8 Buying clothes优秀教学设计内容

《Buying clothes》教学设计

李红莲

教学目标：

1. 能听懂、认读词汇 sweater, coat, trousers, shoes。

2.学习选择疑问句型Which dress do you like, the blue one or the pink

one?并能做出回答。

重点难点：

1.能掌握单词which，trousers, sweater, coat, shoe, try…on

2.会运用句型 Which(pair of) … do you like, the …one or the … one?

I like the … one.

教学方法：

任务教学法、情景教学法。

教学过程：

Pre-task preparations

1.让学生欣赏一些服装杂志中的图片，复习已学的服装类词汇。

T: (show a picture of clothes in a fashion magazine) What do you see?

S1: A T-shirt.

S2: A dress.

然后询问学生在不同的季节穿什么衣服。

T: What clothes do you have for spring/summer/autumn/winter?

S1: I have a shirt for spring.

S2: I have a dress for summer.

2.请学生欣赏一首有关服装的歌谣。

What are the girls wearing?

The girls are wearing long jackets, white T-shirts, black socks and short shorts.

What are the boys wearing?

The boys are wearing long jackets, black T-shirts, white socks and short shorts.

可根据教学需要教授单词jacket。

While-task procedures

1.根据教学活动中的歌谣内容提问并导入单词clothes：

T: Where can we buy these clothes?

S1: At the clothes shop.

T: Yes. We can buy the clothes at the clothes shop.

告诉学生clothes是衣服的总称。然后，出示look and learn中的单词卡

片，并逐一教学，让学生模仿并掌握每个单词的发音。

T: (show a picture of a jacket) What is this?

S1: It is a jacket.

T: What colour is it?

S1: It is green.

T: (show a picture of a coat) Is this a jacket?

S1:No.

T: It is not a jacket, it’s a coat. C-o-a-t, coat.

Ss: C-o-a-t, coat.

2、将学生分成两大组，各组派一名学生代表。教师读出哪个单词，学生就

触碰这个单词的卡片并读出这个单词，先碰到的可得一分。然后教师出示四张服装图片，随后拿掉一张，让学生猜猜缺了哪张图片。

T: Which picture is missing?

S1: I can see a jacket, shorts and shoes, but Ican’t see a coat.

3、出示不同颜色的相同服装图片，教学句型Which(pair of) ...do you like, the...one or the...one? I like the ... one.

T: What’s this?

S1: It is a dress.

T: What colour is it?

S1: It is pink.

T: What is that?

S1: It is a dress too. X|k |B| 1 . c|O |m

T: What colour is it?

S1: It is blue.

T: Look at the dresses. Which dress do you like, the pink one or the blue one?

S1: I like the pink one.

T: What are these?

S1: They are shoes.

T: ...

然后，教师将句型的问答形式写在黑板上，让学生跟读。

4、形式根据Ask and answer的图片和句型提示结对问答。形式可结合已学句型，丰富对话内容。

Post-task activities

给学生创设情境，让学生根据教师所创设的情景，新编对话。