Unit 3 Clothes名师教学设计2

Module 2 My favourite things

Unit 3 Clothes The first period Teaching Aims: 1. Using the key words and phrases to identify different clothes. 2. Using wh-questions to find out specific information. 3. Using modeled sentences to give specific information. Key Points: Using the key words and phrases to identify different clothes. Difficult Points:

Using the key words and phrases to identify different clothes. Teaching Aids: SB 3B, p. 23 WB 3B, pp. 31 and 32 Parts A, B and C PPT Teaching Process: Procedure Contents Daily talk Ask and answer Have the students say the rhyme on page of SB 1B and help the students review the words they have learnt, such as shorts, T-shirt, blouse, dress and coat. Show the corresponding flashcards for the words. the e.g., Shorts, a T-shirt, a dress and a blouse, What do you need? What do you need? I need a blouse. I need a dress. I need a blouse and a dress. Show more flashcards for clothes that the Review the words

shirt, sweater, trousers students have learnt such as shirt, sweater and trousers. Have them read and spell the words. If time allows, the teacher may play the game ‘Apple tree’ with the students to arouse their interest in spelling the words. Methods Review rhyme Pre-task procedure

Show several dolls or puppets wearing the clothes in ‘Look and learn’ on page 23 of SB. Ask the students some questions. Provide them with the answers if the students cannot say the words. e.g., T: Is this a shirt? S1: Yes, it is. T: What’s this? It’s a jacket. Please follow Look and learn me. Jacket. Ss: Jacket. Then show the flashcards for the words hat, scarf and jacket in ‘Look and learn’ and teach the words one by one. e.g., T: (show the flashcard for hat) Hat. H-A-T, hat. Ss: Hat. H-A-T, hat.

Show the flashcards for a pair of gloves, a pair of socks and a pair of shoes and teach the phrases. e.g., T: (show the flashcard for a pair of gloves) Gloves. G-L-O-V-E-S, gloves. A pair of gloves. Ss: Gloves. G-L-O-V-E-S, gloves. A pair of gloves. …

Use the flashcards for trousers, chopsticks and shorts to help the students understand the meaning of the phrase ‘a pair of’.

While-task procedure Learn: a pair of …

Show the flashcards for different clothes and ask the students to answer the questions. e.g., T: (hold up the flashcard for hat in the hand) Look! What’s this?

and Ss: It’s a hat.

T: (stick the flashcard for a pair of shoes on the blackboard) What are they? Ss: They are shoes. Then ask the students to make a dialogue in pairs according to the cards the teacher hold up or put on the blackboard. Have the students do Part A ‘Listen and Do Parts A and number’ and Part B ‘Listen and circle’ on B page 31 of WB. Then check the answers with them.

Have the students do Pare C ‘Listen, match and write’ on page 32 of WB. Then ask them to say something about the pictures. e.g., S1: Ben has a pair of gloves. Peter has a pair of shoes. Alice has scarves. Kitty has some hats. Ask answer Do Part C Post-task activities Divide the students into groups of four to six. Have them ask and answer questions using the flashcards for clothes. Ask and e.g., answer the S1: (show the card for scarf) What’s this?

questions in S2: It’s a scarf.

pairs S1: (show the cards for scarf and a pair of gloves) What do you have for winter? S2: I have a scarf and a pair of gloves. 1. Read and spell the words. 2. Ask and answer on page 23. Assignment

Writing on the blackboard: Unit 3 Clothes What’s this? What are they?

It’s …

They are…

a pair of

What do you have for winter/summer/spring?