Unit 6 Whose dress is this-Fun time&Cartoon time-ppt课件-(含教案+视频+音频+素材)-县级公开课-新牛津译林版四年级下册英语(编号：83e12).zip

Lets sing!Unit6 Whose dress is this?(Fun time&Cartoon time&Sound time)Learning aims：1. I can use whose to ask questions.2. I know the sound of the letter i.3. I can read and act out Cartoon time. 我能用whose问问题。 我能知道字母“i”的发音。 我能读并表演卡通故事。Competition： 同学们将分为三组，进同学们将分为三组，进行比赛，行比赛，爬绳子，爬绳子，爬得最爬得最高的一组获得胜利，你们高的一组获得胜利，你们准备好了吗？准备好了吗？Rules(规则)：快速说出你看到的单词、词组或图片，如果看到 就双手抱头并 说“bomb”。Quick responsetwo shirtstry thismy sweaterso beautifuldresstry thesetoo shortgo to the partyso longwhose glovesLets judge请读句子，判断正误，正确的请说请读句子，判断正误，正确的请说Yeah, yeah, yeah。错。错误的请说误的请说No, no, no，并改正，注意每句只能改一个单词噢，并改正，注意每句只能改一个单词噢！Whose short are these? 请读句子，判断正误请读句子，判断正误，正确的请说，正确的请说Yeah, yeah, yeah，错误的请说错误的请说No, no, no，并改正，注并改正，注意每句只能改一个单词噢意每句只能改一个单词噢！shortsDo you like the blue jean ?jeansLook at my new gloves !Id like that green shirts.Id like that green shirt.His trouser are too long.trousersMy dress is too big.Your shoe are so beautiful.shoesWhose sweaters is this?Whose sweater is this?Try these sock on.socksI have a red coat.Try the jackets on, please.Try the jacket on, please.Lets reviewshortsjeansshirttrousersdressshoessweatersockscapglovescoat你能发现这些衣服类单词的常用规则吗？Lets reviewshortsjeansshirttrousersdressshoessweatersockscapglovescoat你能发现这些衣服类单词的常用规则吗？复复数数单单数数Tip: 由两个相连接部分组成的物品（由两个相连接部分组成的物品（eg: jeans, trousers, shorts）,或成双成对使用的物品（或成双成对使用的物品（eg: socks, gloves, shoes）,单词要用复数形式，也可以用单词要用复数形式，也可以用a pair of进行修饰，表示一条、一副、一双。进行修饰，表示一条、一副、一双。一双鞋子一双鞋子一条短裤一条短裤一副手套一副手套a pair of shoesa pair of shortsa pair of gloves在在3030秒内与同桌谈论同学们的服饰秒内与同桌谈论同学们的服饰。Look at my/ his/ her/ Its/ Theyre My/ His/ Her is/ are too/so colourredwhitelongbigbeautifulevaluation(评价评价)niceLook at her shoes.Theyre black.Her coat is so long.Lets talkWhose _ is this/are these?Its _ . Su HaisdressSu HaisA: Whose.?Guess！B: Is it.s?A: Yes, youre right. /No, youre wrong.B: Is it.s? .Rules： 一组同学是一组同学是A，知道物品属，知道物品属于谁于谁,问问Whose.?Guess！ 其余三组是其余三组是B, 用句型用句型Is it/Are they.s?进行猜测进行猜测, A则用则用 Yes, youre right./No, youre wrong.（你是对（你是对的、错的）的、错的）回答。哪个组最回答。哪个组最终猜对可爬上一层。终猜对可爬上一层。哪组想成为哪组想成为A？Lets guessguess 猜一猜猜一猜Whose _ is this/are these?MikescapIts_ . Mikes哪组想成为哪组想成为A？A: Whose.?Guess！B: Is it.s?A: Yes, youre right. /No, youre wrong.B: Is it.s? .Lets guessWhose _ is this/are these?Theyre_. Su Yangs fathersglovesSu Hais fathers哪组想成为哪组想成为A？A: Whose.?Guess！B: Are they.s?A: Yes, youre right. /No, youre wrong.B: Are they.s? .Lets guessWhose _?_. Su Yangstrousers are theseThey are Su Yangs 哪组想成为哪组想成为A？A: Whose.?Guess！B: Are they.s?A: Yes, youre right. /No, youre wrong.B: Are they.s? .Lets guessWhose?Sound timeWhy？Sound timeSam likes fish.ii /I /Sound timeEnglishBefore eating _.Lets _ to some _.list反义词：反义词：aftermixwishlistendishEnglishfitfishSound timetimebikefiveninefineridenicelikekitewhite字母字母i有时候在单词中发有时候在单词中发aLearning Tip:大多数单词中，元音大多数单词中，元音 i +辅音辅音+结尾结尾不发音的不发音的e, 字母字母 i 发本身的音发本身的音/ aI / 。 同学们，你能发现什么规律吗？同学们，你能发现什么规律吗？Try to saymilklikebigbikefivesixninepig Rules:Sam likes eating the fish if the letter i pronounced / I /, lets sayeat,eat. If not, we say no,no.(Sam喜欢吃的鱼上所含字喜欢吃的鱼上所含字母母i发音为发音为/ I /，让我们一起说，让我们一起说eat,eat，其余的说，其余的说no，no。)Play a gameAfter eating fish,Lets go and play.Cartoon timeA. My hand hurts.B. My nose hurts.Whats the matter?（怎么了？）（怎么了？）感到疼痛的感到疼痛的hurthurtCartoon timeTip：当主语是第三人称当主语是第三人称单数时，动词用三单形式单数时，动词用三单形式Tip: Whats the matter?是是朋朋友友之之间间的的关关切切用用语语。当当你你看看到到朋朋友友心心情情不不好好或或身身体体有有不不 适适 时时 ， 就就 可可 以以 用用W h at s th e matter?询询问问情情况况，以以示示关关心心。除除了了Whats the matter?我我们们还还可可以以说说Whats wrong with you?Whats up to you?等等。等等。Watch and answerA. My hand hurts.B. My nose hurts.Whats the matter?Watch and answer（自读文章，回答问题（自读文章，回答问题）1:Can it move?2:What is it?3:Do you like to play with it? 移动移动-Yes, it can.Yes, I do./ No, I dont.Its a hedgehog（刺猬）（刺猬）.Read and answer跟跟读课文时，注意阅读记号，读课文时，注意阅读记号，模仿正确的语音、语调，可以模仿正确的语音、语调，可以帮助你读得更好听哦！帮助你读得更好听哦！表示重读表示重读表示升调表示升调表示降调表示降调表示停顿表示停顿Whats this? Look! It can move.Lets readI think so.Lets play.Is this a ball, Sam?A. 我想是这样的。我想是这样的。B. 我想不是这样的我想不是这样的。I dont think so.Lets readOuch!Lets readWhats the matter?My hand hurts.Lets readHi! Nice to meet you too.Hi! Nice to meet you.Lets read125 打开书本，齐读课文打开书本，齐读课文34Lets read三人一组，自选角色，为故事配音三人一组，自选角色，为故事配音Lets dub12534 三人一组，表三人一组，表演故事，注意你的演故事，注意你的表情和动作噢！表情和动作噢！Lets actLook! Its _. Is it _s ?Look! Its an apple. Is it Monkeys?Whose apple is it?I think so.Whats the matter?12A: Ouch!B: Whats the matter?A: Look, its/theyre_.B: Whose _ is it/ are they?A: Is it/Are they _s?B: I think so. / I dont think so.我有两个朋友也遇我有两个朋友也遇到了麻烦，发挥你到了麻烦，发挥你的想象，和同桌演的想象，和同桌演一演，别忘了加上一演，别忘了加上动作哦！动作哦！2Lets sayWe should care about others in our daily life.在生活中，我们多多要关心别人在生活中，我们多多要关心别人。 Ticking time：1. I can use whose to ask questions.2. I know the sound of the letter i.3. I can read and act out Cartoon time. 我能用whose问问题。 我能知道字母“i”的发音。 我能读并表演卡通故事。1. Act out Cartoon time with your partners after class.2. Read more words with letter “i” pronounced / I /.HomeworkThank you!四下四下 Unit6 Whose dress is this? 教案教案一、教学课题： 四下 Unit6 Whose dress is this? (Fun time&Cartoon time&Sound time)二、教学目标 知识目标 1.学生能听懂、会说、会读、会写词汇：whose, move, matter, hurt, ouch, trousers, glove, so, wrong, right 2.学生能听懂、会说、会读词汇：move, matter, hurt, ouch, wrong, right3.学生能听懂、会说、会读日常交际用语：Whats the matter? 及其回答。能力目标 1.学生能用 Whose . is this/are these? Its/Theyre .s. 询问他人物品所属关系。2.学生能用 Whats the matter?来询问他人的状况。情感目标学生能在生活中多多关心他人。三、教学重难点1. 重点：学生能够熟读卡通并进行表演。2. 难点：学生能掌握字母 i 的发音，并归纳总结之前学过的单词，区分两种不同的发音。四、教学方法与手段 教学方法：多媒体课件，单词及句型卡片等。 教学手段：游戏法，情景教学法，小组合作法。五、教学过程Step 1: Warm up1. Enjoy a song The clothing song.2. T: Boys and girls, listen to me! Look at her blouse. Look at his shirt. Look at my dress and my shoes. They are all look great. Yes? S: Yes! T: So, today we will continue to talk about clothes in Unit6. Read after me, Unit6 Whose dress is this?2. Learning aims T: Before we start our class, lets see our learning aims. Firstly, you can use whose to ask questions. Secondly, you know the sound of the letter i. Thirdly, you can read and act out Cartoon time. And today I will devide you into three groups. We will have a competition: climbing the string. At the end of the class, which group climbs the highest will be the winner. Are you ready?设计意图设计意图：在展开正式教学前，播放与本课主题相关的歌曲 The clothing song,活跃课堂气氛，之后教师出示本课教学目标，让学生对本课学习内容有个初步了解，也有助于其在之后进行自我检测。Step 2: Lead in1. Quick response T: First, a game for you. Quick response. Rules: Please say the words, phrases or pictures quickly when you see them. If you see this picture, please hug your head and say bomb. S: two shirts, coat, try this, jeans, so beautiful .设计意图设计意图：快速反应环节带领学生复习学过的服装类单词，以及词组，并且用节奏欢快的背景音乐来调动学生的积极性，为学生营造了良好的英语学习氛围，在复习的同时又不乏趣味性。 2. Lets judge T: Here, I have some sentences for you read and judge. If it is right, please say Yeah, yeah,yeah. If it is wrong, lets say No, no, no. And we can only change one word of each sentence. Can you? T: Just now, we have changed these words. What differences can you find? S: Shorts, gloves.是复数，其他是单数。 The：Great! Shorts, trousers, gloves, jeans, socks are plural forms and sweater, shirt, cap, dress and coat are singular words. So, we can summarize: In English, there are some words like shorts, trousers, gloves, jeans, socks are usually used in plural forms. And we can also use a pair of to describe them. For example, can you translate? 一双鞋子 a pair of shoes 一条短裤 a pair of shorts 一副手套 a pair of socks设计意图设计意图：本环节是复习句型，出示句子让学生判断对错，并改正，即检测学生对服装类单词单复数的掌握情况，然后将其归类，归纳用法规则。 3. Lets talk T: Now, we have reviewed the words and sentences. Its time for us to talk. I will give you 30s to talk about your classmates clothes with your partners. I will set an example for you: Look at her shoes. Theyre black. Her coat is so long. T: You can use the sentence patterns and the key words.Look at my/ his/ her/ Its/ Theyre My/ His/ Her is/ are too/so Color: white, red . Valuation: big, long, beautiful, nice .设计意图设计意图：讨论环节，教师作出示范，用所学句型对学生进行描述，复现服装类单词和句子，.是谁的？鼓励学生说得越多越好。同时 His,Her 是对物主代词的巩固和复习。Step 3: Fun time 1. Lets guess T: Another game for you: Guess! Rules: One group is A and they know who the things belong to. A asks Whose.? The other students are B and guess Is it/Are they . ? A responds Yes, youre right. or No, youre wrong. Who answers correctly will help your group climb up. T: Who want to be A?A: Whose.?B: Is it.s?A: Yes, youre right. /No, youre wrong.B: Is it.s? .设计意图设计意图：Fun time 中设置了转盘的游戏，一组同学是 A，知道物品属于谁,问Whose.?Guess！其余三组是 B, 用句型 Is it/Are they.s?进行猜测, A 则用 Yes, youre right./No, youre wrong.（你是对的、错的）回答。哪个组最终猜对可爬上一层。让学生在游戏中巩固句型。 Step 4: Sound time 1. T: Look at the sweater. Guess, whose sweater is this? Guess！ S: Is it Sam s? T: Yes, youre right! Why? S: . T: Good. Because there is a fish on the sweater. And Sam likes fish.设计意图设计意图：通过刚才的转盘，顺势过渡，用 Whose sweater is this?继续让学生猜，引出这是 Sam 的毛衣，因为毛衣上有一条鱼，Sam 喜欢吃鱼。 2. Teach the sound of the letter i. T: Pay attention to the word fish. Listen carefully! Play the sound of the word fish T: Can you feel the sound of the letter i. How can we pronounce? Teach: /I / 3. Present more words T: Here I have some more words with letter i pronounced /I /. Can you read them out? list mix fit fish wish listen dish English T: Now, can you choose three words to fill in the blanks? Before eating _. Lets _ to some _.设计意图设计意图：让学生自我体会字母 i 在单词中的发音，然后教师出示更多含有字母 i 并且有相同发音的单词，让学生读一读，看看他们是否能读出来，再从这些单词中选出三个填空，完成 Sound time 句子的填写，播放录音，让其跟读，并拍手。 4. Teach the word before. 5. Play the tape of Sound time and read. Read after the tape Group competition设计意图设计意图：小组比赛的方式能够充分激起学生的竞争意识，提高其学习的主动性，能够促使其更积极地投入到学习中来。 6. Compare different sounds of the letter i. T: Sometimes, the letter i , we pronounce / ai /. For example. T: Can you read? time bike five nine five like nice ride kite white T: So, what can you find? S: . T: We can summarize: In most of the words, if the word includes vowel i, consonant and the letter e, then the letter i we pronounce / ai /. 7. Play a game T: Now, game for you. Rules: Sam likes eating the fish if the letter i pronounced / I /, lets say eat,eat. If not, we say no,no. 设计意图设计意图：字母 i 有两种发音，结合前一单元的所学，复习之后，通过一个游戏来巩固，即 Sam 吃鱼，Sam 喜欢吃的鱼上所含字母 i 发音为/ I /，让我们一起说eat,eat，其余的说no，no。该游戏比传统的 TF 做题形式要有趣些，学生能集中注意力。Step 5 Cartoon time 1. T: Sam says After eating fish, lets go and play. 2. Play the sound Ouch! T: Whats the matter? 3. Teach: Whats the matter? T: When our friends are in a bad mood or they are ill, we can use Whats the matter? to care about them. Except Whats the matter?, we can also say Whats wrong with you? or Whats up to you?, etc. 4. Watch and answer T: Lets see whats the matter with Bobby? A. My hand hurts. B. My nose hurts. 5. Teach: hurt hurts设计意图设计意图：请学生看动画，回答问题，视频是学生喜闻乐见的形式，在有趣的动画中得到休息，并找到答案。 6. Read and answer T: Lets move on to the next part, read and answer. Q1: Can it move? Teach: move Q2: What is it? Q3: Do you like to play with it?设计意图设计意图：通过让学生精读的方式，找到三个问题的答案，一是提高学生的自主学习能力，二是锻炼口语，第三题是开放题，学生可以喜欢，也可以不喜欢，教师可以请学生说一说为什么。 7. Lets read T: Now, lets read after the tape. And when you are reading,please pay attention to the pronunciation and intonation. Here are the stress, the raising tone, the falling tone and the pause. Ss read after the tape. Teach: I think so. I dont think so. 设计意图设计意图：逐句跟读环节，向学生强调重读、升调、降调、停顿，帮助其读得更优美，播放录音后教师进行带读，也可以辅以相应的动作，让学生更好地理解。朗读过程中，教授语言点：I think so. I dont think so. 8. Lets read T: Now, please open your books and lets read the cartoon together. 9. Lets dub T: Its time for us to dub for the cartoon. Three in a group and discuss your roles.设计意图设计意图：通读课文后，请学生角色扮演，三人一组，并注意加上表情和动作，表演的好的组可以向上爬，然后交换角色，体会各个人物的语言、心情、动作，为下面表演环节做好准备。 10. Lets act T: The cartoon is very interesting. Lets act it out. Three in a group and do not forget to add your actions. Step6 Consolidation 1. T: Look at the screen. Its the hedgehog, right? He is in trouble. Lets see what happened to it? Its -. Is it . Monkeys ? T: Look, the hedgehog is playing with Sam and Bobby under the apple tree. And an apple falls down on his head. Sam and Bobby are caring about him. 2. Present two pictures T: Here I have two friends. They are also in trouble. Can you imagine and act them out? A: Ouch! B: Whats the matter? A: Look, its/theyre_. B: Whose _ is it/ are they? A: Is it/Are they _s? B: I think so. / I dont think so.设计意图设计意图：延续故事，续编刺猬和 Sam，Bobby 在苹果树下玩耍，结果遇到了麻烦，被苹果砸中了头，然后 Sam，Bobby 关心刺猬，让学生朗读他们的对话，复现句型，再让其同桌两人演出另两个朋友的对话，继续巩固所学。 3. Lets enjoy T: Lets enjoy some pictures. T: We should care about others in our daily life.设计意图设计意图：出示互相帮助的图片，让学生一边休息一边欣赏，并向其渗透情感教育：在生活中，我们要多多关心他人。 4. Ticking time T: Times up. Lets check our learning. First, I can use whose to ask questions. Three stars? Second, I know the sound of the letter i. Three stars? I can read and act out Cartoon time. Three stars? Good!Now, lets see which group is the winner? 设计意图设计意图：自我评价环节，出示课前的三个教学目标，让学生对照本节课自己的学习情况进行自我评价，一是查漏补缺，看看自己哪方面还欠缺，二是锻炼学生的自我评价能力。 Step7 Homework 1. Act out Cartoon time with your partners after class. 2. Read more words with letter “i” pronounced / I /. Step8 Blackboard designUnit 6 Whose dress is this?Whats the matter?My hand hurts.It can move.I think so. listen i I fish English