小学英语PEP五年级上册Unit 5 第四课时

The fourth period
Part B Let’s talk & Let’s play
内容分析
本单元学习的主题是家居陈设及其位置。

教学内容主要是围绕着几个孩子参观张鹏家的情景来展开。

教学重点学生能够在情境中运用句型“There are…”描述某处有某物。

课时目标
知识与能力
1.学生能够通过观察Let’s try板块的选项，对听力部分的内容进行预测。

2.学生能够听懂简短对话，抓住关键信息，提高听力技巧，并完成本部分的听力任务。

3.学生能够通过听的过程完成对新句型的初步感知，为Let’s talk板块的学习做铺垫。

4.学生能够按照正确的语音、语调及意群朗读对话并进行角色扮演。

5.学生能够在情境中运用句型“There are…”描述某处有某物。

6.学生能够在语境中理解新词和词组“grandparent, their, house, flower, lots of”的意思并正确发音。

过程与方法
通过问与答，唤起学生对本单元已学核心内容的全面记忆，为新知的学习做好铺垫。

利用主情景图，自然导入本课时话题。

通过听力活动，让学生感知新句型，提高学生的听力技巧，培养学生的观察能力和逻辑思维能力。

创设情境，激发学生的学习兴趣，并在图片的帮助下落实对关键词汇和句子的理解。

形式多样的活动让学生既整体感知文本又关注文本的细节。

通过朗读、配音、表演等形式，锻炼学生的语言表达能力，进一步强化学生对文本的理解。

操练活动环环相扣，引导学生一步一步地巩固核心句型，提高学生的自主探究能力，达到灵活运用语言的目的。

情感态度价值观
增加学生对学习英语的兴趣，提高学生英语口语表达水平。

教学重难点
教学重点
1. 学生能够理解和掌握本课时重点词汇和句型。

2. 学生能够在情境中运用句型“There are…”描述某处有某物。

教学难点
学生能够在情境中灵活运用所学句型描述某处有某物。

教学准备
教学课件、课文视频、卡片等。

教学媒体选择
多媒体，录音。

教学活动
1.角色扮演；
2.游戏；
3.观看动画。

教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Ask and answer.
Show the picture of “Let’s learn” on page 49 on the PPT and ask some questions. (出示课件)
T: Whose bedroom is it?
Ss: It’s Zhang Peng’s.
T: What’s in the bedroom?
S1: There is a photo on the wall.
S2: …
…
3. Lead-in.
Use the main scene to lead in. Show the picture of the main scene on page 46. (出示课件)
T: Look at the picture. Who do you see in the picture? Where are they?
Ss: …
T: Yes. They are in Zhang Peng’s living room.
Write down the topic “My clothes” on the blackboard.
Step 2: Presentation
1. Let’s try.
(1)Read and predict.
Show the question and the options of “Let’s try” on the PPT. (出示课件)
T: Sarah and Mike are in Zhang Peng’s living room now. What is in the living room? Can you guess?
Ss: Maybe there is/are…
…
(2)Finish the exercise of “Let’s try”.
T: Good guess. Maybe there are some pictures. Maybe there are some flowers or some toys. But I’m not sure. Read the question and the options of “Let’s try” again. Please listen and tick.
The teacher plays the recording. (出示课件) Students listen and tick the answer. Then they check the answer together. (Answer: Some pictures.)
The teacher shows the sentence “There are some pictures in the living room.” on the PPT. (出示课件) Students read it after the teacher three times.
2. Let’s talk.
(1)Learn the new words, phrase and sentence pattern.
①Learn the new word “flower”.
Show a picture of a beautiful flower on the PPT. (出示课件)
T: Look! What’s this?
Help students answer: It’s a flower. Teach the word like this: flower, “fl” sounds /fl/; “ow” sounds /aʊ/；“er” sounds /ə/; flower, flower. (出示课件)Students read the word several times after the teacher.
Show the word “flower” and the picture of flowers in different colours on the PPT. (出示课件) Students practice with the teacher like these: A red flower. A purple flower. A yellow flower…
②Learn the new phrase “lots of” and the new se ntence pattern.
T: (Point to all these flowers.) Wow! So many flowers. Where are the flowers?
Show a picture of a garden. (出示课件)
T: There are so many flowers in the garden. What else is in the garden?
S1: Trees.
S2: …
T: Yes. They are all plants. So we can say there are so many plants in the garden.
Show the two sentences on the PPT. (出示课件) Teach students to read them. Mark the words “are” “flowers” and “plants” with red colour. Explain the usage of the sentence pattern: These words are plural nouns, so “are” must be used in the sentences. Give some examples for students to understand: There are some trees in our school. There are some books on the desk.
T: There are so many/lots of flowers. There are so many/lots of plants. They have the similar meaning. And “lots of” has the same meaning as “a lot of”.
Give an example for students to understand: There are a lot of/lots of flowers.
③Learn the new words “house, grandparent, their”.
T: The garden is very beautiful. But where is the garden? (课件出示:一间房子在花园后面的图片及单词house) Oh！It’s in front of the house.
Point to the house and teach the word “house” like this: “ou” sounds /aʊ/. Students read it after the teacher in a high and low voice.
T: Whose house is it?
Show the picture of two old people in front of the house on the PPT. (出示课件)
T: Right! It’s my grandparents’ house. It’s their house.
Show the words “grandparent, their” on the PPT. (出示课件)
Tell students that “grandparent” refers to “grandmother” or “grandfather”.
Teach the word like this: grand + parent=grandparent. Teach the word “their” by comparing it with “they, them”. Practice with the sentences: The garden is my grandparents’. The plants are my grandparents’. It’s their garden. These are their plants.
(2)Watch and answer.
Play the cartoon and ask a question: What are Mike and Sarah doing? (课件出示:教材P51 Let’s talk 板块的视频)
Students watch it and answer the question: They are visiting Zhang Peng’s living room.
(3)Read and answer.
The teacher shows some questions on the PPT. Students read the dialogue aloud and answer the questions.
Check the answers with students.
(4)Read and find.
The teacher shows the sentence pattern “There are…” on the PPT. (出示课件) Students read the dialogue silently and underline the sentences related to the sentence pattern.
Ask some students to read out the sentences. Write them down on the blackboard.
Answers: There are so many pictures here. There are so many plants here, too. There are lots of flowers in it.
Students read these sentences together.
(5)Fill in the blanks and retell.
The teacher shows the dialogue with some blanks on the PPT. (出示课件) Students fill in the blanks and retell the dialogue. Then read it out aloud.
(6)Read and act.
①The teacher plays the cartoon. (出示课件) Students read after it one by one. Try to imitate the intonation and the pronunciation. Then students read together, read freely and dub the cartoon. Choose the best dubber.
②Students read the dialogue in groups. Then the teacher takes out some headwears and asks some students to act out the dialogue. Students choose the best performers. The teacher gives awards.
Step 3: Practice
1. Read and circle.
Show some sentences with “There is/are…” on the PPT. Students circle the right answers and give the reasons. Then check the answers together.
2. Compare and sum up.
Lead students to compare the sentences above and find the key words in the sentences. Ask students to sum up the difference between “There is…” and “There are…” Ask some students to say it out.
3. Point and say.
Show the pictures of “Let’s talk” on page 51 on the PPT. (出示课件)
Students point to the pictures and say some sentences with the sentence patterns “There is/are…” First，they can do it by themselves. Then some students show in class. The others judge their sentences.
Step 4: Consolidation & Extension
1. Find the differences.
The teacher shows two pictures of two rooms on the PPT. (出示课件)Students find out the differences and express them with the sentence patterns “There is/are…” like these: There is a plant in A’s room. There are many plants in B’s room.
2. We like “DIY”.
(1)Design your dream room.
Show some pictures of DIY on the PPT, such as DIY food, a DIY kite，a DIY lantern, a DIY umbrella… (出示课件)
T: Do you like DIY? Let’s design your dr eam room.
Let students work in groups of four and design their dream rooms together by drawing or writing.
(2)Introduce your dream room.
The teacher makes a model.
T: This is my living room. There is a sofa in it. There is a TV in front of the sofa. It’s v ery big. There are some plants in the living room. They are my grandmother’s. There are some pictures on the wall. They are nice. There is a fish tank on the table. And there are some fish in it. I like my living room.
板书设计
Unit 5 There is a big bed
grandparent their house flower lots of = a lot of
There are so many picture s here.
There are so many plant s here, too.
There are lots of flower s in it.
作业设计
完成《核心课堂》/《一本好卷》本节课习题。

教学反思
1 本课时以会话教学为中心，通过“说一说、猜一猜”活动唤起学生对本单元所学内容的回忆，有效地吸引了学生的注意力。

2 采用任务型教学法，让学生对文本先整体感知，后细致了解，获取关键信息，正确地理解文本。

3 在图片、视频及动作的辅助下，落实了对词汇的理解。

操练活动环环相扣，巩固了核心句型，强化了对文本的理解。

4 教学中注重了对学生正确的语音、语调的培养，语言支架的提供降低了学习难度，增强了学生的自信。

5 拓展活动进一步地巩固了学生对核心句型的运用，激发了学生的兴趣，培养了学生的团队精神，提高了学生的语言综合运用能力。

6 板书简洁清晰，重点突出，一目了然。