lesson 1教学内容分析

《Clothes》

成都高新和平学校

杨明

Good afternoon, Ladies and Gentlemen! My name is GeLei. I come from FuHua Primary School. I am very glad to stand here and talk about the lesson of clothes. My teaching report includes four parts. Part 1 To analyze the book (说教材)

Clothes is a lesson from EEC Book Two which is published by Educational Science Publishing House. In this textbook, there are many vivid stories which focus on the daily life of pupils. Therefore, pupils are very fond of and quite interested in leaning this book. The section of Clothes

appears in the fourth lesson of EEC Book Two. In this lecture, we will introduce a lot of funny activities and exercises through which pupils can master some vocabulary relevant to “clothes”. In the meantime, we will also bring in some relevant knowledge. After considering the time arrangement and the acceptance of the pupils, I’d like to reorganize the structure of the textbook and make a practical teaching plan of this lesson. While teaching the new knowledge, we aim at improving the listening, speaking and communicative ability of the students. Part 2 . Teaching aims（说教学目标）

After the students have learnt some vocabulary of “clothes” such as “hat”, “sweater”, “shirt” and “pants”, we will practice these words in two sentence patterns “Put on your…” and “Take off your…”. Pupils should learn to utter such orders and response to them correctly. By doing this, pupils’ body movements may lead to brain movements and thus we can combine body movements with language perfectly. Therefore, pupils may have a lot of fun in learning English.

Important points and difficult points of this lesson (教学重点、难点)

(1) Pupils should master the pronunciation and spelling of words such as “hat”, “sweater”, “shirt” and “pants”.

(2) Pupils should understand the meaning of two basic sentence patterns “Put on your…” and “Take off

your…” and make use of them in our daily life.

Part 3 . Teaching and learning methods (说教法与学法)

In order to better accomplish the teaching task of this lesson, I will apply a teaching method based on task-teaching and learning method and with “TPR” teaching-learning method running through the whole course. Based on activity and corporation and considering children’s features of “active” and “emulative”, I will divide the whole class into four groups. Following the teacher’s instruction, students can fully develop their team spirit and sense of competition through “perception”, “experience”, “practice”, “corporation” and “games” and thus they can improve their language ability. For this reason, I bring in activities such as “singing”, “color-guessing”, “dressing Dingding” etc, with a target that students can input English in relaxed and delightful activities. And finally we can realize our goal of “learn in doing and use in learning”.

Part 4 . Teaching procedures and purposes of my designing.

I’ll finish this lesson in five steps. Step 1. Warm Up and Preview 热身互动，自然导入

At the beginning of my lecture, I’ll get the students to sing an English song named “The song of color” to make them relaxed. Then I’ll show them many clothes with different colors and let them say the colors of these clothes. While doing this, I will classify these clothes according to their colors on the blackboard and therefore we can create an environment of a clothes shop and prepare for the following activities of DingDing buying clothes. After that, I will ask my students “Do you want to know the names of these clothes? Open your books, our friend DingDing will tell us.” Then the students begin to listen to the tape. By this means, I hope to draw the attention of the students and create a fine environment of English study.

Step 2. Presentation

引入新知，层层突破.introduce new knowledge gradually

In this part, I pay great attention to the features of pupils. The first one is that their imaginal thinking is more developed that their abstract thinking. Therefore, I will introduce the new words (sweater/shirt/hat/pants) by showing the pictures, listening and seeing the movements in order to impress the students with these words. In addition, we have a lot of drills, such as “Shirley says/321/saying wording with rhythms/speaking in loud and low voices/Look and Guess (guess the words according the shape of the mouth) etc. Therefore, we can make the dull word-learning much more colorful. Another feature of pupils is that they are mostly very active. For this reason, I will apply the method of TPR (total physical response) so that the students can understand the meanings of “put on/take off” and be aware of them while learning new words. By doing this, we can realize our target that “word and sentence always go with each other” and also promote the thinking and observation abilities of the pupils. Step 3. Practice趣味操练，巩固新知

consolidate new knowledge through interesting drills

In this part, I arranged three activities. (1) In this activity, I will show the students two pictures of winter and summer and ask them about the weather of each picture. Through this we can introduce two characters: DingDing and his sister. After that, I will invite the students to select clothes for the two characters according to the seasons so that they can practice the patterns “put on your…/take off your…”.

(2) In this part, we will play a traditional game “passing the flower according to the rhythms”. By means of “TPR”, I will try to arouse pupils’ enthusiasm, make them understand the sentences during the movements and finally they can say the new words loudly. After mastering the words, students can practice the sentence patterns with these new words and in their future study they may study other new words in these patterns. Thus, we can promote pupils’ thinking ability and English ability. (3) In this activity, students should imitate the pronunciation according to the tape. It is well-known that children are always emulative, so I will divide the whole class into two groups:

boys and girls. Then they can compete with each other while listening to the tape. As a result, students can exactly master the pronunciation and intonation. This activity aims at creating a real context for students and making them fond of imitating pronunciation. Step 4.

Additional activities

培养兴趣，发展个性。Develop interests and personality.

At last, I will invite the students to make a chant with what we have learned. Neighbors can speak the chant while playing the game of “scissors, paper, stone”. By doing this, students can make use of what they have learned. In addition, we also help develop the innovation ability and manual ability of the pupils. Clothes说课稿

小学部英语学科 曾业洁

2012年3月21日

Good afternoon, ladies and gentlemen! My name is Zeng Yejie. I come from primary section. My topic is clothes. Here are my Teaching aims: First, Ss should master the seven words of clothes, then we will practice these words in two sentence patterns “Put on…” and “Take off…”. Furthermore, we’ll try to use a shopping dialogue in daily communication. While teaching the new knowledge, we aim at improving the listening, speaking and communicative ability of Ss. Now I’m going to talk about teaching and studying methods: “Learn in doing and use in learning” is the teaching aim in our Primary Section all the time. My pupils are only seven or eight years old, so I’ll bring in activities such as “touching game”, “funny matching”, “dressing TPR”, “shopping dialogue” and “chant”, with a target that Ss can input English in relaxed and delightful activities. Teaching process:

There are four steps in my Teaching process. Step 1.Words –It may take 18 minutes.

Part1. Warm up At the beginning of the lesson, we’ll sing a song Colors to cheer up. Part2. Words presentation After the song, I’ll tell the Ss directly—today we’re going to learn Unit9 Clothes. And then I will introduce the clothes one by one by showing the pictures, and put them on the blackboard. At the same time, put the word cards on the blackboard as well. Then I’ll teach the pronunciation and spelling of the words, the reading form is like this: oa, [əu], coat, coat, coat; the spelling form is like this: Coat, C-O-A-T, coat, coat, coat. Make sure the Ss can read and spell the words correctly. Part3. Game After learning the words, we’ll play a game—hammer the words—Ss use hammers to hammer the word card when the teacher says the word as quickly as they can. The quicker one gets one point. Each time two students; we can do five or six times. By this means, we can make the word-learning much more colorful. Part4. Words extension When Ss have mastered the seven words, I’ll encourage Ss to say more words, such as sweater, jacket, tie and so on. Then I’ll teach them to read. After that, we’ll play a funny flash; match the words and the clothes, in order to deepen the memory of words. Step 2.Sentences–It may take 10 minutes.

1.

Shows some true clothes I’ll bring in a hat, a scarf, and some other clothes to the class, and show the clothes one by one and ask what is this? Help the Ss answer: It’s a …

2.

Then I’ll write the sentences

“Put on…” and “Take off…” on the blackboard, and give an order to one student—Put on a hat or take off a hat, lead S1 to do the action accordingly. Then S1 gives an order to S2, S2 talks to S3 and so on. I apply the method of TPR (total physical response) so that it will attract the Ss’ attention, and the Ss can understand the meanings of “put on/take off”

easily and deeply. Step 3.Dialogue–It may take 10 minutes.

1.

First, play a flash about clothes shopping to bring the Ss into a shopping situation. 2.

Then, show the shopping dialogue on ppt, and let Ss repeat after teacher 3.

After that, ask the pupils to role-play the dialogue in pairs; therefore, each student has a chance to speak English. 4.

At last, invite some pairs to the front and act the dialogue, using the pictures on the blackboard. One is shop assistant, the other one is customer. So as to make use of what have learnt. Step 4.Chant–It may take 2 minutes.

At the end of the lesson, we’ll say a chant to end up the class in a relaxed and happy way. Homework: Label the names of your clothes at home. Above is the lecture note of my lesson, thank you!

PEP四年级下册Unit5 My Clothes Part A 第二课时说课稿

和平小学

马超梅

各位领导、老师,大家上午好！

今天我说课的内容出自于《PEP小学英语》四年级下册Unit5 My

clothes Part A第二课时。

一、说教材

本课时在教材中具有相对的独立性，但又可以把以前学的有关服装单词运用上去。因此本课起着承上启下的作用。其中有些话题建立在之前所学过的颜色的基础之上，让学生新旧知识结合，不断积累。我借助“任务型”教学，采用多样化的教学手段，讲听、说、读、写、玩、演溶于一体，激发学生学习英语的兴趣和愿望，使学生通过合作学习体验成就感，从而树立自信心，发展自主学习的能力，将所学语言运用于生活中。对于喜欢的衣服的表达，教材在编排上还是第一次面向全体学生，所以这个学习内容对学生来说有一定的新鲜感。而从难易程度上来讲，本课的教学设计基本上符合四年级学生英语学习的特点，大部分学生是能接受的。

二、说教学目标

依据《英语课程标准》的具体要求，以及本人对教材的一点理解，结合我们班学生的实际情况，我从知识、技能、情感三个纬度，并结合学生的认知水平确定本课的教学目标为以下三点：

1、能听、说、认读生词hat、skirt、pants、dress、clothes并同时呈现句型

2、能够运用I like this/that/ these/those…句型表达自己能衣服的喜好

。

3、能否理解Let’s do的内容,并能边做边说。

教学重点：与衣物有关的五个词。

教学难点：表示颜色的形容词与表示衣物的名词连用。

三、说教法、学法

针对学生好唱、好动、好玩的特点，我设计了各种生动有趣的手段来激发学生的兴趣，结合学生原有的认知水平，在课堂中，我采取了实物直观法、情景法、多媒体辅助法和小组活动法。通过让学生自己动口，动手进行活动交流，让学生在一定的情景中运用语言进行有意义的表达。最后，采用交际法让学生自创情景进行对话练习，运用英语进行交际。同时我利用小学生活泼、好动、好奇心强等特点，采用了集游戏、音乐、英语学为一体的TPR学习方法来热身，遵循视、听、说领先的原则，让学生采用听读法来巩固操练，最后让学生采用合作学习的方式，在真实的语境中进行模仿、操练、交流。

四、说教学过程

根据学生认识活动的特点，我把教学过程分成了以下几个环节：

Sept1 : Warming up

(1)用英语师生相互打招呼

Sept2: Presentation

1.Sing the song “

Color Song ”

（设计意图：既活跃了课堂气氛，又复习了三年级时学习的旧单词，为本课时的学习做好了铺垫）

2. 听一听，说一说：21世纪教育网版权所有

Ss: 引导学生用英语说出听到的颜色单词：red , white , green , blue , yellow

等（说颜色词）

（设计意图：通过铺垫，起承上启下的师生交流，使学生唤起对以前所学知识的回忆，既是对以前的知识的回忆，也是对后面知识的作用）

教学环节

师生活动

Presentation新知呈现

１.教学单词clothes21世纪教育网版权所有

播放儿童模特走秀图片。

T : This is a fashion show .

Are the clothes beautiful ? 21世纪教育网版权所有

Today we’re going to learn Unit5 My clothes . 板书

学生跟读

：

clothes , my clothes

T : The model’s clothes are beautiful .My clothes are

beautiful , too . 2.教学单词skirt , dress21世纪教育网版权所有

(1) 由bird , girl 提示学生skirt 中字母组合ir的发音，由此让学生试读，然后教师正音。

skirt –

green skirt –

I like that green skirt .

编歌谣：

skirt ,skirt , wash your skirt .(做动作)

(2) 点击课件，出示长裙

T : Is this a skirt ?

Ss : No .

T : Yes , it’s a dress . 21世纪教育网版权所有

领读并比较

：

The skirt is short , and the dress is long . 编歌谣：dress , dress , hang up your dress . (做动作) 3.pants 的呈现

pants 跟读，开火车操练21世纪教育网版权所有

T : What colour are they ?

Yes , those are blue pants . 21世纪教育网版权所有

肢体语言，做动作：

Put on your pants . Take off your pants . 4. 教学hat:

由图片比较cap 和hat 用绕口令方式操练：

Cap , cap . this is a cap .

Hat , hat , that is a hat . 21世纪教育网版权所有

Cap , cap , I like this blue cap .

Hat , hat , I like that yellow hat . （设计意图：通过不同的呈现方式，调动学生的多重感官接触并记忆新词）

教学环节

师生活动

Practice巩固练习21世纪教育网版权所有

1.听录音，跟读

2.集体，个别读

3.课件展示

教授词组：

put on your ……

take off ……

hang up your ……

put away your ……

要求学生配上动作跟读。21世纪教育网版权所有

4. 教师发指令，学生做动作；一学生发布指令，教师和其他学生一起做动作。

世纪教5.5.小组比赛，每人听一个指令做动作，接力进行，看那个小组动作做得最正确。奖励优胜组。

6. What’missing? 21世纪教育网版权所有

出示几个单词让学生记忆后点击课件少了一个，让学生说出哪个词不见了。（多练习几轮）

（设计意图：通过学生易于接受的形式练习所学单词，为后面的拓展活动做铺垫。）

教学环节

师生活动

Production输出运用21世纪教育网版权所有

活动一

：

T: Put on your ……21世纪教育网版权所有

学生就必须在一堆衣物中找出老师指示的衣服穿上。

212世纪教育网版权所Step3:Consolidation

课件出示贫困山区的孩子上学的情况，教育学生要珍惜现在幸福的生活，做个文明，讲卫生的小学生。

Step4:Sum-up.

总结今天所学的单词和句型。进一步加深巩固所学的内

1.Word:hat、skirt、pants、dress、clothes

2.Sentences: I like....

Put on your shirt

Take off your hat

Hang up your dress

Put

away your

pants

总结今天所学的单词和句型。进一步加深巩固所学的内容。

Step5：Homework

1.抄写

let’s learn的单词，每个3行

；

2.将49页的Let's do读给自己的爸爸妈妈听。

3. Design the clothes you like. 五、说板书设计

本课的板书，我设计的简洁明了，分层次地罗列了英语单词和重点句子，图文并茂。这样一目了然，便于学生理解，记忆。

六、说课后反思

在本课教学中，从学生的学习兴趣、生活经验和认知水平出发，创造性的使用教材，让学生在丰富多彩、生动有趣的活动中感知语言、习得语言、运用语言，使课堂教学更生活化，更具有完整性和应用性。

本节课的教学对象是四年级的小学生。我在选材时,充分考虑到了学生喜爱谈论服装这个兴奋点.最大限度的调动学生的学习积极性。逐步引导学生增强参与意愿，形成稳定的心理优势，增强学习的自信心，从而使他们积极参与课堂教学与活动。在采用了全身动作反应法，游戏法，交际法等教学法进行了语言知识的强化，为学生寻找自己感兴趣的领域和方向，创造了条件。让每个学生都有机会展示自己，从中发展学生的潜能。让学生复习颜色，然后通过关于衣服颜色歌曲形式导出新单词，激发了学生的好奇心，调动了他们的积极性；以此保持了他们学习单词的兴趣；然后利用拍手唱歌谣保持了他们学习单词的兴趣，给学生提供了一个有趣、轻松、活泼、竞争的氛围去操练单词。在Let’s do部分，我让学生做出穿Put on的姿势和晾dress，

摘掉hat ，整理pants，洗skirt等动作，边听边做，调动了学生的肢体语言，让学生动起来，让课堂活起来，使英语学习显得不那么枯燥。教师完全是一个引导者、组织者、评论者，并积极参与活动，仔细观察学生的探究活动，发现和鼓励学生的创造精神，对学生进行较好的语言和思维的训练。纵观本节课，我从激发学生的学习兴趣，培养良好的学习习惯，提高认知水平出发，科学安排教学内容，合理设计教学任务，让学生积极参与，共同合作与交流。从整体看，授课内容比较完整，但也暴露出一些不足，环节设计较多，时间有点紧，个别环节没有深入。从教学效果看，学生基本掌握单词及句型，但是还有部分学生对those的用法不够明确，下课后还得个别辅导。这也是我在教学过程中，还没有完全照顾到全体学生，是在今后教学中应该注意的地方。正所谓当局者迷旁观着清，还请各位老师提出宝贵的意见和建议。以便我在以后的教学中扬长避短。谢谢。