Teacher: Wang Jing Class:303 Date:5/6/2015
1. Teaching Content:
Unit 3 Clothes
Part 5 Read and colour the picture.
2. Teaching Objectives:
(1) The students can describe other people’s clothes by saying “He is wearing…” , “She is wearing…”.
(2) The students can colour the pictures correctly according to the description.
3. Teaching Focus:
Words: wearing, he, she
Sentences: He/She is wearing a white T-shirt and black jeans.
4. Teaching preparation: a short movie, the video of this part, PPT.
5. Teaching Process:
1) Step 1: warm-up
(1) Short-greeting
(2) Sing the song: My favourite T-shirt.
2) Step 2: presentation
(1) Have a review on the words of clothes. There are two ways of reviewing these words: The teacher can say the words and let the students find the relevant cards. What’s more, the teacher can also show a card and let the students say the words.
(2) Lead in a new word - trousers by raising a question: What is Miss Wang wearing? (The teacher saying the sentence while pointing to the trousers she is wearing). At the same time the students can compare the words trousers and jeans. The teacher can taking the students themselves as examples.
(3) Show them some pictures of clothes with different colours. At first, the teacher will ask questions like “What’s this?/What are they?” “What colour is it?/What colour are they?” Then when the students know how to provide a complete answer like “It’s a yellow skirt” etc.
(4) Show them the movie “What are you wearing?” and then ask the students some questions like “ What is Alice wearing?” and then lead the students to answer “she is wearing a red dress.”
(5) Then the teacher will show the students more pictures and practice these expressions.
3) Step 3: practise
(1) Making a conclusion on reviewing these expressions. Show a girl’s face and let the students choose from he is wearing and she is wearing.
(2) Making a conclusion on which kind of clothes can add the words “ a/an” . The teacher will set an example for the students and then the students themselves can try to conclude the rules of saying the sentences.
4) Step 4: Consolidation
(1) Game 1: In this game, we can also use the two stickers the teacher sticked on the blackboard. This time one student from a group will describe and he or she will point a student from another group and let him or her to dress up the girl or the boy according to the description.
(2) Game 2: The teacher first stick two faces on the blackboard: one is a boy and the other is a girl. Then one student from a group can dress up the boy or the girl and choose one student from the other group to describe him/her.
5) Step 5: homework
Finish the exercises on Part 5
Finish the self-assessing table of this part.
教学反思：
这节课采取的主要方法为任务型教学法，从这节课的上课效果来看通过课堂，大部分同学都能基本掌握如何描述别人的服装，而且也能通过别人的描述来知道其穿着。本课的教学目标上基本实现。而通过这次的课程设计我对小学英语的授课方式又有了新的反思：1.要设计步步深入的语言点教学，这样能让学生自己建立对句型的解构。比如在本课中，我先带着孩子们复习了表示衣服的单词，接下来，又将这种描述加上了衣服的颜色，最后才是组建句子。2.要设计有梯度的游戏，这样能够扩大参与度。本课的两个操练游戏很有梯度的训练了学生的语言描述能力，并且兼具趣味性，所以收到了较好的效果。3.要贴近儿童的生活，这样有利于引起情感共鸣，创造有利于学习的心理状态。比如在这课中我鼓励学生们描述自己的衣服，这样能激发孩子们和同学分享自己穿着的欲望，从而增加语言的操练。
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