营造轻松的氛 and chant together. 围。 Collect some stationery items from the students. Then ask and answer: Ask and answer -Whose ---is this? Is it your ---? -Yes, it’s my ---. While-task 1. Point to objects in the classroom 通过实物引出新 and have the students name them. 单词，让学生对单procedure Look and learn Then ask them to repeat and spell 词的音、形、意 能 the words school bag, brush, glue, 在第一时间领会。 paints, crayon, notebook and tape one by one after me. 2. Flash the cards for the words in “Look and learn” on P.3. Have the students identify the objects. Then ask them to write the words down as fast as they can. 3. Write some possessive pronouns such as my, your, his, her, our and 学生通过听说训their on the blackboard. Have the 练，以及相互间的students sat the chant together. 合作学习，能灵活Then have the students point to 运用所学的知识。 the objects on their desks and make a new chant in groups of four. 4. Play a matching game. Put the 游戏活动激发学 pictures of different stationery 生的学习兴趣，避 items and different people on the 免了语言复习巩 blackboard. Then say the 固的枯燥性。 following sentences and ask the students to match the pictures of the people on the things belonging to them. Post-task Divide the students into groups of four. 学生小组合作学Make a dialogue activities Have the students make a new 习，让学生能学以 dialogue talking about the objects 致用，从而培养学 生的语言表述能belonging to them in groups. Speaking and 力。 writing Ask the students to describe their classroom. Next write the sentences on the blackboard. Then have the students fill in the blanks with some nouns they have learnt in their school bag. Assignment Copy the new words. 分层作业: 优: 掌握10种学习用品. 困: 掌握7种学习用品 培优辅困: 辅导学生多种人称代词的正确使用。 反思与重建: 通过情景的创设，从形容词性物主代词的复习进入到了名词性物主代词的学习和操练， 学生容易理解，但在运用中正确使用对他们来说是个难点，应多设置情景让学生操练、比较，自行掌握。 The second period 2/9 教学内容: 认知内容: 1. Wh-questions: Whose---? It’s/They’re mine/yours/his/hers/ours/theirs. 2. Using the possessive nouns to identify the possession of objects. 能力要求: 学会用所学的句型进行问答。 情感态度: 通过相互对话， 培养学生之间相互交流的能力。 教学过程: Procedures Contents Methods Purpose Pre-task Have the students answer the 听听说说猜猜，活跃Ask and answer preparation questions about the objects belonging 课堂气氛，激发学生 学习的兴趣，为后面to them. 的学习做铺垫。 Listen and enjoy Play the recording for “Listen and enjoy” on P.5 and have the students listen and repeat after it. While-task 1. Invite four students to come to the 学生自主学习，通过 procedure front. Put their books as well as 语言的问答，发现问 Look and say mine on my desk. Then have the ，解决问题。 students look at the five books and find out my book by asking and answering some questions. 1. Write the key patterns Whose---? 通过学生的互动,学 Ask and answer and It’s/They’re 生与学生之间的互mine/yours/his/hers/ours/theirs. On 动, 培养学生自主学the blackboard. Ask the students to 习的能力。 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, yours, his, hers, ours and theirs. 2. have the students look at the picture for ”Look and say” on P.2 鼓励学生表演对话，and listen to the recording. Then 给学生展示的舞台。 ask them some questions to check their understanding. 3. 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-play it in front of the class. Post-task 1. Divide the students into groups of 通过自己画画说说，Make a dialogue activity four. Give each group a picture of a 激发学生的学习兴 messy classroom. Have the 趣，培养学生保持环 students discuss how to tide up the 境整洁的良好习惯。 classroom. Then ask them to make a dialogue about it and also ask them to draw pictures by themselves and then make dialogues. Finally invite some groups to act out their dialogues in front of the class. Play a game 1. Invite some students to introduce some things that belong to them one by one. 2. Collect the things from them and play a guessing game with the class. Put the objects together and ask the students to say whose they are. Assignment 1. Copy the new words and the text. 2. Listen and read “Look and say” after the tape. 分层作业: 优: retell the text. 困: read and recite the text 培优辅困: 辅导马宇杰课文的正确朗读和理解 反思与重建: Whose的句型学生大多数已经掌握，教师可以让他们区分两种不同的表现形式“Whose bag is this?”“Whose is this bag?”。然后从单数引到复数。并让学生自己用学过句型进行问答。进一步复习巩固名词性物主代词。最后让学生试着做练习“Think and write”。 The third period 2/10 教学内容: 认知内容: 1. Using wh-questions to ask about the possessions of the objects. 2. Using possessive pronouns to identify the possession of objects. 能力要求: 学会表述物品的归属。 情感态度: 通过学习， 培养学生之间相互交流的能力，同时让学生养成保持清洁的环境的 良好生活习惯。 教学过程: Procedures Contents Methods Purpose Pre-task Listen and Play the recording for “Listen and enjoy” preparation on P.5. Answer the questions below to answer 学生自编儿歌相互review the patterns. 交流，活跃课堂气 Ask the students some questions about 氛，激发学生学习 Make a chant the objects in the classroom and make a 的兴趣，为后面的 new chant. 学习做铺垫。 While-task 1. Have the students listen to the Say and act procedure recording for “Say and act” on P.4 通过听读, 加强对 and ask them some questions to 文本的阅读理解能check their understanding. 力， 学以致用，增2. Have the students to listen to the 强学生学习自信recording for “Say and act” on P.4. 心。 Then write several questions about the dialogue on the blackboard and have the students read and choose the correct answer. 3. Play the recording for “Say and act” again and have the students repeat after the recording. Then ask them to role-play the dialogue in groups of three. 4. Do Part C on P.3 of the Workbook. Then check the answers with them. Post-task Make a Have the students make a dialogue 通过角色扮演，拓 activity about tidying up a room in groups of 宽学生语言运用的dialogue four. Have one students act as Mum and 渠道，从而培养学 three students act as the children. Ask 生养成保持整洁的 them to use the words and sentence 环境的良好习惯。 patterns they have learnt previously. Then invite some groups to role-play the dialogue in front of the class. Have the students do Part F on P.4 of the Workbook. Then check the answers Exercises with them. Assignment 1. Copy the text. 2. Role-play the text in groups. 分层作业: 优: retell the text. 困: read and recite the text 培优辅困: 辅导马宇杰课文的正确朗读和理解 反思与重建: 通过学习课文，学会用put和don’t put表达物品的正确摆放，并逐步形成语段。教师可以用练习册p7的结构鼓励学生说，在交流完本上的内容后引导学生用这样的语言结构说说自己的bedroom, desk, bag等，学会用语段来表达自己的想法。 The fourth period 2/13 教学内容: 认知内容: Using possessive pronouns to identify the possession of the objects. 能力要求: 学会用所学的句型进行表述物品的所属, 培养学生的语言表达能力。 情感态度: 通过学习， 培养学生之间相互交流的能力，同时让学生养成保持清洁的环境的 良好生活习惯。 教学过程: Procedures Contents Methods Purpose Pre-task Review the 1. Help the students review the key 运用真实场所，给preparation words words and possessive pronouns with 学生真实的语境， the chant. 调动学生学习语 2. Collecting some things from the 言的积极性。 students. Then play a game with them. Pick one or two items at a time and ask the students questions to find out the owners. While-task Read a story 1. Have the students read the story on procedure P.6 and 7 and do the exercises on 鼓励学生主动阅P.7. Then check the answers with 读文本，培养学生them. Have the students repeat the 自主学习的能力。 words and phrases such as in his father’s workshop, fall onto, a magic stone and stick to after me. 2. Play the recording for “Read a story” on P.6 and 7 and have the students repeat after it. Then have the students judge whether the following statements are true or false. Check the answers with the students and encourage them to give a correct statement if a statement is false. 3. Divide the students into groups of four. 鼓励学生主动阅 Give each group some pieces of 读文本，提高学生 paper. On each piece of paper there is 的阅读理解能力。 a sentence from the story. Ask the students to put the sentences in the correct order. 4. Have the students fill in the blanks to complete the following summary of the story. Then encourage them to retell the story. Post-task Do Part H on P.6 of the Workbook. Then Read and write activity check the answers with them. Play the game “Find the owner”. Invite one 通过游戏，提高学Play a game student to come to the front and face the 生学习语言的兴blackboard. Make sure that he/she cannot 趣。 see the class. Borrow something such as a pencil from another student. Then give it to the student in the front and ask him/her to tuen around and find out the owner of the thing by asking questions. Assignment Listen and read “A magic stone” 分层作业: 优: retell the story. 困: read and recite the story 培优辅困: 辅导马宇杰课文的正确朗读和理解 反思与重建: 先让学生带着下面的三个问题听故事，在此基础上学习课文中的新单词。再引导学生看 图说话，复述课文内容，并结合旧知，扩展改编故事，培养学生的说话能力和想象能力。 The fifth period 2/14 教学内容: 认知内容: 1. Using modeled sentences to talk about the possession of the objects. 2. Identifying the pronunciation of the sounds /ei/ and /ai/ in words. 能力要求: 学会用所学的句型进行表述, 培养学生运用语言进行交际的能力。 情感态度: 通过学生的表达，增加学生语言的信息量，能用所学的语言连贯地表述物品的 所属，增强学生运用语言解决生活中实际问题的能力。 教学过程: Procedures Contents Methods Purpose Pre-task Listen and Have the students listen to the recording 学生合作自编和表 preparation for “Listen and enjoy”. Then have them 演儿歌，激发学生enjoy say the chant in two groups. Ask one 的学习兴趣。 group to read the questions and other group to read the answers. Then have the students replace the nouns in the chant with other words and make a new chant. Look and say Take objects from the students. Ask questions to elicit the possessive pronouns from the students. While-task Think and Have the students look at the pictures procedure for “Think and write” on P.3 and ask write them some questions. After that put the wall picture on the blackboard and have the students ask and answer questions in pairs. Make a Divide the students into groups of four to 通过学生间的小组dialogue six. Have each group collect objects 活动，增强语言的from the members. Then ask them to 实际运用能力。 make a dialogue about the objects. Finally, invite several groups to act out their dialogues in front of the class. 1. Show the phonetic symbol cards for the sounds /ei/and /ai/. Read the words Learn the in “Learn the sounds” on P.5. Ask the sounds students to repeat after the tape until they can pronounce the sounds correctly. 2. Listen and circle. Post-task 1. Do Part G on P.5 of the Workbook. Exercises activity Then check the answers with them. 通过小组合作的方 2. Do Task “Tidy up the classroom” on 式活跃课堂气氛，P.7 of the Workbook in groups. 拓宽了语言运用的 渠道，从而鼓励学 生进一步养成保持 整洁的环境的良好 习惯。 Assignment 1.Writing :My classroom 2.Read “Learn the sounds.” 分层作业: 优: 默写音标。 困: 朗读音标。 培优辅困: 辅导学生正确朗读音标。 反思与重建: 通过复习第一单元，让学生完成练习册。特别是把小语段能正确写下来，可以用三种句型。最后学习音标，这两个音标比较简单，在上学期已经教过了，只要适当的把范围扩大一下，并鼓励学生把学过的有关这两个音标的单词一一罗列，帮助学生扩大词汇量。