Unit6 Whose dress is this？ Sound time 教案（含设计意图）
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| 名称 | Unit6 Whose dress is this？ Sound time 教案（含设计意图） |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2022-06-11 21:05:47 | ||
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英语(四年级下册)
Unit 6 Whose dress is this
Sound time, Rhyme time,Checkout time & Ticking time
Teaching contents 教学内容
Sound time, Rhyme time ,Checkout time & Ticking time
Teaching aims and learning objectives 教学目标
1. 学生能够说出并灵活运用本单元所学的服饰类单词。
2. 学生能够灵活运用句型Whose … is this/that 、Whose … are these/those 、It’s/They’re …’s。
3. 学生能够正确掌握字母i在单词中的读音，并能依据发音规律自学简单词汇。
4. 学生能够按照韵律朗读小诗。
5. 学生能够综合运用本单元所学知识谈论物主、评价物品并提出建议。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 学生能够灵活运用句型Whose … is this/that 、Whose … are these/those 、It’s/They’re …’s。
2. 学生能够正确掌握字母i在单词中的读音，并能依据发音规律自学简单词汇。
教学难点：
学生能够灵活运用句型Whose … is this/that 、Whose … are these/those 、It’s/They’re …’s。
Teaching procedures 教学过程
Step 1 Greeting & Revision
1. Goals for the lesson
T: Good morning, boys and girls. Today, we’ll go on learning Unit 6 Whose dress is this In this lesson, let’s try our best to:
say and write the names of some clothes.
use “whose” to ask questions.
know the sound of the letter “i”.
say and make the rhyme.
So, are you ready for our class
S: Yes!
2. play a game
T: magic eyes:
(快速闪现单词或图片，大声说出，看见仙人掌说“ouch”)
Ready Go!
3. Listen and say
T: There are many pictures in the song. The children had a party. What can we do and what can we eat in the party
S: We can eat chips ,some bread,fruit salad and some drinks.And we can eat a cake too.
(根据PPT提示，学生们说出食物名称，同时引出Whose cake is this )
Step 2 Presentation and practice
Rhyme time
1 .Listen and guess
a. listen to the tape and guess “Whose cake is this ”
Ss:It’s Chris’.(学生回答)
b. Read after the tape.（学生拍手，跟着节奏 ，学唱小诗）
c. Work in pairs（同桌互相讨论。）
d. Play in roles（分角色表演小诗）
2．Make and say（根据ppt 提示，编写新诗。两组）
【Ticking time】
I can use “whose” to ask questions.
我能用 Whose问问题，得一星。
I can say the rhyme “Whose cake is this ”.
我会说小诗Whose cake is this ，得两星。
I can use the other words to say the rhyme.
我能用其它词说小诗，得三星。
【设计意图：Rhyme time的教学需要学生反复诵读，体会英语中的音韵之美，最后，我们也留了一个小小的创作机会给学生，让学生进行填空，难度不大，但需要注意的是我们在前几课时中强调过的名词单复数的问题。】
Sound time
1. Show the words
T: Listen and find
Read the rhyme again
T:What can you find （发现单词都有相同的字母I）
(Teach: Chris，is，this，it: [ i ]）（字母I发音相同）
(学生跟卡通朗读，教师指导、检查)
2. Try to read
T: Just now, we have known the sound [ i ]. Look! Here are so many words with the letter “i”, but not everyone is pronounced as the sound [ i ]. Can you read
(学生利用刚刚学到的语音知识和已有的单词储备进行推测、朗读)
3. Make the sentences with the words: English, fish, listen.
T: Now, I’ll give you 3 words with the letter “i”. Can you make a sentence
I can give you a pattern.
Before eating ________.
Let’s ________ to some ________
T: Can you make some new sentences all by yourself
(先给予一定的引导，再激发学生自我创作)
5. More words
T: Nice try! Can you tell me more words with the letter “i” and are pronounced as the sound [ i ] Try your best!
in ink drink
it lift list
ship fish dish
chips pig pity
6.read in four
T:choose one way to read:a.Read one by one
b.Read together
c.Read alone
【Ticking time】
I know the sound of letter “i”.
我知道字母i在单词中的发音，得一星。
I can read the words with the sound of letter “i”.
我可以读出含有i发音的单词，得两星。
I can read the new words with the sound of letter “i”.
我能读出含有i发音的新单词，得三星。
【设计意图：本次sound time主要希望学生可以掌握字母i发[ i ]的情况，由于在平时的词汇教学中我们非常重视元音的发音，对于字母i发[a i ]的情况也都比较熟悉。在本环节中，我们设计一个小游戏，将单词按照字母i的发音放到不同的篮子当中，让学生加以区分。接着，让学生用学过的含有字母且字母i发[ i ]的单词进行造句，教师先指导，再让学生进行自我创作，激发学生的思维。最后，作为本环节的一个小小拓展，我们让学生说出更多的含有字母且字母i发[ i ]的单词，考察学生的词汇储备，激励学生在课后进行更多的英语词汇拓展。】
Checkout time
T:After the party,the clothes are in a mess.Let’s clean the party and find the owner of the clothes.We can use:Whose...is this
It’s...’s.
Whose...are these
They’re...’s.
1.Finish the exercises on P43.
【设计意图：通过前三课时的学习，学生已经对本单元的主题、核心词汇以及句型有了一定的认识。本课时通过一系列的活动来复习、巩固本单元知识。课一开始，我们就明确课时学习任务，让学生带着任务进行学习。接下来，Clean and say环节让学生一边整理乱放的衣物一边说出名称一边写出来，多维检查学生对衣物词汇的掌握。】
Step 3 Consolidation
T: Chris and his friends are having a party. But it’s so funny that they don’t wear the clothes of their own. Can you ask and find the owner of the clothes I’ll give you one example.
(T与S1示范)
A:Look at...
B:How nice！It’s...
A:What colour...
B:It’s/They’re...
A:Whose...is this /Whose...are these
B:It’s...’s./They’re...’s.
A:It’s too long/short.(They’re so big/beautiful.)
T: Please work in pairs and guess the owners of chothes. The sentences on the blackboard will help you.
(学生三分钟时间准备，教师视情况请3到4组汇报)
【Ticking time】
I can say the names of some clothes.
我能说出一些衣服类单词，得一星。
I can write the names of some clothes.
我能写出一些衣服类单词，得两星。
I can talk about the party emotionally.
我能在组内有表情和动作的交流舞会，得三星。
T: All right. You must get a lot of stars. How many Please count and show me your stars!
(教师请学生举手统计，发放小礼品)
【设计意图：这是本课时最后的一个综合语言运用环节，通过前几课时的训练，本环节中教师只给出总体情景的创设和活动的要求，学生利用板书中的提示进行自由对话的创作，产出颇丰。最后，我们对本课时众多环节末尾的Ticking time进行回顾、总结。】
Homework 家庭作业
1. Know more words with “i” and are pronounced as [ i ].
(搜集更多含有字母i并发/i/的单词，读一读，并记下来)
2. Read the rhyme Whose cake is this
(诵读歌谣Whose cake is this )
Teaching aids 教学准备（含板书设计）
教学准备：人物卡片、头饰、评价星星、多媒体课件
板书设计： Unit 6 Whose dress is this
Look at …
Whose … is this/that Whose … are these/those
It’s …’s, I think. They’re …’s, I think.
More words
Unit 6 Whose dress is this
Sound time, Rhyme time,Checkout time & Ticking time
Teaching contents 教学内容
Sound time, Rhyme time ,Checkout time & Ticking time
Teaching aims and learning objectives 教学目标
1. 学生能够说出并灵活运用本单元所学的服饰类单词。
2. 学生能够灵活运用句型Whose … is this/that 、Whose … are these/those 、It’s/They’re …’s。
3. 学生能够正确掌握字母i在单词中的读音，并能依据发音规律自学简单词汇。
4. 学生能够按照韵律朗读小诗。
5. 学生能够综合运用本单元所学知识谈论物主、评价物品并提出建议。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 学生能够灵活运用句型Whose … is this/that 、Whose … are these/those 、It’s/They’re …’s。
2. 学生能够正确掌握字母i在单词中的读音，并能依据发音规律自学简单词汇。
教学难点：
学生能够灵活运用句型Whose … is this/that 、Whose … are these/those 、It’s/They’re …’s。
Teaching procedures 教学过程
Step 1 Greeting & Revision
1. Goals for the lesson
T: Good morning, boys and girls. Today, we’ll go on learning Unit 6 Whose dress is this In this lesson, let’s try our best to:
say and write the names of some clothes.
use “whose” to ask questions.
know the sound of the letter “i”.
say and make the rhyme.
So, are you ready for our class
S: Yes!
2. play a game
T: magic eyes:
(快速闪现单词或图片，大声说出，看见仙人掌说“ouch”)
Ready Go!
3. Listen and say
T: There are many pictures in the song. The children had a party. What can we do and what can we eat in the party
S: We can eat chips ,some bread,fruit salad and some drinks.And we can eat a cake too.
(根据PPT提示，学生们说出食物名称，同时引出Whose cake is this )
Step 2 Presentation and practice
Rhyme time
1 .Listen and guess
a. listen to the tape and guess “Whose cake is this ”
Ss:It’s Chris’.(学生回答)
b. Read after the tape.（学生拍手，跟着节奏 ，学唱小诗）
c. Work in pairs（同桌互相讨论。）
d. Play in roles（分角色表演小诗）
2．Make and say（根据ppt 提示，编写新诗。两组）
【Ticking time】
I can use “whose” to ask questions.
我能用 Whose问问题，得一星。
I can say the rhyme “Whose cake is this ”.
我会说小诗Whose cake is this ，得两星。
I can use the other words to say the rhyme.
我能用其它词说小诗，得三星。
【设计意图：Rhyme time的教学需要学生反复诵读，体会英语中的音韵之美，最后，我们也留了一个小小的创作机会给学生，让学生进行填空，难度不大，但需要注意的是我们在前几课时中强调过的名词单复数的问题。】
Sound time
1. Show the words
T: Listen and find
Read the rhyme again
T:What can you find （发现单词都有相同的字母I）
(Teach: Chris，is，this，it: [ i ]）（字母I发音相同）
(学生跟卡通朗读，教师指导、检查)
2. Try to read
T: Just now, we have known the sound [ i ]. Look! Here are so many words with the letter “i”, but not everyone is pronounced as the sound [ i ]. Can you read
(学生利用刚刚学到的语音知识和已有的单词储备进行推测、朗读)
3. Make the sentences with the words: English, fish, listen.
T: Now, I’ll give you 3 words with the letter “i”. Can you make a sentence
I can give you a pattern.
Before eating ________.
Let’s ________ to some ________
T: Can you make some new sentences all by yourself
(先给予一定的引导，再激发学生自我创作)
5. More words
T: Nice try! Can you tell me more words with the letter “i” and are pronounced as the sound [ i ] Try your best!
in ink drink
it lift list
ship fish dish
chips pig pity
6.read in four
T:choose one way to read:a.Read one by one
b.Read together
c.Read alone
【Ticking time】
I know the sound of letter “i”.
我知道字母i在单词中的发音，得一星。
I can read the words with the sound of letter “i”.
我可以读出含有i发音的单词，得两星。
I can read the new words with the sound of letter “i”.
我能读出含有i发音的新单词，得三星。
【设计意图：本次sound time主要希望学生可以掌握字母i发[ i ]的情况，由于在平时的词汇教学中我们非常重视元音的发音，对于字母i发[a i ]的情况也都比较熟悉。在本环节中，我们设计一个小游戏，将单词按照字母i的发音放到不同的篮子当中，让学生加以区分。接着，让学生用学过的含有字母且字母i发[ i ]的单词进行造句，教师先指导，再让学生进行自我创作，激发学生的思维。最后，作为本环节的一个小小拓展，我们让学生说出更多的含有字母且字母i发[ i ]的单词，考察学生的词汇储备，激励学生在课后进行更多的英语词汇拓展。】
Checkout time
T:After the party,the clothes are in a mess.Let’s clean the party and find the owner of the clothes.We can use:Whose...is this
It’s...’s.
Whose...are these
They’re...’s.
1.Finish the exercises on P43.
【设计意图：通过前三课时的学习，学生已经对本单元的主题、核心词汇以及句型有了一定的认识。本课时通过一系列的活动来复习、巩固本单元知识。课一开始，我们就明确课时学习任务，让学生带着任务进行学习。接下来，Clean and say环节让学生一边整理乱放的衣物一边说出名称一边写出来，多维检查学生对衣物词汇的掌握。】
Step 3 Consolidation
T: Chris and his friends are having a party. But it’s so funny that they don’t wear the clothes of their own. Can you ask and find the owner of the clothes I’ll give you one example.
(T与S1示范)
A:Look at...
B:How nice！It’s...
A:What colour...
B:It’s/They’re...
A:Whose...is this /Whose...are these
B:It’s...’s./They’re...’s.
A:It’s too long/short.(They’re so big/beautiful.)
T: Please work in pairs and guess the owners of chothes. The sentences on the blackboard will help you.
(学生三分钟时间准备，教师视情况请3到4组汇报)
【Ticking time】
I can say the names of some clothes.
我能说出一些衣服类单词，得一星。
I can write the names of some clothes.
我能写出一些衣服类单词，得两星。
I can talk about the party emotionally.
我能在组内有表情和动作的交流舞会，得三星。
T: All right. You must get a lot of stars. How many Please count and show me your stars!
(教师请学生举手统计，发放小礼品)
【设计意图：这是本课时最后的一个综合语言运用环节，通过前几课时的训练，本环节中教师只给出总体情景的创设和活动的要求，学生利用板书中的提示进行自由对话的创作，产出颇丰。最后，我们对本课时众多环节末尾的Ticking time进行回顾、总结。】
Homework 家庭作业
1. Know more words with “i” and are pronounced as [ i ].
(搜集更多含有字母i并发/i/的单词，读一读，并记下来)
2. Read the rhyme Whose cake is this
(诵读歌谣Whose cake is this )
Teaching aids 教学准备（含板书设计）
教学准备：人物卡片、头饰、评价星星、多媒体课件
板书设计： Unit 6 Whose dress is this
Look at …
Whose … is this/that Whose … are these/those
It’s …’s, I think. They’re …’s, I think.
More words