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

1、.四下Unit6 Whose dress is this? Story time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：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: PPT教学过程：Step1.Warming -up1. Free talk: 1How are you?2What d

2、ay 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 PartyNow，lets enjoy some pictures.欣赏一组化装舞会图

3、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? 叫一学生上台，帮他/她装扮S：

4、 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& Picture 2 Look a

5、t 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生答复，师贴服饰图T：Look at the blue dress. What about Su Hais blue dress? dress: too shortLets look at

6、 Su Yangs trousers. What about Su Yangs trousers? trousers: too long2. T: 指着dress，trousersSu 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 answerS：Su Yang:Try this. Su Hai:Try these.3. Picture 3：Look，they are OK, now. Su Hai

7、 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 record5. T: Su Hai and Su Yang are at

8、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 other. Lets listen.Qs: Whose gloves ar

9、e 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 are 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:

10、 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 pronunciation and intonation.Let some students rea

11、d after the recordStep5 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. 其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记之后会“活用。不记住那些根底知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正进步学生的写作程度,单靠分析文章的写作技巧是远远不够的,必须从根底知识抓起,每天挤一点时间让学生

12、“死记名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的成效。2. Read in groups of four3.Dubbing time. You all did good jobs. Lets dub for it.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.

13、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 talk 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，本课时以化装舞会为场景，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。课前带着学生通过介绍自己的

14、衣物引出衣服类单词，激活学生的已有知识储藏。 既复习旧知，又为学习新知打下根底，并浸透本课重点句型Whose is this?2.激发兴趣。通过欣赏“化装舞会图片，学生非常好奇，并初步理解“化装舞会帮助学生化装成天使，巫师拍照纪念，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，直接拉近了师生的间隔 。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,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长可短,并要求运用积累的成语、名言警句等,定期检查点评,选择优秀篇目在班里朗读或展出。这样,即稳固了所学的材料,又锻炼了学生的写作才能,同

15、时还培养了学生的观察才能、思维才能等等,到达“一石多鸟的效果。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。唐宋或更早之前，针对“经学“律学“算学和“书学各科目，其相应传授者称为“博士，这与当今“博士含义已经相去甚远。而对那些特别讲授“武事或讲解“经籍者，又称“讲师。“教授和“助教均原为学官称谓。前者始于宋，乃“宗学“律学“医学“武学等科目的讲授者；而后者那么于西晋武帝时代即已设立了，主要协助国子、博士培养生徒。“助教在古代不仅要作入流的学问，其教书育人的职责也十清楚晰。唐代国子学、太学等所设之“助教一席，也是当朝打眼的学官。至明清两代，只设国子监国子学一科的“

16、助教，其身价不谓显赫，也称得上朝廷要员。至此，无论是“博士“讲师，还是“教授“助教，其今日老师应具有的根本概念都具有了。我创设了本节课老师要带着大家在班级举办fancy dress party,帮助学生打扮,通过出示这些物品让学生能正确评价：Its /Theyre nice/so big/too long. 4. 引导积极探究，自主学习。文本处理上注重学生自主探究：谁在装扮？她们在试什么？穿了什么？给学生主动学习的时机和积极探究的权利。5. 重视朗读，形成才能。这节课中采用多种方式进展朗读，并屡次强调语音语调，促使学生形成良好的朗读习

17、惯和朗读才能。要练说，得练听。听是说的前提，听得准确，才有条件正确模拟，才能不断地掌握高一级程度的语言。我在教学中，注意听说结合，训练幼儿听的才能，课堂上，我特别重视老师的语言，我对幼儿说话，注意声音清楚，上下起伏，抑扬有致，富有吸引力，这样能引起幼儿的注意。当我发现有的幼儿不专心听别人发言时，就随时表扬那些静听的幼儿，或是让他重复别人说过的内容，抓住教育时机，要求他们专心听，用心记。平时我还通过各种兴趣活动，培养幼儿边听边记，边听边想，边听边说的才能，如听词对词，听词句说意思，听句子辩正误，听故事讲述故事，听谜语猜谜底，听智力故事，动脑筋，出主意，听儿歌上句，接儿歌下句等，这样幼儿学得生动活泼，轻松愉快，既训练了听的才能，强化了记忆，又开展了思维，为说打下了根底。 6. 稳固并运用所学内容。 我组织学生四人一小组举行一个Fancy dress party， 让学生穿上家人的、朋友的衣服在班上进展展示、评价。学生在真实的情境中运用所学的句型进展交际，通过语言交流，以到达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别人的服装，可是仍需要老师引导，才记得问Whose . is this/ are these?学习语言的目的就在于运用