PEP四年級 下冊unit 5 read and write.doc

人教版（PEP三年級起點(diǎn)）英語四年級下冊Unit 5 My Clothes Read and Write 教學(xué)設(shè)計(jì)廣東省惠州市惠陽區(qū)實(shí)驗(yàn)小學(xué)呂遠(yuǎn)幸1. Ideas of designThis is a listening , speaking, reading and writing English lesson. The topic of this lesson is English summer camp. Through warming-up , chanting and singing, listening and reading, writing and playing, acting and other activities , students master the learning difficulties easily and happily. In order to build strong English study atmosphere, teacher sets up all kinds of games and teaching scenes, highlights the teaching thought of take the student as the main body. From simple to difficult, students flexibly use the knowledge in real life situations by cooperative learning. And by inspiring students to develop good habit of packing their personal items in daily life, students can experience the joy of doing it by themselves.2. Analysis of Teaching MaterialsThe theme of Unit five is “My clothes”. Read and Write is divided into two parts: reading and writing. In the first part, students should read the passage and answer the questions. The second part is the meaningful personalized writing activities. According to the pictures, students can read, say and write the sentences. For the further understanding of the difference between these and this, as well as consolidating the sentence structures, this part emphasizes students writing abilities. 3. Analysis of the students The teaching object of this class is the fourth grade students. They have mastered some English words. They have certain English learning enthusiasm and initiative. They have certain English language using abilities. They have a strong thirst for knowledge. As much as possible ,we should create a good language environment for students and give students plenty of language opportunities. So during teaching the passage, we should guide the student to use the existing experience and knowledge, to look at the picture about figure for individual reading. And then text decoding and significance of the matching. At last, students can complete the activities by themselves after reading. We should develop the students reading skills in correct sense groups and cultivate their good habits of catching keywords accurately. We should improve students reading speed and develop learner autonomy.4. Teaching aims(1) Knowledge aimsTo enable the students to understand and speak new word and sentence pattern: pack. Its time to pack.To enable the students to understand the passage and complete the activities by themselves after reading. Be able to read the passage in correct sense groups , pronunciation and intonation.(2) The ability aimsBe able to write normative sentences and complete personalized writing activities. Be able to use the sentence patterns “These/ Those are .” “ This/That is.” in meaningful language situation.(3) The emotion aimsTo establish a plain aesthetic view. To develop good habit of packing their personal items in daily life. 5. Analysis of teaching points(1) Teaching key points Key word: pack. Students can use the sentence patterns “These/ Those are .” “ This/That is.” to introduce their clothing. And knowing how to write new sentences according to the example. Be able to use the sentence patterns “Whose are these/those?”“Whose is this/that?”“Is this yours?”to ask and answer the owner of the items.(2) Teaching difficult pointsBe able to distinguish the sentence patterns “these/ those are .”from “ this/that is.”accurately, and use them in many real-world scenarios.6. Instructional strategies and teaching meansMultimedia teaching, TPR teaching, cooperative teaching, situation approach.7. Teaching preparation: Power Point presentation , projectorClothes cards, suitcase cards, Sarahs picture, Mikes picture, sentences of the passageMusicFish pond model, toy fishClothes cards, envelopes, writing paper with four lines.8. Teaching stepsTeaching stepsStep1 ：The organization of class1.GreetingsT: Nice to meet you.AS: Nice to meet you, too.T: Whats the weather like today?AS: Its hot and sunny.Design Intent Greet each other between teachers and students, make students relaxed. At the same time, through the weather lead to the topic of this class: English summer camp.Step 2 ： English summer camp1. Before the English summer camp(1)Lead-inIts sunny day today. Its great to go outside. So lets have an English summer camp. But firstly, we should pack our clothes. Team 1 and team 2 is Mikes team. Team 3 and team 4 is Mikes team. If you do a good job, you can put the clothes in your suitcase.Design Intent：This competitive mechanism is closer to the theme. Students can pack their favourite clothes. It can attract the childrens attention very well and leave suspense who the winner is.Learn key word “pack” and expand“back fack hack Jack lackmack tack”.Learn the key sentence“Its time to pack”and expand. Its time to get up. Its time to have dinner. Its time to pack my schoolbag. Its time to pack my toys. Its time to pack my clothes.Design Intent：Through packing clothes, to learn the key word“pack” and key sentence “Its time to pack”timely(2)Pack the clothesT: Lets help Amy and Wu Yifan pack their clothes.AS: shoes, dress, coat, hat, skirt，cap, pants, shorts, socks, shirt，jacket.Design Intent：Through helping Amy and Mike pack the clothes, reviewing and consolidating the key words of this unit. Reviewing the old knowledge.(3)Lets chantDesign Intent：Through a chant with the strong sense of rhythm to review the words again.To avoid the boring and make classroom atmosphere lively. That also can enhance the students interest in learning.2. During the English summer camp(1)Eagle eyeT: Whose_ are these/those?Ss:They are _.T: Whose_ is this/that?Ss:It is _.Design Intent：Through fast reaction and guessing students items，to review the key sentence patterns interestingly and flexibly. Let students use the adjectival possessive pronoun in the actual situation.(2) Go fishingS: This is Gu Jiayus blue hat.AS: That is Gu Jiayus blue hat.S: These are Li Yus yellow pants.AS: Those are Li Yus yellow pants.Design Intent：Learning while playing can fully promote the enthusiasm and initiatives of students learning as well as improves the teaching effect. To review the key sentence patterns and learn how to use sentence patterns “These/ Those are ”“This/That is.”.（3）Lost and found T: Whose clothes are these?Design Intent：Lead to the new lesson.（4）Presentation Listen to the tape and answer: Whose clothes are these? Follow the tape and read Whole class reading Group reading Individual readingDesign Intent：In order to make students understand the passage well, I designed different kinds of reading.Sing the passageDesign Intent：By singing a song about the passage, to inspire the children s interest in learning. It also alleviates the childs exhaustion and activates the memory of the text. . Read and circleDesign Intent：Through practice, let the student consolidate the text content. Intensive reading Read and underline the singular form sentences and plural form sentences about clothes. Change the singular form sentences into plural form sentences. Do some exercises about “This is ”and “These are ” Make a summary.Design Intent：Teaching the context in detail. To analyze the difficult and important points. To help students distinguish singular form sentences“This is ”“That is ”and plural form sentences“These are ”“Those are ”. Writing（Pair work）.Creating situation: Childrens Day is coming. You are going to Shanghai Disneyland Park with your parents. What do you want to take?T:Please discuss with your partner. Stick the clothes on the paper. And then write the words down on the paper.This is my _.This is my _.That is my _.These are my _. These are my _.Those are my _.Design Intent: Cooperative Learning. To accomplish teaching purpose “writing”, students stick the clothes by themselves and finish the sentences. Act out the passageIts time to pack my _.This is my _.That is my _.These are my _.And those are my _. Thats all. Thank you.Design Intent:Acting out the passage, students use the knowledge to the actual situation.3. After the English summer campT:English summer camp is over. Lets sing the happy song again.It is time to pack my clothes.These are my red T-shirts.These are my blue pants.And those are my shoes.Wait! Wait!Wait! Are these my hats?No, no, these are Amys.Amy! Are these yours?Design Intent: Sing the passage with plural form sentences as a summary.9. Homework(1) Read the passage three times. And sing the song we learned today.(2) Do the exercises on page 48 of the workbook. 10. Board design11. Teaching evaluation 這節(jié)課主線是summer camp整節(jié)課也是圍繞這個(gè)點(diǎn)展開。教學(xué)思路清晰，過程緊湊，層層遞進(jìn)，環(huán)節(jié)緊湊，板書精美，活動(dòng)多樣，教具準(zhǔn)備充分，設(shè)計(jì)很有心思。環(huán)節(jié)中用到學(xué)生照片，符合實(shí)際，激發(fā)興趣。文本處理，從易入難，單復(fù)數(shù)操練到位，競爭機(jī)制新穎。上課活動(dòng)內(nèi)容有動(dòng)有靜，涉及到聽說讀寫，注重學(xué)生的全面發(fā)展，面面俱到。課堂注重以學(xué)生為主體，全員參與，全員動(dòng)手，在玩中學(xué)，在學(xué)中樂，教學(xué)效果好，是一節(jié)高效的課堂。12. Teaching reflection Hello, everyone! My class is excerpted from Unit 5 My clothes Read and Write In this lesson, the key sentences were “Its time to pack” “This is /That is” “These are / Those are” “Whose _are these?” “Whose _is this?” The main sense of this lesson was English summer camp.The first part of this lesson was packing the clothes before going to the summer camp. In this part, we learned the key word “pack” and the key sentence “its time to pack”. And we reviewed the words about clothes through helping Amy and Wu Yifan pack their suitcases. After that, I used a chant to cultivate the class atmosphere lively. The second part was the beginning of the English summer camp. In this part, the first activity was a game -eagle eye. I took some pictures of students and then asked students to guess “Whose _are these?” “Whose _is this?” . From this activity, students can learn the key sentences better, “Whose _ are these?” “Whose _ is that?” “Are these yours?” and “Is that yours?”. The second activity was fishing. In this activity, students can use the sentences “This is / That is” “Those are and These are.” This activity was designed to arouse students interest. The third activity was lost and found. “Whose clothes are these?” I used this activity to lead in my presentation. In order to make students understand the passage well, I designed different kinds of reading. They are listening and reading, whole class reading, group reading, individual reading and reading by songs. In this lesson, students should distinguish singular form from plural form. So I let them underline se