冀教版三年级下：Lesson20ShoesandsocksLesson20TeachingDesignItemsSpecificcontentsSupplement教学设计思路SummaryofTeachingDesign教师在歌曲“Whatareyouwearingtoday?”在轻松的氛围中展开本次教学，同时在歌曲中复习前面的知识为新知识的教授进行铺垫，教学过程中教师借助直接法、听说法、角色表演、小游戏等方式帮助学生怀着较高的兴趣学习并巩固本课的知识。教学目标TeachingAim1.Knowledgeandabilities(1)词汇：shoessocksdressshorts（四会）(2)句型：Isthishis/her….?Arethesehis/her…?2.Courseandmethods(1)教师采用直接法、听说法、视听法等帮助学生对所学知识有一个较全面的了解，并鼓励学生大胆进行口头表达。(2)教师为学生创设情境，让学生通过角色表演、小组合作等方法对所学知识进行巩固和运用。3.Emotionandattitude教师让学生在小组合作中感受集体的力量，怀着愉悦的心情进行学习。教学重难点KeyPointsandSpecialDifficultiesSpecialDifficulties(1)sock的读音。(2)一般疑问句的句式和回答：Isthishis/her…Arethesehis/her…?教学媒体TeachingMediaradioandtaperecorder,projector,picturesrelatingwiththetext,computeranddisk教学过程TeachingCourse1.LeadinStepone:Greeting.T:Hellolovelyboysandgirls.Howareyou?S:I’mfine.Andyou?T:I’mfinetoo.T:Let’slistentoasong“Whatareyouwearingtoday?”Steptwo:RevisionTheteacherandstudentsplaythegame“Whoisquick?”(见“interestinggame1”)Stepthree:与学生近距离的问候，有助于师生交流，消除学生的紧张感，为营造良好的学习氛围，为接下的教学作好铺垫，学生相互问候，使全班互动。唱英文歌，可以激发学生的热情，对于培养语感，活跃课堂气氛有很大的作用。让学生在轻松、愉快的语言环境中记忆单词，提高英语学习兴趣。1Thegame“Whoisquick?”,attheend,theteacherputssomewordsofthistextontheblackboard.T:Ok.Inthefollowing,wearegoingtolearnthesewords..First,let’sgetdowntothepronunciation.T:Youhaveatry.2.StartnewlessonStepone:Learningthewords.(1)Theteachergivesthepronunciationsandthestudentsfollow.(2)Thestudentspracticethepronunciationinpairs.(Onereadsandtheotherlistens,thentaketurns)Steptwo:Practice(1)Theteacherpointsthepicturesatrandomandthestudentsgivethewords.(2)Thestudentswritewordsonthepictures.(3)Theteacherdividesthestudentsintoseveralgroups,andholda“competition”amongthegroups.(Theteacherwritesthewordsontheblackboard,askingstudentstoputthepicturesunderthewords.)(4)Thestudentsdrawtheirfavouriteclothes.Stepthree:Learningpart2(1)T:Aretheyyoursocks?S:No./No,it’snotmine.T:Whosedressisit?S:…Stepfour:(1)Theteacherplaystheaudiotapeandthestudentslisten.(2)Theteacherasksthefollowingquestions:·AretheyJenny’sshorts?·Whosedressisit?Stepfive:Pairworks(1)Studentsworkinpairstopractice.(2)Thestudentspracticeinpairswiththewordslearnedbefore.参见“interestinggame2”教师借助衣物进行教学，比如一双新袜子。参考“interestinggame3”2Stepsix:PracticeThestudentsmakedialoguewiththewordsonthistext.Stepseven:SummaryTheteacherandstudentsrecallthekeypointstogether.Stepeight:Homework3.Interestinggames(1)Whoisquick教师把学生分成两个小组。教师在黑板上贴上前面所学的衣物的图片，然后每次从两个小组中各选一名学生到教室前面，教师给出衣物的单词，两名学生快速从黑板上的图片中选出该单词对应的图片，最先找到图片的学生所在的小组获得加分。每轮比赛测试三到四个单词，然后进行下一轮。最后积分高的小组获胜。(2)Writewords教师把事先备好的图片上，写对应的英问单词。教师给学生限时，完成的最出色的学生获得小奖品。(3)Makeadialogue教师让学生小组合作，运用本课的知识编出新的对话，然后各小组进行表演，教师选出合作最好的小组和最有创意的小组。课堂评价AssessmentinClass1.Theteachchecksthestudents’usageoflanguagebylettingthemplayinterestinglittlegames.2.Theteacherletstudentstakepartinassessmentbyputtingtheirjudgmentintoaccountandletthemcommentoneachother.3.Theteacherletsthestudentsdoexercisetochecktheirmasteryoflanguage.3
