1、教学设计参与人员教学设计参与人员 姓名单位联系方式 设计者 实施者 课件制作者 参与备课 指导者 教学基本信息教学基本信息 课题Unit Six What is he wearing? -Lesson 20 Wearing different clothes at work 是否属于地方课程或校本课程否 学科: 英语学段：小学年级: 六年级 相关领域英语 教材书名：义务教育教科书英语 出版社：北京出版社出版日期： 2015 年 1 月 指导思想与理论依据指导思想与理论依据 英语课程标准 （2011 年版）指出，英语教学要重视语言习得的实践性和应用性。鼓励 学生通过体验、实践、参与、探究和合作等
2、方式，发现语言规律，逐步掌握语言知识和技 能，主张学生在语境中接触、体验和理解真实的语言，并在此基础上学习和运用语言,形成 有效的学习策略，发展自主学习能力。 英语学科核心素养主要由语言能力思维品质文化品格和学习能力四方面构成。课 堂教学可以从情境、问题和交际三个切入点展开，以“融合”为主线，以主题意义探究为目 的，以语篇为载体，在理解和表达的语言实践活动中，融合知识学习和技能发展，构建结 构化知识，在分析问题和解决问题的过程中发展思维品质，形成文化理解，塑造学生正确 的人生观和价值观，促进英语学科核心素养的形成和发展。 基于本理念，本课从导入新课、解读文本、操练句型、拓展应用等环节结合学生生
3、活 实际创设了易于理解的教学情景，让学生在真实的语境下理解语言、学习语言、运用语言， 最终使学生能够运用所学语言在一定情景下进行简单交际。 教学背景分析教学背景分析 教学内容分析：教学内容分析： 本课是北京出版社出版的义务教育教科书英语小学六年级上册第六单元 Lesson 20 的教学内容。本单元的话题是以询问服装为主线。Lesson19 运用“What is wearing? is wearing .”的交际用语，谈论他人不同场合着装。Lesson 20 运用“What does wear ? wears .”围绕不同职业在工作场合不同着装进行谈论。Lesson 21 运用“What siz
4、e do you wear? I wear a and wears a .”谈论身高及穿着的号码。三节新授课之间在话题上联系 紧密。因此，在设计时注重语言的功能性，培养学生用语言做事的能力。 在设计本节课时，从本单元的话题出发，延续 19 课话题内容，我把 Listen, look, and learn(词句教学)提前到导入环节。Listen and match(听力训练)环节我增加了两项活动，一是 看图利用功能句型对话，二是阅读文段填写表格，围绕四个维度不断使用功能句型进行交 际。Lets do（语言实践）环节我把家人的工作着装作为范例，学生仿照写作。从口语交际 上升为语言综合运用层次，使学
5、生从听说读写四方面更好的掌握语言技能，并把所学运用 到学生现实的生活当中。 学情分析：学情分析： 授课对象为六年级的学生。学生已经有一定的英语基础。在知识储备方面，学生经过 五年的英语学习，已经掌握了有关服装类的单词（见下面表格）和交际用语；学生能看图 介绍图中的人物和场景；能够在老师的引导下，在语言情境中理解和运用目标语言，具有 用英语做事情的能力。 capuniformvesthatred scarfslippersjeansovercoat skirtshoesraincoatjacketpajamasbootsshirtT-shirt sweaterglovessunglassessh
6、ortshoodydresssockstrousers sandalspantssneakersa denim skirta blue suit with a silver tie 教学目标及重点难点教学目标及重点难点 (一一)教学目标教学目标: 1学生能够描述在不同的场所穿不同的衣服。并能在情景中听懂、会说、运用“What does she wear on stage?”及其答语“She wears pretty dresses.” 2 能听、 说、 认读 singer, stage, dress, sing 等单词, 认读 formal clothes ， 会用 pretty dresse
7、s , a suit with a tie, formal clothes 等有关词语描述不同场合的着装。 3能够正确理解课文对话，获取课文中的相关信息，能够正确朗读课文，表演对话。 (二二)教学重点教学重点: 1能运用功能句型“What does .wear ?”“. wears .”描述自己或他人在不同的场所穿 不同的衣服。 2 能够正确理解并朗读课文对话，获取课文中的相关信息，能够正确朗读课文，表演对话。 (三三)教学难点教学难点: 学生能运用功能句型描述不同职业在不同场合的穿着。 教学过程教学过程 Step 1: Warm up and lead in 1.歌曲导入 Jobs Song
8、. Listen and remember: What jobs can you hear and what are they wearing? （1）What jobs can you hear？ What are they wearing? （2）Yes. They are wearing different clothes at work. Today lets talk about Wearing different clothes at work. 2.复习对话，引出功能句型 T: Do you remember him? Who is he? What does he do? Wh
9、at is he wearing? What does he look like? SS：He is Mr. Brown. He is a lawyer. He is wearing a suit with a tie. He is serious. T : Look at her. Who is she? What does she do? Yes, Miss Wang is a teacher. What is she wearing?PPT 释义 They wear formal clothes. Which one is formal clothes? When do people w
10、ear formal clothes? 3.Look at the girl, Who is she? What does she do ? What does she wear? Can you guess? Maybe you are right. Lets listen to the dialogue and find out the answers. 【设计意图：通过歌曲导入激发兴趣并引出本课话题。出示本课图片提出问题，学生通过 观察图片,预测故事内容，利于视听时理解故事大意。 】 Step 2: Presentation 1.视听对话前半部分，处理文本信息 T: Who is she
11、 ? What does she do? S1:She is Saras cousin. /S2:She is a singer. T： The other two questions: What does she wear ? And what is she wearing ? Lets listenand find out the answers. T：What does she wear ? S：She wears pretty dresses.学习“What does she wear on stage? ” PPT stage 图片释义。 T：What is she wearing
12、? S：She is wearing a purple/ pretty dress. T: Does she love purple ?How do you know that ? Can you read it ? S: She loves to wear purple dresses very much. / S: Purple is her favorite color. 2. 朗读对话后半部分，处理文本信息 T:Look, there is a man behind the girl .Who is he ? What does he do? What is he wearing ?
13、S1：He is wearing a suit. /S2:He is wearing a pair of sunglasses. T: Does he look cool ? S: Yes, he looks so cool. T: Saras cousin looks pretty , and the guitar player looks so cool on stage. Does Guoguo want to sing on stage ? What does Guoguo say ? S: I wish I could sing on stage. I would love to w
14、ear pretty dresses T:How about you ? Do you want to show on stage? Why? 【设计意图： 分层学习， 深入理解故事内容。 再次加深对不同场合有不同着装要求的概念。 】 3.朗读并复述故事。 (1)Listen and repeat the story. (2)Read the story. (3)Retell the story. 【设计意图：通过朗读内化理解故事。以读促悟，以读促说。学生能正确朗读故事,尝试复 述故事。 】 Step 3：Practice 1Listen and match 听音连线。 (1)Differen
15、t people have different jobs. When they are at work, they often wear different clothes .Can you guess: what do they do ? 运用句型表达图意. wears . Maybe . is a . (2) Maybe you are right. Lets listen and match. (3)PPT 订正答案，运用句型表达图意 .is a . .wears.at work. 2.Read the passage and fill in the form. 阅读文本，完成填表。 I
16、 have 5 cousins. They have different jobs. Linda is an office lady. She has to wear formal clothes in the office. She looks beautiful. Ann is a dancer. She loves to wear her favorite pink dress on stage. She is very pretty. Brent is a cook. He has to wear the cooks hat at work. He is cool. David is
17、a sportsman. He likes to wear T-shirts. He is very young. James is a fireman. He always wears his uniform to work.He is very strong. Makedialogues ： What doesdo? What does wear at work? What is she wearing? What does look like? name job clothes at work appearance (外貌) （1）Lets read the passage and fi
18、ll in the form. First I will give you an example. （2）Do you understand? OK. Now fill in the form on your own. （3）Who want to show the answers? Step 4：Development 仿照范例，写一篇关于自己和家人工作场合着装的作文。不少于 5 句话。 Wearing different clothes at work I am Lucy. I am a teacher. I wear formal clothes at school. My husban
19、d works in an office. He wears a suit with a tie at work. My son is a student. He wears uniform at school. Wearing different clothes at work _ _ 1. I want to introduce my family to you. We wear different clothes at work. 2.Can you introduce your family ? Work in pairs. PPT: What does yourdo ? What d
20、oes .wear at work ? 3.Please write a passage about your family: Wearing different clothes at work . 【设计意图：用重点句型进行操练，从语言输入、汇报的口语输出训练、到形成文本的综 合运用语言能力的提升，让学生在真实的语境下练习使用语言，从而达成既定学习目标， 不但激发学生兴趣而且提高了学生运用语言的能力。 】 Step 5： Homework 1.Read the story. 2.Share your passage with your parents. 板板 书：书： 学习效果评价设计学习效
21、果评价设计 本课主要围绕四个维度展开对话，学生用句型操练不但能口语描述某人的职业穿着,也 能写出文段，说明学生能完成本课的教学目标。 评价方式： 1.个体表现评价：在课堂上，教师根据学生的表现予以及时，分层性的评价，如：针 对封闭式问题的回答，教师采取判断性的语言评价：Good！Great！ 针对开放式问题的回 答，教师给予具体的反馈，比如：Wow, you can talk so much about the story. 2.小组展示评价：本课充分开展小组讨论和展示的活动，教师会给予他们客观的评价， 通过对学习成果的交流，对自我想法的表达，学生在展示中获得成就感。同时，借鉴和学 习其他同学
22、的观点，实现自我提高。 评价量规： 1.在课文学习活动中，学生能够找到 Guoguo 的问题和 Sara 的回答，教师给予判断性 评价，如：Great！Accurately！ 2.在课文复述环节， 教师根据学生表达的内容， 予以不同的语言评价， 如： Wow, you can talk so much about the story. 3.在书面表达环节，教师根据学生的书面表达，做出互动性的评价，如：You wear different clothes at work .You have a happy family. 本教学设计与本教学设计与 以往或其他教学设计相比的特点以往或其他教学设计相
23、比的特点(300-500 字数字数) 一、淡化板块教学，从单元话题出发，整体设计教学内容。 在导入新课时，我采用与职业和服装为主要画面及歌词内容的歌曲导入，并延续 19 课 主要人物的话题。把 Listen，look and learn 句型教学提前到导入环节学习，从而引出本课要 学习的不同职业在工作场合着装话题。在 listen and say 故事教学中通过对比，引导学生理 解 19 课功能句型 Whatis .wearing?和本课功能句型 What does .wear?的不同之处。 二、围绕四个维度展开话题，始终围绕功能句型展开操练。 利用大量图表操练，信息量增大。在做听音连线题时，让学生对图片运用功能句型进行 听前预测的口语表达练习，订正环节让学生再次利用功能句型表达图意。并增加了阅读听 力原文填写表格的活动，还是围绕四个维度设置表格，学生通过问答形式订正答案，使不 同水平的学生都得已练习，参与面广，练习扎实。Lets do 环节我更改为阅读我家庭成员 工作场合的着装文段，学生仿写文段，学生对此有阅读兴趣和书写的语言支撑。本节课用 功能句型进行操练，从语言输入、口语输出训练、到形成文本的综合运用语言能力的提升， 让学生在真实的语境下练习使用语言，从而达成既定学习目标。
