Module 10 Unit 2 She's got an orange sweater. 教案（含反思）

外研版三年级下册英语Module 10
《Unit 2 She's got an orange sweater.》教案
一、教材分析：
本课教材为外研版三年级下册Module 10《Unit 2 She's got an orange sweater.》。该课程主要围绕着描述人物所穿衣物展开，通过引入新单词和句型，帮助学生学习如何用英语描述衣物。
二、教学目标：
1. 掌握并运用单词 white，photo，skirt。
2. 运用句型 He’s/She’s got…和 Has he/she got… 谈论衣物。
3. 培养学生珍惜美好生活的意识。
三、教学重点和难点：
教学重点是让学生能够运用句型 He’s/She’s got…和 Has he/she got… 来谈论衣物。教学难点是帮助学生理解并正确运用这些句型。
四、学情分析：
学生是三年级的学生，他们已经学习过一些基本的英语知识，包括一些动词、名词和形容词。他们对于简单的句子结构已经有了一定的掌握。然而，他们可能还不太熟悉描述衣物的单词和句型。因此，在教学过程中需要注重激发学生的学习兴趣，并通过多种形式的实践活动来巩固所学知识。
五、教学过程：
Step 1: Warm-up
1. Greet the students and ask them how they are feeling today. For example, "Good morning, class! How are you all feeling today Are you excited to learn about clothes "
2. Show the students some pictures of different clothes and ask them to name the items. Hold up flashcards or display images of clothes on the board. Point to each picture and ask the students, "What is this " Encourage them to answer using complete sentences, such as "It's a hat" or "It's a shirt."
3. Play a quick game of "Simon Says" using clothes-related actions. Give instructions to the students, such as "Simon says, touch your hat" or "Simon says, pretend to put on a jacket." Make sure to include both the names of the clothes and the corresponding actions.
Step 2: Presentation
1. Introduce the new words "white," "photo," and "skirt" using flashcards or real objects. Show the flashcards or bring in real objects representing each word. For example, hold up a white piece of paper or a white shirt for the word "white." Repeat the words several times, emphasizing the pronunciation.
2. Teach the sentence patterns "He’s/She’s got a white T-shirt" and "Has he/she got a skirt " using gestures and simple examples. Use gestures to demonstrate the meanings of the sentence patterns. For the first pattern, point to yourself and say, "I've got a white T-shirt." Then, point to a student and say, "He/She's got a white T-shirt." For the second pattern, point to a student and ask, "Has he/she got a skirt " Encourage the students to respond using the sentence pattern.
3. Model the pronunciation and have the students repeat after you. Say the sentence patterns slowly and clearly, emphasizing the correct intonation. Then, have the students repeat each sentence pattern after you, ensuring they pronounce the words correctly.
Step 3: Practice
1. Divide the class into pairs or small groups. Assign each group a letter (e.g., Group A, Group B).
2. Give each group a set of picture cards showing different clothes. Provide each group with a set of flashcards or printed pictures of various clothes items.
3. Have the students take turns asking and answering questions using the sentence patterns. In their groups, students should ask and answer questions about the clothes shown on the picture cards. For example, one student can ask, "Has he/she got a white T-shirt " and another student can respond, "Yes, he/she has." Encourage the students to use the complete sentence patterns and speak in complete sentences.
4. Monitor the students' conversations and provide assistance as needed. Walk around the classroom and listen to the students' conversations. Offer guidance and support to ensure they are using the correct sentence patterns and pronouncing the words accurately.
Step 4: Consolidation
1. Play a matching game where students have to match the pictures of clothes with the correct descriptions. Prepare a set of cards with pictures of clothes on one side and descriptions on the other side.
2. Use the sentence patterns to describe the clothes in the game. For example, hold up a picture card of a white T-shirt and say, "He's got a white T-shirt." Encourage the students to use the sentence patterns they have learned to describe the clothes they see.
3. Encourage students to use complete sentences and ask questions to their peers. As the students play the matching game, remind them to use the sentence patterns to describe the clothes. Encourage them to ask questions to their peers using the sentence pattern, such as "Has he/she got a skirt "
Step 5: Production
1. Ask students to draw a picture of a person wearing their favorite clothes. Provide each student with a piece of paper and ask them to draw a person wearing their favorite outfit.
2. Have them describe the person's outfit using the sentence patterns. After the students finish drawing, ask them to describe the outfit using the sentence patterns they have learned. For example, they can say, "He's got a white T-shirt and blue jeans."
3. Allow some students to share their drawings and descriptions with the class. Select a few students to come to the front of the class and share their drawings and descriptions. Encourage the other students to ask questions about the outfits, using the sentence patterns.
Step 6: Wrap-up
1. Summarize the lesson by reviewing the new words and sentence patterns. Ask the students to repeat the new words and sentence patterns together as a class.
2. Ask students to reflect on the importance of appreciating the good things in life, such as having nice clothes. Engage the students in a brief discussion about the importance of appreciating the things they have, including nice clothes. Encourage them to share their thoughts and opinions on thevalue of gratitude and contentment.
六、板书设计：
Unit 2 She's got an orange sweater.
New Words: white, photo, skirt
Sentence Patterns:
He’s/She’s got a white T-shirt.
Has he/she got a skirt
七、教学反思：
本节课通过引入新单词和句型，让学生学会用英语描述衣物。教学过程中，通过多种形式的实践活动，包括游戏、配对和绘画等，激发了学生的学习兴趣，提高了他们的参与度。在教学过程中，教师要时刻关注学生的学习情况，及时给予指导和帮助。同时，教师要鼓励学生用英语进行交流，提高他们的口语表达能力。在课堂结束时，通过总结复习，帮助学生巩固所学知识。教师还要引导学生思考珍惜美好生活的意义，培养他们的感恩意识。通过这节课的教学，学生能够掌握并运用单词 white，photo，skirt，以及句型 He’s/She’s got…和 Has he/she got… 来谈论衣物，达到了教学目标。