PEP四年级下Unit5 My clothes read and write教学设计与过程.docx

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1、第5课时教学设计与过程本节与上一节相关性分析本课时的重点单词和句子的单数形式已在第1、2、4课时掌握了，继续学习单复数。课型阅读课辅助教学用具PPT,卡片.知识目标：能理解短文，在具体语境中用this is和these are介绍相应单复数的 物品。教学目标 2.能力目标：能根据意群，用正确的语音语调朗读课文，运用速读和跳读等阅读方法来理 解文章的意思，能规范仿写句子。3 .情感目标：培养学生自主整理自己服装的习惯，并能恰当地整理与区分他人衣物教学重难点能理解短文，在具体语境中用this is和these are介绍相应单复数的 物品。教学流程图Warm-upGreetingsLeVs sin

2、g简单的问候，进入英语学习通过英文歌曲激发学生的学习兴趣，并复习 衣服类单词。Pre-reading转盘游戏Sarah likes going on a trip.通过转盘游戏激发学生的学习兴趣，复 习本单元所学的核心句型和单词。解决pack新词汇的音与义，让学生意识到外出与回家 时都需要收拾自己的衣物，同时引出夏令营。While reading快速阅读，找到答案快速阅读，找到答案带着问题细读课文跟录音朗读短文通过设计不同层次的问题，引导学生掌握阅读技巧，理I I 训练学生的朗读能力、训练学生语感。感。解短文的内容。Post-reading复述短文复述短文谈论出游前如何收拾衣服画图并仿写句子H

3、omework教学步骤与过程Step 1. Warm-up1. Greetings.2. Let s sing “ This old hat【设计意图】通过歌曲激发学生的学习兴趣，并复习hat, shirt, jeans,等词和It s time to的句式。Step 2. Pre-reading.玩转盘游戏转到单数名词(sweater等)，会选用This is a；转到名词复数时(pants, socks),会选用These are-.【设计意图】复习核心语言，并为下一部分做铺垫。This is aThese are1 . Show pictures of some views.Do you

4、 like going on a trip? Sarah likes going on a trip. Look, Sarah is going on a trip, she packs the clothes, takes the plane, lives in the hotel, goes to the beach, then goes back home (lack of packing the clothes), ask the Ss, “ anything wrong? ”( Ss can answer it inChinese ) ： She forgets to pack th

5、e clothes,根据图片容易猜出来【设计意图解决pack新词汇的音与义，让学生意识到外出与回家时都需要收拾自己的衣物，并为Sarah在夏令营结束时要做什么做好铺垫。Step 3. While-reading每次带着不同的任务阅读短文.First reading (Read for the main idea)Have students skim the story and get the main idea.Answer the question：The Summer Camp is over, What is Sarah doing?Answer She is packing her c

6、lothes.1 . Second reading (Read for information)Have the students read the story in detail.Circle the right answers.2 .Third reading (Read for opinions)Have the students read again and think deeply.Discuss： Why does Sarah think the hat is Amys?（让小组讨论，然后再让小组代表回答。学生可能有许多不同的答案，如：因为Sarah已经有了一顶帽子；Sarah的帽

7、子比较新/旧.）【设计意图】通过设计由浅入深的层次性问题，引导学生掌握由概读到细读，抓住关键词句，获取信息 的阅读技巧，理解短文的内容。3 . Fourth reading （跟录音朗读短文，注意模仿语音语调和语段）首先播放完整的短文录音，让学生感知短文的整体性；接着老师出示连读、重读、语段等标识，带 学生根据这些标识再次带情感进行朗读短文。Step 4. Post-reading1 .Retell the text根据思维导图进行复述，教师领着学生进行复述，再选个别学生进行复述。2 . Put all kinds of clothes together, then ask Ss to pac

8、k the clothes correctly （male, female,ages, seasons;.If you go on a trip in winter/summer, what clothes anUsing These are my.， this is myOr using I want to wear-. / I want to pack-.忌N丸Abw9 you going to pack?个 *改q j nages, seasons;.If you go on a trip in winter/summer, what clothes anUsing These are

9、my.， this is myOr using I want to wear-. / I want to pack-.忌N丸Abw9 you going to pack?个 *改q j n(1) Ss talk in groups(2) Ask several groups to show设计意图让学生恰当地区别和正确使用衣物;(3) Look and write (Look at the samples and read twice.)(1)Draw your pants/jeans and write a sentenceDraw your T-shirt/shirt and write

10、a sentence注意单复数的正确运用Look and write./ R&s，6尸& JoArrxA skoas I /xWs ts Cken JWe &Onaw your* pariTs and wii十。a sen十ccuc_ Draw your T-shirt and write a sentence.(2) Take several pieces of writings to show注意学生书写的规范与单复数的正确运用。Step 5. Homework1 .跟着录音朗读课文两遍2 .在家收拾衣服时试着用英语表达：These are my.This is my./ I want to wear.板书设计Unit 5 My clothesRead and writeare Jo/vnW s/ioes.Look and write.Tkis ts CIgtl Jte s dress .Draw your panTs and wri+e a sentence.六、单元测评设计