四年级(英语)下册《Unit 5》教学设计

2024-06-27

四年级(英语)下册《Unit 5》教学设计（精选6篇）

篇1：四年级(英语)下册《Unit 5》教学设计

PEP小学四年级英语下册Unit5 My clothes 教学设计

Part A Let’s talk, let’s learn, let’s play

一、教材分析

1．本单元学习的主题是有关衣服，与实际生活息息相关。，用英语这门语言来简单地介绍身边事物，情境真实输出语言，所以这个单元安排了衣服主题的内容，了解学生的现实生活，具有现实意义。

2．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，并能表达自己对于某件衣物的喜好。

3．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 John’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。

二、学情分析

1.四年级学生处于一个以具体直观思维为主的阶段，虽然开始可以总结归纳出一些知识，但整体上这种抽象逻辑思维还没有发展起来。他们好奇心，好玩，好动，需要较多外在刺激激发学习，但也在逐渐形成一些内在学习动机。

2.四年级学生经过三年级一年的英语学习，学生学习两级分化较为严重，有些孩子因英语基础不扎实，不敢开口，也不愿意开口，更不愿意举手回答问题，教师需要一些破冰活动，拉近和学生之间的距离。

3.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。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重操练。

三、教学目标

（一）知识目标

1、听、说、认读五个关于衣物的单词：clothes , hat, pants, skirt, dress.2、听、说、认读句型：Are these yours？Yes, they are./No, they aren’t.和Is this John’s? Yes, it is./No, it isn’t.It’s Mike’s.They are Chen Jie’s.3、学习表达喜好的句型：I like ….4、初步了解名词所有格的用法；

（二）能力目标

1、能够通过图片、实物、情景等提示听懂单词clothes , hat, pants, skirt, dress的意义。

2、能够在具体的语境中听懂所学对话大意，并获取关键信息，完成相关听力练习。

3、能够正确模仿对话的语言、语调朗读对话，并能在情景中恰当运用句型Are these yours？Yes, they are./No, they aren’t.和Is this John’s? Yes, it is./No, it isn’t.It’s Mike’s.They are Chen Jie’s.进行交际活动。

4、能够运用句型：I like…简单表述自己对衣物的喜好。

（三）情感态度、文化意识、学习策略目标

1、建立朴素大方的审美观，养成及时整理个人物品的习惯。了解一些服装的英文名称。

2、通过多种听、说活动，培养学生听关键词的听力策略以及良好的听力习惯，同时，鼓励学生大胆开口说英语的习惯，培养学生联系生活实际的交际性策略

二、教学重点

1、能够在具体的语境中听懂所学新单词clothes , hat, pants, skirt, dress.和对话大意，并获取关键信息，完成相关听力练习。

2、能够正确模仿对话的语言、语调朗读对话，并能在情景中恰当运用句型Are these yours？Yes, they are./No, they aren’t.和Is this John’s? Yes, it is./No, it isn’t.It’s Mike’s.They are Chen Jie’s.进行交际活动。

四、教学难点

1、学生能正确使用名词所有格；

2、能够在真实的情景中恰当运用句型Are these yours？Yes, they are./No, they aren’t.和Is this John’s? Yes, it is./No, it isn’t.It’s …’s.They are …’s.进行拓展练习。

五、教学准备

课件，衣服实物，自制教具，单词卡片等

六、教学过程

Step1、Warm-up & Revision 1.Greetings.2.Let’s watch the fashion show.(播放衣服走秀视频)（设计意图：愉快的歌曲和衣服走秀视频的冲击，把学生带入快乐的英语学习情境，吸引学生注意力，引入课题，为本课进一步学习做好铺垫。）Step2、Presentation 1.Lead in(呈现学生及老师穿着五颜六色的衣物照片)Question: Do you like their clothes? 2.Learn the new words(教师拿书包，帽子,鞋子实物，以旧带新)T: What’s is this ? Ss : It’s a hat.It’s a red hat.T: Is this your/my hat ？ Ss: No, it isn’t./ Yes, it is.It’s Miss Yi’s hat.T: What are these？ Ss : They are shoes.T: Are these your shoes? Ss: No, they aren’t.They are Chen Jie’s shoes.3.教师指着学生代表的衣服问其他学生：Is this a skirt/dress？学生回答Yes, it is./No, it isn’t.接着问鞋子，Are these shoes?/pants?学生回答Yes, they are./No, they aren’t.4.教师拿着衣服实物，问学生，Is this yours?/are these yours？引导学生回答。No, it isn’t.5.play a listening game.whisper, pass the words one by one.（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。带着直观实物展示，让学生更容易感知，提升学习效果。）Step3.Listen and match(Show some pictures)1.This is Mike’s hat.2.Those are my pants.3.I like the yellow dress.4.This is Amy’s skirt.5.This is a clothes shop.Step4.Listen and guess（过渡：T：Today, Amy is in the PE class.Let’s go and have a look, OK? Ss: OK.Now let’s listen and guess。What the people are talking about in the PE class?）（播放录音，有必要可以听两遍）

①

1、They are talking about the

②

③

④

Step5.Listen and choose.⑤

（Let’s continue listening，choose the correct answers.）和学生一起读以下选择题后再听。

1.——What time is it？

——It’s___________.A.4:00

B.2:00 2.Amy’s shoes are___________.A.green

B.red

Step6.Listen and answer.(过渡语:OK!Listen the conversation again and answer the questions.1.Are these shoes Amy’s? A:Yes,it is.B:No, it isn’t.2.Whose shoes are these ? A.Amy’s

B.Chen Jie ’s

3.Whose hat is this? A.John’s

B.Mike’s

（设计意图：设计听力相关活动，边学边练，培养学生的听说表达能力。小组自学任务学习对话，培养学生的自主学习能力和合作精神。）

Step7.Listen and imitate.(过渡语：Now let’s listen to the tape and imitate the conversation.词句可以呈现在幻灯片上，并注解汉语，强调学生模仿对话中人物的语气语调去读)

1、Read 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。

2、组内学生两人一组分角色自己朗读表演。

3、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。

（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。）

Step8.Practice

1、pair work

根据图片，同桌完成对话练习

2、根据所给提示创编对话 Step9.Sum-up 教师带读板书内容 Step10.Home work

1、Listen to the tape and read the dialogue听读对话

2、运用所学单词与句型，以小组为单位创编英语对话。板书：

Unit5 My clothes clothes, skirt, dress, pants, hat I like that green skirt/ those pants.Are these yours? Is this Jnhn’s?

Yes, they are.Yes,it is.No, they aren’t.No, it isn’t.

篇2：四年级(英语)下册《Unit 5》教学设计

本课时主要是教学四个形容词colourful、pretty、cheap、expensive, 并学会运用How much is…….? It’s……yuan。学生可以在实际生活学会运用。单词的教学是很枯燥的，学习起来也很无味。考虑到学生的好奇心及求知欲，我设计了不同的游戏和操练方法学习这几个单词。并用How much is…….? It’s……yuan.结合服装让学生在实际生活中使用，从而达到学以致用的目的，以此达到语言教学的真正目的。下面我结合这节课谈谈自己的一些做法和体会。

一、不同方式，教授新课。

小学生对新事物总是充满着好奇，但是保持兴趣却时间不能长久。所以我将本课的内容以不同的方式呈现出来，我采用了图片，实物，甚至是动画的形式，看着多样，其实都是围绕一样的东西，通过这样的方式帮助学生巩固所学习的内容。同时采用了不同的游戏方式，激发学生的好奇心，调动了他们的积极性，以此保持他们学习的兴趣。

二、情景教学，轻松学英语

在本课中，我让学生自己编写对话，并将其展现出来。带来一些衣服，让学生在课堂上进行购买，调动了学生的积极性，让学生动起来，让课堂活跃起来，使英语学习显得不那么枯燥。尤其是最后的小小售货员的游戏，使学习的内容与实际生活相结合的目的，从而达到学以致用的目的。

篇3：四年级(英语)下册《Unit 5》教学设计

1. 能在情境中深刻理解Story time的内容

2. 在Story time的学习过程中掌握单词:seasons、spring、summer、autumn、winter、warm、hot、cool、cold

3. 能听懂、会读、会描述In spring, it is warm./We go boating./We fly kites...

二、教学重难点

1. 能够谈论关于seasons和weather的相关话题

2. 借助图片的帮助,能对不同季节里人们经常从事的活动进行相关的描述

3. 能发现诗歌的韵律美,并乐于去体会、表达

三、教学过程

Step 1:Warm-up and free talk

1.Let’s play

T: Hello, today I bring a funny game for you—Magic eyes. When you see the pictures and the words, say it loudly. When you see the bomb, please say:“Bomb!”OK?

【设计意图】通过此游戏帮助学生复现动作类词组。

2.Listen to the song

T: Do you like singing? Listen! Here’s a song for you.(播放季节歌)

T: What’s the song about? A. Colors B. Seasons C. Time (Choose B)

Ss(跟读): Season, seasons.

T:How many seasons are there in a year?

Ss: Four.

Step 2: Pre-reading

In different seasons, the weatheris different.

1. Look, this is spring.(领读spring) Spring is warm.(领读warm) In spring, it is warm.(拍手说)

板书:spring–warm

2. 同法学习:summer – hot、autumn – cool、winter – cold

【设计意图】在单词的学习过程中,通过新旧单词迁移、语音直拼等方法进行教学。同时不同季节的单词用不同的颜色衬底,使季节与相关颜色联系起来。

3. Chant

In spring,it is warm.

In autumn,it is cool.

In winter,it is cold.

【设计意图】通过简洁的儿歌,帮助学生巩固季节单词和相应的气候特征。

Step 3: While-reading

In different seasons, the weather is different. In different seasons, the children do different things.

1. Watch and choose: What do children do in each season.(播放课文动画)

2. 语法总结教学:In spring, we go boating.(领读boat–boating–go boating)板书:go+Ving

3. 同法学习:go swimming、go chimbing、go skating

4.Read together:(教师板书)

5. T: Among thefour seasons,I like autumn best.Do you know why?(给出选项)Please watch and choose.(边播放秋天活动教师边口述)

T:What do I do in autumn? (have pienies)

6.Chant

It’s an autumn day.

Hurry,hurry,hurry,hurry.

Autumn day,

Let’s have picnics.

Let’s go climbing.

Hurry,hurry,hurry,hurry.

On an autumn day.

【设计意图】相对而言,秋季的活动较难,教师以自己最喜欢的季节为秋季进行图文并茂的描述为例,为其它季节的学习做好示范。

Step 4: Consolidation

1. T: Seasons are beautiful, seasons are readable,too. Let’s enjoy the poem about the seasons.

(1) 课文朗读小提示;(2) 四人小组朗读;(3) 同桌缺词填空配乐朗读

【设计意图】学生运用已经学过的动词来替换课文中的单词,由课内向课外延伸,真正做到学以致用。

2. We do lots of happy things in each season.In spring, we ... So enjoy the seasons, enjoy your life.

3. Let’s talk and write: Hi, autumn! You are cool. I/Wepickapples and have picnics. I love you!(给出图片、词组提示)

【设计意图】由听、说、读过渡到写,对学生的英语学习进行多感官的操练。

四、教学反思

1. 本节课教学容量大、词汇多,细细数来有四个季节词、四个气候特征词、八个动作词组。因此,在有限的时间内采用哪种方式能使学生在情景中充分理解和掌握教学内容显得至关重要。这节课,笔者就是通过朗朗上口的儿歌来突破教学的难点。在季节与相应的气候特征词教完后,随即创设了“In spring,it is warm.”的句式来巩固。针对动作词组既长又难读的问题,教师便以My favourite season is autumn为例进行了图文并茂的描述,并以韵律极强的儿歌来强化,不仅简化了教学难点,也使学生对英语诗歌产生了很大的兴趣,同时为其它季节的学习做了很好的示范。

2. 这节课围绕重点,从看图、听音、练说、读诗、编话等方面对学生进行训练,充分调动学生的各种感官来学习英语,符合新课程的理念。

篇4：四年级(英语)下册《Unit 5》教学设计

教材地位与分析，我今天说课的内容是：八年级下Unit 4 Why don’t you talk to your parents？ Section B（1a-1e）部分，人民教育出版社，2013年10月第一版，2013年第一次印刷。是新目标的新版。本单元教材以“谈论问题及给出建议”为中心话题，围绕着“为什么不……”进行。学习和运用几个常见的句型：why don't you talk to your parents？ my parents don't allow me to hang out with my friends， I can't get on with my friends等。本节课 SectionB 部分进一步拓宽了本单元的话题内容，主要是探讨如何通过各种活动来减轻压力，如何面对压力，通过听、说、读、写训练，要求学生学会描述困难，表达建议。

二、说教学目标

1.语言知识目标（1）指导学生掌握和熟练运用重点词、短语，play sports/hang out with friends spend time alone /give sb a lot of pressure/ have enough free time have a fight with sb/compete with sb （2） why don't you… ？句型的熟练掌握运用。

2. 语言技能目标（1）学生能根据实际情境需要真正开口讲英语。（2）通过听、说、读、写训练，能够谈论问题并给出相应建议。

3.情感目标（1）培养学生要爱学英语、爱说英语、想说英语，对英语学习产生兴趣和热情。（2）通过本课的学习，培养学生善于表达自己的问题，并能积极主动地找到解决的办法。

三、说教法

为了充分以学生为主体的课堂教学，并考虑到学生认知特点和年龄特征，我主要采取了如下几种教法：

1.听录音。听音是英语学习的重要方法，也是课堂教学的重要步骤。在听中可以感知，可以模仿。

2.重点解释，个别操练。在每一堂教学中，学生总会遇到一些难以理解的词、句型、短语、句子或某一语法现象。如本课出现的why don't /not you …？句型的用法等都需要个别解释甚至创设语言情境进行操练和举例，以扫除自由交际过程中的障碍，为语言的进一步学习奠定基础。

3.师生完全可以根据当时的实际思路创造性地交流，这种教法是实现语言知识向语言能力转变的途径。

4.学生分组合作。首先要求学生根据师生示范独立对话，随后叫几组分别站起来表演。 5.设计填空和单项选择，以检查学生对本课单词，短语，句型的掌握情况。

四、说学法

1.养成听的习惯。学生要经常听录音，听教师讲英语，听同学们讲英语，这对学好英语很重要。

2.要学会在实践中学，在应用中学，这样学来的知识记忆深刻、灵活度大。

3.及时巩固，反复记忆。凡教师在课堂上所讲到的语言难点，学生应及时整理，再次认识并积极使用。对前面已学过的课文，学生要有安排地经常复习，否则常常是学了新的，忘了旧的。

4.积极操练，重在口头。在课堂上，学生要积极参与教师设计的每个教学活动，要大胆开口，创造性地说自己想说的话。课后和其他同学及时进行英语交流。只有这样，才能将书本知识变成自己的知识和语言能力；也只有这样，才能实现脱口说英语的目的。

五、说教学程序

1.出示教学目标。让学生明确今天这节课所要学习的内容，做到胸有成竹，心中有数。 2.warming up.激活学生原有的语言知识，为将要学习的新语言打基础。What’s wrong with the girl？ She’s too stressed out. What should she do？ Can you give her some advice？

3.Discussion What did you do after school？ Do you have stress in your life？ How do you relax yourself？

4.口语训练 What problems do you have？让学生分别说出自己生活中或在学校和家里的烦恼，训练学生的口语交际能力。

5.情景交際操练。面对生活和学习中如此大的压力，我们应该怎么办？畅所欲言，大胆说英语。 How to lower your stress？（give your advice.）

6.重点句型积累。 Why not/don’t you do …？ Will you please…？ Would you please/like to do…？ How/What about doing…？ Could you please…？ You should/could do…？

7.听力训练。（1c，1d）学生通过听力训练，能听懂话题大意，捕捉关键信息，并能针对问题给出合理的建议。

8.Group work（小组活动）通过实际交际活动问题，能够提出合理的建议。

9.当堂检验及时检查学生的学习效果，查缺补漏，趁热打铁。

10.布置作业（1）口头作业：记今天学过的新词，短语及句型；预习明天的新课。（2）书面作业：《学练优》同步训练—page24（1，2）

板书设计

Unit 4 Why don’t you talk to your parents？

Section B（1a-1e）

hang out with sb. my parents give me lots of pressure.

spend time alone. why don't/not do…？

give sb lots of pressure You should/could do…？

篇5：四年级(英语)下册《Unit 5》教学设计

Sections Links Steps Activities Time Evaluation

Let me know Review Warm up 1.Greeting

2.Enjoy a song

”This old hat” P54

Review Flash pictures of the school things on the PPT.

To review the singular and plural nouns.

Lead in Show the pictures of clothes quickly and say:

This is green/yellow....

These are white/blue....

Overview Task assignment The lost and found activity

Explisit objectives 1.Important words:yours,hat

2.Important sentences:

--Are these yours?

--Yes,they are./No,they aren’t.

--Is this John’s?

--Yes,it is./No,it isn’t.It’s Mike’s.

3. To guide students to correctly use the noun possessive.

Presentation Lead in and review 1.Show some pictures of clothes,Let Ss tell the names of these clothes.

2.Take out some the school things or clothes and ask (bag,pencil,book,shoes...)

--This is ....

--These/Those are....

Presentation 1.Show a picture of Chenjie’s shoes and ask:

T:These are ...shoes.

T:Are these yours,...?

S:No,they aren’t

2.Let Ss guess whos the owner of it, Guide the student to use the sentence:

T:Whose shoes are those?

S1:--Are they...’s?

S2: --Are they...’s?

T:They are Chenjie’s.

Let Ss pronunce the word yours according to the hint of phonics.

Eg:four-pour-your-yours

3. Presents several items of students,Let Ss make the new dialogue:

S1:Are these yours?

S2:No, they aren’t. They are..’s

4.Present a picture of a hat.

T:What’s this in English?

T:Whose hat is this?Is this ...’s

Ss:No,it isn’t.It’s Mike’s.

Let Ss pronunce the word yours according to the hint of phonics.

Eg:bad-fat-dad-hat

5. Presents several items of students,Let Ss make the new dialogue(schoolbag,storybook...)

S1:Is this yours?

S2:Yes,it is.

S1:Is this yours?

S2:No,it isn’t.It’s ...’s

Let me try Engagement Individual work 1.Show the picture of the dialogue,Just Listen .

T:Who are talking?

2.Listen again and answer

T:What are they talking?

Show the first picture of the dialogue

S1:It’s ....It’s time to go home.

Show the second picture of the dialogue

T: What did teacher and Amy say?

S2:Are these yours?

S3:No, they aren’t....They are...’

Show the secind picture of the dialogue

Show the third picture of the dialogue and talk.

Pair work 1.Read the dialogue in pairs

Group work The lost and found activity by using the following sentences:

Are these ..../yours?

Yes,they are./No,they aren’t.

Is this ....’s?

Yes,it is./No,it isn’t.It’s....’s.

Let me do Summary Task fulfillment Present the task to see how well we can fulfill the task

Feed back

Summary

After-school activities 1.Listen and recite let’s talk on page 48.

Period 2

教学内容：PEP4 Unit 5 My clothes A Let’s learn&Let’s do (Book4)

Sections

部分 Links

环节 Steps

步骤 Activities

活动 Time

时间 Reflection

教学反思

Let me know

让我明白 Review复习Warm up

热身 1.Let’s sing “colour song”

2. Speak out the words you hear.

To review what we have learned about colours.

3. To produce color card, students read the words

4. Students introduce their item color.

Review

复习

Lead in

导入 Show some pictures and introduce with the colour.

This is a green/blue....

These are white/yellow....

Overview概述 Task assignment

布置任务 Hold a fashion show in groups.

Explicit objectives

明晰教学目标 1.Important words:

hat,pants,dress,clothes.skirt,dress

2.Important sentences:

--I like this/that/these/those ....

3.Ss can describe the clothing with colours.Review the words of colors: red, green, yellow, blue, black, brown, white, orange, etc.

Presentation 呈现 Review

复习1.Present a picture and say:

T:Amy and Sarah are at a shop.What kind of shop is it? Is it a bookstore?

S:No, it isn’t. It’s a clothes shop.(引导学生回答)

Teach the word of clothes.(Say out the name of the clothes)

2.Show a picture of skirt. Ask

T:What colour isit?

S1:It’s ......

T:What’s this?

Teach the new word,

T: It’s a skirt. A green skirt.

Look at the picture and listen, Recognizing clothes by color. Let Ss pronounce the skirt according to the hint of phonics.

eg:skirt-skate-sky--bird-girl

Do together with the students: Wash your skirt.

T:I like that green skirt, How about you?

S1:I like....

2. Show a picture of dress,

T:What colour isit?

S1:It’s ......

T:What’s this?

Teach the new word,

T: It’s red dress. A red dress.

Look at the picture and listen, Recognizing clothes by color. Let Ss pronounce the dress according to the hint of phonics.

eg:dress-drink

Do together with the students: Hang up your dress.

T:I like this red dress, How about you?

S1:I like....

Teaching words in the same way:hat

3. Show a picture of dress,

T:What colour is it?

S1:it’s......

T:What are these?

Teach the new word,

T: These are pants. Do you like these pants?. (Show the different style of pants)

Look at the picture and listen, Recognizing clothes by color. Let Ss pronounce the pants according to the hint of phonics.

eg:pants-apple-ant-pants

Do together with the students: put away your pants.

T:I like these purple pants, How about you?

S1:I like....

4. Learn to read the words:

skirt:

hat:

dress :

pants:

How many letters in the word long? What are they? And how many sounds? What are they?

Lead in

导入

Presentation

呈现

Let me try

让我尝试

Engagement 操练 Individual work

个人活动 .1.listen and repeat.

2.Read these words

skirt:

hat:

dress :

pants:

Pair work

双人活动 1. Ask the students as a model,and Ss can use the sentences to describ.

Her name is ....She is tall and thin.

Her skirt is yellow.

2. Bring the laundry in

It’s going to rain in 10seconds,please bring the laundry in!(将单词卡贴在黑板上，学生在10秒内快速说出卡片单词)

3. Let’s do

The students listen to the instructions and do the action.

Team relay to complete the let s do.

Group work

小组活动 Introduced their own clothes color. and introduce oneself to like the color of the clothes in groups.

Let me do

让我做 Summary 总结 Task fulfillment

完成任务 Present the task to see how well we can fulfill the task

After-school activities

课外活动 1. Do Let’s do on Page 49. First listen and do. Then say and do.

2. Listen and repeat Let’s learn on page 49 1’

Period 3

教学内容：PEP4 Unit 5 My clothes A Let’s Spell&Story time (Book4)

Sections

部分 Links

环节 Steps

步骤 Activities

活动 Time

时间 Reflection

教学反思

Let me know

让我明白 Review复习Warm up

热身 1.Greeting

2. Let’s chant page 40

3.Free talk

A:Are these yours?

B:Yes,they are.No,they aren’t....

Review

复习

Lead in

导入

Overview概述 Task assignment

布置任务

Explicit objectives

明晰教学目标 1. Ss are able to perceive and induction of le in the word pronunciation rules.

2. Ss are able to listen,readand write the following words:apple,people,table.

3.Students can read the words conform to le pronunciation rules

Presentation 呈现 Review

复习1.Greeting

2.Let’s chant

Or [?:][?:][?:] horse,fork,world,homework

Or [?:][?:][?:] door,more,floor,nor,order

3. Show some words with or:

Horse, fork, homework, world ,born

4.Draw an apple On the board and ask:

T:What do you see?

Ss: An apple. (Guide the student to spell)

/?/-/p/-/l/--/ ?pl/

5.Draw a table under the apple,ask:

T:Where is the aplle?

Ss:It’s on the table.

/t/-/ei/-/b/-/l/----/teibl/

6.Show two apples,and say:

T:This is a big aplle. This ais a little apple.

Who is looking at the apple?present the word:people.

/p/-/i:/-/p/-/l/----/ pi:pl/

7.Let’s chant.

8.Guide the student to inductive le pronunciation rules

Lead in

导入

Presentation

呈现

Let me try

让我尝试

Engagement 操练 Individual work

个人活动 1. Read,listen and chant

2. Read,unserline and listen.

3. Look,listen and write.

Pair work

双人活动 1.Produce some words with le:

Uncle,little,table,smile,vegetable,...

2.Ss find out more words with le.

Presents some of the words, both of which are located in le words, let Ss read.

eg:leg,uncle,let,apple,led,people,left,table,lens

Group work

小组活动 1.Making sounds:两组各派一名代表扮演-le,其他同学分别扮演一些辅音字母：d,t,b,p,v,s...任选一个，师范读，如：b,-ble.

看谁先站在本组的-le后面。

2.拆音游戏：如：apple,请小组学生说出单词包含的因素：/?/-/p/-/l/

After-school activities

课外活动 1. Write more words with le,then read them.

2. Listen to the story on page 55 1’

Period 4

教学内容：PEP4 Unit 5 My clothes B Let’s talk&Let’s find out (Book4)

Sections

部分 Links

环节 Steps

步骤 Activities

活动 Time

时间 Reflection

教学反思

Let me know

让我明白 Review复习Warm up

热身 1. Greeting

2. Let’s sing:This old hat

Let’s do:P49

Let the Ss review the words of the clothes.

Review

复习

Lead in

导入

Explicit objectives

明晰教学目标 1. The students can listen, read the following sentence patterns: Whose pants are those? They r e your father s Whose coat is this? It s mine.

2. Ss Can be used in the actual situation above sentence patterns to describe others or their own clothes.

Presentation 呈现 Review

复习1. Guessing game: the Ss are close your eyes, and a child to describe her own clothes, you guess who he is.

2. Show some clothes, to review the words and sentence patterns:

What are they?—They are...

1. Show a coat, let the Ss guess who is it.

T:“Whose coat is it?”

S:It’s ....’s.

Show me some clothes: skirt, hat,dress. Let Ss practice the sentence pattern.

2. Show a pair of shoes, let the Ss guess who are they.

T:“Whose shoes are they?”

S:They are...’s.

3. Show a picture of Sam wearing a coat and let Ss guess

T: Whose coat is it ?

S1:It’s father’s.

S2:It’s mother’s.

Present the word:coat, Let Ss pronounce the pants according to the hint of phonics.

eg:coat-goat-boat-load-foal

Listen to the video,and answer.

Whose coat is it?

Whose pants are those?

Lead in

导入

Presentation

呈现

:Let me try

让我尝试

Engagement 操练 Individual work

个人活动 1. Teachers play the courseware, let the children watch the story, understand the content. Let the students imitate the tone of characters in the story by watching them say.

2. Role to the courseware dubbing,

group practice and performance

Pair work

双人活动 1. Lets find out: two people a group said Monday.

2. Put the children some of the clothes in the platform, let the child description, description can retrieve correctly.

3. Yes or no: Let children blindfolded, touch the table clothes guess, These are my ....

After-school activities

课外活动 1. Listen to page 51 Let s talk part of the tape

Period 5

教学内容：PEP4 Unit 5 My clothes B Let’s learn&Let’s find out (Book4)

Sections

部分 Links

环节 Steps

步骤 Activities

活动 Time

时间 Reflection

教学反思

Let me know

让我明白 Review复习Warm up

热身 1. Greeting

2. Let’s sing:This old hat

3. Let’s do:P49

Review

复习

Lead in

导入 1. Review the words of the clothes

Overview概述 Task assignment

布置任务 We are going on a trip. What do you want to wear? Choose , colour and say.

Explicit objectives

明晰教学目标 1. Ss are able to read these words: pants socks,shirt,jacket,sweater.

2. Students are able to read the plural form of the word.

3. Learn to use words plural form description of clothes

4. Ss can connected to a plural noun with are

Presentation 呈现 Review

复习1. Revie the words of colours.

2. Talk about your clothes. Ss Introduce your own clothes color, style.

3. Show some clothes,ask and answer.

T:Whose hat is it?

S1:It’s ....’s

T:Whose pants are these?

S2:They are ...’s.

T:What colour is the hat?

S1:It’s.....

T:What colour are they?

T:They are....

1. Show a picture of Let’s learn

Sarah are going on a trip. What does she want to wear?Guess!

S1:I think she wants to wear....

Let the students say some names of clothes.

2. Where is/are the skirts/hats/dress..?

Let the students point out on stage.

3. Present the words:jacket.

Where is the jacket? Let Ss pronounce the jacket according to the hint of phonics.

eg:jacket-John-black

T:What colour are the jackets?

S:They are ....

Let the students pay attention to the end of the “s”

4. Where is the sweater?

Present the words:sweater. Where is the sweater? Let Ss pronounce the sweater according to the hint of phonics.

T:What colour are the sweaters?

S:They are ....

5. Teach the new words in the sam

e ways.(coat,shirt,socks,shorts)

Lead in

导入

Presentation

呈现

Let me try

让我尝试

Engagement 操练 Individual work

个人活动 1. Listen and read these new words.

2. What does Sarah want to wear?

I think she wants to wear....

3. Listen and say.

Pair work

双人活动 1. Listen and point.

S1:Where is the coat?

S2:Where are the pants?

One student say, another student point out .

Group work

小组活动 1. We are going on a trip,What do you want to wear?Choose and colour in groups.

Let me do

让我做 Summary 总结 Task fulfillment

完成任务 I want wear my blue pants....

After-school activities

课外活动 1、Read on page 52.

2、Introduce their own clothes to your parents.

Period 6教学内容：

PEP4 Unit 5 My clothes B Read and write &Let’s check(Book4)

Sections

部分 Links

环节 Steps

步骤 Activities

活动 Time

时间 Reflection

教学反思

Let me know

让我明白 Review复习Warm up

热身 1. Greeting

2. Let’s sing:This old hat

Review

复习

Lead in

导入 1. The end of the trip,Sarah is packing her clothes.What kind of clothes is Sarah’s.

Overview概述 Task assignment

布置任务 Clothing display

Explicit objectives

明晰教学目标 1. Ss can use and write the following sentences:

This is... These are...

2. Ss can sing the songs in ‘Let s sing’.

Presentation 呈现 Review

复习1. Greeting

2. What’s missing

Review the words of clothes.

3. Clothing display

Talk about your clothes. Students show. Review the sentence pattern.

A: Look! These are my ....

B: What colour are they?

A:They’re....

B: Are those your...?

A: Yes, they are.

4. Ss look at the picture,Listen and circle .

5. Read the passage and answer the questions.

Lead in

导入

Presentation

呈现

Let me try

让我尝试

Engagement 操练 Individual work

个人活动 1. Read the passage .

2. Write the sentences.

3. Draw your clothes and write a sentences.

4. Let’s check

Group work

小组活动 1. Look and match

Student shopping for clothes,and use the sentence pattern.

A:What are these?

B:These are yellow pants.

A:I like red pants.

B:Here you are.

Let me do

让我做 Summary 总结 Feed back

教学反馈

After-school activities 1. Sing the song for parents.”This old hat”

2. Tell a story for parents

篇6：四年级(英语)下册《Unit 5》教学设计

第一课时

杨家小学郭万玉

概述：

PEP小学英语四年级下册Unit 5 My clothes.本单元共需六个课时，本单元主要学习服装名称及单、复数的使用习惯。如：clothes, pants, hat, dress, skirt, coat, sweater, sock, shorts, jacket, shirt …等。并能够运用句型，如： Are these yours? 及答语：No, they aren’t.本节课是第一课时。在课堂教学中，教师要使教学内容生活化，结合学生的实际情境，使学生口语练习生活化，交际化，从而达到学以致用的目的。

设计理念：

在跨越式理论指导下，以言语交际为中心，借助现代信息技术，努力为学生创设理想的英语学习环境，提供丰富的网络资源，倡导体验、实践、参与、交流与合作的学习方式。倡导任务型教学，把语言综合运用能力的培养落实在教学过程中。面向全体学生，突出“以人为本”的素质教育理想，使语言教学的过程同时成为提高人文素养、增强实践能力、培养创新精神的过程。

教学目标：

1．知识目标

能根据实际情况提问有关衣服的问题并能做出相应的回答。

2．能力目标

能够在具体的语境中使用句型Are these yours? No, they aren’t.3．情感目标

结合实际生活，创设真实情境，激发学生学习兴趣和热情，提高学习的积极性和主动性，增长课外知识，激发学习热情。

学情分析：

由于学生是四年级学生参加跨越式教学已经有三学期多了，他们已经适应了跨越式课堂模式，听说能力都比较强。乐于感知，模仿习得英语。学生对衣帽类的单词在去年有所学习，所以本节课巩固旧知的同时进一步拓展与话题有关的更多知识，来满足学生对知识的所需。

教学重、难点：

教学重点：句型Are these yours? No, they aren’t.Is this …? No, it isn’t.教学难点：指导学生正确使用名词所有格。

教学策略：

由于四年级学生已学习英语三学期多了，读与说的能力相对较好，因此在教学过程中

采用语言交际的教学策略，通过角色扮演、情景创设、教室内真实的辅助性教学资源提供等,多种方式，激发学生学习积极性，帮助学生领会对话内容，提高学生的语言交际能力。

教具准备：

1．教师自制PPT

2．跨越式课题组提供的拓展资源。

教学过程：

一、Warm-up/Revision(5minutes)

1、Let’s sing

教师播放歌曲《This old hat》。

【设计意图：让学生唱熟悉的歌曲，既能激发学生的兴趣，又能营造英语氛围帮助学

生进入学习英语的环境中。】

2．Free talk.(划线单词可以替换）

A: What’s this?

B: It’s a …

A: What colour is it?

B: It’s …

Practice in pairs.One or two group show us.【设计意图：老师示范，然后师生交际，最后生生交际。复习旧知识，起到温故知新的作用。】

二、Presentation(15minutes)

1．教师在PPT上展示一个钟表，教师说：Look, What’s the time? 学生可以回答：It’so’ clock.教师又在PPT上一张放学情景的图片说： It’s time to go home.从而引入本课的主题。

【设计意图：通过PPT展示图片可以降低学生学习的难度，也可以激发学生学习的兴

趣。】

2.教师又在PPT上展示了鞋的图片说：What are these?教师示意让学生做出回答：

They are shoes.紧接着教师又在PPT上展示了两双鞋图片，在绿颜色的鞋图片下面标有my shoes.然后教师指着棕色的鞋子问学生：Are these yours? 教师引导让学生做出回答：No, they aren’t.My shoes are green.用同样的方法教授单词hat.以及句型：Is this …? No, it

isn’t.It’s …

【设计意图：通过PPT展示不同的图片可以快速的练习句型：Are these yours? No, they

aren’t.Is this …? No, it isn’t.It’s …】

3.教授Let’s play 部分的内容。教师让学生首先拿出自己的学习用具，教师和一名学

生先做示范。然后再让其他学生进行俩俩练习。

【设计意图：通过Let’s play.部分内容可以进一步巩固所学新句型。】

4.对话练习(modelpair workfeedback)

A: What’s this?A: What are these?

B: It’s a …B: They are …

A: What colour is it?A: What colour are they?

B: It’s …B: They are …

A: Is this …?A: Are these …?