英语示范课教案

课题Unit 6 Whose gloves?

高作小学丁洁

课型：New

教学目标：

1. 认知目标：能四会单词big, small, long, short, gloves, jeans及词组a pair of…

能听懂会说句子The…is/ are too…Try this one/ this pair on. Whose…is this/

are they? It’s/ They’re…

2.能力目标：能在一定的情景下，正确使用Whose…is this/ are they? It’s/ They’re…进行

交谈

能理解人名后加上’s的含义

3.情感目标：通过学习，告诉学生生活是美好的，要懂得享受生活

教学重点、难点：

重点：能四会单词big, small, long, short, gloves, jeans及词组a pair of…

能听懂会说句子The…is/ are too…Try this one/ this pair on. Whose…is this/ are they?

It’s/ They’re…

难点：能在一定的情景下，正确使用Whose…is this/ are they? It’s/ They’re…进行交谈

教学方法与手段：课件制作准备板书贴板AB卡练习纸

教学过程：

Step 1 Warm up

1. Greetings

T: Class begins!

Ss: Stand up.

T: Nice to meet you, boys and girls.

Ss: Nice to meet you, too.

T: Sit down, please.

设计意图：师生之间的问候拉近了师生关系，让学生紧张的心情得到了放松。

2. Chant

T: Boys and girls, today, I’m very happy, because tonight I will take part in a dressing party. And I have prepared some clothes for this party. Please look at the screen, what are they? Now, chant with me like this: Blouse, blouse, it’s a blouse. Can you?

Ss: Yes!

T: Now, let’s chant!

Ss: Coat, coat, it’s a coat. Dress, dress, it’s a dress. Jacket, jacket, it’s a jacket...

设计意图：通过节奏感强的chant形式，复习巩固学生已学的服装类的单词，同时，chant也带动了课堂学习气氛。

Step 2 Presentation and practice

1. Teach “gloves, jeans, whose”

T: Boys and girls, my friends Helen, Su Hai, Su Yang and Yang Ling are also going to the party, and they also prepared some clothes. Let’s look.

Ss: Look at the pictures

T: (指向第一幅图) What?

Ss: Skirt.

T: (指向第二幅图) What?

Ss: ….

T: Let me tell you. Gloves! (教学)

Ss: Learn to say “gloves”

T: OK. Now, who can make phrases with gloves? For example, my gloves. Who can?

Ss: Think and make phrases with gloves

T: I have another answer. Look! A pair of gloves. (教学a pair of)

T: 同法引出jeans教学，并扩词引出a pair of jeans

设计意图：通过朋友也要参加舞会，来引出新单词的教学，学生比较容易接受。在新单词的教学过程中，运用扩词的方式引出词组的教学，比较自然，同时也发散了学生的思维。

T: Here are some clothes. Do you know whose are they? Whose? (教学)

Ss: Listen to the teacher and learn to say “whose”

T: Now, let’s make phrases with whose. (教师移动图片，学生说)

Ss: Whose skirt/ gloves…

(移到手套时，whose gloves引出本课课题的教学)

T: (将学生的文具举起，引导其他学生说whose ruler/ rubber…)

Ss: Whose ruler/ rubber…

设计意图：通过扩词的形式，让学生掌握单词whose的用法，体会其中的含义。

2. Teach “Whose… is this/ are they? It’s/ They’re…”

T: Now, please listen and find out the question: Whose are they? Please take out your exercise papers, when you listen to the tape, please do the matching exercise.

Ss: Listen to the tape and do the matching exercise

T: Now, let’s check the answers. Whose skirt is this? (教学)

S1: It’s Helen’s.

T: Whose gloves are they? (教学)

S2: They are Su Hai’s.

(三四两幅图口头核对答案后，呈现对话框架，供学生同桌操练)

T: Now please work in pairs to make dialogues.

Ss: Work in pairs to make dialogues.

设计意图：通过听力的形式，不但帮助学生提高了听力能力，还引出了句型的教学。

3. Do exercise

T: I want to find if you have already mastered the knowledge. So please look at the screen and finish the exercise. Work in pairs.

Ss: Work in pairs.

T: Ask two pairs to read and choose, check the answers with the whole class.

设计意图：通过练习，帮助学生搞清单复数的句型运用。

4. Teach “so”