四年級下冊英語教案Unit6Whosedressisthis(Storytime)譯林版(三起)

四下Unit6Whosedressisthis?Storytime授課內(nèi)容:Storytime授課目的:1．能聽懂、會說、會讀單詞dress,trousers,gloves,party,whose2．能聽懂、能理解、會讀，表演課文。3．能用Whose...isthis/arethese?咨詢物主及用It’s/They’re...回答感情目標：教育學生學會選擇，適合自己的才是最好的。授課重點：能聽懂、能理解、會讀、會表演課文。授課難點：理解和運用所有格結(jié)構(gòu)授課準備:PPT授課過程：Step1.Warming-up1.Freetalk:(1)Howareyou?(2)Whatdayisittoday?Step2LeadinT:Iseemanybeautifulclothes.Wouldyouliketointroduceitforus?S:OK.Thisisatheyare.2.T:Thisis。It’sso.Whosedress.isthis？.（補充課題，并點PPT，同時教學dress）T：Todaywe’regoingtoaFancyDressParty領(lǐng).讀(學習FancyDressParty)Now，let’senjoysomepictures欣賞.(一組化妝舞會圖片)邊欣賞邊說Isitfunny/interesting?Theyaresofunny.Step3Presentation1.T:(接上)DoyouwanttogotoaFancyDressParty?Ss:Yes.T:First,wemustdressup.2.T：Look!Wehavesomanyspecialclotheshere.Hello,girl.Letmedressupforyou.OK?Lookattheclothes.Whatdoyouwanttobe?（叫一學生登臺，幫他/她裝扮）S：( )T:IthinkyouneedTrythis.Lookather（穿著較大/小的）Ithinkit’stoo.Trythis.Whatdoyouthinkofher/his?You’resobeautifulYou.cangototheFancyDressParty.Step4Enjoythestory1.JustnowIhavedressedupforthem.Who’sdressingupfortheFancyDressParty，too?(Picture1&Picture2)Lookatthepicturesandanswer.SuHaiandSuYang(師貼人物圖)SuHaiandSuYangaredressingupfortheparty.Howdotheydressup?Whatclothesaretheytrying?Lookatthepicturescarefully.第1頁S:dress,trousers(生回答，師貼服飾圖)T：Lookatthebluedress.WhataboutSuHai’sbluedress?(dress:tooshort)Let’slookatSuYang’strousers.WhataboutSuYang’strousers?trousers:toolongT:(指著dress，trousers)SuHai’sdressistooshort.SuYang’strousersaretoolong.Whatdotheysaytoeachother?(OpenyourbookstoP38,readandanswer)S：(SuYang:Trythis.)(SuHai:Trythese.)3.Picture3：Look，theyareOK,now.SuHailookslikeLittleRedRidingHood.SuYanglookslikealittlerabbit.Howfunny!Picture1—Pictures3:SuHaiandSuYanghavedressedupfortheFancyDressParty.Let’srePayd.attentiontothepronunciationandintonation.(Letsomestudentsreadaftertherecord)T:SuHaiandSuYangareattheparty.Whoareattheparty,too?Let’swatchthecartoon.(Helen,Mike)師貼人物圖片T：Attheparty,theymeetHelenandMike.LookatHelen,shelookslikeanangle.She’ssobeautiful.MikelookslikeZuoluo.He’ssofunny.They’retalkingabouttclotheseachother.Let’slisten.Qs:Whoseglovesarethese?Whosedressisthis?T:Whoseglovesarethese?S:They’reSuYang’sfather板書：’hers.(father’s)T:Howdoyouknowthat?Findandread.S:Whoseglovesarethese,SuYang?They’remyfather’s.T:Whosedressisthis?It’sHelen’scousin板書：’hers.(cousin’并教s學cousin)Howdoyouknowthat?Findandread.S:Whosedressisthis,Helen?It’smycousin’s.T:Theglovesaresobig,becausethey’reSuYang’sfather’s.ThedressissobeauIt’sHelen’scousin’s.6.Picture4—Pictures6:EveryoneishappyattheFancyDressPartyLet.’sread.Payattentiontothepronunciationandintonation.(Letsomestudentsreadaftertherecord)Step5Activity1.Readthedialogue.EveryoneishappyattheFancyDressPartyLet.’senjoythestoryandfollowit.(引導(dǎo)學生有感情地朗讀：They’resobigIt.s’sobeautiful.)2.Readingroupsoffour3.Dubbingtime.(Youalldidgoodjobs.Let’sdubforit.)4.HowdoyoulikeMike’sParty?It’ssoWouldyouliketogototheparty?Actthedialogue.（chooseonetoact）Task1:Actthedialogue.(表演Unit6Storytime)Task2:Actanewdialogue.(表演一個新的對話)Step6Homework第2頁1.Listenandreadafterthetape3times.聽(、讀課文3遍。)Usethesentenceswe’velearnttotalkaboutyourfriends（用所學句子’來clothes談?wù)撃闩笥训姆?。）【授課反思】這一單元是本冊的一個難點單元，本課時以化妝舞會為場景，表現(xiàn)了服飾的主題和名詞所有格的語法知識。我圍繞真學課堂的授課理念，預(yù)設(shè)了以下授課環(huán)節(jié)：第一要喚起舊知。課前帶領(lǐng)學生經(jīng)過介紹自己的衣物引出衣服類單詞，激活學生的已有知識儲備。既復(fù)習舊知，又為學習新知打下基礎(chǔ)，并浸透本課重點句型Whoseisthis?激發(fā)興趣。經(jīng)過欣賞“化妝舞會”圖片，學生特別好奇，并初步認識“化妝舞會”——幫助學生化妝成天使，巫師——拍照紀念，學生特別喜歡，一下子就吸引了學生的注意力，樂于參加課堂與活動之中，直接拉近了師生的距離。創(chuàng)立情境，并在情境中教授一些課文中的難點或重點，可以是難讀的單詞或句子。我創(chuàng)立了本節(jié)課老師要帶領(lǐng)大家在班級舉辦fancydressparty,幫助學生打扮,經(jīng)過出示這些物品讓學生能正確談?wù)摚篒t’s/They’renice/sobig/toolong.引導(dǎo)積極研究，自主學習。文本辦理上側(cè)重學生自主研究：誰在裝扮？她們在試什么？穿了什么？給學生主動學習的機遇和積極研究的權(quán)益。重視朗讀，形成能力。這節(jié)課中采用多種方式進行朗讀，并多次重申語音語調(diào)，促使學生形成優(yōu)異的朗讀習慣和朗讀能力。6.牢固并運用所學內(nèi)容。我組織學生四人一小組舉行一個Fancydressparty，讓學生穿上家人的、朋友的衣服在班進步行顯現(xiàn)、談?wù)?。學生在真實的情境中運用所學的句型進行交際，經(jīng)過語言交流，以達到綜合運用所學語言知識的目的?？墒钦堃唤M學生顯現(xiàn)的時候我發(fā)現(xiàn)他們都會談?wù)搫e人的服飾，可是仍需要老師引導(dǎo)，才記得問Whose...isthis/arethese?學習語言的目的就在于運用語言去和別人交流。再反思這節(jié)課，預(yù)設(shè)目標基本達成，而最大的亮點就在于真實情境的創(chuàng)立，給學生搭建了說英語、用英語的平臺。學生介紹帶來的服飾，顯現(xiàn)自己的服飾，猜想同