人教PEP版四年级英语下册第五单元let‘s talk B-
我的衣服
学习目标
1.能够听、说、读2个单词。 2.能够读句型： Whose coat is this? Whose pants are those?
第一次“先学后教”比正确翻译词组意思
自学指导 要求：
默看第51页，结合单词表，2 分钟后比谁能正确翻译出词组意思。
要求： 小组讨论读音，比谁能准确读出句子（5分 钟）
当堂训练：
Whose coat is this? Whose pants are those? Can you help me,please?
• whose 谁的 mine 我的
第二次“先学后教”比谁能准确读 出词组
自学指导
要求：
小组相互讨论读音，4分钟后比 谁能最准确读出词组。
•whose •mine
第三次“先学后教” 比谁能正确翻译句 型意思
要求： 默看句型，结合所学单词，谁
能正确翻译出句型意思。（2分钟）
Sarah,can you help me,please? 沙拉，请你帮帮我好吗？。
Whose coat is this?It’s mine.这 个外套是谁的？它是我的。 And those?那些呢？Whose pants are those?那条裤子是谁的？They’re your father’s.他们是你爸爸的。 You’re funny!你是有趣的。
第四次“先学后教” 比谁能准确读出句子
人教版PEP四年级下册英语《第五单元Unit 5》教学设计公开课教案
人教版PEP四年级下册英语《第五单元Unit 5》教学设计公开课教案教学时间教学过程二次备课第一课时教学内容： A Let’s learn ， Let’s doLet’s spell教学目标：1、学习各种衣物名称，能够会说、认读skirt , dress ,pants,hat,clothes2、学习衣物名词与表示颜色的形容词连用；能够简单描述自己喜爱的衣物的性质，如：颜色。
3.能够听懂指示语，并按要求做出相应的动作，如：Put on your t-shirt . Take off your hat .Hung up your skirt…..4.能感知并归纳le在单词中的发音规则；能够读出符合le发音规则的单词；能够根据单词的读音拼写出符合le 发音规则的单词，补全短语、句子。
教学重点：与衣物有关的五个词。
教学难点：表示颜色的形容词与表示衣物的名词连用。
教学准备：各种带颜色衣物的图片（教师）和各种衣物若干（学生）；衣物及颜色的单词卡片；录音机和磁带；画有各种颜色衣物的图画。
预习设计：课本P49(1)听录音let’s learn,let’s do ，并读单词。
(2)制作let’s learn 中的单词卡。
(3)圈出let’s do 中的衣物单词和动词短语。
(4)翻译下列句子：I like that green skirt.I like those pants.教学过程：Step1.Warm-up教师播放从前学习过的有关颜色的歌曲《Color Song》，听后学生说出听到的颜色名称。
教师出示颜色卡片，学生认读单词。
学生自己找一样物品向大家介绍它的颜色。
Step2.Presentation and practice：Task 1Let’s learn1、出示教学挂图1)T:Amy and Sarah are at a shop.What kind of shop is it ?-------Clothes shop.2) 教师呈现各种衣物的图片，学生看图感知衣物名称。
四年级下册Unit5 Part B Let’s talk
PEP小学英语四年级下册Unit5 Part B Let’s talk 【学习内容】PEP小学英语四年级下册Unit5 Part B Let’s talk【课标描述】1.能在图片、动画、手势的帮助下听懂简单的对话和录音材料。
2.能交流简单信息，表达简单的感觉和情感。
3.能做简单的角色表演。
【学习内容分析】本单元的学习主题是谈论和描述物品归属问题。
本单元进一步巩固this/ that和these/those在情境中的使用。
教材以Sarah，Sam，Mike，Amy 等同学在公园游玩时询问物品主人为主线，学习并运用主干句型Whose … is this/that ? It’s …. Whose … are these/those? They’re…. 对物品的归属进行询问。
我所执教的内容是本单元B部分的对话课,以Sarah，Sam帮助妈妈收拾衣服为主线，要求学生能够在情景中学习并运用句型Whose coat is this/ that ? It’s …. Whose pants are these/those? They’re your father’s. 对物品的归属进行询问。
Whose句型的运用涉及到Unit4中these和those的使用，并与五年级下册的名词性物主代词联系紧密，有承上启下的作用。
【学习目标】1.通过读图、看视频，预测文本信息，整体感知对话，听懂并理解对话内容。
2.通过图片，利用语音拼读法能够听、说、认读词汇：coat，pants。
3.通过预设情景，在具有语境中能够正确使用功能句型，Whose coat is this/ that ? It’s …. Whose pants are these/those? They’re ….了解英语句子朗读中升降调的现象。
能在语境中询问物品主人，交流信息，并能转换成简单语篇进行介绍。
4.通过续编故事，能正确运用句型进行交流。
5.通过创设情景和情感教育，能形成乐于助人的意识，并在日常生活中付诸实践。
人教版四年级英语下册第五单元PPT课件
本课时教学目标： 1、学生能够听说、认读单词coat, shirt, jacket, sweater, shorts, socks。 2、能运用句型Where are my new socks? What colour are they? White.就衣物的位置和颜色等展开问答。
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小组活动：2人一组，替换对话中的单词， 进行角色扮演。主语语音语调。 抽组上台表演对话。
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Summary
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Unit5 My clothes B Let’s talk
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本课时教学目标： 学生能够理解对话大意； 能够用正确的语音、语调朗读对话； 能够在情景中运用句型询问并回答某物属 于谁Whose coat is this? It’s mine. Whose pants are those? They’re your father’s.
Unit5 My clothes
2021/11/20
本课时教学目标：
一、学生能够理解对话大意，能够用正确的语音、语调朗读 对话； 二、能够在情景中运用句型确认物品的主人。 Are these yours? Yes, they are./ No, they aren’t. Is this John’s? Yes, it is. / No, it isn’t. 三、能够运用句型It’s Mike’s. They’re Chen Jie’s.表 达物品的主人。
Teacher: OK. It’s four o’clock. It’s time to go home! Teacher : Amy, are these yous? Amy :No, they aren’t. My shoes are green. They’re Chen Jie’s. Teacher : What about this hat? Is this John’s? Amy : No, it isn’t. It’s Mike’s.
PEP人教版四年级英语上册《Unit5_B_Let’s_talk名师教案》
教材版本：PEP小学英语四年级上册第五单元
课题Unit5 Dinner’s ready备课时间
课型Part B Let’s talk 对话课主备人复备教师
一、课程标准
1. 能根据录音模仿说话。
2. 能做简单的角色表演。
二、教材解析
…
本课时学习的核心句型是Would you like …? Yes, please. / No, thanks. I can use 教材通过Mike到吴一凡家里做客用餐的情景，让学生感知上述句型的语义及语用情景。
三、目标预设
1. 能理解对话大意，用正确的语音、语调朗读对话，并能进行角色表演。
. /No, thanks. 询问并回答某人是否想要某
2. 能运用句型Would you like …? Yes, please
物。
能用功能句I can use …表述自己能做的事情。
四、重难点预设
重点：能听懂、会说Let’s talk部分的对话。
…”，且能根据难点：掌握核心句型“Would you like …? Yes, please. / No, thanks. I can use
实际情况进行问答。
五、评价设计
1. 通过听录音读、跟教师读、齐读、分角色朗读和Pair work1(Role play)活动检测目标1的达成情况。
2. 通过Pair work2的游戏检测目标2的达成情况。
六、教学设计
第 4 课时
教学环节教学预设。
人教版小学四年级英语下册 Unit 5 B Let's talk 教案
全对话； 5. Let’find out. 看图，说一说图上有什么衣服？
操练对话
用所学句型说说他们的主人分别是谁。 做游戏
通过各种形式 的听说和朗读 对话。培养学生 的语感和积极 运用语言的意 识。
6. 失物招领游戏
课堂小结 What have you learned today?
板书
Unit5 My clothes B Let’s talk Whose coat is this? Whose pants are these? father’s.
对话练习
Whose socks /shorts …are those?
掌握。
They are …’s/mine.
7.句型讲解：
Whose... is this?
总结
It’s...
Whose... are those?
They are...
8.Pair work
归纳
9.回顾文本，梳理知识。
T: So we know the coat is mother’s, the pants
are father’s.
What does Sam do?
S: He wears mother’s coat and father’s pants.
T: Yes, he is funny. Do you like to wear your
father’s or mother’s clothes?
S: I like to wear my father’s /mother’s
教学设计
课题 B let’s talk
单元 Unit5 My clothes
学科 English 年级 四
四年级下册英语第五单元课文
四年级下册英语第五单元课文Unit 5 My clothes 我的衣服Whose are these? 这些是谁的？They're John's. 乔恩的。
Whose cap is this? 这是谁的帽子？It's my brother's. Thanks. 我弟弟的。
谢谢。
Where are you, Zip? 你在哪，吉普？Is this yours? 这是你的吗？Yes. Thank you. 是的，谢谢。
A Let's talk 一起说吧OK. It's four o'clock. It's time to go home. 好。
四点了。
该回家了。
Amy, are these yours? 艾米，这些是你的吗？No, they aren't. My shoes are green. They're Chen Jie's. 不，不是。
我的鞋是绿色的。
它们是陈洁的。
What about this hat? Is this John's? 这顶帽子呢？是乔恩的吗？No, it isn't. It's Mikes. 不，不是。
是迈克的。
A Let's learn 一起学吧I like that green skirt. 我喜欢那条绿色的裙子。
Me too. And I like those pants. 我也是。
我还喜欢那条裤子。
clothes 衣服hat 帽子skirt 裙子pants 裤子dress 连衣裙A Let's do 一起做吧Put on your skirt. 穿上你的裙子。
Hang up your dress. 挂上连衣裙。
Take off your hat. 脱掉帽子。
Wash your skirt. 洗裙子。
Put away your pants. 把裤子拿走。
人教版四年级下册英语unit,five教材b部分课文翻译
【 - 小学作文】篇一:《人教版四年级下册英语unit4B部分翻译》人教版四年级下册英语unit4教材B部分课文翻译 1Let's talk部分翻译Mike：Wow! You have a lot of animals!What are those?迈克：哇！你有许多动物！那些是什么？Man：They're horses.男人：它们是马。
Mike：Cool!How many horses do you have?迈克：太酷了！你有多少匹马？Man：Mmm... Seventeen.男人：嗯……十七匹。
Sarah：What about those? Are they hens?萨拉：那些呢？它们是母鸡吗？Man：No，they aren't. They're ducks.男人：不，它们不是。
它们是鸭子。
2Let's play部分翻译cat:meow猫：喵喵叫duck:quack鸭子：嘎嘎叫dog:woof狗：汪汪叫hen:cluck母鸡：咯咯叫cow:moo奶牛：哞哞叫horse:neigh马：嘶嘶叫What are those?{人教版四年级下册英语unit,five教材b部分课文翻译}. 那些是什么？Are they horses?它们是马吗？Yes，they are.是的，它们是。
3Let's learn部分翻译4Draw and say部分翻译Chen Jie：This is my farm.陈杰：这是我的农场。
Amy：lt's big.Are these...?埃米：它很大。
这些是……吗？Chen Jie：Yes,they are.陈杰：是的，它们是。
5read and write部分翻译Read and tick(√)．读一读并打钩。
Hi! This is Mr MacDonald's farms.Let's have a look!嗨！这是麦克唐纳先生的农场。
人教版PEP小学英语四年级下册Unit 5 B Let's talk 说课稿
Teaching Plan InterpretationBook4 Unit5 My clothes B Let’s talkLadies and Gentlemen. It’s my great pleasure to be here sharing my lesson with you.The content of my lesson is Book4 Unit5 B Let’s talk which comes from PEP primary English. This section is mainly about asking the price and inquiring the clothes size. I’ll explain how to teach and why do so from the following aspects: the analysis of teaching materials, analysis of students, teaching methods, learning methods, teaching procedure and blackboard design.I. The analysis of the teaching materialsFirst, let me talk about the analysis of teaching materials. This lesson is about a shopping topic. By study of this unit, the students know how to ask the price in English and how to describe the size and price with simple words and sentences. The sentence patterns of this lesson “What size?”“How much are they?” and“We’ll take them.”are the key and difficult points of this unit.The study of this lesson will help the students with daily communication.More over, this lesson completes the transition of the phrase “a pair of ...”to the sentence pattern “A pair of ... for ...” ,and helps the students further consolidate the knowledge of words of clothing appearing in plural form.Therefore, on studying the teaching material and analyzing the regulation of children’s growing of mind,I put forward the teaching objectives according to new English lesson standard.1.Perception objective:a)The Ss can hear, read, and use the main sentence patterns “A pair of ... for ...”“What size?”“How much are they?”“We’ll take them.”b)The Ss can understand and read the conversation of the lesson.2.Ability objective:a)The Ss can use the sentence pattern of inquiring the price, and further develop their language ability of “shopping”b)The Ss can use the patterns to express their thoughts in the proper scene.3.Emotion objective:a)Bycompleting the task,the Ss increase their interest and set up self-confidence in language studyb)Teach the Ss what “love”is and “managing money matters”, put the moral education in the language studyAfter that, it will be the teaching important points and teaching difficult points. The teaching important points are the following points: F irst of all, to study and use the sentence patterns “What size?”“How much are they ?”“A pair of ... for ...”“We’ll take them.” to improve the Ss’ abilities in “shopping”;Secondly, teach the Ss how to studyindependently as well as by cooperation.In additional, the teaching difficult points are organized as follows. The Ss can use the words and patterns to describe the clothes in the proper scene, and make simple dialogues of shopping. Well, how can teacher achieve the teaching objectives better and stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods. I’ll talk about my teaching methods and learning methods below.II. Teaching and learning methodsTeaching Methods:According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching. The former is a “scene-activity” teaching method.It establishes a real scene and the interaction between the teacher and the Ss.It emphasizes a dynamic information exchange between the teacher and Ss.The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning English.Studying Methods:Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining, thinking etc. And make preparation for completing the new study task. After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative study. Thereby, the Ss’ abilities of studying and working with the learning language will be developed independently.III. The analysis of studentsThe next part will be the analysis of students. Students in Grade 5 are active and curious, interested in new things. After learning English for two years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing the chances of using language.Ⅳ. Teaching procedureLet's move on to the most important part—teaching process. In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, t he teacher inspires for predominance”, I divide the teaching process into five steps.Step1 Warm-upSing a song: The coat in window.So as to the psychological characteristics of children, singing a song can make Ss feel pleased and satisfied, and can arouse exciting motion. In this step, teacher and the Ss sing in unison and perform the song “The coat in window.” Thus,review the sentence pattern “How much is ...?” And arouse the Ss' performance desire, participation desire,and lead the Ss into a thick English studying atmosphere.Step2 Presentation and practice1.Design: Look for Cinderella.Broadcast a part of “Cinderella” with the flash, presenting a crystal shoe that Cinderella lose, and establishes a scene of ministers look for the proper size everywhere. Through the role playing, guide the Ss to use the sentence pattern “What size do you wear?”“Size ...”to make the ques tion and answer.This design is a novelty of my lesson. It leads the Ss into the fairy tales. They acquire the language unconsciously and can do communication freely.2.Lead to the shopping topic naturally from the unsuited shoes, and demonstrate the senten ce pattern “How much are they?” With a good student to be the assistant, I perform to go shopping, and guide the Ss to make the answer“They are ...”In this course, Ss can understand the main contents of this dialogue and get the key points by scene demonstration.3.Game:Guess the price.From buying a pair of shoes for myself to buying a pair for my mum,introduce the sentence pattern “A pair of ... for ...” The CAI presents a big cabinet with various shoes, ask the Ss to guess their price, and then display them. It considers that children can keep their attentions in limited time. The game can avoid the lifelessness and boredom from the pure machine drills.It creates the conditions of a relaxed and natural atmosphere for children’s drills. Then achieve the a im of consolidating and deepening the sentence pattern.4.Present the text.a)At this time, John and his mum come to the shoe store.It reappears the relevant conversation by broadcasting the VCD. Let Ss know the text contents with a combination of audio and video, words and pictures, which cater to the characteristics of primary period to becurious and pursuing interest and freshness.b)After the audio-visual commences, playing the tape recorder completely again let the Ss concentrate on listening, and then answer my questions according to the dialogue. e.g.:What size does John wear? How much? Whether buy or not, etc.c)After be familiar with the text, let the Ss try to act out the dialogue. By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.Step3 Task time.Task:Mother’s Day.To master the language capability needs certain amount of practice.So,I still adopt the “Task-based”teaching method, which is defined by strong practicality and exact task, so as to make break-through about the difficult points of this lesson.In advance, I shall arrange the classroom to some business locations, such as clothes store, shoes store, fruit store etc. I shall divide the class into groups and play roles, and then give the Ss a certain quantity of specie currency, so that they may choose and buy the gifts for Mother’s Day.For this step, I shall instruct the Ss to use the words and patterns learnt in the process of completing certain tasks. Meanwhile, they may have mutual improvement in exchanging information during the communicating activities.Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English with ease. With no doubt, this will encourage them to speak English. This step also leads to the emotion objective of this lesson, that is to have moral education in this step.Step4 Consolidation and extension.Summarize the whole lesson.1.Do the correlative exercises in the activity book.Check the mastering of knowledge of this lesson.2.Ask Ss to interview their friends asking the price and size of theirclothing and make records of the information.This content is an extension of the previous lesson, to meet the needs of increasing communicating demand of some Ss.Step5: HomeworkReview the new language points and recite the dialogue.Ⅴ. Blackboard designShow on the CAI.(It’s a ...) Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods. As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Above is the lecture notes of my lesson. Thank you.。
小学英语四年级下册课件Unit5 PartB Let's talk(人教PEP版)
A.
B.
C.
D.
Presentation
2.Watch and answer
（1）Whose pants are those?
They are father’s.
（2）Whose coat is this?
It’s Sam’s.
PreseRnetvaiteiwon
3.Follow the video
A.dress B.skirt C.pants
4.They are your___A____.
A.mother’s B.mother C.mothers
mine
名词性物主代词
___T_h_i_s_h_a_t_i_s_m_i_n_e_._____ _T__h_e_se__p_a_n_t_s_a_r_e_m__in_e_.__ _T_h__o_se__s_h_o_e_s_a_r_e_m__in_e_.__
Grammer
Sarah,Can you help me,please?
谁的
Whose coat is this?
Presentation
我的
It’s mine.
Ask and answer
A: Whose schoolbag is this?
B: It’s Li Bo’s.
（提前准备几样学生的物品进行真实性对话）
Grammer
my+名词
形容词性物主代词
This is my hat. These are my pants. Those are my shoes.
Let’s Practise
选择正确的一项 1.__B___coat is this?
A.Who B.Whose C.Where
新人教PEP版小学四年级英语下册 Unit 5 Period 4 Part B 优质教案
新人教PEP版小学四年级英语下册Unit 5优质教案Period 4Part B Let’s talk，Let’s find out本课时为第五单元的第四课时，学习Let’s talk和Let’s find out两个环节。
Let’s talk通过萨拉和弟弟帮助妈妈整理衣物的场景呈现本课时重点句型“—Whose+可数名词单数+is this/ that? —It’s+名词性物主代词/名词所有格.”“—Whose+可数名词复数+are these/those? －They’re+名词性物主代词/名词所有格.”让学生感受其语义及语用情景。
Let’s find out为一个活动，让学生通过讨论图片中物品的主人的对话，从而巩固Let’s talk所学重点句型。
知识目标1．能够听、说二会单词：whose，mine；2．能够用句型“—Whose+可数名词单数+is this/that? —It’s+名词性物主代词/名词所有格.”询问单数物品属于谁并作答；3．能够用句型“—Whose+可数名词复数+are these/those? —They’re+名词性物主代词/名词所有格.”询问复数物品属于谁并作答；4．能够理解对话内容并能按照正确的语音、语调朗读对话。
能力目标培养学生的交际能力和口头表达能力。
情感目标教育学生要帮助父母做一些自己力所能及的事情。
教学重难点1．能够在实际情景中灵活运用句型“—Whose+可数名词单数+is this/that? —It’s+名词性物主代词/名词所有格.”；2．能够在实际情景中灵活运用句型“—Whose+可数名词复数+are these/those? —They’re+名词性物主代词/名词所有格.”。
教师创设情景，让学生在情景中运用重点句型进行交流，然后通过活动反复操练，使学生能够熟练运用这些句型。
多媒体课件、有关服装的图片、磁钉、失物招领箱。
Step 1：Warm-up1．指令活动。