四年级下册英语教案Unit 6 Whose dress is this第一课时 译林版.doc

1、四下Unit 6 Whose dress is this?(Story time)Teachingcontents:Storytime 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 use whose to ask

2、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. Show some pictures

3、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: dress 2. Prese

4、nt 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 guess whose dre

5、ss 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 trousers. Teach

6、 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 about?5. Chec

7、k the answers (dress and gloves)6. 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 of four a

8、nd 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.“师”之概念，大体是从先秦时期的

9、“师长、师傅、先生”而来。其中“师傅”更早则意指春秋时国君的老师。说文解字中有注曰：“师教人以道者之称也”。“师”之含义，现在泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师”的原意并非由“老”而形容“师”。“老”在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老”“师”连用最初见于史记，有“荀卿最为老师”之说法。慢慢“老师”之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师”当然不是今日意义上的“教师”，其只是“老”和“师”的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道”，但其不一定是知识的传播者。今天看来，“教师”的必要条件不光是拥有

10、知识，更重于传播知识。教学反思：本周在教授这一课时，我根据姜主任的指导和建议，重新审视了当时的设计，并将这节课进行了修改。这一单元是本册的一个难点单元，本课时以化妆舞会为场景，呈现了服装的主题和名词所有格的语法知识。我围绕真学课堂的教学理念，预设了以下教学环节：课前，我以一首趣味性强的关于party的卡通片导入，渲染参加聚会的气氛，调动学生的学习热情；接着，我以去参加化装舞会要选造型为切入点，新授单词dress和gloves,逐一渗透本课重点句型Try this/these. Its/Theyre too/so. Whose is this/are these? Its/Theyre .s.这

11、个工作可让学生分组负责收集整理,登在小黑板上,每周一换。要求学生抽空抄录并且阅读成诵。其目的在于扩大学生的知识面,引导学生关注社会,热爱生活,所以内容要尽量广泛一些,可以分为人生、价值、理想、学习、成长、责任、友谊、爱心、探索、环保等多方面。如此下去,除假期外,一年便可以积累40多则材料。如果学生的脑海里有了众多的鲜活生动的材料,写起文章来还用乱翻参考书吗?处理文本时，我把它分成了两个部分。一、舞会前。我先组织学生观察图片，看看苏海和苏阳在试穿什么，并借机新授单词trousers。然后让学生看动画，看看他们试穿的衣服是否合适，她们各自的建议是什么。二、舞会上。我设计了Read and talk

12、,让学生找出the big gloves和the beautiful dress的主人。我让学生自己提出关于whose的问题，小组内解决问题，凸显学生的自主性与探究性；在理解完文本后，我对学生进行了朗读的指导。最后，我创设了Fancy Dress Party的真实情境，让学生穿上家人的、朋友的衣服在班上进行展示、评价。学生在真实的情境中运用所学的句型进行交际，通过语言交流，以达到综合运用所学语言知识的目的，体现语言的学习价值。学习语言的目的就在于运用语言去和别人交流。再反思这节课，预设目标基本达成，而最大的亮点就在于真实情境的创设，给学生搭建了说英语、用英语的平台。学生介绍带来的服装，展示自己的服装，猜测同学的服装的主人这几个环节都将本课学习的重点句型反复运用，并建立了新旧知之间的联系。在语言训练的同时，注重情感目标的达成，培养学生观察能力，发现美、热爱美的意识，使故事教学达到更高的境界和高度。