Module 4 Unit 1 Mum bought a new T-shirt for me. 教案

Module 4 Unit 1
Mum bought a new T-shirt for me.
一、教学目标
1、知识目标：理解并运用词汇pair, shorts, argue, matter, took(take)，wear等。
2、语言技能目标:能运用所学语言陈述和询问过去的行为、友好地对待他人。
3、情感态度目标:采用多种活动途径和可视、可听的多媒体培养学生学习英语的兴趣,培养学生积极地参与学习，通过本课内容，学生在犯错误的时候更能主动承认错误。
二、学情分析
本课的教学对象是五年级学生,根据他们独特的年龄特点和心理特点,创造良好的语言环境,开展丰富多彩的课堂教学活动,给学生提供大胆实践、积极参与的机会,培养其语言运用能力和交际能力尤为重要。
三、重点难点
重点: 1.会听、说、读、写本课新单词
2.掌握句型“Mum bought a new T-shirt for me.What’s the matter That’s OK”.
难点: 用所学的知识描述过去发生的事情。
四、教学过程
Step1 Warming up
1. Greetings
2. Do you like... Show students four pictures about costume. For example: cap, T-shirt, trousers, shorts.
设计意图：小组抢答拼出单词，一方面激发学生的学习兴趣，另一方
面通过复习旧知来引出新知a pair of shorts. 自然拼读法教单词pair、
shorts .Does Sam like this pair of shorts 引出活动1。学生回答问题，
并跟读。
3. Show a picture of my T-shirt. Students try to guess who bought it for me 引出标题句Mum bought a new T-shirt for me.
Step2 Task Presentation
1. 直接呈现本课要掌握的四会单词以及重要语言知识，教育学生友好地对待他人。
四会单词：shorts (短裤) wear (穿) took（take过去式）拿走，取走
语言知识：Mum bought a new T-shirt for me.
设计意图：学生有清晰的学习目标，学习更具目的性及针对性。
Step3 Text learning
(1). 课件展示Amy and Sam dragged a T-shirt. Amy says: That’s my T-shirt. Sam says: It’s my T-shirt. Whose T-shirt is it Then, watch the cartoon and find the answer. Students answer the question: Lingling’s T-shirt.
设计意图：看图听音，初步感知文本，了解本课的topic。
在整体感知文本后，课文被划分成三个部分，教师带领学生逐一进行学习。
设计意图：优化课文细节的处理，使学生充分地掌握文本。
(2). Watch and answer
T: Sam and Amy look angry. What happened They argued for T-shirts.What did they say Students watch the cartoon and find the answers.自然拼读法教took，wear。
T: we know the T-shirt is lingling’s. Where are Amy’s and Sam’s T-shirts？
Did Ms Smart wash lingling’s T-shirt Then, play the video, students find the answer.
Amy and Sam took lingling’s T-shirt. Was lingling angry with them What did lingling say Lingling took a cat. What will they do Listen and find the answers.After that,what do you think of Lingling
设计意图：看图听音，一方面吸引学生的注意力，增强英语学习兴趣，另一方面提高他们的思辨能力,情感态度价值观方面，玲玲没生气还将风筝拿出分享，说明她是一个友好的女孩。
（4）Read after the cartoon
设计意图：学生模仿课文的语音语调，加强语音语调训练。
（5）Three minutes for them, read the text by themselves.
（6）Role play
设计意图：角色扮演，一方面检测了学生的口语表达能力，一方面调动了课堂气氛。
Step 4 Practice
(1) Scenario simulation
设计意图：有益于学生表现自己，增强他们的语用能力。
(2) Ms Smart bought some presents for Lingling, Daming Amy, Tom and Sam. Guess what did she buy 组员合作找到答案。
设计意图：加强对本节课重点句型的练习，buy... for...。
Step 5 Production
Summer is coming. The weather is hot. Yesterday I went to climb the mountain. Before climbing the mountain, what did I buy I show you a list.You can use “Did you buy... ”
设计意图：增强学生对知识的语用能力。
Step 6 Summary
Summary: Students say key words and key sentences together
设计意图：学生通过抢答加分的活动，回顾重点，加深对语言点的印象。
Blackboard design
M4U1 Mum bought a new T-shirt for me. What’s the matter
Sam took my T-shirt.
He wants to wear it. shorts
But it isn't your T-shirt. take--took
Mum bought it for me. wear
No, she didn’t.
Mum bought a new T-shirt for me.