四下Unit 6 Whose dress is this

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1、四下Unit 6 Whose dress is this? --Sound time, Rhyme time,Checkout time&Ticking time 教學設計 教材分析： 本課內容為四年級下冊第六單元Whose dress is this?的Sound time, Rhyme time,Checkout time和Ticking time部分。Sound time通過例詞和繞口令，引導學生了解“i”在單詞中的讀音、句子的連讀等；Rhyme time通過歌謠，激發(fā)學生的興趣，活躍學生的身心，幫助學生鞏固所有內容，提高聽說和思維能力；Checkout time通過形式多樣的

2、語言實踐活動，考察學生對本單元所學語言知識的掌握情況，同時幫助學生復習鞏固所學主要內容，提高聽、說、讀、寫能力；Ticking time通過自我評價，引導學生了解自己對本單元所學內容的掌握情況，反思和調控自己的學習過程。 學生分析： 四年級的學生經(jīng)過兩年的學習，已經(jīng)積累了一定的語言知識、語言技能以及學習策略，對于英語學習有一定的興趣。 教學目標： 知識目標： 1.能會說本單元所學的服飾類單詞，并能寫單詞shirt, dress, coat和sweater。 2.能會說句型Whose … is this/ are these? 和 It’s/ They’re …’s，并能書寫該句型。

3、 3.能正確掌握字母“i”在單詞中的讀音。 能力目標： 1.能靈活運用本單元所學的服飾類單詞。 2.能靈活運用句型Whose … is this/ are these? 和 It’s/ They’re …’s.來談論物主 3.能正確掌握字母“i”在單詞中的讀音，并能依據(jù)其發(fā)音規(guī)律自學簡單的詞匯。 4.能綜合運用本單元所學知識談論物主、評價并介紹物品和提出建議。 情感目標：能了解化裝舞會的衣著習慣，明白不同的場合需穿不同的服飾。 教學重點： 1.能靈活運用本單元所學的服飾類單詞。 2.能靈活運用句型Whose … is this/ are these? 和 It’s/ The

4、y’re …’s.來談論物主 3.能正確掌握字母“i”在單詞中的讀音，并能依據(jù)其發(fā)音規(guī)律自學簡單的詞匯。 4.能綜合運用本單元所學知識談論物主、評價并介紹物品和提出建議。 教學難點： 1.能正確掌握字母“i”在單詞中的讀音，并能依據(jù)其發(fā)音規(guī)律自學簡單的詞匯。 2.能綜合運用本單元所學知識談論物主、評價并介紹物品和提出建議。 教法與學法：Task-based teaching; Pair work; Group work 教學準備：黑板、幻燈片、任務單 教學過程： Step 1 Lead in a Free talk T: What day is it today? S1

5、: It’s Wednesday. T: Do you like Wednesday? S2:… T: What day do you like? S3: ... T: I like Saturday too. Because we don’t have any lessons on Saturday. Maybe we can have a party. b Mind map T: What do you think of when you see ‘party’? S: ... 可以使用以下問題進行提示： Will you wear beautiful clothes?

6、 Is there nice food? What can you do? T: Can you say more words about clothes? S: … T: Guess, what do I care about most at the party? S: … Step 2 Rhyme time T: I care about food most.What’s this? S: It’s a cake. T: Where’s the cake? S:It’s by the cake. (出示by the cake. 學生讀一讀) T: Whose

7、 cake is this? Let’s watch and answer. (觀看歌謠學習Chris的發(fā)音，以及歌謠的朗讀節(jié)奏。) T: Whose cake is this? S: It’s Chris’. (出示Chris，并帶讀。) T: Let’s read the rhyme. Pay attention, here’s a liaison-- eat it. Ss:... (教授句子 Let’s eat it by the lake. 強調連讀。) T: Who can read? (三位學生展示。) S:... T: Let’s read it togeth

8、er. Ss: ... T: Let’s read in roles. (三組展示。) T: Can you make a new rhyme？ Work in pairs. Ss: ... (三組展示。) Step 3 Sound time a Sound time T: What can you find in these words? S: They have ‘i’. T: What does ‘i’ pronounce as? S:/I/. T: Let’s read these words. Ss: ... T: Can you chant the

9、sentences? (出示句子 Before eating fish. Let’s listen to some English.) T: Who can try? (教師先請三位同學讀一讀。) S: ... T: Let’s chant it together. Ss: ... T: Can you say other words? S:... T: Can you read these new words? (讓學生讀一讀新詞。) Ss: ... b Ticking time T: Tick for yourselves with your partner.

10、 (學生同伴互相評價。) Ss:... T: How many stars can you get? S:... (詢問4位學生) Step 4 Checkout time a Checkout time T:Our friends want to go to a fancy party. Look at these clothes. Whose clothes are they? How to ask? ( 引導學生說出--Whose…is this/are these?) S: ... T:Now, let’s listen to the tape and match.

11、 (聽錄音，匹配。) S: … T: Let’s make dialogues. You can say more. S:... (展示三組。) T: Open your books and turn to page 43.You should pay attention to your handwriting and expressions. S:... T: Now, let’s check the answers. （教師以ppt上的答案為范本，引導學生讀一讀，教師指導拼寫和語法。） b Ticking time T: Please tick for you

12、rself. T: Who has got 6 stars here? Who has got 5 stars here? S: … 當學生舉手匯報的時候，教師用Good job./ I think you can work a litter harder on them. 等語言進行評價。 Step 5 Design fancy clothes T: Are these clothes suitable for a fancy dress party? S:... T: Let’s see what a fancy dress party is. S:... T: C

13、an you design a fancy clothes for them? Ss:... T: These are my designs. This is Helen's dress for the party.It is red. I think it's beautiful. These are Liu Tao's clothes for the party. They are a white coat and black trousers. I think they're cool. Step 6 Homework 1. Design fancy clothes for yourself. 2. Share the rhymes with classmates. 3. Review this unit. Step 7 Blackboard design