四下Unit 6 Whose dress is this
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教学过程
知识要点(二次备课)
Step 1. Warming up & Free talk
师课前安排男女生各一名和教师一起盛装打扮进入教室。T: Hello! Boys and girls!
Ss: Hello! (兴奋)
T: We dress up in beautiful clothes today.
T: Look at my sweater.
…
T: We are going to a Fancy Dress Party
Learn: Fancy Dress Party 齐读若干遍理解意思即可
T: Would you like to go to the Fancy Dress Party?
Step 2 Lead in – Sing a song The clothes shop
1. T: Here we are. 课件出示服装店图和音乐
Ss: OK. (Sing a song The clothes shop四上歌曲)
2. T: What clothes are in the shop?
S: (简单列举之前学过的服饰类单词)
T: Let’s go and see.
PPT 出现动画服饰礼盒打开:
dress gloves trousers
Step 3 Presentation
1. 单词配以夸张的服饰图片学习
(1) gloves 根据拼读规律学习love-glove-gloves-a pair of gloves
(2) trousers 按音节拼读tr – ou –sers ,强调ou/aʊ/的读音,a pair of trousers.
(3) dress
2. Chant
T: These clothes are fun. Let’s chant about it. Listen to me, first. (节奏声)
Chant: Dress, dress, my dress is too short. Try on, try on, you can try this on. Trousers, trousers, your trousers are too long. Try on, try on, you can try these on.
Ha! Ha!
Learn: too太…强调读音try this on 和try these on
S: Chant together.
3. Change some words and try to make a new chant.(图片T-shirt-small, gloves-big)Step 3 Enjoy the story
1.T: Good, some children are going to the Fancy Dress Party, too. Who are they?
2. Listen and tick.
3.Scan and match.
Tips: 快速浏览故事,找出孩子们身上装扮的服饰。
Ss: Read and match(课件中以图片形式出现)板块要点:
谈论服装,激活学生旧知,且在开放的语境中自主发现、学习新的服饰类词汇,过程中及时回收资源。
板块要点:
开放性问题导入,用听的方式巩固词汇,为下面内容的展开做铺垫。呈现学生听到的服装图片,小组合作对图片展开讨论,
激活旧知The…is/are…
Whose…is this/are these?
板块要点:
让学生带着问题看卡通,通过小组问答得到问题答案,既操练了句型,又让学生在问答的过程中体会所有格的含义。
Check
2.Detail reading and underline
Tips: 请把谈论gloves和dress主人的语句勾划出来。
3.L isten and repeat.
T: Le t’s listen and repeat the whole story.
在跟读过程中讲解so的含义和用法:so “那么”表示说话人一种感叹的语气
引导学生有感情地朗读:The y’re so big. It’s so beautiful.
5. Read in groups of four
T: You read very well. Let’s read in four. (小组内按照一至四号的顺序朗读)
6. Read the story together
Step 5 Act the story
Step 6 Consolidation
Make a new dialogue.
课件显示活动任务:
Homework:
1. 听磁带,有感情地模仿熟读课文并尝试背诵。
2. 试着将编的新故事说给父母听。
3. 四人小组各自设计一张夸张搞笑的服饰图,图片背面写上自己的姓名,将四幅设计图放在一信封里。板块要点:
适时放手让学生试着整合已有资源输出有关物品所属关系的对话,让学生有一定的拓展和提升的空间。
巩固所学内容,延伸课堂教学。
板书设计:
Unit 6 Whose dress is this?
Whose … is this?
I t’s …’s.
Whose … are these?
They’re …’s.
教学反思: