四年級下冊英語教案Unit6 Whose dress is this （第1課時(shí)）譯林版（三起）

1、.四下 Unit6 Whose dress is this? 教學(xué)內(nèi)容Story time教學(xué)目的1能聽懂、會(huì)說、會(huì)讀單詞dress , trousers, gloves, party, whose2能聽懂、能理解、會(huì)讀，表演課文。3能用Whose.is this/are these?詢問物主及用Its/Theyre.答復(fù)情感目的教育學(xué)生學(xué)會(huì)選擇，合適自己的才是最好的。教學(xué)重點(diǎn)1. 能聽懂、能理解、會(huì)讀、會(huì)表演課文。教學(xué)難點(diǎn)理解和運(yùn)用所有格構(gòu)造教學(xué)準(zhǔn)備 課件教學(xué)過程：Step1.Warming -upFree talk:How are you?What day is it today?What

2、s the weather like today?Step2.Leading1.接上The weekend is coming. In such a fine day, what can we do?Look around our class room, there are so many beautiful clothes here. Lets have a look. Oh, this is a，that is a . These are .隨手拿兩件單數(shù)和兩件復(fù)衣服2.T: 拿起剛剛收來的衣服Whose？I forget whose clothes are these？Whoseis t

3、his？Whoseare these？補(bǔ)充課題，并點(diǎn)PPT，同時(shí)教學(xué)dress, trousers,gloves3.T：Today were going to a Fancy Dress Party. 領(lǐng)讀學(xué)習(xí)Fancy Dress PartyNow，lets enjoy some pictures.欣賞一組化裝舞會(huì)圖片邊欣賞邊說Is it funny/interesting? Step3.Presentation1.T: 接上Do you want to go to a Fancy Dress Party?Ss:Yes.T: First, we must dress up .2.T：Look

4、! 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? 叫一學(xué)生上臺，幫他/她裝扮S： T: I think you need Try this. Look at her穿著較大/小的 I think its too. Try this.What do you think of her/his?Youre so beautiful.師拍照You can go to the Fancy Dress Pa

5、rty.3.Just now I have dressed up for them. Whos dressing up for the Fancy Dress Party，too?Picture 1& Picture 2 Look at the pictures and answer.S: Su Hai and Su Yang師貼人物圖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 carefu

6、lly.S: dress,trousers生答復(fù)，師貼服飾圖T：Look at the blue dress. What about Su Hais blue dress? dress: too short Lets look at Su Yangs trousers. What about Su Yangs trousers? trousers: too longT: 指著dress，trousersSu Hais dress is too short. Su Yangs trousers are too long. What do they say to each other? Open

7、your books to P38 ,read and answerS：Su Yang:Try this. Su Hai:Try these.4.Now, lets enjoy a chant.Short, Short, its too short. Try , try , try this . Long, long, theyre too long. Try , try , try these.5.Picture 3：Look，they are OK, now. Su Hai looks like Little Red Riding Hood. Su Yang looks like a li

8、ttle rabbit. How funny!6.Picture 1Pictures 3: Su Hai and Su Yang have dressed up for the Fancy Dress Party. Lets read.7.T: Su Hai and Su Yang are at the party. Who are at the party, too? Lets watch the cartoon.S: Helen, Mike 師貼人物圖片T：At the party, they meet Helen and Mike. Look at Helen, she looks li

9、ke an angle. Shes so beautiful. Mike looks like Zuoluo. Hes so funny. Theyre talking about their clothes each other. Lets listen.Qs: Whose gloves are these?Whose dress is this?T: Whose gloves are these?S: Theyre Su Yangs fathers. 板書：her fathersT: How do you know that? Find and read.S: Whose gloves a

10、re these, Su Yang? Theyre my fathers.T: Whose dress is this?S: Its Helens cousins. 板書：her cousins 并教學(xué)cousinT: How do you know that? Find and read.S: Whose dress is this, Helen? Its my cousins. T: The gloves are so big, because theyre Su Yangs fathers. The dress is so beautiful. Its Helens cousins.St

11、ep4.Consolidation1.Read the dialogue. Everyone is happy at the Fancy Dress Party. Lets enjoy the cartoon. Lets follow it.2.Read in fours.3.Dubbing time. You all did good jobs. Lets dub for it.這個(gè)工作可讓學(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(kuò)大學(xué)生的知識面,引導(dǎo)學(xué)生關(guān)注社會(huì),熱愛生活,所以內(nèi)容要盡量廣泛一些,可以分為人生、價(jià)值、理想、學(xué)習(xí)、成長、責(zé)任、友誼

12、、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(dòng)的材料,寫起文章來還用亂翻參考書嗎?4.Act the dialogue. choose one to act“師之概念，大體是從先秦時(shí)期的“師長、師傅、先生而來。其中“師傅更早那么意指春秋時(shí)國君的老師。?說文解字?中有注曰：“師教人以道者之稱也。“師之含義，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。“老師的原意并非由“老而形容“師?！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(dá)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，更重于傳播知識。Step5. Homework:1.Listen and read after the tape 3 times. 聽、讀課文3遍。單靠“死記還不行,還得“活用,姑且稱之為“先死后活吧。讓學(xué)生把一周看到或聽到的新穎事記下來,摒棄那些假話