一、教学内容(Teaching content)
Unit 3 Is this your skirt ? Part B Read and write
PEP Book4 （广东省教育厅教研室编著）
二、教学目标(Teaching objectives)
1、 知识目标：A 能掌握四会单词 skirt, shirt, jacket, dress and T-shirt。
B能正确书写句子：What colour is it? It’s white.
C能理解并朗读对话。
2、 能力目标:应用地道的语音材料培养学生良好的听说能力；培养学生观察、思考、实践和创造能力。
3、情感目标：激发学生学习兴趣，培养学生团结合作与热心助人的意识，
4、策略目标：引导学生学会充分利用地道的语音材料，鼓励学生通过模仿和表演来学习外语；引导学生通过交际获取信息，利用以往的生活经验中构建新知识。
三、教学重点和难点(Main points and difficult points)
1. To be able to master the four-skilled words..
2. To be able to act out the dialogue.
3. To be able to write the four-skilled words correctly..
四、教学用具（teaching aids）
1、CAI课件。
2、Zoom和Zip的头饰、衣服、表演魔术的小道具。
3、衣服贴纸与食物作为奖品，激发学生兴趣。
五、教学方法( Teaching approaches)
情境教学法、任务型教学法、游戏法等。
六、学生情况分析(Analysis of the pupils)
四年级的孩子们都活泼好动，我们就利用魔术引入，复习已经学过的颜色单词，增加课堂的趣味，并通过竞赛的形式让孩子们在良性的竞争中掌握英语知识以及团队合作意识。
七、教学过程 (Teaching procedures)
|
procedu |
Teacher talk /activities |
Student talk/activities |
Purpose | ||
|
Warm-up |
1、Greeting and let’s sing: Hello, boys & girls. How are you today? Where are your from?... Let’s sing a song: colour song 2 Review words about colour There are so many colours in the song, do you still remember them? OK, I have a magic box, I’ll ask the colours to come out with the magic. let’s check what colour it is. Look, what colour is it? 3 Review words about clothes You all know the colours, I think today is a colourful day, because today is Zip’s birthday, and she’ll have a big birthday party. Would you like to go to the party? Me too. But what can we wear? I have some pretty clothes. Guess what they are?（示幻灯片并渗透句型：Is the … pretty? |
I’m fine. I am from Shanzhong/Xie Keng… (Sing the song) S1: What colour is it? S2: It’s purple. What colour is it? S3; It’s… What colour is it? Ss: Yes. 引导学生用句型：Yes, the … is pretty 回答。 |
To make friends with the kids. To create harmonious atmosphere Use the magic to attract students interesting. | ||
|
. presentation |
1、 Use the CAI to present the four-skilled words about clothes. T: I have another beautiful clothes for you. Do you want to take a look? T: But you must complete the words first. 示幻灯出示sk_ _t sh_ _t _ - sh_ _t dr_ ss _ acket. 比较skirt与shirt的发音与拼写， 总结ir的发音， 提醒T-shirt 中T 必须大写。 2 Present the whole dialogue. T: these are our clothes, Zip has some pretty clothes too. What clothes does she have? let’s listen and choose. |
Yes. 学生完成单词的拼写，并通过观察找出ir的发音。 齐读单词后用“What colour is the… ? It’s …问答 Let’s listen.(听录音，勾出文中提到的衣服)
( ) 检查学生的听力情况 |
， 用幻灯片一闪而过的游戏复习衣服吸引学生的注意力 信息输入让学生整体感知课文， | ||
|
Consolidation |
3、Listen again and fill in the blanks. T：You all do well in your listening, what about your writing? Let’s check. 3、 Read the dialogue and tick or cross. T: You are good at writing too. How about your understanding of the dialogue. 1、 Act out the dialogue. 2、 Put the sentences in order 3、 看图写话 4、 填写爱心调查表 T：Today we are happy. We are not lack of food and clothes. But there are still many children live in a hard life.let’s take a look(播放贫困地区学生照片) They live in a hard situation. Let’s help them. Let’s give our clothes to them.(教师先示范) T：I have a dress for the poor children. 5、 Homework for today Named the clothes in your closet. 6、Let’s sing:Who is wearing yellow today? |
学生再听一遍课文完成填空 Zoom: Hurry up. It’s 5 o’clock now. Zip: Just a minute. Blue ？ ? Yellow ？ Green ? Oh, yes! I have a new ， for my birthday party. Zoom: What colour is it? Zip: It’s white. Zoom: This red is pretty. 学生齐读对话后判断对错 1）It’s 5 o’clock in the morning. √ × 2) The skirt isn’t blue. √ × 3) Zip likes the new dress. √ × 4) The red T-shirt is beautiful. √ × 5) Today is Zoom’s birthday. √ × 学生表演对话 学生将句子重新排序 用一句话描述所给图片 学生小组调查 What do you have for the poor children? I have a/some for the poor children. 学生调查完毕后进行捐衣服活动。 学生拍手齐唱歌谣结束本课时教学。 |
通过听力既能加强学生的信息输入，又能让学生自然地从听力过渡到笔试。 带着问题阅读课文更能吸引学生的注意力，同时能自然地检查学生对文章的理解。 用小组竞赛的形式开展各项任务活动，激发学生学习的动力 通过真实的图片渗透情感教育，让学生珍惜今天的生活，同时教育学生要做个有爱心的人。 | ||
八、教学反思（Teaching reflection）
本堂课遵循儿童学习的特点，充分地创设情境，通过观察、模仿、表演，能够真正地提高孩子们听、说、读、演、唱综合语言能力。
兴趣是学生学习的最好的导师，在课堂中老师恰当地使用了游戏教学法使孩子们在快乐中学习，在学习中不断提高。本堂课充分地利用学生以往的生活经验、以往的知识来构建新的知识体系，例如教师在课堂上能够有效地利用优质教学资源，地道的语音材料进行听力的输入（以保证使学生形成良好的英语语音，为今后的学习打好基础），展示图画，夸张的动作表演等方法进行了大量的输入，接下来在操练过程中形式多样，通过分组操练、表演、调查等形式来进行强化并较好地渗透了情感教育。在教学过程中充分地发挥学生的自主能动性，以培养孩子们良好的创造力和独立的思考能力，从根本上改变了学生机械地跟着老师重复朗读的现象；最后在课堂上教师能应用丰富的评价手段来树立孩子们的自信心，老师使用不同的语言“good, well done, wonderful, super等”，在评价过程中也有不同的人参与评价，不仅有教师的评价还有学生的相互评价和自己对自己的评价。
但是在输出过程中的教师还是拓展得不够，比较局限于课本，如果加强拓展，输出的效果就会更好。