学校校本培训活动记录表

工作单位：  萧江镇第三小学  

说明：活动一周内，校本培训职能部门根据项目负责人递交记录表审核内容并签字确认。考勤表附后。

 

PEP 4 Unit 5 My clothes B read and write

                                  陈冬春

教学目标：

1. 能通过阅读获取所需信息，解决问题，找到具体的衣物所有人。

2. 能在有意义的语境中模仿写话，并正确规范地书写。

3. 能综合运用本单元核心词句来归还衣服。

教学重难点：

能读懂核心词句，掌握关键信息，解决相关阅读任务；能正确、规范地书写核心句子。

教学准备

PPT   Blackboard   cards

教学过程

I Warming up

1. Let’s sing. This old hat

2. Let’s do

3. Let’s say  hat pants skirt dress socks...

II Presentation and practice

1. this is my__________. These are my__________

This is my T-shirt.  These are my shoes.

This is my dress.    These are my glasses.

.......

2. Free talk

T: Whose shirt is this?   Ss: It’s Zhang Peng’s

T: Whose pants are these? They are Sarah’s.

3. Pair work

A: Whose ...is this?     B: It’s ...’s

A: Whose...are these?    B: They’re...’s.

4. Summer camp

Who are they?    What are they wearing?

Mike is wearing a purple T-shirt.

What clothes will she pack?

She will pack__________.

5. Read and answer

 Are these Sarah’s blue pants?

 This is Amy’s red T-shirt.

Whose shoes are these?

Whose hat is this?

6. Listen and repeat

7. Let’s find out

The Children’s Day is coming, Mr Xu says we’re going to take trip ,let’s pack some clothes.

It’s time to pack my clothes.

This is my pink T-shirt. These are blue shorts. Those are my white shoes. OK, let’s go.

III Consolidation and extension

1. Let’s write

It’s time to pack my clothes.

This is my _____. these are my_______,these are my___.

OK, let’s go.

2. Let’s check

IV Homework

1. Workbook P38.

2. Read the passage for 3 times.

Blackboard Design

 PEP 4 Unit 5 My clothes

B read and write

 

It’s time to pack my clothes.

This is my______.

These are my______.

Those are my _______.

OK, let’s go.

PEP小学英语四年级下册Unit 5 My clothes B Read and write

                                                     黄舒要

学情分析：

    四年级的学生已经是学过了一年的英语，有一定的英语基础。有的孩子上课时能够专心听讲，能够积极主动的发言。这个年龄段的大多数孩子活泼好动，注意力容易被分散，但是小学生有强烈的表现欲，他们喜欢得到别人的表扬，老师的表扬能积极推动他们的学习。

教学目标：

1. 知识目标：

（1） 能够听、说、认读单词：clothes, pants, hat, dress, skirt, coat, sweater, sock, shorts, jacket, shirt

 （2）能够在情景中运用句型：This is ... These are ... Is this...? Yes, it is. / No, it isn’t.  Are these...? Yes, they are. / No, they aren’t.   

2. 能力目标：

（1） 能够朗读、读懂Read and write部分的短文并完成读后活动。

（2） 能够完成Look and write部分的书写活动。

3. 情感态度：建立朴素大方的审美观，养成及时整理个人物品的习惯。

教学重点：

 1.能够听、说、认读单词：clothes, pants, hat, dress, skirt, coat, sweater, sock, shorts, jacket, shirt

 2.能够在情景中运用句型：This is ... These are ...  Is this...? Yes, it is. / No, it isn’t.  Are these...? Yes, they are. / No, they aren’t.

3. 能够朗读、读懂Read and write部分的短文并完成读后活动。

教学难点：

能够完成Look and write部分的书写活动。

教法与学法：

情景交际法、直观教学法、游戏法、合作学习法。

课前准备：

课件、头饰、四线三格磁条。

九、教学过程：

Step1. Warm-up

1.  Greetings

2.  Grouping: dividing the whole class into several groups.

3.  Sing the song: Colors song.

Step2. Leading in

1.  Revision: 抢答游戏。出示各色彩笔，每拿一支彩笔，学生迅速说出该彩笔的颜色。

Pack the clothes (收拾衣物)：课件呈现一些衣物图片，教师说：It’s going to rain in 10 seconds. Please pack the clothes! 请学生在10秒内快速说出图片上的单词，学生反应较快后，要求学生同时说出服装的颜色和名称。

Step3. Presentation

1.  教学句子: This is ... Is this...? Yes, it is. / No, it isn’t.

(1) 教师出示一件连衣裙(实物图片)，说：Look! This is my dress. 并要求学生拼读dress，同时教师在四线三格中板书dress，并导出本课课题。

(2) 教师利用连衣裙实物图询问学生：Is this your dress? 引导学生作否定回答：No, it isn’t. 教师再问：Is this my dress? 引导学生作肯定回答：Yes, it is.

(3) 教师利用多媒体课件展示连衣裙图，问：Is this your dress? 待学生作否定回答后，教师再问：Guess! Whose dress is this? 并出示Chen Jie 穿着连衣裙的图片引导学生回答：It’s Chen Jie’s dress. 同时教师补充板书：This is Chen Jie’s dress. 并带读。

2.教学句子: These are... Are these...? Yes, they are. / No, they aren’t.

(1)  教师出示一双鞋子(实物图片)，说：These are my shoes. 要求学生拼读shoes，同时教师在四线三格中板书shoes。

(2)  教师利用鞋子实物图询问学生: Are these your shoes? 引导学生作否定回答：No, they aren’t. 教师再问：Are these my shoes? 引导学生作肯定回答：Yes, they are.

(3)  教师利用多媒体课件展示鞋子图，问: Are these your shoes? 待学生否定回答后，教师再问: Whose shoes are these? 并出示John穿着鞋子图片引导学生回答：They are John’s shoes. 同时教师补充板书: These are John’s shoes.并带读。

3.  Read and circle:

(1) 出示教学挂图，说: Sarah’ s summer camp is over. It’s time to pack her clothes. What clothes will she pack?要求学生默读一遍短文，然后在表格中勾出Sarah的衣物。

 

red T-shirt	dress
hat	blue pants
shoes	shorts

(2) 听录音，小声跟读，小组成员间根据上一环节的表格提示讨论课后四个问题，最后每个小组派一名成员汇报小组讨论结果。

Are these Sarah’ s blue pants?

Is this Amy’s red T-shirt?

Whose shoes are these?

Whose hat is this?

(3) 再次播放录音，每句后停顿，要求学生模仿录音的语音语调跟读录音。

Step4. Practice

1.  Memory game(记忆大挑战)：教师以课件出示一张Sarah的衣物图片，分别是：pants, T-shirt, shoes，并于10秒后消失。然后再用课件呈现三句描述性的句子，如：This is my red T-shirt. These are my blue pants. This is my hat. 请学生判断这三句话是否与图片相符。如果符合，请学生将句子用正确的语音语调进行朗读。如果不符合，则请学生说出正确的能够用来描述Sarah衣物的句子。

2.  The reading star(朗读之星): 教师出示短文中的两个一般疑问句: Is this my hat? Is this yours? 分别播放这两句的录音，学生跟读体会一般疑问句的语调。请学生自愿参加朗读评比，读得好的学生被评为“朗读之星”。

Step 5 Consolidation and extension

Look and write:

(1) 要求学生看图，朗读句子，进一步体会these 和 this的区别。

(2) 请两位学生在黑板上画出自己的长裤，并在下面写上句子，如：These are my pants. 其他学生在书本的相应位置练习，两分钟后教师评价。

Step 6 Summary

1.  小结本节课的重点句型：This is Chen Jie’s dress. These are John’s shoes. Is this...? Yes, it is. / No, it isn’t.  Are these...? Yes, they are. / No, they aren’t.   

2.  评最佳小组。

3. 情感升华：建立朴素大方的审美观，养成及时整理个人物品的习惯。

Step 7 Homework:

1.  听录音，跟读课文，注意模仿语音语调。

2.  仿照短文，设计一段Amy 收拾衣物的文字，可运用以下句型和词汇：

(1)  hat, shoes, dress, pants, T-shirt, shorts, socks

(2)  This is...  These are...  Is this...?  Are these...?

十、 板书设计：

Unit 5 My clothes

B Read and write

This is Chen Jie’s dress.

                        These are John’s shoes.

 

PEP4 Unit 5 B Read and write

                           黄赔赔

Teaching material:

B Read and write; B Let’s check; C story time

Teaching objectives：

    1. Ss will be able to further master the words and sentence patterns of this unit.

2. Ss will be able to correctly write words of this unit on English exercise books.

3. Ss will be able to successfully finish exercises in this part and “Let’s check” part.

4. Ss will be able to listen and understand the story in “Story time”.

Key points：

    Master words and patterns of this unit.

Difficult points：

Understand the story in “Story time”.

Teaching preparation：

    CAI, word cards and tape recorder

Lesson periods：1

Teaching procedure：

Step1: Warm- up

1. Sing a song: This old hat.

2. Ask and answer (according to the song)

T: What color is your sweater?

S1: Red.

T: Can you spell red?

S1: Yes. R-E-D, red.

T: What color are your shoes?

S2: Green.

T: Can you spell?

S2: Yes, G-R-E-E-N, green.

T: Whose shorts are those?

S2: They’re mine.

3. Read and say (review words and sentences)

Step2: Presentation and Practice

1. Introduce the pictures of the “Read and write” part.

T: Summer camp is coming to an end. Sarah is packing her clothes. Will she make any mistakes? Let’s read and think about it.

2. Read and circle.

3. 1) Read again and discuss the following questions:

a. Are these pants Sarah’s?

b. What color are these pants?

c. Is this Amy’s T-shirt?

d. Whose shoes are these?

e. Whose hat is this?

2) After reading, check the answers.

Teach the new word “T-shirt”.

3) How many clothes do Sarah have. What are they?

T: How many kinds of clothes can you see?

Clothes: T-shirt, pants, shoes, hat

4. Listen to the tape.

5. Listen again and try to imitate sentence by sentence.

6. Introduce the content of this part.

E.g.: This is Sarah’s red T-shirt. These are Sarah’s blue pants. Those are Sarah’s shoes. This is Amy’s hat.

7. Look and write

1) Talk about the two sentences in this part.

2) Draw your pants and write a sentence.

8. C. Let’s check

1) Listen and tick or cross.

First observe the four pictures carefully, then listen to the tape and finish the exercise.

2) Look and match

Step3: Consolidation

C. Story time

1. Look and guess what the story is about.

2. Watch the flash, and learn the new words: party, cut, hole, tie, star
    3. Read and imitate.

4. Play in roles.

2. Do the workbook

Homework：

1. 听、读Unit5至少20分钟。

2．Finish the homework

Board design:

Unit5 B Read and write    This is Sarah’s red T-shirt. These are Sarah’s blue pants. Those are Sarah’s shoes. This is Amy’s hat..

 

 

                Unit 5  My clothes第四课时  

                                        李爱雪              

教学目标： 

    1、听说认读本课时的主要句型：Whose pants are those? They're your father's. Whose coat is this? It's mine.

    2、能在实际的情景中运用以上句型描述他人或自己的衣物。

教具准备：教学光盘、单词卡片。

教学重点：掌握本课时的主要句型：Whose pants are those? They're your father's. Whose coat is this? It's mine.

教学难点：引导孩子在情境中理解主句型。

教学过程：

一、复习引题

    1、Let’s do：让孩子在说的过程中，复习相关的衣服单词。

　　2、Guessing game：孩子们都闭上眼睛，一个孩子描述自己的衣服，大家猜猜他是谁。

二、教学新课

    1、教师拿出一条长裤，让孩子猜猜是谁的，导出句型：“Whose pants are those?”然后，教师拿出自己的衣服，让孩子猜猜。导出句型：“Whose coat is this?”教师指着两组衣物，反复重复以上两个句子，让孩子对主句型有所了解。

　　2、教师播放课件，让孩子观看故事，理解内容。让学生边看边模仿故事中人物的语气说一说。

　　3、分角色给课件配音，小组练习和表演。

　　4、Let’s find out：两个人一小组说一说。

三、巩固练习

    1、失物招领：把孩子们的一些衣物放到讲台上，让孩子描述，描述正确了就可以取回。

　　2、Yes or no：教师让孩子蒙上眼睛，摸一摸桌上的衣物猜一猜，These are my socks.

四、布置作业

    1、听第51页的Let’s talk 部分的录音，读给同伴、朋友或家长听。

五、板书设计

板

书             Unit 5 My clothes      

Whose pants are those?

 They're your father's.

Whose coat is this?

It's mine.

PEP4 Unit 5 Read and write

              温金雷

教学目标：

2. 知识目标：

（2） 能够听、说、认读单词：clothes, pants, hat, dress, skirt, coat, sweater, sock, shorts, jacket, shirt

（2）能够在情景中运用句型：This is ... These are ... Is this...? Yes, it is. / No, it isn’t.  Are these...? Yes, they are. / No, they aren’t.   

3. 能力目标：

（3） 能够朗读、读懂Read and write部分的短文并完成读后活动。

（4） 能够完成Look and write部分的书写活动。

4. 情感态度：建立朴素大方的审美观，养成及时整理个人物品的习惯。

教学重点：

 1.能够听、说、认读单词：clothes, pants, hat, dress, skirt, coat, sweater, sock, shorts, jacket, shirt

 2.能够在情景中运用句型：This is ... These are ...  Is this...? Yes, it is. / No, it isn’t.  Are these...? Yes, they are. / No, they aren’t.

4. 能够朗读、读懂Read and write部分的短文并完成读后活动。

教学难点：能够完成Look and write部分的书写活动。

课前准备：课件、头饰、四线三格磁条。

教学过程：

Step 1 Warm-up

4.  Greetings

5.  Grouping: dividing the whole class into several groups.

6.  Sing the song: Colors song.

（设计意图：调节课堂气氛，提高学生的学习兴趣。）

Step 2 Leading in

2.  Revision: 抢答游戏。出示各色彩笔，每拿一支彩笔，学生迅速说出该彩笔的颜色。

Pack the clothes (收拾衣物)：课件呈现一些衣物图片，教师说：It’s going to rain in 10 seconds. Please pack the clothes! 请学生在10秒内快速说出图片上的单词，学生反应较快后，要求学生同时说出服装的颜色和名称。

（设计意图：复习并操练颜色和衣物类单词。）

Step 3 Presentation

2.  教学句子: This is ... Is this...? Yes, it is. / No, it isn’t.

(4) 教师出示一件连衣裙(实物图片)，说：Look! This is my dress. 并要求学生拼读dress，同时教师在四线三格中板书dress，并导出本课课题。

(5) 教师利用连衣裙实物图询问学生：Is this your dress? 引导学生作否定回答：No, it isn’t. 教师再问：Is this my dress? 引导学生作肯定回答：Yes, it is.

(6) 教师利用多媒体课件展示连衣裙图，问：Is this your dress? 待学生作否定回答后，教师再问：Guess! Whose dress is this? 并出示Chen Jie 穿着连衣裙的图片引导学生回答：It’s Chen Jie’s dress. 同时教师补充板书：This is Chen Jie’s dress. 并带读。

2.教学句子: These are... Are these...? Yes, they are. / No, they aren’t.

(4)  教师出示一双鞋子(实物图片)，说：These are my shoes. 要求学生拼读shoes，同时教师在四线三格中板书shoes。

(5)  教师利用鞋子实物图询问学生: Are these your shoes? 引导学生作否定回答：No, they aren’t. 教师再问：Are these my shoes? 引导学生作肯定回答：Yes, they are.

(6)  教师利用多媒体课件展示鞋子图，问: Are these your shoes? 待学生否定回答后，教师再问: Whose shoes are these? 并出示John穿着鞋子图片引导学生回答：They are John’s shoes. 同时教师补充板书: These are John’s shoes.并带读。

（设计意图：为Read and circle 部分的教学做准备。）

4.  Read and circle:

(2) 出示教学挂图，说: Sarah’ s summer camp is over. It’s time to pack her clothes. What clothes will she pack?要求学生默读一遍短文，然后在表格中勾出Sarah的衣物。

(4) 听录音，小声跟读，小组成员间根据上一环节的表格提示讨论课后四个问题，最后每个小组派一名成员汇报小组讨论结果。

(5) 再次播放录音，每句后停顿，要求学生模仿录音的语音语调跟读录音。

（设计意图：帮助学生理解短文。）

Step 4 Practice

3.  Memory game(记忆大挑战)：教师以课件出示一张Sarah的衣物图片，分别是：pants, T-shirt, shoes，并于10秒后消失。然后再用课件呈现三句描述性的句子，如：This is my red T-shirt. These are my blue pants. This is my hat. 请学生判断这三句话是否与图片相符。（设计意图：检验学生是否读懂短文。）

4.  The reading star(朗读之星): 教师出示短文中的两个一般疑问句: Is this my hat? Is this yours? 分别播放这两句的录音，学生跟读体会一般疑问句的语调。请学生自愿参加朗读评比，读得好的学生被评为“朗读之星”。

（设计意图：检验学生是否能够用正确的语音语调朗读一般疑问句。）

Step 5 Consolidation and extension

Look and write:

(3) 要求学生看图，朗读句子，进一步体会these 和 this的区别。

(4) 请两位学生在黑板上画出自己的长裤，并在下面写上句子，如：These are my pants. 其他学生在书本的相应位置练习，两分钟后教师评价。

（设计意图：培养学生正确书写英语句子的能力。）

Step 6 Homework:

3.  听录音，跟读课文，注意模仿语音语调。

4.  仿照短文，设计一段Amy 收拾衣物的文字，可运用以下句型和词汇：

(3)  hat, shoes, dress, pants, T-shirt, shorts, socks

(4)  This is...  These are...  Is this...?  Are these...?

十一、 板书设计：

Unit 5 Read and write

  This is Chen Jie’s dress.

                       These are John’s shoes.