Unit5Myclothes(ThefourthPeriod)PartBLet’stalkTeacher:ShaoXiuyingfromXin’anPrimarySchool【Teachingaims】知识目标1、能够听、说、认读句子：Whosecoatisthis?It’smine.Whosepantsarethose?They’reyourfather’s.并能在情景中运用句型询问并回答某物属于谁。2、能够理解并正确地使用Whose和mine。3、能够完成Let’sfindout的活动，依照语言示范讨论图中的衣服鞋帽属于Sarah还是Mike。能力目标1、培养学生的口头表达能力和听力能力2、培养学生运用语言的能力。情感目标教育学生要常帮父母整理衣物。【Teachingfocus】掌握新句型：Whosecoatisthis?It’smine.Whosepantsarethose?They’reyourfather’s.并能在情景中运用句型询问并回答某物属于谁。【Teachingdifficulties】能够理解并正确地使用Whose和mine。【Teachingaids】课件、学生的服装、拐杖、箱子。【Teachingsteps】StepⅠ:Warm-upandlead-in1.Greetingsbetweenthestudentsandtheteacher.Hello,boysandgirls.Areyouready?Let’sbeginourclass.Thisclasswe’regoingtohaveUnit5Myclothes.（轻松的课前谈话让学生很快进入学习状态。）2.Fashionshow.（服装秀导入新颖，不仅复习了上节课的服装单词，调动了学生的学习积极性，而且激起了学生的学习英语的浓厚兴趣和热情。）StepⅡ:Presentation1.Lostandfound.(1)创设情境：一生着急举手说：“MsShao.Ican’tfindmynewpen.Where’smypen?师说：“Oh,I’msorrytohearthat.Idon’tknow.Butwecangoto“LostandFound”.Maybeyourpenisthere.Let’sgo.”生说：“OK！”(2)演绎LostandFound,师搬箱子（上面写着LostandFound）说：“Ican’tcarryit.Canyouhelpme,please?板书：Canyouhelpme,please?并教读。师拄拐杖演盲人，操练句型：Canyouhelpme,please?(3)师从LostandFound的箱子里拿出coat（服装都是课前从学生那儿挑选的）问：“Whosecoatisthis?”失主（学生）前来认领，并引导其说：“It’smine.”板书并教学句型Whosecoatisthis?It’smine.特别注意指导mine的发音。同时引导学生知晓mine=my+名词。当此学生认领coat后，再问：“Whosecoatisthis?”引导学生回答：“It’sXXX’s.或It’sXXX’s+名词.(4)以同样的方式出示sweater,hat,skirt，pen等寻找失主，操练句型。(5)师从LostandFound的箱子里拿出pants问：“Whosepantsarethese？”引导生回答：“They’remine.”（板书）教学句子。(6)以同样的方式出示socks,shorts,shoes等寻找失主，操练句型。(7)师从LostandFound的箱子里拿出shirt(师自己的shirt)问：“Whoseshirtisthis?”失主前来认领，说：“It’smine.”师问：“Isthisyours?Pleasetryiton!”生试穿。“Oh,no!It’stoobig.You’refunny!”板书并教学句型You’refunny!(8)课件出示monkey和dog的图片，引导学生理解funny的意思。(通过创设LostandFound情境教学对话，使枯燥的句型教学变得生动，富有情趣，学生乐学，易接受，教学效果好。)2.Look,listenandanswerthequestions.Nowpleaselook,listenandanswerthequestions.(课件出示问题)Question1:Whosecoatisthis?Question2:ArethosepantsSarah’sfather’s?Question3:IsSarahfunny?Now,youcanlookatyourbooksandfindouttheanswers.指名答。师说：“Whowilltry？Let’shavealook.Ifyou’reright,youcangetastar.”3.GothroughLet’stalk.Studentsrepeat.StepⅢ:Practice1.Let’sfindout.(1)Nowlet’sfindout.AretheseMike’sorSarah’s?Pleaselook.（课件出示）Whowilltry?Great!Astarisforyou.第一幅图至第三幅图呈现问句，让学生看图回答，从第四幅图开始让学生看图自问自答。Forexample:Whoseskirtisthis?It’sSarah’s.(2)Let’schecktheanswer.(课件动画演示操练句型，形象生动且易吸引学生的注意力，让句型操练不再枯燥无味！)2.Let’ssing.Oh!I’mverytired.Let’ssing.OK?(1)First,Isingandyoulisten.(2)Pleasesingafterme!(3)Canyousing?Let’ssingtogether.(用熟悉的《HappyNewYear》的调子来唱新学内容，学生易学乐唱，兴趣浓厚。)StepIV.Consolidationandextension.Let’scheck.Openyourbooks,page54.Listenandtickorcross.StepⅤ:Homework1.Reviewthesentences.2.Pleasesharewhatyouhavelearntinthisclasswithyourparents.【BlackboardDesign】Unit5MyclothesCanyouhelpme,please?Whosecoatisthis?It’smine.=(mycoat)It’sxxx’s.Whosepantsarethose?They’re…You’refunny.(滑稽的；好笑的)教学反思：本课主要进行会话教学，重点让学生掌握两种询问物品所属的句型。教学中我先通过fashionshow导入新课，充分调动学生学习的积极性，使其以饱满的热情投入到学习中。再通过设计情境LostandFound寻找物品的失主，并不断地操练，让学生在实际的情景中掌握新授内容。最后我用熟悉的调子《HappyNewYear》来唱今天的新学内容，学生易学乐唱、兴致高,教学效果很好！
