Unit 6 Whose dress is this-Story time-ppt课件-(含教案+素材)-市级公开课-新牛津译林版四年级下册英语(编号：91b51).zip

Why do they dress up?他们为什么要打扮呢？他们为什么要打扮呢？people wear different（不同的）（不同的）or unusual （不寻常的）（不寻常的）clothes.Some people dress up like cartoon characters（卡通人物）（卡通人物）.Some people dress up like animals.Sometimes they look a little strange（奇怪）（奇怪）.They sing and dance at the party.Look! They are very happy! They like Fancy dress party!Think and guessBefore the party, what clothes do they try on? （在派对前，猜猜他们会试穿哪些衣服呢？）（在派对前，猜猜他们会试穿哪些衣服呢？）angelBatmanrabbitLittle red riding hoodRead and circleWhat clothes do they try on?（在（在课文中圈出课文中圈出她们试穿的衣服。她们试穿的衣服。）dresstrousersIts too short.A: Look at s B: Its/ Theyre 两人合作，选择一个人物，两人合作，选择一个人物，交流她所穿的衣服吧！交流她所穿的衣服吧！Theyre too long.How about their clothes?（她们的衣服怎么样？）（她们的衣服怎么样？）Guess and talkWhose dress is this?Whose trousers are these?Whose, whose, whose dress?Its, its, its _s.Whose, whose, whose trousers?Theyre, theyre, theyre _s小组合作，选择一幅图小组合作，选择一幅图说一说！说一说！Whose ?Maybe its s.Whose ?Maybe theyre s.What else do you want to know?你还想知道什么呢？大胆提问吧！你还想知道什么呢？大胆提问吧！Ask and shareTask 1:(1)自主阅读自主阅读P39。(2)在课文中在课文中圈关键词圈关键词，找到问题的答案。，找到问题的答案。(3)同桌同桌在问答中分享在问答中分享。 A： Look at (1) B：Its/ Theyre.(2) A：Whose ?(3) B：Its/ Theyre.Read and talkTask 2 两人合作，交流两人合作，交流Helen或或Su Yang 的衣物。的衣物。 A： Look at B：Its/ Theyre. A：Whose ? B：Its/ Theyre.(如果有问题，可以向老师和小伙伴求助哦如果有问题，可以向老师和小伙伴求助哦!)Listen and read升调：升调： 降调：降调： 重读：重读： 连读：连读：Listen and read升调：升调： 降调：降调： 重读：重读： 连读：连读：Listen and read升调：升调： 降调：降调： 重读：重读： 连读：连读：Listen and read升调：升调： 降调：降调： 重读：重读： 连读：连读：Listen and read升调：升调： 降调：降调： 重读：重读： 连读：连读：Read together注意要读出故事中人物的心情哦！注意要读出故事中人物的心情哦！How about the party?这个化装舞会怎么样？这个化装舞会怎么样？Read in roles同桌合作，互相朗读同桌合作，互相朗读、倾听，注意语音语、倾听，注意语音语调！调！1.能准确朗读。能准确朗读。2. 能准语音、语调及能准语音、语调及课文人物的语气。课文人物的语气。read in pairsAct in groups场景场景1 1场景场景2 2方式：方式：1.1. 让课文中的人物试穿更多的衣物并交流。让课文中的人物试穿更多的衣物并交流。2.2. 发挥你的想象力，发挥你的想象力，partyparty上来了其他好朋友，上来了其他好朋友，他们会穿什么衣服？会如何交流呢？他们会穿什么衣服？会如何交流呢？3.3. . 期待你们的创意表演哦！期待你们的创意表演哦！It is four in the afternoon, Su Hai and Su Yang are in the bedroomThey are at the party, They are very happy小组合作，选择一个小组合作，选择一个场景进行创意表演。场景进行创意表演。Homework:1.Listen and read after the tape 3times. (听、读课文听、读课文3 3遍遍。)2. Design a costume for a fancy dress party, take photos and share in class（设计一套设计一套你你参加化装舞会的服装参加化装舞会的服装，拍照分享。拍照分享。）Unit6 Whose dress is this?(story time)练习练习班级班级 _ 姓名姓名_一一英汉互译英汉互译1.你的外套 2.一条白色的连衣裙 3.谁的毛衣 4.如此大 5.长牛仔裤 6.去参加聚会 7. try this 8.a happy day 9. fancy dress party 10.go skating 二二 根据中文补充完整句子。根据中文补充完整句子。1.它们是谁的手套？它们是我爸爸的。Whose _ are _? _ _.2.看我的短裙。它太短了。请试一下这条。Look _my _. _ too _. Try _,please. 3. 那是件毛衣吗？ 是的，它是。_ _ a _? Yes, _ _.4.这是谁的外套？ 它是王冰的。_ coat _？Wang Bings5. 这件衬衫是谁的？ 它太大了。它是迈克的。_ _ is this? _ _ big. _ _.6. 让我们去公园吧。Lets _ _ the _.7. 这些是牛仔裤吗？ 不。它们是长裤。_ _ jeans? N o. _ trousers.四用所给动词的适当形式填空四用所给动词的适当形式填空1. Look, my jacket (be) long. Id like a short one.2. The red jacket is (Nancy), I think.3. My shoes are too small. Try the (big) ones.4. My shorts (be) too long.5. (who) socks are they? Whose dress is this？ T: Today we will learn “Whose dress is this ”.T: First, lets watch a cartoon. And try to say what can you see in this cartoon.T: OK. So what can you see?S:A dinosaur.S:A carrot S:Two pigsT: I have a questions here. Why do they dress up like this?S:A partyT: Yes,they are having a fancy dress partyT: Follow me , fancy dress partyT: What do know about fancy dress party?S:打扮成人物，动物。T: Yes.look, sometimes they look strange. Boys and girls ,do you like fancy dress .our friends like it too.look, who are they?S:theyre.T: Look at them.they are all very nice.Now, can you guess, before the party, what clothes do they try on?S:CoatT: Anything else?S:DressT:Is this one？ Read after me . dress开火车T:anything else?S:Cap.T:Maybe a rabbit cap.S:Shirt T:Maybe a pink shirtS:JacketT:A cool jacketT:Lets go to Su Hais house and see what clothes do they try on?Are you ok?can you tell me what clothes does su hai wear on?S:ShirtS:GoodS:Trousers教读,开火车T:So you see she tries on trousers.Look, how about this dress?T:Anything else? What color is it?S:PinkT:How about it?Its too short引出 too short,教授T:How about this trouserstoo long 教授 too longT:I have a new questions there.why here is “its”,here is “Theyre”S:trousers 有 sT:yes，great.T:try to say对话：A：Look at .s. B: Its/They/re. S: A：Look at .s. B: Its/They/re. A：Oh, I see.(2 组)T:Look at this dress.Whose?Whose dress is this? 教读 whoseT:Maybe its .s.Can you guess? S:SistersS:fatherS:MotherS:Grandpa(grandma)T:So here, who can ask?S:Whose trousers?S:Whose trousers are these?T:Read after me.shirtT:So, can you guess?S:FatherS:GrandpaS:MotherT:Can you choose one picture and chant like this?Whose,whose,whose dress(trousers)? Its(theyre),Its, Its _s.2 组T:Look at their party,can you ask questions?S:How to get there?S:Who are at the party?S:How many?T:Look at the boys and girls,what else do you want to know?S:马克的披风是谁的？（can you ask in english）S:苏海的披肩是谁的？T:We can ask who ? What? How?Here, we have a task.Task1:(1)自主阅读 P39(2)在课文中圈关键词，找到问题的答案。(3)同桌在问答中分享A：Look at.B：Its/ Theyre.Whose?Its /Theyre.T:Lets check the answersS:Helen wears a dressT:How about the dressS:Its so beautiful.T:Whose dress is this?S:Its her cousins.T:Look at su yang?S:She wears a gloveT:How can you read?教读 gloveT:How about the glove？Whose gloves are these?S:Theyre su yangs fathers.Task2:两人合作，交流 Helen 或 Su Yang 的衣物。Look at .Its/ theyre.Whose.?Its/theyre.2 组T:Pay attention .whose glove are these?全班回顾文本T:Now, lets read this story.Read after computer.(read happily)T：OK.lets read together.T：So,boys and girls.how about the party?S1：Its cool.S2：Its beautiful.S3：Its very nice.S4：Its very fun.S5：Its happy.T：Now.Read in pairs.(stars).T：OK.Who wants to show?1 组T：Yes,its very nice. How many stars?T：Why?S:卡T: you can read more fluently.So big hands for them?T:Its your show time. You can choose a scene to act?Look, I bring you some clothes. You can act with these nice clothes. OK. Go学生准备T: First,your group.1 组表演T:So, I see theyre very happy.2 组表演Today we have a good party,and I think you can design a good one too. So classs over.交往互动式教学设计教时第 1 课时课题 Unit6 Whose dress is this?日期月 日教学目标：教学目标：1. 在语篇情境中理解、听懂、会读单词dress、trousers、gloves、party、too、so.2. 在语篇情境中理解、听懂、尝试运用句型 Look at Its/ Theyre too/so Whose is this/ are these? Its/ Theyre s.3. 在观看插图和自主阅读的过程中理解文本内容，梳理文本内容，并模仿文本进行创造性表演。4. 在图片和卡通中了解西方化妆舞会的知识，并通过小组表演感受其趣味所在。重点与难点教学重点：教学重点：1. 能理解、听懂、会读单词dress、trousers、gloves、party、too、so.2. 能理解、听懂、运用句型Look at Its/ Theyre too/so Whose is this/ are these? Its/ Theyre s.3. 在观看插图和自主阅读的过程中理解文本内容，梳理文本内容。教学难点：教学难点：1. 单词 trousers 的读音。2. 区别 Whose is/ are ? Its / Theyre s 的用法。3. 模拟文本进行创造性表演。学情分析：学情分析： 本单元的话题是讨论“衣物的主人” ，story time 主要是通过“化装舞会”这一情境展开交流。孩子们对新奇的衣物比较感兴趣，因此，在行课过程中，可以运用交流插图的方式推进词汇和句型的教学，感知并理解文本学习内容。教 学 过 程活动环节及预设目标活动内容与呈现方式学生活动方式目标达成分析Pre-reading:1. 在动画中感受“化妆舞会”的情境，理解并学习单词 party。2. 在同伴交流和观看图片的过程中了解西方化妆舞会的相关知识。1. Warm up (1) First lets watch cartoon, try to tell me what can you see in this cartoon? (播放动画) (2) Why do they dress up? (贴板书并带读：fancy dress party)2. cultural time (1) What do you know about fancy dress party?(2) 播放 PPT，介绍关于化装舞会的知识。fairy Princess，dinosaur, nurse, witch, pirate, carrot，clownBecause they want to have a fancy dress party.Watch and know about the fancy dress party.While-reading:1. 观看插图，感知课文情境。2. 在交流插图的过程中回忆衣物类词汇。3. 在观看插图中学习单词：dress, trousers。1. Think and guess (1) Look! Our friends are also at a fancy dress party. Who are they? (2) Look! Helen is an angel. Mike is a batman! How about Su Yang? and Su Hai is a little red riding hood. They look wonderful. Can you think and guess: What clothes do they try on before the party? 2. Read and circle (1) Now lets go to Su Hai and Su Yangs home and see what clothes do they try on? (板书：dress, trousers) Helen, Mike, Su Hai, Su YangShe is a rabbitGuess and say some clothes.dress, trousers，4. 结合插图，理解并学习单词 too。5. 结合插图，同伴初步运用 Look at Its/ Theyre too 进行交流。6. 在交流插图和预测文本的过程中理解并初步运用句型 Whose is this/ are these? Its/ Theyre s.(2) How about Su Hais dress. Yes, Its nice, but its too short（贴板书）. How about Su Yangs trousers? Theyre too long（贴板书）. Look! Its too short. Theyre too long. Why its, theyre What can you find? (3) Can you choose one and work in two?3. Guess and talk (1) T: Look! Su Hais dress is too short. Is it Su Hais dress? Is it Helens dress? Then Whose（写板书）? Whose dress is this? Can you guess? Maybe its s. (2) Su Yangs trousers are too long. Are they Su Yangs trousers? So whose ? Who can ask? Whose trousers are these? Maybe theyre s. (3) T: Well done! Can you choose one and talk like this?4. Ask and share (1) Now they go to the party. What do you want to know about the fancy dress party? Can you ask some questions? (出示插图) Any other questions? short， blue， not long, nice read: too shortlong, brown read: too longfind the rules.Work in pairs:-Look at -Its/ Theyre too Read: WhoseRead: Whose dress is this?Maybe its s.Whose trousers ?Maybe theyre s.Chant in groups:Who are at the party?Where ?What does wear?How ?Whose ? 7. 在讨论插图的过程中理解 so 的意义，进一步运用句型 Whose is this/ are these? Its/ Theyre s.8. 整体回顾，完善板书，巩固课文内容的学习。9. 多种方式地读，巩固文本内容学习。Ok! First, read by yourselves, then circle the keywords, at last you can ask and answer in two. (2) What does Helen wear? How about Helens dress? Whose dress is this? What does Su Yang wear? How about Su Yangs gloves. Whose gloves are these? (3) T: Very good. Heres task two, can you choose one and work in two?(4) Summary5. Listen and read (1) read after the computer. (2) read together.(3) read in pairs. -Whose ?-Its/ Theyre s.Its so beautiful.Its her cousins.Gloves.Theyre so big.Theyre her fathers. Work in pairs:-Whose ?-Its/ Theyre s.Post-reading：1.围绕课文情境，补足文本，在小组进行创造性表演。Can you act in your groups. Look! Miss Zhang brings you some clothes. you can act with these things. Dress, gloves Act in groups.板书设计 Unit 6 Whose dress is this What How WhoseSu Hai dress too shortSu Yang trousers/gloves too long/ so big her fathersHelen dress so beautiful her cousins教学反思： 本节课的设计我主要聚焦“思维” ，旨在培养学生问的能力，即追问、提问，同时运用创编、对比等方式提升学生的思维。反思教学，其中还存在着一些需要注意的细节。1.“问” 。教师的问即指令语的表达，首先需要指令清晰，其次是需要有层次感，逐层递进。当然，课堂上学生的“问”也同样重要，即培养学生提问和追问的能力。2.“比” 。对于本课的难点：Whose is/ are ? Its/ Theyre s. 即单复数问题的理解和询问，我选择利用比较的方式引导学生自主发现和运用，效果较好。但是若是在这个环节能够运用错误资源再次引导学生关注，那就更加完美了。3.“编” 。创编对话和诗歌是学生喜欢的方式，尤其是基于文本的创编，孩子们非常感兴趣。对于这些创意表演，对于人数的确定以后还要斟酌好，精心设计好活动人数，力求每个学生都能有话可说。4.“长” 。课堂即学生思维生长的地方，关注思维的同时还要兼顾学生的注意力。