四年级下册英语教案Unit6 Whose dress is this （第1课时）译林版（三起）

1、.四下 Unit6 Whose dress is this? 教学内容Story time教学目的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.答复情感目的教育学生学会选择，合适自己的才是最好的。教学重点1. 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构造教学准备 课件教学过程：Step1.Warming -upFree talk:How are you?What day is it today?What

2、s the weather like today?Step2.Leading1.接上The weekend is coming. In such a fine day, what can we do?Look around our class room, there are so many beautiful clothes here. Lets have a look. Oh, this is a，that is a . These are .随手拿两件单数和两件复衣服2.T: 拿起刚刚收来的衣服Whose？I forget whose clothes are these？Whoseis t

3、his？Whoseare these？补充课题，并点PPT，同时教学dress, trousers,gloves3.T：Today were going to a Fancy Dress Party. 领读学习Fancy Dress PartyNow，lets enjoy some pictures.欣赏一组化装舞会图片边欣赏边说Is it funny/interesting? 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

4、! 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.师拍照You can go to the Fancy Dress Pa

5、rty.3.Just now I have dressed up for them. Whos dressing up for the Fancy Dress Party，too?Picture 1& Picture 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 carefu

6、lly.S: dress,trousers生答复，师贴服饰图T：Look at the blue dress. What about Su Hais blue dress? dress: too short Lets look at Su Yangs trousers. What about Su Yangs trousers? trousers: too longT: 指着dress，trousersSu Hais dress is too short. Su Yangs trousers are too long. What do they say to each other? Open

7、your books to P38 ,read and answerS：Su Yang:Try this. Su Hai:Try these.4.Now, lets enjoy a chant.Short, Short, its too short. Try , try , try this . Long, long, theyre too long. Try , try , try these.5.Picture 3：Look，they are OK, now. Su Hai looks like Little Red Riding Hood. Su Yang looks like a li

8、ttle rabbit. How funny!6.Picture 1Pictures 3: Su Hai and Su Yang have dressed up for the Fancy Dress Party. Lets read.7.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 li

9、ke an angle. Shes so beautiful. Mike looks like Zuoluo. Hes so funny. Theyre talking about their clothes each other. Lets listen.Qs: Whose gloves are these?Whose dress is this?T: Whose gloves are these?S: Theyre Su Yangs fathers. 板书：her fathersT: How do you know that? Find and read.S: Whose gloves a

10、re these, Su Yang? Theyre my fathers.T: Whose dress is this?S: Its Helens cousins. 板书：her cousins 并教学cousinT: 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.St

11、ep4.Consolidation1.Read the dialogue. Everyone is happy at the Fancy Dress Party. Lets enjoy the cartoon. Lets follow it.2.Read in fours.3.Dubbing time. You all did good jobs. Lets dub for it.这个工作可让学生分组负责搜集整理,登在小黑板上,每周一换。要求学生抽空抄录并且阅读成诵。其目的在于扩大学生的知识面,引导学生关注社会,热爱生活,所以内容要尽量广泛一些,可以分为人生、价值、理想、学习、成长、责任、友谊

12、、爱心、探究、环保等多方面。如此下去,除假期外,一年便可以积累40多那么材料。假如学生的脑海里有了众多的鲜活生动的材料,写起文章来还用乱翻参考书吗?4.Act the dialogue. choose one to act“师之概念，大体是从先秦时期的“师长、师傅、先生而来。其中“师傅更早那么意指春秋时国君的老师。?说文解字?中有注曰：“师教人以道者之称也。“师之含义，如今泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师的原意并非由“老而形容“师。“老在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老“师连用最初见于?史记?，有“荀卿最为老师之说法。渐渐“老师之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师当然不是今日意义上的“老师，其只是“老和“师的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道，但其不一定是知识的传播者。今天看来，“老师的必要条件不光是拥有知识，更重于传播知识。Step5. Homework:1.Listen and read after the tape 3 times. 听、读课文3遍。单靠“死记还不行,还得“活用,姑且称之为“先死后活吧。让学生把一周看到或听到的新颖事记下来,摒弃那些假话