1、Unit 6 Whose dress is this? Story timeTeaching contents 教学内容Story timeTeaching aims and learning objectives 教学目标1.学生能听懂、会说、会读、会拼写单词 dress, gloves, trousers, 能听懂、会说、会读单词 so, too, cousin。2. 学生能听懂、会说、会读、会写句型 Look at Try this/ these. Whose is this/are these? Its /Theyres.能正确运用到实际中进行描述。3. 学生能初步掌握服饰类单词中复数
2、单词的形式和用法，以及与动词 be 和代词连用时的一致关系。4. 学生能初步掌握所有格的用法。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1.学生能听懂、会说、会读、会拼写单词 dress, gloves, trousers, 能听懂、会说、会读单词 so, too，cousin。2.学生能听懂、会说、会读、会写句型 Look at Try this/ these. Whose is this /are these? Its/Theyres.并能正确运用到实际中进行描述。教学难点：1.学生能听懂、会说、会读、
3、会写句型 Look at Try this/ these. Whose is this /are these? Its/Theyres.能正确运用到实际中进行描述。Teaching procedures 教学过程Step 1 Greeting, Free talk & Revision 1. Greeting & Free talk T: Hello, boys and girls. How are you today?S: Im fine, thank you. And you?T: Im fine, too. Today, lets come to Unit 6 together. Loo
4、k! Whos she? She is Miss Cui. Whos he? He is my friend Tom. We are very happy, because we get an invitation from Su Hai and Su Yang. We will go to the Fancy Dress Party.2. RevisionT: So we should dress up for the party. We need different clothes.Now, lets say a rhyme Nice clothes. (PPT 播放三上 Nice clo
5、thes 视频，学生拍手朗读，复习旧知。)【设计意图：通过与学生进行问候与聊天创设一个情境，介绍自己和朋友受邀参加化妆舞会，引出本课时话题“准备并参加化妆舞会” ，同时，以聊天的方式开始本单元第一课时的学生，让学生放轻松，缓解面对新知识的紧张感。利用三年级上学期学过的一首小诗 Nice clothes 来复习旧知，引入新知。让学生在已掌握的知识中开始新知识的学习，以便增强学生学生的自信。 】Step 2 Presentation1. Learn the words about clothesT: What clothes can you see in the cartoon?S: T: Loo
6、k! This is my closet. Wow! So many beautiful clothes. (PPT 呈现)T: This is a skirt. (指着长裙 ) Is this a skirt?S: No, it isnt.T: Its a dress. (板书 dress)T: This is a T-shirt. Is this a T-shirt?S: No, its a shirt. (板书 shirt)T: What are these? (指 socks)S: Theyre socks. (板书 shirt，学习复数类单词)T: Yes. 在服饰类中有些单词通常是
7、以复数出现的。 (板书并及时巩固复数单词 gloves 和 trousers)T: Now lets play a game. Please shout out the pictures or words you see.2. Describe the clothesT: Now boys and girls, look! Here comes my new dress for the Fancy Dress Party.S: Oh, its too small.T: Try this.T: Look at the dress now.S: Its so beautiful.T: Thank
8、you. (带读 too, so)T: Now, boys and girls, Look at Toms shirt.S: Oh, its too small.T: Try this.T: Look at his shirt now.S: Its so cool/smart.T: Look at his trousers. They are too long. (教学 try theseTips:当 coat dress shirt 等服饰类单词以单数形式出现时，我们用 try this.当gloves trousers 等成双成对的物体出现时，我们用 try these.【设计意图：这两个
9、环节既是对我们初创情境的一个陈述，也是对学生进行下一步故事理解的铺垫，了解服饰名词的复数形式，以及如何使用 too so 两个单词对服饰进行评价。 】3. Story timeAt home1. T: We are ready for the party. How about Su Hai and Su Yang? They are at home. They are preparing for the party too.T: What clothes are they talking about? Lets watch the cartoon and find out.(教师播放动画，然后
10、带领学生完成选择)T: This is Su Hai. This is her dress. So we can sayS: This is Su Hais dress.T: What about Su Yang?S: These are Su Yangs trousers.T: Whose dress is this?S: Its Su Hais.T: Whose trousers are these?S: They are Su Yangs.T: Good. Now lets say a chant. (配合节奏，教师示范一遍，学生读两遍，可边拍手边读)2. Read and choose
11、. (教师 PPT 出示题面，并核对答案。)3. Lets imitate (图 1图 3)At the party1. Fill in the blanksT: Please read Picture 4 to Picture 6 and fill in the blanks. T: Whose gloves are these?S: They are Su Hais fathers.T: How about these gloves?S: They are so big.T: Whose dress is this?S: Its Helens cousins. (教授 cousin)T:
12、How about this dress?S: Its so beautiful.T: Youre right. Lets describe the table. (试着用下面的句子总结表格内容)These are s. Theyre too/soThis dress is s. Its too/so2. Lets imitate (图 4图 6)Reading time1. Lets read sentence by sentence. 2. Lets dub. (播放动画，静音 )3. Lets read in roles.Step 3 Consolidation1. Summary (P
13、PT 呈现)(1) 你想知道这条裙子是谁的，可以问：Whose dress is this? (2) 回答这条裙子是海伦的，可以说：Its Helens. (3) 你想知道这条裤子是谁的，可以问：Whose trousers are these? (4) 回答这条裤子是迈克的，可以说：Theyre Mikes. (5) 形容手套太大了 , 可以说：The gloves are too/so big.(6) 试穿这件 /这双, 可以说： Try this/these.2. Lets design clothes for the party. 四人一组，请为其他小伙伴们挑选参加化妆舞会的服装，小组
14、内合作完成，记得用上今天所学的句子哦！Look at the . Its/Theyre (too/so) Try this/these.Its/Theyre (too/so) Whose is / are . Its / theyres【设计意图：巩固环节中，我们首先对本课时的语言点进行简单的问答梳理。作为本课时重要的语言输出环节，教师结合并延续本课时的情景，让学生在准备、参加化妆舞会的情境中巩固本课时所学语言点。 】Homework 家庭作业1. Listen and read after the tape five times.2. Use the sentences weve learn
15、t to talk about your clothes.Teaching aids 教学准备 (含板书设计)教学准备：人物卡片、头饰、多媒体课件。板书设计： Unit 6 Whose dress is this? Look at the .Its /Theyre too /so.Whose is this/are these? Its /TheyresTry this /these.说课教师先与学生进行问候与聊天，引出本课时话题“准备并参加化妆舞会” ，教师利用三年级上学期学过的一首小诗 Nice clothes 来复习服饰单词，让学生在已掌握的知识中开始新知识的学习，以便增强学生的自信。随
16、后的环节旨在为学生下一步故事的理解进行铺垫，了解服饰名词的复数形式，以及如何使用 too 和 so 两个单词对服饰进行评价。在文本阅读的过程中，我们根据场景的不同自然划分为两块：在家准备化妆舞会和在化妆舞会现场，将学生引入情境，共同准备、参加舞会。在巩固环节中，我们首先对本课时的语言点进行简单的问答梳理。然后教师延续本课时的情景，为学生运用所学语言提供平台。最后，跟大家分享一下本节课中的几个“关注”： 关注学生在文本阅读过程中的语言使用。 关注学生在文本理解的过程性体验。 关注学生思维的延展和思维的开阔，即将课堂语言点在生活中加以运用。dressshirtsocksglovestrousers
