五年级英语下册Module1ChangesanddifferencesUnit1Tidyup教案牛津上海版三起
牛津上海版(深圳)五下Unit 1《Tidy up》ppt课件
Is that your ____?
Is that yours?
Yes./No, it’s not mine.
My crayon. Your crayon. These are our crayons. His crayon. Her crayon. Those are their crayons. This is mine. That is yours. These are ours. This is his. That is hers. Those are theirs. These are our crayons. They are ours. Those are their crayons. They are theirs.
人称代词
I you he she
it we they
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 her
/ ours theirs
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其实，世上最温暖的语言，“ 不是我爱你，而是在一起。” 所以懂得才是最美的相遇！只有彼此以诚相待，彼此尊重
删掉哦，当然包括最后一页，最后祝 人海茫茫，不求人人都能刻骨铭心，但求对人对己问心无愧，无怨无悔足矣。大千世界，与万千人中遇见，只是相识的
开始，只有彼此真心付出，以心交心，以情换情，相知相惜，才能相伴美好的一生，一路同行。 然而，生活不仅是诗和远方，更要面对现实。如果曾经的拥有，不能天长地久，那么就要学会华丽地转身，学会忘记。
牛津上海版(深圳)五下Unit 1《Tidy up》(第二课时)word教案
Module1 Unit1-Period2 教案一、教学目标：1、知识目标：词汇：复习巩固单词mess, let, tidy, sock, yours, cap, mine, crayon语句：熟练运用句型Whose… is this/ are they? It’s/ They are…2、技能目标：(1) 学生能够熟练记忆本节课的重点单词。
(2) 学生能够在真是的情景中运用本课重点句型Whose… is this/ are they? It’s/ They are…(3) 掌握字母组合ar, ue, oo的发音规律。
3、情感目标：学生能够在看、听、想、说、写中发展多元智能，养成认真倾听的好习惯，能够掌握字母组合的发音规律。
养成良好的生活习惯。
二、教学重难点掌握ar, ue, oo的发音规律。
三、教学过程：Step 1: Review:T: Hello, boys and girls. Before our class, let’s review what we learnt last class.Look at the pictures. Can you say them?学生看图片说单词，并把单词和图片连线。
This bag is mine. Is that ______ (you)?Whose_______(sock ) are under the bed?--- Whose T-shirts are there?--- It’s _______(I).It’s mine, not _______(he)Step 2:Guessing game:看图片，猜物品归属。
Whose umbrella is this?Whose cap is this?Whose bag is this?Whose socks are they?Step 3:L et’s chant.T: Children, can you make a chant like this?学生根据chant 和图片提示自编小诗，小组展示。
牛津沪教版Module1Unit1tidyup课件
4. What happens to the nails? All the nails fall on the floor.
>>Presentation
Read a story
5. What does Jimmy’s father give him?
7. Where does Jimmy put the stone? He puts a black stone near the nails.
8. What happens to the nails this time? The nails all stick to the stone.
Retell the story
a little water. 一点水
③a lot of/ lots of 、many、much都是表示许多， a lot of / lots of后面既可以接可数名词复数，也可 以接不可数名词，many后面只能接可数名词复数， much后面只能接不可数名词。 eg: many apples. 许多苹果
三、连词成句7. （1）yours, they, are (？) _____________________________________________ （2）beAdrreoothme,ywyhoouser,si?t , is (?) _____________________________________________ （3）yWouh,ohseelpb,ethdirso, ocamn,isstoitn?e (.) ___________________________________________
五年级下册英语课件Unit1 Tidy up!第一课时 牛津上海版PPT
crayon pencil pen book
school stationeries
rubber
五年级下册英语课件Unit1 Tidy up!第一课时 牛津上海版PPT
ruler pencil box
五年级下册英语课件Unit1 Tidy up!第一课时 牛津上海版PPT
clothes
五年级下册英语课件Unit1 Tidy up!第一课时 牛津上海版PPT
五年级下册英语课件Unit1 Tidy up!第一课时 牛津上海版PPT 五年级下册英语课件Unit1 Tidy up!第一课时 牛津上海版PPT
五年级下册英语课件Unit1 Tidy up!第一课时 牛津上海版PPT
1,人称代词，表示所有关系的代词叫做 物主代词。 2,物主代词分为形容词性物主代词和名 词性物主代词两种。物主代词有人称和 数的变化。 3,第三人称单数的物主代词还有性别的 变化。 4,代词的一类，如：我、你、他、她、 它、我们、你们、他们。
They aIrte's his.
Whose umbrella sisatrheisth?ese?
They aItr'es Ben's.
They aItr'es his.
umbrella s
五年级下册英语课件Unit1 Tidy up!第一课时 牛津上海版PPT
socks
Whose socks are these? They are Alice’s. They are hers.
him 4.__H__is___(他的) teacher is good.
5.__W__e___(我们) buy a pair of shoes for __(他). 6.Please pass__u_s__(我们) the ball. 7._T_h_e_y___(他们) are listening to the radio 8.This is ___m__y__(我的) book. That is_h_i_s__(他的) 9._O_u__r(我们的) classroom is big._Y_o__u(rs你们的) is small. 10._H_i_s__(他的) teacher is good.H__e_rs_(她的)is good too.
沪教牛津版小学五年级下册英语课件：Unit 1 Tidy up!sc2.88
They’re Alice’s notebooks. The notebooks are Alice’s. They’re hers.
It’s Danny’s cap. The cap is _D__a_n_n_y’_s. It’s _h_i_s_.
It’s _P_e_te_r_a_n_d__S_a_ll_y_’s_ umbrella. The umbrella is _P_e_te_r_a_n_d__S_a_l_ly_’s__. It’s theirs. =It’s their umbrella.
Whose, whose, whose cap is this? It’s _____’s. It’s _____’s. It’s _____’s cap.
Whose, whose, whose umbrella is this? It’s _____’s. It’s _____’s. It’s _____’s umbrella.
My _____, your _____. These are our _____. His _____, her _____. Those are their _____. This is mine. That is yours. These are ours. This is his. That is hers. Those are theirs. These are _____ _____. They are _____. Those are _____ _____. They are _____.
They’re ours. =They’re our crayons. They’re _K_it_ty__a_n_d_B_e_n_’_s_ crayons. The crayons are K__itt_y_a_n_d__B_e_n_’s__.
沪教牛津版小学五年级英语下册module1 unit1第3课时课件
Is this your cap?
Yes, it is.
Language points
4. 以be动词开头的一般疑问句的句型: — Are +主语 + 表语? — Yes, they are. /No, they aren’t.
Are these your socks?
No, they aren’t.
Whose umbrella is this?
It’s his.
Whose crayons are those? They’re hers.
Language points
3. 以be动词开头的一般疑问句的句型: — Is + 主语 + 表语？ — Yes, it is. /No, it isn’t.
farm blue school park foot
art true cool arm too
ESxuemrcmiasreys
二、选出下列每组单词中不同类的一项。
( A )1. A. full ( C )2. A. nail ( C )3. A. of ( B )4. A. drops ( A )5. A. him
What a cute cat it is! What delicious bread it is! What happy children they are！
Language points
2. 询问某（些）物是谁的句型: Whose +名词(单数)+is this/that? Whose +名词(复数)+are these/those?
（5）由what引导的感叹句句型: What+ a/an+形容词+单数可数名词+主语＋谓语!
五年级下册英语课件Unit1 Tidy up!第一课时 牛津上海版
1.我们学了哪些可以用来表示物品归属的词？ 你有更好的方法帮助理解和记住名词性物主代 词的用法和写法吗？
2.在整理物品的过程中，遇到不明物品，你知 道怎么寻找主人吗？
3.如果你的房间乱了，你会怎么整理？你会整 理到哪些东西？哪些是你学过的？哪些是没学 过的？
1.Emotional-read or role-read the dialogues.
Goodbye.
Now, the room is clean and tidy.
Follow to read 20210210_113534.mp4 Find the clothes
Let's learn
socks
Whose socks are these? They are Alice’s. They are hers.
their
theirs
Peter and Paul’s
名词性物主代词 = 形容词性物主代词 + 名词
根据提示写出正确单词。
1.____I____(我) am a teacher. 2.My father is talking with __m__e___(我). 3.___H_e___(他) often plays basketball after school.
A little car
Mark and Sue
On sunny afternoons
Yellow and blue
In the park
drive the car Mark’s
Let's think
On sunny afternoon, Mark plays in the park. How about Peter and Sally alway do?
五年级下册英语课件-Module 1 Unit 1 Tide up∣沪教牛津版(三起)(共张PPT)
Practice
上海教育出版社 五年级 | 下册
Whose p__en_c_i_l-_c_a_s_e is it?
It’s her pencil-case. It’s hers. It’s her______. It’s ____.
上海教育出版社 五年级 | 下册
Whose box is fhis?
Module 1 Unit 1
Tidy up！
上海教育出版社 五年级 | 下册
Presentation
上海教育出版社 五年级 | 下册
cap
上海教育出版社 五年级 | 下册
umbrella
上海教育出版社 五年级 | 下册
crayon
上海教育出版社 五年级 | 下册
socks
上海教育出版社 五年级 | 下册
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13、知人者智，自知者明。胜人者有 力，自 胜者强 。21.8.7 21.8.70 0:50:45 00:50:4 5Augus t 7, 2021
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14、意志坚强的人能把世界放在手中 像泥块 一样任 意揉捏 。2021 年8月7 日星期 六上午1 2时50 分45秒0 0:50:45 21.8.7
上海教育出版社 五年级 | 下册
Peter: The room is now clean and _T_id_y_. Thank you for your help, Sally.
Sally:You're w__el_c_o_m_e_,Peter.
look and learn
What’s on my desk?
Peter: Sure, Sally.
Sally: Whose socks _a_re_ those? Are they y_o__u_r,sPeter? Peter:_N__o, they aren't. They are _P_a_u_l_'s. Sally: Can you put them on his b__e_d?
沪教版五年级下册英语Unit1 Tidy up讲义
Unit 1 Tidy up 一、基本知识点（一）词汇：tidy ['taɪdɪ] 整理；整洁的mess [mes] 脏乱；不整洁let [let] 让sock [sɒk] 短袜yours [jɔːz; jʊəz] 你的；你们的cap [kæp] 帽子mine [maɪn] 我的crayon [ˈkreɪən] 彩色蜡笔umbrella [ʌm'brelə] 伞nail [neɪl] 钉子drop [drɒp] 使落下；掉落stone [stəʊn] 石头stick [stɪk] 粘贴；粘住second['sek(ə)nd] 秒hers [hɜːz] 她的theirs [ðeəz] 他们的；她们的；它们的happily ['hæpɪlɪ] 高兴地（二）短语：tidy up 把…整理好(be) full of 装满…；充满…a few 几个；一些put...on... 把...放在...on the table 在桌子上stick to 粘住（三）句型：1.—Are they yours?—Yes, they are. / No, they aren’t.2.—Is this yours?—Yes, it is. / No, it isn’t.3.—Whose bedroom is it/ this/are those?—It’s /They’re + 名词性物主代词4.—Who is tidying up the bedroom?—My mother is tidying up...5.Can you put them on his bed?6.—Thank you for your help.—You’re welcome.（四）重难点、易错点：1.掌握物主代词的用法：形容词性物主代词表示“谁的”，主要作定语，相当于形容词，其后有名词。
沪教牛津版小学五年级英语下册module1 unit1第1课时课件
2. 询问某（些）物是谁的句型: Whose +名词(单数)+is this/that? Whose +名词(复数)+are these/those? 注意：who’s = who is，表示“谁是”
Hale Waihona Puke Whose umbrella is this? It’s Lily’s.
Whose socks are these?
1. It‘s raining outside. I need an _u_m_b_r_e_ll_a_（雨伞）. 2. Lucy is painting with her _c_r_a_y_on_s__（蜡笔）. 3. I like this __c_a_p___（帽子）. It's cool. 4. — Are these your _s_o_c_k_s___（袜子）?
点击画面 播放视频
Peter: The room is now clean and tidy. 彼得: 房间现在干净整洁了。 Thank you for your help, Sally. 谢谢你的帮助，莎莉。
Sally: You’re welcome, Peter. 莎莉: 不客气，彼得。
Language points
— Are +主语 + 表语? — Yes, they are. /No, they aren’t.
Homework
1. 抄写单词及句型。 2. . 背诵单词和朗读Listen and say。 3. 询问生活中的物品是某人的。
你的；你们的
cap
帽子
mine
我的
crayon
彩色蜡笔（或 粉笔、铅笔）
umbrella
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Module Unit 1 Tidy up! 教案 （第一课时） 教学目标： 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 sing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。
教学重、难点 1、能掌握单词tidy, let, sock, cap, yours, mine, tidy up 2、会运用句型Are they yours?及回答No, they aren’t.
教学方法： 任务教学法、情景教学法。
教学过程： 第一次备课 第二次备课 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? T：(point to a bag in the classroom) Whose bag is this/that? 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 are... T：Are these/those...? S4：Yes, they are. / No, they aren’t. ... 2、让学生欣赏Sing a song中的歌曲，病朗读歌词，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 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? Let’s listen. 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. ( ) 2) The socks are not on the bed. ( ) 3) Both the cap and the T-shirt are Paul’s. ( ) 4) Sally asks Peter to put the T-shirt on the chair. ( ) 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 those? S2: They are 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.等表达方式来应答别人的请求或指令。 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 is mine. T: Is this ruler yours? S2: No, it’s hers. T: Is this ruler hers? S3: Yes, it’s hers. 接着，利用几件其它学习用品和学生问答。 T: Whose pencils are those? S1、S2: They are ours. T: Are these pencils yours (S3’s name)? S3: No, they are theirs. T: Are these pencils ours (S4’s name)? S4: No, they aren’t. They are 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。 （第二课时） 教学目标： 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。
教学重、难点 1、词汇： crayon, umbrella, hers, theirs 2、句型： -Whose...is this/are these? -It’s/they’re…
教学方法： 任务教学法、情景教学法。
教学过程： 第一次备课 第二次备课 Pre-task preparations 1、让学生利用实物进行问答，在问答之后根据Please put.../Can you put...?等指令正确的摆放实物，并学会用Yes,.../Ok./Sure.等表达方式来应答别人的请求或指令。 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/are those? S2: They’re… T: Are they yours/his/hers…? S1: Yes. /No. They’re… T: Can you put them… S1: 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。 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. Ss:：Umbrella, an umbrella. T：(point to the picture) Whose umbrella is this? 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. 2、学生根据Think and write中的图片，看图填表。 3、学生根据表格所填的内容，两人一组做问答练习。一方面检查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。 S1：Are the crayons Alice’s? S2：No, they are not hers. S1：Whose crayons are these? S2:：They are 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中的书写练习，巩固重点和难点，从听、说、读的技能过渡到写的训练。 Post-task activities 学生分为6组，开展小组活动，每个学生把一件物品放在桌上，然后小组内学生根据桌上的物品对话。
（第三课时） 教学目标： 1、 帮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、 了解字母组合ar, ue, oo在单词中的发音。 3、 通过学习任务(task),帮助学生巩固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。
教学重、难点 1、 语音：ar(car), ue(blue), oo(school) 2、 词汇：(be) full of, a few。
教学方法： 情景教学法。
教学过程： 第一次备课 第二次备课 Pre-task preparation 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.