2020春四年级英语下册 Unit 6 Whose dress is this第4课时教案+说课稿 （新版）牛津译林版

unit 6 whose dress is this? sound time, rhyme time & ticking timeteaching contents 教学内容sound time, rhyme time & ticking timeteaching aims and learning objectives 教学目标1. 学生能够说出并灵活运用本单元所学的服饰类单词。2. 学生能够灵活运用句型whose is this/that?、whose are these/those?、its/theyre s。3. 学生能够正确掌握字母i在单词中的读音，并能依据发音规律自学简单词汇。4. 学生能够按照韵律朗读小诗。5. 学生能够综合运用本单元所学知识谈论物主、评价物品并提出建议。focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 学生能够灵活运用句型whose is this/that?、whose are these/those?、its/theyre s。2. 学生能够正确掌握字母i在单词中的读音，并能依据发音规律自学简单词汇。教学难点：学生能够灵活运用句型whose is this/that?、whose are these/those?、its/theyre s。teaching procedures 教学过程step 1 greeting & revision 1. goals for the lessont: good morning, boys and girls. today, well go on learning unit 6 whose dress is this? in this lesson, lets try our best to: say and write the names of some clothes.use “whose” to ask questions.know the sound of the letter “i”.so, are you ready for our class?s: yes!2. sing a song: the clothes shopt: last time, we came to bobbys house and find his great closet. now lets come to the clothes shop and find more beautiful clothes. ready? go!(播放音乐，拍手演唱歌曲the clothes shop)3. clean and sayt: there are many clothes in the song. the children had a party. there are so many clothes. but after the party, the clothes are in a mess. lets clean them. id like some students come to the blackboard to write the words down.s: its a its so beautiful./its theyre theyre nice./how nice!(根据ppt提示，学生们说出服饰名称，同时分别由几名学生将单词写到黑板上)【ticking time】i can say the names of some clothes.我能说出一些衣服类单词，得一星。i can write the names of some clothes. 我能写出一些衣服类单词，得两星。【设计意图：通过前三课时的学习，学生已经对本单元的主题、核心词汇以及句型有了一定的认识。本课时通过一系列的活动来复习、巩固本单元知识。课一开始，我们就明确课时学习任务，让学生带着任务进行学习。接着，一首歌曲the clothes shop复习服饰类单词，激活学生思维，活跃课堂气氛，让学生放轻松，开开心心进入本课时的学习。接下来，clean and say环节让学生一边整理乱放的衣物一边说出名称一边写出来，多维检查学生对衣物词汇的掌握。在本课时当中，有一个环节在每一部分都有涉及，就是ticking time。我们在每一部分结束之后都适时的进行一个小小的效果检查，不断刺激学生以积极的态度参与课堂活动，并在一节课结束之后做一个总的回顾。】step 2 presentationsound time1. show the wordst: there is a fish and a cake here. whose are they? look! whose fish is this? lets ask: oh, fish! oh, fish! whose fish is this? its chris.(teach: fish, is this, chris: i )(学生跟卡通朗读，教师指导、检查)2. try to readt: just now, we have known the sound i . look! here are so many words with the letter “i”, but not everyone is pronounced as the sound i . can you read?(学生利用刚刚学到的语音知识和已有的单词储备进行推测、朗读)3. try to distinguish the wordst: here are two tables. please put the words into different table according to the sound of the letter “i”.分类结果：fish: english, listen, him, piglike: fine, kite, time, miket: so how can you distinguish the words?s: the “i” in fish is pronounced as the sound i , but the “i” in like is pronounced as the sound ai .t: thats right! good job!4. make the sentences with the words: english, fish, listen.t: now, ill give you 3 words with the letter “i”. can you make a sentence?i can give you a pattern.before eating _. lets _ to some _t: can you make some new sentences all by yourself?(先给予一定的引导，再激发学生自我创作) 5. more wordst: nice try! can you tell me more words with the letter “i” and are pronounced as the sound i ? try your best!【ticking time】i know the sound of letter “i”.我知道字母i在单词中的发音，得一星。i can read the words with the sound of letter “i”.我可以读出含有i发音的单词，得两星。i can read the new words with the sound of letter “i”.我能读出含有i发音的新单词，得三星。【设计意图：本次sound time主要希望学生可以掌握字母i发 i 的情况，由于在平时的词汇教学中我们非常重视元音的发音，对于字母i发a i 的情况也都比较熟悉。在本环节中，我们设计一个小游戏，将单词按照字母i的发音放到不同的篮子当中，让学生加以区分。接着，让学生用学过的含有字母且字母i发 i 的单词进行造句，教师先指导，再让学生进行自我创作，激发学生的思维。最后，作为本环节的一个小小拓展，我们让学生说出更多的含有字母且字母i发 i 的单词，考察学生的词汇储备，激励学生在课后进行更多的英语词汇拓展。】rhyme time1. listen and answert: the fish is chris. whose cake is this? please listen and answer.2. listen and repeat3. what are they going to do then? learn: lets eat it by the lake. 4. make the new rhymeswhose _ is this?whose _ are these?【ticking time】i can use “whose” to ask questions.我能用 whose问问题，得一星。i can say the rhyme “whose cake is this?”. 我会说小诗whose cake is this?，得两星。i can use the other words to say the rhyme.我能用其它词说小诗，得三星。【设计意图：rhyme time的教学需要学生反复诵读，体会英语中的音韵之美，最后，我们也留了一个小小的创作机会给学生，让学生进行填空，难度不大，但需要注意的是我们在前几课时中强调过的名词单复数的问题。】step 3 consolidationt: chris and his friends are having a party. but its so funny that they dont wear the clothes of their own. can you ask and find the owner of the clothes? ill give you one example.(t与s1示范)t: please work in pairs and guess the owners of chothes. the sentences on the blackboard will help you.(学生三分钟时间准备，教师视情况请3到4组汇报)【ticking time】i can say the names of some clothes.我能说出一些衣服类单词，得一星。i can write the names of some clothes. 我能写出一些衣服类单词，得两星。i can talk about the party emotionally. 我能在组内有表情和动作的交流舞会，得三星。t: all right. you must get a lot of stars. how many? please count and show me your stars!(教师请学生举手统计，发放小礼品)【设计意图：这是本课时最后的一个综合语言运用环节，通过前几课时的训练，本环节中教师只给出总体情景的创设和活动的要求，学生利用板书中的提示进行自由对话的创作，产出颇丰。最后，我们对本课时众多环节末尾的ticking time进行回顾、总结。】homework 家庭作业1. know more words with “i” and are pronounced as i .(搜集更多含有字母i并发/i/的单词，读一读，并记下来)2. read the rhyme whose cake is this?(诵读歌谣whose cake is this?)teaching aids 教学准备（含板书设计）教学准备：人物卡片、头饰、评价星星、多媒体课件板书设计： unit 6 whose dress is this?look at whose is this/that? whose are these/those?its s, i think. theyre s, i think.more words说课一、整体情景创设本单元以整理服饰、寻找主人为主要内容，本课时延续这一主体思想进行游戏和教学环节的设计。二、教学流程与设计意图下面，我们来简要回顾一下实际教学环节中的活动设计。通过前三课时的学习，学生已经对本单元的主题、核心词汇以及句型有了一定的认识。本课时通过一系列的活动来复习、巩固本单元知识。课一开始，我们就明确课时学习任务，让学生带着任务进行学习。接着，一首歌曲the clothes shop复习服饰类单词，激活学生思维，同时活跃课堂气氛，让学生放轻松，开开心心进入本课时的学习。接下来，clean and say环节让学生一边整理乱放的衣物一边说出名称一边写出来，多维检查学生对衣物词汇的掌握。在本课时当中，有一个环节在每一部分都有涉及，就是ti