Story time板书设计及意图

四下 Unit 6 Whose dress is this? (Story time) 教学设计

句容市二圣中心小学 张黎

【教材分析】

Story time 以化妆舞会为场景，呈现了服装的主题和名词所有格的语法知识。词汇教学方面，教师可以结合三年级上册unit5和四年级上册unit7的内容，并综合以前学过的颜色类和其他描述类形容词，设计教学活动。

【教学目标】

1. 能听懂、会说、会读单词dress , trousers, gloves, party, whose

2．能听懂、能理解、会读，表演课文。

3．能用Whose...is this/are these?询问物主及用It’s/They’re...回答

4.情感目标：教育学生学会选择，适合自己的才是最好的。

【教学重点】

能听懂、能理解、会读、会表演课文。

【教学难点】

理解和运用所有格结构

【课堂活动】

Step1. Greetings and show the aims 1.同学们，我们今天的学习任务有: 1). I can say some clothes. 我能说一些衣服类单词。

2)I can understand,read and try to act the story. 我能理解、会读并试着表演故事。

3)I can use ‘whose' to ask questions. 我能初步使用'whose来询问物品的归属。

2.Think and say：

jacket, skirt, cap, T-shirt, learn the new words: dress, coat, glove, trousers Step 2. Presentation & Practice 1. Before reading the story Let’s guess Look, What’s this?------------It’s a mask. Whose mask is this?------------It’s Mike’s. What are they doing now? Guess. They. .. Oh, look! They are having a fancy dress party.

Teach party. What is the fancy dress party? Introduce fancy dress party. I have some pictures here. Do you want to see? Teach dress, gloves. 2.While reading ①Read and circle How about Mike’s fancy dress party? What clothes are mentioned? Let’s read and circle. ② Listen and match How about the clothes? Let’s listen and match Check ③ Read and circle There are 4 clothes at the fancy dress party? Do you know whose clothes are these? Boys and girls, please open your book and turn to page 38, read the dialogue by yourself. Circle the clothes and the clothes’ owners. Teach a chant ④ Try to imitate Let’s read the story after the recorder. Try to imitate. When you read, please pay attention to your pronunciation and intonation. Are you ready? What’s SuHai/Helen/SuYang/’s mood? Wow, you read very well. 3.Reading time Now, boys and girls, it’s your time. Choose the way you like to do. You can read or act. in roles. Here’s some standard for you to read or act. If you act, I have some decorations for you. Ready, go! Which group wants to have a try? Wonderful, big hand for them.

Step 3. Consolidation 1.Let’s imagine *Mike is showing his picture to three family. Make up a dialogue about the

discussion. 2.Exercise 1)A: Whose _______ is this? B: ___ Su Hai’s.

A: Try ____, please. B: OK. 2)A: _______ trousers are they? B: ________Su Yang’s.

A: Try _______, please. B: All right. Step 4 疑难解析

怎样询问东西是谁的？

1.

要询问的东西是单数形式，该怎样询问？怎么回答？

Whose …

is

this?

It’s

….’s.

2.

要询问的东西是复数形式，该怎样询问？怎么回答？

Whose… are

these?

They’re ….’s. Tip: 这里’ s表示名词所有格，指有生命的，’s意思为

“的”。

Step 5. Homework: 1.Read the story after the tape fluently. *2.Introduce the fancy dress party to your parents. 3.

Preview Fun time and Cartoon time.

板书设计：

Unit 6 Whose dress is this?

Whose … is this? It’s …’s . Whose … are these? gloves trousers They’re …’s.

教学反思

本课时教学了Whose … is this/are they?以及衣服类的单词。在教学的过程中，学生对句型的掌握上存在一定的问题。特别是who和whose 的混淆。学生对这两个单词的区分很不没明白，特别是当who加上了’s，学生就更搞不明白了。在句型的回答中，出现的问题也很多。特别是名词所有格的使用，许多学生在实际的操作中，总是忘记在末尾加上’s，这一问题着实令人烦恼。

在文本的理解上，学生对my father’s 和my cousin’s 中的my 理解觉得困难，我结合学习的Unit 3 My day即Mike’s day帮助学生理解，学生理解起来就觉得简单了。

在衣服类的单词的教学中，学生对成双的单词gloves,jeans, shorts和trousers的使用掌握存在较大的问题。特别是当这些词用作单数的结构，大多数的学生存在问题。总体来说，这一课时的问题很多，很多麻烦需要后续去解决。在以后的练习中，要多注意这些方面的问题。