一、课前问候

（设计意图：整理课堂秩序，拉近师生距离，为教学的有序开展做好准备。）

二、热身与导入

1、重温上节课歌谣，边唱边打节拍。

T: Before our class, we will chant what we have learnt last class. Show me your hands. Ready?

Ss：Go! Chant: Sweater, sweater, I've got a yellow sweater.

Dress, dress, I've got a pink dress.

Coat, coat, I've got a red coat.

T-shirt, T-shirt, I've got a blue T-shirt.

（设计意图：以自编的chant导入，既能活跃课堂气氛，又能回顾上节课的重点词汇和句型I've got...，唤醒学生已有的知识储备，为新课教学做好铺垫。）

2、学习并操练新词clothes, put on的同时，介绍本堂课的评价机制，表现优秀的同学得一张衣物卡片并"穿上"，比比那组的"衣物"最多，授予"时尚达人"称号。

T: What's the chant about?

Ss: It's about 衣服。

T: Yes! It's about clothes. (板书clothes，高低音，连环炮等方法操练clothes.)

T: Could you show me how we use the clothes? （学生比各种"穿"的动作）

T: Wow! You put on the clothes.

In this class, if you do a good job, you can get some clothes and put on them. Let's see which group put on the most clothes. ((板书put on，男女生，边做边说等方法操练put on.)

（设计意图：简单新颖的评价方式，预设了评价机制，激发学生的竞争意识和学习热情。）

三、呈现与操练

1、学生介绍自己的衣物，将相应的衣物词卡挂在线上，学习并操练新词shirt, orange, trousers, brown, shoe.

T: Then what clothes have you got?

Ss: I've got a T-shirt.

T: Nice! Then what color?

Ss: I've got a yellow T-shirt.

T: Well done! You've got a yellow T-shirt. Here's a yellow T-shirt. （奖励一件"衣物"）

Ss: I've got this.

T: Wonderful. You've got a shirt. (板书shirt，开火车，升降调等方法操练shirt.) I've got a shirt, too.

Look at me. What color?

Ss: 橙色。 T: You're right. I've got an orange shirt. Here's an orange shirt.

(板书orange，快慢音， 男女生等方法操练orange. 板书I've got... Here's a/an...)

用类似的方法学习与操练trousers, brown, shoes.

（设计意图：1、以学生为主体，让他们用重点句型I've got... Here's a/ an... 来介绍自己的衣物，在真实的情境中学习shirt, orange, trousers, brown, shoe；2、联系刚学的put on, clothes，及时巩固运用新知。）

2、老师拿出不同的帽子，对比学习cap---hat, 让男生带女帽，女生戴男帽，学生给老师戴歪帽子，学生穿老师的大鞋子等情境，学习funny

T: Thank you for sharing your clothes with me. Now Ms Zhang will show you what I've got. (拿出鸭舌帽) Here's a ...

Ss: Cap!

T: Bingo! I put on it. Am I pretty? (同学们大笑) Then how about this? (老师拿出一顶女帽) Here's a ...（学生们误说是cap）Are you sure? They are different. (板书cap--hat，对比学习，引出课题 M10 Unit 1 Here's a red hat. )

T: Do you like these? Ss: Yes!

T: OK! I would like to invite you to put on one of them. Who wants to try? Ss:...

T/Ss: Put on the hat/cap. (让男生带女帽，女生戴男帽，学生给老师戴歪帽子，老师示范后，请"小老师"上台发令，另一个同学戴帽子，检查学生hat的掌握情况。此外，让学生看的同时，老师说Look at him/her. 让学生对look at 有初步的印象和感受。)

T: I've got a pair of shoes, too. Would you like to try? Don't be shy! Come on. (请学生上台试穿老师的大鞋子，再次引得学生们大笑。)

T: You laugh quite a lot. Why? Ss:...

T: Oh. So it is funny. (板书funny，"哈哈funny"操练。)

（设计意图：1、帽子实物，让学生形象感知帽子的区别cap---hat; 2、简单有趣的情境，让学生领会funny，做中学，学中用；3、在真实情景中继续运用重点句型Here's a/an... I've got ...,确保大部分学生能学以致用，灵活使用该句型；4、多次提及look at, 让学生从视听中感知，为接下来look at 的学习打好基础。）

3、 情境：老师和同学要去参加班上Kelly的生日聚会，忘记带礼物再返回家，学习look at, party, come (back), open.

(老师整理衣着，戴好帽子。) T: Look at me. (板书 look at). Am I beautiful?

Ss: Yes. T: I'm pretty now. I will join a party. Do you know whose party it is?

Ss: Kelly! T: Right! It's Kelly's birthday party. (板书party)

T: Are you Kelly's friends? Ss: Yes. T: Me too. Would you like to go with me?

OK! Let's go together. Come here. (板书come ---go对比学习)

(忘了带礼物) Oh, my god. I forget to bring the present for Kelly. I should come back home. Come back with me. (补充板书 come [back]----go [away])

改编歌曲 "Rain, rain, go away"，对比学习与巩固。

Rain, rain, go away. Come back another day. Little Polly wants to play. Come back another day.

T: OK! We get home. I should open the door first. (假装去开门。) The present is here. Can you guess what present? (学生猜礼物) T: NO...If you open the box, you will know. But Kelly will open it later. (板书open, 通过让学生打开书、门、窗户、眼睛等习得open.)

Now everything is OK. Let's go. Please open your books and turn to page 56.

(设计意图：1、以班上同学的生日聚会为情境，贴近学生生活，寓学于境；2、改编歌曲，对比学习come back---go away, 让学生能在愉悦的节奏中掌握新知；3、充分利用课堂资源，开发课堂生成情境，学习和运用open.)

四、课文学习

1、利用之前挂在绳子上的衣物，学习 课文1 Listen, point and say.

T: Look. We hang the clothes on the line. Is it safe? Let's see what happens.

(播放A1课文动画，第一遍整体感知。第二遍回答问题，第三遍跟读模仿，3人一组对话)

（设计意图：1、利用之前挂在绳子上的衣物，联系所学，带着疑问观看动画，生动有趣，发人深思，巩固和运用新知；2、小组协作的任务学习，培养学生的合作精神。）

2、 学习课文2 Listen, point and find "Here's ..."

T: Sam and Amy take part in the show in School's English Day. Now they are changing their clothes. What do they become? Let's have a look.

(播放A2课文动画，第一遍整体感知。第二遍回答问题，第三遍跟读模仿。)

（设计意图：1、在之前新词的学习操练后，学习课文，融会贯通；2、跟读模仿录音，培养学生的语音语调。）

五、拓展延伸

1、 两人一组，练习对话，上台进行动画配音，评选"最佳搭档"。

T: Work with your partner. Practice the dialogue. Pay attention to the pronunciation and intonation. Two minutes for you. Ss: ...

T: Time's up. Who wants to try? Come here please. Ss: ...

Well done! Big hand for them. You are a "Golden Pair".

(设计意图：小组合作配音，锻炼学生的团队协作能力。)

2、 "西部牛仔"文化简介

　　西部牛仔（West cowboy），是指18至19世纪的美国，在西部广袤的土地，一群热情无畏的开拓者。在美国历史上，他们是开发西部的先锋，他们富有冒险和吃苦耐劳精神，因此被美国人称为"马背上的英雄"。

T: West cowboy is the pioneer of American Western Land. They are brave and hard-working. So they are entitled as " Heros on the horse".

T: What do you learn from the west cowboy? Ss:...

T: Excellent! We should always be tough no matter what we are faced with.

(设计意图：1、通过对"西部牛仔"的了解，拓展学生的视野，感受中西文化差异，培养其国际意识；2、寓德育于课堂教学中，教育孩子要勇敢地面对困难，在学习和生活中都要有吃苦耐劳的精神。)

六、课后任务

1、 完成"每课一评"的学生自评表，下节课上交。

2、 向同伴们介绍你最喜欢的衣服，用I've got...Here's a/an ...

3、 自己设计一套服装，画好，下节课展示，并运用所学英语介绍。

4、 熟读课文，读给父母听。

板书设计：

Module 10 Unit 1 Here's a red hat.

cap---hat I've got ... put on clothes

funny Here's a/an ... (orange) shirt (brown) trousers shoes

look at

party

come (back)---go (away)

open

（设计意图：中间呈现重点句型，左边新词，右边结合简笔画、绳子和词卡，总结衣物词汇。） 6．教学评价设计 　　评价内容：课内评价：1、设立评价机制，表现优秀的同学得一张衣物卡片并"穿上"，比比那组的"衣物"最多，授予"时尚达人"称号；2、老师根据学生表现给予相应的评价性语言；3、生生互评；

课后评价：完成"每课一评"的学生自评表，有关于课堂回答状况、参与程度、听说做的表现等栏目，学生自己根据实际情况，给各项目勾选1~3颗星。老师回收自评表，给予核定。

　　评价方法：1、评价机制、师生评价、生生互评和学生自评等多方式交互使用，保证评价的客观性、整体性、指导性和发展性；

2、课内外评价相结合，延续评价，保持评价的激励作用；