四年级下册英语教案Unit6 Whose dress is this（Story time） 译林版（三起）.doc

1、四下Unit6 Whose dress is this? Story time教学内容:Story time教学目标:1能听懂、会说、会读单词dress , trousers, gloves, party, whose2能听懂、能理解、会读，表演课文。3能用Whose.is this/are these?询问物主及用Its/Theyre.回答情感目标：教育学生学会选择，适合自己的才是最好的。教学重点：能听懂、能理解、会读、会表演课文。教学难点：理解和运用所有格结构教学准备: PPT教学过程：Step1.Warming -up1. Free talk: (1)How are you?(2)Wha

2、t day is it today?Step2 Lead in1. T:I see many beautiful clothes. Would you like to introduce it for us ? S:OK. This is athey are . 2. T: This is。Its so . Whose dress .is this？.（补充课题，并点PPT，同时教学dress ） 3. T：Today were going to a Fancy Dress Party. (领读学习Fancy Dress Party)Now，lets enjoy some pictures.(

3、欣赏一组化妆舞会图片)边欣赏边说Is it funny/interesting? They are so funny. Step3 Presentation1.T: (接上)Do you want to go to a Fancy Dress Party?Ss:Yes.T: First, we must dress up .2.T：Look! We have so many special clothes here. Hello, girl. Let me dress up for you. OK? Look at the clothes.What do you want to be? （叫一

4、学生上台，帮他/她装扮）S： ()T: I think you need Try this. Look at her（穿着较大/小的） I think its too. Try this.What do you think of her/his?Youre so beautiful. You can go to the Fancy Dress Party.Step4 Enjoy the story1. Just now I have dressed up for them. Whos dressing up for the Fancy Dress Party，too?(Picture 1& P

5、icture 2) Look at the pictures and answer.S: Su Hai and Su Yang(师贴人物图)T: Su Hai and Su Yang are dressing up for the party. How do they dress up? What clothes are they trying? Look at the pictures carefully.S: dress, trousers(生回答，师贴服饰图)T：Look at the blue dress. What about Su Hais blue dress? (dress:

6、too short)Lets look at Su Yangs trousers. What about Su Yangs trousers? trousers: too long2. T: (指着dress，trousers)Su Hais dress is too short. Su Yangs trousers are too long. What do they say to each other? (Open your books to P38 ,read and answer)S：(Su Yang:Try this.)( Su Hai:Try these.)3. Picture 3

7、：Look，they are OK, now. Su Hai looks like Little Red Riding Hood. Su Yang looks like a little rabbit. How funny!4. Picture 1Pictures 3: Su Hai and Su Yang have dressed up for the Fancy Dress Party. Lets read. Pay attention to the pronunciation and intonation.(Let some students read after the record)

8、5. T: Su Hai and Su Yang are at the party. Who are at the party, too? Lets watch the cartoon. S: (Helen, Mike) 师贴人物图片T：At the party, they meet Helen and Mike. Look at Helen, she looks like an angle. Shes so beautiful. Mike looks like Zuoluo. Hes so funny. Theyre talking about their clothes each othe

9、r. Lets listen.Qs: Whose gloves are these?Whose dress is this?T: Whose gloves are these?S: Theyre Su Yangs fathers. (板书：her fathers)T: How do you know that? Find and read.S: Whose gloves are these, Su Yang? Theyre my fathers.T: Whose dress is this?S: Its Helens cousins. (板书：her cousins 并教学cousin)T:

10、How do you know that? Find and read.S: Whose dress is this, Helen? Its my cousins. T: The gloves are so big, because theyre Su Yangs fathers. The dress is so beautiful. Its Helens cousins. 6.Picture 4Pictures 6: Everyone is happy at the Fancy Dress Party. Lets read. Pay attention to the pronunciatio

11、n and intonation.(Let some students read after the record)Step5 Activity1.Read the dialogue. Everyone is happy at the Fancy Dress Party. Lets enjoy the story and follow it. (引导学生有感情地朗读：Theyre so big. Its so beautiful.) 2. Read in groups of four3.Dubbing time. (You all did good jobs. Lets dub for it.

12、)4. How do you like Mike s Party? Its so Would you like to go to the party?Act the dialogue. （choose one to act） Task1: Act the dialogue. (表演Unit6 Story time) Task2: Act a new dialogue. (表演一个新的对话)Step6 Homework 1.Listen and read after the tape 3 times. (听、读课文3遍。)2. Use the sentences weve learnt to t

13、alk about your friends clothes（用所学句子来讨论你朋友的服装。）【教学反思】这一单元是本册的一个难点单元，本课时以化妆舞会为场景，呈现了服装的主题和名词所有格的语法知识。我围绕真学课堂的教学理念，预设了以下教学环节：1.首先要唤起旧知。课前带领学生通过介绍自己的衣物引出衣服类单词，激活学生的已有知识储备。 既复习旧知，又为学习新知打下基础，并渗透本课重点句型Whose is this?2.激发兴趣。通过欣赏“化装舞会”图片，学生非常好奇，并初步了解“化装舞会”帮助学生化装成天使，巫师拍照留念，学生非常喜欢，一下子就吸引了学生的注意力，乐于参与课堂与活动之中，直接拉

14、近了师生的距离。3. 创设情境，并在情境中教授一些课文中的难点或重点，可以是难读的单词或句子。我创设了本节课老师要带领大家在班级举办fancydressparty,帮助学生打扮,通过出示这些物品让学生能正确评价：Its/Theyrenice/sobig/toolong. 4. 引导积极探索，自主学习。文本处理上注重学生自主探索：谁在装扮？她们在试什么？穿了什么？给学生主动学习的机会和积极探索的权利。5. 重视朗读，形成能力。这节课中采用多种方式进行朗读，并多次强调语音语调，促使学生形成良好的朗读习惯和朗读能力。 6. 巩固并运用所学内容。我组织学生四人一小组举行一个Fancydresspart

15、y， 让学生穿上家人的、朋友的衣服在班上进行展示、评价。学生在真实的情境中运用所学的句型进行交际，通过语言交流，以达到综合运用所学语言知识的目的。可是请一组学生展示的时候我发现他们都会评价他人的服装，可是仍需要老师引导，才记得问Whose.isthis/arethese?学习语言的目的就在于运用语言去和别人交流。再反思这节课，预设目标基本达成，而最大的亮点就在于真实情境的创设，给学生搭建了说英语、用英语的平台。学生介绍带来的服装，展示自己的服装，猜测同学的服装的主人这几个环节都将本课学习的重点句型反复运用，并建立了新旧知之间的联系。在语言训练的同时，注重情感目标的达成，培养学生观察能力，发现美、热爱美的意识，使故事教学达到更高的境界和高度。 不足之处：不敢放手让学生自主学习。今后我应该多在班上组织小组内讨论，让每个学生都有参与的机会。但是小组活动不是放任学生，要想组织好小组学习还要注意纪律和评价。所以我得积极动脑想办法如何将小组活动的效益最大化。