四年级下册Unit 6 Whose dress is this?第3课时教案

英语(四年级下册)

Unit 6  Whose dress is this?

Cartoon time

Teaching contents  教学内容

Cartoon time

Teaching aims and learning objectives  教学目标

1. 在前两课时学习的基础上，学生能够理解句型：Whose …is this /that? Whose … are these/those? It’s/ They’re …’s. 的含义，并能正确运用到实际中进行描述。

2. 学生能够看懂Cartoon time的小故事，会心一笑。

3. 学生能够在与人交流中表达自己的需求，大胆使用英语进行沟通。

Focus of the lesson and predicted area of difficulty  教学重点和难点

教学重点：1. 在前两课时学习的基础上，学生能够理解句型Whose … is this/that? Whose … are these/those? It’s/ They’re …’s. 的含义，并能正确运用到实际中进行描述。

2. 学生能够看懂Cartoon time的小故事，会心一笑。

教学难点：学生能够在与人交流中表达自己的需求，大胆使用英语进行沟通。

Teaching procedures  教学过程

Step 1 Revision & Warm up

1. Quickly respond

T: Hello, boys and girls. Today, let’s go on learning Unit 6 Whose dress is this? These days, we are talking about the clothes. First, let’s play a game Quickly respond to review the words. 1.When you see the words or pictures , read the words. 2.When you see         , say “bomb”.  Are you ready? Let’s go! encourage Ss speak loudly. Ready? Go!

(KEY: shirt sweater coat shorts jeans gloves dress trousers)

2. Think and say

Well done! You know the words of clothes very well.next  I’d like you to pay attention to the singular and the plural form. Now, a new game for you! put the clothes into wardrobe one and wardrobe two. Let’s go!

3 .Look and match

You are all so smart.Now,look at the match picture and use the sentenceA: Whose…are these? B: They’re × ×’s. and  sentencs B:Whose…is this? B: It’s × ×’S   to make sentence.

【设计意图：本课时为第三课时，主要讲授cartoon time部分，课的一开始用活动激发学生的兴趣，激活近几课时所学知识。我们在这里安排了三个环节，Quickly respond, Think and say和Look and match,其中，Quickly respond,不仅针对学习的服饰类词汇进行了强化还锻炼学生的反应能力。这里Think and say环节让学生区分服饰类单词的单复数。接着我们用Look and match环节针对词汇的单复数形式进行了复习练习。通过这三个环节迅速打开学生的思维，让学生快速进入课堂学习状态，同时，竞技类型的活动也让课堂气氛迅速升温，便于下一部分的教学。】

Step 2 Presentation

1. Watch and choose

T: Boys and girls, you are so smart! Look at the screen! What’s this? Whose T-shirt is this? Guess.

Yes, you are right! It’s Bobby’s T-shirt! Look at Bobby. Is he happy? No, he isn’t. He is very confused. Why? What’s this? Look! It can move.

Now, let’s watch cartoon. Try to find out the answer.

A. It’s a ball. (图)           B. It’s a hedgehog. (图) (播放视频)

A or B? Great! It’s a hedgehog.

2. Listen and answer

T: Look! What’s the matter? (教师说2遍) This time, try to listen and find out.

(播放音频) Who can be Bobby?

S: My hand hurts.

T: You know this story very well. Now, let’s read the story together.

3. Learn to say

T: (跟读录音) Read with emotion Picture One, which one wants to try? (指导语气)

S: ….

4. Let’s read

T: Boys and girls, this time open your books. Let’s read in roles.

T: Would you like to show us? (请一组学生分角色朗读)

5. Let’s dub

T: You can read it so well. Would you like to dub? (全班分角色给动画配音)

6. Let’s show

T: Now, it’s your show time. Work in group of 3, and you can work in 3 ways.

If you read the story together, you can get 1 star.

If you read the story in roles, you can get 2 stars.

If you act the story together, you can get 3 stars.

Here are some tips for you. Please speak loudly with cute expressions.

Practice with your partner! OK?

(学生准备3分钟，视情况请2-3组上台表演。)

【设计意图：Cartoon time是本课时学习的重点，虽然只是一个幽默小故事，对学生的学习要求只是能听懂，会心一笑即可，我们在教学过程中还是分层次慢慢展开故事内容，并对细节加以反馈，加深学生对故事的理解。我们先通过图片猜测，激发学生了解故事的兴趣，进一步Watch and choose，Listen and answer，然后在录音以及教师的辅助下，进行有效的朗读和练习；此为铺垫，让学生可以更好地演绎整个故事。在表演的过程中，我们同样重视分层教学，针对不同水平的学生提出不同的要求，小组齐读、小组分角色朗读和小组分角色表演，不同层级可以获得不同的奖励，以此激励学生在现有水平的基础上再试着跳一跳。】

Step 3 Consolidation 

Our stage

T: So much for that. Next students can retell passage in A and B these two ways,after the class most students can recite the whole passage.

【设计意图：最后的拓展环节是对本课时Cartoon time的一个形式以及难度的延伸和拓展，给学生一个综合语言运用能力展示的平台。】

Teaching aids  教学准备（含板书设计）

教学准备：人物卡片、头饰、服饰图片、多媒体课件。

板书设计：              

Unit 6  Whose clothes is this?