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Module 4 Unit1 Mum bought a new T-shirt for me.教学设计
教学目标
1. 知识和技能目标
A.学生能基本理解 pair, shorts, argue, matter, took, wear， 并运用： Mum bought___ for __. What’s the matter That’s OK.
B.全体学生能运用shorts,took, wear以及What’s the matter
C.学生能听，说，认读本课新单词:pair, shorts, argue, matter, took, wear, 新句型：What’s the matter That’s OK. Mum bought a new T-shirt for me.
D.学生能运用一般过去时讲述发生的事情。 Mum bought___ for __. 用What’s the matter ”来询问过去的行为， 教会学生用 __ took my __. 来做回答。
E.学生能够听读、模仿、表演本课。
2．过程和方法目标 通过听、说、猜、读、演等大量教学活动，促使学生通过具体而生动的体验。
3．情感态度和价值观目标 学生能体会到英语学习的乐趣。教育学生关心他人，和睦相处。 4.文化意识：对一般的请求、道歉等做出适当的反应，并学会用恰当的方式表达吃饭他人的关心。
5．学习策略：对所学内容能主动复习和归纳。 教学内容
1.教材分析：本课的教学内容是围绕着“Sam和Amy在争夺一件T恤衫，两个人都说衣服是自己的”展开，Ms Smart 说自己把他俩的T恤衫都洗了。Sam问 Ms Smart是不是也洗了玲玲的T恤衫， Ms Smart说Lingling的T恤衫是干净的，Lingling还没穿过，所以没有洗。Sam和Amy这才发现他俩争夺的是Lingling的T恤衫。两人赶紧向Lingling道歉，Lingling说没关系，并邀请他们一起去放风筝。 这是学生们日常生活中常见到的事情，学生对这个话题比较感兴趣。本课将教会学生用“Don’t argue! What’s the matter ”来询问过去的行为，教会学生用过去时来做回答。学生能够用正确的语音语调朗读和表演本课。
2.教学重点：学生能够掌握本课新单词、新句型，能运用一般过去时讲述发生的事情，能够理解并用正确的语音语调朗读、表演课文。不同层次的学生通过本课学习都能够有相应的提高。
3.教学难点：学生能够主动参与学习,能够表演课文。
学情分析
五年级的学生模仿能力强，记忆力好，有用英语进行交流的欲望。他们喜欢有趣的教学活动，喜欢展示自我。在上课过程中，借助白板功能，为孩子创设符合年龄特点、能力特征的活动。通过生动的视频、多变的教学方法吸引学生注意力，引导他们全身心投入。
教学方法
1.任务型教学法 2.情景教学法 3.歌谣教学法 4.TPR教学法 5.游戏教学法（击鼓传花，大小声）6.以句带词教学法 7.小组合作法。 8．实物教学法 9.draw and guess 10. 学生亲自体验法, 评价促进法等丰富多彩、形式多样的活动来操练语言，达到自主学习的目的。 教学过程
I. Warm- up （2M）
1. Let’s chant.
图片T-shirt, T-shirt It’s my T-shirt.
shirt, shirt It’s my shirt shirt.
coat, coat It’s my coat.
trousers, trousers It’s my trousers.
2. Flash eyes: T-shirt, shirt, coat, trousers, shoes （插入快音乐）
II. Lead-in. ( 8 M)
思维导图法：
（创设一个大的情景go shopping， 再连串几个小的情景：Mum and I购物的图，Ms Smart and Sam购物的图（Part 1），Ms Smart bought 3 red T-shirt购物的图（Part 2））
创设一个大的情景go shopping（3张小情景的图片）
创设小的情景1：Mum and I购物的图 (放钢琴曲)
(引语)T: Look at my photo. Yesterday, I went shopping with my Mum. Mum bought a new dress for me.
(引语)T: How about you
2. Free talk. Mum bought
a new T-shirt for me. (引出课题)
3. Free talk. (引语)T: How about Sam, Amy, Lingling, Daming and Tom Let’s talk.
Mum bought a new for .(课题)
Mum bought new for .
创设小的情景2：Ms Smart and Sam购物的图 (放钢琴曲)
（引出part 1）(引语Ms Smart and Sam go shopping. What did they want to buy )
①．Now, Let’s watch and listen. (听part 1，呈现Do you like this pair of shorts , Sam)
引出shorts的教学（Look at my mouth）（观察认识short, shorts音形意）（short, shorts的手势读）（个人读）
利用图片观察shorts , trousers的异同（相同的都加S，不同的是shorts是短裤，trousers是长裤。） (设计意图：培养学生学会观察能力。让学生通过观察来总结，归纳。)
呈现
Do you like this pair of shorts , Sam？
5.引出this pair of, pair的教学（pair, pear：观察发现pair, pear 读音相同， 第一个字母都是p, air和ear着两组的字母组合读音都是___, 同音教学）(同桌两两读) a pair of a pair of shorts, a pair of trousers, a pair of shoes.
②．Now, Let’s listen，repeat then answer the question.
(听,跟读part 1,并回答问题)
What did Ms Smart buy for Sam
She bought new clothes for Sam.
(引语T：And Ms Smart buy sth for Sam, Amy and Lingling, too. Can you draw and guess ) III． Presentation ( 8 M )
1. draw and guess. ( Ss: T-shirt )
创设小的情景3：Ms Smart bought 3 red T-shirt购物的图（Part 2）
（1 red T-shirt, 2 red T-shirts， 3 red T-shirts ）
Ms Smart bought 3 red T-shirts for Sam, Amy and Lingling, too.
One day, Ms Smart washed 2 red T-shirts on the line.(把两条T-shirts图片挂在，刚画好的晾衣线和衣架上，并在两条T-shirts图片下面画一些水滴。)
（引语：T: How about this T-shirt Look! Sam and Amy argue about the T-shirt.）
2.（插入Sam and Amy argue about T-shirt. 的前一段视频。）
(引语) T: Look！Sam and Amy argue about the T-shirt. Are they right
Ss: NO.
T: So we can say: Don’t argue!
3.教学argue (全班，组，个人，)
(Game大小声，最后变成无声：Don’t argue!)
4. Don’t argue! （组与组之间传悄悄话）
T: So Ms Smart say：Don’t argue. What’s the matter
5. 教学matter (男女生读)（两两开火车读）
6. What’s the matter （Game击鼓传花）
（全班拍掌边说边传花，师说stop停，谁拿花，谁就说……）
7. T: Look at the ducks. We can say…
Ss: Don’t argue. What’s the matter
T: Look at the men. We can say…
Ss: Don’t argue. What’s the matter
( Now, let’s listen. ) (播放男人argue的话：He took my T-shirt. He wants to wear it. )
He took my T-shirt.
Sam took my T-shirt.
8. Look at Sam and Amy. What’s the matter
（T： Open your book. Turn to page20, 21. Look at your book, listen and fine out the answer.） ② Listen and answer the question : What’s the matter （看课本听，并画出答案。）
Amy: Sam took my T-shirt. He wants to wear it.
Sam: Amy took my T-shirt. She wants to wear it.
请同学当Sam 和 Amy 扮演这段。(全班男女生，1对男女生)
IV. Practice: (15 M)
T拿衣服实物操练took, wear
T: I took my ____. I want to wear it.
学生拿衣服实物操练took, wear
Ss: I took my ____. I want to wear it.
S1: I took my ____. I want to wear it.
S2: I took my ____. I want to wear it.
S3: He / She took my ___. He / She wants to wear it.
（设计意图：运用老师和学生真实的衣物来学习，操练和运用took, wear老师示范，学生运用。）
Whose T-shirt is this
（设计意图：通过这个问题，把学生的思维拉回课文中来)
Read the book, then answer the question.
Whose T-shirt is this It’s Lingling’s T-shirt.
（师引语：If you are Sam and Amy, What can you say ）
T: So, Sam say:
Ss: I’m so sorry, Lingling!
T: And Amy say:
Ss: I’m so sorry, too.
T: What does Lingling say
引出That’s OK. （教学）(德育：知错认错，别人就会原谅你的。)
（师生师范）（生生表演）：不小心碰掉了东西， 用：I’m so sorry. That’s OK.
Read and tick.
T: OK. Now, read the text by yourselves. Underline the answer, then finish the exercises. Read and tick.
⑴ What are Sam and Amy argue about
A. They argue about a T-shirt. B. They argue about a kite.
(2) Where are their T-shirt
A. They are on the line. B. They are on the bed.
(3)Who washed the shirts for them
A. Lingling B. Ms Smart
(4) Is Lingling’s T-shirt clean
A. Yes, it is. B. No, it isn’t.
(5) Whose kite is it
A. It’s Amy’s kite. B. It’s Lingling’s kite.
Listen and repeat. Part 2 ( 听，逼真地模仿语音语调。 )
Role-play 角色扮演 Work in four.
4人角色扮演。
商量每人扮演一个人物角色，表演对话。（可以看书） Perform.
展示 （可以看书）
IV. Production: ( 5 M )
分小组操练：一小组操练一种物品。（操练拓展的话题是hat, dress, shirt, sweater）
S1: That’s my ____.
S2: No! That’s my ____.
小老师：Don’t argue. What’s the matter
S1: 人名 took my _____. He / She wants to wear it.
S2: 人名 took my _____. He / She wants to wear it.
S1: But it isn’t your_____. Mum bought it for me.
小老师：Let’s me have a look. The name is 人名.
It’s人名’s ___.
S1: I’m so sorry,_ 人名.
S2: I’m sorry, too.
S3: That’s OK.
V. Sum-up.
总结：(2 M) 1. Let’s chant.
pair, pair A pair of shorts.
argue, argue Don’t argue.
matter, matter What’s the matter
took, took Sam took my T-shirt.
wear, wear He wants to wear
it. sorry, sorry I’m sorry
. OK, OK That’s OK.
Sum-up. 总结(板书) （德育）
VI. Which group is the winner (总结评价表)
VII. Homework:
1、listen and read the text 3 times.
2、Make a role-play in your group .
Thank you for your listening.
VIII. 板书设计
Module 4 Unit 1 Mum bought a new T-shirt for me.
四线三格板书
shorts, What’s the matter
took, Sam took my T-shirt.
wear He wants to wear it.
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