PEP四下 U5 A Lets talk.doc

(PEP小學四年級英語下冊Unit5 My clothes A Lets talk教學設(shè)計 重慶市綦江區(qū)營盤山小學 鄧希秀教學內(nèi)容：人教版四年級下冊Unit 5 Lets talk&Lets play Part A Lets talk. 教學目標 1.能夠在語境中理解新詞yours, hat的意思,.能聽懂、會說:Are these yours? Yes, they are./No, they arent. Is this Johns? Yes, it is. No, it isnt. 2.能在情景中運用句型Its Mikes. Theyre Chen Jies.表述物品的主人。并能正確發(fā)音.教學重點 能在情景中進行運用句型Are these yours? Yes, they are./No, they arent. Is this Johns? Yes, it is. No, it isnt.確認物品的主人.教學難點名詞所有格的正確使用.教學活動 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.)（設(shè)計意圖：愉快的歌曲自然復習學過的物品單詞和句型，把學生快速帶入快樂的英語學習情境，吸引學生注意力。) 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? (舉著英語書問)Ss:No,it isnt.Its an English book.T: Look.Is this a Chinese book?(舉著語文書問) Ss:Yes, it is.(very clever!)T:What are these? Ss:Theyre pens.(舉著鋼筆問)T:Are these pens?（舉著鉛筆問） Ss: No,they arent. Theyre pencils.T:Are these crayons? （舉著蠟筆問）Ss: Yes,they are. (讓學生看圖和實物回答)（設(shè)計意圖：復習學過的水果和物品單詞，同時又復習了三、四單元的重點句型，讓學生在具體語境中自然引入本節(jié)課的重點句型。為本課下一步學習做好鋪墊。） 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 ?（設(shè)計意圖：通過“Lost and found”activity創(chuàng)設(shè)情景，讓學生在前面的語境中自然引入本節(jié)課的新知識。）Ss: Its a story-book.T: Yes.Its a story-book.（拿著故事書說） Whose story-book is it? S1, is this yours?(引出yours，并學習“yours”.)S1: No it isnt.(先問不是他的學生，引出“No it isnt”并教讀)T: S2, is this yours? S2: No it isnt.（反復操練熟練后，再問是他的學生引出“Yes , it is.”并教讀,）T: S3, is this yours? S3: Yes , it is.T: Is this yours? Ss: No it isnt.Its .s(提示全部同學回答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.(教讀單詞“hat”.)T: What about this hat ? (引出句型What about this hat？ 并教讀)Whose is it?T:S1, is this yours? S1: No, it isnt.T: Is this .s? Ss: No it isnt.(問全部同學)T: S2, is this yours? S2:Yes , it is.T:Oh,what colour is your hat? S2:My hat is .(顏色回答復習學過的句型。) T: Is this .s? Ss: Yes , it is.(問全部同學) T: Is this .s? Ss: No it isnt.(問其余的全部同學) Its .s(提示全部同學回答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.(教讀單詞“shoes”.) T: These shoes.What about these shoes ? (（引出句型What about these shoes？并教讀，）Whose are these?S1, are these yours? S1: No, they arent.(先問不是他的學生，引出“No, they arent.”并教讀)T: Are these.s? Ss: No, they arent.(問全部同學)T: S2, are these yours? S2:Yes , they are.（反復操練熟練后，再問是他的學生引出“Yes , they are.”并教讀.）T:Oh,what colour are your shoes? S2:My shoes are .(顏色回答復習學過的句型。) T: Are these .s? Ss: Yes , they are.(問全部同學) T: Are these yours? Ss: No, they arent.(. They are .s(提示全部同學回答They are .s).s means .s shoes (.s 意思是 .s shoes.）Here you are.S3: Thank you!T: Youre welcome!【設(shè)計意圖:通過失物招領(lǐng)活動自然引入本課的新知，讓學生在問答練習中有目的的展開學習。】 4.T:Are these yours?(拿著兩支鋼筆問是他的學生) S1：Yes , they are. T: Are these .s? Ss: No, they arent.(問全部同學)Theyre.s(指著是他的同學提示全部回答Theyre.s) 5.T:Are these yours?(拿著鉛筆問不是他的學生) S1：No, they arent. Theyre.s(指著是他的同學提示這個學生回答Theyre.s)T:Is this yours?(拿著一支鉛筆問不是他的學生) S1：No, it isnt. Its.s(指著是他的同學提示這個學生回答Its.s.) 6.Look ,ask and answer(全部學生看實物問答Ss ask, S answers.) Step3.Practice 1.Watch the flash (Lets play)(教師先示范)2.Pair work T:Take out your real objects to ask and answer(。（【設(shè)計意圖】兩人一組拿出實物問答操練，但事先要和另外的同桌交換一兩樣物品，以便這一環(huán)節(jié)可操作：既可以用肯定回答，又可以用否定回答，既進一步鞏固了新知，又充分發(fā)揮學生的潛能。）) 3.Lets chant.(設(shè)計意圖:使學生熟練掌握并運用本課句型,進一步鞏固所學語言。） 4.Lets talk (1). T: Lets watch and answer the questions(讓學生看圖回答問題。) (2). Listen and read(跟錄音讀對話.（以便正確的模仿讀音。）) (3)Role play.（分角色讀）(設(shè)計意圖: 通過情景導入對話學習，激發(fā)學生“聽，讀和表演”的欲望，讓學生根據(jù)問題看對話，培養(yǎng)學生的思維能力；同時，設(shè)計簡單的問題，培養(yǎng)學生的自信心和對對話的理解能力；通過聽音模仿、角色扮演，使學生熟練掌握并運用本課句型，培養(yǎng)學生的口頭表達能力和正確的語音語調(diào)。)TIPS:1Read after the tape. 必要時老師示范領(lǐng)讀，讓學生基本掌握對話語音、語調(diào)和語氣。 2Work in pairs . 3Act out. (分角色朗讀表演展示，強調(diào)看哪一組模仿的最像，讀得最好,并評價獎勵。Step4. Consolidation 1.Group work（1） Make a new dialogue. 運用實物創(chuàng)設(shè)情景創(chuàng)編新對話 （2） Act out.（Ask and answer in your groups and act out the new dialogue for the class） (小組內(nèi)用所學語言來創(chuàng)編對話，并表演。）(設(shè)計意圖：學生通過前面的聽說練習，已經(jīng)基本掌握本節(jié)課的核心句式，在此基礎(chǔ)上，進一步運用核心句型進行拓展練習，真正達到學以致用的目的,培養(yǎng)學生的綜合語言運用能力。) 2.Listen and singStep 5. SummaryStep 6 Good to know(情感教育)Ask one of the Ss w