Story time教案评析

英语(四年级下册) Unit 6

Whose dress is this?

Story time

Teaching contents

教学内容

Story time

Teaching aims and learning objectives

教学目标

1. 学生能听懂、会说、会读、会拼写单词dress, gloves, trousers, 能听懂、会说、会读单词so, too, cousin。

2. 学生能听懂、会说、会读、会写句型Look at …、Try this/these.、Whose … is this/are these?、It’s /They’re…’s.，并能正确运用到实际中进行描述。

3. 学生能初步掌握服饰类单词中复数单词的形式和用法，以及与动词be 和代词连用时的一致关系。

4. 学生能初步掌握所有格’s的用法。

Focus of the lesson and predicted area of difficulty

教学重点和难点

教学重点：

学生能听懂、会说、会读、会拼写单词dress, gloves, trousers, 能听懂、会说、会读单词so, too, cousin。

教学难点：

学生能听懂、会说、会读、会写句型Look at …、Try this/these.、Whose … is this/are these?、It’s /They’re…’s.，并能正确运用到实际中进行描述。

Teaching procedures

教学过程

Step 1 Greeting, Free talk & Revision

1. Greeting & Free talk

T: Hello, boys and girls. How are you today? S: I’m fine, thank you. And you?

T: I’m fine, too. Today, let’s come to Unit 6 Whose dress is this? (Read together.)

Let’s try our best to get more stars. OK. Here we go!

Look! Who’s she? She is Miss Cui. Who’s he? He is my friend Tom.

We are very happy, because we get an invitation from Su Hai and Su Yang. We will go to the party—Fancy Dress Party. 2. Revision T: So we should dress up for the party. We need different clothes.

Now, let’s say a rhyme Nice clothes.

(PPT播放三上Nice clothes视频，学生拍手朗读，复习旧知。) 【设计意图：本课时为第六单元第一课时，一开始先用一小段时间与学生进行问候与聊天，创设一个情境，介绍自己和朋友受邀参加化妆舞会，引出本课时话题“准备并参加化妆舞会”。同时，以聊天的方式开始本单元第一课时的学习，让学生放轻松，缓解面对新知识的紧张感。利用三年级上学期学过的一首小诗Nice clothes来复习一些服饰单词，复习旧知，引入新知。让学生在已掌握的知识中开始新知识的学习，以增强学生学习的自信。】

Step 2 Presentation 1. Know the clothes T: What clothes can you see in the cartoon? S: A jacket./AT-shirt/a skirt/a cap …

T: Look, this is my closet. Wow! So many beautiful clothes. T: This is a skirt. (指着长裙) Is this a skirt? S: No, it isn’t.

T: It’s a dress. (点击出现单词dress) T: This is a T-shirt. Is this a T-shirt? S: No, it’s a shirt.

T: What are these? (指着socks) S: They’re socks. (点击出现单词学习复数类单词) T: Yes.

(在服饰类中有些单词通常是以复数出现的，及时巩固复数单词gloves、trousers) 2. Describe the clothes T: Now boys and girls, look! Here comes my new dress for the Fancy Dress Party. Please come and help Miss Cui. I’m wearing the dress. Look at the dress.

S: Oh, it’s too small.

T: Try this. S: All right. T: Look at the dress now. S: It’s so beautiful.

T: Thank you.

(Read together: too, so.) T: Now, boys and girls, please help my son. Look at Dudu’s shirt.

S: Oh, it’s too small.

T: Try this. S: All right. T: Look at his trousers. They are too long. Learn “try these”.

(Tips: 当coat、dress、shirt等服饰类单词以单数形式出现时，我们用Try this.；当gloves trousers等成双成对的物体出现时，我们用Try these.) 【设计意图：这两个环节既是对我们初创情境的一个陈述，也是对学生进行下一步故事理解的铺垫，了解服饰名词的复数形式以及如何使用too、so两个单词对服饰进行评价。】

3. Story time AT HOME T: Look at our clothes. We are ready for the party.

How about Su Hai and Su Yang? Where are they now?

They are at home. They are preparing for the party, too. A. Watch & tick T: Let’s watch the cartoon and tick. What clothes are they talking about?

S: …

T: This is Su Hai. This is her dress. So we can say …

S: This is Su Hai’s dress.

These are Su Yang’s trousers.

T: Whose dress is this? S: It’s Su Hai’s.

T: Whose trousers are these? S: They are Su Yang’s.

B. Say the chant Say a chant. (配合节奏，师示范一遍，生读两遍，可加拍手方式) C. Read & choose T: Read and choose. (P1-P3) Su Yang’s dress is B too short.

Su Hai’s trousers are A too long. (师出示题面，点击PPT核对答案。) D. Read & imitate Learn to say P1—P3 (注意语音语调) T: Time for us to read this part, and let’s try to read and imitate.

AT THE PARTY T: They are ready for the party. Now, they’re at the party.

A. Watch & fill T: At the party, boys and girls watch and complete. A: Whose gloves are they? B: They are Su Hai’s father’s.

A: How about these gloves? B: They are so big. A: Whose dress is this? B: It’s Helen’s cousin’s. (教授cousin 堂妹

表妹) A: How about this dress? B: It’s so beautiful.

T: You’re right. Good job.

Let’s see the result: (试着用下面的句子总结表格内容)

These … are …’s.

They’re too/so…

This dress is …’s.

It’s too/so….

B. Read & imitate T: Now let’s learn to say P4-P6. (注意语音语调) a. Read after the computer. (注意点一句，读一句) b. Let’s dub. (播放动画，静音) c. Let’s read in roles.

【设计意图：在文本阅读的过程中，我们根据场景的不同自然划分为两块：在家准备化妆舞会和在化妆舞会现场，脉络清晰。将学生引入情境，共同准备、参加舞会，通过Watch and tick和Read and choose两个环节掌握故事细节，用Read and

imitate 环节进行朗读巩固前半部分的故事，后半部分稍稍调整形式，采用Read and fill形式让学生自主阅读，自主梳理故事脉络、寻找故事细节，最后，朗读巩固，通过跟读、模仿等形式，适当训练学生的语音语调、朗读水平。】

Step 3 Consolidation 1. Summary

(1) 你想知道这条裙子是谁的，可以问：Whose dress is this?

(2) 回答这条裙子是海伦的可以说：It’s Helen’s.

(3) 你想知道这条裤子是谁的，可以问：Whose trousers are these?

(4) 回答这条裤子是迈克的，可以说：They’re Mike’s.

(5) 形容手套太大了, 可以说：The gloves are too/so big. (6) 试穿这件/这双，可以说：Try this/these. 2. Let’s design the clothes for the party.

(四人一组，请为其他小伙伴们设计参加“化妆舞会”的服装，小组内合作完成，记得用上今天所学的句子哦！)

Look at the …

It’s/They’re (too/so)

…

Try this/these.

It’s/They’re (too/so)

…

Whose … is/are …

It’s/they’re

…’s

【设计意图：巩固环节中，我们首先对本课时的语言点进行简单的问答梳理。作为本课时重要的语言输出环节，教师结合并延续本课时的情景，在准备、参加化妆舞会的情境中巩固本课时所学语言点。】

Homework

家庭作业

1. Listen and read after the tape 5 times. 2. Try to use the sentences we’ve learnt to talk about your friends’ clothes.

Teaching aids

教学准备（含板书设计）

教学准备：人物卡片、头饰、多媒体课件

板书设计：

Unit 6

Whose dress is this?

Look at the …

It’s /They’re too /so

…

Whose … is this/are these? It’s /They’re

…’s

Try this /these.

说课

一、整体情景创设

本课时以孩子们为化妆舞会进行准备，并参加化妆舞会为情景，这样的整体情景创设与本课时的知识点相符。

二、教学流程与设计意图

下面，简要回顾一下实际教学环节中的活动设计。

本课时为第六单元第一课时，一开始先用一小段时间与学生进行问候与聊天，创设一个情境，介绍自己和朋友受邀参加化妆舞会，引出本课时话题“准备并参加化妆舞会”。与此同时，以聊天的方式开始本单元第一课时的学习，让学生放轻松，缓解面对新知识的紧张感。利用三年级上学期学过的一首小诗Nice clothes来复习一些服饰单词，复习旧知，引入新知。让学生在已掌握的知识中开始新知识的学习，以增强学生学习的自信。

随后的Know the clothes和Describe the clothes环节既是对我们初创情境的一个陈述，也是对学生进行下一步故事理解的铺垫，了解服饰名词的复数形式以及如何使用too 和so两个单词对服饰进行评价。

在文本阅读的过程中，我们根据场景的不同自然划分为两块：在家准备化妆舞会和在化妆舞会现场，脉络清晰。将学生引入情境，共同准备、参加舞会，通过Watch and tick，Read and choose两个环节掌握故事细节，用Read and imitate环节进行朗读，巩固前半部分的故事，后半部分稍稍调整形式，采用Read and fill形式让学生自主阅读，自主梳理故事脉络、寻找故事细节，最后，朗读巩固，通过跟读、模仿等形式，适当训练学生的语音语调、朗读水平。

巩固环节中，我们首先对本课时的语言点进行简单的问答梳理。作为本课时重要的语言输出环节，教师结合并延续本课时的情景，在准备、参加化妆舞会的情境中巩固本课时所学语言点。

最后，跟大家分享一下本节课中的几个“关注”：

1. 关注学生在文本阅读过程中的语言使用。

2. 关注学生在文本理解中的过程性体验。

3. 关注学生思维的延展和思维的开阔，即将课堂语言点在生活中加以运用。