1、Unit 5 Look at me!Story timeTeaching contents 教学内容Story timeTeaching aims and learning objectives 教学目标1. 能准确认读新词 cap, T-shirt, skirt, coat, jacket, sweater, nice, great；.2. 能了解和初步运用句型 Look at my和服装类新词来展示自己的衣服，并会用 Its nice./How nice!/Its great./Great.在适当的情境下评价他人的衣服。3. 能听懂展示新衣情境下的对话。4. 能认读和朗读 Story ti
2、me 部分的句子。5. 能初步运用所学内容展示自己的新衣。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：学生能正确地理解并朗读对话，在教师的引导和帮助下尝试表演对话。教学难点：能在真实的情境中运用所学句型和词汇谈论新衣。Teaching procedures 教学过程Step1. Pre-readingT: Hello, boys and girls. Look at me. (PPT 呈现一张照片)Im Amy. How am I?S: Happy/ Nice.T: Look at me. Im Amy. I
3、m happy. Im nice. How about you? Look, some of you are here. If you see yourself, please stand up and say “Look at me. Im ”S: Look at me. Im 【设计意图：屏幕上快闪班级里孩子的照片，闪到谁谁就站起来用“Look at me. Im ” 来介绍自己，带动学生在课堂开始时的学习热情，也为下一步学习”Look at”进行铺垫。 】Step2. While-reading 1. Learn the new wordsT: We are all very happy
4、, and our new friend is happy too. Whos she? (呈现杨玲)S: Yang Ling.T: Guess why she is so happy.S: (学生可以用中文来猜测)T: Oh, listen. (播放录音 Look at me. Im Yang Ling. I m happy. I have a party.)T: So Yang Ling will go to a party and what will she do before the party?S: 打扮自己 , 选衣服T: Lets follow her and see her c
5、loset. (呈现杨玲的衣柜 )T: Whats this? (呈现衣柜里的一件件衣服)T: (教学 learn “T-shirt”, “skirt”, “cap”, “jacket”)2. Consolidate the new words.Game: shooting the new words.T: Look, some of Yang Lings clothes are in our class. Lets shoot them and put them into her closet.(请若干个同学拿着不同的衣服站在教室不同角落，当老师喊某件衣服时，全班同学手握枪的姿势射向拿着该衣
6、服的同学，嘴里发出 Bomb 的声音)【设计意图：以游戏的形式复习新学的四个衣服类单词，同时将学生学习的气氛推向高潮。 】3. Present the dialogueT: Yang Ling has so many nice clothes. What clothes does she choose? Please watch and tick. (播放动画)S: T-shirt, skirt, capT: When Yang Ling puts on the clothes, what does she say?S: Look at my T-shirt/skirt/cap.T: If y
7、oure Yang Ling, how to say this sentence?S: (揣测人物内心，有感情地进行表达)T: Yang Ling likes her clothes very much. How about her mother? Does she like Yang Lings clothes? (出示杨玲妈妈的图片)How do you know? Try to underline the sentences and read.S: Its nice! How nice! Its great! Great!T: Mum says “Its great”. What doe
8、s great mean? Can you guess?S: Guess the meaning.T: If youre Mum, try to read the sentences.S: (揣测人物内心，有感情地进行表达。)【设计意图：通过揣测和体会人物内心的世界，并进行有感情的朗读，真正达到对于文本的理解和记忆。 】Step3 Post-reading1. Read after the tape. (标注升降调 )2. Read together.3. Read in roles.T: Whod like to be Mum? Sit down. Whod like to be Yang
9、Ling? Stand up.4. Act the story in pairs.Homework 家庭作业1. 听录音，有感情地跟读课文 3 遍，并表演对话。2. 假如你的朋友邀请你去参加她的/他的生日派对，你想请你的爸爸或者妈妈为你参考如何穿衣，你能根据这个场景编一个对话吗?板书设计：Unit 5 Look at me!Look at my cap. Its nice.T-shirt How nice!skirt Its great.coat Great!sweater Look at me!说课:本节课一开始以学生的生活照片引入，迅速激发学生学习的兴趣同时也为本课时的重点句型”Look at”进行铺垫。在阅读中直接引入本课时的主人公杨玲并预测“她将要干什么” ，激发了学生阅读的兴趣。教师自己加入旁白，使得故事更加完整。在课文对话呈现中，始终以杨玲为主线，带领学生通过看动画，找出她所挑选的衣服；通过画出关键句，找出母亲对于衣服的评价。这两项活动对文本内容从理解到语言点上都进行了梳理。教师让学生在情境中及时去感受人物的内心，并有感情地朗读两个人物各自所说的句子，这也是对于文本理解的进一步加深。相信不同的理解会读出不同的语气。