诸蕾的教学设计（4A Unit6A)

教学环节

教师活动

学生活动

媒体设计

设计意图

Step 1 Warming up

1.       Greeting

2.       Talk about your clothes

3. Share the words about clothes in groups.

4. Play the  game: Shoot the balloons

5. Learn the new words: pair, a pair of …, gloves and jeans.

6. Let’s talk

Step2 Presentation and practice

1.Let’s predict

2. Let’s watch

3. Let’s read quickly and find the sentences

4. Let’s read carefully and match

5. Listen and repeat

6. Let’s read happily

Step3 Production

1. Let’s summarize

2. Task

Step 4 Homework

How are you?

You are wearing a nice…

Your …is…

You look nice in a yellow…

What colour is your/ his/her…?

What’s that on your desk?

All of you bring clothes here. Let’s talk about them.

Why are you taking so many clothes here?

We are going to a party.

The cats are going to go with us. But they have no clothes. Never mind. We have some paper clothes for them. What paper clothes do we have ? Let’s guess in groups.

(小组内猜测纸衣服，提示学生可利用前置性作业一进行猜测)

T: Do you know the paper clothes? There’re some pictures of clothes on the balloons. Let’s play a game:

Shoot the balloons.’

Look at the pictures on the balloons and say the

words correctly and quickly. (边说边做射击动作)

T: (拿出纸衣服，这正是刚刚PPT中出现的衣服)These clothes are for the lovely cats. Look, they’re Tom、Kitty、Garfield、Doraemon They’re going to take part in a party. Let’s dress them up. 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.( 在黑板上贴上分别代表四个组的四只猫的头像，下面的教学环节中表现好的组，可以为他们的小组的小猫争得一件纸衣服)

T: Now, let’s dress them up. But what can you say

when you are dressing them up? ( 前置性作业二：别人试穿衣服的时候，你有什么建议？)

在学生反馈句子的时候，教师给回答正确同学的小组两件纸衣服，让他们选择其中一件贴，并引导学生说: Try this one on. Try this pair on. 贴完之后，若衣服尺寸不合适的，引导学生说：It’s too… They’re so…

(以下教学过程中的评价均按此方法操作)

T: Now the cats are ready for the party.

But who are they going to go with? Look! These children are going to go with them. Now, let’s predict: What about their clothes?

T: 看动画，整体感知

T: These clothes are not suitable for the children. Whose clothes are they?

Teach: (板书)

Whose …is this?

It’s…’s.

Whose … are  they?

They’re …’s.

T: You know the dialogue well. This time, let’s listen and repeat.

Choose one of the following ways

1）  你可以自己大声朗读

2）  你可以小组角色扮演

.

At this lesson, what have you learned? 本节课上，你学到了什么?

What else do you want to supply? 你还想补充什么？

We know 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.)

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.

1.    跟读磁带，并准备与同伴表演。

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。

S: 和老师进行语言的交流

S: Look at my…

The… is/ are…

It’s a/ an…

S: Maybe we are going to…

S: Look at the pictures carefully and say the words.

S: Learn the words: gloves、jeans.

a pair of gloves and a pair of jeans.

S: Discuss in groups.

S: Share their sentences in class.

S:

S: Watch and listen.

S: 快速读课文并找出关键句：

The dress is too small.

The jeans are too long.

The gloves are too big.

S: Read carefully and match

.

S: 同桌两人一问一答，进行答案的反馈。

Listen to the sound and follow it.

S: Read by themselves or

act in roles

S: Think first and

say

S: Talk about the clothes in groups.

第四张PPT上出现很多上面有图片的气球，这些气球在很短的时间内就会消失，要求学生根据你看到的图片，快速并准确地说出相应的单词，对服饰类的单词有个整体的回顾，同时将新词gloves和jeans也呈现在其中。

PPT呈现图片和单词，进行教学。

PPT上呈现刚才四只卡通猫Tom、Kitty、Garfield、Doreamon

第八张幻灯片上有三个触发器，点击Doraemon出现Try this one on. Try this pair on. 点击Kitty出现It’s too…/ They’re so…, 点击Tom出现What about…?

PPT播放课文动画。

第13张幻灯片上做了三个触发器，点手套出现箭头和苏阳的爸爸，点击牛仔裤，出现箭头，点击短裙，出现箭头和杨玲。

PPT中插入声音文件，教师点击，学生跟读并模仿读音。

PPT上呈现三个步骤的具体做法指导，体现了老师的示范性。

上课伊始和学生就服饰话题进行自由交谈。

激活有关服饰话题的词汇和句型旧知。

激发学生对课堂下一阶段活动的好奇心。

通过这个有趣的活动，进行新旧知识的过度，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。

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。

及时通过触发器点出学生反馈的句型，以最直观的手段呈现并学习句型，旨在先学后教，将学习的主动权交给学生。

将评价操作与教学内容巧妙结合。

在未学习课文之前，让孩子进行预测，预测使得阅读者对将要阅读的同容有一个大致的设想，使得他们在阅读的过程中寻找相关信息时更有针对性。在预测中，学生也会尝试使用句型：The…is/ are too(so)…

整体感知课文，对课文内容有个大致的了解。

通过听和快速读课文，验证自己刚才的猜测。

学生通过自主细读课文，获取关键的信息。

学习对话不仅关注内容，更要关心这些话是如何说的，语言是如何用的。

通过快乐朗读或表演，旨在培养中年级孩子良好的朗读习惯和对英语学习的持续兴趣。

这一环节老师没有给学生局限，而是引导学生自己对本节课已学知识进行梳理，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。

任务的设计分步骤完成体现了教师导和教的作用。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。

两个层次：

1 本节课内容的复习巩固。

2 对课堂上内容的延伸，要求孩子运用所学的句型和单词进行对话的编写。