Lesson 21优质课教案内容

北京版小学英语六年级上册

UNIT SIX WHAT IS HE WEARING?

Lesson 21

朝阳区呼家楼中心小学

郝震

一、整体设计思想

1、教材分析

本单元主要谈论关于服装的话题。主要内容有询问和描述穿着的服饰（What is he wearing？

He is wearing…），询问和描述不同场合的着装（What does she wear on stage？

She wears pretty dresses.），以及询问和描述服装的尺寸（What size do you wear？

I wear a/ an …）。本课为本单元第三课书的内容，主要交际用语为What size do you wear？

I wear a/ an …谈论穿着衣服的尺码。由于本课书处于本单元的第三课，因此在学习本课时，可以复现前两课的内容，从而复习和巩固关于服装话题的交际用语。

2、学情分析

学生在一二年级以及本单元前两课学习中，已经掌握了有关服装的单词：sweater、coat、uniform、jacket等等，和一些有关服装话题的交际用语。因此，在语言知识方面有了良好的基础，在本课的学习过程中可以进行复习巩固，同时也为本课的输出环节做了良好的铺垫。学生在实际生活中知道服装分为不同的号码，大部分学生与家长一起1

购买过衣服，并且部分学生了解选择服装号码时应该考虑身高这一因素。因此，本课谈论服装号码与学生的实际生活相联系，希望通过本课的学习，学生可以在今后的生活中，为自己和他人选择购买合适的衣服。本课，玲玲穿着的毛衣是她表姐穿过的旧衣服，希望通过本课的学习，学生可以了解衣服的再利用，也可以捐赠给有需要的人，给学生传递一种低碳生活、乐于助人的正能量。

二、教学目标

1、能在询问他人穿衣尺寸的文本情境中正确理解、朗读课文对话。

2、能听懂、会说、认读go well together, make clothes by hand等相关的词组，并能够在相应情境中正确使用。

3、能听懂、会说询问别人的衣服尺寸的句型What size do you wear? 并对别人的询问做出正确应答I wear a Medium. 4、能用XS、S、M、L、XL描述衣物的尺寸。

5、能在选购衣服时，就衣服的尺寸进行交谈。了解衣服的再利用，树立低碳生活、乐于助人的意识。

三、教学重难点

（一）重点：

1、

能听懂、会用“What size do you wear?”提出问题，并能根据不同的衣物尺码标准使用“I wear a Medium.”进行回答。

2、

能正确朗读并理解对话内容。

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（二）难点: 1、

1.68m和1.58m的读法。

2、

根据不同的衣物尺码标准，正确的选择合适的号码。

四、教学过程

（一）

Warming up 活动一：What’s the weather like today? 活动目标：询问天气，导入本课主题

实施方法与师生语言预设：

T: What’s the weather like today? S: It’s cold. T: So what warm clothes are you wearing? S: … . 设计意图：激活学生已知的关于衣物类的词汇，引出本课的主题。

（二）Presentation and practice 活动一：学习课文对话

活动目标：通过观察主题图，听录音回答问题理解文本情境，理解课文。

实施方法及师生预设语言：

1. 观察主题图，了解文本情境

T Shows the picture. T: Lingling and Sara also feel cold. What are they wearing? 3

S: Lingling is wearing a sweater. It’s black and white.

Sara is wearing … . 2. 听录音，回答问题，理解课文。

1)理解主旨信息

What are they talking about? S: They are talking about: clothes. Listen and check the answer. 2)理解细节信息

a. T: Listen to the dialogue and answer.

Does Sara like Lingling’s sweater? Why?

S: Yes, she does. Because it looks nice and warm. T: Is that a new sweater? Where is the sweater from? S: No. It’s from Lingling’s cousin. T: Why does Lingling wear her cousin’s sweater？

Talk with your partner. S: Because it’s too small for her cousin now.

S: It looks nice and new. Lingling can wear it. b. T: How tall is Lingling’s cousin? There are five questions, please read first. Take out the paper. Read your book and find the answers to those questions. Ss read and answer the questions. c. Check the answers.

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T: How tall is her cousin? S: Lingling’s cousin is 1.68m. T: How tall is Lingling? Learn: 1.68 meters. S: Lingling is 1.58m. T: What size does Lingling wear?

What size does her cousin wear? S: Lingling wears a Medium.

Lingling’s cousin wears a Large .

T: How about Sara?

S: Sara’s size is Large too. T: We can find the size in our clothes. We can see M or L. What do they mean? S: M is for Medium. L is for Large.

d. T: Sara likes black and white. Why? S: Because those two colours go well together.

Help Ss to understand the meaning of “go well together”. 相配，协调

T: How do you think the two colours go together? S: They are cute, cool … . T: So they go well together. T: How about red and yellow? S: … . 5

T: How about red and green? e. T: They also talked about Lingling’s bag. Where is the bag from? S: Lingling’s mum made it by hand. She likes making clothes by hand. 设计意图：通过观察主题图，使学生理解文本情境，从而帮助其正确理解对话内容。通过听出主旨信息再到阅读寻找细节信息，逐步理解对话内容。

活动二：听录音，朗读课文

活动目标：通过听录音跟读课文，模仿语音、语调，能正确朗读课文。

实施方法与师生语言：

1.

第一遍跟读课文。

2.

强调本课中出现的连读现象。

3.

根据意群断句读句型。

I wear a Medium / and she wears a Large. 4. 第二遍跟读课文sounding like a native speaker. 5. 第三遍自读课文

6. 小组读课文。

7. 小组展示。

设计意图：通过两人一组读课文，检验朗读是否正确。通过读对话活动，深层次理解对话内容，体现语言的建构过程。

活动三：How tall is Sara？

活动目标：操练身高的英语表达方法，突破本课难点。

实施方法与师生语言预设：

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T: How tall is Lingling? S: Lingling is 1.58m.

T: What size does she wear?

S: She wears a Medium.

T: How tall is her cousin? What size does she wear? S: Her cousin is 1.68m. She wears a Large. T: What size does Sara wear? S: She wears a Large, too. T: Can you guess: how tall is Sara? Ss guess. T: Sara is also 1.58m, but she is larger than Lingling. 设计意图：在文本情境中，通过对比Lingling和表姐的身高操练身高的表达方法，并且通过猜测Sara的身高进一步巩固和操练，从而突破本课身高表达这一难点。

活动四：如何选择合适的衣服尺码

活动目标：初步学习、了解选择合适衣服尺码的相关因素。

实施方法与师生语言预设：

So when we choose the clothes size, what should we know? We should know how tall somebody is. It means somebody’s height. What other things should we think about? Talk in groups. You can do the action. Ss Share their ideas. T: In summary, we should think about the height, weight, chest…

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设计意图：初步学习、了解选择合适衣服尺码的相关因素，为产出环节做铺垫。

（三）Production. 活动一：帮助Mike选大衣尺寸

活动目标：在情境中，对本课所学重点功能句型进行运用，同时渗透如何选择服装尺码。

实施方法与师生语言预设：

T: The weather is getting colder and colder. But Mike’s coat is too small. He wants to buy this new coat on Tmall. Shall we help him to choose the suitable size? What should you know to choose the right size? Talk in groups.

S: How tall is Mike? T: He is 1.57m. S: Shoulder. T: 37cm. …

T: What size does he wear? Ss: He wears an XL (size). 8

T: Thank you. Mike will buy an XL size. He will not feel cold when he wears the suitable new coat. 设计意图：通过创设一个真实的有意义的情境，让学生操练本课功能句型。通过帮助Mike选择衣服尺寸，培养学生如何根据他人的身高、体重等尺寸信息选择合适的服装号码，同时培养学生用英语做事情。

活动二：订毕业礼服

活动目标：在情境中，对本课所学重点功能句型进行运用，同时培养学生用英语做事情。

实施方法与师生语言预设：

T: We wear different clothes in different weather; we also wear different clothes for different occasions. You will graduate next June. So school will make the graduation gown for you. This kind of clothes is very big, so we should know your height, and then choose the suitable size. Some of you are very thin, but the clothes are very big, you can choose a small size. Talk in groups, Look at the size table, and choose a suitable size for yourself. Group leader help me to fill in this table.

T and three students make a model. T: How tall are you? S: I’m … . T: What size do you wear? S: I wear a … . 9

设计意图：六年级面临毕业，在毕业典礼上学生需要穿毕业礼服（不同场合的着装）。在定毕业礼服的情境中，学生对本课所学重点功能句型进行运用，同时培养学生用英语做事情。

活动三：Watch a video. 活动目标：渗透低碳生活、乐于助人的意识。

实施方法与师生语言预设：

T: You will wear your beautiful and suitable graduation gown next June. Congratulations. In this cold winter, we can wear warm clothes; Lingling can wear her cousin’s sweater, but how about those people? Let’s watch a video and think about: What happened to them? What do they need? What can we do for them? Ss say something: Their parents left home to work.

They don’t have enough food.

The weather in winter is very cold. They don’t have warm clothes and shoes.

They need clothes and shoes.

They need food. We can give our small clothes to them. T: Before we give them, what should we do? S: We should wash the clothes and fold the clothes.

T: Do you know where can we give the clothes to? 10

S: …

T: We can give the clothes to this place. It’s in Daojiayuan. We also can give our clothes to “Wardrobe of love”. You can scan this QR code, and get more information about “Wardrobe of love”. Some of you gave the clothes to me. You are very kind! I will give the clothes to this place. If you still have some small clothes, you can give them to me. 设计意图：结合本课Lingling穿着她人的旧衣服，观看视频。视频中还有很多人需要温暖的衣服，需要帮助。渗透低碳生活、乐于助人的意识。

（四）Summary: T:

So much for today. What did we learn today? Ss talk.

五、板书设计

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