一年级下册英语优质教案-Unit 8 What's in your bag 第四课时 译林版

The fourth period (第四课时)
Part B Let's talk & Let's play
▶教学内容与目标
课时教学内容课时教学目标
Let's talk ·能够在图片、PPT和教师的帮助下理解对话大意
·能够按照正确的语音、语调及意群朗读对话，并能在小组中进行角色表演
·能够在情景中运用句型“—What are those? —They're…”问答物品名称，并能够在情景中恰当运用句型“—Are they…?—Yes, they are./No, they a ren't.”确认某种物品
·能够理解these与those的区别并能正确使用
Let's play ·通过猜动物的游戏活动操练核心句型“What are those?”“—Are they…? —Yes, they are./No, they aren't.”
▶教学重点
能够在情景中运用句型“—What are those? —They're…”问答物品名称，并能够在情景中恰当运用句型“—Are they…? —Yes, they are./No, they aren't.”确认某种物品。

▶教学难点
能够听懂对话大意，并能用正确的语音、语调及意群朗读对话。

▶教学准备
PPT课件、课文录音、视频、卡片等。

▶教学过程
Step 1: Warm-up & Revision &Lead-in
1. Greetings.
2. Sing a song—Old MacDonald had a farm. （出示课件）
3. Revision.
T: Mike, John and Sarah are visiting the farm. What did they see at the farm?
Ss: Some vegetables.
T: What vegetables? Let's see. （Show the word cards.）What are these? Are these…?
Ss:…
Use the word cards to review the words and the sentences.
4. Lead-in.
T: In the afternoon, Mike and Sarah are visiting the farm. This time they see a lot of animals at the farm. That's cool! Let's go and see!
Write down the topic “At the farm” on the blackboard.Teaching purpose
用歌曲激发学生的学习兴趣，并延续“农场”这个话题。

复习蔬菜类单词及相关句型，激活学生已有的知识储备。

教师基于单元整体教学，以谈话的方式导入教学，创设真实、有效的教学情景，并提前渗透“a lot of animals, cool”。

Step 2: Presentation
1. Look and predict.
Show the two pictures in “Let's talk” on page 41. Let students look at the pictures carefully. Ask some questions to lead them to predict the main idea of the dialogue.
The questions are like these:
①Who are they?
②Where are they?
③What are they talking about? Vegetables or animals? How many?
2. Watch and answer.
Show the question and the pictures of some ani mals on the PPT. （出示课件）
Let students watch the cartoon. （课件出示:教材P41 Let's talk视频）
T: What animals are they talking about? Picture A, B, C or D?
Ss: Picture C and D.
T: Great!
3. Learn the new words and the new sentences.
(1) Listen to the dialogue about Picture 1. （出示课件）
T: Does Old MacDonald have animals?
Ss: Yes.
Q: How many animals does he have? A few or a lot of animals?
Ss: He has a lot of animals.
Use pictures to help students understand “a lot of”. (课件出示:a lot of的相关内容)
Teach the word “horses”. （课件出示:几匹马的图片）
T: What are these?
Ss: They're horses.他们是马。

T: Yes. They're horses.
Students read the word after t he teacher.
Teach the word “those”.
Present the pictures on the PPT. （课件出示：近处的马群图片和远处的马群图片）
Use the pictures to help students understand the word “those”. Then try to make some sentences by using “these” and “those”.The teacher points to some things in classroom and asks questions. Students answer.
T: What are these?
Ss: They're…Teaching purpose
教师通过问题引导学生观察并讨论图片，借助图片预测教学内容，培养学生的观察能力和逻辑推理能力。

通过预测图片内容激活已有知识，提取与文本有关的知识，进入文本话题。

Teaching purpose
教师引导学生带着问题观看文本动画，关注学生的有效参与，帮助学生整体感知文本，提取关键信息。

Teaching purpose
分段呈现对话，听对话，借助PPT和图片逐步引出新词汇、新句型，并通过PPT中生动直观的图片帮助学生理解“a lot of”和“those”。

T: What are those?
Ss: They're...
Write down the sentences on the blackboard.
(2) Listen to the dialogue about Picture 2. （出示课件）
The teacher points to the second picture and asks questions.
T: What are those? Are they hens?
S: No, they aren't. They're ducks.
Teach the new word “hens” and the sentences “—Are they hens? —No, they aren't. They are…”.
Students practice by using the word cards.
4. Read and act.
(1) Play the recording. Students read after it and pay attention to the pronunciation and the intonation.
(2) Let students practice the dialogue in groups.
(3) Act out.
Step 3: Practice
1. Practice the words and the sentences.
Use the word cards to practice the words and the sentences.
Let students look at the pictures and read the words. Ask one student to present some cards standing in the front of the classroom. The teacher asks “What are th ose? Are they…?” The other students answer according to the word cards they see.
2. Let's play.
T: I can act like an animal. Look at my action and guess what it is.
Ss: Is it a…?
T: Yes, it is.
(Ask two students to act together.)
T: They can act like one kind of animal. Look at their actions and guess what they are acting.
Ss: Are they…?
T: Yes, they are. /No, they aren't.
If students can't guess correctly, ask them to guess again until they get the right answer.
Step 4: Consolidation & Extension
“Guess and sing”（课件播放旋律）
T: They like eating grass. They can run so fast and people can ride them. What are they?
Ss: Are they horses? Teaching purpose
教师播放录音，学生听录音跟读。

引导学生按照正确的语音、语调及意群朗读对话，并能在小组中进行角色表演。

Teaching purpose
“做一做，猜一猜”活动很好地激发了学生的学习积极性，让学生在轻松愉快的氛围中练习了单词和句型。

Teaching purpose
“猜一猜,唱一唱”活动可以帮助学生复习学过的动物和蔬菜类单词，并且在学生答对后通过“旧歌填新词”活动激发学生的兴趣，将课堂气氛推向高潮。

T: Yes, they are. Old MacDonald has a farm. On his farm he has some horses.
Let's sing together.
Students sing together.
T: Cool! Let's go on! They're vegetables. They're green. They're long. What
are they?
Ss: Are they green beans?
T: Yes, they are. Old MacDonald has a farm. On his farm he has some green
beans. Can you sing?
Students sing together.
▶板书设计
▶教学反思
1. 整个教学设计流程清晰，注重各环节之间的联系，做到环环相扣。

2. 教学目标明确，教学重难点把握准确。

整个教学过程重点突出，讲练结合，落实到位。

3. 充分发挥现代教育的技术优势，适当运用多媒体来辅助教学，帮助学生理解、突破教学重难点，突出学生学习的主体地位。

4. 教学中运用大量的游戏、歌曲等活动，有效地调动了学生的学习积极性，寓教于乐，课堂教学氛围轻松活跃。

The fourth period (第四课时)
Part B Let's talk & Let's find out 课时教学内容课时教学目标
Let's talk ·能够通过观察、谈论Let's talk图片，并在图片、PPT和教师的帮助下理解对话大意·能够按照正确的语音、语调及意群朗读对话，并能够在小组中进行角色表演
·能够在情景中运用核心句型“—Whose coat is this? —It's mine.”“—Whose pants are those? —They're your father's.”就某物的主人展开问答
Let's find out ·通过问答练习帮助学生进一步巩固Let's talk板块的核心句型
·通过活动帮助学生体会整理物品的重要性，从而养成及时整理个人物品的好习惯
▶教学重点
能够在情景中运用句型“—Whose coat is this? —It's mine.”“—Whose pants are those? —They're your father's.”就某物的主人展开问答。

▶教学难点
能够理解与掌握名词性物主代词mine。

▶教学准备
PPT课件、课文录音、视频、卡片等。

▶教学过程
Step 1: Warm-up & Revision &Lead-in
1. Greetings.
2. enjoy the song—This old hat.（课件出示：歌曲《This old hat》）
3. Revision& Lead-in.
T: What's this song about?
Ss: Clothes.
T: Yes! It's about clothes. Can you say some words about clothes?
Use the word cards to help students review the words “hat, pants, skirt, dress”. Show the picture on the PPT. （课件出示：陈杰的鞋子和迈克的帽子）T: Whose shoes are these? Are these Amy's?
S1: No, they aren't. They're Chen Jie's.
T: Whose hat is it? Is this John's?
S2: No, it isn't. It's Mike's.
…Teaching purpose
课前欣赏本单元歌曲，激发学生的学习兴趣，引入“clothes”这个话题。

教师利用卡片帮助学生复习A部分学过的单词，同时利用图片，以自由谈话的方式引导学生复习A部分学过的句型，并提前渗透本节课的句型。

T: Today we're still going to talk about clothes. Write down the topic “My clothes” on the blackboard.
Step 2: Presentation
1. Look and predict.
Show the four pictures of “Let's talk” and ask students to look at the pictures carefully. Ask some questions to help them predict the main idea of the conversations. The questions are like these:
①Who are they?
②Where are they?
③What are they doing?
…
2. Watch and circle.
Show the pictures of some clothes on the PPT. (课件出示：包括Let's talk板块的大衣、长裤在内的一些衣服图片)
Play the cartoon. Ask students to watch the cartoon and circle the pictures they have watched. （课件出示：Let's talk板块的视频）
3. Learn the new words and the new sentences.
(1) Learn the conversation about Picture 1.
Show Picture 1 to students.
T: Look! The mother is putting away the clothes. But Sam and Sarah are playing. Mum needs help. What does she say? Let's watch.
Play the cartoon. Students watch the cartoon about Picture 1 and answer the question. （课件出示：Picture 1 视频）
Students read the dialogue “—Sarah, can you help me, please? —OK.” after the teacher and practice it.
(2) Learn the conversation about Picture 2.
Show Picture 2 to students.
T: What's this? It's a coat.
Teach the word “coat”and show some coats of different colours on the PPT. （课件出示：各种款式、不同颜色的大衣图片）
T: I like that green coat. How about you?
S1: I like this red coat.
S2: I like that white coat.
…
Students practice “coat” in this sentence.
T: Whose coat is it? Is it Sam's father's or Sam's mother's? Teaching purpose
通过问题引导学生观察并讨论图片，借助图片预测教学内容，培养学生的观察能力和逻辑推理能力。

通过预测图片内容激活已有知识，并提取与文本有关的知识，进入文本话题。

Teaching purpose
引导学生带着问题初看动画，找出动画中出现的衣物，帮助学生初步感知文本。

Students guess. Then they watch the cartoon about Picture 2 and answer. （课件出示：Picture 2的视频）
Ss: It's Sam's mother's coat.
T: What does Sam's mother say?
Ss:“It's mine.”
T: She can also say “It's my coat.”
Use the word “nine” to help students learn the word “mine”.
Write down the sentences “—Whose coat is this? —It's mine.” on the blackboard and ask students to practice them.
(3) Learn the conversation about Picture 3.
Show Picture 3 to students.
T: Whose pants are those? Let's watch the cartoon and answer the question.
Students watch the cartoon about Picture 3 and answer. （课件出示:Picture 3的视频）
Ss: They're Sam's father's.
Write down the sentences “—Whose pants are those? —They're your father's.” on the blackboard and ask students to practice them.
(4) Learn the conversation about Picture 4.
Show Picture 4 to students.
T: Look at Sam! Is that his coat?
Students watch the cartoon and try to answer the question. （课件出示:Picture 4的视频）
Ss: No, it isn't. It's his mother's.
T: What do you think of him?
Ss: He's funny!
Watch the integrated cartoon and enjoy it. (课件出示:Let's talk的视频) Step 3: Practice
Read and act.
1. Read the dialogue.
Play the recording. Ask students to read after it. Pay attention to the pronunciation and the intonation. （出示课件）
2. Let students practice the conversations in groups.
3. Act out.
Step 4: Consolidation & Extension
Let's find out.
1. Create a situation.
T: Mum has put away things in the living room. She is going to the children's
Teaching purpose
引导学生感受文本中的趣味性，培养学生热爱生活的价值观。

Teaching purpose
教师播放录音，学生听录音跟读。

引导学生按照正确的语音、语调及意群朗读对话，并能在小组中进行角色表演。

Teaching purpose
通过创设自然真实的情境，让学生在情景中合理运用所学词汇，培养学生的综合语言运用能力，并在这个环节中帮助学生养成及时整理个人物品的好习惯。

bedroom. Let's help her.
2. Make a demonstration.
Show the picture on the PPT. （课件出示：Peter和Mike的房间及各自的
物品图）
T: Whose shoes are those?
Ss: They're Peter's.
T: Whose hat is it?
Ss: It's Mike's.
3. Students work in groups to make their own conversations.
4. Show time.
▶板书设计
▶教学反思
1. 重视学生对文本的理解，引导学生看图片、看动画，在回答教师提出的问题的过程中逐步理解文本、学习新词句。

2. 教学目标明确，教学重难点把握准确。

整个教学过程重点突出，讲练结合，落实到位。

3. 引导学生感受文本中的趣味性，培养学生热爱生活的价值观。

4. 创设真实的生活化情境，使学生在一种自然、真实的情景中体会语言、掌握语言和运用语言。

通过活动帮助学生体会整理物品的重要性，使学生养成及时整理个人物品的好习惯。