Unit 6 Whose dress is this-Sound time, Rhyme time, Checkout time & Ticking time-ppt课件-(含教案+素材)-县级公开课-新牛津译林版四年级下册英语(编号：c5d31).zip

Whose dress is this?（Period 3）Unit 6I can say and write the names of some clothes.我能说出和写出一些服饰类单词。I can use “whose” to ask questions.我能正确运用“whose”来提问。I know the sound of the letter “i”.我知道字母“i”的读音。Your are Your . is You are 在一分钟内与同桌谈论同学们和自己的服饰。 Look at my/ his/ her/ Its/ They are My/ his/ her is/ are colourredwhitelongbigbeautifulevaluation(评价)nice这些服饰分别是谁的？你知道如何提问吗？这些服装是谁的？和同桌讨论一下吧。听短文，将服装和人物配对。Expressions(词句)accurate(准确的)Handwriting(书写)beautifulneat (整洁的)notice (注意事项)Learning tip:注意s的用法。表示所属关系，别忘记在人名后加s.I can say and write the names of some clothes.我能说出和写出一些服饰类单词。I can use “whose” to ask questions.我能正确运用“whose”来提问。你能完成以下的任务吗？请根据自己发言、做题和参与讨论的情况给自己评分吧。Before eating fish, Lets listen to some English.（在之前） i Englishfishlistensitpigriverhim(他)springhill i dig（挖）pit（坑）The a near the hill.kid（孩子）digskidpitI know the sound of the letter “i”.我知道字母“i”的读音。能根据字母“i”的读音规律读出简单的生词。能够举例说出含有相同发音的单词。只能说出字母i在单词中的发音。合作评价同桌互相说一说，评一评。ChrisWhose cake is this?Oh, Chris! Oh, Chris!Whose cake is this?Its my cake.Lets eat it by the lake.（在湖边）What are they going to do then?(他们接下来将要做什么呢？)Whose cake is this?Oh, Chris! Oh, Chris!Whose cake is this?Its my cake.Lets eat it by the lake.foodWhat is the rhyme about?(这个歌谣是关于什么的呢？)clothes衣服Whose dress is this?Oh, dress! Oh, dress!Whose dress is this?Its Su Hais. Its nice.Lets have a try.Whose footballs are these?Oh,whose ? Oh, whose?Whose footballs are these?Theyre my footballs.Lets go and play football.试着朗诵以下两首歌谣。为了让歌谣内容更加丰富，我们可以用上哪些语句呢？ballsWhose ?Oh, ! Oh, !Whose are these/ is this? . .请你展开想象，用最快的速度创作自己的歌谣并写下来。四人一组，读一读彼此的歌谣，选出你最喜爱的一篇。Whose ?Oh, ! Oh, !Whose are these/ is this? . . Homework2 根据Ticking time的要求复习本单元。1 继续与同学们分享自己的歌谣。Unit6 Whose dress is this?教学反思本节课教学 Checkout time，Sound time, Ticking time 和 Rhyme time 部分。在教学checkout time 时，首先是听，为接下来的教学降低难度。让学生听录音匹配图片：其次是说，让学生根据匹配的图片用“Whose is this/are these?”讨论。最后是写，在写之前提醒学生注意自己的书写和坐姿。在 Ticking time 的教学中让学生采用自评和互评两种方式，而且每一种评价都给了他们相应的评价标准。评价部分也做到了真实有效。Sound time 呈现了字母 i 在单词中的读音，我先让学生自读单词，体会字母 i 在单词中的读音，找出共同读音，再指导学生读新词并用新词造句，引导学生进一步体会字母的读音。Rhyme time部分复现了本单元的重点句子 Whoseis this ? 学生在熟读后，鼓励学生替换关键词 cake, 改编歌谣，学生积极性很高。而且学生们创编的都非常好。在教学的过程中，我以学生为主体，教师只是引导学生去思考，以学促教、能学不教，注重培养学生的听说读写能力。为了让学生充分地自读、自解、思考，提高学生学习的主动性，在教授新单词时通过学生已会单词的音标来拼读新单词，课堂教学效果较好且正确率较高。Unit6 Whose dress is this?课后练习一.单项选择。 （ ）1.当你想问这是谁的裤子时，可以说： A Whos trousers is this? B Whose trousers is this? C Whose trousers are these? ( ) 2.当你想告诉别人这副手套是你父亲的时，你可以说： A This is my fathers gloves. B The gloves are my father. C The gloves are my fathers. ( ) 3.你想夸赞对方的连衣裙很漂亮时，你可以说： A My dress is beautiful. B Your dress is so beautiful. C Whose dress is this? ( ) 4.当你想说这件毛衣太大时，可以说： A The sweater is too big. B The sweater is too small. C The sweater are too big.二句子匹配。 I ( ) 1.Whose dress is this? A.Ok.( ) 2.Whose shoes are they? B.Im hungry. ( ) 3.Whos the man behind the chair? C.Its Tinas. ( ) 4.Whats the matter? D.Theyre my cousins. ( ) 5.Dont move the ball. E.Hes mu uncle.三单词辩音。 ( ) 1. A cap B cat C coat ( ) 2. A ieans B trousers C socks ( ) 3. A fine B picture C Science ( ) 4. A fish B like C listen ( ) 5. A English B nice C climb四下四下 Unit 6 Whose dress is this? 第三课时第三课时教学设计教学设计教学目标：教学目标：1 能会说并灵活运用本单元所学的服饰类单词，并能写单词 shirt, dress, coat 和sweater.2 能灵活运用句型 Whose is this/ are these? 和 Its/ Theyre s.来谈论物主并能书写该句型。3 能正确掌握字母“i”在单词中的读音，并能依据其发音规律自学简单的词汇。4 能综合运用本单元所学知识谈论物主、评价物品和提出建议。教学过程：Step 1 Lead ina Show the learning objectivesT: Hello, boys and girls.S: Hello, Miss Xiao.T: Today, Iets contune to learn “Unit6 Whose dress is this?” Look at our learning objectives. Lets read them. Ready, go.S:T: Are you ready ok?S: Ok.b Free talk(1)T: Oh. I like your T-shirt.T: Look at his T-shirt?S: Its 在学生评价同学衣服的时候教师用以下语句进行追问。What colour?Do you like ?Do you want to try the ?Ok, you can try after class.(2)T: Boys and girls, you all look very good today. How about me? Look at my suit jacket, my S: T- shirt.T: And my S: Jeans.T: Can you say something about me?S: Youre cool./ Your is/ are T: Thank you. Do you want to try ? Do you like ?c T: Thank you. Boys and girls, lets try to say more about our classmates clothes. You can talk about the the colour of the clothes. Also ,you can evaluate the clothes. Ready? Go!(学生小组谈论。) T: Who can try?S: 在学生做出评价的同时，教师也进行追问。Step 2 Checkout timeaT: Look, the students are talking about clothes at the party. lets go to the party, OK?S: OK.T: There are some other clothes at the party. Whose clothes are they? Can you ask some questions about them? Discuss in pairs?(学生小组讨论，根据教师出示的服饰提问。)S: Whose are these/ is this?S: Is this ? ( 引导学生说出 Is this ? 教师在黑板上板书句型。)T: How can we answer them?(引导学生说出答句)T: Good. Now, lets listen to a short passage and try to match the clothes with the students. (让一个学生上黑板匹配图片)T: Talk about the clothes in pairs.b T: Good, lets finish the exercise now. Please pay attention to your hand-writing, your expressions and your writing posture. Ok?(学生独立完成看图填空练习。教师随即请几位同学上黑板完成习题。)T: Now, lets check the answers. （教师以黑板上的答案为范本，引导学生读一读，教师指导拼写和语法。 ）C ticking timeT: So can you say and write the names of some clothes and use whose to ask questions? Please grade yourself according to your performance in statements, exercises and discussion.(学生小组评分。)T: Who has got 6 stars here? Who has got 5 stars here?S: 当学生举手汇报的时候，教师用 Good job./ I think you can work a litter harder on them. 等语言进行评价。Step 3 Sound timea Lead inT: So can you use “whose ” to ask questions about these pictures?(教师出示鱼和英语书的图片。)S: Whose fish is this? Whose English book is this？b 教师出示教师出示 sound time 的图片。的图片。T: Look at this picture. Whose fish is this?S: Its the cats.T: Whose English book is this?S: Its the mouses.T: So what does the mouse say? Please read the sentence by yourselves (出示句子 Before eating fish. Lets listen to some English.)T: Read after me. (教师先请几位同学说一说，再指导全体同学朗读。)T: Pay attention to these words. Read them together.S: English, fish and music.T: What is the letter i pronounced in these words?S: /i/ T: Lets try to read more words like them.(学生自己读一读一些其他的单词。)T: Can you read these new words?(教师出示三个生词，学生试着读一读。)T: Look at the sentence, can you complete it?(教师出示一个句子，学生试着用这些词来完成句子。请几位同学说完以后，教师出示正确答案并呈现相应的图片。)T: Good. Also, we have some other words here. Try to read the sentence by yourselves.c Ticking time Now, lets grade our classmates. You can get three stars if you can read the new words. You can get two stars if you can give some examples. You can get one star if you only know the pronunciation of the letter.(学生小组内互相评价。)Step 4 Rhyme timea T: Who has got three stars/ two stars？ Put up your hands.(得到三星/两星的孩子举手示意。教师及时给予评价。)T: Now, look at the picture. Whats the boys name? Can you read this word? (出示单词 Chris. 学生试着读一读) T: Lets listen to a rhyme.(听歌谣学习 Chris 的发音。)T: What does Chris have?S: A cake.T: What are they going to do then?S: Eat a cake.(教授句子 Lets eat it by the lake. 强调连读。)T: Please say the rhyme with the cartoon.(学生跟着卡通一起练习歌谣。)T: What is the rhyme about?S: Food.T: Good. Here we also have two other rhymes here. Try to say them by yourselves. (教师出示另外两首歌谣，学生读一读。)T: Can you say this rhyme？ Lets have a try.(教师和同学一起读读新的歌谣。)T: What is the rhyme about?S: Toys./ Clothes.bT: What else can we say to enrich the contents of the rhyme?S: .T: So, try to compose a new rhyme by yourselves. OK?S: (学生独立创作歌谣。之后在小组内分享，选出自己最喜爱的一篇。)Step 5 Homework继续与同学们分享自己的歌谣。根据 Ticking time 的要求复习本单元。