ThefirstperiodPartALet’stalk&Let’splay內(nèi)容分析本單元學(xué)習(xí)的主題是衣物。教學(xué)內(nèi)容主要是圍繞體育課結(jié)束后Amy與教師之間的對(duì)話以及Sarah和弟弟Sam幫媽媽整理衣物的情景來展開的。教學(xué)重點(diǎn)是能夠在情景中運(yùn)用句型“—Aretheseyours?—Yes,theyare./No,theyaren’t.”“—IsthisJohn’s?—Yes,itis./No,itisn’t.”確認(rèn)物品的主人。能夠在情景中運(yùn)用句型“It’sMike’s.”“They’reChenJie’s.”表述物品的主人。課時(shí)目標(biāo)知識(shí)與能力能夠通過聽錄音，學(xué)會(huì)按照正確的語音、語調(diào)及意群朗讀對(duì)話，并能夠在小組中進(jìn)行角色扮演。能夠在情景中運(yùn)用句型“—Aretheseyours?—Yes,theyare./No,theyaren’t.”“—IsthisJohn’s?—Yes,itis./No,itisn’t.”確認(rèn)物品的主人。能夠在情景中運(yùn)用句型“It’sMike’s.”“They’reChenJie’s.”表述物品的主人。能夠在語境中借助圖片理解yours,hat的意思，并能夠正確發(fā)音。能夠在游戲中運(yùn)用語言，進(jìn)一步鞏固句型“—Aretheseyours?—Yes,theyare.”“—Isthis…’s?—No,itisn’t.It’s…’s.”。過程與方法歌曲熱身，借助歌曲、看圖說一說和chant的活動(dòng)激發(fā)學(xué)生的學(xué)習(xí)興趣，幫助學(xué)生復(fù)習(xí)顏色類的單詞，為后面的學(xué)習(xí)做好鋪墊。通過問題引導(dǎo)學(xué)生觀察并討論圖片，借助圖片預(yù)測(cè)教學(xué)內(nèi)容，培養(yǎng)學(xué)生的觀察能力和邏輯推理能力。通過預(yù)測(cè)圖片內(nèi)容激活已有知識(shí)，并提取與文本有關(guān)的知識(shí)，進(jìn)入文本話題。通過創(chuàng)設(shè)自然真實(shí)的情景，讓學(xué)生在情景中合理運(yùn)用所學(xué)語言確認(rèn)物品的主人。培養(yǎng)學(xué)生的綜合語言運(yùn)用能力,并提醒學(xué)生在生活中不要丟三落四，對(duì)學(xué)生進(jìn)行情感態(tài)度價(jià)值觀的滲透。情感態(tài)度價(jià)值觀提醒學(xué)生在生活中不要丟三落四。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)1.能夠在情景中運(yùn)用句型“—Aretheseyours?—Yes,theyare./No,theyaren’t.”“—IsthisJohn’s?—Yes,itis./No,itisn’t.”確認(rèn)物品的主人。2.能夠在情景中運(yùn)用句型“It’sMike’s.”“They’reChenJie’s.”表述物品的主人。教學(xué)難點(diǎn)能夠聽懂對(duì)話大意，并能夠用正確的語音、語調(diào)及意群朗讀對(duì)話。教學(xué)準(zhǔn)備教學(xué)課件、單詞卡片、視頻等。教學(xué)媒體選擇多媒體，錄音。教學(xué)活動(dòng)角色扮演；游戲；觀看動(dòng)畫。教學(xué)過程Step1:Warm-up&Revision&Lead-in1.Greetings.2.Enjoythesong—Thisoldhat.（出示課件）3.Let’schant.ShowsomepicturesofschoolthingsonthePPTonebyone.Askstudentstosaythecoloursanduseasentencetodescribeeachpicture.(課件出示:一些學(xué)習(xí)用品的圖片)Ss:Mybagisred.…4.Lead-in.T:Inthechant,wetalkabouttheschoolthings.Todaywe’regoingtotalkabout“Myclothes”.(課件出示:單元主情景圖)Writedownthetopic“Myclothes”ontheblackboard.Teachtheword“clothes”.Step2:Presentation1.Lookandpredict.Showthethreepictures.(課件出示:Let’stalk的三幅圖片)Letstudentslookatthepicturescarefully.Asksomequestionstoleadthemtopredictthemainideaofthedialogue.Thequestionsarelikethese:①Whoarethey?②Wherearethey?③Whattimeisit?④Whataretheytalkingabout?…2.Watchandchoose.ShowthequestionandthepicturesonthePPT.(課件出示：?jiǎn)栴}及一些服裝圖片)Askstudentstowatchthecartoonandcircletherightpictures.3.Teachthenewwordsandthenewsentencestructures.(1)LookatPicture1.Pointtotheclockandask.（出示課件）T:Whattimeisit?Ss:It’s4o’clock.T:Yes!It’s4o’clock.It’stimeforstudentstogohome.(2)LookatPicture2.①Pointtotheshoesandask.（出示課件）T:AretheseAmy’s?Ss:No,theyaren’t.Writedown“—Aretheseyours?—No,theyaren’t.”ontheblackboard.T:AretheseChenJie’s?Ss:Yes,theyare.Writedown“Yes,theyare.”ontheblackboard.②Lookandsay.ShowsomethingsbelongingtodifferentchildrenonthePPT.(出示課件)Studentspracticethesentencesructuresinpairs.S1:Arethese…yours?S2:Yes,theyare./No,theyaren’t.Theyare…’s.(3)LookatPicture3.①Pointtotheshoesandthehatandask.（出示課件）T:AretheseshoesAmy’s?Ss:No,theyaren’t.They’reChenJie’s.T:Whataboutthishat?IsthisJohn’s?Ss:No,itisn’t.It’sMike’s.Usetheword“cat”tohelpstudentslearntheword“hat”.Writedown“—IsthisJohn’s?—Yes,itis./No,itisn’t.”ontheblackboard.②Usesomethingsofstudentstomakeamodel.T:Isthis…’sbook/pen/pencil/desk?Studentspracticethesentencesructuresinpairs.4.Readandact.(1)Studentsreadaftertherecording.Payattentiontothepronunciationandtheintonation.（出示課件）(2)Letstudentspracticethedialogueingroups.(3)Actitout.Step3:PracticeLet’splay.(1)Studentslookatthepicture.(2)Theteachermakesademonstrationwithastudent.(3)Studentspracticethedialoguesinpairs.(4)Showtime.Step4:Consolidation&Extension“Lostandfound”1.Createasituation.T:It’stimetogohomenow.ButZoomcan’tfindsomethings.Canyouhelphim?Let’stry!（課件出示:一些學(xué)習(xí)用品）2.Makeademonstration.T:Zoom,isthisyourruler?S1:No,itisn’t.Myrulerisyellow.T:Aretheseyours?S1:Yes,theyare.Thankyou.T:Don’tforgetnexttime!3.Studentsworkingroups.4.Showtime.板書設(shè)計(jì)