Unit 5 My Clothes B Read and Write 全英教案 （含反思）

Unit 5 My Clothes Read and Write
Ideas of design
This is a listening , speaking, reading and writing English lesson. The topic of this lesson is English summer camp. Through warming-up , chanting and singing, listening and reading, writing and playing, acting and other activities , students master the learning difficulties easily and happily. In order to build strong English study atmosphere, teacher sets up all kinds of games and teaching scenes, highlights the teaching thought of "take the student as the main body". From simple to difficult, students flexibly use the knowledge in real life situations by cooperative learning. And by inspiring students to develop good habit of packing their personal items in daily life, students can experience the joy of doing it by themselves.
2. Analysis of Teaching Materials
The theme of Unit five is “My clothes”. Read and Write is divided into two parts: reading and writing. In the first part, students should read the passage and answer the questions. The second part is the meaningful personalized writing activities. According to the pictures, students can read, say and write the sentences. For the further understanding of the difference between these and this, as well as consolidating the sentence structures, this part emphasizes students’ writing abilities.
Analysis of the students
The teaching object of this class is the fourth grade students. They have mastered some English words. They have certain English learning enthusiasm and initiative. They have certain English language using abilities. They have a strong thirst for knowledge. As much as possible ,we should create a good language environment for students and give students plenty of language opportunities. So during teaching the passage, we should guide the student to use the existing experience and knowledge, to look at the picture about figure for individual reading. And then text decoding and significance of the matching. At last, students can complete the activities by themselves after reading. We should develop the students' reading skills in correct sense groups and cultivate their good habits of catching keywords accurately. We should improve students’ reading speed and develop learner autonomy.
4. Teaching aims
Knowledge aims
①To enable the students to understand and speak new word and sentence pattern: pack. It’s time to pack....
②To enable the students to understand the passage and complete the activities by themselves after reading. Be able to read the passage in correct sense groups , pronunciation and intonation.
The ability aims
①Be able to write normative sentences and complete personalized writing activities.
② Be able to use the sentence patterns “These/ Those are ...” “ This/That is...” in meaningful language situation.
The emotion aims
To establish a plain aesthetic view. To develop good habit of packing their personal items in daily life.
Analysis of teaching points
Teaching key points
① Key word: pack.
② Students can use the sentence patterns “These/ Those are ...” “ This/That is...” to introduce their clothing. And knowing how to write new sentences according to the example.
③ Be able to use the sentence patterns “Whose are these/those ”“Whose is this/that ”“Is this yours ”to ask and answer the owner of the items.
Teaching difficult points
Be able to distinguish the sentence patterns “these/ those are ...”from “ this/that is...”accurately, and use them in many real-world scenarios.
Instructional strategies and teaching means
Multimedia teaching, TPR teaching, cooperative teaching, situation approach.
Teaching preparation:
① Power Point presentation , projector
②Clothes cards, suitcase cards, Sarah’s picture, Mike’s picture, sentences of the passage
③Music
④Fish pond model, toy fish
⑤Clothes cards, envelopes, writing paper with four lines.
Teaching steps
Teaching steps
Step1 ：The organization of class
1.Greetings
T: Nice to meet you.
AS: Nice to meet you, too.
T: What’s the weather like today
AS: It’s hot and sunny.
[Design Intent] Greet each other between teachers and students, make students relaxed. At the same time, through the weather lead to the topic of this class: English summer camp.
Step 2 ： English summer camp
1. Before the English summer camp
(1)Lead-in
①It’s sunny day today. It’s great to go outside. So let’s have an English summer camp. But firstly, we should pack our clothes. Team 1 and team 2 is Mike’s team. Team 3 and team 4 is Mike’s team. If you do a good job, you can put the clothes in your suitcase.
[Design Intent]：This competitive mechanism is closer to the theme. Students can pack their favourite clothes. It can attract the children's attention very well and leave suspense who the winner is.
②Learn key word “pack” and expand“back → fack →hack →Jack → lack→mack → tack”.
③Learn the key sentence“It’s time to pack ”and expand.
It’s time to get up.
It’s time to have dinner.
It’s time to pack my schoolbag.
It’s time to pack my toys.
It’s time to pack my clothes.
[Design Intent]：Through packing clothes, to learn the key word“pack” and key sentence “It’s time to pack”timely
(2)Pack the clothes
T: Let’s help Amy and Wu Yifan pack their clothes.
AS: shoes, dress, coat, hat, skirt，cap, pants, shorts, socks, shirt，jacket.
[Design Intent]：Through helping Amy and Mike pack the clothes, reviewing and consolidating the key words of this unit. Reviewing the old knowledge.
(3)Let’s chant
[Design Intent]：Through a chant with the strong sense of rhythm to review the words again.To avoid the boring and make classroom atmosphere lively. That also can enhance the students' interest in learning.
2. During the English summer camp
(1)Eagle eye
T: Whose____ are these/those
Ss:They are _____.
T: Whose____ is this/that
Ss:It is _____.
[Design Intent]：Through fast reaction and guessing students’ items，to review the key sentence patterns interestingly and flexibly. Let students use the adjectival possessive pronoun in the actual situation.
(2) Go fishing
S: This is Gu Jiayu’s blue hat.
AS: That is Gu Jiayu’s blue hat.
S: These are Li Yu’s yellow pants.
AS: Those are Li Yu’s yellow pants.
[Design Intent]：Learning while playing can fully promote the enthusiasm and initiatives of student's learning as well as improves the teaching effect. To review the key sentence patterns and learn how to use sentence patterns “These/ Those are ”“This/That is...”.
（3）Lost and found
T: Whose clothes are these
[Design Intent]：Lead to the new lesson.
（4）Presentation
① Listen to the tape and answer: Whose clothes are these
② Follow the tape and read
③ Whole class reading
④ Group reading
⑤ Individual reading
[Design Intent]：In order to make students understand the passage well, I designed different kinds of reading.
⑥Sing the passage
[Design Intent]：By singing a song about the passage, to inspire the children' s interest in learning. It also alleviates the child's exhaustion and activates the memory of the text. .
⑦ Read and circle
[Design Intent]：Through practice, let the student consolidate the text content.
⑧ Intensive reading
<1> Read and underline the singular form sentences and plural form sentences about clothes.
<2> Change the singular form sentences into plural form sentences.
<3> Do some exercises about “This is ”and “These are ”
<4> Make a summary.
[Design Intent]：Teaching the context in detail. To analyze the difficult and important points. To help students distinguish singular form sentences“This is ”“That is ”and plural form sentences“These are ”“Those are ”.
⑨ Writing（Pair work）.
Creating situation: Children's Day is coming. You are going to Shanghai Disneyland Park with your parents. What do you want to take
T:Please discuss with your partner. Stick the clothes on the paper. And then write the words down on the paper.
This is my ____.This is my _____.That is my ______.
These are my _____. These are my _____.Those are my _____.
[Design Intent]: Cooperative Learning. To accomplish teaching purpose “writing”, students stick the clothes by themselves and finish the sentences.
⑩Act out the passage
It's time to pack my ____.
This is my ____.
That is my ______.
These are my _____.
And those are my _____.
That's all. Thank you.
[Design Intent]:Acting out the passage, students use the knowledge to the actual situation.
3. After the English summer camp
T:English summer camp is over. Let’s sing the happy song again.
It is time to pack my clothes.
These are my red T-shirts.
These are my blue pants.
And those are my shoes.
Wait! Wait!Wait!
Are these my hats
No, no, these are Amy’s.
Amy! Are these yours
[Design Intent]: Sing the passage with plural form sentences as a summary.
Homework
(1) Read the passage three times. And sing the song we learned today.
(2) Do the exercises on page 48 of the workbook.
Board design
Teaching evaluation
这节课主线是summer camp整节课也是围绕这个点展开。教学思路清晰，过程紧凑，层层递进，环节紧凑，板书精美，活动多样，教具准备充分，设计很有心思。环节中用到学生照片，符合实际，激发兴趣。文本处理，从易入难，单复数操练到位，竞争机制新颖。上课活动内容有动有静，涉及到听说读写，注重学生的全面发展，面面俱到。课堂注重以学生为主体，全员参与，全员动手，在玩中学，在学中乐，教学效果好，是一节高效的课堂。
Teaching reflection
Hello, everyone! My class is excerpted from 《Unit 5 My clothes Read and Write》
In this lesson, the key sentences were “It’s time to pack” “This is /That is” “These are / Those are” “Whose ____are these ” “Whose ____is this ” The main sense of this lesson was English summer camp.
The first part of this lesson was packing the clothes before going to the summer camp. In this part, we learned the key word “pack” and the key sentence “it’s time to pack”. And we reviewed the words about clothes through helping Amy and Wu Yifan pack their suitcases. After that, I used a chant to cultivate the class atmosphere lively.
The second part was the beginning of the English summer camp.
In this part, the first activity was a game ---eagle eye. I took some pictures of students and then asked students to guess “Whose ____are these ” “Whose ____is this ” . From this activity, students can learn the key sentences better, “Whose ___ are these ” “Whose ___ is that ” “Are these yours ” and “Is that yours ”.
The second activity was fishing. In this activity, students can use the sentences “This is / That is” “Those are and These are.” This activity was designed to arouse students’ interest.
The third activity was lost and found. “Whose clothes are these ” I used this activity to lead in my presentation.
In order to make students understand the passage well, I designed different kinds of reading. They are listening and reading, whole class reading, group reading, individual reading and reading by songs.
In this lesson, students should distinguish singular form from plural form. So I let them underline sentences in this passage and do some exercises to consolidate and make a summary to help them understand well.
At last, I prepared some cards of clothes for students to write a passage about packing clothes to make sure my students know how to use the key sentences of this passage.The last part was acting out the passage. And the summer camp was over.
In this lesson, I found some unsatisfactory elements in my teaching. First, the thread running through the class was the theme of summer camp. However, students couldn’t feel the atmosphere of an English summer camp. Secondly, I didn’t give enough time for students to show their writing. Thirdly, because of too nervous, the teaching state was not natural, the affinity was not enough and body language was too stiff. Fourth, let students retell the passage by some key words and pictures. Fifth, I didn't extend the key sentence patterns“Are these yours ” and “Is that yours ”. Last but not least, my encouraging comments were too simple. I didn’t fully arouse the enthusiasm of my students. So I hope you can give me your valuable advice so that I can improve my teaching knowledge. That’s all, thank you!