新版PEP小学英语四下Unit 5 My clothes

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1、新版PEP小学英语四年级下册Unit5MyclothesPartBLet’stalk阳新县兴国镇石震小学陈富红一、TeachingAims1.Studythenewtextandlearntousethedifficultwords“whose”and“mine”.2.Listen,readandpractisethekeysentences.Whosecoatisthis?(这是谁的外套？)It’smine.(它是我的。)Whosepantsarethose?(那条裤子是谁的？)Theyareyourfather’s.(它们是你爸爸的。)3.Grammar.(PossessivePron

2、oun物主代词)It’smine.(mine=my+n.)4.Moraleducation.Organizethestudentstodonatetheirspare/oldclothestotheonewhoreallyneedsinpoorplaces.Inthisactivity,theylearntosharetheirloveandgainmorehappiness.二、KeyPointsandDifficulties1.Learntousetheimportantsentencepatterns.Whose...isthis?It’s...Whose...arethose?Th

3、eyare...2.Grammar.(PossessivePronoun物主代词)It’smine.(mine=my+n.)三、TeachingAidsPPT,clothingpicturesanddonationboxes,etc.四、TeachingMethodsTask-basedteachingmethod,Audio-lingualmethod,Askandanswer,Playmethod,etc.一、TeachingProceduresStepone:Warm-up1.Greetings.2.Storytime.MissChensharesthestorybetweenher

4、EnglishnameandRedFujiapple.3.Toformlovegroups.Thestudentswillbedividedintotwogroups.Eachgroupwillgetadonationboxwhichusestowinclothes.【设计意图：由一个苹果展开话题，让学生快速地与老师培养默契，建立轻松的学习氛围。同时，划分小组，布置任务，为整节课牵线搭桥，贯穿始终。】Steptwo:Presentation1.Taskone:Let’sfindout.(P51)(1).AskandanswerWhat’stheweatherliketoday?Whatis

5、it?(zongzi)Whendoweeatzongzi?(DragonBoatFestival)(2).AretheseMike’sorSarah’s?Sarah,MikeandtheirfamilieswillvisittheirgrandparentsandcelebratetheDragonBoatFestivalnextTuesday.Helpthemtopackclothes,please.Eg:Whosehatisthis?It’sSarah’s.Whosepantsarethese?They’reMike’s.(keyword:who谁→whose[hu:z]谁的)【设计意

6、图：以旧引新，通过询问天气情况引出本单元所学的服装词汇，并进行复习回顾。由Let’sfindout做铺垫，学会第一个难词whose,了解基本句型，为学好Let’stalk引航。】2.Tasktwo:Let’stalk.(P51)HelpSarah’smothertoputawayclothes,please.(1).Listenandanswer..Listencarefullyandanswerquestions.Eg:Whoisthewoman?Sheis.Whoisthegirl?Sheis.Whoistheboy?Heis..Listenagainandanswerquestion

7、s.Findalltheusesof“whose”inthetext.Eg:Whosecoatisthis?Whosepantsarethose?.Listenoncemoreandanswerquestions.Eg:Whosecoatisthis?It’s.Whosepantsarethose?They’reyour.【设计意图：通过听力练习的形式，抓住学生的注意力，帮助学生理清人物关系、揭示课文重点、把握全篇内容。