案例名称：It’s A Nice T-shirt
【教学内容】
广州市教材小学英语第三册Unit 3 It’s A Nice T-shirt
本课是Unit 3 It’s A Nice T-shirt的第四课时，是一节巩固课。学生在前面三个课时已经掌握了有关clothes的词汇，学会描述衣服的颜色，学会用He’s
/ She’s wearing…..描述人物的穿着，并且能在特定的情景下，结合所学过的句型进行英语交际。本节课的主要任务就是利用网络为学生提供更多的学习资源，提供更多的主题和场景，并新旧知识有机融合，通过自主听读dialogues，stories，PPT
talking，guessing game等活动，充分调动学生学习的主动性，扩大学生的语言训练，引导学生有重点地“说”，有情景地“说”，更综合性地“说”。
【学情分析】
1、 情意基础
学生是建设大马路小学二年级实验班的学生，有23人，进行跨越式试验了一年多了，对英语有浓厚的兴趣，思维较活跃，有创新精神，表达欲望强烈，能积极配合老师，参与课堂活动。
2、 知识基础
(1) 学生已经掌握了有关clothes的名词，如: T-shirt，shirt, sweater, skirt,
dress, jeans, socks and shoes；
(2) 学会描述衣服的颜色，如What color is the T-shirt/…?
It’s red/….
(3) 学会描述人物的穿着，如 He’s/She’s wearing…..
(4) 能够进行简单的情景会话，如Do you like blue? Do you like a blue sweater/…?
Do you want….? It’s nice. I like it too.
3、信息技能
学生已经掌握开机、关机、点击等简单的操作技能，能在计算机的辅助下进行自主学习。
【资源准备】
自主听读资源：4dialogues about Liu
Xiang, Miss Yu (English teacher) Jacky(classmate), Beckham;
3 stories: Little tadpole is looking for his mum, The proud
peacock, The fox and the bird.
辅助言语交际的材料：学生熟悉的人物图片、故事的PPT.
【活动过程】
Step I Warm-up &
Revision
1) Song & Greetings :My clothes
T: Boys and girls, let’s sing a song to begin our class, OK?
G1&2: a dress and a shirt, G3&4: a sweater and pants,
then shoes and socks, the whole class sing together….
2) Free talk (PS activity):
T: How wonderful you are? (Give each group points)
Hello, boys and girls. Do you like blue/…? What color do you
like?
Do you like a blue dress? Do you want one?
3) Situational dialogue
Set up a situation (in a clothes shop), T to be a shop assistant
and S to be a customer.
T: Oh, you want some clothes, so let’s go shopping, OK? …(
show the picture)
Here we are, This is a clothes shop. What do you want?… Now
I’m the shop assistant, who can be the customer?
T: Can I help you?
S: I want a cap/...
T: Do you like the green cap/…?
S: Yes, I do. /No, I don’t. I don’t like green. I like blue.
T: What about this one?
S: Oh, it’s nice. I like it. Thank you.
T: You’re welcome.
通过PPT为学生提供此情境，再给学生相关的key points，辅助学生进行俩俩对话（由PS Activity
——SS Activity ）。
（通过free
talk和situational dialogue，让学生在特定的情景中运用所学的单词、句型进行语言交际，既唤醒旧知，又提高语言的实践能力。）
Step II Dialogues
1) Guides Ss to learn the dialogues.
T: Today we have four friends to our class. Who are they? What
are they wearing? Here are 4 dialogues for you. Please listen
carefully and read it out. After that, I hope you can tell me
who they are.
为学生提供四个对话，对话中的人物是学生熟悉和喜欢的，让学生仔细听读。
Dialogue1:
A: Who’s he?
B: He’s Liu Xiang.
A: What’s he wearing?
B: He’s wearing a sports T-shirt and sports shorts.
A: What color are they?
B: They’re red.
A: What can he do?
B: He can run and jump. He’s an excellent athlete.
Dialogue 2:
A: Who’s that lady?
B: Oh, she’s Miss Yu, our English teacher.
A: What’s she wearing?
B：She’s wearing a white T-shirt, blue jeans and green trainers.
A: Is she tall?
B: Yes, she is.
A: Where is she?
B: Oh, she’s on the Great Wall.
Dialogue 3:
A: Who’s that boy in a white T-shirt and blue pants?
B: Oh, he’s Lin Xianle. His English name is Jacky.
A: How old is he?
B: He’s 8.
A: Can he play baseball?
B: No, he can’t, but he likes playing table-tennis.
A: Are you good friends?
B: Yes, we are.
Dialogue 4:
A: Who’s it? Is it Beckham?
B: Yes，it is.
A: Can he play soccer?
B: Yes, he is good at playing soccer. He is a superstar.
A: Is he wearing white sports clothes?
B: Yes, he is.
A: What’s the number of his clothes?
B: It’s 7
（此环节结合学生的生活实际，选择他们熟悉的人物为题材，将What’s
he/she wearing? He’s/She’s wearing…融于情景对话中，同时新旧知识相联系，将前面学过的有关能力和外貌的句型结合起来，促进学生对所学知识的回忆，产生积累性学习，丰富他们的语言表达。）
Step III: Practice
1) Check
T: You did a good job. Now can you tell me who they are? What
are they wearing?...
选择其中一幅图片（刘翔）进行师生问答，检查学生的听读情况。
2) Picture talking
为学生提供更多的人物照片 (Beckham, their class teacher，their classmate…)让学生选择自己喜欢的图片进行描述，其他同学来猜Who’s
he/she?。
老师先做示范：
Key points:
? He’s/She’s wearing….
? He’s/She’s tall/…
? He/She has …eyes/….
? He/ She can …
? He’s/She’s a teacher ….
? Who’s he/she?
通过小组竞赛，鼓励学生比一比看谁说得多(one sentence one point)。
（此环节分成两个部分，先是对学生听读情况的反馈，然后为学生提供幅他们所熟悉的人物的照片，让学生在key
points的辅助下，选择他们所喜欢的一幅照片，从外貌、特长进行描述，其他同学来猜Who’s he/she?，通过guessing
game，既调动了学生的主动性，又提高学生的综合说的能力。）
Step IV Stories
1）Story ：Little tadpole is looking for his mum.
老师将学生熟悉的“小蝌蚪找妈妈”的故事改编成英文，并将新学的句型和学过的句型融和在故事中，让学生自主听读。
T: Boys and girls. Do you like stories? Today little tadpole
can’t find his mum. “Mum, mum, where are you? So can you help
little tadpole find his mum? Please listen carefully and read
it out. Ready？Go！
? T guides Ss to learn the story
Little tadpole is looking for his mum
A little tadpole is looking for his mum.
“ Mum, where are you?” Little tadpole is sad. Then he sees
a fish.
“Mum, mum! I’m your baby!”
“Oh, little tadpole, I’m not your mum. Look, I’m wearing a
red dress, but your mum is wearing a green dress. Your mum
has four legs, but I don’t have legs. I’m a fish.”
“Oh, I’m sorry, aunty fish. Thank you very much. Bye-bye!
”
Little tadpole swims and swims. Then he sees a turtle.
“You are wearing a green clothe. You have four legs. You’re
my mum. Mum! Mum! I’m your baby!”
“I’m sorry, little tadpole. I’m green. I have four legs, but
I’m not your mum. I’m a turtle. Your mum can swim and jump,
but I can’t jump. Look, your mum is over there.”
“ Really? Thanks, Aunt Turtle. Bye-bye!”
Little tadpole swims and swims, then he finds his mum on the
lotus.
“Mum, Mum! I’m your baby.”
“Oh, baby! I’m your mum. I love you!”
? Check
T: Do you like the story? Can you answer some questions?
1. What Aunty Fish/Turtle is wearing?
2. Can little tadpole find his mum?
3. Can his mum jump and swim?
? Story-acting
通过PPT提供三个不同场景的图片和key points，指导学生分场景表演故事。
（选择符合学生兴趣的故事让他们自主听读，通过问题设置检查学生对故事的理解，然后提供图片，分场景表演故事，这样可以降低难度，帮助学生表演，同时也为今后的“看图编故事”奠定基础。）
b) Other stories: A proud peacock & The fox and the bird.
T: Here are another two stories for you to listen, but I don’t
think they are new for you. You can listen, read and choose
one of them to act out next class.
A Proud Peacock
Today little peacock is wearing a colorful dress and a red
crown. She is very proud.. Then a duck comes.
“Hello, Little peacock.”
“Hello, Duck. Look at me! Am I beautiful today?”
“ Yes, you look so nice today. Your dress is very wonderful.”
“ Of course. Oh, poor duck, what are you wearing? A yellow
dress. I don’t like yellow.” “ Little peacock, you’re not
polite. I’m not beautiful, but I can swim. Can you swim?”
“Swim?...En. Of course, I can .”
“ You can? Don’t be silly. You’re a peacock. ”
“Yes, I can. Look!”
Peacock jumps into the river.
“Help! Help! Little duck, I can’t swim.”
Little duck jumps into the river quickly and carries little
peacock on the back .
“I’m sorry! Little duck! Thank you very much!”
Little peacock looks at the ground. She feels ashamed.
The fox and the bird
A bird is in the tree. It has some meat in its mouth. A fox
comes. He’s hungry. He says, “Hey, Bird, give me the meat!”
“No.” says the Bird.
“ Oh, Bird, you are wearing a black dress. It looks so beautiful.”
Bird is very happy.
“ Bird, you’re so beautiful. … Can you give me your meat?”
“No.”
“Oh, bird, can you dance?”
“ Yes, I can.”
“No, you can’t.”
“Yes, I can. Look, I can dance.”
“Can you sing?”
“ Yes, I can.”
“ No, you can’t”
“ Yes, I can. Look, I can…..”
“ Haha, yes, you can sing, but I can eat.”
The fox runs away.
（这两个故事也是学生拓展听读的内容，都是老师根据学生学过的语文课文改编的，学生可以根据自己的爱好、兴趣选择其中一个故事进行听读，教师可以在下节课进行检测和指导。）
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