PEP四下 U5 A Lets talk.doc

(PEP小学四年级英语下册Unit5 My clothes A Lets talk教学设计 重庆市綦江区营盘山小学 邓希秀教学内容：人教版四年级下册Unit 5 Lets talk&Lets play Part A Lets talk. 教学目标 1.能够在语境中理解新词yours, hat的意思,.能听懂、会说:Are these yours? Yes, they are./No, they arent. Is this Johns? Yes, it is. No, it isnt. 2.能在情景中运用句型Its Mikes. Theyre Chen Jies.表述物品的主人。并能正确发音.教学重点 能在情景中进行运用句型Are these yours? Yes, they are./No, they arent. Is this Johns? Yes, it is. No, it isnt.确认物品的主人.教学难点名词所有格的正确使用.教学活动 Step1 Warm up & Revision 1.Greeting T: Hello , everyone. Ss: Hello, T: How are you today? Ss :Im fine, thank you. How are you?T: Im fine, too. Thanks . T: Where are you from? Ss: Im from T: Whats the weather like today?/Is it cold? S1: Its./ No, it isnt. 2.Enjoy the song “Are these apples?”(.(Lets watch and enjoy the song.)（设计意图：愉快的歌曲自然复习学过的物品单词和句型，把学生快速带入快乐的英语学习情境，吸引学生注意力。) 3.Revision （1）T: Whats this ? Ss:Its an apple. T: What are these? Theyre apples. T: Whats that? Ss:Its an orange. T: What are those? Theyre oranges.(2) T:Is this an apple? Ss:No,it isnt.Its a pear. T: Is this a banana? Ss:Yes, it is. T: Look.Is this a Chinese book? (举着英语书问)Ss:No,it isnt.Its an English book.T: Look.Is this a Chinese book?(举着语文书问) Ss:Yes, it is.(very clever!)T:What are these? Ss:Theyre pens.(举着钢笔问)T:Are these pens?（举着铅笔问） Ss: No,they arent. Theyre pencils.T:Are these crayons? （举着蜡笔问）Ss: Yes,they are. (让学生看图和实物回答)（设计意图：复习学过的水果和物品单词，同时又复习了三、四单元的重点句型，让学生在具体语境中自然引入本节课的重点句型。为本课下一步学习做好铺垫。） Step 2 Presentation 1. Yours T: Look . There are three things in the picture. In this morning I picked up these things in your classroom.But now I dont know “Whose are these in your class?”So today Ill hold a “Lost and found”activity.Lets have a look.Whats this ?（设计意图：通过“Lost and found”activity创设情景，让学生在前面的语境中自然引入本节课的新知识。）Ss: Its a story-book.T: Yes.Its a story-book.（拿着故事书说） Whose story-book is it? S1, is this yours?(引出yours，并学习“yours”.)S1: No it isnt.(先问不是他的学生，引出“No it isnt”并教读)T: S2, is this yours? S2: No it isnt.（反复操练熟练后，再问是他的学生引出“Yes , it is.”并教读,）T: S3, is this yours? S3: Yes , it is.T: Is this yours? Ss: No it isnt.Its .s(提示全部同学回答Its .s).s means .s story-book.(.s 意思是 .s story-book.）Here you are.S3: Thank you!T: Youre welcome! 2. Hat T:Whats this ?Ss: Its a hat.(教读单词“hat”.)T: What about this hat ? (引出句型What about this hat？ 并教读)Whose is it?T:S1, is this yours? S1: No, it isnt.T: Is this .s? Ss: No it isnt.(问全部同学)T: S2, is this yours? S2:Yes , it is.T:Oh,what colour is your hat? S2:My hat is .(颜色回答复习学过的句型。) T: Is this .s? Ss: Yes , it is.(问全部同学) T: Is this .s? Ss: No it isnt.(问其余的全部同学) Its .s(提示全部同学回答Its .s).s means .s hat (.s 意思是 .s hat.）Here you are.S2: Thank you!T: Youre welcome! 3.Shoes T:Look.What are these? Ss: They are shoes.(教读单词“shoes”.) T: These shoes.What about these shoes ? (（引出句型What about these shoes？并教读，）Whose are these?S1, are these yours? S1: No, they arent.(先问不是他的学生，引出“No, they arent.”并教读)T: Are these.s? Ss: No, they arent.(问全部同学)T: S2, are these yours? S2:Yes , they are.（反复操练熟练后，再问是他的学生引出“Yes , they are.”并教读.）T:Oh,what colour are your shoes? S2:My shoes are .(颜色回答复习学过的句型。) T: Are these .s? Ss: Yes , they are.(问全部同学) T: Are these yours? Ss: No, they arent.(. They are .s(提示全部同学回答They are .s).s means .s shoes (.s 意思是 .s shoes.）Here you are.S3: Thank you!T: Youre welcome!【设计意图:通过失物招领活动自然引入本课的新知，让学生在问答练习中有目的的展开学习。】 4.T:Are these yours?(拿着两支钢笔问是他的学生) S1：Yes , they are. T: Are these .s? Ss: No, they arent.(问全部同学)Theyre.s(指着是他的同学提示全部回答Theyre.s) 5.T:Are these yours?(拿着铅笔问不是他的学生) S1：No, they arent. Theyre.s(指着是他的同学提示这个学生回答Theyre.s)T:Is this yours?(拿着一支铅笔问不是他的学生) S1：No, it isnt. Its.s(指着是他的同学提示这个学生回答Its.s.) 6.Look ,ask and answer(全部学生看实物问答Ss ask, S answers.) Step3.Practice 1.Watch the flash (Lets play)(教师先示范)2.Pair work T:Take out your real objects to ask and answer(。（【设计意图】两人一组拿出实物问答操练，但事先要和另外的同桌交换一两样物品，以便这一环节可操作：既可以用肯定回答，又可以用否定回答，既进一步巩固了新知，又充分发挥学生的潜能。）) 3.Lets chant.(设计意图:使学生熟练掌握并运用本课句型,进一步巩固所学语言。） 4.Lets talk (1). T: Lets watch and answer the questions(让学生看图回答问题。) (2). Listen and read(跟录音读对话.（以便正确的模仿读音。）) (3)Role play.（分角色读）(设计意图: 通过情景导入对话学习，激发学生“听，读和表演”的欲望，让学生根据问题看对话，培养学生的思维能力；同时，设计简单的问题，培养学生的自信心和对对话的理解能力；通过听音模仿、角色扮演，使学生熟练掌握并运用本课句型，培养学生的口头表达能力和正确的语音语调。)TIPS:1Read after the tape. 必要时老师示范领读，让学生基本掌握对话语音、语调和语气。 2Work in pairs . 3Act out. (分角色朗读表演展示，强调看哪一组模仿的最像，读得最好,并评价奖励。Step4. Consolidation 1.Group work（1） Make a new dialogue. 运用实物创设情景创编新对话 （2） Act out.（Ask and answer in your groups and act out the new dialogue for the class） (小组内用所学语言来创编对话，并表演。）(设计意图：学生通过前面的听说练习，已经基本掌握本节课的核心句式，在此基础上，进一步运用核心句型进行拓展练习，真正达到学以致用的目的,培养学生的综合语言运用能力。) 2.Listen and singStep 5. SummaryStep 6 Good to know(情感教育)Ask one of the Ss w