Unit 3 Clothes教学评价实录

教学设计

1、重点: 能够准确地对衣服的名称进行问答。

2、难点: 能运用正确的语音语调询问和问答，并能开展简单地有关衣服的对话。

3、教学过程：

Procedures I. Pre-task

preparation: Teacher’s activity Students’ activities Purposes 1. Listen and enjoy

2.Show the pictures Q: What do they need?

II. While-task

procedure:

1. Listen and read

2-1. Look and say Ss: They need …

e.g. a T-shirt, a dress, shorts…

1.Elicit a boy and 1-1. Look and learn teach new New words: gloves/a pair of sentences. gloves, shoes/a pair of shoes, Question: What are socks/a pair of socks, trousers/a these/those? pair of trousers They’re…

1-2. Ask and answer

S1: What are these/those?

S2: They’re…

Why can Paul draw very well? 1.Elicit: robot

2-1 Play the recording. Q: What clothes can Paul draw? 2-2 Show the dialogue, and play the recording. Q: What is it? Q: What are these? Q: What are those?

2-3: Elicit new words: hat, gloves, trousers 2-4 Have Ss read the dialogue.

听一听，读一读语音小诗歌，初步感知字母组合ss的发音，准确朗读含有字母组合ss的单词。

通过欣赏图片，激发学生的旧知，引入本课话题。

通过图片与对话，以及师生对话的形式，帮助学生学习本课的核心词汇。

1-1 Listen and watch. 1-2 Think and learn. Ss: Paul can draw a robot. Ss: Paul can draw well.

2-1 Listen and answer.

2-2 Finish task 1: Listen and tick.

Ss: It’s a hat. Ss: They’re gloves.

(It’s a pair of gloves.) Ss: They’re trousers.

(It’s a pair of trousers.) 2-3: Learn new words.

2-4 Read and imitate.

1 引导学生从听说的过程中提取信息，并基于学生的输出，提炼信息，进行整合，帮助学生构建本课的语言结构。

Why can Paul draw very well? 3-1 Play the recording. Q: How are the clothes drew by Paul? 3-2 Show the dialogue, and play the recording. Q: How is the hat? Q: How are the gloves? Q: How are the trousers? 3-3 Have Ss read the dialogue. What do you think of Paul and Sally? 4-1 Show the task 2: Read and choose.

4-2 Have Ss talk about the choice.

III. Post-task

activities:

3-1 Listen and watch.

3-2 Think and say. Ss: The hat is funny. It looks like the robot’s head. Ss: The gloves are special. They are like the robot’s hands. Ss: The trousers are cool. They look like the robot’s legs.

3-3 Make the dialogue.

4-1 Read the dialogue between Paul and Sally, then choose the right answers. 4-2: Say the reasons.

1. Have Ss read 1. Read in roles. the whole

dialogue.

2. Show the pictures 2.Enjoy different kinds of clothes.

of environmental clothes.

通过阅读对话，认真思考语言涵义，巩固核心单词的同时，让学生大胆说一说，建构语言。

在任务的帮助下，鼓励学生大胆猜测和想象。通过师生交流和生生交流互动中捕捉资源，提升资源与反馈。

根据已学结构，让学生自行角色扮演，灵活运用，帮助学生将语言得到更好的内化。

重心下移，让学生尝试结合新旧知识，回顾语言知识，以自由介绍的形式反馈输出。

IV. Assignments V. Blackboard design

1. Listen and read text on page 22. 2. Thank and draw.

M2U3 Clothes (Period 1) The Clothes we know

What

How

What is it? It’s a…

What are these/those? They’re…

How is it/are they?

It’s/They’re…

…

…

2

…

scarf

jacket

hat

funny

pair of

socks

pair of

shoes pair of

gloves

special

pair of

trousers

cool

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