人教PEP版四年级英语下册 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 adopt theTSA 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.。
pep(人教)四年级英语下册 Unit5__B__Let’s__talk教学课件
选词填空。
过关检测
mine
your
1.—Is that your pencil, john? —Yes, it’s_________.
2. —Is this _______ ruler? —No, it isn’t. it’s Liu Fang’s.
过关检测
选择正确的一项。 1.这是谁的连衣裙？ A. Whose dress is this? B. Whose skirt is this? C. Whose dress are these?
1、观看动画，给人物配音。 2、角色扮演。
失物招领Lost and found.
I can’t find my… You can go “lost and found” A: Whose…is this? B：Oh, it’s mine. Thank you.
（单击图片，播放动画）
Whose hat/dress/shirt is this? Whose shoes/pants are these?
（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。
谢谢观赏
You made my day!
我们，还在路上……
Task：完成对话
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”。
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
《 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。
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
人教版(PEP)四年级英语下册unit5 my clothes_B let's_talk公开课课件
yellow cap
red dress
black coat
blue shoes
I want to wear…
green jacket
orange hat
pink shirt
White T-shirt white skirt
blue socks yellow shorts
Read and write
clothes.
___A_re__th_e_se__yo_u_r_s,_S_a_r_ah_?_________________
Homework
（1）Listen to and repeat “Read and write”. （2）Try to make a new dialogue in groups. （3）Write some sentences to introduce your
A song
This old hat This old hat, this old shirt, These old jeans, and this old skirt… Put them away! It’s a sunny, sunny day. It’s time to wear your shorts to play.
B Let's talk
hatshirt来自shorts socks sweater dress
shoes pants jacket coat
skirt
Whose … aisrethtihse/tshea/th?ose?
TIth’se…y'r’es.…’s.
shoes
skirt socks
jacket shorts
hat
PEP小学英语四年级Unit5BLetstalk
PEP小学英语四年级Unit5BLetstalkPEP小学英语四年级Unit5 B Let’s talk教学设计一、教材分析：本课时是PEP Book3 第五单元的第五课时，主要内容是Part B Let’s talk & Let’s chant。
在前面四个课时学生已经学习了一些关于食物的单词和一些就餐礼貌用语。
在设计本课时，我会把Let’s talk中的重点句型放进chant里面教。
然后通过改编Let’s talk, Let’s learn进一步巩固、拓展本课时知识。
二、学情分析：四年级学生活泼好动，喜欢尝试新事物，即好奇又好强，表现欲望强烈，学习英语的热情高涨。
他们在前面四个课时已经学习和复习了一些关于食物的单词和一些就餐礼貌用语为这节课教学打下基础。
依据他们的特点和实际水平，在教学过程中我通过TPR，chant,创造情景，故事教学等方法教授本课时的知识点。
三、教学目标：1、知识目标：能够听懂、会说I can use chopsticks. Let me try. Help yourself. Let me show you. Mm…Yummy. I like Chinese food. We had a good time. See you tomorrow. Good night.2、能力目标：能听懂指示用语，并能按照指令做出相应动作。
听懂会说chant.3、情感目标：了解中西方不同的餐具使用方法，对接受别人招待表示感谢。
四、教学方法：本课时主要通过chant、TPR等方式进行教学，并把Let’s talk 中的重点句子放到chant中教学，让学生更容易理解和接受，并能更好地培养他们的学习兴趣解除他们畏难的心理。
五、教学重、难点分析1．本课时需要重点掌握句型：I can use chopsticks. Helpyourself.2.能结合所给句型进行替换，在不同的情景中正确使用相应句型。
pep(人教)四年级英语下册Unit5__B__Let’s__talk教学课件
选词填空。
过关检测
mine
your
1.—Is that your pencil, john? —Yes, it’s_________.
2. —Is this _______ ruler? —No, it isn’t. it’s Liu Fang’s.
过关检测
选择正确的一项。 1.这是谁的连衣裙？ A. Whose dress is this? B. Whose skirt is this? C. Whose dress are these?
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!
2014年新版PEP小学英语四年级下册
Unit5 My clothes
B Let’s talk
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.
（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.
人教版(PEP)四年级英语下册unit5 my clothes B Let’s talk公开课课件
And those? Whose pants are those?
You’re so funny!
Байду номын сангаас
Let’s act
三人一小组，分角色演一 演，三分钟后看谁表演得 最棒！
Mike’s or Sarah’s ? Let’s find out
下面这些衣服到底是谁的？请你和同桌一起找一找
当堂检测
连词成句
1. is , this, Whose, coat, ? 2. They, father’s, your, are, . 3.Whose , are, those, pants, ? 4. mine, is ,it . Keys:
1. Whose coat is this ? 2. They are your father’s . 3.Whose pants are those ? 4. It is mine .
Let’s talk
Oh , no! Sam!
You’re so funny!
Why do they say these? (她们为什么这么说？)
Watch and choose
仔细看动画，然后完成问题：
Is this Mom’s coat? A: Yes, it is. B: No, it isn’t.
Homework
1.Listen to and repeat “Let’s talk”. 2.Act out “Let’s talk” with your
partner.
Read and answer
自己认真读对话，两分钟后回答问题：
Q:Whose pants are those?
They’re__fa__th_e__r’_s_.