Unit 4 Put on your clothes Lesson 1 教案

Unit 4 Put on your clothes
Lesson 1 教案
1教学目标知识目标:能听说认读句型Look?at?the?___.It’s?cool/nice/beautiful.?
This?is?a?____.?Do?you?like?____??
技能目标：能在日常生活中熟练运用该句型。情感目标：感受美，发现美，创造美。学习策略：能主动参与小组活动；积极表现自己，乐于用英语进行交谈。21世纪教育网版权所有
2教学重难点能听说认读重点句型Look?at?the?___.It’s?cool/nice/beautiful.?能主动积极展示自己，参与小组活动。 3教学准备Some?cards,?pictures?and?prices.PPT.? 21教育网
4教学过程I?warm-up?·
Greetings?
Say?hello?to?Ss?and?show?titles.? Enjoy?a?fashion?show,?and?answer?the?question:?what?can?you?see?? Enjoy?the?colorful?clothes.? Introduce?the?top?4?fashion?cities:?London,?Milan,?New?York?and?Paris.?Then?divide?the?class?to?be?the?4?city?groups.?Have?the?competition.? 21cnjy.com
II?presentation??
Step?1:?PPT?show?the?important?sentences?“look?at?the?cap/hat/scarf/dress”?and?show?the?right?clothes.?Discuss?the?clothes?with?the?other? 时尚服装秀吸引学生 的眼球，顺利进入本 课时“服装”这一主题。文化介绍“世界四大 服装之都”引领，并 作为形成性评价的小组划分，提升学生感受美的能力。绚丽的服饰吸引学生体验美，赞美美感 sentence?pattern?“This?is?a?bird?etc.”Then?have?the?other?pictures?and?sentences?“Do?you?like?___?”and?have?the?assessment?“It’s?cool/nice/beautiful!”21·cn·jy·com
Step?2:?Look?around?the?classmates,?find?the?beautiful?clothes,?and?introduce?it?with?the?key?sentences?“Look?at?the?___.?It’s?cool.?This?is?a?___.Do?you?like?it?”??www.21-cn-jy.com
Step?3:Teacher?show：?T?design?her?favorite?clothes?and?introduce?it.?Step?4: Group?work?Let?Ss?design?their?clothes?with?the?rules?“Choose?some?of?letters,?numbers,?animals?or?fruits?to?design?your?clothes.?Use?your?imagination,?cooperate?with?each?other.8?minutes?for?your?group.?Let’s?show?your?design.”?and?useful?pictures?about?letters,?animals,?numbers?and?fruits.?2·1·c·n·j·y
Step?5: show?time.?
Each?group?has?the?chance?to?show?their?clothes?and?each?person?should?say?at?least?1sentence.?Then?let?other?Ss?give?the?price?to?the?excellent?group.?【来源：21·世纪·教育·网】
Step?6：Have?the?price---?the?3rd price:?enjoy?the?foreign?costume.?The?2nd price:?enjoy?the?ancient?Chinese?costume.?the?1st ?price:?enjoy? 受美，在美的感召下乐于表达美的服饰。回到真实的教室环境中，学生寻找同伴美 的服饰，自然地表达 自己的喜好。师的有力示范，让学生“亲其道而信其师”。学生自己操作的时间：充分发挥想象，设计自己喜爱的服饰。展示时间：小组成员纷纷上台展示自己的成果，全班学生参与评比。奖励也是别出心裁：三个等级分别体验外国特色服饰，中国古 the?Chinese?national?dress.?21·世纪*教育网
第1课时作业设计：Design?a?T-shirt?for?your?father?or?mother,?then?introduce?it.?? 代及民族服饰。适当拓展美。不要忘了给父母也设 计并介绍一款体恤衫。板书设计：Unit?4?lesson?1? Look?at?the?___.? It’s?cool/nice?/beautiful.? This?is?a?___.??Do?you?like?it?教后反思：寻着学校学科整合的步伐，大胆尝试英语学科内部的整合与美术学科的整合，旨在英语课堂中美的探索和尝试。基于自己对服装设计的理解，开展一堂服装设计课，从欣赏时装秀开场，让孩子们在美的秀场感受服装的魅力，紧接着联系世界时装之都分组，围绕主题教学展开重点句型和词汇，其间渗透自然拼读法，在真实情境中操练，词不离句，也是为后面的展示螺旋式铺垫。然后，美的节奏在老师设计服装的引领下学生们纷纷开始做设计的尝试，并自然是产生英语交流的欲望。最后连奖励都是欣赏不同国家的特色服饰以及中国的传统服饰，在流光溢彩中升华美！但尝试毕竟是尝试，其中必须克服一定的问题：这样的整合，首先需要教师做个明眼人，合理化搜集素材，化繁为简；然后五味杂 London? New?York? Milan? Paris? 陈的磨合更是必不可少；放开思路，大胆尝试，找准专注点，时刻关注语用这一重要信息，始终以英语教学为主导，让孩子在设计中乐于用英语表达，方可达到整合的根本目的；要形成完整的思路和语境创设，终可圆满。???????????????????????????????????????????????????????????? www-2-1-cnjy-com