四年级下册第五单元B Let27s talk教案

以境引趣，打造生活化对话教学课堂一、 教学内容分析：本课时为PEP Book 4 Unit 5Howmuchisit?B Lets talkPEP小学英语课文内容新颖、实用、有趣味性,所选课文内容涉及文化、学习、日常生活等多方面内容。本单元的话题是购物，是学生在日常生活中常见又喜欢的话题，学生通过这一单元的学习，能够简单描述衣物的大小，颜色和款式、询问价格。本课时主要通过Lets talk中：How much are they? They areWhat size ?A pair of for描述衣服、评论价格,进一步将B部分所学的单词用于对话和交际中, 也是对学生已经学过的A部分的How much is it ?Its 的拓展与延伸.充分体现了该教材以旧带新的编排特点,具有承上启下的作用。二、学生情况分析：四年级学生活泼好动，求知欲强，大部分学生乐于参与课堂教学活动，但是英语实际运用能力却不够灵活。三教学目标分析：1.知识目标：能听、说、认读Lets talk 中的单词和句子。熟练掌握句子：How much are they? They areWhat size ?A pair of for并在实际情景中综合运用。2.能力目标：熟练运用日常交际用语进行购物的语言交际能力和观察、实践和创新的能力。3.情感态度目标：a、培养学生在活动中互助合作，发展合作精神，并能礼貌与人交际，在较为真实的场景中主动、灵活地运用语言，在生活中快乐地使用英语。通过四川雅安地震，呼吁孩子们奉献自己的爱心，帮助灾民重建家园和希望。b、培养学生一定的理财能力。不能乱花钱、乱购物。【教学过程】Step 1 Warm-up/Revision1. Lets chant .（设计意图：教师和学生一起拍手说唱本单元的英语童谣，让学生在欢快轻松的氛围中开始今天的英语学习。）师生对话：How much is ?同时渗透Are they nice?Are they all right?2.Lets doBoys and girls ,today we have two new friends.who are they?Lets have a look.Zip and Jaffe 哥哥 Letdo follow Jaffe 哥哥. T:Are you happy?Do you like to learn English with them?But today,they cant learn with us .Why? Look, Jaffe哥哥正在雅安为那里的灾民贡献自己的一份力量呢.我们应该怎么做呢？T：The important is study hard?Can you do it? Lets go.回答问题为灾区小朋友赢得衣物。3、Sharp eyes T:Now ,lets play a game ,Who has sharp eyes?if you can read ,stand up and read it as quick as you can .（设计意图：课件呈现前面A部分学过的单词和短语，让学生快速大声说出，强化记忆。与此同时利用skirt图片对学生固有语言结构How much is it ? Its yuan.进行操练；利用sneakers图片对学生即将要学习的语言结构How much are they ? Theyreyuan.进行渗透。）Step 2 Presentation1、 T:Today ,John and Mom are in a shoes store,What dou you want to know?呈现问题：1.What do they buy?A pair of.A. 25yuan/Theyre 25 yuan . B. 35 yuan/Theyre 35 yuan .2、 How much are they? 板书重点句A pair of sneakers forHow much are they?：Theyre yuan .a. CAI：A pari of for my son.b. B.CAI.T:Look!They are 教师呈现sandals,slippers ,boots等图片,Guessing game.利用图卡让学生对重难点句型How much are they ? Theyreyuan.进行练习。（设计意图：问题引领进入文本，让学生初步感知文本大意，引出重点句，并通过创设生活化的语境让学生在情境中进行巩固操练。）2.Listen and answer 带着问题1.What size of the sneakers? 2.Are they all right?让学生听录音并回答。T:My shoes are size 40,How about your shoes？What size?.通过介绍自己的鞋号，帮助理解What size ?Size five的含义。CAI链接知识点Introduce “Good to know”.Tell a joke about size.T;You can get more informations about size on the internet after class.（设计意图：听录音回答问题,让学生进一步深入了解文本，教师通过介绍自己的鞋号，在情境中帮助理解What size ?Size five的含义。）3. Lets chant.T: A pair of sneakers for my father.Ss: What size? What size?T: Size 41. Size 41.T: A pair of sneakers for my mother.Ss: What size? What size?T: Size 39. Size 39.T: A pair of sneakers for my son.Ss: What size? What size?T: Size 20. Size 20.（设计意图：自编chant,巧妙地将本课时的重点句：A pair of sneakers for What size ? Size .融合在一起。学生读来朗朗上口，是对新知的一个非常好的操练和巩固。）4listen and imitateT：Now，boys and girls,open your book,listen and imitate .show me your fingers,point to the sentences while you are reading .（教师播放录音）Please repeat for 2 times.（学生跟录音朗读课文，教师指导学生朗读。）5.Ss read the dialogue quietly,find the questions they still have.T:boys and girls,do you understand all the meanings? Step 3 Practice1.Practice in three.2.Role playNow one minute for you ,try to act out this dialogue .You can choose the picture by yourselves.CAI呈现key words ,让学生分角色朗读表演对话并分组表演（设计意图：让学生自由选择图片进行表演，体现了分层教学的理念，降低了表演难度，而key words的呈现更让后进学生在表演时信心十足。）Step 4 Consolidation Group workT:All of you can read and understand the dialogue ,most of the students can perform the dialogue .Im very proud of you .Now lets go shopping.Lets buy something for our friend.假如你有100元，你会为灾区小朋友买什么呢？First Ill make a model for you .（教师请一名学生帮自己做示范）。Now its your turn to write down you names.（让学生进行小组练习）。（设计意图;教师创设任务型情境：询问衣服，鞋子尺码，价格等并完成调查表格。学生利用本节课的目标语言：How much are your? TheyreHow much is your?Its ，What size? A pair of. for.在真实的语境中进行交流，有效地提升了综合语言运用能力。同时渗透情感教育，雅安加油！。 Step4:Summary T: A question: What have you got in this class ?:呈现CAI（设计意图：教师和学生一起回顾梳理本课时的教学重点，完善学生知识系统。） Step5:Homework You can choose anyone.1.Listen to the tape for three times and try to recite .2.Do a survey about your family members clothes,write down the price and size.（设计意图：设置作业，让学生根据自己的特点和能力水平自由选择作业，从而保证了不同层次的学生都能得到相应的锻炼从而体验成功的喜悦。通过人文化课外作业的延伸，在本节课所学内容的基础上进行拓展，有效促进了学生思维能力和语言能力的发展。） 教后札记：义务教育课程标准指出：“