Unit 6 Whose dress is this-Story time-教案、教学设计-市级公开课-新牛津译林版四年级下册英语(配套课件编号：91b51).doc

1、交往互动式教学设计课题Unit6 Whose dress is this?教时第 1 课时日期月日教学目标：教学目标：1. 在语篇情境中理解、听懂、会读单词 dress、trousers、gloves、party、too、so.2. 在语篇情境中理解、听懂、尝试运用句型 Look at Its/Theyre too/so Whose is this/ are these?Its/Theyre s.3. 在观看插图和自主阅读的过程中理解文本内容，梳理文本内容，并模仿文本进行创造性表演。4. 在图片和卡通中了解西方化妆舞会的知识，并通过小组表演感受其趣味所在。重 点 与难点教学重点：教学重点：1.

2、 能理解、听懂、会读单词dress、 trousers、 gloves、 party、too、so.2. 能理解、听懂、运用句型LookatIts/Theyretoo/so Whose is this/ arethese?Its/ Theyre s.3. 在观看插图和自主阅读的过程中理解文本内容，梳理文本内容。教学难点：教学难点：1. 单词 trousers 的读音。2. 区别 Whose is/ are ?Its / Theyre s 的用法。3. 模拟文本进行创造性表演。学情分析学情分析：本单元的话题是讨论“衣物的主人” ，story time 主要是通过“化装舞会”这一情境展开交流。孩子

3、们对新奇的衣物比较感兴趣，因此，在行课过程中，可以运用交流插图的方式推进词汇和句型的教学，感知并理解文本学习内容。教学过程活动环节及预设目标活动内容与呈现方式学生活动方式目标达成分析Pre-reading:1. 在动画中感受“化妆舞会”的情境，理解并学习单词 party。2. 在同伴交流和观看图片的过程中了解西方化妆舞会的相关知识。1. Warm up(1) First lets watch cartoon,try to tell me what can you seein this cartoon? (播放动画)(2) Why do they dress up?(贴板书并带读：fancy d

4、ressparty)2. cultural time(1) What do you know aboutfancy dress party?(2) 播放 PPT，介绍关于化装舞会的知识。fairyPrincess，dinosaur,nurse,witch, pirate, carrot，clownBecause they want tohave a fancy dressparty.Watchandknowabout the fancy dressparty.While-reading:1. 观看插图，感知课文情境。2. 在交流插图的过程中回忆衣物类词汇。3. 在观看插图中学习单词：dress

5、, trousers。1. Think and guess(1) Look! Our friends arealso at a fancy dress party.Who are they?(2) Look! Helen is an angel.Mike is a batman! How aboutSu Yang? and Su Hai is a littlered riding hood. They lookwonderful. Can you think andguess: What clothes do they tryon before the party?2. Read and ci

6、rcle(1) Now lets go to Su Haiand Su Yangs home and seewhat clothes do they try on?(板书：dress, trousers)Helen, Mike, Su Hai,Su YangShe is a rabbitGuess and say someclothes.dress, trousers，4. 结合插图，理解并学习单词 too。5. 结合插图，同伴初步运 用 Look at Its/Theyre too 进行交流。6. 在交流插图和预测文本的过程中理解并初步运 用 句 型 Whose isthis/ are th

7、ese?Its/Theyre s.(2) How about Su Hais dress.Yes, Its nice, but its too short（贴板书）.How about Su Yangs trousers?Theyre too long（贴板书）.Look! Its too short. Theyretoo long. Why its, theyre What can you find?(3) Can you choose one andwork in two?3. Guess and talk(1) T: Look! Su Hais dressis too short. Is

8、 it Su Haisdress?IsitHelensdress?Then Whose （写板书） ? Whosedress is this? Can you guess?Maybe its s.(2) Su Yangs trousers aretoo long. Are they Su Yangstrousers? So whose ? Whocan ask? Whose trousers arethese? Maybe theyre s.(3) T: Well done! Can youchoose one and talk like this?4.Ask and share(1) Now

9、 they go to the party.What do you want to knowabout the fancy dress party?Can you ask some questions?(出示插图)Any other questions?short， blue， notlong, nice read: too shortlong, brown read: too longfind the rules.Work in pairs:-Look at -Its/ Theyre too Read: WhoseRead: Whose dress isthis?Maybe its s.Wh

10、ose trousers ?Maybe theyre s.Chant in groups:Who are at the party?Where ?What does wear?How ?Whose ? 7. 在讨论插图的过程中理解 so 的意义，进一步运 用 句 型 Whose isthis/ are these?Its/Theyre s.8. 整体回顾， 完善板书，巩固课文内容的学习。9. 多种方式地读，巩固文本内容学习。Ok! First, read by yourselves,then circle the keywords, atlast you can ask and answer

11、intwo.(2) What does Helen wear?HowaboutHelensdress?Whose dress is this?What doesSu Yang wear?How about Su Yangs gloves.Whose gloves are these?(3) T: Very good. Heres tasktwo, can you choose one andwork in two?(4) Summary5. Listen and read(1) read after the computer.(2) read together.(3) read in pair

12、s.-Whose ?-Its/ Theyre s.Its so beautiful.Its her cousins.Gloves.Theyre so big.Theyre her fathers.Work in pairs:-Whose ?-Its/ Theyre s.Post-reading：1.围绕课文情境，补足文本，在小组进行创造性表演。Can you act in your groups.Look! Miss Zhang brings yousome clothes. you can act withthese things.Dress, gloves Act in groups.板书

13、设计Unit 6 Whose dress is thisWhatHowWhoseSu Haidresstoo shortSu Yangtrousers/glovestoo long/ so bigher fathersHelendressso beautifulher cousins教学反思：本节课的设计我主要聚焦“思维” ，旨在培养学生问的能力，即追问、提问，同时运用创编、对比等方式提升学生的思维。反思教学，其中还存在着一些需要注意的细节。1.“问” 。教师的问即指令语的表达， 首先需要指令清晰，其次是需要有层次感， 逐层递进。当然，课堂上学生的“问”也同样重要，即培养学生提问和追问的能力。2.“比” 。对于本课的难点：Whose is/ are ? Its/ Theyre s. 即单复数问题的理解和询问，我选择利用比较的方式引导学生自主发现和运用，效果较好。但是若是在这个环节能够运用错误资源再次引导学生关注，那就更加完美了。3.“编” 。 创编对话和诗歌是学生喜欢的方式， 尤其是基于文本的创编， 孩子们非常感兴趣。对于这些创意表演，对于人数的确定以后还要斟酌好，精心设计好活动人数，力求每个学生都能有话可说。4.“长” 。课堂即学生思维生长的地方，关注思维的同时还要兼顾学生的注意力。