Unit5-My-clothes教学设计

PEP Primary English Book 4Unit 5 Clothes教学设计三、教学内容框架设计 第四课时 B Lets learn教学目标: 1. 知识目标 词汇：学生能听、说、读、写单词coat, shirt, jacket, sweater, shorts, socks.句型：学生能听、说、认读句型Where are my new socks? What colour are they? White. 2. 能力目标：能够熟练运用所学句型及词汇就衣物的位置和颜色展开问答。 3情感态度与价值观：通过创设为旅行打包衣服的课堂活动，帮助学生养成根据实际情况准备衣物的生活习惯。教学重点：能够听、说、认读句型单词coat, shirt, jacket, sweater, shorts, socks. 并能就衣物的位置和颜色展开问答。X k B 1 . c o m突破策略：本节课在热身和呈现环节以旧知识引新知识，通过复习颜色的词汇和Part A部分的词汇，引出本课的新单词和句型。在巩固环节，则通过创设旅行打包的真实语言环境，调动学生学英语用英语的积极性，学生在小组的讨论中不知不觉地就把语言知识运用起来。教学准备：录音机、磁带、单词卡片、课件、实物衣服板书设计： Unit 5 Clothes B Lets learn Where are my new socks? coat shirt jacket sweater shorts 四、教学过程教学过程教学步骤教师活动学生活动活动目的Step 1Warm-up1. Greetings.2. Sing the colour song.2. Sing the song with teacher学生通过唱颜色歌，复习了颜色词汇，为本节课描述衣物的颜色做好准备。Step2 Presentation1. T show some clothes on the teachers desk, and ask the Ss :What can you see? Is this a? Are these ?2. Lets do. T creates a new chant with the new words.1. Ss learn the new words.2. Ss chant and do the actions with T.X k B 1 . c o m1. 教师将一些衣服鞋帽放在讲台，引导学生在复习A 部分的衣服词汇的基础上，继续学生新的衣物，以旧引新。2. 教师以Lets do 的节奏为载体，以新学词汇为内容，通过吟唱的方法帮助学生巩固新学单词。Step3 Practice 1. Listen and number.2. Listen and repeat.3. Look and say. T have the Ss discuss in groups what should they wear in different weather conditions.1. Ss listen to the tape and number2. Ss listen to the tape again and repeat.3. Ss discuss in groups1. 学生通过听音标号，突破单词的音和意。2. 学生通过听音跟读，掌握各种衣物的正确读音3. 教师指导学生谈论在不同天气下该穿什么衣物。Step4Consolidation 1. Pack for your trip.You are going on a trip. What do you want to wear? T have Ss choose their package according to their trip destination.2. T have some Ss show their package.1. Ss discuss in groups about what they want to wear if theyre going on a trip.2. Ss show their package.学生在讨论不同的天气下该穿什么衣服后，继续讨论去不同的地方旅行该带什么衣物，由于每个小组的旅行目的地及气候不同，同学们在讨论过程中，既运用了新学的词汇和句型，又学习到打包行李的知识Step 5Homework1. Summary.2. Choose a place where you want to go and pack for your trip1.Ss summarize what they have learnt with the help of the teacher. X k B 1 . c o m课后作业是让学生自己选择最想去旅行的目的地，并把要带的衣物写下来，开放性的作业更能激发学生的学习主动性 第五课时 B Lets talk教学目标: 1. 知识目标 词汇：学生能听、说、读、写单词whose, coat, mine, pants句型：学生能听、说、认读句型Whose coat is this? Its mine. Whose pants are those? Theyre your fathers. 2. 能力目标：能够在图片和教师的帮助下理解对话大意能够在情景中运用句型询问并回答某物属于谁Whose coat is this? Its mine. Whose pants are those? They are your fathers. 3情感态度与价值观：通过创设找衣服、认衣服的课堂活动，帮助学生养成爱收拾衣物的生活习惯。教学重点：能够听、说、认读句型Whose pants are those? Theyre your fathers. Whose coat is this? Its mine.突破策略：本课的教学难点是两个特殊疑问句的理解和问答，为了让学生更好地理解和运用这两个句型，教师事先做好了充分的词汇、句型准备，并大量地操练了学生的听说朗读能力。最后，教师创设“失物招领”的情景，要求学生用新学的句型找回他们的物品，提高了学生用英语解决问题的能力，突破了难点。新 课 标 第 一 网教学准备：录音机、磁带、单词卡片、课件、实物衣服板书设计： Unit 5 Clothes B Lets talk Whose coat is this? Its mine. Whose pants are those? Theyre your fathers/四、教学过程教学过程教学步骤教师活动学生活动活动目的Step 1Warm-up1. Greetings.2. Lets do.1. Do and chant to the music.学生通过唱唱跳跳很快活跃起来，并复习了相关的衣服单词。Step2 Presentation1. T shows a pair of pants and a coat to lead in the sentences“Whose pants are those?” and “Whose coat is this?”2. T plays the flash of the text and asks questions: Whose pants are those? Whose coat is this?1. Ss guess whose pants are those and whose coat is this.2. Ss watch the flash and answer the questions. w W w . x K b 1. c o M1. 教师通过实物和语境呈现句型，为学生理解课文对话打下基础。2. 教师通过播放本课视频，帮助学生理解并掌握本课对话的大意。w W w .X k b 1.c O mStep3 Practice 1. Role play.2. Lets find out.1. Ss role play in group of three2. Ss ask and answer with partners.学生在理解的基础上展开生生对话及角色扮演，在真实语境中听、说、认读对话。由于课文是一个有趣的小故事，可以给每组发一件大人穿的衣服或帽子，让学生在表演时穿戴Step4Consolidation 1. Lost and Found(失物招领). T puts some clothes of Ss on the teachers desk. 2. Yes or No. T asks questions “Whose pants are those?” “Whose coat is this?”1. Ss who can describe their clothes right can come to the teachers desk.2. Ss who can answer Ts question can take their clothes back.教师创设“衣物认领”的真实语境，学生在此语境下通过描述自己的衣服和回答问题，很自然地运用了本课的重点句型。Step 5Homework1. Summary.2. Read the dialogue aloud twice and act it out with your partner. 1. Ss summarize what they have learnt with the help of the teacher. w W w .X k b 1.c O m课后作业是让学生大声朗读课文并和同伴演出来，鼓励优等生创编新的对话 第六课时 B Read and write 教学目标: 1. 知识目标句型：学生能听、说、读、写句型These are Johns shoes. This is Chen Jies dress 2. 能力目标：学生能够阅读短文，并根据图片选择肯定或否定回答 学生能够规范书写句子，并能仿写一个句子 3情感态度与价值观：通过阅读短文以及规范书写句子，培养学生对英语阅读的兴趣以及规范书写句子的习惯教学重点：能够读懂短文并根据图片选出正确的答案 能够规范书写并仿写句子突破策略：阅读是语言输入的有效方式，而学生产生语言输出主要通过说和写。本节课遵循先输入后输出的学习规律，在保证学生得到大量可理解的语言输入后，引导学生开口说、动笔写，使学生的综合语言能力得到提高教学准备：录音机、磁带、单词卡片、课件、板书设计： Unit 5 Clothes B Read and write These are Johns shoes. This is Chen Jies dress. 四、教学过程教学过程教学步骤教师活动学生活动活动目的Step 1Warm-up1. Greetings.2. Lets do.1. Do and chant to the music.X| k | B| 1 . c| O |m学生通过Lets do，进一步巩固前两节课学习的衣物名称，为本节课的阅读任务做好准备。Step2 Presentation1. T shows a picture about summer camp and asks the Ss: Who are they? What are they wearing?2. T plays the flash of the text and explain the new words3. T ask the Ss to read the text by themselves and finish the exercises.4. Check the answers.1. Ss look and answer 2. Ss watch the flash.3. Ss read the text and finish the exercises.1. 教师展示夏令营闭幕式的图片，引导学生观察并回答问题。2. 教师播放本课视频，并对其中的句子进行简单讲解，帮助学生理解短文大意。3. 学生自己阅读短文并完成练习Step3 Practice 1. Listen and repeat.2. Look and say. T guides the Ss to talk about the clothes using the sentences “These are .” “This is”1. Ss listen to the tape and repeat.2. Ss describe the owner of the clothes using the sentences “These are .” “This is学生在正确朗读课文后，教师引导学生根据课文内容用句型“These are .” “This is描述图中物品的主人Step4Consolidation 1. T ask the Ss to talk about the picture of John and Chen Jie and write the sentences on the blackboard.2. Draw and write 1. Ss write the sentences in their copy book.2. Ss draw their clothes and write a sentence about it. 新- 课- 标-第 -一-网教师引导学生观察图片并说一说，然后指导学生正确规范的书写英