1、五年级上册第4模块集体备课五年级上册第四模块集体备课一、 教学内容：通过一定的故事情节，即争抢T-shirt，来说明物品的归属。学习名词性物主代词mine, yours, his, hers等，并学习使用句型“whoseis this?”来询问某物是谁的。二、教学重点难点：重点：名词性物主代词mine, yours, his, hers的正确使用; 用Whoseis this?解决实际问题。 难点: 名词性物主代词和形容词性物主代词的正确和使用。三 、原虚化目标：A、通过情景创设，让知识与学生生活实际更贴切，激发学生学习英语的兴趣。B、教育学生不要与人发生争吵，遇事要沉着、冷静的分析。四、 通
2、过研讨得到的实化目标：A认读单词mine,yours,argue,mattet,wear,hers,his,line,clean B、掌握句型Its mine/yours/hers/his. It isnt mine/yours/hers/his. C、理解课文 五 、评价方法设计1.复习导入，用单词卡迁移引出生词，各种读（比赛读），再由录音机引出课文，同时让学生提前感知课文。2.新授名词性物主代词时，通过提出疑问，对名词性物主代词的理解，再让学生通过说说，达到内化巩固的结果，使学生在学习过程中体验轻松愉快并获取新知。3.“失物招领处”的创编既活跃了气氛，又巧记形容词性物主代词和名词性物主代词
3、的区别。4.随后的集体汇报，更使优等生有机会展示自己，同时教师能及时从学生那儿获得反馈信息。5.此外，本课我所设计的听读训练既让学生了解了课文，也让学生通过课文进行阅读理解训练。在练习过程中，我注重引导学生从问题出发，带着问题多次阅读课文，让学生在每次阅读中都有不同的收获。6.根据小学生的特点，本课创建了活动为主的教学模式，重点培养学生运用英语进行简单交流的能力，通过听、说、读、演、玩的形式，鼓励学生积极参与，大胆表达，提高学生对语言的感受和运用英语进行日常交际的能力。单元M4 U1课题Mum bought a new T-shirt for me.课型新授教学 目标知识与能力1.能够听、说M
4、um bought a new T-shirt for me.并能综合运用新、旧知识组织对话完成一定交际任务。2.能听懂、理解课文内容，并就课文内容回答问题。过程与方法以朴实的教学手段为载体，将情景教学法、直观教学法、游戏法、听说演唱法有机的溶为一体，为学生创设一种轻松、活泼、和谐、有趣的学习氛围。情感与态度1.进一步提高学生对英语的学习热情，增强学习爱好。2.培养学生积极主动地参与课堂活动，大胆开口，主动模拟。3.通过本课的学习培养学生爱卫生、爱干净的良好品质。重点教学重点：Mum bought a new T-shirt for me .难点能灵活运用重点句型。教法情景教学法、直观教学法、
5、游戏法、听说演唱法有机的溶为一体，为学生创设一种轻松、活泼、和谐、有趣的学习氛围。学法小组讨论，表演教学准备电脑、课件、录音机/带、单词大卡片预习设计让学生提前预习课文听录音教学过程施教者调整Step1. Warm-up 1. Greetings 2. Devided groups.3. Lets play a game. OK? Listen and do the actions.T: Point to my head. Point to your head.Point to his head.Point to her head.T：Do the actions.T：Say and poin
6、t together.Step2 Presentation 第一环节：1.师指着预备好的书包、课本、铅笔、大衣等物品说：“Look, there are something on the desk. Whose bag is it? Whose book is it? Whose coat is it? （从这引入新课，充分利用有限的资源，给学生创设一种真实的教学环境，培养他们的爱好。）板书Whose book /bag/coat is it? 领读whose及句子。2.Ss: Its my book/bag/coat. 或者Its his book/ bag/coat. 师顺势引导说：Yes
7、, its mine. 3.师指一名学生的书说：Whose book is it? S: Its my book. T:Yes, its yours. 出示yours领读。4.指一名女生的书，问其余同学：Whose book is it? S:Its her book. T:Yes, its hers. 出示hers领读。5.指一名男生，用同样方法学习his。第二环节：T: Look, whats this? (出示课件T恤衫) Our friends Amy, Lingling and Sam are talking about a T-shirt. 问：Whose T-shirt is i
8、t？Open your books and listen to the tape. Find the answer. S: Its Linglings. T: Yes, thats right. Listen again and find the answer :Where are Sams and Amys T-shirt?第三环节：请学生跟磁带读，然后在小组里分角色对话，最后给全班表演。这一环节，同学们合作完成对话，为后面的表演作了铺垫，并有意识地拉近知识与生活的距离，使学生的语言知识得到实际应用。Step3.Practice 四人一组让学生把从家里拿来的书包、外套、裙子等物品放在一起，利
9、用今天所学习句型进行对话，找出物品的主人。假如找对了物品的主人，就给小组加分，进行奖励。还可以到别组找。这一开放式环节的设计贴近生活实际，创造了一个开放的语言环境，并能充分发挥学生的主体性，让学生动起来，对所学的句型也能进行充分地练习，让学生感受到学以致用的乐趣。Step4：Production1.Show the PPt and give the students the example, Let the students to discussion and show themselves sentences to practice the main content.2.Show the P
10、Pt and play the game”Guess”to practice the main content.3. Show the PPt.The earth is yours, mine, his and hers. Lets care and love it.Step5. Homework Write a passage with mine , yours, his and hers.用所学知识描述身边的东西是谁的。这是对所学知识的反馈，要求学生合作学习，共同完成任务，在活动中培养协作精神和竞争意识，发展综合运用语言的能力和人际交往智能，并享受到成功的喜悦。在课堂开始，教师设计了与本教
11、学内容相关的一个热身，使学生在动手动嘴的过程中不知不觉进入新课。练习了形容词性物主代词，为本课学习名词性物主代词打下坚实的基础。这一活动真正起到了预热作用。【板书设计】Module4 Unit1 Mum bought a new T-shirt for me. Whats the matter? take-took Sam took my T-shirt. buy-bought do- did 单元M4 U2课题Whats the matter with Daming?课型新授教学 目标知识与能力1.理解和把握句型Whats the matter with+人？ 2.掌握四会单词lost, s
12、ports, found 等。过程与方法以兴趣教学法为主体，充分调动学生的积极性，发挥学生的主体作用和教师的主导作用。情感与态度培养学生热心助人的品质重点Whats the matter with Daming?难点能灵活掌握并应用句型Whats the matter with +人？教法情景教学法、直观教学法、游戏法、听说演唱法有机的溶为一体，为学生创设一种轻松、活泼、和谐、有趣的学习氛围。学法小组讨论，表演教学准备电脑、课件、录音机/带、单词大卡片预习设计让学生提前预习课文听录音教学过程施教者调整Step1. Warm-up1、Greetings.2、Play a game .Listen
13、 and do the actions.T：Point to my head. Point to your head.Point to his head.Point to her head.T：Do the actions.T：Say and point together.Step2 Presentation 1. Learning1.Review the clothesname through the PPt. Let the students take out the pen.T: Whats this? Its a pen. Whose pen is this?S1: Its my pe
14、n. (板书Whose is this ? 并带读whose)The teacher takes out the pen.T: Whose pen is this? S：Its your pen. (Its Miss Zhous pen.) T: Yes, Its my pen. Its mine. Its mine. This pen is mine. (板书：my bag= mine - This pen is mine.) T：Whose pen is this? S1: Its my pen. S2： Its mine.引导学生说出This pen is mine. (4支钢笔) （让
15、个别学生问）Who has the pen? Stand up,please. Say together: This pen is mine.2.Practise the sentence structure.T：Whose book is this?S：Its mine. This book is mine.S：Oh, its your book. Its yours. This book is yours. (板书：your book=yours- This book is yours.) T: Whose book is this ? S：Its yours. This book is
16、yours.3.Show the words：“his, her”T： Whose bag is this ? Is this your bag?S1: No. Its her bag. T: Yes. Its her bag. Its hers. This bag is hers. (呈现hers及操练)点题：Today, we will learn Module 4 Unit 2 This bag is hers.T：Whose bag is this? Its hers. This bag is hers. T: Excuse me. Is this your ruler?S2: No.
17、 Its his ruler.T: Yes. Its his ruler. Its his. This ruler is his. (呈现his及操练，读板书)2. TextEvery one is good. Now lets go back the book to help the uncle find the things owner.Open your books and listen to the tape. Find the answer. Step3.PracticePlay a game: Find the ownerT:Who wants to help me find th
18、e owner? One student comes here and closes your eyes. I need 3 students. You bring one thing to me. Guess: Whose is this?S1: This bag is Step4：Production1. Make a dialogue with your friends.T：Whose pencil- box is this? Is this your _? S2: No. S3: No. I think its hers.T: Excuse me. Is this your _?S4:
19、 Yes, its mine. T: Here you are.S4: Thank you. Through the PPt let the students do the exercises.2.Sing the chantPen, pen. This is my pen.Its mine. Its mine. This pen is mine.Book, book. This is your book.Its yours. Its yours. This book is yours.Bag, bag. This is her bag. Its hers. Its hers. This bag is hers.Ruler, ruler. This is his ruler.Its his. Its his. This ruler is his. Step5:Homework Make a dialogue with your classmates.【板书设计】 Module 4 Unit 2 Whats the matter with Daming? Whats the matter.? lose - lost I lost. is - was I found this bag. are- were
