文档内容
Unit 5 My clothes
Part B Read and write-Part C Story time 教学设计
单元 Unit 5 课时 第 6课时
1. 能够读懂短文，在语境中理解pack, wait的意思，能正确地朗读短文。
2. 能在不同的泛读和精读任务中理解物品的归属、进行颜色区分及细节信息填
空，提升阅读能力。
学习 3. 能够在完成一系列听、说和阅读任务之后，合理规划自己外出活动时需要携带
目标
的衣服，并运用所学语言写一篇短文进行介绍，注意书写规范。
4. 让学生养成及时整理个人物品的习惯，不确定是不是自己衣物时要学会询问别
人。
1. 能够读懂短文，在语境中理解pack, wait的意思，能正确地朗读短文。
2. 能在不同的泛读和精读任务中理解物品的归属、进行颜色区分及细节信息填
教学
重难点 空，提升阅读能力。
学生通过本单元A、B部分单词和对话的学习，对有关衣服话题的表达
以及运用 This is...These are...句型进行物品的介绍都已经有了较充分的学习。
学生在三年級 Unit 4 Where is my car?的学习中已经知道了如何询问自己物
品在哪里(where)，并学会了简单收拾自己的物品。进入四年级学生的思维水平随
学情
分析 着年龄增长将有所提升，本课时的学习除了在原来简单询问物品在哪里(where)的
基础上，又增加了确认物品归属(y's)，学生不仅能合理放置自己的衣物，还会辨
认同学的衣物并帮助同学合理放置衣物，学生的思维将由关注自己到关注他人，
由关注自身世界到关注周围世界。
教学 PPT，单词卡片，课文视频，课文音频
工具
教学 情境创设法，任务教学法，游戏教学法
方法
教学过程
学习任务 教学活动 设计意图
Part 1： Step I: Warm up 通过一首歌谣揭开本节
Warm up热身 1. Greeting with each other. 课的主题，和要开启的
2. Enjoy the song-What are you 话题，让学生在看和说
wearing. 中巩固旧知。
T:Before the class, let’s enjoy a song.
Let's sing together.
After listening
T:What’s the song about?
S: Clothes.
Ask the answer: What are you
wearing today?
3. Let’s talk
Students talk each other freely.
Mention that we should talk about the
types and colours of clothesPart 2 ： Step II: Let’s learn: 词不离句，让学生在情
Let’s learn.学习本节课 1.Free talk 境中进行对话，在对话
重点单词与句型。 T:What will Sarah bring if she going 中学习新知。
to the summer camp? 阅读中注意培养孩子的
Ss: Maybe clothes, like shoes, skirt, 阅读方法，先泛读，了
pants, hat, bag and so on. 解文章大概意思，再精
Ss: Maybe fruit, like apple, banana, 读，寻找细节，得出答
grape, orange and so on. 案。
Ss: Maybe food, like candy,
hamburger, cookie and so on.
T: Some days later, the summer camp
is over. It’s time to pack the
clothes.What clothes are these?
S: hat, pants, shoes and shirt.
2.Let’s read
T:Read the passage, underline the
words about clothes.
S: T-shirt, pants, shoes, hat.
T: Base the information, circle the
correct answer.
①
Whose pants are these?
Underline the sentence: These are my
blue pants.
The Answer is A.
What colour are they?
Circle the word: blue.
②
Whose T-shirt is it?
Underline the sentence: This is my
red T-shirt.
The Answer is B.
What colour is it?
Circle the word: red.
③
Whose shoes are these?
Underline the sentence: And those are
my shoes.
The Answer is B.
④
Whose hat is this?
Underline the sentence: Wait! Is this
my hat? No, this is Amy’s.
3.Listen and imitate
Listen to the tape, and imitate it.
4. Let’s enjoy
Look at the video, pay attention to
the pronounce.
Part 3： Step III:Let’s practice: 细致讲解规范书写的
Let’s practice。练习本课 1.Look and write 点，让学生明白并掌握
目标单词。 T: Look at the picture and the 书写规则。
sentence: These are John’s shoes. This
is Chen Jie’s dress. You should 训练孩子听力中掌握信
understand: Words and names the first 息的能力。
letter is capitalized.Space between
words and words.There should bepunctuation at the end of the
sentence.
Then picture one and write a
sentence.
Ss: I will draw pants. These are Wu
Binbin’s pants.
2.Let’s chenk
Listen and tick or cross.
①Mike: Are these shoes yours, Wu
Binbin?
Wu Binbin: No, they aren’t. They’re
John’s.
The answer is : cross.
②Chen Jie: Is this hat Sarah’s?
Amy: Yes, it is.
The answer is: cross.
③Sam: Whose shorts are these,
Mum?
Mum: They are your father’s, Sam.
The answer is: tick.
④Zhang Peng: Whose shirt is
this,Mike?
Mike: That’s mine.
The answer is: tick.
3.Look and match
Connect the words on the left with
the matching pictures on the right.
4.Let’s sing
Ss watch the video and sing the
song.
5. Exercises
T:Now let’s do some exercises.
......
Part 4： Step V:Summary 通过提问的方式总结本
Summary。总结本节课 1. T:Now let’s summarize What have 节课词汇和句型。
学习内容。 we learned today?
S:pack, wait, T-shirt.
This is Chen Jie’s shoes.
These are John’s shoes.
T:What about sentences?
S:.....
Part 5： Step VI:Homework 通过布置作业巩固复习
Homework。布置作业 1.Read the passage and practice with 本节课单词以及句型。
your friends.
2. Try to pack your clothes.
板书设计： Unit 5 My clothes
Part B Let’s learn & Let’s find out
教学反思:孩子们在复述语篇和描述自己去参加夏令营的活动环节，通过对自我的评价，认识到存在
的问题，为后面要表达的同学提出建议。
在两人练习和四人小组活动环节，由其他同学来评价他们的表现，发现优点，找出不足并
提出改进意见，有助于培养学生良好的倾听习惯，形成班级互动。
在各个环节采用激励性评价，多表扬鼓励，为学生创造更多的语言表达和实践的机会，培
养学生的综合语言运用能力。
