Lesson 3国家获奖教案

教学内容与分析

教学内容：

U5 Our Clothes 教学目标：

1．能在完成任务的过程中灵活运用已学的句型描述衣物

2．能提问并回答有关衣物范畴的一些问题：如Is this your skirt? Yes, it is．Is that your T-shirt? No, it isn't．Are they shoes? Yes, they are．Are they socks? No, they aren't．Whose is this? It's Amy's．

3．能根据实际情况简单地介绍自己所制作的服装所采用的材料。如：I used paper / plastic bags…

4．在真实的语言环境中运用所学知识表达自己的看法。如：It's beautiful．I like it．It's so pretty． It's too long． I like the white sweater with the green skirt．

5．培养学生的创造力与想象力，鼓励学生大胆设计自己喜欢的衣服。

教学重、难点分析

1．重点：

（1）复习巩固有关服装的单词和词组。

（2）复习巩固本单元的四会句子。

（3）在真实情景中灵活运用所学语言知识。

2．难点：名词单数、复数形式的灵活运用。

课前准备

1．布置学生利用各种材料制作自己喜欢的服装。

2．教师准备一些婴儿的服装。

3．教师准备一些穿戴各式服饰的玩具，如：doll, Teddy bear, dog, monkey, deer etc．

4．计算机课件《WaWaYaYa开心英语2》

教学设计

教学步骤

教学设计说明

一、

热身/复习（Warm-up/Review）

歌曲选自WaWaYaYa开心英语2 第1. Sing a song: The Song of Color

Who is wearing yellow today?

Yellow today, yellow today. 七单元的Let's sing. 见图1、2。该歌曲旋律优美、节奏感强、呈现Who is wearing yellow today?

Yellow today. 的动画生动有趣，有效的调动了学Who is wearing green today?

Green today, green today. 生的学习积极性，让学生在优美的Who is wearing green today?

Green today. 旋律中复习颜色的词汇，为接下来

的学习活动做准备。

2. Free talk T:

Who is wearing white and green today?

由歌曲引入这节课的主题：服装和Ss: I am wearing white and green today. 色彩。由于学生都穿着绿色和白色T: Who is wearing orange today? 相间的校服，所以当老师问到“今Ss: You are wearing orange today.

天谁穿着白绿相间的衣服？”时，Miss Zheng is wearing orange today. 学生们纷纷站起来并告诉老师：I

T: You are right. I am wearing an orange sweater.

教师指着自己身上穿着的毛衣，引导学生说出

sweater。

am wearing white and green today．师生就此话题展开交流。

T: Do you think it’s beautiful?

教师以“摘星星”的奖励形式鼓

C: Yes. It’s beautiful.

励学生大胆地向老师和同学们介

T: Thank you. 绍他的服装，从而培养学生综合运

T: Anyone else is wearing orange today? 用语言的能力。

S1: (Stand up and show us) I am wearing orange today.

Look. This is an orange jacket.

T: Is orange your favorite color?

S1: Yes. How about you?

T:

Me too.

T:

How many sweaters are you wearing now?

S2: Two. Because today is cold.

S3: Only one. Because I am strong.

二、

呈现/操练（Presentation/Practice）

1. T shows her daughter’s baby clothes

T:

I’ve got some pretty clothes to show you.

教师出示一件很小的白色连衣裙，并问：

Look! What’s this?

C:

It’s a dress.

Ss:

So small.

T:

Can I wear this dress?

C:

No, you can’t.

TC: It’s too small.

T:

Whose dress is this? Is this yours?

C:

No.

T:

Let me tell you. This is my daughter’s baby dress.

Is it pretty?

Ss: Yes. It’s pretty.

T:

Yes, I think so. I love this pretty dress very much.

T:

I have some more/ something else to show you.

教师把一双婴儿的袜子紧握在手

里，让学生猜猜是什么。由于可以

Can you guess what they are? 握在手中，说明这件东西并不大，

S1:

Are they shoes? 所以学生很快就能猜出是袜子。

T:

Sorry.

No, they aren’t.

S2:

Are they socks?

T:

Yes, they are.

教师将紫色的袜子向全班同学展示并引导学生们说：

TC:

They are socks. 教师把学生学过的各类婴儿服装

T:

What color are they? 分别装在透明、不透明的袋子、盒

TC:

They are purple. 子里，让学生猜猜里面装的是什

2. Guessing Game:

What’s in the bag / box?

么。

使学生从盲目的猜测转化为根据物体的特征有特定范围的猜T:

Let’s play a game. Try to guess what is in my bag. 测。

You can ask me YES or NO questions.

Such as: Can I wear it in summer?

四年级的大多数学生平常很少留Does it have long sleeves? 意婴儿服饰，所以对于老师展示的Does it have a zipper?

Is it a …?

Are they …?

每一件服饰都感到非常有趣、新T:

What’s in the bag?

鲜。再加上以游戏的形式展现，此S1: Is it a T-shirt? 时学生参与的主动性和积极性倍T板书:

Is it a…?

No, it’s not.

增，培养了学生综合运用语言的能T:

No, it’s not.

力，即如何在日常的人际交流中恰S2: Can I wear it in summer? 当地运用学过的语句解决问题。

T:

No, you can’t.

S3: Can I wear it in winter?

T:

Yes, you can. S3: Does it have long sleeves?

T:

Yes. It has two long sleeves. S3: Oh. I see. Is it a sweater?

T:

Yes. You’ve got it. Look. What is it?

T板书：Yes, it is.

C:

It’s a sweater.

T:

What color is it?

从单数形式过渡到复数形式，有助T板书：What color is it? 于学生记忆和掌握。同时教师通过C:

It’s red.

板书梳理难点。在交流过程中如果T板书：It’s …

学生未能熟练区分单复数形式，教T:

T puts it before one of the S’s chest and asks: Can you 师可以利用板书轻易的点拨学生wear this sweater?

使用正确的语言，这样一来既可以C: No, we can’t. / No, I can’t. It’s too small. 避免教师讲授太多的语法知识，

同T: Well. It’s really small. It doesn’t fit you. 时也让学生沉浸在“猜猜看”的

Who else can wear this sweater? 游戏当中轻松操练、巩固本单元的S1: Maybe my Mickey Mouse can wear it. 难点。

T: Well. Let’s have a try.

Put on the sweater for your Mickey Mouse.

教师将手中小小的毛衣交给学生1，让他试着帮他带来的

玩具米老鼠穿上毛衣。教师带领全体学生边打节奏边说：

Put on the sweater. 如果毛衣的尺寸不适合米老鼠，教师便引导学生就该情景灵活运用语言：It’s too big

/ small. Take off the sweater.

T: What are in my box? T板书：What are they?

S1: Are they pants? T: No, they aren’t.

课件形式：衣架上挂着各种款式的T板书：Are they …? No, they aren’t.

服装，师生可以通过点击任意一件S2: Can we wear them on the feet? 帮WaWa或YaYa穿上你认为最漂亮T: Yes, you can. 的款式，还可以随意改变衣服的颜S2: Are they shoes? 色。只要先点击颜料桶，再点WaWaT: You are right. They are shoes. 或YaYa身上的衣服，卡通人物就T板书：Yes, they are. 会立刻穿上你为他或她设计的服T shows the blue and white shoes quickly and asks 装。点击画面上的窗帘即可更换衣the Ss guess the color. 服的样式，轻轻松松地点按鼠标，T: What color are they? 学生就可以体验到当服装设计师T板书：What color are they? They’re …

的喜悦和成就感。在整个操作的过S: They are blue and white. 程，卡通人物用英语及时评价操作

者为他们选择、搭配的服装。如：3. Be the fashion designer. Choose the clothes for WaWa How nice! Thank you. How and YaYa. pretty! Wonderful! So 课件主题：为卡通人物WaWa和YaYa挑选服装和鞋子。

beautiful! So terrific. T: I have a lot of clothes. They are beautiful and Marvelous. 当设计好后点击画面fashionable. Please be a fashion designer. Would 上的刷子，卡通人物会很感激地you like to help WaWa and YaYa choose some 说：How pretty! Thank you. clothes? S1: The yellow T-shirt is nice. I like it. 学生在完成任务的过程中灵活运S1: I like the T-shirt with the pants. 用已学的句型描述衣物的大小、新T: Do you like the yellow T-shirt with the yellow 旧和颜色，能在真实的语言环境中pants? 运用所学知识表达自己的看法，并S1: No. I don’t like the yellow pants. I like the 向同学介绍自己所制作的服装采blue pants. 用的材料。如：It’s When the T changes the color of the yellow pants, beautiful. I like the cartoon it.

It’s so character says “So terrific.”

pretty.

It’s too long. I T: Do you like the yellow T-shirt with the blue have a hat for the puppy. I pants? like the white sweater with the Some of the Ss say YES, some of them say NO. Then green skirt. I used the T invites someone else to be the fashion paper/plastic bags…通过该任designer. 务更有效地提高学生对服装这一第一次，先由教师协助学生操作计算机，接下来直接请话题地兴趣，培养学生的创造力与“服装设计师”上台边介绍边操作课件。

想象力，鼓励学生大胆设计自己喜

欢的衣服。

三、拓展/巩固（Extension/Consolidation）

1. Be a fashion designer. Choose clothes for some

dolls. 教师出示各类玩具，让学生以小组为单位帮玩具们穿上各种自制或精选的服装。在小组活动中，要求学

生用英语进行交流。

Is this your dress? It’s so beautiful. Look at my…

What’s the material? It’s newspaper.

What did you use? I used shoe boxes. (1) 教师引导学生开展活动

T shows a beautiful doll. T: Look at this doll. Is she pretty? 在服装表演中，学生们在轻快的旋 C: Yes, it is. 律中踏着舞步纷纷展示他们自制

T: Yes. What’s she wearing?

的服装。顿时，教室变成了一个舞 C: A (colorful) dress. 台，课堂气氛热烈、活泼

T: Look at her feet. She doesn’t wear shoes and she feels cool. She needs a pair of shoes. Can you give her a pair of shoes? Ss show some baby shoes or handmade shoes to the T. S: I have a pair of shoes for her. / I have baby shoes. T: How pretty! Let’s try them on. Do they fit?

C: No, it’s too big.

Try on the other S’s baby shoes.

T: What about these? TC: Wonderful. I think they are better.

（2）Group work: T shows some toys, such as teddy bear, monkey, Rudolph, Santa Claus, bunny, snowman, puppy, etc. Ask the Ss try to be the fashion designers and offer toys all kinds of clothes and help them put on the clothes.

2. 教师利用已经穿上各式服装的玩具，将讲台布置成一个展柜，启动电动玩具的开关，向学生们介绍“玩具们正在举行服装秀”，让学生们也加入到他们的行列,举行一场“Fashion Show”。在服装表演过程中表演者简单地介绍自己所制作的服装采用的材料。如：I used paper/plastic bags… 也可以与在座的观众交流，如：Look at my shirt. Is it pretty?

Yes. It’s pretty.

3. Homework 运用所学知识写一段话描述自己自制的服装。