What are you wearing?教学设计（英语）
What are you wearing?教学设计（英语）
寺家庄镇高迁小学 魏素琴
教学内容分析：
本教材是河北教育出版社出版的以三年级起点第四册Lesson19 What Are You Wearing?本课以clothes即衣服为话题，先学习一些与衣服相关的英文单词，然后通过对话加深对单词的记忆并学会用英语表达自己及同学的衣服。在教学中，我对教材做了处理：先教授关于衣服的单词，再回创设场景，最后进行课文听力练习，让学生能够自如的询问和回答，而后运用于生活，这样处理比较符合学生的认知特点和语言规律。
学生情况分析：
四年级的学生活泼好动，乐于参与活动、游戏及表演，所以要采用多种教学手段交替使用，创设情景，尽量利用实物、图片及课件等直观教具进行教学，激发学生求知欲望。四年级的学生求胜心理较强，小组活动中，为取得好成绩，部分小组长会安排学困生完成简单的口语活动，引导他们开口讲、动手写的，教师要加以指导：或言语鼓励、或对学困生担当重要角色的小组给以较高的评价等，引导学生真正做到互帮互助。
教学目标分析
教学目标：
(一）知识目标：
（1） 能听、说、读、写关于衣服的单词：skirt； shirt ;cap ;socks ;shoes ；jeans .
（2）掌握句型：This is a skirt .These are jeans./This is a pair of jeans. What are
you wearing? I’m wearing ......
（3）能够在图片的提示下，在语句中认读单词：skirt ;shirt ;cap;socks ;shoes ;jeans 及描述衣服的句子：This is a skirt .These are jeans./This is a pair of jeans. What are
you wearing? I’m wearing ....
（二）技能目标：
（1）掌握关于衣服的单词，并能在实际学习生活中运用、交流、讨论。
（2）培养学生听说读的能力和综合运用英语的能力。
（三）情感目标：
（1）培养学生对所学的话题感兴趣，乐于参与讨论。
（2）在活动中培养学生的合作精神和自评、互评意识。
教学重点：
（1）能掌握、运用衣服的单词。
（2）能掌握描述衣服的句子。This is a ... This is a pair
of ... These are... What are you wearing? I’m wearing ....
教学难点：
（1）关于衣服单词的正确的读音并识记单词。
（2）用自己所学的单词描述自己及同学的衣服。
教学过程设计
Step1:Warm up
1、Greeting
2、Sing
a song:
He's wearing red pants.
(设计说明：通过唱歌既活跃课堂气氛又让学生很快进入英语学习状态.)
3、Free talk
（1）T: Oh, look . My dress is old.I want to buy a new dress. Where can I
go？
S: To the clothes shop.
T: Good. Let’s go to the clothes
shop.
Look, this is a clothes
shop. There are many clothes. What are they? Do you know how to express these
clothes in English? I hope you can write the clothes as much as possible that
you know.
(2）The singular form clothes:
Plural form clothes:
(3)Students say the words.(put the
clothes words on the blackboard as the different forms.)
(设计说明：该设置可以很好的了解同学们以前所掌握的有关衣服名称单词程度，以及对本课的预习情况。同时该环节有助于发展学生自学能力的培养。在该练习后教师鼓励学生课后进一步查询相关的资料，以更扩大自己的视野。培养学生的自学意识。)
Step2:Presentation
Learn the new words
1)T: I like beautiful clothes ,What about you ?
Here are some clothes
.Let’s see what they are. Look!
T: --What’s this? Tell me,
please. If you know, please hands up.
S:It's a skirt.
T:Good. I’ll give you a little flag. Read after me, please. Skirt ,skirt
Skirt（分别用升平降调读）
(Review the words like this: shirt; blouse; coat; sweater; dress;
hap)
T:Good. This is a hap. Hap ,hap ;hap . （分别用升平降调读）OK, what are these?
S:These are pants.
T:This is a pair of pants. /These are pants. Follow me,
pants ,pants ,
Pants（分别用升平降调读）.
(Review the words like this: shoes; socks; gloves; boots; pyjamas;)
In the end ,show the new clothes :jeans. Guide Ss to say
,understand and spell .
T:Do you like these jeans?
★ Individual Ss
say
★ Groups say or
lines say
★ Boys or girls
say
(设计说明：1、美丽的图片，三种不同的语调领读单词可以吸引学生的注意力，激发学生的学习积极性。2、用动画的形式将物品展示，并进行物品的提问，同时有句型：This is a.../This is a pair of ...或These are
...帮助学生回答,有利于学生掌握this 和these 的用法。)
2)Show the hat and say: I like this hat .I’m wearing a hat. What are you wearing?(Write the title on
the blackboard.)Then ask：
----What are you wearing?
----I’m wearing
______. .
Here we can practice in different ways.
★ Teacher asks
,Ss answer according to what the teacher is pointing at.
★ Boys ask ,girls
answer
Step3:Practise
1）Practise in pairs. Ask and answer.
----What are you wearing?
----I’m wearing a__________and__________.
This time ,Ss try to
talk about their own clothes. Encourage Ss to say as much as possible. If they
can add colours in it .It’s great!
2)Act it out:
A fashion show
Play the music,we will have a fashion
show. To the accompaniment of music , the volunteers like a model walking to
the front of the classroom. Tell what they are
wearing one by one. If they have any difficulties. Let the other volunteers
help.
★ Let a student
choose one of the volunteers and ask
----What are you wearing?
----I’m wearing______.
Then ,ask the other students :What's he/she wearing ? See if Ss
can answer: He's / She's wearing_____ .
(设计说明：通过创设贴近生活的情境，培养真实的对话与交际能力，使合作精神在潜移默化中得到锻炼,充分调动学生的学习热情，使学生在玩中有所收获。)
Step4:Learn to say the text
(1)Do you want to know what Danny and Jenny wearing? Listen to
the text and answer questions：
1) What are Jenny and Danny wearing?
2) Is Danny wearing socks?（带着问题有目的的听课文录音，培养学生的听力和理解能力。）
(2) answer the question
(设计说明：将两个问题都以文字的形式出现，可以照顾差异，让学困生更好的了解学习任务。)
(3)Look at the picture, read and
practice in pairs and say. Then act it out.
(设计说明：通过读说，检查同学们对文章的理解能力，训练口语表达。)
(4)Now , I hope every group select two
students and act their dialogue in front of classroom.
Step5:Conclusion
This class ,
we’ve reviewed and learnt all kinds of clothes. I hope you’ll use them in our daily life as much as possible. Can
you make a chant by using the main words and sentences?
Let’s chant:
Wearing, wearing what are you wearing ?
A yellow hat, a yellow hat , I’m wearing a yellow hat.
Wearing, wearing what are you wearing ?
A red sweater ,a red sweater ,I’m wearing a red sweater.
Wearing, wearing what are you wearing ?
Black jeans, black jeans, I’m wearing black jeans.
Wearing, wearing what are you wearing ?
Blue shoes , blue shoes, I’m wearing blue shoes.
Step7:Homework
1、Review
Lesson 19 read the text 2 times; copy the new words 3 times.
2、Tell
your good friends what you are wearing.
3、Talk
about what your friend wearing is.
(设计说明:作业设计符合小学英语教学所倡导的“听说领先，读写跟上”的原则。而不同的层次的学生自由选择第二、三项作业为自己要完成的项目，让其都有表现自己的机会，每人都有获得成功的喜悦。)
板书设计：
Lesson19 What are you
wearing?
a coat These are shoes. I'm wearing ...
a cap jeans.
课后反思
本教材是以三年级起点第四册Lesson19
What Are You Wearing?本课以clothes即衣服为话题，先复习一些与衣服相关的英文单词，引出服装单词jeans,cap的教学，然后通过对话加深对单词的记忆并学会用英语表达自己及同学的衣服。
在教学中，由歌曲导入，以一首“He’s
wearing red pants.”开始本课教学。歌曲课件的运用激发了学生兴趣，歌曲的演唱既活跃了课堂气氛，又使学生对课文服装单词重点句式进行了有效复习，从而实现了学中玩、玩中学。
本节课单词教学中，我注重温故而知新，努力使学生所学知识更加系统化。我采用多种教学形式，调动学生学习的积极性，使学生乐学好学。我借助服装图片，以引导学生开展逛商店活动，从而复习了已学的服装单词，为本课对话的学习及引出新授单词jeans，cap做好了铺垫，新旧知识衔接紧凑自然。同时学生学习的积极性一下子就被调动起来了，学习热情高涨。
我又引导学生在黑板上进行单词分类，即把单数形式的单词贴在一起，把复数形式的单词贴在一起，边贴边用相应句式描述单词，从而有效复习了两种句式，避免了混淆。
在进行对话练习时，我充分发挥学生的主体作用，在师生对话示范之后，各小组对话，然后再展示，使得口语表达能力和学以致用的能力得到了有效培养。而后联系生活实际，进行时装表演，运用于生活做自己的对话，最后到课文所创设的场景，让学生能够自如的询问和回答，在练习时设置不同情境，在特定的情境中去感知语言并感受语言的魅力，在活动中同学们学习热情高，兴趣浓，能积极参与到活动中来，对单词和句子掌握好。同时学生的合作意识得到了加强。
在对课文的学习中，我充分借助课本中生动形象的画面，图文并茂，激发了学生学习兴趣，并在听力之前我提出了几个问题，What are Danny and Jenny wearing ?Is Danny wearing socks ? 以引导学生有针对性认真学习，学生听得认真，问题回答得准确。
本节课的不足之处是：课上对学生关注面较窄，尤其是语言交际能力差的学生，应让不同层次的学生都参与到课堂活动中来，都得到锻炼的机会。
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