Unit-5《My-clothes》教学设计(7页).doc
-Unit 5My clothes 第一课时教学设计 马桥小学 张晓彤【教学概述】 根据学情，本主题共需六课时。本课是第一课时。主要学习内容是五个关于服装的单词：clothes, hat, skirt, dress, pants. 运用了Whats this? What color is it? 等旧句型来带新单词。拓展听读环节，让学生初步感知句型Whose hat is it? Its Amys.为下节课的学习做好准备。【设计理念】 这节课以主要新授的5个关于服装的单词为主线，按照跨越式英语“以语言交际为中心”的教学理念，抓住儿童语言能力发展的关键期，以语言运用为中心，借助现代信息技术，努力为学生创设理想的英语学习环境，提供丰富的网络资源，以“听、说”为突破口，在课堂上设计了不同层次的言语交际活动，让学生在较为真实的语言情境中进行语言交际，使每一位学生在运用语言的过程中学习语言，提高语言的综合运用能力。 【教学目标】 知识目标： 1.能听说、认读词汇：clothes, hat, skirt, dress, pants.2.拓展知识目标：初步感知“Whose hat is it? Its Amys”.这组句子，为下节课的学习做好准备。能力目标： 1.能运用本课时所学习的单词去介绍自己的服装。2.能在具体情境中综合运用所学语言模拟询问某人这是什么颜色的衣物。情感目标： 1.培养学生观察、记忆、思维及语言应用的能力，积极引导学生养成良好的学习习惯。 2.通过合理有效的教学活动，逐步建立良好的师生、生生关系，并不断加以强化；帮助学生克服学习中的畏惧情绪，增强学习的自信心。 3.引导学生要保持衣物的干净整洁。【教学重难点】 重点：1.能听说、认读词汇：clothes, hat, skirt, dress, pants.2.能听说句型：“What are these? They are. What color are they? They are .”难点：能初步了解句型“Whose hat is it? Its Amys.”的意思和运用。能在具体情境中综合运用所学单词及句型进行言语交际。【学情分析】 1.经过三年的英语的学习，大部分学生已有了一定的英语基础。2.本节课以5个关于衣物的单词为基准，进一步学习和感知句型“Whose hat is it? Its Amys.”的意思和运用。【资源准备】 1. 教师用的资源：PPT课件、对话资源，单词卡片。2. 学生用的资源：教材、歌曲、动作。【教学过程】 Step 1.Warm upT：Dear boys and girls, I m very glad to see you. Are you happy?Ss: Yes.T: If you are happy, lets sing a song.They are potatoes.(设计意图: 激发兴趣，让学生带着愉快的心情来进入英语氛围，既活跃了课堂气氛，复习了上单元的知识，同时也为下面的复习和新授做好了准备。) Step 2RevisionT: Now, lets see who are they?S: They are Sarah and Amy.T: Look, its Saturday, where are they going?1. Show the picture of the fruits shop.T：Wow, they are going to a fruits shop.（设计意图：抓住小孩子喜欢蔬菜水果的特点，创设贴近学生生活的情景，把学生带入一个轻松愉快的学习旅程。）2. Show the pictures of the vegetables. (1).T-S (2).Model work (3).Pair work (设计意图：通过复习环节，复习“What are these? They are. What color are they? They are .”这两个个句型，为下面的新授和综合学习做好铺垫。)Step 3: PresentationT: Now，then where are they going? Let's go and see.TS：Wow, they are going to a clothes shop.1. Show the picture of clothes shop.T: So today we will learn Unit 5 My Clothes. (Read the title)T: Now lets see what are they talking about.2. Listen to lets learn.(设计意图：让学生听读资源Words to learn，初步感知本课新授单词发音，为下面的学习做好准备。)3.Learn the new words: hat(快速反应法), skirt（吹气球）,dress（大小声）（1）T-S （2）Model work (3) Show A: Whats this?B: Its a A: What color is it?B: Its 4. Learn the new words: clothes（吹气球）,pants(chant)（1）T-S （2）Model work (3)ShowA: What are these?B: They are A: What color are they?B: They are （设计意图：这一环节为了让学生区别运用两个不同的句型，故采用两次师生说、生生说和展示的过程，也充分体现了“以语言运用为中心”的教学思想。）5. Lets practice. Show the pictures of different clothes.A: Whats this?B: Its a A: What color is it?B: Its A: What do you like?B: I like the (1) Ask and answer (2) Pair work (3) Show (设计意图：综合巩固练习，这样做目的是抓住学生的认知规律，循序渐进的学习语言。)6. Lets do (设计意图：在前面铺垫的基础上先让学生听,然后跟读,最后尝试可以自主去认读。)Step 4: Extension1. Listen to rhythm 1: Its a dress, its a dress(1) Listen and follow (2) Ask and answerT: Whats this? / What are these?Ss: Its a / They are (设计意图：引导学生创编歌谣，目的还是帮助学生巩固上面的新授单词和句型。)2. Listen to a short story and then answer the questions:Questions: Lily likes the _. A. blue skirt B. pink dress(设计意图：通过听与本单元相关的资源并回答问题，既帮助学生巩固复习了前面学习过的单词和句型，又培养了学生捕捉关键信息的能力。)3. Enjoy a funny story.Listen to the dialogue, and then answer the question:Questions: Whose dress is it? Whose shirt is it? (设计意图：让学生在听的过程中锻炼听力，使学生能够感知拓展句型能够尝试去提取新信息。)Step 5: Make a dialogueShow the pictures of clothes and then make a dialogue.A: Whats this?B: Its a A: What color is it?B: Its A: Whose dress is it?B: Its Sarahs.1. Model work 2. Pair work 3. Show(设计意图：学习英语的目的是为了运用。创设情境，让学生自由选择，引导学生综合感知运用一般疑问句的单复数句型的区分,并尝试进行交际，培养了学生的综合语言运用能力。)Step 6.Homework1. Say the new words to your parents.2. Sing the song to your parents.3. Draw a picture about clothes.（设计意图：给家长汇报学习成果，一方面可以帮学生及时巩固当天所学的新知，另一方面是激发学生学英语的成就感，并进一步激发学生的英语学习兴趣。）Blackboard design: Unit 5 My Clothes第 7 页-
