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（1）[设计理念]
面向全体学生，围绕素质教育，把语言训练融入于各种情景及活动之中，营造轻松愉快的教学氛围，培养学生热爱学习，团结协作，学会和谐相处与相互欣赏的精神，使学生学会主动学习，增强自信心和成就感。我将本节课设计为第二课时，学生在第一课时初步掌握了八种服装类单词的基础上，来进行日常的交谈，来欣赏赞美别人的衣服！
（2） [教学过程]
step 1 free talk
1. sing a song :《hello! how are you?》
2. free talk: hi/hello/how are you?/nice to meet you!/good morning!
教师面带微笑的走到学生们面前，边与学生握手边问候。
3.show a toy cat.
the teacher introduces the toy cat to the students.
t: hello, boys and girls, this is kitty, now i’m kitty.
nice to meet you, boys and girls.
ss: nice to meet you, kitty.
t: who want to be kitty? let’s make a dialogue.
t: look, what’s this? .
sk: it’s a ….(课件中出现前面学过的服装和文具类图片)
t: what colour is it?
sk: it’s….
t: yes, it’s smart/pretty/nice.
[设计思路：一个简单的微笑、问候，让师生成为了最亲密的朋友。在这种宽松的氛围中，每个学生都勇于说英语，增强了自信。而且，此对话可反复操练多遍，使学生逐步感知赞美的句子。]
step2 presentation
1. teach: look at my…. it’s nice.
a.在free talk操练熟练的情况下，课件中出现教师的一张穿着新衬衫的照片:
t: look, what’s this? ss: it’s a blouse.
t：look at my new blouse. it’s pretty. yes or no?
ss: yes.
t:(point to my jacket) look at my jacket. it’s nice.
b. (point to own jacket)
read after t: look at my jacket. it’s pretty/nice.
t: who wants to show your clothes? s-t work in pairs:
s1:look at my jacket. t: it’s nice.
s2:look at my sweater. t: it’s nice.
s3:look at my skirt. t: it’s pretty.
2. teach: look at his/her…. it’s smart/pretty.
a.出现了liu tao穿了一件漂亮的 shirt，教师指着shirt
t: look, what's this? it's very smart.
ss: it’s a shirt.
t: look at his shirt.
ss: it’s nice.
b.出现了yang ling穿了一件漂亮的 jacket，教师指着jacket
t: look, what's this? it's very pretty.
ss: it’s a jacket.
t: look at her jacket.
ss: it’s pretty.
c. read after t: look at his shirt. it’s smart.
look at her jacket. it’s pretty.
t:(point at a boy’s/girl’s clothes)
look at his /her….
ss: it’s smart/pretty.
ss practice in pairs.
3.teach: look, this is/that’s…. how nice!
a. t:(point at a girl’s jacket) look, this is her jacket.
ss: it’s nice.
t: can you try to show your clothes?
ss: look, this is my ….
t: it’s nice!
出现了liu tao叫helen看yang ling的jacket，教师指着jacket:
read after me: look, this is her jacket. it’s nice.
ss practice in pairs
b. t:(手指远处一学生桌上教师的毛衣) oh! look, that’s my sweater.
how nice! yes or no?
ss: yes! how nice!
read after me: look, that’s my sweater. how nice!
s1 points at the clothes. s2 praises that clothes.
s1: look, that’s his jacket.
s2: how nice! ……
[设计思路：语言学习的目的是运用于真实的生活中。英语学习也不例外，目的要培养学生交际的能力。在课堂上，教师为学生设计较为真实的语言环境，激发他们使用英语交流的欲望，并鼓励他们养成在日常生活中使用英语的习惯。]
step3 consolidation.
1. say a rhyme:
this is a shirt. this is a shirt. look at his shirt.
that's a blouse. that's a blouse. look at my blouse.
this is a jacket. this is a jacket. look at her jacket.
that's a sweater. that's a sweater. look at my sweater.
oh！how nice！
2.listen to the tape and read after it. then ss read the text together .（出示课文）
a. 跟读课文
b. 齐读课文
c. 分角色表演, 小组竞赛
[设计思路：对于学习英语起始年级的学生来讲，成就感能够培养其在学习中的自信心。通过小组竞赛的游戏，既能培养学生的团结合作精神，增强学生的竞争意识，激发学生的学习热情，同时也能够令胜利者获得成就感，从而更加热爱学习，相互学习。]
3.play a game: fashion show 时装秀
让学生在课前搜集一些日常生活中的废旧物品（如报纸等），让他们几人一小组，进行手工制作，通过自己灵巧的小手，充分发挥自己的想象，设计出美丽大方、款式各异的服装，然后将其展示给大家。
t—s1示范
t: hello, boys and girls. look at my coat!
ss: how nice!
s1: look, this is my…. that’s my….
t: how beautiful! how nice!
… …
4.sing a song 《colour song》
[设计意图：小学生好奇、好乐、好胜、好玩，对游戏、比赛、小诗情有独钟，在这个环节中我设计了fashion show这个游戏，不仅符合学生年龄特征，使他们全身动起来，更能促进学生迎接挑战，勇于竞争的良好心理素质的形成。]
step4 homework
要求学生到生活中去说衣物类单词，回家后用今天学的句型向爸爸妈妈朋友介绍自己设计的衣服，也可以在爸爸妈妈的帮助下设计制作更加漂亮的衣服。可以在自己的或家人的衣橱里为衣物挂上卡片。让我们感受到在生活中英语无处不在，从而更好地学习英语，常用英语。
（3）[教学反思]
本课的对话为学生提供了一个展示服装的情景。通过几个人物的对话，让学生掌握look at … 、 look ，this is…和 look ，that’s… 的句型，并学会简单的赞美别人的回答。在教学过程中，我采取了多样化的教学方法，促使学生听觉、视觉、动觉共同参与，学生们充满了学习的热情。开头的歌曲热身活跃了课堂气氛，营造了轻松自如、快乐活泼的学习氛围，最后以游戏的形式巩固拓展，不但吸引了学生的注意力，还让学生真正体验到学习的快乐，促使学生乐学、好学。
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