诸蕾的教学设计

四上Unit6 Whose gloves? (A)教学设计

南师大附小    诸蕾

一、教材版本、章节

苏教版牛津小学英语4A Unit6 Whose gloves? (Part A ) 第一课时

二、教学思路

本课的重难点词句多，且学生没有旧知迁移，教学难度较大。教学力求将众多知识点融入一个完整的情景中糅合成一个整体教学。教学采用给小猫穿衣服的方法，将教学与评价合二为一。教学设计从内容上来说是以参加派对为贯穿主线，从形式上说是以评价为贯穿全课的主线。

三、教学目标

（一）知识目标

1. 能听懂、会说、会读单词a pair of jeans ,a pair of gloves ,a pair of socks .能四会掌握单词 a pair of shoes ,big ,small ,long 和short.

2. 能听懂、会说、会读日常交际用语Try this one/ pair on .能听懂、会说、会读、会写句型It’s too… The …is /are too… Whose…is this/ are they? It’s/ They’re…

（二）能力目标

1.      能在一定的语境下正确描述衣服。

2.      能根据实际情况正确评价自己和他人的衣服，并建议别人试穿衣服，

（三）情感目标

1.      培养学生一定的审美情趣和能力。

2.      培养学生的交际能力。

（四）教学重点、难点

四、 教学重点、难点：

（一）教学重点

1.      能听懂、会说、会读日常交际用语Try this one/ pair on .能听懂、会说、

会读、会写句型It’s too… The …is /are too…Whose…is this/ are they? It’s/ They’re…

2. 能合理的综合运用本节课的词句。

（二）教学难点

1. 能掌握服饰类单词中复数单词的形式和用法。
2. 能正确把握be动词和代词连用时的一致关系。

五、教学过程

Step1 Free talk

1. T: How are you today?

T: Not so good. Look my dress is too short, so I’m cold. Perhaps I need a long one.

2. T: You look nice today. I like your coat. Do you like your coat?

  S: Yes, I do.

3. T: Hello, … Do you like cats? I think you should like them. Do you like them? I’ll give each group a cat. Group …is …group. (将四个组分别分成Tom、Kitty、Carfield、Doreamon四个不同的卡通形象组。）They’re going to take part in a party. Let’s dress up for them. We’re going to have a competition. If you are good I’ll give your cat a kind of clothes. At last, let’s see which group gets more clothes.

【计意图：将四个小组分成不同的卡通形象组，并告知学生今天的目标就是为本组的小猫穿上更多的衣服既是组织教学的过程，也是直接切入谈论衣服的话题，让学生明确今天学习的目标的过程。直接导入所学话题，能迅速激发学生的学习兴趣。】

Step 2 Presentation

1.      Listen to the song, review the words of clothes and learn the new words

T: At first let’s listen to a song about clothes. And try to find some clothes. (After listening) What are the clothes in the song?

S: A cap, a shirt, a skirt, a pair of socks, a pair of shoes and a pair of jeans.

T: They’re jeans. (板书“They’re…”)And we can also say it’s a pair of jeans. (Teach “pair, a pair of, a pair of jeans”(Say it one by one.)

T: What are they?

S: They are socks.

T: We can also say it’s a… (Teach “a pair of socks”)

S (Read)

T (Teach “a pair of shoes”.)

【设计意图：新旧知识的过度，起到了一个承上启下的纽带作用。它串联了新词旧词的同时，也串联了学生的练习和学习。可谓边练边学。】

2.      Teach” a pair of gloves”.

T: You see I have some paper clothes. Let’s play a guessing game. What’s this? (看卡片背面猜词)（Teach “a pair of gloves”）

T: It’s a glove. They’re gloves. It’s a pair of gloves. （板书标题gloves）

3.      Teach “ It’s/ They’re too…”

T: Every group is good. So I’d like to give every group a kind of clothes…., try this dress on. What about it?

S: It’s long.

T: We can say it’s too long. (板书并带读。) What about Kitty’s dress?

S: It’s too long.

T: Never mind. It’s funny.

T: Tom, try this hat on.

S: It’s too big.

T: Doreamon, try this pair of gloves.

T (让学生试说) We should say they are too big. (Teach they‘re too…What about the gloves?

S: They are too big.

T: Carfield, try this pair on.

S: They’re too small.

4.      Teach “ Try this one/pair on.”

T: You can say it correctly, so I’d like to give your cats one more. （拿出两张大小不同的衣服，一个不合身，一个合身.）Try this one on or try this one on. Which one do you like? You can point and say try this one on. （板书并解释）

S: Try this one on.

T: Group one, try this one on or try this one on.

Practice once more.

T: Group three, which do you like?

S: Try this one on.

T: It’s a pair of … We should say try this pair on. （板书）Try this pair on or try this pair on.

S: Try this pair on.

Practice once more with the same way.

【计意图：这是突破教学重难点的过程，也是导教学练的综合体现过程。教师通过给小组中的小猫穿上不合身的衣服引出句型It’s too…/They’re too…,并顺势教授此句型，再继续给小猫加上不合适的衣服促使学生在真实的情景下操练此句型。由于该情景创设就融入课堂的组织教学之中，所以学生的操练也显得真实有效。在此关键时刻，教师步步逼近，作为嘉奖学生It’s too…/They’re too…句型说的好，教师又继续给各组的小猫加衣服。呈现两件不同大小的衣服，引导学生学习Try this one/ pair on.通过让学生自己决定穿那件衣服，情景中学生为了想小猫穿上自己心目中的衣服，不由自主地喊出了Try this one/ pair on. 导得如此流畅，教得如此自然，学得如此轻松，练的如此到位。因此，无论从课的结构上看，还是从学生的情绪上看，这一环节将课推向了一个小高潮。】

5.      T: We are dressing up for our cats. Because they’re going to a party. Who are they going to go with? （出示幻灯片。） Su Hai and Su Yang. What are they saying?

6.      Listen and answer.

T: Watch the cartoon and answer the two questions. Is the dress suitable for Su Hai? Are the jeans suitable for Su Hai?

S: No, it’s too small.

T: Let’s have a look. Oh, yes. It’s too small. So what does Su Yang say?

S (Try to say. Listen and repeat.)

T: Are the jeans suitable for Su Hai?

S: No, the jeans are too long.

T: Yes? Oh, you’re right. So what does Su Yang say?

S: The jeans are too long. Try this pair on. ( Listen and repeat.)

7.      T: This time let’s listen and repeat.

8.      Read in roles.

9.      T: You can say the dialogue very well. Can you say the rhyme?

S (Say the rhyme.)

10. T: Now they’re in the party now. Look at Su Yang. Is she funny? (显示funny)

S: Yes.

T: We can say she looks so funny. (Teach the sentence.) They look so funny. （指四只猫）Why? (Teach “They are so big.”) (板书so)What about Helen’s skirt?

S: It’s too short.

T: They look so funny, because the clothes aren’t theirs. Whose clothes are they? (板书Whose)

11. Read the dialogue of the three pictures and try to answer my questions. At first read the questions after me. (板书”Whose…is this/are they?”)You can answer me as “It’s/ They’re…”

12. Answer the questions.

13. T: They look so funny because the clothes are not theirs. I have some nice clothes too. But they are now mine. Whose …is this? Whose …are they? Ask me I’ll tell you.

T: You have some clothes. Whose …is/are…?

14. T: If you put on these clothes you should be funny just like the children. Now can you read their dialogue? First try to read by yourselves. This time you’re the teacher. I read after you.（学生读完后听，看读的对否，读的好的教师跟学生读，读得不好的跟读录音。）

15. Act the dialogue in three.

【计意图：的处理充分体现了学生的学习主动性，体现了他们在学习中的主体作用，是学生自主学习的良好体现。教师通过几个关键性问题的突破，教会学生理解了课文，然后放手让学生自读课文，并通过不同方式反馈学生自学的结果，如：让自读，然后教师跟学生读，看似是学生自学的反馈，实际是巧妙地将教师的教授过程融入期中，但这样的设计明显优于一般的学生跟教师读。因为它不仅有学生自主学习的过程，更是增强学生自信心和调动学生学习积极性的良好手段。】

Step 3 Summary

T: What have we learned today? Discuss in pairs.

Discuss together.

【设计意图：的作用体现在引导、讲解、归纳、拓展几方面。这一环节就是教师引导学生对知识梳理，帮助学生有效地归纳知识，从而形成一定的知识结构，强化重点，加深理解和记忆，并为下面环节的语言运用做好准备。】

Step 4 Task

T: Su Hai, Su Yang and the cats are going to the party. Are you going to the party with them? Let’s dress up. Step1: Ask your group members whose clothes they are. Now take out your clothes and put them on the desk.

S (Ask each other.)

T: Step 2: Try to ask your group members to put on your clothes. Step 3: Comment on your group members clothes. You can use the sentences.

T :(Choose one student and ask the others to say.) Look at him/ her. How is he/ she? He/ She looks …

S: He/ She looks so funny.

T: Why?

S: The …is/are too/so…

T: Let’s ask him/ her whose …?

S: Whose…is/ are…?

T: You look so funny. But you’re so happy. That’s all for our class. Goodbye.

【设计意图：任务的设计分步骤完成体现了教师导和教的作用。没有教师设计的具体步骤，学生不会把握住任务所要达成的训练目的，更不知如何完成这一复杂的活动。所以教师的分步骤实际体现了教师的教，教学生如何完成老师所教给的任务。这一任务过程更重要的是体现了学生练的过程，而且这里的练与前面的练相比难度在递进，可见本课的练习设计是有层次性的。】

Step 5 Homework

1.      跟读磁带本课课文，并能与同伴表演。

2.      用今天所学的句型谈论课堂中化妆舞会中同学们的服饰。

3.      抄写本课课文并翻译。

【全课设计意图：设计过程中力求做到以下三个结合：
一、评价形式与教学主题的结合
有效的课堂教学评价是组织、调控教学的重要手段。合理利用评价可以激发学生学习的兴趣，活跃课堂气氛，维持课堂纪律，促使教学顺利进行。那如何使评价确实能发挥调动学生积极性的作用，我认为评价也要有趣味性。因为我设计了要给没有衣服的小猫穿上衣服参加派对的活动，比较符合学生的年龄特点，且因为穿上了大大小小、长长短短的看上去滑稽的衣服，就使这一活动更能吸引学生的眼球，激发学生的兴趣和求知欲。从而使评价于无形之中，教学于有序之中。
二、评价操作与教学内容的结合
    如果评价的操作与教学内容没有结合点的话，一堂课往往会给人两种印象。其一：教师和学生在课文教学内容和真实的课堂场景教学两者直接跳进跳出。其二：评价比较死板，过于凸显教师的权威性。因此我将本课的评价操作与教学内容相结合，也即表现为：在给表现好的组的小猫穿衣服的时候故意穿上不合适的衣服，从而引导学生说出本课的重点句：It’s too…/ They’re so…也可让学生自由选择为自己的组的小猫穿什么衣服，从而促使学生说出：Try this one/ pair on。这样评价的操作是为了教授教学内容服务，教学内容又成了评价操作的方法和形式。
三、学习评价与课堂总结的结合
    课堂教学中对学生的评价除了要关注他们的课堂听课效率，还应关注他们课堂学习的效果。所以我改变传统的课堂总结的形式，将其和学生学习的效果评价相结合。通过“自我反省”、“小组分享”和“集体汇报”的方式让学生道出本课的教学重难点。目的是想更加关注学生的语言掌握的灵活性，希望反馈出学生是真正能在合适的场景下理解运用词句，而不是像以往的课堂小结那样做翻译题。另一个目的是想培养学生的自主学习能力、与同伴交际能力和向众人汇报的表达能力。尤其要提这一环节体现的学生自主学习的能力是指能在学习之后反思总结的能力，这对学生的学习有重要意义。】