译林版四下 Unit6 Whose dress is this? 教案

教学内容:Story time

教学目标:

知识目标：1.能听懂、会说、会读单词dress , trousers, gloves, party, whose，coat, too, so.

            2.能熟练会说、会读:Whose… is this/ that?

Whose … are these/those?   

能力目标：1. 理解和运用名词所有格结构。

It’s/ They’re my father’s/ cousin’s…

2．能听懂、能理解、会读，表演课文。

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: 理解和运用名词所有格结构。

教学准备: 课件，图片

教学过程：

StepⅠ. Free talk.

Good morning.

How are you?

What day is it today?

Who is he?  Who is she?

Look, whose pen/ pencil/ bag is this? (指着学生的东西问)

Whose dress is this? (出示dress 图片，并教学单词。)   

Today, we will learn Unit 6 Whose dress is this?

【设计意图：通过自由谈话引导学生发挥想象，并利用学生身边物品灵活运用已学单词和句型，为导入课题做好准备。利于学生口语提高，激发学生学习兴趣。】

StepⅡ. Presentation

1. At first, let’s look at a picture.

Who is he? Listen carefully, what is he saying?

(Hello, my friends, here’s good news for you. There is a fancy dress party in the castle. Do you want to go there?)

2. Teach the word“party”，“ go to the party”.

3. But, if we want to go to the party, we need to get the tickets.    We must finish the tasks. Do you want to try?

【设计意图: “活动”是小学生学习英语的主要形式，本环节我通过学生非常熟悉的人物Kimi照片及一段录音让学生说说、听听、做做等形式，让学生感受到学习英语的快乐，把课堂还给学生。 】

4.Task⑴: Let’s play.

  Read these words what you see, but if you see the picture, you can say “party”.

  Let’s learn.(shirt, coat, sweater, gloves, trouser.)

Task⑵: Let’s talk.

Look at the two dresses,this one is short ,that one is long.

  出示： It’s too long/so long.

  出示其它图片训练：too(太，过于), so(如此，这么).

Task⑶: Good memory.(看图，30秒内记住人物信息)

  Who are they? What do they have?

  Now, we know the dress is Helen’s.(解释’s为名词所有格。)

【设计意图：利用游戏完成的奖品，让学生在成功的喜悦中自然而然地为了获得party门票，而进入角色，积极主动的完成各项任务。通过这一环节，帮助学生复习本课的重点以及难点内容。符小学生的心理特点、年龄特征和本堂课的具体教学内容，增强了学生的学习和体验主动性。】

StepⅢ: Enjoy the story.

  Now, we got the tickets for the fancy dress party. But we must prepare for the party. Look, Su Hai and Su Yang are preparing for the party, too.

⒈Let’s watch.

What do they do?

What clothes are they talking about?

2. Read and choose. (读1-3幅图，并选择。)

3. Read after the tape. ( 1-3幅图)

Now, we are at the party. Su Yang is a little rabbit. Su Hai is Little Red Riding Hood. What are they talking about?

4. Read and match. (读4-6幅图，并配对。)

5. Read after the tape. ( 4-6幅图)

6. Let’s read. Read in characters. (整篇)

7. Let’s act. ( choose one to act)

★ Read fluently.

★★ Read fluently and beautifully.

★★★ Act it out emotionally.

8. Let’s enjoy. ( enjoy some pictures)

9. 延伸（Please be modest in dress and behavior on any occasions.）

【设计意图：“Party”是学生很感兴趣的话题，学生通过自己努力获得门票而进入“Party”，掀起一次学习的高潮，激发了学生的学习热情。把一篇比较难的story time在轻松愉悦的情景中完美完成任务。】

StepⅣ Homework.

1. Copy the new words. 抄写今天所学新单词。

2. Use the sentences to describe the things. 用所学句型来描述物品。

【设计意图: 作业的设计使课堂英语学习延伸到了课外。】

板书设计：

(上课时设计成一棵大树，树干上写party,把单词和句型填入树中。)

           Unit6  Whose dress is this?

    Whose… is this/ that?            coat

    It’s …’s.                     dress

Whose …are these/those?         trousers

They are…’s.                   gloves

                               

译林版四下 Unit6 Whose dress is this? 教案

教学内容:Story time

教学目标:

知识目标：1.能听懂、会说、会读单词dress , trousers, gloves, party, whose，coat, too, so.

            2.能熟练会说、会读:Whose… is this/ that?

Whose … are these/those?   

能力目标：1. 理解和运用名词所有格结构。

It’s/ They’re my father’s/ cousin’s…

2．能听懂、能理解、会读，表演课文。

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: 理解和运用名词所有格结构。

教学准备: 课件，图片

教学过程：

StepⅠ. Free talk.

Good morning.

How are you?

What day is it today?

Who is he?  Who is she?

Look, whose pen/ pencil/ bag is this? (指着学生的东西问)

Whose dress is this? (出示dress 图片，并教学单词。)   

Today, we will learn Unit 6 Whose dress is this?

【设计意图：通过自由谈话引导学生发挥想象，并利用学生身边物品灵活运用已学单词和句型，为导入课题做好准备。利于学生口语提高，激发学生学习兴趣。】

StepⅡ. Presentation

1. At first, let’s look at a picture.

Who is he? Listen carefully, what is he saying?

(Hello, my friends, here’s good news for you. There is a fancy dress party in the castle. Do you want to go there?)

2. Teach the word“party”，“ go to the party”.

3. But, if we want to go to the party, we need to get the tickets.    We must finish the tasks. Do you want to try?

【设计意图: “活动”是小学生学习英语的主要形式，本环节我通过学生非常熟悉的人物Kimi照片及一段录音让学生说说、听听、做做等形式，让学生感受到学习英语的快乐，把课堂还给学生。 】

4.Task⑴: Let’s play.

  Read these words what you see, but if you see the picture, you can say “party”.

  Let’s learn.(shirt, coat, sweater, gloves, trouser.)

Task⑵: Let’s talk.

Look at the two dresses,this one is short ,that one is long.

  出示： It’s too long/so long.

  出示其它图片训练：too(太，过于), so(如此，这么).

Task⑶: Good memory.(看图，30秒内记住人物信息)

  Who are they? What do they have?

  Now, we know the dress is Helen’s.(解释’s为名词所有格。)

【设计意图：利用游戏完成的奖品，让学生在成功的喜悦中自然而然地为了获得party门票，而进入角色，积极主动的完成各项任务。通过这一环节，帮助学生复习本课的重点以及难点内容。符小学生的心理特点、年龄特征和本堂课的具体教学内容，增强了学生的学习和体验主动性。】

StepⅢ: Enjoy the story.

  Now, we got the tickets for the fancy dress party. But we must prepare for the party. Look, Su Hai and Su Yang are preparing for the party, too.

⒈Let’s watch.

What do they do?

What clothes are they talking about?

2. Read and choose. (读1-3幅图，并选择。)

3. Read after the tape. ( 1-3幅图)

Now, we are at the party. Su Yang is a little rabbit. Su Hai is Little Red Riding Hood. What are they talking about?

4. Read and match. (读4-6幅图，并配对。)

5. Read after the tape. ( 4-6幅图)

6. Let’s read. Read in characters. (整篇)

7. Let’s act. ( choose one to act)

★ Read fluently.

★★ Read fluently and beautifully.

★★★ Act it out emotionally.

8. Let’s enjoy. ( enjoy some pictures)

9. 延伸（Please be modest in dress and behavior on any occasions.）

【设计意图：“Party”是学生很感兴趣的话题，学生通过自己努力获得门票而进入“Party”，掀起一次学习的高潮，激发了学生的学习热情。把一篇比较难的story time在轻松愉悦的情景中完美完成任务。】

StepⅣ Homework.

1. Copy the new words. 抄写今天所学新单词。

2. Use the sentences to describe the things. 用所学句型来描述物品。

【设计意图: 作业的设计使课堂英语学习延伸到了课外。】

板书设计：

(上课时设计成一棵大树，树干上写party,把单词和句型填入树中。)

           Unit6  Whose dress is this?

    Whose… is this/ that?            coat

    It’s …’s.                     dress

Whose …are these/those?         trousers

They are…’s.                   gloves