Unit 6 Whose dress is this-Sound time, Rhyme time, Checkout time & Ticking 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：01fbd).zip

译林英语四下译林英语四下 Unit 6 Whose dress is this? 课堂练习课堂练习一、一、这些服饰是谁的呢？这些服饰是谁的呢？Listen and write. 二、二、请你展开想象，创作自己的歌谣吧。请你展开想象，创作自己的歌谣吧。Whose ?Oh, ! Oh, ! Whose ? I can say and write the names of some clothes.我能说出和写出一些服饰类单词。I can use “whose” to ask questions.我能正确运用“whose”来提问。I know the sound of the letter “i”.我知道字母“i”的读音。大声读出你看到的衣服单词，当你看到 时，读“party” Lets play Look at my/ his/ her/ Its/ They are My/ his/ her is/ are colourredwhitelongbigbeautifulevaluation(评价)nice在一分钟内与同桌谈论同学们的服饰这些服饰分别是谁的？你知道如何提问吗？听短文，将服装和人物配对。Expressions(词句)accurate(准确的)Handwriting(书写)beautifulneat (整洁的)notice (注意事项)I can say and write the names of some clothes.我能说出和写出一些服饰类单词。I can use “whose” to ask questions.我能正确运用“whose”来提问。你能完成以下的任务吗？请根据自己发言、做题和参与讨论的情况给自己评分吧。Before eating fish, Lets listen to some English.（在之前） i Englishfishlistensitmusicpigriverhim(他)springhillthink i dig（挖）pit（坑）The a near the .kid（孩子）digshill kidpitpick（摘）TimTim wants to visit the farm and pick some apples.visit(参观)I know the sound of the letter “i”.我知道字母“i”的读音。能根据字母“i”的读音规律读出简单的生词。能够举例说出含有相同发音的单词。只能说出字母i在单词中的发音。合作评价同桌互相说一说，评一评。ChrisWhose cake is this?Oh, Chris! Oh, Chris!Whose cake is this?Its my cake.Lets eat it by the lake.（在湖边）What are they going to do then?(他们接下来将要做什么呢？)Whose cake is this?Oh, Chris! Oh, Chris!Whose cake is this?Its my cake.Lets eat it by the lake.foodclothes服饰Whose gloves are these?Oh, gloves! Oh, gloves!Whose gloves are these?They are Mikes. Theyre funny.Lets try them at the party.(滑稽的)(它们)Whose car is this?Oh, whose? Oh, whose?Whose car is this?Its Liu Taos. Its nice.Lets have a toy car race.(玩具车比赛)试着朗诵以下两首歌谣。为了让歌谣内容更加丰富，我们可以用上哪些语句呢？toysWhose ?Oh, ! Oh, !Whose are these/ is this? . .请你展开想象，用最快的速度创作自己的歌谣并写下来。四人一组，读一读彼此的歌谣，选出你最喜爱的一篇。Whose ?Oh, ! Oh, !Whose are these/ is this? . . At the party 四人小组， 选择一个情景，发挥想象编对话。. . . clothestoysfood. . . . . . . . . Homework3.根据Ticking time的要求复习本单元。2.继续与同学们分享自己的歌谣。1.完善你和同学的对话并继续表演。四下四下 Unit 6 Whose dress is this? （period 3）一、教学目标一、教学目标 1.能会说并灵活运用本单元所学的服饰类单词，并能写单词 shirt, dress, coat和 sweater. 2.能灵活运用句型 Whose is this/ are these? 和 Its/ Theyre s.来谈论物主并能书写该句型。 3.能正确掌握字母“i”在单词中的读音，并能依据其发音规律自学简单的词汇。 4.能综合运用本单元所学知识谈论物主、评价物品和提出建议。二、教学重、难点二、教学重、难点 1.能灵活运用句型 Whose is this/ are these? 和 Its/ Theyre s.来谈论物主。 2.能正确掌握字母“i”在单词中的读音三、教学准备三、教学准备 PPT教学过程教学过程Step 1 Lead in 1.Lets play Play the game 2.Show the learning objectives T: Hello, boys and girls. S: Hello, Miss Zhang. T: Look at our learning objectives.Lets read them.Ready, go. S: 3.None stop talking (1)T: Oh. I like your T-shirt. T: Look at his T-shirt?S: Its 在学生评价同学衣服的时候教师用以下语句进行追问。 What colour? Do you like ? Do you want to try the ? OK, you can try after class. (2)T: Boys and girls, you all look very good today. How about me? Look at my blouse, my S: Skirt. T: And my S:Shoes. T: Can you say something about me? S: Youre beautiful./ Your is/ are T: Thank you. Do you want to try ?Do you like ? (3)T: Thank you. Boys and girls, lets try to say more about our classmates clothes. You can talk about the the colour of the clothes. Also,you can evaluate the clothes. Ready? Go!Step 2 Checkout time 1.T: Look, the students are talking about clothes at the party. lets go to the party, OK? S: OK. T: There are some other clothes at the party. Whose clothes are they? Can you ask some questions about them? (学生小组讨论，根据教师出示的服饰提问。) S: Whose are these/ is this? S: Is this ? (引导学生说出 Is this ? 教师在黑板上板书句型。) T: Good. Now, lets listen to a short passage and try to match the clothes with the students. 2.T: Good, lets finish the exercise now. Please pay attention to your hand-writing, your expressions and your writing posture. Ok?(学生独立完成看图填空练习) T: Now, lets check the answers. （教师以黑板上的答案为范本，引导学生读一读，教师指导拼写和语法。 ） 3.Ticking time T: So can you say and write the names of some clothes and use whose to ask questions? Please grade yourself according to your performance in statements, exercises and discussion.(学生小组评分。)当学生举手汇报的时候，教师用 Good job./ I think you can work a litter harder on them. 等语言进行评价。Step 3 Sound time 1.Lead in T: So can you use “whose ” to ask questions about these pictures?(教师出示鱼和英语书的图片) S: Whose fish is this? Whose English book is this？ 2.教师出示 sound time 的图片。 T: Look at this picture. Whose fish is this? S: Its the cats. T: Whose English book is this? S: Its the mouses. T: So what does the mouse say? Please read the sentence by yourselves (出示句子教师先请几位同学说一说，再指导全体同学朗读) T: Pay attention to these words. Read them together. S: English, fish and music. T: What is the letter i pronounced in these words? S: /i/ T: Lets try to read more words like them. (学生自己读一读一些其他的单词。) T: Can you read these new words? (教师出示三个生词，学生试着读一读。) T: Look at the sentence, can you complete it? (教师出示一个句子，学生试着用这些词来完成句子。请几位同学说完以后，教师出示正确答案并呈现相应的图片。) T: Good. Also, we have some other words here. Try to read the sentence by yourselves. 3.Ticking timeStep 4 Rhyme time 1.T: Now, look at the picture. Whats the boys name? Can you read this word? (出示单词 Chris. 学生试着读一读) T: Lets listen to a rhyme. (听歌谣学习 Chris 的发音。) T: What does Chris have? S: A cake. T: What are they going to do then? S: Eat a cake. (教授句子 Lets eat it by the lake. 强调连读。) T: Please say the rhyme with the cartoon.(学生跟着卡通一起练习歌谣。) T: Good. Now, lets play a game.(教师取出蛋糕图片，让学生说歌谣，当学生说完前两句的时候，教师快速把蛋糕“送给”一位同学，这位同学说出后两句歌谣，然后教师带领大家说出hurray) T: What is the rhyme about? S: Food. T: Good. Here we also have two other rhymes here. Try to say them by yourselves. (教师出示另外两首歌谣，学生读一读。) T: Can you say this rhyme？ Lets have a try. (教师和同学一起读读新的歌谣。) T: What is the rhyme about? S: Toys./ Clothes. 2.T: What else can we say to enrich the contents of the rhyme? S: . T: So, try to compose a new rhyme by yourselves. OK? S: (学生独立创作歌谣。之后在小组内分享，选出自己最喜爱的一篇。)Step 5 Lets act T: Now, you can write rhymes about clothes, food and toys. But can you talk about them? Please choose a situation and make a dialogue in groups of four. At the party 四人小组， 选择一个情景，发挥想象编对话。Homework1.完善你和同学的对话并继续表演。2.继续与同学们分享自己的歌谣。3.根据 Ticking time 的要求复习本单元。板书设计板书设计