1、【学习目标】 ：1.To know the sounds, spellings and meanings of news words. (shirt, sweater, shorts, T-shirt, coat, dress, shoes, cap) 2.Able to ask and answer other people their belongs. By using the sentence patterns: a)Whose dress is this? Its Lisas dress. b)Is this your shirt? Yes, it is. / No, it isnt.
2、 c) Are these your shoes? Yes, they are. / No, they arent. 3. Able to know we should keep our clothes tidy and neat. 【学习重点】 ：The sentence patterns: 1. Whose dress is this? Its Lisas dress. 2. Is this your shirt? Yes, it is. / No, it isnt. 3. Are these your shoes? Yes, they are. / No, they arent. 【学习
3、难点】 ： 1. The right pronunciation of the new words. 2. The plural form of the new words. 3. To ask and answer other people their belongs. 【教学过程】 ： Step One Leading in 1. Greeting. 2.Watch a micro-video of this lesson. 3.Ask:What are you wearing? Lead in the topic: clothes. 4.The Ss take out their pre
4、view sheet, use the pad to take a photo;the teacher checks the sheet, choose some of the questions the Ss have. 【设计意图】 ：本环节创设情境、导入本节课的话题，同时通过观看微课、检查 导学单的完成情况并收集有效问题，师生共同有效归纳本节课要学习的问题，将 学习目标问题化。 Step Two Self-learning 1. Listen to the recording of the new words: shirt, sweater, shorts, T-shirt, coat,
5、 dress, shoes, cap 2. Listen again and read after the recording. 3. Listen for the third time and repeat loudly. 4.Read freely and underline the words you cant read. 【设计意图】 ：尽量给学生提供地道的原声英语，让学生听、学、模仿。引导自 主学习，通过听、标记，形成良好的自学习惯。 Step Three Group Work 1. Read the new words in groups. 2. Make sentences or
6、 dialogues with the new words in oral in groups. 1、 Read the words loudly in your groups, help each other. 2、Make dialogues and act out . 可用句型：Whats this? Its a What are these? They are I have a Im wearing . 【设计意图】 ：通过小组练习读，小组成员之间互相帮助、互相学习，共同完成 任务。不限定学生朗读、造句、表演的方式，充分给学生施展个性的机会。 Step Four Presenting
7、1、Ask two or three groups to read the words. 2、The teacher teaches the new words and the methods of learning these new phrases, and ask and answer questions about the new words. 【设计意图】 ：此环节是学生“输出”的体现，能检测学生对重点知识的理解、感 悟及应用情况。此环节旨在培养学生的总结归纳以及表达能力，教师通过点拨， 攻破本节课的难点知识。 Step Five Practicing 1、Play some wor
8、d games. 1. Choose the right answer (选择正确答案) （1）_ dress is this? A. Who B. Whose C. Whos (2) Is this _ T-shirt? A. your B. you C. youre (3) _ these Moms shoes？ A. Is B. Are C. Am 2. Fill in the blanks (填空) 1.Is this your_ ? Yes, it is 2.Are these Tonys _ _? No, they _ ? 3. Whose _ is this? It is _ .
9、 4. Whose _ are these ? They _ my sisters. Fill in the blanks. 【设计意图】 ：第一题检测题是比较基础的游戏，是对听和说的练习，能照顾到 下层生，让他们也体验成功的喜悦，增加信心。第二题练习题，与第一题练习形 成梯度，同时也是对学生“语言实际运用”能力的检测。第三题是对写的练习的渗 透。这样三题练习题分别从听、说、读、写方面入手，能多方面检测学生的应用 能力。同时，第二、三道练习题是在学生的平板教学机上完成并上传的，老师可 以及时总结答题情况，更好的突破难点。 Step Six Concluding 1、Sum up what ha
10、ve you learnt and read the words together. 2、Show pictures and tell the Ss : Neatly Dressed. 3、Are you happy learning in this lesson? Do you enjoy learning in groups? 【设计意图】 ：用提问的方式，引导学生总结，可以让总结的内容更具体、有效。 此环节是情感目标的升华，对学生的情感态度、价值观、小组合作意识、体验学 习的快乐等做进一步的小结。 【板书设计】 ： Unit 5 Our Clothes coat G1 G2 G3 G4 G5cap G6 shoes Whose _ is this? shirt Its _s. T- shirt Whose _ are these? shorts Its _s. dress sweater 【设计意图】 ：这节课的板书设计包括三个部分：句型、单词和分组比赛加星的 部分， 单词的书写用不同颜色笔标注元音部分， 渗透记忆单词的方法分音节发等， 句型是学生所学过的句型，提供给学生进行口语交际。
