1、Lesson 20 Teaching DesignItems Specific contents Supplement教学设计思路Summary of Teaching Design教师在歌曲“What are you wearing today?”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Teaching Aim1.Knowledge and abilities (1)词汇：shoes socks dress shorts（四会）(2)句型：Is t
2、his his/her.? Are these his/her?2.Course and methods(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.Emotion and attitude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Key Points and Special DifficultiesSpecial Difficulties(1)sock 的读音。(2)一般疑问句的句式和回答：Is this his
3、/her Are these his/her?教学媒体Teaching Mediaradio and tape recorder, projector, pictures relating with the text, computer and disk教学过程Teaching Course1.Lead inStep one: 与学生近距离的问候，Greeting.T: Hello lovely boys and girls. How are you?S: Im fine. And you?T: Im fine too.T: Lets listen to a song “What are yo
4、u wearing today?” Step two: RevisionThe teacher and students play the game “Who is quick?” (见“interesting game 1”)Step three:The game “Who is quick?”, at the end, the teacher puts some words of this text on the blackboard.T: Ok. In the following, we are going to learn these words. First, lets get do
5、wn to the pronunciation.T: You have a try. 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。2.Start new lessonStep one: Learning the words.(1)The teacher gives the pronunciations and the students follow.(2) The students practice the
6、pronunciation in pairs. ( One reads and the other listens, then take turns)Step two: Practice(1)The teacher points the pictures at random and the students give the words.(2) The students write words on the pictures. (3) The teacher divides the students into several groups, and hold a “competition” a
7、mong the groups. (The teacher writes the words on the blackboard, asking students to put the pictures under the words.)(4)The students draw their favourite clothes.Step three: Learning part 2(1) T: Are they your socks?S: No./ No, its not mine.T: Whose dress is it?S: Step four: (1)The teacher plays t
8、he audiotape and the students listen.(2)The teacher asks the following questions:Are they Jennys shorts?Whose dress is it?Step five: Pair works(1)Students work in pairs to practice.(2)The students practice in pairs with the words learned before. Step six: PracticeThe students make dialogue with the
9、words on this text.参见“interesting game 2”教师借助衣物进行教学，比如一双新袜子。参考 “interesting game 3”Step seven: SummaryThe teacher and students recall the key points together.Step eight: Homework3.Interesting games(1)Who is quick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，
10、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) Write words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) Make a dialogue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Assessment in Class1.The teach checks the students usage of language by letting them play interesting little games.2.The teacher let students take part in assessment by putting their judgment into account and let them comment on each other.3.The teacher lets the students do exercise to check their mastery of language.
