C教学实录

PEP Primary English Book 4 Unit 5 Clothes 教学设计

三、教学内容框架设计

第四课时

B Let’s learn 教学目标: 1. 知识目标

词汇：学生能听、说、读、写单词coat, shirt, jacket, sweater, shorts, socks. 句型：学生能听、说、认读句型Where are my new socks? What colour are they? White.

2. 能力目标：能够熟练运用所学句型及词汇就衣物的位置和颜色展开问答。

3．情感态度与价值观：通过创设为旅行打包衣服的课堂活动，帮助学生养成根据实际情况准备衣物的生活习惯。

教学重点：能够听、说、认读句型单词coat, shirt, jacket, sweater, shorts, socks.

并能就衣物的位置和颜色展开问答。

突破策略：本节课在热身和呈现环节以旧知识引新知识，通过复习颜色的词汇和Part A部分的词汇，引出本课的新单词和句型。在巩固环节，则通过创设旅行打包的真实语言环境，调动学生学英语用英语的积极性，学生在小组的讨论中不知不觉地就把语言知识运用起来。

教学准备：录音机、磁带、单词卡片、课件、实物衣服

板书设计：

Unit 5 Clothes

B Let’s learn

Where are my new socks?

coat

shirt

jacket

sweater

1

shorts

四、教学过程

教学步骤

Step 1

Warm-up

教

学

Step2 过Presentation

程

1. T show some 1. Ss learn the clothes on the new words. teacher’s desk, and 2. Ss chant and ask the Ss :What can do the actions you see? Is this a…? with T. Are these …? 2. Let’s do. T creates

a new chant with the new words.

教师活动

1. Greetings. 学生活动

活动目的

2. Sing the song 学生通过唱颜色歌，复习了颜色词汇，为本节课描述衣物的颜色做好准备。

1. 教师将一些衣服鞋帽放在讲台，引导学生在复习A 部分的衣服词汇的基础上，继续学生新的衣物，以旧引新。

2. 教师以Let’s do 的节奏为载体，以新学词汇为内容，通过吟唱的方法帮助学生巩固新学单词。

2. Sing the colour with teacher song.

1. Listen and number. 1. Ss listen to 1. 学生通过听音标the tape and 号，突破单词的音和意。

Step3 Practice

2. Listen and repeat. 3. Look and say. T number have the Ss discuss in 2. Ss listen to 2. 学生通过听音跟groups what should the tape again 读，掌握各种衣物的they wear in different and repeat. weather conditions. 正确读音

3. Ss discuss in 3. 教师指导学生谈论groups 在不同天气下该穿什么衣物。

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Step4 1. Pack for your 1. Ss discuss in 学生在讨论不同的天trip.You are going on groups about 气下该穿什么衣服Consolidation

a trip. What do you what they want 后，继续讨论去不同want to wear? T have to Ss choose wear if 的地方旅行该带什么their they’re going on 衣物，由于每个小组的旅行目的地及气候package according to a trip. their trip destination. 2. Ss show their 不同，同学们在讨论过程中，既运用了新学的词汇和句型，又学习到打包行李的知识

2. T have some Ss package. show their package.

Step 5 Homework 1. Summary. 1.Ss summarize 课后作业是让学生自2. Choose a place what they have 己选择最想去旅行的where you want to go learnt with the 目的地，并把要带的and pack for your trip help of the 衣物写下来，开放性的作业更能激发学生的学习主动性

teacher.

第五课时

B Let’s talk 教学目标: 1. 知识目标

词汇：学生能听、说、读、写单词whose, coat, mine, pants 句型：学生能听、说、认读句型Whose coat is this? It’s mine.

Whose pants are those? They’re your father’s.

2. 能力目标：能够在图片和教师的帮助下理解对话大意

能够在情景中运用句型询问并回答某物属于谁Whose coat is this? It’s mine. Whose pants are those? They are your father’s.

3．情感态度与价值观：通过创设找衣服、认衣服的课堂活动，帮助学生养成爱收拾衣物的生活习惯。

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教学重点：能够听、说、认读句型Whose pants are those? They're your father's. Whose coat is this? It's mine. 突破策略：本课的教学难点是两个特殊疑问句的理解和问答，为了让学生更好地理解和运用这两个句型，教师事先做好了充分的词汇、句型准备，并大量地操练了学生的听说朗读能力。最后，教师创设“失物招领”的情景，要求学生用新学的句型找回他们的物品，提高了学生用英语解决问题的能力，突破了难点。

教学准备：录音机、磁带、单词卡片、课件、实物衣服

板书设计：

Unit 5 Clothes

B Let’s talk

Whose coat is this?

It’s mine.

Whose pants are those?

They’re your father’s/

四、教学过程

教学步骤

Step 1

Warm-up

教师活动

1. Greetings. 2. Let’s do.

学生活动

活动目的

1. Do and chant 学生通过唱唱跳跳很to the music.

快活跃起来，并复习了相关的衣服单词。

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教

学

Step2 过Presentation

程

1. T shows a pair 1. Ss guess of pants and a coat whose pants are to lead in the those and whose sentences coat is this. “Whose pants are those?” and 2. Ss watch the this?”

the questions.

1. 教师通过实物和语境呈现句型，为学生理解课文对话打下基础。

2. 教师通过播放本课视频，帮助学生理解并“Whose coat is flash and answer 掌握本课对话的大意。

2. T plays the flash

of the text and asks questions: Whose pants are those?

Whose coat is this?

1. Role play. 1. Ss role play in 学生在理解的基础上group of three 展开生生对话及角色Step3 Practice

2. Let’s find out.

2. Ss ask and 扮演，在真实语境中answer partners. with 听、说、认读对话。由于课文是一个有趣的小故事，可以给每组发一件大人穿的衣服或帽子，让学生在表演时穿戴

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Step4 1. Lost and 1. Ss who can 教师创设“衣物认领”的their 真实语境，学生在此语Found(失物招领). describe puts Consolidation

T some clothes right can 境下通过描述自己的to the 衣服和回答问题，很自然地运用了本课的重clothes of Ss’ on come the teachers’ desk.

teachers’ desk.

2. Yes or No. T 2. Ss who can 点句型。

asks questions answer T’s “Whose pants are question can take those?” “Whose their back. 1. Ss summarize 课后作业是让学生大the what they have 声朗读课文并和同伴aloud learnt with the 演出来，鼓励优等生创of the 编新的对话

clothes coat is this?”

Step 5 Homework 1. Summary. 2. Read dialogue twice and act it out help with your partner.

teacher.

第六课时

B Read and write

教学目标: 1. 知识目标

句型：学生能听、说、读、写句型These are John’s shoes. This is Chen Jie’s dress

2. 能力目标：学生能够阅读短文，并根据图片选择肯定或否定回答

学生能够规范书写句子，并能仿写一个句子

3．情感态度与价值观：通过阅读短文以及规范书写句子，培养学生对英语阅读的兴趣以及规范书写句子的习惯

教学重点：能够读懂短文并根据图片选出正确的答案

能够规范书写并仿写句子

突破策略：阅读是语言输入的有效方式，而学生产生语言输出主要通过说和写。本节课遵循先输入后输出的学习规律，在保证学生得到大量可理解的语言输入后，引导学生开口说、动笔写，使学生的综合语言能力得到提高

教学准备：录音机、磁带、单词卡片、课件、

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板书设计：

Unit 5 Clothes

B Read and write

These are John’s shoes.

This is Chen Jie’s dress.

四、教学过程

教学步骤

Step 1

Warm-up

教

学

过Step2

Presentation 程

1. T shows a picture 1. Ss look and about summer camp answer

and asks the Ss: Who 2. Ss watch the are they? What are flash. they wearing? 2. T plays the flash of 3. Ss read the text the text and explain and the new words 3. T ask the Ss to

read the text by themselves and finish the exercises. 4. Check the answers.

finish exercises. 教师活动

1. Greetings. 2. Let’s do.

学生活动

活动目的

1. Do and chant to 学生通过Let’s do，the music.

进一步巩固前两节课学习的衣物名称，为本节课的阅读任务做好准备。

1. 教师展示夏令营闭幕式的图片，引导学生观察并回答问题。

2. 教师播放本课视the 频，并对其中的句子进行简单讲解，帮助学生理解短文大意。

3. 学生自己阅读短文并完成练习

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Step3 Practice

1. Listen and repeat. 2.. Look and say. T guides the Ss to talk about the clothes using the sentences is…”

1. Ss listen to the 学生在正确朗读课tape and repeat. 文后，教师引导学2. Ss describe the 生根据课文内容用owner of the 句型“These

are ...”

“These

are ...”

“This clothes using the “This is…描述图中物sentences “These

品的主人

are ...”

“This is…

Step4 1. T ask the Ss to talk 1. Ss write the 教师引导学生观察about the picture of sentences in their 图片并说一说，然后指导学生正确规Consolidation

John and Chen Jie copy book. and write on the 2. Ss draw their 范的书写英文句the clothes and write 子，最后学生自己a sentence about 动笔画画写写，内it.. 化了本课的重点。

sentences blackboard. 2. Draw and write

Step 5 Homework 1. Summary. 1. Ss summarize 课后让学生画画他2. Draw your favorite what they have 们最喜欢的一套衣clothes and write learnt with the 服，并用句型“These

of the are ...”

“This is…写三句话描述，进一步巩固了这两个句型

three sentences using help the pattern “These

teacher. are ...”

“This is….

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