Unit1 Tidy up! 教学内容与目标
【内容来源】上海教育出版社(2014年版)五年级下册Module1 Unit 1
【教学内容】
一、功 能
1. 归属：询问物品归属。
2. 帮助：提供帮助。
二、语言知识
1. 核心句型和日常用语：Are they yours? No, they aren’t./What a mess!
2. 词汇：tidy, let, sock, yours, cap, mine, crayon, umbrella, hers, theirs, tidy up, (be) full of, a few21世纪教育网版权所有
3. 语音：ar (car), ue (blue), oo (school)
三、语言技能
1. 听：(1)听懂询问物品归属的对话。
(2)听懂与对话内容相关的提问和介绍。
2. 说：(1)用Are they yours/his/hers/ ...?句型询问物品归属。
3. 读：(1)读懂询问物品归属的对话。
(2)读懂故事《神奇的石头》。
4. 写：(1)正确书写本单元的核心词汇。
(2)正确书写本单元的核心句型：Are they yours? No, they aren’t.
(3)用简短的语句描述物品归属.
【教学目标】
1. 能在语境中正确运用本单元的核心词汇。
2. 能用一般疑问句以及Whose … is this/are those?询问物品归属，并能用It’s/They’re …准确回答出物品的主人。21教育网
3. 能正确读出字母组合ar, ue, oo在单词中的发音，并能迁移运用到其他含有相关字母组合的单词拼读中。21cnjy.com
4. 能注意观察生活，养成整理物品的好习惯。
教学重点
1. 词汇：tidy, let, sock, yours, cap, mine, crayon, umbrella, hers, theirs, tidy up,(be) full of, a few21·cn·jy·com
2. 句型：Are they yours? No, they aren’t
3. 了解字母组合ar, ue, oo在单词中的发音。
教学难点
1. 形容词性物主代词与名词性物主代词的区别和用法。
Unit1 Tidy up! 第1课时教学设计
【内容来源】上海教育出版社（2014年版）五年级下册Module1 Unit1
【主 题】Sing a song, Listen and say, Look and learn21cnjy.com
【课 时】第1课时
一、教学目标(Teaching aims)
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 say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。
二、教学重难点(Teaching points and difficulties)
1. 词汇：tidy, let, sock, yours, cap, mine, tidy up
2. 句型：Are they yours? No, they aren’t.
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
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?2·1·c·n·j·y
T: (point to a bag in the classroom) Whose bag is this/that?【来源：21·世纪·教育·网】
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’re...
T: Are these/those ...?
S4: Yes, they’re .../No. They’re ...
然后，学生可以利用自己的实物仿照上述对话进行小组活动。
S1: Whose ...is/are …?
S2: It’s/They’re
S1: Is/Are ...?
S3: Yes./No. It’s/They’re ...
...
2. 让学生欣赏Sing a song中的歌曲，并朗读歌词，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’re Sally and Peter.
T: What are they doing?
Ss: They’re tidying up the room.
T: (write tidy up on the blackboard) Yes. They’re tidying it up. “Tidy up” means “make it clean”. How do they tidy it up? Let’s listen.21·cn·jy·com
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) The socks are Peter’s. (F; The socks are Paul’s.)
2) The socks are not on the bed. (T)
3) Both the cap and the T-shirt are Paul’s. (F; The cap is Peter’s and the T-shirt is Paul’s.)
4) Sally asks Peter to put the T-shirt on the chair. (F; Sally asks Peter to put the T-shirt on Paul’s bed.)
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 these?
S2: They’re 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.等表达方式米应答别人的请求或指令。
T: (show a pair of new socks) Look. This pair of socks. This pair of socks is mine (point to S1) Is it his/hers?21世纪教育网版权所有
Ss: No. It’s yours.
Guess! Whose cap is this?
Ss: Is it (S1’s name)’s?
T: Is it yours, (S1’s name)
S1: No. (point to S2) It’s his/hers.
T: (give the socks to S2) Please put the socks on my desk.www.21-cn-jy.com
S2: OK.
T: (give the cap to S3) Can you put the cap on (S1’s name)’s desk?
S3: OK.
然后，教师可以将Please put .../Can you put...? 和Yes, .../OK./Sure.写在黑板上，告诉学生可以用这样的指令和应答句进行对话，让学生跟读学习。
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’s mine.
T: Is this ruler yours?
S2: No. It’s hers.
T: Is this ruler hers?
S3: Yes, it’s hers.
接着，利用几件其他学习用品和学生问答。
T: Whose pencils are these?
S1 & S2: They’re ours.
T: Are these pencils yours (S3’s name)?
S3: No. They’re theirs.
T: Are these pencils ours (S4’s name)?
S4: No, they aren’t. They’re 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。
2. 学生分为若干小组，各组收集组员的习用品，随意摆放在课桌上，创设杂乱的，习环境，然后整理课桌巧对话。学生可以根据自己创设的情景，模仿课文对话自编对话。教师可以邀请个别小组上台表演。21教育网
【板书设计】
Unit1 Tidy up!
tidy, let, sock, yours, cap, mine, tidy up
Are they yours? No, they aren’t.
Unit1 Tidy up! 第2课时教学设计
【内容来源】上海教育出版社（2014年版）五年级下册Module1 Unit1
【主 题】Think and write, Look and learn
【课 时】第2课时
一、教学目标(Teaching aims)
1. 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。
二、教学重难点(Teaching points and difficulties)
1. 词汇：crayon, umbrella, hers, theirs
2. 句型：Whose ... is this/are those? It’s/They’re ... 21·cn·jy·com
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 让学生利用实物进行问答，在问答之后根:Please put .../Can you put ...? 等指令正确地摆放实物，并学会用Yes, .../OK./Sure.等进行应答。21教育网
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/those?
S2: They’re...
T: Are they yours/his/hers/...?
S2: Yes./No. They’re ...
T: Can you put them ...?
S2: 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。
2. 让学生将以下代词表补充完整并朗读，以复习学过的各种代词。
主格
I
you
he
she
it
we
they
宾格
me
you
him
her
it
us
them
形容词
性物主代词
my
your
his
her
its
our
their
名词性
物主代词
mine
yours
his
hers
/
ours
theirs
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.www.21-cn-jy.com
Ss: Umbrella, an umbrella.
T: (point to the picture) Whose umbrella is this? 、2·1·c·n·j·y
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。
T: (show a crayon) What’s this?
S1: It’s a crayon.
T: Crayon, a crayon.
Ss: Crayon, a crayon.
T: (point to the crayons in the picture) What are those?【来源：21·世纪·教育·网】
S2: They’re crayons.
T: Whose crayons are those?
S3: They’re Jill’s.
T: Those crayons are Jill’s. They’re hers.
Ss: Those crayons are Jill’s. They’re hers.
2. 学生根据Think and write中的图片，看图填表。
T: What do these children have? Please look at the pictures and finish the table.
Who
What
Jill
crayons
Joe
socks
Kitty and Ben
books
Ben
umbrella
Alice
schoolbag, volleyball
Peter and Sally
football
3. 学生根据表格所填的内容，两人一组做问答练习。一方面检査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。21世纪教育网版权所有
S1: Are the crayons Alice’s?
S2: No, they’re not hers.
S1: Whose crayons are these?
S2: They’re 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。21cnjy.com
Post-task activities
1. 学生分为若干小组，开展小组活动，每个学生把一件物品放在桌上。然后，小组内学生针对桌上的物品对话，以操练本单元所学的有关物品归属的对话。
S1: Is this bag yours?
S2: Yes, it’s mine.
S1: Is that rubber yours?
S2: No. (point to S3) It’s his.
S1: (point to S4) Are these books hers?
S2: No, they’re not hers.
S1: Whose books are they?
S2: They’re ours.
2. 学生根据桌上摆放的东西和所示例句写话，单数、复数各写两句，人称变化要尽量丰富。
My pencil case is not on the desk. Mine is in the desk. Here is on the desk.
Her pencils are not on the desk. Here are in the pencil case. His are on the desk ...
【板书设计】
Unit1 Tidy up!
crayon, umbrella, hers, theirs
Whose ... is this/are those? It’s/They’re ...
Unit1 Tidy up! 第3课时教学设计
【内容来源】上海教育出版社（2014年版）五年级下册Module1 Unit1
【主 题】Read a story, Learn the sounds
【课 时】第3课时
一、教学目标(Teaching aims)
1. 助学生通过阅读故事《神奇的石头》抓住关键信息，了解故事大意，并完成后续练习。
2. 帮助学生学习字母组合ar, ue, oo在单词中的发音。
3. 通过学习任务(Task)，帮助学生巩间和综合运用本单元所学的知识和技能，描述物品的归属和应摆放的位置。21cnjy.com
二、教学重难点(Teaching points and difficulties)
1. 语音：ar (car), ue (blue), oo (school)
2. 词汇：(be) full of, a few
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 让学生根据教师出示的学习用品回答问题。
T: (show a pencil) Whose pencil is this?
S1: It’s my pencil.
T: Is this your pencil?
S2: No, it isn’t. It’s (S3’s name)’s.
T: (show some books) Whose books are these?
S3: They’re my books.
T. Are these your books?
S4: No, they aren’t. They’re (S5’s name)’s.
接着，让学生两两对话，以进一步巩固课时一和课时二所学内容。
2. 出示事先准备好的收纳盒清洁用品的图片，如药片盒、收纳袋、拖把等，告诉学生这些物件是我们日常生活的好帮手，它们可以使物品摆放更整齐，让我们居住的环境更洁净。21教育网
T: These things are good helpers in our daily lives. They can make our homes tidy and clean. Do you know how to use these things?21·cn·jy·com
S1: We can put little things in a box.
S2: We can clean the floor with a mop.
...
While-task procedures
1. 播放Read a story的录音，让学生合上书本听故事。然后，教师出示教学挂图中的故事图片，与学生问答，熟悉故事人物。www.21-cn-jy.com
T: (point to Jimmy) What’s his name?
Ss: His name is Jimmy.
T: (point to the father) Who’s he?
Ss: He is Jimmy’s father.
出示以下问题，学生带着问题阅读文章，然后回答问题。
Picture 1
(1) What is in the box? (The box is full of nails.)2·1·c·n·j·y
(2) Whose box is it? (It is Jimmy’s father’s.)
Picture 2
(1) What does Jimmy do? (He drops the box.)
(2) What happens to the nails? (All the nails fall on the floor.)【来源：21·世纪·教育·网】
Picture 3
(1) What does Jimmy’s father give him?
(Jimmy’s father gives him a black stone)
(2) What does Jimmy’s father say? (He Says, “This stone can help you, Jimmy. Try it”)21·世纪*教育网
Picture 4
(1) Where does Jimmy put the stone? (He put the stone near the nails.)
(2) What happens to the nails this time?(The nails all stick to the stone.)
2. 学生再次阅读故事，教师在黑板上写出每幅图的关键词，学生根据图片及关键词复述故事。
Picture 1: box, table, nails
picture 2: drop, nails, fall, mess
Picture 3: give, black, stone, help. try
Picture 4: put, near, stick, floor, clean, magic stone
3. 指导学生完成课本第5页Read a story的后续练习，然后填空完成故事概要。
Jimmy’s father has a small box. He puts it on the table. There are a lot of nails in it. Jimmy drops the box. All the nails fall on the floor. Jimmy says, “What a mess!” Jimmy’s 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的语音单词卡片 ar (car), ue (blue), oo (school)，请学生跟读并感知字母组合ar, ue, oo在单词中的发音。21世纪教育网版权所有
T: ar, /a:/, car, car.
Ss: ar, /a:/, car, car.
T: ue, /u:/, blue, blue.
Ss: ue, /u:/, blue, blue.
T: oo, /u:/, school, school.
Ss: oo, /u:/, school, school.
然后，播放Learn the sounds的录音，请学生模仿录音朗读儿歌。鼓励学生模仿录音中的语音语调。还可挖空单词中红色的字母组合，让学生听录音后填空。
Post-task activities
1. 学生三人一组，演出课本剧。让学生自行安排角色和设计对白。
2. 让学生完成《练习册》中Task的看图搭配练习，然后组织学生根据Ask and answer的句型提示，就图片信息结对问答，巩固所学句型和词汇。最后，让学生根据问答所得信息，描述图中物品的归属，并说出其应放置的正确位置。
【板书设计】
Unit1 Tidy up!
ar (car), ue (blue), oo (school)
(be) full of, a few
