Unit 4 Look at the T-shirts.优秀教案案例

湘潭县教育学会

优秀教学设计案例评选

科目： 英 语 课题：Unit 4

Look at the T-shirts.

单位：湘潭县云龙小学 姓名： 朱雅丽 联系方式：18707322585

2013年12月

Teaching Plan Unit 4

Look at the T-shirts. （Grade 3, Part A、B）

执教：

湘潭县云龙小学

朱雅丽

Analysis of teaching material (教材分析)：

This lesson is talking about the clothes. We must learn a dialogue about Anne and Peter. We have learnt some words and sentences about the colors. “Let’s listen and say” is the first part of Unit 4. This class is the first period, in which we’re going to learn some new words and sentences about the words and the dialogue.

Analysis of students (学情分析)：

The students have learnt some words about the colors in Unit 3, they can use them in the key sentences “They are beautiful. I like the… one.”

Teaching aims（教学目标）: Knowledge aims（知识目标）：

To be able to grasp the words: dress, T-shirt, shorts, beautiful. To be able to grasp the words and act the dialogue:

Look at the …

They are beautiful.

What do you like?

I like the…one. Ability aims（能力目标）：

To be able to say the key sentences fluently and correctly in the

conversation. To be able to use the interrogative sentence “Look at the…They are …What do you like?” and its answer “ I like…”correctly in the real situations. Emotion aims（情感目标）：

Help Ss foster the emotion of loving clothes and life.

Help Ss foster the good habit of cooperating with others. Key points（教学重点）: The key sentences: Look at the dress/ T-shirt/ shorts…

They are beautiful.

What do you like?

I like the…one. Difficult points（教学难点）:

The pronunciation of “T-shirt”

and “shorts”. Teaching methods（教学方法）: 1.

Student-centred teaching

(以学生为中心教学法) 2.

Activity-based teaching

(individual work, pair work, group work and class work)

(活动教学法) 3.

Multimedia computer assisted instruction（多媒体辅助教学法）

Learning methods (学习方法) 1.

Communicative approach (交际学习法) 2.

Cooperative learning（合作学习）

Teaching aids（教具）

CAI, word cards, pictures. Teaching procedures（教学步骤）:

Step Ⅰ: Warming up: 1. Greetings.

T: Good morning, everyone. Nice to meet you. Ss: Nice to meet you, too. T: How are you? Ss: Fine, thank you, and you? T: I’m fine too, thank you!

2. Game: I say you do. (设计意图：通过“I say you do”的课前热身游戏，营造活跃的英语课堂气氛，集中学生学习注意力；分组竞赛能培养孩子的集体荣誉感及合作精神。)

Step Ⅱ: Revision: Review the words and sentences of colors. T: What color is this balloon? Ss: It’s …

（设计意图：从复习学生已学的颜色单词和句型入手，让学生通过看、听、说复习旧知，为引出本节课的新授句型作铺垫。采用贴衣服的方式作为评价手段，紧紧围绕了本课的学习，也有利于激发学生的学习兴趣。）

StepⅢ: Presentation and Practice. 1.

Lead in:

The teacher presents a picture of “Anne” (CAI).

T: Anne’s birthday is coming. She wants to buy some new

clothes.

What does Anne like? （设计意图：用学生熟悉喜爱的课本人物Anne为主角，创设情境，感知新的问句结构及其功能与意念。遵循学生的认知规律：感知—理解—运用—巩固。）

2.

The teacher presents a picture of “dress” (CAI).The teacher writes the words on the blackboard and asks a student to spell, then the whole class spell together.

（单词拼读、发音的指导，语音的模仿，图文并茂都有效帮助单词记忆。手指书空加深对字母的巩固。）

3.

Act: The teacher gets the class to act “dress” together.

（趣味表演及游戏更进一步加深对单词的有意记忆, 激发学生的学习积极性和课堂参与性。）

4. Teach the sentences: Look at the dresses.

They are beautiful.

（由新词带入新句型，由齐说到自主操练，学生对新知的感悟和理解层层递进。）

a.

The teacher presents the dresses in shop and teaches the sentences with actions. b.

Get the students to act the sentences with actions by groups.

c.

Get the students to make some sentences with the sentence pattern: Look at the…

d. New sentence: I like the …one.

T: I like the red one. What do you like?

S1/ S2: I like the blue/ yellow one.

5. Teach the other two words “T-shirt” and “shorts” in the same way.

（设计意图：通过课件提供的情境引出新单词的学习，同时引导学生猜测新单词的意思。）

6. Practice. Play a Game: Bomb game. The teacher puts a bomb sticker on the blackboard and uses a paper to cover, then gets the students to read the words.

Game: Quick eyes.

Play the game to review the words and the sentences. （设计意图：采用游戏教学法，对学生本节课所学新词进行验收，让学生在快乐的氛围中巩固和加深对新词的学习。）

7. Make up a dialogue.

Ss: Look at the …

They are beautiful.

T: What do you like?

S3/ S4/S5: I like the …one. （设计意图：将所学知识进行拓展运用，由衣服拓展到文具等

其他实物，实现了高效学习，提高了语言综合运用能力。）

StepⅤ

Extension.

1. T: Welcome to Yoyo’s shop. The teacher and the students act the dialogue.

Make conversations by using the new dialogue. The teacher makes a conversation with a student on the stage to set an example for the class, and then ask the class to do pair work. Part A: Let’s listen and say.

a. Listen and find.

b. Listen and finish the blanks.

c. Listen and repeat.

d. Practice and act.

（设计意图：有目的的听，抓取关键信息，培养学生通过听获取信息的能力。再次视听，动画确定答案，体现文本教学的层次性，也降低了难度，有助于培养学生的自信心。通过跟读教材碟片，训练正确的语音语调，也有利于引导学生回家后自主学习。）

2. Show time: Make conversations on the stage.

（设计意图：通过展示了解学生的掌握情况。根据课件提供的情境编对话，培养学生灵活运用已学知识的能力，同时也拓展学生的英语思维能力。）

Step Ⅵ Homework

1. Copy the words 3 times.

2. Talk about the clothes with friends. Blackboard design

Unit 4

Look at the T-shirts.

Look at the …

dresses

T-shirts

shorts

They are beautiful.

What do you like?

I like the…one.

教学反思

首先本节课从I say you do的热身活动入手，调动学生参与英语课堂的积极性，同时进行分组竞赛，培养孩子的集体荣誉感和合作精神。

本节课创设学生熟悉的情境，将词、句的学习和巩固层层递进，引导学生在情境中如何运用所学知识。创设学生熟悉的角色Anne想为自己买一件新衣服作为生日礼物的情境，让学生通过猜测衣服从而自然导入新授单词dress。在游戏中对单词进行操练，

如Wooden man, 藏宝藏等，合理利用游戏、CAI进行教学，学生在人机互动、师生互动、生生互动中快乐学习。并举出实例突出单词的复数形式dresses，T-shirts, shorts。新单词之后和新句型进行组合Look at the dresses, they are beautiful.通过动作对句型进行练习，引导学生加强对句子的会意和理解。I like the …one.由旧词引出新句型——新词代入新句型，由齐说到自主操练，学生对新知的感悟和理解层层递进。在文本部分，有目的的听，抓取关键信息，培养学生通过听获取信息的能力。再次视听，动画确定答案，体现文本教学的层次性，也降低了难度，有助于培养学生的自信心。通过跟读教材碟片，训练正确的语音语调，也有利于引导学生回家后自主学习。最后，将所学知识进行拓展运用，创设去Yoyo商店买衣服的情境，引导学生对对话进行运用，在小组活动中培养学生的合作能力，提高了语言综合运用能力。

本节课的板书突出了核心词汇和句型，又有简笔画作点缀，美观生动。本节课通过给小组贴衣服卡片的的形式来激励两个大的学习小组合作学习，表现形式与教学内容相结合紧密，较好地提高学生参与课堂的积极性。本节课的不足之处在于句型的运用还有待更散发，激发学生的思维能力。