沪教牛津版(六三制三起)五年级下册Unit 8 Buying clothes教学设计

Unit 8 Buying clothes

【第一课时】

【教学目标】

1．通过Ask and answer的问答练习，帮助学生掌握本单元的核心词汇和句型。

2．通过Look and learn栏目，帮助学生学习本单元的生词。

【教学重难点】

1．能掌握单词：which, trousers, sweater, coat, shoe, try…on

2．会运用句型：Which (pair of) … do you like, the …one or the … one?

I like the … one.

【教学方法】

任务教学法、情景教学法。

【教学过程】

Ⅰ. Pre-task preparations

1．让学生欣赏一些服装杂志中的图片，复习已学的服装类词汇。

T: (show a picture of clothes in a fashion magazine) What do you see?

S1: A T-shirt.

S2: A dress.

然后询问学生在不同的季节穿什么衣服。

T: What clothes do you have for spring/summer/autumn/winter?

S1: I have a shirt for spring.

S2: I have a dress for summer.

2．请学生欣赏一首有关服装的歌谣。

What are the girls wearing?

The girls are wearing long jackets, white T-shirts, black socks and short shorts.

What are the boys wearing?

The boys are wearing long jackets, black T-shirts, white socks and short shorts.

可根据教学需要教授单词jacket。

Ⅱ. While-task procedures

1．根据教学活动中的歌谣内容提问并导入单词clothes。

T: Where can we buy these clothes?

S1: At the clothes shop.

T: Yes. We can buy the clothes at the clothes shop.

告诉学生clothes是衣服的总称。然后，出示Look and learn中的单词卡片，并逐一教学，让学生模仿并掌握每个单词的发音。

T: (show a picture of a jacket) What is this?

S1: It is a jacket.

T: What color is it?

S1: It is green.

T: (show a picture of a coat) Is this a jacket?

S1:No.

T: It is not a jacket, it's a coat. C-o-a-t, coat.

Ss: C-o-a-t, coat.

2．将学生分成两大组，各组派一名学生代表。教师读出哪个单词，学生就触碰这个单词的卡片并读出这个单词，先碰到的可得一分。然后教师出示四张服装图片，随后拿掉一张，让学生猜猜缺了哪张图片。

T: Which picture is missing?

S1: I can see a jacket, shorts and shoes, but I can't see a coat.

...

3．出示不同颜色的相同服装图片，教学句型Which (pair of) ...do you like, the...one or the...one? I like the ... one.

T: What's this?

S1: It is a dress.

T: What color is it?

S1: It is pink.

T: What is that?

S1: It is a dress too.

T: What color is it?

S1: It is blue.

T: Look at the dresses. Which dress do you like, the pink one or the blue one?

S1: I like the pink one.

T: What are these?

S1: They are shoes.

T: ...

然后，教师将句型的问答形式写在黑板上，让学生跟读。

4．形式根据Ask and answer的图片和句型提示结对问答。形式可结合已学句型，丰富对话内容。

Ⅲ. Post-task activities

给学生创设情境，让学生根据教师所创设的情景，新编对话。