Unit6 Whose dress is this Sound time 教案

4B Unit6 Whose dress is this?第三课时教案
教学目标：1. 学生能在游戏活动中四会掌握衣服类单词:a coat, a dress, a shirt, a sweater, gloves, jeans, shorts, trousers.
2. 学生能在衣服猜测活动中重点操练并掌握句型:Whose...is it/are they? Is it/Are they...’s?You are right. You are wrong.
3. 学生能在询问衣服环节了解名词所有格的写法,并正确书写名词所有格。
4. 学生能理解小诗的内容,小组合作用正确的语音语调朗读小诗,尤其是eat it连读的部分,并能尝试改编小诗内容。
学生能自主阅读故事书,体会字母i在单词中的发音,尝试拼读、拼写出更多含此字母发音的单词,通过自主发现能正确区分字母i的两种发音。
教学重难点：重点：1. 学生能在游戏活动中四会掌握衣服类单词。
2. 学生能在衣服猜测活动中重点操练并掌握句型:Whose...is it/are they? Is it/Are they...’s?You are right. You are wrong,特别注意名词的单复数。
难点：1.. 学生能在作业单上正确书写名词所有格形式。
学生能自主体会字母i在单词中的发音,并正确区分此字母的两种发音。
教学过程：
Step1：Revision
1. Listen and judge
T: Now let’s play a game: If you think it’s right, you say “You’re right.” If you think it’s wrong, you say “You’re wrong.”
教师在此处先渗透“You’re right.”和“You are wrong.”
2. Ask and answer
T: Look! At the party, whose clothes are they? Please use these sentences to discuss.
(学生相互间讨论30秒)
T: Whose dress is this?
Ss: It’s Helen’s cousin’s.
T: Whose gloves are these?
Ss: They’re Su Yang’s father’s.
教师核对完,出示学习注意点:在名词后面加’s,表示所有关系,叫做名词所有格,意思是"...的"。
3.do some exercise
3. Retell the story
Step2.　Fun　time
1. Learn the new words: jeans/ shorts
T: Today our friends come a new fancy dress party. Who are they?
Ss: They’re Yang Ling, Sam, Bobby, Liu Tao and...
T: He is Chris.
(教师教授Chris)
T:They bring a lot of nice clothes. Let’s see what clothes are they?
(教授shorts、jeans)
2. Learn and use the sentences
T: Whose dress is this? You can guess like this: Is it...’s?
Ss: Is it...’s?
T: Yes, you’re right. No, you’re wrong.
T: Whose gloves are these? You can guess like this: Are they...’s?
Ss: Are they Sam’s?
T: Yes, you’re right. No, you’re wrong.
3. Learn the Grammar and practice
教师分别出示单复数时,如何正确提问的语法知识,学生进行跟读。
T: Now it’s your turn. To find out the owner of these clothes. Please use these sentences correctly.
学生的作业纸上每人都知道不同的3件衣服的主人,利用信息差,学生两人合作三分钟,找出衣服的主人后学生在作业纸上填写衣服和人名。
T:Now you can fill the information about the clothes.
This _____ is ______.
These _____are ______.
This ____ and these_____ are________.
This _______ and these
________ are_________.
Step3：Rhyme　time
1.Learn the ryhme
T: Look at the cake at the party. What do you want to say?
Ss...
T: Whose cake is this? Let’s listen!
Ss: It’s Chris’s.
T: Where can we eat the cake?
Ss: Let’s eat it in the park./...
T: Let’s listen!
(学生学习Let’s eat it by the lake.)
2. Read the rhyme
教师采用多种形式,鼓励学生朗读小诗
3. Make a new rhyme
T: At the party, I find a book. Let’s make a new rhyme about this book!
Oh, Chris! Oh, Chris!
Whose ____ is this?
It’s _____ _____.
Let’s read it _______________.
(学生根据教师给出的模板,改编小诗,上台展示)
Step4：Sound　time
1. Read this book
T:Now let’s read this book with Chris!
学生1分钟自读小绘本《Tim and Dim》,体会在故事里字母i的发音。
T: What’s the sound of this letter “i”?
Ss: /i/
教师带领学生集体朗读了故事的内容
2. Read the words with the letter i
T: Can you read these words with this sound?
教师在此再出示一排含字母i的单词
Ss: time ride ...
教师引发学生思考其中的规律,学生回答后,教师总结:
结尾字母e不发音时,元音"i"+辅音+不发音的e, 字母"i"发本身的音。
3. Tim吃鱼的游戏：Tim想吃字母发音/i/的鱼
4.绕口令
Step5：Make　a　summary
教师出示了5个单词:in listen English Tim Dim ,要求学生总结今天的学习内容
We play ____ the fun time and we can talk it well.
We _______to an ______ rhyme and we can read it well.
We read the story: <_____and _____>and know the sound well.
Step6：Homework
1. 听光盘,朗读Rhyme time和Sound time.
2. 阅读绘本《The kid and a pig》,读完根据绘本图片,编写句子或简短的小诗。