Unit 3 Is This Your Skirt?（通用）教学设计模板

教师姓名

许红

教学内容：

单

位

海宁市实验小学

上课年级

四年级

课题名称

My clothes

本课话题选自四下第三单元第四课时的五个复数名词：Pants, shorts, jeans, shoes, socks. 和let’s chant, 以及story time。重点是几个复数名词，难点是复数名词的习惯用法和story time的理解，story time中有比较多的学生比较难理解的词汇和句子，对故事的理解带来一定的难度。

设计思路： 1. 运用新课程理念，结合学生的身心特点, 运用多媒体课件开展教学，充分调动学生的多种感官，激发学生的学习兴趣与积极性，完全融入英语学习环境。在教学内容的处理上略有调整，在教学设计环环相扣，在重点与难点的处理上，采用循序渐进，层层递进的方式，让学生在不知不觉中既巩固和学会运用所学的语言知识，又拓展一定的词汇量，开阔视野，有效地提高学生的语言综合运用能力。

2.创设语言使用的真实情境，有效操练单词与句型。在单词新授的过程中，渗透故事教学中的重难点词汇，降低故事教学的难度，有利于学生的理解与掌握。在这个过程中，激起学生积极操练语言的兴趣，学习、操练、运用语言，力求让学生主动而有意义地运用所学语言。

教学目标、教学重难点分析：

根据教学理念、对教材内容和学生的分析，制定了本课的教学目标: 一.

知识目标: 1.

能听说认读词汇: pants, shorts, jeans, shoes, socks. 2.

能听说认读句型: Where are my socks? What colour? White. 以及My socks are ____. 3.

理解Let’s chant的内容，并会吟唱。

4.

理解story time 的内容。

二.

能力目标: 1．

能听说认读词汇: pants, shorts, jeans, shoes, socks. 1．

能听说认读,并能熟练运用句型: Where are my socks? What colour are they? They’re white. 以及My socks are ____. 三.

情感、文化目标: 1．

培养学生得体穿衣的能力。

2．

了解不同国家的服饰常识。

3．

注重合作学习，尝试服装搭配与设计。

四、教学重点：

掌握pants, shorts, jeans, shoes, socks.复数名词。

五、教学难点：

1．

掌握pants, shorts, jeans, shoes, socks.复数名词的习惯用法。

2．

Story time内容的理解

板书设计： My clothes Where are my socks?

pants

shorts

What colour?

jeans

shoes

White.

cut

holes

draw something a costume show

tie the sleeves 教学步骤

Step 1

Warm-up

教师活动

学生活动

建议说明

通过猜测的游戏，活跃气氛，调动学生的情绪。借助图片复习衣服和颜色词汇。

1. Ss sing together. 1.

Sing together: Who is 2. Ss: Bingo./Uh-oh! wearing yellow today? 3. Ss see the pictures 2. Play a game: Bingo or Uh-oh. for 5 seconds. Then say: I see…

3. Review the words. read the words T: what do you see? together.

1.

Teach “pants”: Read and write on the blackboard. What colour are they? They’re brown. Step 2

My pants are ____. Presentation

Talk about your pants. & Practice

2.

Teach: shorts

Write and read: shorts

My shorts are ____.

3.

Teach “jeans”:

Write and read: jeans.

T: I have another pair of jeans.

Look! What about my jeans?

My jeans are ____.

T: My jeans are not old. I think

my jeans are cool! Why?

Because my jeans have ______. Show: holes, three holes.

Show a paper:

Read: cut, holes, a costume show.

4.

Teach “shoes”:

There is an old saying about

shoes and boots.

Show: Over shoes over boots. 5.

Teach “socks”:

Talk about: My socks are ____.

6.

Let’s chant. Let’s choose: is

or are?

7.

T: Amy wants to have a

costume show, but she can’t

find her socks. So she wants her mom helping her. She

asks her mom. If you are

Amy. What can you say?

Write and read:

Where are my socks?

What colour?

White. Make a dialog with your partner.

8.

Look and choose: What for?

Let’s look and choose! Understand the sentence:

What for? A costume show. 9．Understand the story. Ss read : pants Say: My pants are ____.

Ss: cut, cut.

Ss read: shorts. Say: My shorts are ____.

Ss read : jeans Say: My jeans are ____.

Ss learn to say: cut, holes,a costume show.

Ss read : shoes Pair work: My shoes are ____. Ss learn to say: Over shoes over boots.

Ss read : socks Ss show the socks. Pair work: my socks are ____.

Ss learn to chant.

S1: mom! Where are my socks?

Pair work.

呈现新授单词与句子，注重挖掘学生已有语言积累。

通过出示裤子图片，直接剪成短裤，自然引出shorts.同时复习cut，为story time 作铺垫。

通过jeans引出holes。

通过一张纸制作面具，再次强调holes, cut等story time中所要用到的词汇。

由shoes拓展学生易记的英语俗语。

出示实物small socks，渗透what for? 用选择填空的方式，让学生对服装名称及其单复数的使用习惯有一个较为深刻的理解。

创设情景，操练句型。

通过不同场合选用不同的衣服，让学生初步明白“衣着要得体”。

T: Zoom wants to have a costume show, too. He uses the T-shirt to make new clothes. He cuts the holes on the T-shirt. Let’s listen carefully and answer my two questions:

1. How many holes are there on the T-shirt?

2. In this story “tie” means:

A.领带

B 打结

Listen, read and choose “Yes or No? ”

1. We have a costume show. (

) 2. First, cut the sleeves. (

) 3. Then, cut two big holes for my eyes, and cut two small holes for my arms. (

) 4. Zoom looks great! (

) Show the story in 3 Ss listen to the tape

Ss answer the questions

Ss read after the tape

Read and choose “Yes or No ”

Ss Show the story in 3

让学生带着问题观看故事，有助于提高学生的注意力。

通过前面的铺垫，加上跟读、自己阅读，让学生深入理解故事。通过Yes or No?检测学生对故事的掌握。

Step 4 Extension

Step 5 Homework

Show the pictures of clothes: Kimono, Hanbok, Tang clothes. T: let’s look at another costume show. 1.

Have the students act the story after class. 2. Design the clothes for yourself.

适当拓展不同国家的民族服装文化。

通过回家作业巩固所学。