Lesson 28教学教案设计

人教（精通）版小学英语

四年级上册

Unit 5 Lesson 28 教学设计

年级：四年级上册

学科：英 语

姓名：周

振

菊

学校：天津市蓟州区第六小学

人教（精通）版小学英语四年级上册Lesson 28 教学设计

〈一〉

教材分析

Lesson 28是精通版小学英语四年级上册第5单元的第4课，通过本单元学习使学生能够在真实的语境中用英语进行购物，表达对衣物的喜好以及想试穿的意愿。

〈二〉

学情分析

我的授课班级是四年级，学生们在三年级已经接触过一部分有关衣服的词汇，具备了一定的语言基础。学生对英语已经产生了极大的兴趣，在听，说，读方面具有了一定的基础。利用此优势让学生进一步的去学习更多的服装知识，创设情境，整体设计教学活动，体现趣味性、层次性，教学活动有利于促进学生综合能力的培养。

〈三〉

教学目标

单元目标：

知识目标：

能够正确地听、说、认读生词：blouse, jacket, raincoat; 听、说、读、写生词：cap, hat, T-shirt, dress, sweater, skirt, shirt，

shorts, socks, shoes; 能够理解、说出以下句子：It’s sunny today. Put on your cap，please. What’s in the box? It’s a dress. Can I help you? Please show me that jacket. Can we look at the blue shorts, please? Here you are. May I try the shoes on? Certainly. 2. 能力目标：能够在真实的语境中用英语进行购物，表达对衣物的喜好以及想试穿的意愿；能够学会基本的自主学习方法。

3. 情感目标：能够初步形成与同伴合作学习的意识以及在商场购物的礼貌用语。

本课知识目标为：

1. 能正确地听、说、认读三会单词jeans, 能正确地听、说、读、写四会单词shirt和shorts。

2.

能理解、掌握并在真实情景中灵活运用句式：Look at the ... They're really cool! Can we look at the blue shorts, please? 并进一步巩固Can I help you? 结构，进行语言交流。

技能目标为：能够用本节课所学的词汇和句型完成本节课设计的教学活动，能用英语挑选服装，并表达赞美之情，培养学生运用所学语言进行自由交流。

情感目标为：

通过学习，培养学生对服装的认识和辨别能力，增加审美能力，

并激发孩子为山区儿童设计或捐献服装的爱心，给学生树立学习方向的渗透。

〈四〉

教学重难点

教学重点是：依据课标、教学内容和学生的认知水平，我觉得本课的教学重点是：能正确地听、说、认读三会单词jeans, 能正确地听、说、读、写四会单词shirt和shorts。能理解、掌握并在真实情景中灵活运用句式：Look at the ... They're really cool! Can we look at the blue shorts, please? 并进一步巩固Can I help you?结构，进行语言交流。

教学难点是：能够正确、顺利的运用本节课所学的词汇和句型完成本节课设计的教学活动，能用英语挑选服装，并表达赞美之情，运用所学语言进行自由交流。

〈五〉

教具准备

根据本课内容和学生身心发展规律，我借助课件动画、各种彩色服装贴纸，磁力板等手段辅助教学，利用争当优秀服装设计师的活动调动学生的参与热情，活跃课堂，提高课堂教学效率。

〈六〉

教学过程

Step 1: Warm-up 1. Watch the video“The Fashion Show”

T: My name’s Annie. So you can call me Annie.Good! Class begins! Good morning! Boys and girls! T: Today there is a children’s Fashion Show. Let’s watch the video. They’re really cool! These clothes are made by this fashion designer. This class let’s design some clothes. Let’s to be the best

fashion designer. OK? Then you can get the fashion design top award. 设计意图：让学生欣赏儿童服装秀，调动学生学习积极性，激发学生参与热情。并初步渗透新句型：They’re really cool! 2. Introduce the groups. T: Today our friends come to our classroom. Look! They’re Mimi, Mickey, Dora, Xi Yangyang and Tutu. Group leader, please come here. Choose one, please. Show it for your partners.Let’s design with them. Now. We have 5 groups. You can answer my questions and get the clothes stickers. If your group has more suits. You can get the fashion design top award! OK! Try hard! 设计意图：介绍服装设计金顶奖，激励学生积极参与课堂活动，并主动为小组活动积累素材。

3. Revise some clothes words. T: Welcome to Annie’s Clothes shop. My shop Look! Look! Look at! Look at the blue dress. If you like. You can say: Can I look at the blue dress, please? T: Who want to choose? S: Can I look at the …

…, please? T: Here you are. 设计意图：为了唤醒学生的知识储备。我创设情境，让学生运用旧单词无意识学说新句型。在复习旧知的过程中体会新句型，拉近师生关系的过程中自然学习新句型。

Step 2: Presentation 1.Learn the new word: jeans T: Some new clothes are coming. Look at the jeans. jeans↑jeans↓

T: ea 【i:】jeans↑jeans↓ (贴图、帖单词卡) Can you read it? Can you read?

What colour are the jeans? Yes. the blue jeans Can you read? 2.Learn the new word: shorts T: Some new clothes are coming. Look at the shorts! Read after me. shorts↑shorts↓

T: or 【ɔ:】shorts s-h-o-r-t-s(贴图、四线板书) You please. Can you read? What colour are they? Yes. the blue shorts Can you read? 3.Ask and answer (red/orange/pink/black/brown/purple/yellow/green/white/blue T: Look at the new clothes. They’re colourful! Colourful! T: If you like you can say : Can I look at the …

… , please? Who want to choose? Some students want to try. (jeans shorts)（2板含长短）

5 students say the sentences. T: Here you are. 设计意图：基于情境，在学习新句型的基础上，学习新单词，降低学习理解难度，再呈现各种颜色的牛仔裤和短裤，在情境运用中巩固新句型和新单词，并给学生拓展单词colourful，为综合运用环节做铺垫，激发学生思维品质多向发展。

4.Learn the new dialogue. T: Some shoppers come to Annie’s clothes shop. What’s his name? (Peter) Peter likes the _____ ______.( blue shorts) Let’s watch the video. 设计意图：在突破新单词和新句型的基础上，让学生自然而然的理解对话内容。

5.Read the dialogue after the computer.

T: Let’s read after the computer. T: Dad, look at the blue shorts. They’ re↑ they’re↓

really ↑really↓They’re really cool! Can I help you? Can we look at the blue shorts, please?(贴黑板磁贴) I(Point me) We(hold one student)Do like me,please. I we Here you are. (贴黑板磁贴) Thanks. Read after me: Can we look at the blue shorts, please? Here you are.Who can read? Who can ask and answer? 设计意图：在动画情境中理解新语言，体会新语言，认读新句型，并进行情境问答，在此过程中潜移默化的巩固新句型语言。

Step 3: Practice 1.Read the dialogue in roles. You are the saleswoman.You are Peter. You are Peter’s Dad. Let’s read it.(分角色读) Now let’s choose. You can choose A. Read the dialogue, 1 sticker.Or choose B, 2-3 stickers. Open your books and read the dialogue. You can get one sticker. Who want to choose?(表演一遍) 设计意图：以自选为由，刺激学生继续挑战难度获得更多的服装粘贴，积累设计素材。

2. Let’s compare. Look at the jeans. We can say: They’re really cool! But look at the cap. We should say: It’s really cool! Understand? 设计意图：用图片和身体语言辅助，给学生渗透They’re 和It’s

的用法区别。体现英语核心素养中语言能力的综合使用。

3.Let’s chant. It’s cool today. Put on the jeans. They’re really cool! 设计意图：以歌谣为媒介，以韵律为节奏，让学生理解cool的两种不同含义的用法。节奏感强，印象深刻，记忆持久。为以后的综合语言运用打好基础，并潜移默化的激发学生的思维品质发展。

Step 4: Language use 1.Design the suits. T: Look at the blue shorts. Put on the blue blouse. Put on the pink hat. They’re really beautiful! This is for me! Look at the blue jeans. Put on the green shirt. How do you spell ‘shirt’? s-h-i-r-t Yes. And put on the orange cap. They’re really cool! This is for my friend. It’s sunny today. Let’s go to Shanghai. T: Here’s the map of China. There are some places to go. Beijing, Tianjin, Shanghai, Xi’an, Kuming, Lhasa, Urumqi, Harbin, Sanya, Macau, Hong Kong, and Taiwan. 设计意图：以教师的示范设计唤起学生创新思维能力，促进学生发散性思维发展。并利用字母组合发音不同提醒学生注意区别shirt和shorts 中字母组合的发音不同于拼写不同。

2.Let’s be the best fashion designer. T: It’s your turn. Now you can design the suits with your stickers in groups. Or you can choose the clothes you like. Or you can exchange the sticker from my shop. But you must talk in English. For example: Look at the green shorts. Can I look at the …

… , please?

Here you are. Thanks. It’s sunny. Put on the … OK. They’re really cool！(nice/beautiful/colourful) T: Practise in groups. 3.Show the clothes and talk about it. T: Which group want to show your design? Some students show their design and talk about them. 设计意图：与课开始呈现的任务呼应，让学生利用素材(服装粘贴)带着任务，在自觉中综合运用所学英语进行交流。进一步培养学生的创造性和发散思维。

Step 5: Assessment 1．Who are the best fashion designer? T: Let’s see how many suits you’ve got. XXX group and XXX group are the best. You are the best fashion designer. I design these suits. I’m the best fashion designer. Yes? So I can get the fashion design top award. Come here, please!Let’s take a photo. T: You can try hard next class. OK? 设计意图：设计套装多的同学跟老师都是最棒的设计师，可以获得奖章，并一起合影留念，以此调动学生以后课堂参与的积极性。

2. Look at the picture of the children in mountains. T: If you like designing. When you grow up, you can design fashion for the children in mountains. But now let’s donate some clothes for them. 设计意图：激发孩子的爱心，给学生呈现捐献方式，以及树立学习方向的意识。

3.Conclusion T: This class we learned lesson 28. We learned two new words.

We can design the beautiful clothes. 设计意图：利用图文结合的板书框架，再次引导学生对本节课所学的重点知识进行再次回顾，留下系统的整体印象。

Step 6:

Homework ☆

爱英语的你: Talk about your favourite clothes in English with your friends. ☆

☆爱探索的你: Collect and make the clothes cards. ☆

☆

☆爱设计的你: Design a set of clothes that you like and introduce it in English. 设计意图：设计难度不同，训练方向也不同的自选作业供学生自主选择，意在给不同层次的学生不同程度的发展，将学习能力的培养延伸到课外。

〈七〉

板书设计

设计意图：图文结合的板书，美观实用，呈现重点内容知识框架，帮助学生形成知识框架体系，促进学生对所学内容主动复习和归纳。