Unit 6 Whose dress is this? 教学设计（表格式）

课题 Unit 6 Whose dress is this 课 时 Period 1
教学 目标 一、语言能力 1. 能在文本语境中听懂、会读、会说单词：too, trousers, gloves, so, jeans, dress, party 2. 能在文本语境中初步感知句型：What day is it today 及其回答 It’s … 3. 能在文本语境中理解并运用日常用语：Whose … is this/are they It’s / They’re…’s. Try it/ these. It’s /They’re so /too… 4. 能整体理解文本内容，读通、读懂并能正确的朗读对话，根据文本信息进行初步的语言输出。 二、文化意识 1. 能有礼貌地夸赞别人的服装和提出善意的建议。 2. 敢于想象，大胆表达，能自信大方地表演，并能评价自己的语言学习。 三、思维品质 1. 能积极参与课堂活动，注意倾听，大胆尝试用英语交流。 2. 能在学习活动中与他人合作，共同完成学习任务。 四、学习能力 通过阅读Mike, Su Hai, Su Yang 的排队前准备，提取文本关键信息，尝试将所学句型运用到日常的学习生活中，做到即学即用。
教学 重难点 教学重点： 1. 能听懂、会读、会说句型：Whose … is this/are they It’s / They’re…’s. Try it/ these. It’s /They’re so /too… 2. 能整体理解掌握Story time部分内容，能模仿录音朗读。 教学难点： 1. 能正确朗读和拼写单词：trousers, gloves 2. 能在类似的情境中就服装这一话题开展语言活动。
知识点 1.—Look at (my/Su Yang’s) … —It’s/They’re too/so … 2. party a birthday party a Halloween party a New Year party a fancy dress party a Christmas party … go to a / the party at a / the party 3. Your … is / are too / so / very … 4. 反义词：big — small long — short
教学 准备 单词卡片，光盘，PPT，裤子，手套，连衣裙
教学过程设计 修改补充
Step 1 Warming up 1. Enjoy and review the rhyme: Nice clothes Revise: Look at (my) … Say the rhyme together 2. T: What’s the rhyme about S: Clothes. Show the capital of this unit: Unit 6 Whose dress is it 3. Show the learning aims 4. Enjoy a song and find out the four questions in this song. Whose hat / doll / puppy / dress is this Teach: who — whose S: It’s Dad’s / Min’s / Jin’s / Mum’s.
Step 2 Presentation 1. T: Look! This dress is Mum’s. What about this nice dress Whose dress is this Teach: dress Whose dress is this (read) T: Look! S: It’s Su Hai’s. T: Yes. Su Hai and Su Yang are trying on some clothes. 2. Watch the cartoon and chooser: Why are Su Hai and Su Yang trying on the clothes A. Because they want to go to the park. B. Because they want to go to the party. Teach: try on T: They will go to a fancy dress party. Say different parties: a party Introduce the fancy dress party. 3. T: There are two parts: Before the party and after the party. Which pictures are before the party/after the party (看完图片后，让学生根据在派对之前和派对之后对课文分场景学习) 4. Part One T: Look at the pictures, read the dialogues by yourselves and underline the key words. Q: What are they trying on before the party ( dress, trousers ) Teach: trousers Underline the key sentences: How are the dress and trouser It’s too short. Your trousers are too long. Read and think: How can they do Teach: Try this. Try these. 5. Party Two T: At the party, they’re showing their clothes. What clothes are they talking about Listen to the dialogues and answer: They’re talking about the gloves and the dress. Teach: love — glove gloves Read the dialogues on P39 and fill in the form. T: They are talking about Su Yang’s gloves and Helen’s dress. How do you think about the gloves/dress ( 尝试让学生说出 They’re so big./ It’s so beautiful.) Teach: so T: And whose gloves are they Whose dress is this S: They’re Su Yang’s father’s. It’s Helen’s cousin’s. Ticking time: I can understand the story. Step 3 Consolidation 1. Reading time Read the story after the CAI, notice the marks(重音，升降调), imitate the tones. Read the story together with nice pronunciations and tones. Ticking time: I can read the story. 2. Dub for the story in groups. Tips: Look carefully. — Read loudly. — With feeling and body language. Ticking time: I can dub the story. 3. Let’s summarize. (1) 你想说对方的裤子太长了，可以说：Your trousers are too long. 你可以建议他：Try these. (2) 你想说你朋友的连衣裙太短了，可以说：Your dress is too short. 你可以建议她：Try this. (3) 别人问你手套是谁的，可以问：Whose gloves are they 你回答时你爸爸的：They’re my father’s. (4) 别人问你连衣裙是谁的，可以问：Whose dress is this 你回答是你表妹的：It’s my cousin’s. 介绍名词所有格：在英语中，有些名词可以通过词尾加’s来表示所属关系，这种词尾 加’s的形式称为名词所有格，如：Su Yang’s gloves my cousin’s dress 名词所有格修饰的名词，如果前面已经提到，可以省略，以免重复，如：This is not My pencil. It’s Yang Ling’s. This English book is Su Hai’s.
作业设计 1. Listen and read the story after the tape, try to read and act the story better. 2. Try to use the sentences we’ve learnt to talk about your friends’ clothes.（选）
板书设计 Unit 6 Whose dress is this Whose … is this Whose … are they It’s …’s. They’re…’s. Try it. Try these. It’s so /too… They’re so /too…
课题 Unit 6 Whose dress is this 课时 Period 2
教学 目标 一、语言能力 1. 能在具体语境中，准确运用单词：coat，dress, shirt, sweater, gloves, jeans, shorts, trousers, hand 2. 基于结构化知识，能在具体语境中，准确运用核心句型讨论：Whose…is this/ that Whose …are these/those It’s/ They’re my xx’s/… What’s the matter 3、能通过和同伴相互猜测，完成调查表，并根据所记录信息进行文本复述。 二、文化意识 1. 培养学生有礼貌地询问物品是谁的，并能提出建议。 2. 培养学生有礼貌地与新朋友问好。 三、思维品质 引导学生树立正确的活动观，在此过程中体验、感知、学习和运用语言，自主归纳、总结语言规律，促使学生优化学习方式，形成良好的学习习惯和有效的学习策略。 四、学习能力 1. 能够进行自主阅读，理解Cartoon time内容，并用正确的语音、语调朗读本课的内容。 2. 能够通过背诵、小组练习等方式掌握本课时的学习内容，并能用其和同学进行基本的沟通和交流。
教学 重难点 教学重点： 1. 能听懂、会说、会读单词：coat，dress, shirt, sweater, gloves, jeans, shorts, trousers, hand 2. 能听懂、会说、会读句型：Whose…is this/ that Whose …are these/those It’s/ They’re my xx’s/… 3. 能够进行自主阅读，理解Cartoon time部分内容。 教学难点： 1. 能正确朗读和拼写单词：shorts 2. 能掌握词组a pair of …的用法 3. 理解并学会使用hurts
教学 准备 单词卡片，光盘，PPT，衣服
教学过程设计 修改补充
Step 1 Warming up 1. Greeting and free talk 2. What to learn and how to learn 3. Enjoy a song：Whose puppy is this Ask and answer: Whose puppy / doll / hat / dress is this S: It’s Min’s / Jin’s / Dad’s / Mum’s. Step 2 Revision and Presentation 1.Play a game :I say, you say A.单复数 cap-caps skirt-skirts T-shirt-T-shirts dress-dresses shirt-shirts coat-coats sweater-sweaters B. 补充知识点a pair of socks - a pair of socks shoes - a pair of shoes trousers - a pair of trousers jeans - a pair of jeans shorts - a pair of shorts gloves - a pair of gloves 2. Read the new words: coat, dress, shirt, sweater, gloves, jeans, shorts, trousers 3. Play a game: What’s missing 4. Ticking time: 能说出全部所学服饰类单词得三星 能说出大多数学过的服饰类单词得二星 能说出少数几个服饰类单词得一星 Step 3 Review the Story time 1. T: The dress is missing. Look! It’s here. Whose dress is this S: It’s Su Hai’s. T: We learnt the story about the fancy dress party. There are two parts: before the party at the party. Before the party, what clothes are Su Hai and Su Yang trying on S1: They’re trying on the dress and the trousers. T: How about the dress and the trousers S2: The dress is too short. S3: The trousers are too long. T: At the party, what are they talking about 2. Read the story together. 3. Act the story in groups of four. 4. Fill in the blanks: Su Hai and Su Yang are going to take part in (参加) a fancy dress . The dress is short. So she tries another one(另一条). trousers are too long. So she wears(穿) green trousers. gloves are big. They’re . dress is so beautiful. It’s . Let’s join them. OK 5. Summary Tip：在人名后加’s 可以表示所属（物主）关系，如Su Yang’s trousers, her father’s gloves, Helen’s dress, her cousin’s dress。在英语口语中 ’s 还可以加在he, she, it和what, who, where, how 之后，代表is. 如It’s so big. What’s this 加在let之后，代表us. 如Let’s go to the party. Step4 Fun time 1. Good memory Fun time中五件物品，同桌两人一人闭眼，一人睁眼，睁眼的记住每件物品的主人，然后由闭眼的同学根据老师出示的五个名词所有格来猜。（句型见书P40）点击名词所有格，自动跳转到物品下方. A: Whose …is this/are they Guess! B: Is it/Are they…’s A: Yes. You’re right. / No. You’re wrong. Review: right wrong 2. Summary: 当询问的物体是单数时用Whose… is this/that/it 回答：It’s …’s. 当询问的物体是复数时用Whose… are these/those/they 回答：They’re …’s. 3. Ticking time（同桌互评） 能熟练运用whose提问并回答得三颗星 不能熟练运用whose提问并回答得两颗星 任然需要好好努力得一颗星 Step5 Cartoon time 1. Watch the cartoon and answer: What’s this Is it a ball It’s a hedgehog. 2. Read the story and answer: Q1: Can the hedgehog move Q2: What’s the matter with Bobby Teach: move, and — hand, hurt My / His hand hurts. My hands hurt. What’s the matter 3. Read the story after the CAI, pay attention to the reading marks, imitate the tones and pronunciations. Read the story together. Teach: I think so. 4. Dub the story in groups of three. 5. Let’s act the story with the emotions and actions. 6. Ticking time(小组互评): 能有创意地表演故事，并加入动作和表情得三颗星 能熟练地并有感情地表演故事得两颗星 能熟练地表演故事得一颗星 Step6 Consolidation One day, Bobby invites(邀请) the little hedgehog to his home. He shows his cloakroom(衣帽间) to this new friend. Act it out with your partners. Try to use your imagination.同桌两人续演故事发挥想象。 Come in, please. Look at my cloakroom. What’s this / What are these It’s / They are… Whose … is this/ are these It’s…’s./ They're …’s. It’s/They’re so cool/nice/big…!
作业设计 听录音，跟读、朗读并表演Cartoon time。 预习Sound time，搜集相关单词。 和同学互相猜一猜，用英语交流。(选)
板书设计 Unit 6 Whose dress is this coat dress shirt sweater gloves jeans shorts trousers Whose…is this/that Whose…are these/those It’s …’s. They’re …’s. Is it/Are they…’s Yes. You’re right. / No. You’re wrong. The/Your … is/are too/so …
课 题 Unit 6 Whose dress is this 课 时 Period 3
教学 目标 一、语言能力 1. 基于结构化知识，能在具体语境中，熟练运用核心句型谈论：Whose…is this/ that Whose …are these/those It’s/ They’re my xx’s/ 2. 能理解并掌握字母i在单词中发音，并尝试朗读含有字母i的单词并能迁移运用。 3. 能正确理解、朗读cartoon time 板块的故事，能读懂其中的趣味之处，思考what happened next？能在教师的指导下表演，续编故事。 二、文化意识 1. 通过合作交流，让学生可以熟练运用句型进行问答，并在交流中增进学生之间的友谊。 2. 由单元话题引导学生讨论他们喜爱的服饰穿搭，让学生在真实的情景中进行语言交流活动。 思维品质 从第一课时的认识并了解衣服---第二课时的谈论服饰---第三课时的询问他人着装服饰，一步一步，层层递进，提升学生用英语交流的能力。 四、学习能力 通过自主阅读，同桌讨论，小组活动来体会cartoon time 的趣味之处，从而培养学生的学习能力，提升学生的学科核心素养。
教学 重 难点 教学重点 1. 巩固本单元的单词、短语和句型。 2. 能体会了解字母i在单词中的发音，能说出一些发音规律类似的单词。 教学难点 1. 能理解字母i在单词中的发音 2. 熟练运用本单元的词汇和句型讨论物品的主人。
教学 准备 PPT，单词卡片，练习纸，英语书
教学过程设计 修改补充
Step 1 Show the goals of this lesson (Ticking time 内容) （1）I can say and write the names of some clothes. （2）I can use “whose” to ask questions. （3）I know the sound of the letter “i”. Step 2 Revision 1. T: Are you ready for the class 2. Game: No NG in Thirty Seconds三十秒不NG Tips: 四人小组三十秒内说出有关服饰类的单词，尽可能多，不要重复 评分规则：八个以上 ★★★ 五至七个 ★★ 五个以下 ★ 3. Good memory Tips: 大声说出屏幕上闪过的图片或单词并拼写出来。 评分规则：大声说出单词并拼写正确 ★★★ 大声说出单词 ★★ 4. 评价(Ticking time 内容) （1）I can say and write the names of some clothes. Step 3 Checkout time 1. Have a chant: Whose puppy T: Whose puppy / hat/ dress/ doll is this S: It’s …’s. 2. Show the pictures of checkout time T: Look at these clothes. Whose clothes are they Can you discuss and guess in pairs. Pair work. 3. Open your books and fill in the blanks. 4. Invite Ss to write on the blackboard. Check and remind Ss: Don’t forger ’s 5. Summary: Note the ’s 注意’s的用法 1. 词组中is或us的缩写 (1) She’s = She is; He’s = He is; It’s = It is; What’s = What is; Who’s = Who is; Where’s = Where is; How’s = How is. (2) Let’s = Let us 2. 在人名后加’s可以表示所属关系，如本单元中出现的 评价：(Ticking time 内容) （2）I can use “whose” to ask questions. Step 4 Rhyme time 1. T: There is some delicious food at the party. Can you guess what is it S: … T: Look! S: It’s a cake. T: Yes. It’s a birthday cake. Whose cake is this Listen to the rhyme and then tell us. 2. Listen to the rhyme and find the answer T: Whose cake is this S: It’s Chris’s. Let’s say the rhyme sentence by sentence. Say the rhyme together Say the rhyme in groups Rewrite a new rhyme T: There are some other nice snacks at the party, let’s go and see. Try to make some new rhymes about them. 课件出示hamburger, pie, egg, milk, juice 等图 Tips：注意单复数哦！ 提醒学生如果选物品为复数，最后小诗一句应为： Let’s eat them by the lake. Rewrite a new rhyme: Oh, … Oh, … Whose … It’s/ They’re … Let’s eat it / them by the … T: Come to the blackboard it’s your Show time 评分规则：能有感情朗诵创编的新歌谣 ★★★ 能有感情朗诵书上的歌谣★★ 能朗诵书上的歌谣 ★ Step 5 Sound time 1. Say a rhyme: Whose cake is this 2. 标注小诗中部分单词中的i Oh, Chris! Oh, Chris! Whose cake is this It’s my cake. Let’s eat it by the lake. T: Look at these words. They all have the letter ‘i’, what does ‘i’ pronounced as S: /i/ T: Look at my mouth, open it big or small. Try to imitate. S: Read one by one. 3. Read the words and sentence of sound time 4. T: Can you read these syllables ig, it, il, T: Can you read these words big, sit, hill （在读同时出图释意） 5. T: Last unit, we have learnt another pronunciation of ‘i’, what is it /ai/ T: What’s the difference between them When is it pronounced as ‘/ai/’, when is it pronounced as ‘/i/ ’ 出示：Chinese, kite, like, time, white English, fish, him, music, pig T: 教师讲解：开音节中发/ai/，重读闭音节中发/i/。 Enjoy a song. i的发音 评价：(Ticking time 内容) （3）I know the sound of the letter “i”. Step 6 Summary & Evaluation 1. T: What can we learn from this lesson S: I can … 2. T: Good, we can do so many things. T: Discuss in groups, see how many stars have you got together
作业设计 1. 听录音，跟读复习Unit6的内容，模仿语音语调； 2. 寻找更多字母i发音为/i/的单词，记在书上（选）
板书设计 Unit 6 Whose dress is this？ Whose … is this/that It’s …’s. i /I/ English fish him music pig Whose … are these/those They’re …’s.
课 题 Unit 6 Whose dress is this 课 时 Period 4
教学 目标 一、语言能力 1. 基于结构化知识，能在具体语境中，综合运用核心句型有逻辑地谈论哪件衣服是谁的。 2. 通过整合，将词汇与句型有效运用到自己的学习生活中进行沟通和交流。 3. 能根据本单元教学要求，根据自己学习情况，对自己作出评定。 二、文化意识 能有礼貌地夸赞别人的服装和提出善意的建议。 三、思维品质 通过对单元主题的回顾，能够把前三个课时学过的单词和句型应用到自己的学习生活中进行交流和沟通，提升学生的综合语言运用能力。 四、学习能力 通过本节课的复习，培养学生及时复习、巩固已学知识的良好习惯。
教学 重 难点 教学重点： 1. 巩固本单元的单词、短语和句型。 2. 能体会了解字母i在单词中的发音，能说出一些发音规律类似的单词。 教学难点： 1. 能理解字母i在单词中的发音。 2. 能够在日常生活中准确、恰当地运用学过的单词、短语和句型。
教学 准备 PPT，英语书，补充习题
教学过程设计 修改补充
Step 1 Warming up 1. Greeting and free talk: T: Good morning, boys and girls. You dress up in fancy clothes today. T: Hey, S1. Whose shirt is it S1: It’s my father’s. T: Hello, S2. Whose trousers are they S2: They’re my mother’s. Ask and answer like these. 2. Say a rhyme: Step 2 Revision 1.Review Story time & Cartoon time watch the cartoon . Act the two stories. Sound time 说出含有i/I/的单词，并说出字母i发/ I /的其他单词 试着读出新的含有i/ I /的新单词 Rhyme time Watch the cartoon Review: by the lake 在湖旁 Make a new rhyme Checkout time Ticking time ...
作业设计 1. 复习Unit 6 各部分的内容。 2. 完成相关练习，注意解题方法。(选)
板书设计 Unit 6 Whose dress is this Story time Cartoon time Sound time Ticking time