Unit Five My clothes

Teaching contents:

   B Read and write(P53)

Teaching aim:

   To read the text and complete the exercises.

   To look at the pictures and write down the right sentences.

Teaching key points & difficult points

1.Key points: Reading the text and circling the right answers; looking at the pictures and writing down the sentences correctly.

    2.Difficult point:exercising the ability of oral communication.

Teaching method:

    The Situational Teaching Method.

Teaching aids:

Multimedia,tape recorder, chalks, word cards.

Teaching procedure:

Step 1. Greetings and warm up

1.Listening to the song This old hat.

2.Saying “hello”to everyone.

Design purpose: Communicating with students and being ready for having today’s lesson.

    Step 2. Revision

    1.Introduce a figure Tao. He and his friends are doing a meaningful thing. And then introduce the their clothes: skirt, shirt, T-shirt, dress, pants, sweater, socks, jacket, shorts, coat, hat.

2.Reviewing the key sentences pattern: Is this/that yours? Yes,it is. / No, it isn’t. Are these yours? Yes, they are./ No, they aren’t. Whose coat is it? It’s Sam’s. Whose pants are these/those? They are Mike’s.

Design purpose: Checking the homework,building a reading habit and make a intention about today’s lesson.

    Step 3. Presentation and practice (Cooperation and show)

1.The teacher should show the text on the screen and. a. Play the tape. What clothes have you heard. ( T-shirt, pants, shoes, hat ) b. Ask students to read aloud together. c. Ask students to read the questions and find the answers from the text. ( Some tips for reading: skimming and scanning) d. Students read after the tape one  sentence by one and try their best to imitate the tape . ( Some tips for reading aloud: pay attention to the phonetics and tone)

3.Making a game. Make a reading contest : “Reading star” among groups.

4. Look and write.

Ask the students to describe the pictures. Who is he? John. These are John’s shoes.(Teacher writes down the sentences on the blackboard and students show their fingers to spell the words together. ) Who’s that girl? She is Chen Jie. This is Chen Jie’s dress. (Tips: The first letter of a sentence should be capitalized; there should be appropriate space between two words; the punctuation at the end of a sentence should not be neglected. )

5. Students draw a simple picture of their pants and then write down the correct sentence: These are my pants. (3 minutes) Time is up. Show some good jobs to others on the screen.

    Design purpose:to enjoy the English learning and to strengthen the ability of students’ writing.

    Step 4. Consolidation and expansion

    1. Reading the  .

1. Giving three minutes to students to make a conversation with the key sentences.

   A:Good morning.

   B:Good morning.

   A:How are you?

   B:I'm fine,thank you.How are you?

   A:I'm fine,thank you.

   B:Let's go to the farm.

   A: OK!

   B:What are these?

   A:They're ....

   B:What are these?

   A:They're ....

   Design purpose: it’s a check of today’s study,in order to build the self-study.

   Step 5. Summary

       1.Choosing some students to make a conclusion first.

       2.Teacher gives some useful tips and,tells how to review the lesson and how to remember the words quickly.

       Step 6. Homework

       1.Read the words for 3 times.

       2.Copy them for 4 times.

       3.Make a dialogue with your partners about this lesson.

   Blackboard design:

   Unit Five My clothes

   B Read and write

   clothes, skirt, shirt, T-shirt, dress, pants, sweater, socks, jacket, shorts, coat, hat.（pictures of the objects）

   These are John’s shoes.

   These are my pants. 

   
   

   再教设计：

     1.教学目标:不仅要求学生会读，会写，同时应复习本单位的重点内容，如名词所有格和名词性物主代词，并让学生多说，会说。书写部分不仅要求学生能在图片的帮助下完成个性化的书写活动，同时能利用日常生活中的情景创编对话。如，This is Miss Zhao's skirt.Those are Zhang Jiaxin's shoes.

     2. 热身活动中，可大胆加入歌谣Let's chant,配合生动有趣的肢体动作，加强重点句型的巩固，如：Whose, whose, whose hat is this? Mine, mine, it's mine. Whose, whose, whose pants are these? Yours, yours, they're yours.

     3.These are/ This is xxx's hat, coat, pants...句型的巩固练习可向范老师学习，通过转盘方式让学生多说，多操练，这种边玩边学的方式符合学生活泼好动的性格特征。

     4.Pack一词的教法也可通过一个简单的chant 进行巩固，如Pack, pack, pack! Pack my clothes. Pack, pack,pack! Pack my books.

     5.阅读教学过程中，可通过让学生们读出含有答案的句子来提高阅读技巧，也可通过补全短文的形式来巩固阅读材料。

     6.书写教学中，首先应多展示几位学生的书写成果，并让学生读出句子，并进行恰到好处的鼓励和纠错。其次，书写拓展训练部分，可让学生充分发挥想象，写出一些贴近生活的例子，即观察即练习。例如，That is Miss Zhao's skirt. Those are Wang Weimin's shoes...

     7.阅读拓展部分可删减掉，毕竟超出了大部分孩子的能力范围，从而节约了宝贵的时间来给孩子们多说，多输出，多表现自我，克服怕说错，怕说不好的心理，从而给书写部分作铺垫。

     8.小组讨论活动可穿插于阅读部分的短文填空，以及书写部分的写出更多的句子的环节，从而加强孩子们的交流，合作，探究能力，同时也活跃了课堂气氛。

     9.采取奖励机制，增强孩子们的积极性，如课前给孩子们的礼物可以先用黑袋子放在讲台上，鼓励孩子们积极发言，stickers的灵活运用，又如给孩子们一个大大的hug, 或者说一句I love you! I believe you! 等鼓励性的语言来调动孩子们的积极性，从而拉进师生之间的距离。