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Unit 5 My clothes
教材分析 本单元学习的主题是衣物。教学内容主要是围绕体育课结束后Amy与教师之间的对话以及
Sarah和弟弟Sam帮妈妈整理衣物的情景来展开的。教学重点是能听、说、认读核心句型“—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.” “They’re Chen Jie’s.” “—Whose coat is this? —It’s mine.” “—Whose
pants are those? —They’re your father’s.”； 能听、说、认读单词“clothes, hat, skirt, pants,
dress, coat, shirt, jacket, sweater, shorts, socks”。
教学目标 知识与能力目标:
·能够听、说、认读句型“—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.” “They’re Chen Jie’s.” “—Whose coat is
this? —It’s mine.” “—Whose pants are those? —They’re your father’s.”
·能够在情景中运用句型“—Are these yours? —Yes, they are./No, they aren’t.” “—Is this
John’s? —Yes, it is./No, it isn’t.”确认物品的主人；能够在情景中恰当运用句型“It’s
Mike’s.” “They’re Chen Jie’s.”表述物品的主人
·能够在情景中运用句型“—Whose coat is this? —It’s mine.” “—Whose pants are those?
—They’re your father’s.”询问并回答某物的主人
·能够按意群朗读与夏令营相关的短文；能够在有意义的语境中仿写句子“These are…” “This
is…”
·能够听、说、认读单词“clothes, hat, skirt, pants, dress, coat, shirt, jacket, sweater, shorts,
socks”
·能够正确使用上述单词简单介绍衣着
·能够在有意义的语境中抄写上述话题词汇
·能够掌握字母组合-le的发音规则，即在单词末尾发/l/
·能够读出符合-le发音规则的单词；并能根据读音拼写出符合-le发音规则的单词
·能够填充短语或句子，做到书写规范
情感态度､文化意识､学习策略目标:
·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
课时安排 第一课时： Part A Let’s talk & Let’s play
第二课时： Part A Let’s learn & Let’s do
第三课时： Part A Let’s spell
第四课时： Part B Let’s talk & Let’s find out
第五课时： Part B Let’s learn & Let’s find out
第六课时： Part B Read and write & Let’s check & Let’s sing
3The first period(第一课时)
Part A Let’ s talk & Let’s play
教学内容与目标
▶
课时教学内容 课时教学目标
Let’s talk ·能够在图片、PPT和教师的帮助下理解对话大意
·能够通过听录音，学会按照正确的语音、语调及意群朗读对话，并能够在小组中进行角
色扮演
·能够在情景中运用句型“—Are these yours? —Yes, they are./No, they aren’t.”“—Is
this John’s? —Yes, it is./No, it isn’t.”确认物品的主人
·能够在情景中运用句型“It’s Mike’s.” “They’re Chen Jie’s.”表述物品的主人
·能够在语境中借助图片理解yours, hat的意思，并能够正确发音
Let’s play ·能够在游戏中运用语言，进一步巩固句型“—Are these yours? —Yes, they are.” “—Is
this …’s? —No, it isn’t. It’s …’s.”
·提醒学生在生活中不要丢三落四
教学重点
▶
1. 能够在情景中运用句型“—Are these yours? —Yes, they are./No, they aren’t.” “—Is
this John’s? —Yes, it is./No, it isn’t.”确认物品的主人。
2. 能够在情景中运用句型“It’s Mike’s.” “They’re Chen Jie’s.”表述物品的主人。
教学难点
▶
能够听懂对话大意，并能够用正确的语音、语调及意群朗读对话。
教学准备
▶
1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。
2. PPT课件、课文录音、视频等。
教学过程
▶
Step 1: Warm-up & Revision & Lead-in①
1. Greetings. Teaching purpose①
2. Enjoy the song—Colour song. （出示课件） 歌曲热身，借助歌曲、
看图说一说和chant的活动
3. Let’s chant.
激发学生的学习兴趣，帮助
Show some pictures of school things on the PPT one by one.
学生复习颜色类的单词，为
Ask students to say the colours and use a sentence to describe each
后面的学习做好铺垫。
picture. (课件出示:一些学习用品的图片)
Ss: My bag is red.
…
4. Lead-in.②
Teaching purpose②
4 师生谈话自然引入“衣
物”这个话题，成功导入新
课。T: In the chant, we talk about the school things. Today we’re
going to talk about “My clothes”. (课件出示:单元主情景图)
Write down the topic “My clothes” on the blackboard.
Teach the word “clothes”.
Step 2: Presentation
1. Look and predict.③ Teaching purpose③
Show the three pictures. (课件出示:Let’s talk的三幅图片) Let 通过问题引导学生观察
并讨论图片，借助图片预测
students look at the pictures carefully. Ask some questions to lead them
教学内容，培养学生的观察
to predict the main idea of the dialogue.
能力和逻辑推理能力。通过
The questions are like these:
预测图片内容激活已有知识
① Who are they? 并提取与文本有关的知识，
② Where are they? 进入文本话题。
③ What time is it?
④ What are they talking about?
…
2. Watch and choose.④
Teaching purpose④
Show the question and the pictures on the PPT. (课件出示：问
引导学生带着问题观看
题及一些服装图片)
文本动画，整体感知文本，
Ask students to watch the cartoon and circle the right pictures.
获取有用信息。
3. Teach the new words and the new sentence structures.⑤
(1) Look at Picture 1.
Teaching purpose⑤
Point to the clock and ask. （出示课件）
分段呈现对话。利用问
T: What time is it? 题逐步引导学生理解文本，
Ss: It’s 4 o’clock. 对重点句型进行渗透和操练
T: Yes! It’s 4 o’clock. It’s time for students to go home. 突破教学重点。
(2) Look at Picture 2.
①Point to the shoes and ask. （出示课件）
T: Are these Amy’s?
Ss: No, they aren’t.
Write down “—Are these yours? —No, they aren’t.” on the
blackboard.
T: Are these Chen Jie’s?
Ss: Yes, they are.
Write down “Yes, they are.” on the blackboard.
②Look and say.
Show some things belonging to different children on the PPT.
(出示课件)
Students practice the sentence sructures in pairs.
S1: Are these…yours?
S2: Yes, they are. / No, they aren’t. They are …’s.
5(3) Look at Picture 3.
①Point to the shoes and the hat and ask. （出示课件）
T: Are these shoes Amy’s?
Ss: No, they aren’t. They’re Chen Jie’s.
T: What about this hat? Is this John’s?
Ss: No, it isn’t. It’s Mike’s.
Use the word “cat” to help students learn the word “hat”.
Write down “—Is this John’s? —Yes, it is. / No, it isn’t.” on the
blackboard.
②Use some things of students to make a model.
T: Is this …’s book/pen/pencil/desk?
Students practice the sentence sructures in pairs.
4. Read and act.⑥ Teaching purpose⑥
(1) Students read after the recording. Pay attention to the 播放录音，学生听录音
pronunciation and the intonation. （出示课件） 跟读。引导学生按照正确的
语音、语调及意群朗读对话，
(2) Let students practice the dialogue in groups.
并能在小组中进行角色扮演。
(3) Act it out.
Step 3: Practice
Let’s play.
(1) Students look at the picture.
(2) The teacher makes a demonstration with a student.
(3) Students practice the dialogues in pairs.
(4) Show time.
Step 4: Consolidation & Extension⑦
Teaching purpose⑦
“Lost and found”
通过创设自然真实的
1. Create a situation.
情景，让学生在情景中合理
T: It’s time to go home now. But Zoom can’t find some
运用所学语言确认物品的主
things. Can you help him? Let’s try!
人。培养学生的综合语言运
（课件出示:一些学习用品） 用能力,并提醒学生在生活
2. Make a demonstration. 中不要丢三落四，对学生进
T: Zoom, is this your ruler?
行情感态度价值观的渗透。
S1: No, it isn’t. My ruler is yellow.
T: Are these yours?
S1: Yes, they are. Thank you.
T: Don’t forget next time!
3. Students work in groups.
4. Show time.
板书设计
▶
6作业设计
▶
1. Practice the dialogue.
2. Do the exercises. (见“状元成才路”系列丛书《创优作业100分》对应课时作业P37第四
题和《状元作业本》对应课时作业P49第一题)
教学反思
▶
1. 整个教学设计流程清晰，很好地实现了课程教学目标。
2. 活动设计具有梯度性，遵循学生的认知规律，以学生为本，以问题为导向，引导学生学习，培
养学生的自主学习能力。
3. 注重学生情感态度价值观的渗透，提醒学生在生活中不要丢三落四，养成良好的生活习惯。
4. 在情景中理解并在活动中运用句型，突出语言的语用功能。通过创设合理情景，帮助学生在
情景中真实自然地使用所学语言，突出教学重点。
7▶Teaching Contents & Teaching Aims
Let’s talk
·Be able to understand the main idea of the dialogue by observing and talking about the pictures.
·Be able to read the dialogue and act it out.
·Be able to use the sentence structures properly.
·Be able to understand and pronounce the words “yours, hat” correctly.
Let’s play
·Be able to practice the sentence structures “—Are these yours? —Yes, they are.” “—Is this …’s? —
No, it isn’t.
It’s …’s.” in the game.
▶Teaching Priorities
·Be able to use the sentence structures properly in similar situations.
▶Teaching Difficulties
·Be able to understand, read and act out the dialogue.
▶Teaching Procedures
Teaching Teacher’ s Activities Students Activities Teaching Purposes
Stages
Warm-up 1. Greetings. 1. Greetings. Stimulate students’
& 2. Enjoy the song—Colour song. 2. Sing the song. learning interest. Help
Revision 3. Let’s chant. 3. Chant with the teacher. students review the
& 4. Lead-in. 4. Learn the word colour words. Lead in
Lead-in Teach the word “clothes”. “clothes”. the topic “Clothes”.
Presentation 1. Look and predict. Look at the pictures. Cultivate students’
Show the three pictures. Ask Answer the questions. ability of observation
some questions to lead Predict the main idea of and logical reasoning.
students to predict the main the dialogue.
idea of the dialogue.
8（续表）
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Presentation 2. Watch and choose. Watch the cartoon and Help students get the
Show the question and the circle the right pictures. overall perception of
pictures on the PPT. Let the text and the useful
students watch the cartoon and information.
circle the right pictures.
3. Teach the new words and Look at the pictures. Use the questions
the new sentence structures. Answer the questions. to lead students to learn
Show the pictures in the book. Learn the new words and the new words and the
Lead students to learn and the new sentence new sentence structures
practice. structures. in the dialogue.
Practice in pairs.
4. Read and act. Read after the recording. Make sure students can
(1) Play the recording. Practice and act out the read the dialogue
(2) Let students practice the dialogue. correctly and fluently.
dialogue in groups.
Practice Let’s play. Look at the picture. Practice the key
(1) Show the picture. Practice the dialogues in sentences to prepare for
(2) Make a demonstration. pairs. the next part.
(3) Ask students to practice in Act out.
pairs and act out.
Consolidation “Lost and found” Work in groups to make Create a natural and
& 1. Create a situation. their own dialogues. And real situation. Students
Extension T: It’s time to go home now. then act them out in class. can use the sentences
But Zoom can’t find some reasonably. Cultivate
things. Can you help him? students’
Let’s try! comprehensive
2. Make a demonstration. language using ability
3. Ask students to work in groups and emotional attitudes
and act out. and values.
1. Practice the dialogues.
Homework
2. Do the exercises.
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