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《Module 4 Unit 1 Mum bought a new T-shirt for me.》教学设计
一、教学目标
（一）知识目标
1.学生能掌握核心词汇：T-shirt , shorts , trousers , clothes , wash , clean , wear , argue , kite , fly 。
2. 学生能熟练运用句型：“Do you like... ”, “Mum bought... for me.”, “Did you... ”, “Don't argue! What's the matter ”, “Let's go and...”.
（二）能力目标
1. 能听懂并读懂关于“衣物购买、清洗及日常纠纷”的对话内容。
2. 能运用目标句型进行日常交流，描述衣物相关的场景及简单纠纷的处理。
（三）情感目标
培养学生礼貌沟通、妥善解决小矛盾的意识，同时感受家庭与朋友间的温暖互动。
二、教学重难点
（一）教学重点
1. 核心词汇和句型的认读与运用。
2. 理解对话内容，能进行角色扮演与情景剧表演
（二）教学难点
1. 正确运用一般过去时（ bought , washed , didn't wear ）描述过去发生的“购买”“清洗”行为。
2. 灵活运用目标句型进行拓展交流，尤其是纠纷场景的语言表达。
三、教学准备
多媒体课件、单词卡片、道具（T恤、短裤、长裤、风筝图片/实物）、奖励贴纸。
四、教学过
（一）热身导入（Warm-up）——5分钟
1. 歌曲律动：播放英语儿歌《Clothes Song》，学生跟随歌曲边唱边做动作，复习衣物类词汇，活跃课堂氛围。
2. Free Talk：教师与学生进行日常对话，如：
- T: “What clothes do you like ”
- Ss: “I like dresses/T-shirts...”
- T: “What did you do yesterday ”
- Ss: “I played football/watched TV...”
- 过渡：T: “Today, we'll learn about a story about new clothes and a little argument. Let's start!”
（二）新知呈现（Presentation）——15分钟
1. 词汇学习
- 展示图片1（Ms Smart和Sam在商店的场景），引出词汇 shorts , trousers 。
- T: “Look! Ms Smart asks Sam: ‘Do you like this pair of shorts, Sam ’ Sam answers: ‘No, I don't want shorts. I want trousers.’ （同时出示 shorts 和 trousers 的单词卡片，带读并领读多遍）”
- 展示图片2（Amy和Lingling的对话场景），引出词汇 clothes 。
- T: “Amy says: ‘Mum bought new clothes for Sam!’ （出示 clothes 单词卡片，带读并领读）”
- 展示“Listen, read and act out”场景，引出词汇 T-shirt , argue , wash , clean , wear 。
- T: “Sam and Amy are arguing about a T-shirt. ‘Argue’ means 争吵。Ms Smart washed the T-shirts. ‘Wash’ means 洗。Lingling's T-shirt is clean, so she didn't wear it. ‘Clean’是干净的，‘wear’是穿。（依次出示单词卡片，带读并领读）”
- 展示Lingling的风筝场景，引出词汇 kite , fly 。
- T: “Look at Lingling's new kite. We can fly a kite. ‘Fly’是放飞，‘kite’是风筝。（带读并领读）”
2. 句型学习
- 结合图片1，呈现句型“Do you like... ”, “I want...”.
- T: “When shopping, we can ask ‘Do you like... ’ and express preference with ‘I want...’. Let's practice: T: Do you like skirts S: No, I want dresses. （教师示范，学生模仿练习）”
- 结合图片2及对话场景，呈现句型“Mum bought... for me.”, “Did you... ”, “Don't argue! What's the matter ”.
- T: “To talk about past actions, we use ‘bought’ (buy的过去式). Sam says ‘Mum bought it for me.’ Amy says ‘No, she didn't. Mum bought a new T-shirt for me.’ We can also ask ‘Did you... ’ like ‘Did you wash Lingling's T-shirt ’ When people argue, we can say ‘Don't argue! What's the matter ’ （教师示范对话，然后请学生分组练习）”
- 结合风筝场景，呈现句型“Let's go and...”.
- T: “Lingling says ‘Let's go and fly it.’ We can use ‘Let's go and...’ to suggest an activity. （带读并练习）”
（三）巩固练习（Practice）——15分钟
1. 单词游戏——“猜词大挑战”
教师出示单词卡片，学生用动作或英文描述，其他学生猜词，猜对者获得奖励贴纸。
2. 句型操练——“情景模拟”
准备道具（T恤、短裤、长裤、风筝图片），学生分组进行情景模拟：
- 组1：模拟商店购物场景，运用“Do you like this pair of... No, I don't want... I want...”, “Mum bought new clothes for...!”进行对话。
- 组2：模拟T-shirt纠纷场景，运用“That's my T-shirt! No! It's my T-shirt. Don't argue! What's the matter Sam took my T-shirt... But it isn't your T-shirt. Mum bought it for me. No, she didn't. Mum bought a new T-shirt for me.”进行对话。
- 组3：模拟风筝场景，运用“Look, this is my new kite. Oh, it's beautiful! Let's go and fly it. Great!”进行对话。
3. 听力训练
播放“Listen, read and act out”的音频，学生边听边跟读，然后完成“对话排序”练习（教师提前准备打乱顺序的对话语句）。*
（四）拓展运用（Production）—
1. 小组活动——“生活剧场”
学生分组，结合生活场景（如购物、家庭互动、户外游戏），运用目标词汇和句型编写小剧本并表演。例如：
- 场景一（购物）：S1（店员）: “Do you like this dress ” S2: “No, I want a skirt. Mum bought a skirt for me yesterday.”
- 场景二（纠纷解决）：S1: “That's my book!” S2: “No, it's mine!” S3（调解员）: “Don't argue! What's the matter ”...
- 场景三（户外）：S1: “Look, my new bike. Let's go and ride it.” S2&S3: “Great!”
2. 教师点评
对各小组的表演进行点评，肯定创意与语言运用，指出改进点，发放奖励贴纸。
（五）课堂小结（Summary）
1. 教师与学生一起回顾本节课的核心词汇和句型。
2. 强调礼貌沟通、友好解决矛盾的重要性，以及家人朋友间的关爱。
五、作业布置
1. 口头作业：向家人复述本节课的对话故事，并用“Mum bought... for me.”描述一件家人为自己买的物品。
2. 书面作业：用所学句型写一段关于“购物或朋友互动”的小对话，搭配简单图画。
六、板书设计
Module 4 Unit 1 Mum bought a new T-shirt for me.
Vocabulary: T-shirt, shorts, trousers, clothes, wash, clean, wear, argue, kite, fly
Sentences:
- Do you like... I want...
- Mum bought... for me.
- Did you...
- Don't argue! What's the matter
- Let's go and...

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