Unit 8 Clothes 教学案例
?
莲都外国语学校?? 王卓超
一．教材分析：
1. 教学内容：牛津英语2A—Unit8
?
二．教学目标
1.????? 知识目标：
①??? 掌握7个服装单词：dress，skirt，shirt，coat，sweater，hat，scarf;
②??? 学习使用句型：I need a（new）…
2 能力目标：
能用英语指认常用的衣物用品，学会用英语购买自己需要的衣物用品。
3 情感目标：
让学生学会照顾自己，根据天气变化添减衣服。
4. 学习策略：
? 积极运用所学英语进行表达和交流。学生通过唱歌、表演、游戏等活动来巩固新知。
?
三．教学方法
情景教学法、任务型教学法、全身动作反应法、活动教学法
?
四．教学准备
1.?? 准备本课课件CAI;
2.?? 准备dress，skirt，shirt，coat，sweater，hat，scarf单词卡片;
3.?? 准备相关单词图片若干;
?
五．教学步骤：
Step 1? Warm-up
Let’s sing and talk（大家唱,自由对话）
?? 1．Song : What are you wearing?
?? 2．Free talk : Do you like this song ?
????????????? What can you see from this song?
?????????????? What color do you like?
以轻松、明快的节奏进行课前热身，培养学生观察及语言表达能力。话题紧紧围绕本课主题clothes展开，为新课导入做准备。
?
Step 2? Presentation（新课导入）
1、Ask students to find “clothes”：What’s in the box？
教师扮演魔术师，“变”出有关衣物用品的图片，激发学生好奇心，去一探究竟，意在帮助学生回顾熟悉的衣物类单词。
?
2、Let’s have a look：What did May get？（看一看May收到什么生日礼物）
创设情境：今天是 May的生日，她收到了很多生日礼物。通过猜一猜May的生日礼物，自然呈现本课要教授的新词：skirt and sweater.
?
3、Play a game：Let’s be a wood-man（游戏：我们来做木头人）
Give the class following instructions:
It’s cold. Put on your sweater / coat / hat / scarf. Stop!
It’s warm. Take off your sweater / coat / hat / scarf. Stop!
由学生根据教师的指令做相应的动作，在教师一声“Stop!”之后，学生不能再动，否则被淘汰（反复进行几次）。这一游戏增添了趣味性，学生在玩中找到了快乐，同时又巩固了旧知、操练了新知，达到了在玩中学，在玩中巩固的目的。
在这一环节中主要运用了全身反应法（TPR）。
?
4、Present：I need a（new）…
1）????? 教师拿出旧围巾，对学生说“ I don’t like this scarf. I need a new scarf.” 呈现新句型：I need a（new）…（教师的动作、表情要变化明显，以此帮助学生了解新授句子）
2）Game：Ants move home（游戏：蚂蚁搬家）
“蚂蚁搬家”的游戏规定：三个小组分别派一名选手充当“小蚂蚁”，将零散分布在黑板上的单词卡片依次“运送” 到组里的其他同学手中（这些同学分别站成一排），当组成了句子I need a new skirt / sweater / scarf… 后，所有学生将手中的卡片举起，大声朗读出来。最快完成任务的小组获胜。在这一环节中主要运用了任务型教学法和情景教学法。
?
Step 3? Practice（活动与操练）
1、? Dub a flash（配音）：呈现一个Flash购物短片，让学生配上声音。
首先让学生看懂片子，呈现出对话，进行简短的示范和跟读，让学生熟悉对话。然后分角色配音，学生参与的积极性很高，纷纷要求一显身手，通过动画配音练习并掌握对话。
?
2、Act out the dialogue 小组合作表演对话
通过合作表演对话培养学生合作意识，同时让学生感知、认识语言材料进而能灵活运用。在这一环节中主要运用了任务型教学法，情景教学法以及交际性原则。
?
Step 4? Consolidation and extension（巩固延伸）
Performance：Buy presents for May（任务；小组分别选礼物赠送给May）
? 创设情境：给May 选购生日礼物（与本课开始时的情景相呼应）。设置任务：让三个小组分别购买三种不同的物品作为礼物送给May. 在这一环节中主要运用了任务型教学法，情景教学法以及交际性原则。
?
Step 5 Post-task activity
??? Design the clothes what you like.
让学生充分想象，设计自己喜爱的衣服，参加国际少儿组服装设计大赛。让学生在课后进行设计，发展绘画设计的才能。
?
?
Unit 8 Clothes 教学反思
??? 在英语课堂中创设一种真实的交际环境，使学生在真实的交际活动中发展其语言能力和交际能力，一直是我追求的目标。因此，我很注重创设情境，让学生在活动中自然地运用语言。在设计《Clothes》教学过程中，我紧紧围绕“课堂教学交际化、活动化以及任务化”这一主题展开，开展了一些深受学生喜爱的交际性、任务型活动。如：将“衣服”对号入座，挂在“衣架”上；小蚂蚁搬家；给动画短片配音；购买生日礼物等。在设计和组织这些活动时，我注意到以下几方面：
一、活动要有目的性
??? 我在设计交际性、任务型活动时，首先考虑的是怎样把课本中的语言知识自然转换成学生运用英语的能力，从而摆脱枯燥的机械性重复训练。我在课堂上组织的每一个活动都有较强的目的性。如：游戏“我们来做木头人”帮助学生对所学的单词作一个整体回顾；游戏“蚂蚁搬家”则帮助学生巩固新句型，同时通过学生搬运过程中出现的问题，也检测了学生对该句型的掌握情况，便于我进行及时的纠正。
二、活动要有趣味性
如何让学生，尤其是低年级学生以最佳的状态投入学习活动中去？我的一个体验是赋予活动趣味性。低年级的学生注意力集中的时间很短。倘若纯粹的让学生跟读单词句子，一两遍之后，学生就会感到厌倦。但如果把这样的操练以富有趣味性的游戏活动的形式出现，效果会大不一样——学生会一遍一遍兴趣盎然地操练下去。
三、活动进行要快节奏
在这堂课中，我进行了唱歌、变魔术、游戏、做动作、配音、表演等多形式、多手段、多环节的课堂操练，力求体现邹校长倡导的“快节奏”的教学特点。关于这一点，我体验较深。低年级的学生注意力容易分散，一旦教学节奏慢了，就会出现学生做小动作或小声讲话等注意力不集中的现象。为避免这一现象发生，我通过快节奏、大容量、多形式的一环扣一环的活动，使学生紧随教学内容，既紧张又活泼，学生积极性高。
通过这堂展模课，我即积累了一些初步的经验，同时也发现了我教学中存在的不足以及几点思考：
1．没有抓住机会，巧妙地进行指导。比如，我让一位学生将“衣服”挂上“衣架”时，没有注意到她将“衣服”挂在了“衣架”外，如果那时我能够及时地回头，说上一句“Can I help you?”并帮助学生完成，效果会好得多。
2．展示的机会多给了部分优秀的学生。这个问题一直是我在教学过程中力求避免的。然而，在这堂课一开始，我就发现学生过于紧张，放不开，以致于开始时的简单设问无人回答。在我对问题进行明确简化后，情况依然没有改变。为了使教学环节顺利开展，我更多地选择了部分优秀的学生。这堂课，我分层教学做得不够，没有针对不同层次的学生设置不同梯度，让所有的学生都能找到适合自己的空间。
3．关于新句子的呈现，如何做到呈现自然且让学生准确明白其含义，一直是我伤脑筋的问题。有些句子运用手势、体态语或道具很难表达清楚，即使能表达，学生也往往理解不到它真正的意思。就比如这堂课的重点句型：I need a…很难用动作表示出来。我运用了简单的英语将它引出（This is my scarf, but it’s old. I don’t like this scarf. I need a new scarf.）。结果我发现学生对这句话的理解还是一头雾水，只好将它的中文意思标出。怎样才能使类似的句子呈现更自然，我还在思考中。
以上是我对这堂课的一些思考。在这堂课中所遇到的困惑，还需在今后的教学中进一步探索。
The First Lesson
MODULE3 Colours
Unit I It’s red
Lianhua Centre Primary School Luying·Hu
Ⅰ、Teaching Aims
1.? Theme:Colours
2.???? Functions:Describing Colours
3.???? Target language:
It’s red /blue…
4.? Vocabularies:
a(an),panda,now,it is(it’s),red,blue,yellow,green,black
Ⅱ、Key Points:
1、????????? Language: It’s red/blue…
2、????????? Vocabularies: red,blue,yellow,green,black
Ⅲ、Difficult Points:
How to describe colours.
Ⅳ、Teaching Aids
colour cards,tape,word cards
Ⅴ、Teaching Steps and Purposes:
3、Sentences
?
It’s red/blue…
Point to the colours and say “It’s…”.(eg .point to red and say “It’s red”.)
Listen to the tape and follow .
Leare to say.
4、Ctivites
Page 11.Actility3.
Do pair works
Ask several pairs to act it out .
?
5、Game
1、T and Ss.
2、Ss.
T call out the colours and Ss hold up the thing near or on .himself (eg clothes)which is the colour Ss do in two .
Use the words
have
learnt freely.
三 、Consolidation
Activity book
Finish the exercises by following the tape.
?
四、Home work
A. call out the colours loudly.
Desctibe the ohjects’ colours.
B Try to describe the colours near by.
Groups or four students
?
?
?
教学反思：
一、???? 主要优点
1、????????? 肢体语言丰富，使学生能根据教师的动作、表情猜测英语的意思，创设了良好的英语学习氛围，课堂气氛十分活跃。
2、????????? 合理利用合作学习，使每个学生都有充分的练习英语的机会。
3、????????? 用英语组织课堂，适时用中文加予解释，使学生尽可能多接触、感受英语，又能听懂教师的指令，做出正确的反应。语言富有鼓动性，使学生勇于乐于开口大声说英语。
4、????????? 制作各种简单而又有趣的教学卡片，既激发了学生的学习兴趣，课后又可把这些卡片送给学生，并鼓动他们学老师上课的样子在课后找伙伴进行练习，把英语课堂延伸到课后。
二、???? 不足之处
有时英语语速过快，若适当放慢语速，效果可能更好。另外，若适当使用英语小贴图奖励表现突出的学生，课堂可能会更活跃些。
Teaching plan for unit6book5
Teaching aims:
Grasp the words for clothes.
Practice the patterns for talking about wearing clothes.
Train the students to make dialogues in simple English, asking about wearing clothes.
Important and difficult points:
New words: fashion show, pretty,
Difficult points: a. I like it.(scarf) I like them.(shoes, socks, jeans)
Teaching materials:
Multimedia, real clothes
Steps:
Sing a song of colors
Revise the words and the patterns.
Play a dressing game, let the students say Here is a or Here are, I like…to practice the patterns and the words.(flash)
New lesson:
Teach the words: fashion show. Show the pictures of a fashion show. Tell the students: This is a fashion show. Today we are going to have a fashion show, too. First, let’s see Koko and his friends’ fashion show. Listen and look, what are they doing.
Play the cd-rom, the students listen to the story for the first time. Ask Are they wearing clothes for the fashion show?
Play the cd-rom again. This time, sentence by sentence, get the students to repeat the story individually. At the same time, get the students to learn and grasp the meaning of the sentences. Then get the students to read the sentences picture by picture.
Ask questions on Part D.
Guessing game: tell the students the clothes that the children are wearing ,get the students guess who they are.
Practice: have a fashion show
Get the students to collect some clothes and then the students will show the clothes to the students. At the same time, the teacher will also ask some questions, such as, what’s this? Who’s wearing …? What color is …? Do you like …? Is this pretty? In this way, the students can dress themselves in the clothes they like.
The fashion show: play the music, and get the students to show themselves, one students will introduce the clothes one by one.
5. Summary:
Today we have learned the Part C and we have our own fashion show. Are you happy today?
Then Let’s see our homework.
Report the our fashion show.
Teaching plan for Unit 6 Book 5(4)
Teaching aims:
1. Grasp the words for clothes.
Practice the patterns for talking about wearing clothes.
Train the students to make dialogues in simple English, asking about wearing clothes.
Important and difficult points:
The sound of Letter S at the end of a countable noun.
Difficult points: trousers, socks, shoes jeans are plural forms, we use they, them to express.
Teaching materials:
Color pencils, paper, cd-rom.
Steps:
Revision: Report the fashion show: Students read their report of the fashion show, such as, We have a very good fashion show. Peter is wearing a yellow T-shirt, blue jeans, white socks and blue shoes. He is very handsome….Every group has a representative to report. After the report, all the class choose a best one. They win.
Get the students to find the rule: write the words of clothes(jacket, shoes, socks, jeans, sweater, trousers, T-shirt, dress, scarf, skirt,) on the board and then get the students to find the rules of the words: Some words end with no letter s, but some words end with the letter s. Ask them Why? Some smart children may answer this question. The groups that can answer this questions correctly win. Express the reason to the students.
Part E: Get the students to listen to the tape and decide the sound of the letter s at the end of the words. Get the students to find more word with the letter s at the end of the words and have the same sound. Get the children to listen to the rhyme. Then read by themselves. Explain the word Jean’s. Let them read again and remind them pay attention to the sound “z”, let every group try to make a poem by themselves: Use the same pattern, but change the last words. The groups that can make poems can win in this step.
Every group cut out some pictures from clothes magazines. Stick the pictures on a piece of paper. Write about the model. Take turns. Present their model to the class. Such as, wearing ___________________ trousers/jeans/a________ skirt.
Wearing ___________________socks and _____________ shoes.
Every group reports their model to the class. The others draw the pictures as the reports.
Choose the best model and the best picture and they win the game.
Part G: Listen and chant the poem in Part G and then fill in the blanks with the right words they hear. All the class chant again.
