8 Buying clothes教学实录

Title （内容）

Unit8 Buying clothes Main teacher

Kathy Week 8-1 1、通过Ask and answer的问答练习，帮助学生掌握本单元的Teaching aims 核心词汇和句型。

（教学目标）

2、通过look and learn栏目，帮助学生学习本单元的生词。

1、能掌握单词which，trousers, sweater, coat, shoe, try…on Importance 2、会运用句型

Which(pair of) … do you like, the …one or the …

（教学重点）

one? I like the … one. Difficulties 选择疑问句的正确使用。

(教学难点)

教学栏目

学

案

Ask and answer, Look and learn 1. 听音、圈出或画出本课不认识的单词。利用有道词典查找。

2. 听音，读准单词的读音，为单词记忆做好铺垫。

3. 归纳文章大意。

Shared lesson plan (共享教案)

ⅠPre-task preparation 1. T: (show a picture of clothes in a fashion magazine) What do you see? S1: A T-shirt. S2: A dress. 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. Chant 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. Learn the new word: jacket。

Chinese plan (中文教案) 一、

课前

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。然后询问学生在不同的季节穿什么衣服。

2、请学生欣赏一首有关服装的歌谣。

二、新授

根据不同的情景学习新授词汇。

II. While-task procedures 1、clothes：

T: Where can we buy these clothes? S1: At the clothes shop. T: Yes. We can buy the clothes at the clothes shop. 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、T: Which picture is missing? S1: I can see a jacket, shorts and shoes, but I can’t

see a coat. 3、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. 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.

III. Post-task activities 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。

Blackboard Design：

三、活动

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。

出示不同颜色的相同服装图片，教学句型。

Unit8 Buying clothes

Title （内容）

Unit8 Buying clothes Main teacher

Kathy Week 8-2 1、通过Culture corner的图片，帮助学生了解世界各国的传统服装。

Teaching aims 2、通过Listen and say的问答练习，帮助学生操练本单（教学目标）

元的核心词汇和句型。

词汇: only, smile, money, keep, laugh, put...on, keep Importance quiet, have a look （教学重点）

日常用语: It is your size.

Difficulties (教学难点)

选择疑问句的使用

搜集各地服饰，总结特点

Culture corner

Listen and say

学

案

栏目

Shared lesson plan (共享教案)

ⅠPre-task preparation Talk about the pictures in Culture corner and study the words kimono and sari。

II. While-task procedures 1、listen and say 1) Where are Kitty, Ben and Mrs Li? 2) What does Kitty want to buy? 3) What does Ben want to buy? 4) Which pair of trousers does Ben like, the white one or the brown one? 5) Which pair of trousers is Ben’s

size, the white one or the brown one? 2、Practice the sentence pattern “Which dress do you like, the blue one or the pink one?

Chinese plan (中文教案) 一、

课前：

让学生看Culture corner的图片，拓展单词kimono和sari，

让学生了解日本和印度传统服装的英文名称。然后，展示一些国家的服装图片，让学生说说这些服装分别来自哪个国家，有什么特点。

二、新授

1、播放listen and

S1：Which bike do you like, the blue one or the pink one? S2: I like the blue one. It is very nice. S3: Which book do you like, the thin one or the thick one? S4: I like the thick one. It is interesting. ... 3、

Practice in pairs T：Which dress does Kitty like? Ss: She likes both the pink one and the blue one. ... T: When we buy clothes, we often try them on. Try on. Ss: try on. T: Which dress does Kitty want to try on, the blue one or the pink one? S1: She wants to try both on. T: Try both on means try on the blue one and the pink one. III.Post-task activities 1. Read and imitate the text. 2. Ask and answer ：

How much is it? It is ... 学生看Ask and answer的图片，结对问答。鼓励学生根据服装的价格增加How much is it? It is ...的回答。

Blackboard Design：

say的录音，出示以下问题，让学生听录音后回答问题。

2、将句型Which dress do you like, the blue one or the pink one? 写在黑板上，并提供各种物品的图片，让学生模仿替换划线部分的单词，结对问答。

3、学生结对问答，完成课本第53页的反馈练习，然后全班一起核对答案。

三、活动

1. 学生跟着录音逐句朗读对话，注意模仿录音的语音语调，接着，将学生分成四个大组，分角色朗读对话。最后，学生分组表演对话。

2. 学生看Ask and answer的图片，结对问答。鼓励学生根据服装的价格增加How much is it? It is ...的回答。

Unit8 Buying clothes

Title （内容）

Unit8 Buying clothes Main teacher

Kathy Week 8-3 通过阅读故事《皇帝的新装》，帮助学生进一步巩固新学语言知识，培养阅读技能，懂得做人不应爱慕虚荣，而应诚实的道理。

Teaching aims 帮助学生学习字母组合ou, ow在单词中的发音。

（教学目标）

通过学习任务(task),帮助学生巩固和综合运用本单元所学的知识和技能，了解同学喜欢的衣服，并介绍自己为同学设计的服装。

词汇：only, smile, money, keep, laugh, have a look Importance 语音：ou(mouse), ow(owl) （教学重点）

Difficulties 短文写作

(教学难点)

学

案

针对第四单元作文填写皇帝新装的故事。

栏目

Learn the sounds, Read a story Shared lesson plan (共享教案)

ⅠPre-task preparation 1、Sing the song My clothes T：What does the girl wear? S1: She wears a cap, a shirt and s skirt. S2: She wears socks, shoes and jeans. II. While-task procedures 1、Show the pictures of read a story. Let them answer the questions. 1) What does the emperor like? 2) Which shirt does the emperor like? 3) What does the man say about the magic clothes? 4) Are there any clothes in the box? Chinese plan (中文教案) 一、课前

播放歌曲My clothes的动画，让学生欣赏并学唱歌曲。

然后，让学生回答问题。

二、新授

1. 出示read a story的故事图片，预先设问，让学生带着问题读故

5) Can people see the emperor’s magic clothes? 6) Who is telling the truth? 2. Study the new words. Learn emperor, nod, smile, keep, money, laugh , have a look, put on. Listen to the tape and answer the questions. 1

A man visits the emperor with(

)

a. some nice clothes

b. some magic coats

c. some beautiful boxes 2

Only (

) can see the magic clothes, says the man.

a. young people

b. old people

c. clever people 3

(

)

can see the emperors new clothes.

a. Everyone

b. The child

c. Nobody 3、Make the sentences with the sentence pattern “Which(pair of) ...do you like, the...one or the...one? “ I like the ... one.

4、Learn the sounds的图片，和学生问答，引出语音单词。

教师播放录音，学生跟着录音朗读。

播放录音，学生按照录音节拍诵读儿歌。

教师朗读单词，学生在多个单词中找出教师所读单词。

III. Post-task activities 让学生根据练习册中task的发展图片和句型提示与学生问答，了解各自想要的派对服装，然后学生根据问答信息为同学设计一套服装。最后，作为回家作业，让学生完成think and write，描述自己设计的服装。

Blackboard Design：

Unit8 Buying clothes

事。

2. 在学生回答问题的过程中，帮助学生了解生词emperor, nod, smile, keep, money, laugh 和短语have a look, put on 的含义。然后播放故事录音，学生听录音并跟读。最后，出示以下练习，让学生选择正确的答案。

3. 出示一些服装的图片，学生两人一组，分别扮演皇帝和推销衣服的男人，自编对话并表演。要求学生用Which(pair of) ...do you like, the...one or the...one? I like the ... one.问答，帮助学生巩固核心句型。引导学生分析皇帝、大臣和小孩等人物的心理活动和表现，思考故事的寓意，总结出做人要诚实，不要爱慕虚荣的道理。

4. Learn the sounds引出语音单词。

Title （内容）

4b-L17

Bush Fire!

Main teacher

Kathy

Week 8--4 Teaching aims

（教学目标）

1.语言能力目标：学生能够听懂故事录音；能够惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事；能够理解故事情节；能根据提示复述故事情节；掌握字母“o”的拼读规律；能够简写故事。

2.非语言能力目标：让学生了解丛林火灾的相关常识；让学生从故事人物应对丛林火灾的举措中受到启迪；让学生了解丛林火灾的危害，能够更加珍爱自然。

1

Listen to the story and read it dramatically. 2

Sound out these words: don’t, old, time, house, saw, about, bush, smoke 3

Try these words: oh, Mrs, asked, could, Australia, Koalas, could

1Tell what the story is about. 2 Talk about your favourite part of the story. Reading Dramatically and circle the new words and phrases. Importance （教学重点）

Difficulties (教学难点) 学案

Shared lesson plan (共享教案)

1. （Lead-in）：

（1）教师展示一幅丛林火灾的图片

Look! What happened?Did you see a bush fire?How did you feel? （2）教师展示故事第一幅图

What were the children doing?What was the film about?What would happen next? （请学生猜测）Are you right? Let’s learn the story Bush Fire!.

2. Storytelling：

（Picture 1）Biff, Anneena and Nadim were watching a film.It was about bush fires in Australia. （Picture 2）Did the children look worried or happy?What were they worried about?

（Picture 3）The magic key began to glow. It was time for an adventure. （Picture 4）Where did the magic key take the children to? （Picture 5）“Quick, Ben!” shouted Nan. “We must run home! I’ll call the fire service.”

What might Anneena say? （Picture 6）What could you see fly away? （Picture 7）They arrived at Ben’s house. What did they do?

（Picture 8）

Biff and Anneena found a hose. Nadim turned it on. They aimed the water at the walls. （Picture 9）

Ben and Nadim shouted and banged at Mrs Wilson’s door.（教师动作演示）

But she didn’t come and open it. （Picture 10）They raced to the back of the house. They ran inside. （Picture 11）Just then, whom did they see? （Picture 12）Can you see the helicopter?

中文说明

1. 导入（Lead-in）：了解丛林火灾常识，进入故事情境。通过向学生展示丛林着火的图片，引出故事主题，将学生带入故事情境。

2. 看图讲故事（Storytelling）：理解故事情节，观察面对火灾人们所做的各种措施

（Picture 13）Just then the helicopter flew over. It began to dump water on the trees nearby.

（Picture 14）Another helicopter flew over. It dumped water on the trees behind the houses.

（Picture 15）What did the children see?

（Picture 16）“The helicopters have stopped the fire for now, but we must be on our way,” said Nan. “Thank you for helping.” What might the children say?

（Picture 17）“What a scary adventure!” said Biff. “But at least we helped the koalas.”

3. 听录音模仿3.Listening and Imitating：

（Listening and （1）放录音，让学生完整地听一遍故事，整体输入，不需停顿。

Imitating）：听懂录（2）放录音，全班学生齐声模仿一遍故事。要求学生逐幅图跟读，鼓励学生大胆开音并模仿出标准的口，读出戏剧化效果，读出感情。

语音语调

（3）请学生重点模仿图4、5、6、7、8，尤其注意故事人物在危急情况下说话的语气。

4. 朗读故事4.Reading Dramatically：

（Reading （1）小组朗读接龙。将学生分成几个小组，每组读一幅图，进行小组朗读接龙。

Dramatically）：读懂（2）自选图片朗读。先后让几名学生自主挑选一幅图片，进行朗读，看谁读得最有故事并能够绘声绘戏剧化效果。教师根据学生读的情况给予表扬、鼓励和指导。

色地独立朗读故事

5. Story Comprehension：

5. 检查理解（1）图片排序

（Story 教师将提前准备好的故事图片（图4、6、8、11、14、15、16）打乱顺序贴在黑板Comprehension）：提上，请学生根据故事将图片重新排序。

炼内容要点，梳理（2）回答问题

故事情节

（图4）What did the children see in their new adventure? （图6）Where did they run?

（图8）What did the children do? Where did Ben go? （图11）Who did Ben and Nadim see? （图14）How many helicopters flew over? How did they help?

（图15）What did the children see? How did they help them? （图16）What might Nan say to the children? Blackboard Design：

4b-L17 Bush Fire!

Oh no! Look at all that ______.（smoke）

There’s a bush fire. We must _____.（go）

Run home and get the ______ going. （hoses）

Spray water on the house and don’t just _____, “Oh no!”

（groan）

Run and tell the _____ lady to go. （old）

Give the _____ some water with a _____.（koala, bowl）

Quick! Now we must leave _____.（home）