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1、Lesson 4: Shoes and Socks教学目标:1. 知识与技能:学生能够听懂、会说、认读和书写关于服装的单词dress, shoes, socks, shorts, 并能够运用“Are these his/her _? Yes, they are. /No, they arent.”对人物穿着进行描述。2. 过程与方法：运用各种活动，为孩子们创设一种轻松愉悦的学习氛围并引导学生在玩中学，玩中用，以达巩固知识的目标。3. 情感与态度: 通过对服装的谈论，感悟着装的得体与美观。 教学重难点:1. 教学重点：学生能够听懂、会说、认读和书写dress, shoes, socks, sho
2、rts，并运用句型“Are these his/her _? Yes, they are. /No, they arent.”对服装是否合体进行问答。2. 教学难点：this、these句型与服装词汇的正确使用及肯定、否定的完整回答。教学准备:服装实物、多媒体教学过程教学步骤教师活动学生活动设计意图Class Opening(5 minutes)Greetings and Revision教师为学生在课件中呈现图片，并将人物的服装进行遮挡，请学生来猜。T: What are they wearing? Can you guess? 学生观看图片，并利用一般疑问句进行猜测。S: Is he/sh
3、e wearing _?猜图的游戏能够迅速集中学生注意力,激发学生参与课堂的兴趣，同时完成旧知的复习，并为新知的呈现埋下伏笔。Presentation and Practice（25minutes）1. Watch and Answer教师利用课件呈现文本第一部分的图片讲授新知。T: What is she wearing?2. Watch and Compare教师继续呈现图片，通过裤子与短裤的对比讲解shorts。T: What is he wearing?3. Watch and Express教师出示shoes和socks实物讲解新知。T: Whats in the box? What
4、s in the shoes?4. Look and Write教师利用课件呈现第2部分服装，并教授如何写句子。T: Whats this? What colour is it? What are these? What colour are they?5. Listen and Answer教师播放音频，教授一般疑问句的完整回答形式。T: These are new shorts. Are these her shorts? Are these his shorts?6. Read and Answer教师组织学生进行文本朗读，并板书。T: This is a new dress.Is th
5、is his dress? Is this her dress?7. Listen and Read教师播放音频。T: Lets read after the tape.8. Remember and Talk教师利用动画形式交替呈现Kim和Li Lin的服装，引导学生进行问答。T: Kim and Li Lin have many clothes. Lets try to remember them.学生通过猜图来学习新知dress。S: She is wearing a dress.学生学习shorts, 并猜测其颜色。S: He is wearing shorts.学生学习运用this和
6、these对服装进行描述。S: These are shoes / socks. They are yellow / white.学生模仿书写句型。S: This is a dress. It is green. These are trousers. They are blue.学生听音回答问题。S: No, they arent. Yes, they are.学生自由朗读课文，回答问题。S: No, it isnt.Yes, it is.学生跟读。学生记忆Kim和Li Lin的服装，并进行师生、生生之间的问答练习。S1: Is this his/her _?S2: Yes, it is./
7、No, it isnt.S3: Are these his/her _?S4: Yes, they are./No, they arent.利用导入中的游戏自然过渡到新授环节，学生自然接受。trousers与shorts的对比加深学生对新知的理解，颜色的猜测为下一个环节打下基础。呈现shoes与socks的实物，符合学生的身心发展水平，将新知具体形象化。通过模仿书写句型，提高学生写的能力。通过课件创设情境，听音回答问题的形式直接介入文本，将新知生活化。朗读的过程学生第二次接触文本，重难点知识在学生脑海中二次输入。跟读环节纠正了学生的语音、语调和语速。游戏可以将学生的注意力再次集中到课堂上，对新
8、知进行巩固的基础上通过合作完成操练，实现语言的真正语用Production (8 minutes)Watch and DescribeKim 和Li Lin的照片出现在课件上，并利用学生的服装和教师带来的鞋子进行对话示范。T: What is Kim/Li Lin wearing now?Are these her/his _?Choose and Talk教师出示照片，引导学生进行拓展练习。T: Work in pairs. Choose one picture to talk about. You can talk about your classmates, too.学生模仿，进行对话。
9、S1: Kim is wearing _. Li Lin is wearing _.S2: Yes, they are. /No, they arent.学生小组合作，自主选择讨论对象。S1: What is she wearing?S2: She is wearing _.S1: Are these her _?S2: Yes, they are. /No, they arent.通过对Kim和Li Lin的服装进行整体描述，将新旧知识进行整合，实现拓展。为学生提供广阔的交际空间，学生自主选择讨论的对象，可以是教师提供的照片，也可以是班级同学，实现语言的生活化。Homework （2 min
10、utes）1. Draw your favorite clothes, colour them and describe them.2. Talk about one of your picture with your friends.学生理解并记忆作业。将作业与学生喜欢的形式相结合，并以口头和笔头两种形式进行布置，再次巩固所学。板书设计Lesson 4 Shoes and SocksIs this his/her dress? Yes, it is. （No, it isnt.）shorts?Are these his/her shoes? socks?Yes, they are. （No, they arent.）
