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視頻標簽：Whose dress
所屬欄目：小學英語優質課視頻
視頻課題：牛津譯林版四下Unit 6 Whose dress is this Cartoon time Sound time江蘇省 - 無錫
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牛津譯林版四下Unit 6 Whose dress is this Cartoon time Sound time江蘇省 - 無錫
Unit 6 Whose dress is this?
一、教學內容
譯林牛津教材 四年級 ‘Cartoon time’& ‘Sound time’
二、教學目標
1、通過學習，學生能進一步掌握服裝類的詞匯，以及句型Whose... is this/that?Whose ...are these/those?及其回答It’s/They’re...’s.要求能聽懂、會說、會讀。
2、通過學習，學生能了解字母i在單詞中的發音，要求能聽懂，會說，發音正確。
三、教學重點和難點
1、句型Whose... is this/that?Whose ...are these/those?及其回答It’s/They’re...’s. 2、字母i在單詞中的發音。
四、教學準備
ppt課件 五、教學過程 Step 1 Warm up
1. Enjoy a song 《The clothes wearing.》 2. Look and ask: 《Whose puppy is this?》 T: Look at the photo, please ask and answer. Whose dress is this? It’s Mon’s.
Whose hat(puppy,dog) is this? It’s Dad’s(Jean’s, Min’s). Step 2 Lead-in
1. Enjoy a story 《Funny animal party》 2. Game: Quick respond.
[設計意圖]
結合四年級孩子的年齡和心理特點，本課的教學設計不僅僅局限于教材的內容，選擇了大量與教學內容相關的故事和詩歌給學生欣賞和學習，激發學生學習興趣，擴大語言的輸入量。教學伊始，以一首滑稽的歌曲《The clothes wearing》和Chant《Whose puppy is this?》導入，讓學生復習舊知，以飽滿的情緒參與到新的學習中。接著以故事《Funny animal party》的講述導入新知。
Step 3 Sound time
2
1. Read a story 《Whose hat is it?》 2. Read: This is Jerry. He likes English. This is Tom. He likes fish.
3. 用English, fish, listen組成新句子：Before eating fish, let’s listen to some English. 并有節奏地 朗讀。 4. Read and learn:
i /I/ Indian, igloo, ink, infant
Indian, Indian, please come inside. I says /I/, in, in, in. 5. Read
Tim, rid, din, mit, milk
time, ride, dine, mite, Mike 元音i+輔音+結尾不發音的e,字母發本身的音/ai/ 6. 單詞辨音：
Chinese like music kite white English pig fish him time
7. 補充句子： is this fish This is _____’s fish. 8. 單詞辨音 /I/ /ai/
kid Mike English white mill kite listen rig nine difficult bite Chinese 9. Listen and learn: win I win! I win!
hide Let’s play hide-and-seek.
[設計意圖]
語音教學時將單詞和語境結合，將單詞放在相應的語境中練習，并且設計的練習方式多樣，通過讀辨 等多種方式讓學生了解字母i的發音。
Step 4 Cartoon time
1. Learn to say: Ouch并指導語氣 2. Listen and watch
What’s the matter, Bobby? My hand hurts. 3. Watch the cartoon 4. Watch and choose
What’s this? A. It’s a hedgehog. B. It’s a ball. 5. Learn to read
3
1) Read together. 2) Dub. 3) Act. 6. Summary
Today Bobby and I have a ________ in the park. After picnics we meet a hedgehog. At first, we _______ it’s a ______ ball. We want to play with ______. But Bobby’s hand hurts. Now we make friends _____ this hedgehog. 7. Look and say
1) A: What’s the matter?
B: Look, it’s an apple. A: Whose apple is it?
B: It’s Monkey’s.
A: I think so. 2) A: Ouch!
B: What’s the matter? A: Look, it’s_____. B: Whose ____ is it? A: Is it _____’s? B: I think so. / I don't think so. 3) A: Ouch!
B: What’s the matter? A: Look, it’s_____. B: Whose ____ is it? A: Is it _____’s?
B: I think so. / I don't think so.
[設計意圖]
對話教學注重情景，結合學生已有的知識水平，通過圖片和肢體語言引導學生逐步描述圖片情景，同時教師的教學時加強朗讀訓練，讓孩子多模仿多練習，使他們很快掌握知識。同時教師還設計了類似的情景，讓學生對話，真正把知識用到實處。
Step 5 Homework
1. Read sound time and cartoon time after the tape for fifteen minutes after class. 2. Continue to act the cartoon with your friend after class.
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