1、.四下Unit6 Whose dress is this? Story time教學內容:Story time教學目的:1能聽懂、會說、會讀單詞dress , trousers, gloves, party, whose2能聽懂、能理解、會讀，表演課文。3能用Whose.is this/are these?詢問物主及用Its/Theyre.答復情感目的：教育學生學會選擇，合適自己的才是最好的。教學重點：能聽懂、能理解、會讀、會表演課文。教學難點：理解和運用所有格構造教學準備: PPT教學過程：Step1.Warming -up1. Free talk: 1How are you?2What d

2、ay is it today?Step2 Lead in1. T:I see many beautiful clothes. Would you like to introduce it for us ? S:OK. This is athey are . 2. T: This is。Its so . Whose dress .is this？.補充課題，并點PPT，同時教學dress 3. T：Today were going to a Fancy Dress Party. 領讀學習Fancy Dress PartyNow，lets enjoy some pictures.欣賞一組化裝舞會圖

3、片邊欣賞邊說Is it funny/interesting? They are so funny. Step3 Presentation1.T: 接上Do you want to go to a Fancy Dress Party?Ss:Yes.T: First, we must dress up .2.T：Look! We have so many special clothes here. Hello, girl. Let me dress up for you. OK? Look at the clothes.What do you want to be? 叫一學生上臺，幫他/她裝扮S：

4、 T: I think you need Try this. Look at her穿著較大/小的 I think its too. Try this.What do you think of her/his?Youre so beautiful. You can go to the Fancy Dress Party.Step4 Enjoy the story1. Just now I have dressed up for them. Whos dressing up for the Fancy Dress Party，too?Picture 1& Picture 2 Look a

5、t the pictures and answer.S: Su Hai and Su Yang師貼人物圖T: Su Hai and Su Yang are dressing up for the party. How do they dress up? What clothes are they trying? Look at the pictures carefully.S: dress, trousers生答復，師貼服飾圖T：Look at the blue dress. What about Su Hais blue dress? dress: too shortLets look at

6、 Su Yangs trousers. What about Su Yangs trousers? trousers: too long2. T: 指著dress，trousersSu Hais dress is too short. Su Yangs trousers are too long. What do they say to each other? Open your books to P38 ,read and answerS：Su Yang:Try this. Su Hai:Try these.3. Picture 3：Look，they are OK, now. Su Hai

7、 looks like Little Red Riding Hood. Su Yang looks like a little rabbit. How funny!4. Picture 1Pictures 3: Su Hai and Su Yang have dressed up for the Fancy Dress Party. Lets read. Pay attention to the pronunciation and intonation.Let some students read after the record5. T: Su Hai and Su Yang are at

8、the party. Who are at the party, too? Lets watch the cartoon. S: Helen, Mike 師貼人物圖片T：At the party, they meet Helen and Mike. Look at Helen, she looks like an angle. Shes so beautiful. Mike looks like Zuoluo. Hes so funny. Theyre talking about their clothes each other. Lets listen.Qs: Whose gloves ar

9、e these?Whose dress is this?T: Whose gloves are these?S: Theyre Su Yangs fathers. 板書：her fathersT: How do you know that? Find and read.S: Whose gloves are these, Su Yang? Theyre my fathers.T: Whose dress is this?S: Its Helens cousins. 板書：her cousins 并教學cousinT: How do you know that? Find and read.S:

10、 Whose dress is this, Helen? Its my cousins. T: The gloves are so big, because theyre Su Yangs fathers. The dress is so beautiful. Its Helens cousins. 6.Picture 4Pictures 6: Everyone is happy at the Fancy Dress Party. Lets read. Pay attention to the pronunciation and intonation.Let some students rea

11、d after the recordStep5 Activity1.Read the dialogue. Everyone is happy at the Fancy Dress Party. Lets enjoy the story and follow it. 引導學生有感情地朗讀：Theyre so big. Its so beautiful. 其實,任何一門學科都離不開死記硬背,關鍵是記憶有技巧,“死記之后會“活用。不記住那些根底知識,怎么會向高層次進軍?尤其是語文學科涉獵的范圍很廣,要真正進步學生的寫作程度,單靠分析文章的寫作技巧是遠遠不夠的,必須從根底知識抓起,每天擠一點時間讓學生

12、“死記名篇佳句、名言警句,以及豐富的詞語、新穎的材料等。這樣,就會在有限的時間、空間里給學生的腦海里注入無限的內容。日積月累,積少成多,從而收到水滴石穿,繩鋸木斷的成效。2. Read in groups of four3.Dubbing time. You all did good jobs. Lets dub for it.4. How do you like Mike s Party? Its so Would you like to go to the party?Act the dialogue. choose one to act Task1: Act the dialogue.

13、表演Unit6 Story time Task2: Act a new dialogue. 表演一個新的對話Step6 Homework 1.Listen and read after the tape 3 times. 聽、讀課文3遍。2. Use the sentences weve learnt to talk about your friends clothes用所學句子來討論你朋友的服裝。【教學反思】這一單元是本冊的一個難點單元，本課時以化裝舞會為場景，呈現了服裝的主題和名詞所有格的語法知識。我圍繞真學課堂的教學理念，預設了以下教學環節：1.首先要喚起舊知。課前帶著學生通過介紹自己的

14、衣物引出衣服類單詞，激活學生的已有知識儲藏。 既復習舊知，又為學習新知打下根底，并浸透本課重點句型Whose is this?2.激發興趣。通過欣賞“化裝舞會圖片，學生非常好奇，并初步理解“化裝舞會幫助學生化裝成天使，巫師拍照紀念，學生非常喜歡，一下子就吸引了學生的注意力，樂于參與課堂與活動之中，直接拉近了師生的間隔 。單靠“死記還不行,還得“活用,姑且稱之為“先死后活吧。讓學生把一周看到或聽到的新穎事記下來,摒棄那些假話套話空話,寫出自己的真情實感,篇幅可長可短,并要求運用積累的成語、名言警句等,定期檢查點評,選擇優秀篇目在班里朗讀或展出。這樣,即穩固了所學的材料,又鍛煉了學生的寫作才能,同

15、時還培養了學生的觀察才能、思維才能等等,到達“一石多鳥的效果。3. 創設情境，并在情境中教授一些課文中的難點或重點，可以是難讀的單詞或句子。唐宋或更早之前，針對“經學“律學“算學和“書學各科目，其相應傳授者稱為“博士，這與當今“博士含義已經相去甚遠。而對那些特別講授“武事或講解“經籍者，又稱“講師。“教授和“助教均原為學官稱謂。前者始于宋，乃“宗學“律學“醫學“武學等科目的講授者；而后者那么于西晉武帝時代即已設立了，主要協助國子、博士培養生徒。“助教在古代不僅要作入流的學問，其教書育人的職責也十清楚晰。唐代國子學、太學等所設之“助教一席，也是當朝打眼的學官。至明清兩代，只設國子監國子學一科的“

16、助教，其身價不謂顯赫，也稱得上朝廷要員。至此，無論是“博士“講師，還是“教授“助教，其今日老師應具有的根本概念都具有了。我創設了本節課老師要帶著大家在班級舉辦fancy dress party,幫助學生打扮,通過出示這些物品讓學生能正確評價：Its /Theyre nice/so big/too long. 4. 引導積極探究，自主學習。文本處理上注重學生自主探究：誰在裝扮？她們在試什么？穿了什么？給學生主動學習的時機和積極探究的權利。5. 重視朗讀，形成才能。這節課中采用多種方式進展朗讀，并屢次強調語音語調，促使學生形成良好的朗讀習

17、慣和朗讀才能。要練說，得練聽。聽是說的前提，聽得準確，才有條件正確模擬，才能不斷地掌握高一級程度的語言。我在教學中，注意聽說結合，訓練幼兒聽的才能，課堂上，我特別重視老師的語言，我對幼兒說話，注意聲音清楚，上下起伏，抑揚有致，富有吸引力，這樣能引起幼兒的注意。當我發現有的幼兒不專心聽別人發言時，就隨時表揚那些靜聽的幼兒，或是讓他重復別人說過的內容，抓住教育時機，要求他們專心聽，用心記。平時我還通過各種興趣活動，培養幼兒邊聽邊記，邊聽邊想，邊聽邊說的才能，如聽詞對詞，聽詞句說意思，聽句子辯正誤，聽故事講述故事，聽謎語猜謎底，聽智力故事，動腦筋，出主意，聽兒歌上句，接兒歌下句等，這樣幼兒學得生動活潑，輕松愉快，既訓練了聽的才能，強化了記憶，又開展了思維，為說打下了根底。 6. 穩固并運用所學內容。 我組織學生四人一小組舉行一個Fancy dress party， 讓學生穿上家人的、朋友的衣服在班上進展展示、評價。學生在真實的情境中運用所學的句型進展交際，通過語言交流，以到達綜合運用所學語言知識的目的。 可是請一組學生展示的時候我發現他們都會評價別人的服裝，可是仍需要老師引導，才記得問Whose . is this/ are these?學習語言的目的就在于運用