Lesson 13优秀教案板书设计

Let’s go shopping——Buying Clothes 一、

教学内容分析

本课教学内容出自《小学英语》清华版

二年级上册Unit 2 Clothes Lesson 6.该话题与学生生活息息相关，故学生会比较感兴趣这部分学习内容。本单元clothes话题选自2011版《义务教育英语课程标准》二级话题中的服装、季节和天气。本单元分为七课，lesson 1—

lesson 6为对话新授课，lesson 7为复习课。本节课出自lesson 6第二个课时。基于本单元前五课中学生的已知单词skirt、dress、trousers、T-shirt、shirt、shorts、shoes、jacket，以及对口语交际用语Can I…? Yes, you can./No, you can’t.的初步了解和简单运用，经过认真研读文本和教参，我将本节课的话题定为：购买衣服。虽然此话题超出了本单元的中心话题，但该话题的基本素材取自教材中的对话素材，同时对于教材中的语境并没有随意丢弃，而是对教材中所体现的主题、语言和情意做了更深层次的挖掘和扩展。把新的文本内容和教材中的文本内容进行了有机地结合和提升。

本节课的具体学习内容为：与服装有关的单词和短语；征求他人意见的功能句Can I…? 及答语Yes, you can./No, you can’t. 陈述句It’s +形容词/They are+形容词的用法。复习What引导的赞美服装的感叹句；Do you like…?交际用语，并用于询问他们是否喜欢某种服装。由于小学生生活经验少，语言储备不足，仅靠课本中提供的对话情境不足以让学生真正体会到运用目标语言进行交流的成就感，为了更好地学习和运用本课的内容，我对本教材中的Jenny和Jenny’s mother的对话情景进行重构，在此基础上也创设了新的符合本话题的新的情景——为旅行整理衣物并购买衣物。整节课由五个连续的真实情景构成一个完整的情境。情景一：Jenny在为国庆节出行准备衣物征求妈妈的意见（复习阶段）。1

情景二：Jenny在旅游目的地——三亚想去游泳，却遇到没带泳衣的烦恼，于是，Jenny和妈妈去上场购物（新知呈现）。情景三: Jenny’s mother也在商店里为自己选购了一件需要的衣物。（巩固训练）。情景四：假设同学们是Jenny的好朋友

Tom，在即将到来的冬季要去滑雪场滑雪，请同学们根据手中已经得到的滑雪衣物再为Tom添置一些滑雪必备的衣物。（巩固训练二）。情景五：绘本阅读——大脸猫和卷尾鼠都买了些什么衣物。（拓展和应用）。所有情景的创设都是根据话题和教材所提供的目标语言，创造的语言交流的真实的情境。希望这些情景能激活学生的已有认知，使学生在课堂上能够表达自己的所见、所闻和所想。

二、

教学背景

对话教学是小学英语课堂的重要组成部分，是发展学生听说能力的重要形式之一。《义务教育英语课程标准（2011年版）》二级课程目标要求，学生“能用简答的英语互致问候，交换有关个人、家庭和朋友的简单信息，并能就日常生活话题做简短叙述”。小学英语对话教学的目标是：“强化学生的听说能力，强化学生的语言运用能力，获得新的语用语境，实现新的交际功能”（教育部，2012）。对话教学的核心是为学生提供学习英语的语境，让学生在语境中实现用英语对话交际的目标。教师在对话教学中应创设真实语境，设计贴近学生生活、形式多样、循序渐进地语言实践活动，引导学生通过模仿、体验、参与等方式感知语言，并内化所学语言，从而培养学生用英语做事情的能力。本节课我不仅创设了整体真实的语境而且还尝试运用支架式教学的方法，在教学准备阶段、新授与操练阶段以及巩固与应用阶段，搭建歌谣、游戏、词卡、造句、插图、留白、问题、视听等多种支架，以辅助学生更好地感知语言，密切联系文本；独立探索，拓展思维深度；输出语言，提升综合能力。

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三、

学情分析

二年级学生活泼好动，有强烈的好奇心、好胜心和表现欲。学习积极性高，善于表现，喜欢歌谣、游戏、表演等形式的课堂学习活动，但他们的注意力不是很稳定、集中，自控能力较弱，往往凭兴趣去认识事物，感兴趣的会全神贯注，不感兴趣的会心不在焉。要想发挥孩子的优点，避免不良影响，需要教师在教学中创设愉快的环境，设计有趣的活动来吸引学生的注意力，让他们在愉快的氛围中获取知识，发展能力。另外，这个阶段的学生思维方式还是以形象思维为主，所以，教师应努力创造情景，让学生更好地去接受新知识。

此次授课班级是二年级六班，该班学生总数是34人，计划分成8组，以每组4—5人的小组合作方式开展教学活动。该班从一年级开始到现在已经系统学习英语一年多，所接触过的教材有清华版《小学英语》1A和1B以及《小学低年级英语浸入式综合课程》1A和1B。学习过，身体部位、颜色、动物、数字、活动、交通工具、食物、学校，冬天、春天、我的家等话题，基本具备了一些简单的口语交际的语言，能对所问问题作出简单的回答。令人欣慰的是他们的课堂听课习惯和与老师的互动意识明显增强了许多，课堂上和老师成功进行口语交流的次数在不断地增加，他们的语言可塑性和听力能力非常强，虽然知识储备有限，但相信通过较为成功的课堂引导和情景呼唤，他们一定能在英语思维和综合运用语言能力上得到提高。

四、

教学目标

(一)

语言知识目标

1.

学习与服装有关的单词和短语：a coat、a scarf、a swimsuit、boots、mittens 3

2.

谈论与服装有关的功能句和日常交际用语：

1)

征求他们意见的功能句Can I …? 及答语Yes, you can/No, you can’t.

2)

表达意愿和想法的功能句

I want to…

3)

陈述看法的功能句：It’s+形容词，They are+形容词. 3.

复习与服装有关的功能句和日常交际用语：

1)

询问他人是否喜欢某服装：Do you like…?

2)

赞美服装的感叹句：What+a+adj.+n.! (二)

语言技能目标

1.

能初步用所学语言征求别人的意见，并表达自己的需要。Eg. Can I help you? I want to buy this hat. 2.

能初步感知不同天气、场所对不同服饰的需求。It is hot. Can I wear my sunglasses? 3.

能够就喜欢的服装与他们进行沟通和交流。Eg. Do you like my shoes? Yes, they are cool. 4.

能够理解和模仿使用表示赞美、欣赏某种服装情感的感叹句。Eg. What a beautiful swimsuit! (三)

情感目标

通过Jenny出行前收拾行装，到后来发现没有带齐必备衣物，最后去购买所需衣物。让学生了解具备独立的生活能力的重要性和做事情要提前计划的必要性。以及在遇到困难和问题时的冷静和解决问题的意识。培养每一位小学生自己事情自己做的好生活习惯。突出本节课的情感主题：Do 4

it yourself! (四)

学习策略目标

1.

通过图片和课件等直观手段，让学生学习新单词。

2.

通过故事等真实情景设置和任务型教学活动，让学生在语言情景中学会合作学习。

3.

通过听说训练、对话、小组讨论等活动运用语言知识，发展学生的综合语言运用能力。

4.

通过思维导图对对话内容的梳理，培养学生的思维能力。

5.

通过支架教学手段，帮助学生独立探索并解决问题，培养学生的综合语言运用能力。

五、

教学重难点

1.

教学重点：

1)

单词的正确发音。如：swimsuit, boots, mittens 2)

句型：Can I…?

I want to buy…

3)

情景的理解和对新旧知识的融会贯通。

2.

教学难点：

1)

服饰类复数名词（mittens, shorts, shoes, boots）与单数名词（hat, coat, scarf etc.）的区分和在I like it 和I like them 中的使用。

2)

冠词a和a pair of…在服饰类词汇前的运用。

3)

Can I …在特定情景中的正确使用。

六、

教学法

支架式教学法、直观教学法、思维导图、小组合作探究学习法和任务型教学5

法

七、

教学用具

衣服类图片，衣服实物，多媒体课件

八、

教学步骤

Step 1: Warm up Sing a song: The clothing song

Socks, Pants, Shirt and shoes

I’m ready for school. Sister how about you? Socks, Skirt, Shirt and Shoes I’m ready for school. Sister how about you? We’re going to school. And we’re looking cool.

Scarf, Mittens, Coat and Boots I’m ready to play in the snow with you. Scarf, Mittens, Coat and Boots Here’s your hat. Here’s mine too. We’re ready to go out in the snow. Step 2: Review Play a short game “Yes or No”

（review the vocabulary of clothes. ）

I will show Ss some flashcards one by one meanwhile I say out correct pronunciation or wrong pronunciation. Students must judge it is right or wrong. After that I will stick the word cards one by one on the blackboard. 6

(Flashcards: a dress, a skirt, a T-shirt, a shirt, a vest, shorts, shoes) Step 3: Lead in A coat Travelling clothes Sanya T：Look here, what is this? (PPT) Ss: It is a coat. T: Who is wearing the coat in the picture? Ss: Guess. …

T: Yes, I am wearing a coat in the picture. T: What else am I wearing? S1: You are wearing a scarf. S2: You are wearing boots. S3: You are wearing mittens. T: Do you know where I am? In the national holiday (PPT), I went to a city, in that city it is cold. Can you tell me where I went?

Ss：…

T: Yes, I went to Harbin. Where did you go? Ss: …

Scene one: Jenny asked her mother’s advises when she packed her clothes before travelling. T: Who is she? Ss: She is Jenny. 7

T: Jenny also travelled in national holiday. Do you want to know where she went? T: Here is Jenny’s suitcase. (I will draw a suitcase on the blackboard. The clothes I sticked on the blackboard at the beginning of the class will be the clothes that stay in her suitcase.) She packed these clothes in her suitcase. Can you guess where she went in national holiday? （巧借图片支架，预测内容，进入情境。）

T: Here is a map of China. Maybe she went to Xi’an. May be she went to Harbin too. Maybe she went to Sanya. (为了降低难度，在地图上标注三个城市及其城市的温度。) S1:Xi’an S2: Harbin S3: Sanya. T: Now, let’s listen to the dialogue between Jenny and Jenny’s Mother, then you will get the answer. （设计试听支架，验证猜想。）

Jenny: Can I take my T-shirt, Mom? Mom: Yes, you can. Jenny: Can I take my dress?

Mom: Yes, you can. Jenny: Can I take my jacket, Mom? Mom: No, you can’t. It’s hot in Sanya now. Jenny: I see, Mom. Thank you. 8

Step 4: Presentation Scene two: It’s hot in Sanya. Jenny wanted to swim in the sea. But she didn’t bring her swimsuit. So they went shopping. T: Jenny and her Mother went to Sanya. They visited many places. They were happy. （一小段三亚视频）

But one day Jenny had a problem. Q1: Where are Jenny and Jenny’s Mother?（出示在海边的图片）

S1：They are by the sea/at the beach/on the seashore. Q2：What does Jenny want to do? Q3: Can she swim? Why?（设计视听支架，整体输入，验证猜想）

T: Now, let’s listen to Jenny and Jenny’ mother’s dialogue, and then answer the question. Students listen to the dialogue without the text for the first time. If they can answer the question successfully, I will show the audio-visual dialogue. They will watch it carefully. If they can’t, I will play the audio dialogue one more time. (整体呈现对话文本，我设计了视听支架，针对问题“What’s Jenny’s problem?”指导学生完成听后回答问题的任务。引导学生带着疑问主动思考，积极探索，并能止住解决问题。) Jenny: It’s hot. I want to swim. Can I swim in the sea, Mom? Mom: Sure, you can. Jenny: Can I wear my swimsuit?

Mom: Sorry, you can’t. You didn’t bring your swimsuit. 9

T: So what’s her problem? She really wanted to swim, but what didn’t she have? Ss: She didn’t have a swimsuit.

T: She wanted to swim, but she didn’t bring her swimsuit. So she couldn’t swim. T: Boys and girls, if you were Jenny, what would you do? S1: I would…

S2: I would…

S3: I would…

T: If I were Jenny, I would buy a new swimsuit. T&Ss: So she wants to buy a swimsuit. （板书

I want to buy a swimsuit.）

Today we are going to talk about——“Buying Clothes”（板书课题）

T: They went to a shop.(出示卖泳装的商店图片)

When they get in the shop, there is a shop assistant in the shop. What did the shop assistant say when she saw Jenny and Jenny’s mom?（提供问题支架，独立思考，突破重点）

I will show the audio-visual dialogue twice. One will be played in the whole. the other will be played one part by one part. （学生在问题支架的指引下观看文本视频两遍，积极思考，进行独立探索，尝试在理解词句以及整体语篇的基础上对问题作出回答。）

Shop assistant: Excuse me, Can I help you? (挖空) Jenny: I want to buy a swimsuit. 10

Shop assistant: Here you are! Jenny: Thank you. Do you like it, Mom? Mom: Yes, it’s beautiful. T: Do you know what the shop assistant says first? Ss: She says:”

Excuse me, can I help you?”

（板书）

T: The shop assistant gave the swimsuit (实物)to Jenny and said…

Ss: Here you are! (用实物和动作展示)（板书）

T: What did Jenny say? Ss: Jenny says:”

Thank you.”

Step 5: Practice 通过搭建多种支架帮助学生理解文本之后，我要求学生通过以下三个环节的活动进一步巩固文本语言。

1.Listen and imitate（听音模仿）：(Work in the whole class) T: Boys and girls please read after me. (板书) Ss: Excuse me, Can I help you?

I want to buy a swimsuit.

Here you are. Thank you. T: Every one please read after the recordings. （PPT）

Ss: 2.The role play（分角色朗读）：

1)

Work in the whole class 11

T: Let’s do the role play. Now I pretend to be the shop assistant, students pretend to be Jenny. Ss:…

T: Second time, I pretend to be Jenny, students pretend to be the shop assistant. Ss:…

2)

Work in pairs T: Now, I am the shop assistant. Who wants to be Jenny? Ss: …

T: Please work with your partners, one pretend to be Jenny, one pretend to be the shop assistant.

Ss: Show their dialogue. 3)

Work in groups. T: Jenny put on her swimsuit.(PPT) Then she asked her mom, “ Mother, do you like my swimsuit?”

T: Boys and girls, do you like my sunglasses? (实物) Ss: Yes, they are…

T: Do you like my mittens?（实物）

Ss: Yes, they are…

T: Now, please work in groups and make the dialogue. No. 1 is the shop assistant. No. 2 is Jenny. No.3 is Jenny’s mom. 3. Complete the dialogue（补全对话）：(Work in the group) 12

Scene three: Jenny’ mom also buy a piece of clothes in the shop. T: Jenny’s mom wants to buy a piece of clothes in the shop. Would you like to finish the dialogue.（请学生观察商店里的衣服补全对话）

T: I pretend to be Jenny’s mom, who wants to be the shop assistant? The rest of you will be Jenny, ok? T&Ss: …

Shop assistant: _____, Can I_______? Jenny’s mom: I want to________. Shop assistant: Here you are. Jenny’s mom: Thank you! Do you like______, Jenny? Jenny: Yes, __________. Ss: Work in the groups and complete the dialogue. T: I will give them 3 minutes to prepare, then I will pick 3 groups to show us their dialogue. 4. Make a new dialogue Scene Four: Help Tom prepare the clothes for skiing. 为了指导学生更好地回顾文本并内化所学语言，我再次创设情景，从Jenny到Jenny’s mom 需要购买服装，再到Jenny的好朋友Tom为了去滑雪也有购买衣服的需求情景，通过设置留白支架，引发学生思考，引导学生在逐步拆除支架的过程中，发散思维，巩固文本，内化语言。

T: Do you know who he is?

Ss: Tom. 13

T: Yes, he is Tom. Do you know what Tom likes to do? S1: He likes to play football. T: Yes, he likes to do many sports. Such as go skiing. Tom wants these clothes for skiing (PPT). Do you want to help Tom buy some clothes?

Now, please look at the paper clothes on your desk, what clothes do you have? S1: We have snow boots. S2: We have snow a coat. S3: We have a scarf. …

T: Do you have mittens? Ss: No. T: So, if you don’t have, you can buy from me or from your classmate. Like this: T: _____, Can I help you? S: I want to buy a pair of mittens. T: Here you are. S: Thank you! Do you like them，my classmates? Ss: Yes, they are nice. T: You need to buy the clothes that you don’t have. Please buy the clothes you want from the group which they have it in. T: Please buy all the clothes that Tom needs. The group which can buy all the clothes first will be the winner. Each of them will get a pair of mittens.

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Step 6: Production

为了设计有效的教学活动，开阔学生的英语学习视野，帮助学生建立学习英语的成就感和自信心，促使学生灵活运用新学语言知识、发展其语用能力，我希望通过绘本这个支架，让学生在合作学习中更好地进行语言输出，提升阅读能力，促进真实交际，从而切实发展学生的综合语言运用能力。

T: Now, let’s read a picture book together.(音频带PPT). The book’s name is Let’s Go Shopping. Then you need to work together with your group member and finish the exercise. Q: Which clothes does Cat wear? Which clothes does Mouse wear? Ss: They work together to finish the worksheet.（小组合作通过寻读的方式，找到问题答案；通过略读的技巧，了解绘本的整体意义。）

Step 7: Homework 1.

Read the picture book at home. 2.

Make a dialogue with your classmates. (Autumn is here, the weather is getting colder and colder, please ask your mom’s advise and buy a piece of clothes for yourselves.)

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Step 8: Blackboard Design

Let’s go shopping

mittens

a coat

boots

a scarf skirt shoes dress shirt

shorts vest T-shirt Shop assistant: Excuse me, can I help you? a swimsuit

Jenny: I want to buy__________. Shop assistant: Here you are.

Jenny: Thank you! Do you like mya swimsuit

? Jenny’s mom: Yes, it’s (they’re) beautiful.

Step 9: Summary 经过国庆七天全身心的投入准备, 10月9日我进行了第一次试讲和磨课。由于前期的认真准备和全情地投入，这节课大体上框架没有什么大的问题。本节课完全是遵照新课标的要求，尊重学生的实际学情，认真分析和研究教材，以学生的已知为出发点，根据最近发展区原则，为学生搭建合适的语言脚手架，最终让16

他们可以跳一跳就够到那个“苹果”。试讲过后，学校领导和同事们给我了许多中肯的意见和建议，我在认真思考后也发现自己的课存在以下一些问题：

1.

在对话的呈现环节里每个人物的话语的呈现衔接不够流畅。对于每个人物的话语出现先后顺序应该设计得更合理和有效一些，应力求做到让整个新知呈现的过程看着更具有层次和更自然一些。

2.

在对话练习环节里活动（任务）设计层次不明显，任务目标不够明确。在进行任务型教学时，设计的活动应该能顾全大局，按照先整体再个体，先易后难，知识先部分后全部的原则进行。尽量让整个练习活动能够涵盖到每个孩子，甚至是每个孩子需要练习和加强的语言点上。教师应该具备为全体学生搭建立体知识网络的能力，并且具备能高效实现本节课教学目标的意识和能力。

3.

在对话教学中,小组合作活动是必不可少的一个环节。通过第一次的试讲和前期的磨课，我发现有效并且是高效的小组活动一定离不开前期老师对小组内成员职责分工的明确讲解和操练。第一次试讲中在进行小组活动时，组内成员将大部分时间用来讨论角色的分配和职责的分工上，而在分工没有争议后，剩下可用来操练对话的时间已经所剩无几了。更严重的是由于英语语言储备的有限孩子们多半都是用中文再进行分工和讨论。由此可见，这样的小组合作活动必定是不成功的。在发现了这个问题后，我及时在平时的课堂上开始着手尝试小组合作学习的有效模式。经过几次的尝试和练习，我发现将每个小组成员按数字或者是字母进行编排，如：Andy一号，Jerry二号，Summer三号，Mary四号，之后再将每次对话学习的内容或者是操练对话的17

方式等任务进行分解，如：一号Jenny，二号Jenny’s Mother，三号Jenny’s Father，四号The shop assistant，学生就可以在听到任务后，迅速确认自己在小组合作中的任务内容，也就能更高效地完成小组学习的任务！

4.

在课堂环节的时间分配上，还是不能做到收放自如，灵活调整环节时间，对课堂中的突发状况预测不足，出现了前松后紧的情况，导致最后的小组呈现环节因为时间的不足而草草收场，没有按照预设将整堂课推向高潮，使本堂课的整体效果大打折扣。

5.

本次研讨课将“在中低段开展对话课教学实践”作为本学期研讨课的一个层面，主要是基于以下几点考虑：一是应学段的要求，二是考虑到学生语言的可持续发展。二年级学生已经度过了英语语言的启蒙阶段，他们对英语的学习已从简单的听音，到认读单词，再到简单的问答，二年级孩子的英语水平正随着教学目标的深入和增加而一步一步地拾级而上。为了学生的长远发展，二年级的英语教学应该为《课标》中的二级目标的实现而服务，无论如何教师应该从现在就做好上好对话课的准备。在本次对话教学中我通过听力的输入让学生在理解对话文本的基础上运用目标句型在具体的情景中开展对话。我注重培养学生的听说技能，本次对话教学以话题为纲，以交际功能为主线，融合语言结构，逐步引导学生运用语言完成各种任务，不断提高学生的语言交际能力。

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