四下Unit6 Whose dress is this? Story time

教学内容:Story time 教学目标:

1．能听懂、会说、会读单词dress , trousers, gloves, party, whose 2．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It’s/They’re...回答 情感目标：教育学生学会选择，适合自己的才是最好的。 教学重点：能听懂、能理解、会读、会表演课文。 教学难点：理解和运用所有格结构

教学准备: PPT 教学过程：

Step1.Warming -up

1. Free talk: (1)How are you?

(2)What day is it today?

Step2 Lead in

1. T:I see many beautiful clothes. Would you like to introduce it for us ? S:OK. This is a…they are ….

2. T: This is…。It’s so …. Whose dress .is this？.（补充课题，并点PPT，同时教学dress ）

3. T：Today we’re going to a Fancy Dress Party. (领读学习Fancy Dress Party)Now，let’s enjoy some pictures.(欣赏一组化妆舞会图片) 边欣赏边说Is it funny/interesting? They are so funny. Step3 Presentation

1.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： (……)

T: I think you need …Try this….

Look at her…（穿着较大/小的） I think it’s too…. Try this. What do you think of her/his…?

You’re so beautiful. You can go to the Fancy Dress Party. Step4 Enjoy the story

1. Just now I have dressed up for them. Who’s 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 carefully.

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S: dress, trousers(生回答，师贴服饰图)

T：Look at the blue dress. What about Su Hai’s blue dress? (dress: too short) Let’s look at Su Yang’s trousers. What about Su Yang’s trousers? trousers: too long 2. T: (指着dress，trousers)Su Hai’s dress is too short. Su Yang’s trousers are too long. What do they say to each other? (Open your books to P38 ,read and answer) S：(Su Yang:Try this.)( Su Hai:Try these.) 3. Picture 3：Look，they are OK, now. Su Hai looks like Little Red Riding Hood. Su Yang looks like a little rabbit. How funny!

4. Picture 1—Pictures 3: Su Hai and Su Yang have dressed up for the Fancy Dress Party. Let’s read. Pay attention to the pronunciation and intonation.(Let some students read after the record)

5. T: Su Hai and Su Yang are at the party. Who are at the party, too? Let’s 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. She’s so beautiful. Mike looks like Zuoluo. He’s so funny. They’re talking about their clothes each other. Let’s listen. Qs: Whose gloves are these?

Whose dress is this? T: Whose gloves are these?

S: They’re Su Yang’s father’s. (板书：her father’s) T: How do you know that? Find and read.

S: Whose gloves are these, Su Yang? They’re my father’s. T: Whose dress is this?

S: It’s Helen’s cousin’s. (板书：her cousin’s 并教学cousin) T: How do you know that? Find and read.

S: Whose dress is this, Helen? It’s my cousin’s.

T: The gloves are so big, because they’re Su Yang’s father’s. The dress is so beautiful. It’s Helen’s cousin’s.

6.Picture 4—Pictures 6: Everyone is happy at the Fancy Dress Party. Let’s read. Pay attention to the pronunciation and intonation.(Let some students read after the record)

Step5 Activity

1.Read the dialogue.

Everyone is happy at the Fancy Dress Party. Let’s enjoy the story and follow it. (引导学生有感情地朗读：They’re so big. It’s so beautiful.) 2. Read in groups of four

3.Dubbing time. (You all did good jobs. Let’s dub for it.)

4. How do you like Mike ’s Party? It’s so …Would you like to go to the party? Act the dialogue. （choose one to act）

Task1: Act the dialogue. (表演Unit6 Story time) Task2: Act a new dialogue. (表演一个新的对话) Step6 Homework

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1.Listen and read after the tape 3 times. (听、读课文3遍。)

2. Use the sentences we’ve 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，本课时以化妆舞会为场景，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。课前带领学生通过介绍自己的衣物引出衣服类单词，激活学生的已有知识储备。 既复习旧知，又为学习新知打下基础，并渗透本课重点句型Whose … is this? 2.激发兴趣。通过欣赏“化装舞会”图片，学生非常好奇，并初步了解“化装舞会”——帮助学生化装成天使，巫师——拍照留念，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，直接拉近了师生的距离。

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。 我创设了本节课老师要带领大家在班级举办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：It’s /They’re nice/so big/too long.

4. 引导积极探索，自主学习。文本处理上注重学生自主探索：谁在装扮？她们在试什么？穿了什么？给学生主动学习的机会和积极探索的权利。

5. 重视朗读，形成能力。这节课中采用多种方式进行朗读，并多次强调语音语调，促使学生形成良好的朗读习惯和朗读能力。

6. 巩固并运用所学内容。 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行展示、评价。学生在真实的情境中运用所学的句型进行交际，通过语言交流，以达到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他人的服装，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语言去和别人交流。再反思这节课，预设目标基本达成，而最大的亮点就在于真实情境的创设，给学生搭建了说英语、用英语的平台。学生介绍带来的服装，展示自己的服装，猜测同学的服装的主人……这几个环节都将本课学习的重点句型反复运用，并建立了新旧知之间的联系。在语言训练的同时，注重情感目标的达成，培养学生观察能力，发现美、热爱美的意识，使故事教学达到更高的境界和高度。

不足之处：不敢放手让学生自主学习。今后我应该多在班上组织小组内讨论，让每个学生都有参与的机会。但是小组活动不是放任学生，要想组织好小组学习还要注意纪律和评价。所以我得积极动脑想办法如何将小组活动的效益最大化。

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