1、教学设计教学设计 版本：版本：北京版小学英语六年级上册第六单元第 19 课 题目：题目：Unit 6 Lesson 19 What is he wearing? 教学目标：教学目标： 1. 能够在情境中听懂、会说“Where is he wearing?”及其回答“He is wearing a blue suit with a silver tie.”并能在情境中运用。 2. 能听说读 a blue suit with a silver tie, a denim skirt, jeans, a hoody, pajamas 等词汇，会用 a pair of black shoes 等有关词语
2、进行描述。 3. 能够正确理解课文对话，获取课文中的相关信息，能够正确朗读课文或表演对话。 4. 能够知道在不同场所穿不同的衣服。 重点： 1. 学习询问某人穿什么、并能做出相应的回答： “What is he wearing?” “He is wearing.” 2. 认读 wear 等词汇 难点： 1. 运用“What is he wearing?” “He is wearing.”询问某人的穿着，并作出相应的回答。 2. Wear 等词汇的认读和记忆。 教学过程：教学过程： 一、热身与导入，呈现课题。热身与导入，呈现课题。3 分分 1.歌曲热身 T: There are so many
3、clothes. What clothes can you see or hear from the song? Ss: I can see . . T: What other clothes do know? Ss: I know. . T: What clothes do you like wearing? Ss: I like wearing. . 2. 导入新课呈现课题 T: This class we are going to learn Unit 6 What is he wearing? Lesson 19 设计意图：通过歌曲的视频输入，复习学过的服装类词汇，激活学生的背景知识，
4、然后进行 头脑风暴，说出歌曲中没有出现的其它服装类词汇，最后里联系生活实际，让学生说说自己 喜欢穿什么服装，从而导入新课。 二、二、呈现对话并学习对话呈现对话并学习对话18 分钟分钟 （一）呈现图片，讨论图片 1. T: What can you see from the picture? Ss: I can see Mike and Guoguo. T: Where are they now? Ss: They are on the street. T: They are standing on the street and talking. What are they talking ab
5、out? Ss: Maybe they are talking about. . 设计意图：通过观察图片，讨论图片信息，培养学生的“看”图能力，进而培养学生的预测 能力，对文本产生学习的兴趣。 （二）学习文本 视听输入第一遍： T: Lets watch the video. Think about a question. What are they talking about? Ss: They are talking about something about Mikes dads friend.板书：Mikes dads friend T: What do you want to kno
6、w about Mikes dads friend? What question can you ask? Ss: What is the friends name? Who is the friend? 板书：name 划线分枝 What is the friends job? What does the friend do? 板书：job 划线分枝 What is the friend wearing? 板书：clothes 划线分枝 T: 如果学生问 Why is Mike standing there? 板书：reason 解释 如果学生问 is it a man or a women
7、 板书：gender做解释 如果学生问 There are two men. Which one? 板书：appearance 做解释 T: 还可以教师自己提出问题：I want to know some questions. What is its gender? 解释 Is it a man or a woman? What is its appearance？ What does it look like? Tall or short? Fat or thin? And so on. 完成第一级的板书，检查一下，划好线。 设计意图：在问题的引领下，学生观看视频，思考文本的主旨，即她们在谈
8、论迈克爸爸的朋 友，然后通过开放性的问题启发学生思考，关于这个人你想知道些什么，鼓励学生提出更多 的问题。 视听输入第二遍： T: Lets watch it again and find out the answers or information. Ss: 观看之后进行交流和学习 T: Why is Mike standing there? Ss: He is waiting for his dads friend. T: What is its gender?板书： gender解释 Is it a man or a woman? Ss: A man.板书：a man T: 呈现图片 W
9、hat is the friends appearance? 板书：appearance 解释 tall or short? Fat or thin? Big or small eyes, round or long face, handsome or ugly? Look! There are two men. One is tall, the other is taller than him. Which man is his dads friend? Ss:Its the taller man.板书：taller T: What is he wearing?板书： clothes Ss:
10、 He is wearing a blue suit with a silver tie. He is wearing a pair of black shoes. 板书：a blue suit with a silver tie a pair of black shoes T: What is his name? Ss: He is Mr Brown.板书：nameMr Brown T:What is his job? Ss: He is a lawyer.板书：job,a lawyer操练 T: What does he look like? Ss: He looks so serious
11、.板书：so serious操练操练 设计意图设计意图：在问题的引领下，学生观看视频，思考并回答这些问题，师生一起建构文本的框 架，突破教学重点和难点，完成思维导图的第二级信息，帮助学生掌握学习方法和策略，培 养学生的语言知识和语言技能。 （三）跟读模仿 1.跟读 2 遍小组活动小组展示 设计意图：通过跟读模仿培养学生的语音、语调和语感，巩固所学的语言知识，为后面的应 用活动做好准备。 （四）复述故事 1.示范复述2.小组活动小组展示 设计意图：在思维导图的帮助下，学生回顾文本的内容，巩固语言技能，锻炼语言的组织能 力和表达技巧，为灵活的使用语言做好铺垫。 三、呈现词句进行学习呈现词句进行学习
12、11 分钟 （一）猜猜, 创设呈现情景 T: Mike is waiting for Mr. Brown. Why? Ss: Maybe they will have a party.随着学生的回答完成板书 take part in a party T: There are some other people in the party. 设计意图：通过设置一个开聚会的情境，有利于呈现更多的人物和更多的服装穿着，为呈现 新词汇创造契机。 （二）呈现新词汇 1. Miss Lia denim skirt T: Miss Li is coming.What is she wearing? Ss: S
13、he is wearing a denim skirt.板书：He / She is wearing . . T: 呈现图片词汇，语音指导，板书：a denim skirt What other denim clothes do you know? For example：a denim dress, a denim jacket, a denim cap. 2. Mr Bell T: What is he wearing? Ss: He is wearing a pair of jeans. 板书：He/ She is wearing （完成句型板书） T: 呈现图片词汇，语音指导，板书:
14、a pair of jeans 3. Mr Wang T: What is he wearing? Ss: He is wearing a hoody. T: 呈现图片词汇，语音指导，板书: a hoody 4. Miss White T: What is she wearing? Ss: She is wearing pajamas. T: 呈现图片词汇，语音指导，板书: a pair of pajamas Pajamas are not formal clothes. Wearing pajamas to take part in a party is not polite. Dont w
15、ear pajamas in a party. 设计意图：通过讨论“穿睡衣参加聚会是否合适” “是否礼貌”等问题，适当渗透德育，落 实学科德育。 （三）跟读模仿 （四）小组练习与展示 （五）游戏：猜猜他是谁 1. 呈现学生和明星的照片，邀请一个学生和教师示范怎样说？怎样猜？ T: She is wearing pink shorts and a stripe T-shirt. Who is she? Ss: She is . . S1: He is wearing . . Who is he? T: . 2. 小组练习 3. 展示：两人一组说和猜 四、四、练习：练习：听和圈听和圈2 分钟分钟
16、（一）看图，明确要求 （二）听和圈 （三）核对答案 五、五、拓展拓展应用应用5 分钟分钟 复习学过的服装类词汇，重点的读几个。 T: Now lets review the clothes we have learned before. Say the names of the clothes together. What are they? Ss: They are. . T: Good job. Lets do : Talk about what you wear. . （一）呈现任务 A，B，C, D举例解释做什么？怎么做？ 1. 呈现 Task A: 在不同的场合穿什么衣服？ 2. 邀
17、请一两个学生到前面，和教师一组做示范。 3. 呈现另外三个任务，简单介绍一下。 We have the other three tasks. What do you wear in different seasons / weather? What do you often/ sometimes/ never wear? 4. 邀请组长到前面抽取任务单 5.组织学生 4 人一组说一说 Lets talk about it in groups, lets go. 6.请不同的小组进行展示。 Task B:说说不同的时间穿什么？ （春夏秋冬， 特定的时间） Task C: 说说自己在不同的天气时穿什么？ Task D: 说说自己经常、通常、有时候、从不穿的衣服（频率） 7. 总结： 设计意图：设计一系列的开放性问题，培养学生的创新思维能力，通过小组合作学习，提高 学生参与的面和度，鼓励学生灵活的使用语言进行交际，培养学生的语言运用能力。 Homework: 1 分钟 1. Read the dialogue to you parents. 2. Write the sentences of Page 43. 3. Recite the key words and sentences and have a dictation.
