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(2) Listen to the passage about the two children in UK. Talk about what they are wearing.
(3) PPT shows a picture of a girl. Teacher asks Ss what she is wearing. Ss can try to describe the girl’s clothes in sentence “She is wearing ....” Teacher teaches Ss to read the word “tie”, “cardigan”, and “blouse”.
(4) PPT shows a picture of a boy. Teacher asks Ss what he is wearing. Ss can try to describe the boy’s clothes in sentence “He is wearing ....” Teacher teaches Ss to read the word “trousers” and “blazer”.
(5) Bomb game: PPT shows all the words: school uniform, tie, cardigan, blouse , trousers and blazer. Teacher shows a bomb under one word. Ss read the words loudly. If the teacher point to the word with the bomb, Ss needn’t read the word.
(6) Check the answer on Page 39. Read the words one by one.
自构（应用探究）Production：Tangle pair ：One read out the sentences about the school uniform, the other tick out the right picture on the e-book.
Group work: Design your favourite school uniforms. Then describe them in groups.
Help Ss realize that we love our school uniform, teachers, friends and school. Homework:
Continue to design your favourite school uniforms to your parents.
2. Listen and complete the dialogue on Page 39. Part4.教学后记：
本课能够综合运用情景教学法、phonics教学法、思维导图、交际型英语教学法、小组合作探究法和任务教学法。
创设六一儿童节fashion show的情景，运用电子书包等多媒体教学工具进行学习，最后让学生运用本课新学的衣物单词与句型，小组合作设计最喜欢的校服，并且用不同的形式向大家介绍校服。
重点突出、思路清晰、任务分明、环环相扣，体现学生为主体、老师主导的作用。
能够从学生身边的校服，引申到外国小孩的校服的学习，体现跨文化教学。
小组合作方面：如果学生的分工更加明确，会节省一些时间。
教学设计
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