教案精选：小学四年级英语《Myclothes》教学设计

1、教案精选：小学四年级英语 My clothes教学设计教案精选：小学四年级英语My clothes »教学设计教材分析本课通过 Amy和Sarah逛服装店的情景，呈现 了五个服装名称的词形和词意，并能表达自己对于莫件衣物 的喜好。学情分析服装名称对学生来说是新知，但与它相关性很强 的颜色，大小等形容词在上册教材中已经有过认知，可以以 此为切入点展开对服装名称的学习。教学目 标1.能够听、说、认读本课时的主要词汇：skirt,dress,pants, clothes,hat2.能够熟练运用句型I like that green skirt/ those pants.表达自己对于莫件衣物

2、 的喜好。教学重 点 听、说、认读本课时的主要词汇：skirt,dress,pants, clothes,hat教学难点1、难点是表示服装的名词与表示颜色的形容词 连用及其读法。2、熟练运用句型 I like that green skirt/ those pants.表达自 己对于莫件衣物的喜好。教具准 备 衣服(实物)、单词卡、学生准备一张白纸和 彩笔。时间教 学 过 程修订1 .热身 /复习(Warm-up/ Revision )(1) Enjoy a song : My clothes(2) Let' s chant【设计意图：愉快的歌曲和TPR带学生进入学习状态。】2 .呈现

3、 /操练(Presentation/Practice)(1)教学 dressa.弓I入： 播放歌曲 “Whd s wearing yellow today? ” b.呈现： 当唱到 “Whd s wearing yellow today? 时； T: What color is she wearing? S: Blue.T: Yes, she s wearing a blue dress today.学生跟读 dress, blue dress。教师由示 dress 图片，What' s this in English? What color is it? T: Yes. It'

4、; s a blue dress.c.操练：教师在教室中走动，并根据学生的穿着，做以下问答：T: Who is wearing a dress today?What color is your / her dress?(2)教学 skirta.呈现：教师指着一位穿 skirt的学生，问：Is she wearing a dress, too? S: No, it isn ' t. T: It' s a skirt.b.操练：学生跟读，并根据卡片或实物描述其颜色，如：pink skirtc.巩固：学生根据同学穿着对话51: What is she wearing?52: A pi

5、nk skirt. / A red dress.(3)教学hat, pants并复习初学单词游戏：What' s in my bag?游戏进行几次后，在袋子中放入hat和pants,呈现并新授单词。【设计意图：边学边练，培养学生的听说表达能力。】53: 堂检测：各小组认读单词卡片比赛4、作业：抄写单词，预习下一课对话认读并翻译句子板书Unit5 My clothesclothes,skirt,dress,pants, hatI like that green skirt/ those pants.教学反思课时教学设计课 题 Unit5 My clothesLet' s talk

6、 A课时第12周第1节教材分析本课通过体育课结束时Amy与老师间对话的情景，学习问答确认衣物主人的句型Are these yours? Yes,they are./No, they aren' t. Is this Jnhn' s? Yes,it is. No, it isn ' t.名词所有格的表达也是本节课学习的重点。学情分 析 四年级的学生已经开始对服装话题感兴趣了，本 课的重点句子Is this ？ Are these?在前面已经学习并操 练过，学生能够正确认读。本课替换服装名称操练学生就能 熟练掌握。而名词所有格的表达句型对学生来说是新知，可 以在学生理解后着

7、重操练。教学目标 a.能听懂、会说：Are these yours? Yes, they are./No, they aren' t. Is this Jnhn' s? Yes,it is. No, it isn' t.并能在情景 中进行运用确认物品的主人。b.能在情景中运用句型It' s Mike' s.They' re Chen Jie's.表述物品的主人。c.能够在语境中理解新词yours,hat的意思，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

8、aren' t. Is this Jnhn' s? Yes,it is. No, it isn 't.确认物品的主人。教学难点名词所有格的正确使用教具准 备Mike及其家人的头饰录音机、录音带 各种衣物时间教 学 过 程修订2 分 Step1 Warm up & Revision1. Sing a song " Wh(s wearning yellow today?”2. Let' s do二Put on your T-shirt3. Play: you guess what clothes use this sentence "Is

9、 that ？ ”【设计意图：通过演唱歌曲复习颜色词，把学生带入快 乐的英语学习情境，再通过猜图片服装的游戏复习服装名称 和“Is that 句型，为本课进一步学习做好铺垫。 】4. Learning Aim1>Ask and answer sentences "Are these yours? Yes, they are./No, they aren' t. Is this Jnhn ' s? Yes,it is. No, it isn ' t.确认 物品的主人。2>You can use of nouns possessive.【设计意图：明确

10、本课学习目标，让学生带着任务有目 的的展开学习。】Step 2 Presentation1. Preview :Look at the picture on page 29. You plug-in prep dialogue and think:1> What time does the students go home?2> Are the shoes Amy' s?3> Is the hat John' s?【设计意图：布置小组自学任务预习对话，培养学生的 自主学习能力和合作精神。】2. Learn new dialogue :1>Answer:W

11、hat time does the students go home?Who are they? Say hello to them.2> Read the first dialogue ,then learn sentence:Are the shoes Amy' s?3> Is the hat John' s?3. Listen to the tape and repeat.The dialogue on the role ofreading in this sub.4. They learn this talk by theirselves in the gr

12、oup.5. Act the dialogue.【设计意图：边指导朗读理解新句型，边以比赛方式展开同桌开火车问答，使学生熟练掌握并运用本课句型，培养学生的表达能力和英语思维能力。】Step3 Practice1 . We are to practice acting the dialogue.2 .当堂检测：资源与评价练习册Step4 Summary1. For this class we had learn sentences: Is this /thatyour ?and " Whose is it?2. Homework:板Is this Jnhn' s?Yes,it

13、is.No, it isn ' t.书 Unit5 My clothesAre these yours?Yes, they are.No, they aren' t.教学反思课时教学设计课 题 Unit5 My clothesLet' s learn B 课时 第 12 周第3节教材分析本课通过Sarah找不到需要的衣物而向妈妈寻求 帮助的情景，进一步学习几个服装名称的表达，并且学习就 衣物的位置和颜色等展开问答。本部分名词单复数的使用频 频由现，应关注学生使用情况。学情分析学生对名词单复数有一定的认知，知道复数在名 词后加“s但对于“驻不同单词词缀后的读音不太了解，理

14、 解和发音上可能稍有困难。另外，句型中复数名词与系动词 are连用对于学生来说也是难点。教学目标a.能够听、说、认读本课时主要单词：coat, socks, shirt, sweater,jacket,shorts。b.能用 Where are my？what colour ?提问。c.能运用Let' s find out进行语言操练。教学重 点 掌握本课服装词汇 coat, socks, shirt, sweater,jacket,shorts。教学难点复数名词的用法。教具准备服装图片录音磁带时间教 学 过 程修订2 分 Stepl Warm up & Free talk1.

15、 Teacher and students Let' s do together.2. Sing a song“What colour do you like? ”3. Free talk: I like white. My shirt is white. Students say like this “ I like My is ”【设计意图：通过愉快的TPR活动和歌曲复习上节课颜 色及服装名称，并通过师生交流巩固表达自己服装的颜色， 为本课进一步学习做好铺垫】4. Learning Aim:1> You can listen ,speak and read six cloth

16、ing plural words.2> You can expression " Where are my ？what colour?【设计意图：明确本课学习目标，使学生心中有数，更 加由色的完成学习任务。】Step2 Presentation1. In the group,preview the words and think two questions:1> What is the name os five clothing?2> Five kinds of clothing what is the pronunciation【设计意图：布置小组预习任务，让学生

17、在任务目标中有目的的进行学习，培养学生的自学能力和合作精神2. Case detection preview【设计意图：检查学生的预习情况，以确定下面的突破重点，以学定教。】3. Learn new words:1> “socks”: socks, socks 成双对，所以(so)止匕亥U (ck) 力口 “ s ”2> “shorts: " "short shor矮又短，shorts shorts 成短裤。”引导学生用自己的方法记忆学习记忆其它词汇【设计意图：在指导学生正确听、说、认读的基础上， 借助各种方法帮助学生有效记忆单词，提高效率。 】Step3 Pr

18、actice1. Let' s chant Teacher and students to the beat,chant together.2. Play a game: Extendable ears, practice:Where are my ?what colour?3. Let' s find outStep4 Summary1. For this class,we had learn five clothing words.2. Homework: Review of homework is writing each word 5 times.Preview hom

19、ework is read Let ' s talk B,try to translate.板 书 Unit5 My clothesWhere are my ？ What colour?coat, socks, shirt, sweater,jacket,shorts教学反思课时教学设计课 题 Unit5 My clothesLet' s talk B课时第13周第1节教材分 析教材通过Sarah和弟弟Sam帮妈妈整理衣物的情景，使学生感知 Whose coat is this? Whose pants are those? 功能句的语义及语用情景。进一步将上一课的词汇用于对话

20、 和交际中充分体现了教材以旧带新的编写特点并且为第六 单元购物会话的学习做了铺垫，学情分 析 学生在学习了一些用复数表示服装名词后对复数的表达得到了进一步熟练，对复数与are的连用也有了进一步了解。本课的 this/that和these/those的发音及句子的完整表达对学生来说都是难点，通过扩句子替换练习和小组合 作来完成。教学目标a.能够听、说、认读本课时主要句型：Whose coatis this? It' s mine.Whose pants are those?They' re your father' s.b.能用正确的语音语调朗读对话；能够在情景中恰当 运

21、用核心句型就莫物的主人展开问答。教学重 点 在情境中正确运用新句型： Whose coat is this? It' s mine.Whose pants are those?The， re your father' s.就莫物的 主人展开问答。教学难 点mine的理解与掌握教具准备词卡录音磁带时间教 学 过 程修订2 分 Stepl Warm up & Revision1. Sing a song " Wh(s wearning yellow tod ay?”2. Let' s do: Put on your shirtpage 493. Revie

22、w clothes word carks.【设计意图：营造轻松愉快的课堂氛围，并复习服装名 称为本课进一步学习做好铺垫。】4. Learning Aim:能够在情景中恰当运用 Whose coat is this? It' s mine.Whose pants are those?The，re your father' s. 句型就莫物的主人展开问答。【设计意图：明确本课学习目标，让学生带着任务有目的的展开学习。】Step 2 Presentation1. Preview :Look at the picture on page 51. You plug-in prep dia

23、logue and think:1>Whose coat is this?2>Whose pants are those?【设计意图：布置小组自学任务预习对话，培养学生的 自主学习能力和合作精神。】2. Learn new dialogue :1> Answer: Whose are these clothes?2 2> Read the first and second dialogue , then learn sentence: "Whosecoat is this? It' s mine.Whose pants are those?They&#

24、39; re your father' s. "3> Practice the sentences“Whose coat is this?Whose pantsare those?3. Listen to the tape and repeat. The dialogue on the role of reading in this sub.【设计意图：Those的发音和mine的理解运用是个难点， 先指导发音，紧接着展开“Whose coat is this?Whose pants arethose?句子的学习和操练，让学生在情景中操练理解，突破 难点，帮助学生更好的

25、理解和掌握。】Step3 Practice1. We are to practice acting the dialogue.2.当堂检测：资源与评价练习册Step4 Summary1. For this class we had learn sentences:“These are andThose are ”2. Homework板书 Unit5 My clothesWhose coat is this?It' s mine.Whose pants are those?They' re your father' s.教学反思课时教学设计课 题 Unit5 My cl

26、othesLet' s spell A 课时第 13 周第 2节教材分 析 本部分内容分为语音和书写两部分。语音部分主要学习元音字母组合le在单词中的两种发音，即在单词末尾 发/l/.学情分 析 对于本课由现的单词学生都比较熟悉，在了解词 意的基础上本课主要找到规律认读含有or字母组合的词，字母书写的正确占格要强调。字母组合or的发音对于部分学生 来说可能是个难点。教学目标1.通过拆音、拼音和分类等活动培养学生的语音意识，并引导学生归纳字母组合le在单词中的发音规律。2 . 能够听、说、认读单词：apple, people, table3 .能够听、说、认读、规范书写句式：Chen J

27、ie has a green apple; This is a little bike; That is Uncle Dan ' s table.教学重点1.掌握字母组合le在单词中的发音规律2.能够听、说、认读、规范书写句式：Chen Jie has a green apple; This is a little bike; That is Uncle Dan ' s table.教学难点让学生通过感知、体验和观察发现语音拼读的规律教具准备与本节课相关的单词卡时间教 学 过 程修订1Stepl Warm up1 .Free talk; Sing a song: Where is er/ ur/ ir/or?2 .Read the words in groups and ha