四年級下冊英語教案Unit 6 Whose dress is this第一課時 譯林版

1、.四下Unit 6 Whose dress is this?Story timeTeaching contents:Story time  Teaching aims:1. Ss can say some clothes.2. Ss can understand, read and try to act out the story.3. Ss can use whose to ask questions.Teaching focus:1. Ss can understand, read and try to act out the story.2. Ss can

2、use whose to ask questions.3. Pronunciation: Trousers Teaching difficulties:1. The spelling of the words.2. The sentence structure of “Whose is this/ are these?Preparation: PPT, some clothes,blackboard writingTeaching procedure:Step 1 Listen to a song before classStep2. GreetingsStep3. Lead in1. Sho

3、w some pictures of the fancy dress party. Teacher introduces some information of fancy dress party.2. Tell students our friends are holding a fancy dress party and teacher invites all the students to join the party.Step 4 Presentation and practice1. Choose one character- Princess. Teach the new word

4、: dress 2. Present a real dress of princess. Teacher: Its so beautiful. Let me try this first.3. Students say Its too short/small. Bb: Try this. Its too.4. Ask a student come to the front, Other students say: *, try this please. And the student say :Oh, Its so beautiful.5. Teacher asks students to g

5、uess whose dress is this? And then tell them its .s.Bb: Whose is this? Its .s.6. Use the same way to teach gloves, and Try these. Theyre tooWhose . are they? Theyre .s.Step 5 Story time1. Watch the pictures and find: What clothes are Su Hai and Su Yang trying on?2. Check the answers: a dress and tro

6、users. Teach trousers.3. Watch the cartoon and answer: How are Su Hais dress and Su Yangs trousers? What are their suggestions to each other.4. Show the picture of the party on page 39. Present the party time. Ask students to watch the cartoon and answer the question: What clothes are they talking a

7、bout?5. Check the answers dress and gloves6. Read the story on page 39 and talk with partner: Whose dress is this? Whose gloves are they? 4. Check the answers.5. Retell the story with teachers help and the blackboard writing.6. Read and imitate after the computer.7. Act out the story: Work in groups

8、 of four and choose one scene.Step 6 Consolidation1. Let students put on their clothes.2. Use the sentences to talk about their clothes with partner. Step 7 Homework1. Listen and read the story and try to recite it.2. Try to use the sentences we have learned to talk about your friends clothes.“師之概念，

9、大體是從先秦時期的“師長、師傅、先生而來。其中“師傅更早那么意指春秋時國君的老師。?說文解字?中有注曰：“師教人以道者之稱也?！皫熤x，如今泛指從事教育工作或是傳授知識技術(shù)也或是某方面有特長值得學(xué)習(xí)者?！袄蠋煹脑獠⒎怯伞袄隙稳荨皫??！袄显谂f語義中也是一種尊稱，隱喻年長且學(xué)識淵博者?！袄稀皫熯B用最初見于?史記?，有“荀卿最為老師之說法。漸漸“老師之說也不再有年齡的限制，老少皆可適用。只是司馬遷筆下的“老師當(dāng)然不是今日意義上的“老師，其只是“老和“師的復(fù)合構(gòu)詞，所表達的含義多指對知識淵博者的一種尊稱，雖能從其身上學(xué)以“道，但其不一定是知識的傳播者。今天看來，“老師的必要條件不光是擁有知識，更

10、重于傳播知識。教學(xué)反思：本周在教授這一課時，我根據(jù)姜主任的指導(dǎo)和建議，重新審視了當(dāng)時的設(shè)計，并將這節(jié)課進展了修改。這一單元是本冊的一個難點單元，本課時以化裝舞會為場景，呈現(xiàn)了服裝的主題和名詞所有格的語法知識。我圍繞真學(xué)課堂的教學(xué)理念，預(yù)設(shè)了以下教學(xué)環(huán)節(jié)：課前，我以一首興趣性強的關(guān)于party的卡通片導(dǎo)入，渲染參加聚會的氣氛，調(diào)動學(xué)生的學(xué)習(xí)熱情；接著，我以去參加化裝舞會要選造型為切入點，新授單詞dress和gloves,逐一浸透本課重點句型Try this/these. Its/Theyre too/so. Whose is this/are these? Its/Theyre .s.這個工作可

11、讓學(xué)生分組負(fù)責(zé)搜集整理,登在小黑板上,每周一換。要求學(xué)生抽空抄錄并且閱讀成誦。其目的在于擴大學(xué)生的知識面,引導(dǎo)學(xué)生關(guān)注社會,熱愛生活,所以內(nèi)容要盡量廣泛一些,可以分為人生、價值、理想、學(xué)習(xí)、成長、責(zé)任、友誼、愛心、探究、環(huán)保等多方面。如此下去,除假期外,一年便可以積累40多那么材料。假如學(xué)生的腦海里有了眾多的鮮活生動的材料,寫起文章來還用亂翻參考書嗎?處理文本時，我把它分成了兩個部分。一、舞會前。我先組織學(xué)生觀察圖片，看看蘇海和蘇陽在試穿什么，并借機新授單詞trousers。然后讓學(xué)生看動畫，看看他們試穿的衣服是否適宜，她們各自的建議是什么。二、舞會上。我設(shè)計了Read and talk,讓學(xué)生找出the big gloves和the beautiful dress的主人。我讓學(xué)生自己提出關(guān)于whose的問題，小組內(nèi)解決問題，凸顯學(xué)生的自主性與探究性；在理解完文本后，我對學(xué)生進展了朗讀的指導(dǎo)。最后，我創(chuàng)設(shè)了Fancy Dress Party的真實情境，讓學(xué)生穿上家人的、朋友的衣服在班上進展展示、評價。學(xué)生在真實的情境中運用所學(xué)的句型進展交際，通過語言交流，以到達綜合運用所學(xué)語言知識的目的，表達語言的學(xué)習(xí)價值。學(xué)習(xí)語言的