人教版小学英语四年级下册Unit 5 B Let's talk说课稿
Teaching Plan InterpretationBook4 Unit 5 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 material. This lesson is about a shopping topic. By study of this unit, the Ss 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 Ss with daily communication.Moreover, this lesson completes the transition of the phrase “a pair of…”to the sentence pattern “A pair of…for …”,and helps the Ss 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)By completing the task,the Ss increase their interest and set up self-confidence in language study;b)Teach the Ss what is “love”and “managing money matters”, put the moral education in the language study.After that will be the teaching important points and teaching difficult points. The teaching important points are the following points: First 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 study independently 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 adoptthe 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, the teacher inspires for predominance”, I divide the teaching process into five steps.Step1 Warm-up.Sing 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 practice.1.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 question 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 sentence 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 mom, introduce the sentencepattern “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 aim of consolidating and deepening the sentence pattern.4.Present the text.a)At this time, John and his mom 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 be curious and pursuing interest and freshness.b)After the audio-visual commences, play the tape recorder completely again, let the Ss concentrate on listening, 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 their clothing 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, andwe still have long way to go.Above is the lecture notes of my lesson. Thank you.。
人教版四年级下册英语教案 Unit5MyclothesPartBLet’stalk
人教版四年级下册英语教案Unit5MyclothesPartBLet’stalk人教版四年级下册英语教案-unit5myclothespartblet’stalk第五单元循环零件柄；让我们了解第三课时一、教学目标1.掌握关键句型：你能理解并说出谁穿了他/谁穿的衣服吗？/它是微笑的他们是……”s、 /你真有趣2.对重点词汇的掌握：进一步巩固名词所有格，重点单词mine.3.让学生结合所给句型和单词，描述自己或他人在实际情况下的衣着。
4.通过学习日常生活中关于穿着的语句，把学习融入到生活中，增强主动学生与人交流的积极性。
二、教学重点1.能够听懂会说whosecoatisthis?/whosepantsarethose?/it’smine./theyare...’s./youarefunny！2.进一步巩固名词的所有格，关注单词mine三、教学难点1.对新语句的学习以及名词所有格的巩固。
2.学生可以结合给定的句型和单词，在实际情况下描述自己或他人的服装。
四、教学准备1.用于扮演该角色的头饰和文字卡。
2.与教材相配的课件。
五、教学过程步骤1.warm-up1.let’sreview教师呈现图片，让学生记忆图片上的衣服，记忆上节课所学词汇。
t:你记得这些衣服吗？是的！裙子，裙子。
2.let’ssay找几位同学描述一下自己的衣服。
（例如：ayellowshirtandblackpants）设计意图：简单的热身交流，复习最后一节课的内容，提高学生的兴趣，让学生进入课堂状态。
step2.presentation1.让我们随机看一个学生的T恤，问他问题？学生回答：是的，然后问全班是谁安排了衬衫？其他学生回答是SA，并引导同学a回答是我的，帮助学生理解我的意思。
通过图片解释“有趣”这个词。
nguagepoint教师总结归纳句型：whose...isthis/arethose?增强学生对课堂的内容的理解记忆。
3.看并回答老师展示课文的图片，然后问：（1）那是谁？（2）谁是同性恋？（3）什么消息？引导学生观察图片并猜测。
小学PEP英语四年级下册UNIT 5 说课稿(英文版)
Teaching Plan InterpretationBook4 Unit5 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 material. This lesson is about a shopping topic. By study of this unit, the Ss 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 takethem .”are the key and difficult points of this unit.The study of this lesson will help the Ss with daily communication.Moreover, this lesson completes the transition of the phrase “a pair of… ”to the sentence pattern “A pair of… for …” ,and helps the Ss 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)By completing the task,the Ss increase their interest and set up self-confidence in language study;b)Teach the Ss what is “love” and “ managing money matters”, put the moral education in the language study.After that will be the teaching important points and teaching difficult points. The teaching important points are the following points: First 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 study independently 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 howto 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, the teacher inspires for predominance”, I divide the teaching process into five steps.Step1 Warm-up.Sing 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 practice.1.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 everywh ere. Through the role playing, guide the Ss to use the sentence pattern “What size do you wear?” “Size … .”to make the question 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 sentence pattern “How much are they?” With a good student to be the assistant, Iperform 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 mom, 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 aim of consolidating and deepening the sentence pattern.4.Present the text.a)At this time, John and his mom 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 be curious and pursuing interest and freshness.b)After the audio-visual commences, play the tape recorder completely again, let the Ss concentrate on listening, 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 g ifts 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 their clothing 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 byintegrated 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.赠送初中数学几何模型【模型二】半角型：图形特征： 45°4321A1FB 正方形ABCD 中，∠EAF =45° ∠1=12∠BAD 推导说明： 1.1在正方形ABCD 中，点E 、F 分别在BC 、CD 上，且∠FAE ＝45°，求证：EF ＝BE +DF45°D Ea +b-a 45°A1.2在正方形ABCD 中，点E 、F 分别在BC 、CD 上，且EF ＝BE +DF ，求证：∠FAE ＝45°E-a aB E挖掘图形特征：a+b x-a a 45°D B a +b-a 45°A运用举例：1．正方形ABCD 的边长为3，E 、F 分别是AB 、BC 边上的点,且∠EDF =45°.将△DAE 绕点D 逆时针旋转90°，得到△DCM .（1）求证：EF =FM（2）当AE =1时，求EF 的长．E3．如图，梯形ABCD中，AD∥BC，∠C＝90°，BC＝CD＝2AD＝4，E为线段CD上一点，∠ABE＝45°.（1）求线段AB的长；（2）动点P从B出发，沿射线．．BE运动，速度为1单位/秒，设运动时间为t，则t为何值时，△ABP为等腰三角形；（3）求AE－CE的值.变式及结论：4.在正方形ABCD中，点E，F分别在边BC，CD上，且∠EAF=∠CEF=45°．（1）将△ADF绕着点A顺时针旋转90°，得到△ABG（如图1），求证：△AEG≌△AEF；（2）若直线EF与AB，AD的延长线分别交于点M，N（如图2），求证：EF2=ME2+NF2；（3）将正方形改为长与宽不相等的矩形，若其余条件不变（如图3），请你直接写出线段EF，BE，DF之间的数量关系．DABFEDCF。
Unit5 Let’s talk说课稿
Unit5 Let's eat第二课时A部分Let’s talk说课稿一、说教材1. 教材分析：本节课是2012新版PEP PRIMARY ENGLISH STUDENTS' BOOK 1 教材第五单元A 部分中的Let's talk中的内容，其中有关食物的单词已经在上学期学完。
对话中的Here you are.这一句话比较重要，第四单元有学，但不是作为重点。
本课的对话内容是在餐厅就餐时的常用英语对话，以学生喜欢的餐厅的活动为背景来学习英语语言，贴近学生生活，易于被学生接受，在学习过程中会觉得很有趣而不觉得枯燥。
2. 学习者分析：在学习本节课前，学生已学了hamburger、hot dog、cake、chicken这六个食物的单词，学生对于食品这方面内容较感兴趣，对于表示食物的单词理解率可达90%，表达率可达80%，因此在前节课词汇学习的基础上，再学习对话并操练单词，学生更易理解，学得更快。
3. 教学目标：本教材的教学对象是三年级学生，三年级的小学生对英语有着浓厚的学习兴趣，学生对食物有着较强的敏感程度，更容易引起学生的兴趣,这些都有利于新知识的教学，学生能在比较轻松的环境中学习新课内容。
新课程标准强调课程从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。
通过对“新课标”的认真学习和深入领会，针对三年级学生的年龄特点及本课书的教学内容，我将课堂教学模式确定为“任务型与活动型相结合”的整体教学模式，在活动设计时本着体验学习、合作学习、思维学习的教学理念，将语言学习和多种能力的培养渗透到课堂活动和教学任务中，努力为孩子们提供一个不断感知、不断探索、不断提高的成长空间。
因此在教学过程中我努力做到在帮助学生巩固旧知识的同时，力求创设良好的英语环境，以灵活新颖的教学形式，调动学生的积极性，使学生主动参与英语知识的学习、操练与交际活动，注重培养学生语言交际能力和思维发展能力。
英语人教版四年级下册Unit5 B Let`s talk
四下Unit5 B Let`s talk教学目标1.能理解对话大意;2.能用正确的语音语调朗读对话;3.能在情景中恰当运用核心句型:Whose…is it?-It’s …. Whose …are those?-They’re …’s.就某物的主人展开问答。
重点难点教学重点:能在情景中恰当运用核心句型:Whose…is it?-It’s …. Whose …are those?-They’re …’s.就某物的主人展开问答。
教学难点:mine的理解与掌握。
教学过程导入Let’s sing: P54新授1.教师出示主情景图的挂图,指图问:Whose cap is that? Whose bag is this?引导学生回答,同时帮助学生理解whose的意思。
教师出示B Let’s talk中Sa m穿着大外套的图片,问:What about this coat? Whose coat is this?引导学生猜测:Maybe it’s his sister’s/…教师说:Maybe. We’ll know in a min ute.2.教师出示Let’s talk板块的最后一幅图,引导学生就图片提问,如:Who’s t he boy? Whose pants are these?等。
教师将问句写在黑板上。
3.教师播放对话录音,学生带着问题听。
教师帮助学生理解mine的意思,并带读。
4.学生根据课文内容回答问题。
5.教师再次播放对话录音,学生听后看最后一幅图。
教师说: Look at Sam. Is that his coat?引导学生回答:No, it isn’t. It’s his mother’s.6.同桌分别扮演Sam和妈妈表演对话。
7.教师引入B Let’s find out的活动:教师先和一名学生示范,然后请同桌学生结对完成活动。
活动1.教师播放对话动画,学生跟读。
然后教师关闭动画的声音,让学生尝试给动画“配音”。
四年级下册U5 Part B Let's talk教案
四年级下册Unit 5 Part B Let’s Talk教案教学目标：1.能够初步感知有关服装的单词：coat,shirt,sweater,jacket,sweater,shorts,socks等, 重点认识对话中的生词：coat,pants。
2.理解和运用句型：①Whose … is this? It’s xx’s. ②Whose … are those? They’re xx’s. 教学重点：1.能够初步感知有关服装的单词：coat,shirt,sweater,jacket,sweater,shorts,socks等, 重点认识对话中的生词：coat,pants。
2.理解和运用句型：①Whose … is this? It’s xx’s. ②Whose … are those? They’re xx’s. 教学准备：课件，人物头像，单词分组卡片，奖励贴纸，A4纸教学过程：（一）读前活动（Pre-reading activities）1.GreetingsT:Good morning, boys and girls. Nice to meet you!Today we continue to learn Unit 5 My clothes.(带读标题)2.Listen to a song This old hatT:First,let’s listen to a song.3.New wordsT：Very nice song! Do you know about clothes? Look, Ms.Liang wears shirt and skirt. The girl wears …. We have many many kinds of clothes. Let’s see. (依次展示本单元B部分衣服单词,让学生回答。
教师适当教读，认知中文意思）(设计意图：预热课堂气氛，复习A部分已学单词，感知B部分新单词，为新课搭建知识支架。
《 My favourite season B let’s talk》教案及说课稿
《My favourite season B let’s talk》教案及说课稿一、教材分析本节课选自人教版PEP小学英语教材，属于第五册第七单元B部分Let’s talk部分。
本节课主要讨论四季以及人们在不同季节喜欢的活动。
通过本节课的学习，学生能够听懂、会说、会读关于四季和活动的词汇，并能够运用所学知识进行简单的交际。
二、学情分析学生在之前的学习中已经掌握了四季的名称以及一些基本的活动词汇，如swim, play football, fly kites等。
但部分学生对季节和活动的表达仍存在困难。
在教学过程中，教师需要关注学生的个体差异，给予不同程度的学生适当的指导。
三、教学目标1. 知识目标：学生能够听懂、会说、会读关于四季和活动的词汇。
学生能够运用所学知识进行简单的交际。
2. 能力目标：学生能够运用所学词汇和句型描述自己喜欢的季节和原因。
学生能够在图片或情景的帮助下，正确使用一般现在时描述季节和活动。
3. 情感目标：学生能够激发对四季变化的兴趣。
学生能够培养合作意识，提高交际能力。
四、教学重难点1. 重点：学生能够听懂、会说、会读关于四季和活动的词汇。
学生能够运用所学知识进行简单的交际。
2. 难点：学生能够正确使用一般现在时描述季节和活动。
学生能够在图片或情景的帮助下，运用所学词汇和句型进行交际。
五、教学方法1. 情景教学法：通过创设真实的情景，让学生在实际语境中学习、运用英语。
2. 交际教学法：通过小组合作、角色扮演等方式，培养学生的交际能力。
3. 任务型教学法：通过完成具体任务，引导学生主动参与学习过程。
4. 游戏教学法：通过设计有趣的游戏，激发学生的学习兴趣。
5. 情感教学法：关注学生的情感需求，营造轻松、愉快的学习氛围。
六、教学步骤Step 1: Lead-in教师通过展示四季图片，引导学生谈论四季变化。
学生分享自己对四季的喜好。
Step 2: Presentation教师展示Let's talk部分的图片，引导学生观察并回答问题。
pep(人教)四年级英语下册 Unit 5 my clothes B lets talk 优质课件
Whose coat is this?
It’s mine.
Whose pants are those?
They’re your father’s.
Whose shoes are those?
They’re your baby shoes.
They’re so small.
You’re funny!
•
Whose coat is this? /hu:z/谁的 It’s mine.(我的)
mine = my coat
8
jacket
Whose jacket is this? It’s Sarah’s.
Free talk
sweater
Whose sweater is that? It’s Mary’s.
It’s mine.Fra bibliotekAre these/those yours? Yes, they are. No, they aren’t.
Whose … are these/those? They are mine.
A: Whose …is this? B: It’s…’s. A: Whose … are these? B: They’re…’s.
PEP小学英语四年级下册
Unit Five My clothes
Part B Let’s talk
Clothes Shop
hat
shirt
sweater
dress
shorts
socks
shoes
pants
jacket
coat
skirt
Is this shirt yours? No, it isn’t.
Read and answer
人教版英语四年级下册 Unit 5 第五课时 名师教学教案
第五課时一、課时内容B Let’s talk Let’s find out二、課时分析本課时是人敎版四年级下册第五单元第五課时,与前几課时时紧密相连。
围绕“衣物的归属”这一话题展开,主要通过对话學习句型Whose coat is this? It’s mine. Whose pants are those? The y’re your father’s 的表达。
培养學生學习英语的兴趣,树立學好英语的信心。
本課时是第一課敎學内容的延续,重点是能够在情景中恰当运用“询问并回答物品主人”的句型。
本課时包括Let’s talk和Let’s find out两个板块。
Let’s talk版块通过呈现Sarah和弟弟Sam帮助妈妈整理衣物的情景,引出句型Whose coat is this? It’s mine. Whose pants are those? The y’re your father’s. 对话的结尾生动有趣,很能引起學生的共鸣。
Let’s find out.版块呈现了许多衣物,要求學生根据图片讨论衣物的主人。
本課时涉及的话题比较简单,重在对话的理解和运用。
所以在设计本課敎學时,我提供了不同的场景帮助學生理解对话和运用对话。
做到操练与情境相结合,达到巩固语言和运用语言的目的。
三、課时目标1. 能够理解对话大意。
2. 能够用正确的语音、语调朗读对话。
3. 能够听、说、认读句型：Whose coat is this? It’s mine. Whose pants are those? The y’re your father’s.4. 培养學生學习英语的兴趣,梳理學好英语的信心。
四、課时重难点1. 重点（1）能够理解对话大意。
（2）能够用正确的语音、语调朗读对话。
（3）能够听、说、认读句型：Whose coat is this? It’s mine. Whose pants are those? The y’re your father’s.2. 难点1. mine的理解和掌握。
人教版小学英语四年级下册Unit5 B Let’s talk 课件
Task：完成对话
Let’s read together.
（单击图片，播放动画）
下一页
Mum : Sarah, Can you help me, please? Sarah: OK. Sam : Whose coat is this? Mum: It’s mine. Sam: And those? Whose pants are these? Mum: They’re your father’s. Sarah: Oh, no! Sam! Mum: You’re funny!
（单击图片，播放动画）
下一页
下一页
Main重点句子
Whose are these? They are John’s. Whose cap is this? It’s my brother’s.
寻找物品主人的句型及其答语 Whose+单数名词+is this/that? It’s+名词性物主代词/名词所有格。 Whose+复数名词+are these/those? They are +名词性物主代词/名词所有格。
2. 那是谁的鞋子？ A. Whose shoes are those? B. Whose pants are these? C. Whose shoes are these?
☆:一星级:听录音，仿读对话； ☆☆:二星级:表演对话； ☆☆☆:三星级:和你的朋友一起根据对话内
容创编新对话。
(你可以根据自己的实际情况任选一个做)
•1、书籍是朋友,虽然没有热情,但是非常忠实。2022年3月24日星期四2022/3/242022/3/242022/3/24 •2、科学的灵感，决不是坐等可以等来的。如果说，科学上的发现有什么，给那些善于独 立思考的人，给那些具有锲而不舍的人。2022年3月2022/3/242022/3/242022/3/243/24/2022 •3、书籍—通过心灵观察世界的窗口.住宅里没有书,犹如房间里没有窗户。2022/3/242022/3/24March 24, 2022
人教版小学英语四年级下册 Unit 5 B Let's talk优秀公开课课件
A. They are John’s. B. Yes, they are.
2. –Are those pants yours? -________
A. They’re mine.
A. No, it isn’t.
B.Yes, they’re mine.
-__பைடு நூலகம்____. B. It’s Amy’s.
3. –Is this Mike’s coat?
Let’s talk
Read after it
P51
跟读 点此超链接
Let’s talk
Fill in the blanks
P51
填空
Let’s talk
Fill in the blanks
P51
填空
Ex.
1. The red coat is _____. A. my B. mine C. your
B Talk
P51
Let’s sing
P54
点此超链接
Look at Zoom’s and Zip’s clothes.
Whose hat is that?
Is that ______?
are _____? those Whose socks ___
Are those ______?
Whose ___ is that //are those ?
Let me try.
Children sometimes like to try the adults’ (大人的) things.
Let’s talk
点此超链接
听音，回答
Listen and answer
1
=It’s my ___ coat ___.