Unit 5 It’s my skirt第一课时教学设计

教学内容：Unit 5，Book Ⅲ(1) 课前反思：在四单元的学习中，学生掌握了Whose foodball is it? 句型及问答，有利于本课的学习。

教学目标：

知识目标：

1、To enable students listen,read and use the sentences:This is not your skirt.Your skirt is on the bed. 2、To make students listen,read and write the words:skirt,shirt ,jacket and on the bed. 3、The pronunciations of the letters Ss and Zz. 能力目标：

1、Through listening, reading, role play, making dialogues students can listen，read and act out the dialogues even to recite the context.

2、Through learning the whole text,we can let the students write a little composition about themselves according to their learning in the class.

情感目标：

Let students help each other.

教学重点：

To make students use the sentence: … is on the bed to describe the position of the things. 教学难点：

The difference of the word skirt and shirt. 教具准备: word cards, courseware，books, teaching tools.

教学时间：2课时

教学流程：（14步）

一、复习检测（kite, robot, toy car, his football）

二、新课传授

1.巧妙导入：T: Wow! Look! There are two skirts on the bed. Whose sikrt is it?(Show students a ppt and let them find out the important words and sentences through the ppt) 2.引出主题：T:Look! It’s my skirt. Her skirt is on the sofa.(Show today’s title--- It’s my skirt) 3.解决难点：

一、Words and Sentences Study （1）. T: There are 2 skirts…

Ss: On the bed. T: Yes, you found them.But whose skirts are they? S1: It’s my skirt. T: What color is your skirt? S1: Red. S2: This is not your skirt. It’s my skirt. Because my name is on it. T: Yes. It’s S1’skirt. The blue one is yours. Here you are. （2）. T: Wow! What’s on the sofa? Ss: Shirt. T: This is not my shirt. Whose shirt is it?

S1: It’s my shirt. （Show students some other shirts and try to let them use the sentence: It’s my…）

（3）. T: It’s a little cold outside. I should wear a jacket. Read after me. Practice the word in different sentences. T: Whose jacket is it? It’s …’s. T: What color is your jacket? T: Where is your jacket? （4）. T: It’s on the bed. （5）. Try to pratice more positions with the phrases. 4.听音感知： T: There are two girls.They can’t distinguish their colthes. Listen to the tape and try to choose the clothes you’ve heard.

5.默读初始： Read silently and fill in the blanks in groups. 6.朗读探知：Read loudly and answer the questions. 7.听音跟读：Listen and try to read after the tape. 8.角色朗读：小组读、男女读、开火车读、领读、师生对读、角色读。

9.留白处理：留白读，去掉文中关键词让学生填空读。

10.短文示范：T: I have a composition about my clothes:

My clothes This is my wardrobe. It’s very big. This is my skirt. It’s yellow and white. That is not my shirt. It’s my sister’s shirt. It’s very big. How about your wardrobe? Do you want me to have a look? 11.学生仿写：(Students can imitate it and try to write it down.)

12.课堂小结：

Today we learn the text and the words. 13.布置作业： Assignment of Homework Ask the students to recite the lesson after class or they can read the text to their parents. 14.情感升华： After learning the text, we should help each other. 板书设计：

This is not your… skirt, shirt jacket It’s my … on the bed 课后反思：

After the class,most of the students can grasp the text, they can read the text fluently. In the class,they are very happy to learn English through the new teaching model .The students’enthusiasm is increasing!