Unit6Whosedressisthis？教学设计.doc

4B Unit 6 Whose dress is this？ 教学设计 如皋市东陈镇南凌小学 李茂红4B Unit 6 Whose dress is this？ （Story time）教学目标：1、初步听、说、读单词：coat、dress、sweater、shirt、gloves、jeans、shorts、trousers2、初步感知句型：A：Whose . is this? Whose .are these? B: Its .s. Theyre .s.3、理解A部分对话，用正确的语音语调进行熟练朗读,初步表演对话。学生活动导学策略和意图【活动方案】呈现本课学习目标和方法Activity I Warm up1.Sing a song Whose hat is that？2.Free talk. A：Whose . is this? Whose .are these? B: Its .s. Theyre .s. (coat、dress、sweater、shirt、 gloves、jeans、shorts、trousers)ctivity II Read and understand.1.Watch and answer(看动画，回答). What are they talking about(讨论，谈论)？2. Read and circle(读一读，圈一圈) What clothes are they talking about(讨论)?3.Read and choose(读第1-3副图，并选择)Su Hais dress is .Su Yangs trousers are . A:too long B: too short4.Read and match (看4-6副图动画，连线。)gloves Helens cousins so bigDress Su Yangs fathrs so beautifulTry to say（试着用下面的句子说一说）This is s. Its too /so.These are s. Theyre too / soChant:(读并用自己带的服饰替换划线部分)Whose, whose, whose dress is this?Its Helens cousins.Its so beautiful.Whose,whose, whose gloves are these?Theyre Su Yangs fathers.Theyre so big.（beautifui/nice/cool/pretty/big/small short/long）5.Read and answer1.Su Hai s _ is too _.A. coat, big B. dress , short2.Su Yangs _are too _.A. trousers, long B. jeans, short.3.Su Yangs gloves are _.A. his fathers B. her fathers6.Follow and actActivity III Consolidation.Lets design四人一组，请为其他小伙伴们设计参加“化妆舞会”的服装，小组内合作完成，记得用上今天所学的句子哦！Hello, these are s clothes for the Party.Look at his/her . Its/Theyre (too/so) Haha, Its / theyres.【检测与反馈】Read and fill.Hello ,Im Su Yang, we are going to the funcy dress praty .Look,Su Hais is too ,my trousers _too long.At the party,we meet Helen.Her is so beautiful. Its cousins. My gloves too big, theyre fathers.We are all very happy(快乐) .【Homework:】1.听录音，跟录音朗读课文三遍（注意语音语调哦！）。2. Try to use the sentences weve learnt to talk about your friends clothes.（试着用所学句子来讨论你朋友的服装。）PPT出示本课学习目标。Activity I Warm up1.Sing a song Whose hat is that？抓住小学生的年龄特点，师生同唱English song，使学生的注意力迅速地集中到课堂的学习中来，而且这首歌的内容与本堂课的学习内容息息相关，学生在不知不觉中就已经受到知识的渗透，为后面的进一步学习打下情感和知识方面的基础。2.Free talk.T:Look at my new dress,its beautilul.But its not my dress, whose dress is this?(过渡)利用实物、图片或幻灯片，结合Look at.句型，通过学生喜欢的一些人物（Kimmy，Cindy.）开展“Guessing game”的游戏，联系已学单词的读音，以旧带新，引入sweater,dress,trousers,gloves.的学习，调动学生的学习热情，培养学生自己尝试拼读单词的能力。再根据已学过的boat，T-shirt，short，tea让学生自学coat，shirt，shorts，jeans，培养学生形成自己的知识网，提高其举一反三的拼读能力。在单词的学习过程中，始终贯穿句型 A：Whose . is this? Whose .are these? B: Its .s. Theyre .s.的操练，并提醒学生注意单复数的使用ctivity II Read and understand.1.Watch and answer(看动画，回答).T:Look ,Su Yang and Su Hai are going to a funcy dress party.Now,What are they talking about(讨论，谈论)？播放课文动画，让学生带着问题看动画，整体感知课文内容。2. Read and circle(读一读，圈一圈) T:They are talking about clothes,then, what clothes are they talking about(讨论)?呈现问题，让学生边读边圈画文中提到的服饰，培养学生在阅读中提取信息的能力和边读边圈画的学习策略。3.Read and choose(读第1-3副图，并选择)T:What do you think of Su Haisdress and Su Yangs trousers?呈现选择题让学生带着问题再读课文的第一部分，培养学生仔细阅读理解的能力 。4.Read and match (看4-6副图动画，连线。)T:At the party,they meet Helen.Whose dress is this? Whose gloves are these?Lets read and match. 呈现连线题让学生带着问题再读课文的第二部分，培养学生仔细阅读理解和解决问题的能力 。Try to say（试着用下面的句子说一说）让学生在小组内先说一说，再进行交流，培养学生合作交流的能力，提高运用句型进行表达的能力。Chant:(读并用自己带的服饰替换划线部分)该句型是本课的重点句型，也是学习重难点部分，通过chant的方式强化朗读并引导学生用自己所带的服饰进行替换训练，再展开竞赛展示，消除学生的疲劳，培养学生知识的迁移能力和合作竞争意识，调动学习热情，更好地解决学习的重难点，让学生体验到学习的乐趣和运用所学语言进行交流的成功。5.Read and answerT:Next，Lets read the text again ,then ,answer the questions.提高问题的难度，让学生再整体细读课文，并强化本课的重点句型。6.Follow and act巡视指导朗读，培养学生跟读模仿的能力，让学生选择自己喜欢的方式读文操练，或配音或表演，并展开竞赛，提高学生朗读表演的能力。Activity III Consolidation.创设情境，让学生用自己身边的服饰开展设计服装的活动，符合