Story timeppt配套的教学设计及说课稿

Unit 6 Whose 课题

dress is this? 1、

课型

新授

课时

共__4__课时

第__1__课时

能听懂、会说、会读单词：too,trousers,gloves,so,dress,party. 2、

学习目标

能初步用以下句型whose…

is this/that? Whose… are these/those? It’s /They’re my father’s/…询问和交流物体的主人。

3、

4、

能正确理解课文内容。

能较准确的朗读课文并在教师指导下表演。

重点、难点：1、能听懂、会说、会读单词:too, trousers, gloves, so, dress, party. 2、能初步用以下句型Whose…is this/that? Whose…are 学情分these/those? It’s/They’re …’s.询问和交流物体的析

主人。

易混、易错点：名词所有格

学生认知基础：

时间分配

教学与学法

教学准备

单词卡片、PPT 情景教学，任务型学习

学__25____ 讲__10____ 练___5___

学生活动

Step1: Warming up 两个学生和老师一起盛装打扮进入教室。

T：Hello! Boys and girls! Ss: Hello! T:We dress up in beautiful clothes today. S1:It’s…. T: It’s my mother’s. Boy: Look at my cap. Ss: It’s…. Boy: It’s my father’s. Girl: Look at my skirt. Ss: It’s…

Girl: It’s my sister’s. T: Do you like our clothes today? Ss: Yes, How nice! It’s great! T: We are going to a Fancy Dress Party. T: Would you like to go to the Fancy Dress Party? Ss: Sure! T: Let’s go to the shop to buy some clothes first. Step 2: Lead in: 1、

sing a song The clothes shop 2、

T： What clothes are in the shop? S:Blue skirts and T-shirt, yellow shoes and socks. T: What other clothes in the shop? S: 列举学过的服装类单词

T：Let’s go and see. 动画呈现单词：dress,gloves,trousers Step 3 Presentation 1、

单词配以夸张的服饰图片

（1）

根据拼读规律学习gloves：love-glove-gloves-a pair of gloves T: What are these? S: They’re gloves. 通过图片引导学生表达They’re big. （2）

学习trousers:拼读tr-ou-sers, a pair of trousers 引导学生表达：The trousers are long. 同样学习dress，The dress is short. 教师助学

指导学习Fancy Dress Party

出示服装店图和音乐

PPT出现打开礼盒的动画

通过形象对比，让学生回忆掌握形容词的表达

PPT展示图片T-shirt-small，课后改进

2、

向学生呈现Chant Dress, dress, my dress is too short. Try on, try on, you can try this on. Trousers, trousers, your trousers are too long. Try on, try on, you can try these on. 2、Change some words and try to make a new chant. Step 3 Enjoy the story 1、

T：some children are going to the Fancy Dress Party,too. Who are they? S: They’re Yang Ling, Mike, Su Yang and Su Hai. 2、Listen and tick. T: They dress up in funny clothes at the party. What clothes are they talking about? Let’s listen and tick. （出示图片选项：trousers, shoes, T-shirts, gloves, dress, socks, jacket, cap）

Tips: 仔细听一听，找出孩子们谈论的服饰。

Ss: Listen and tick. 3.scan and match T: You have magic ears. Now it’s time to open your books and scan the story. Find out: What do these children wear at the party? Tips: 快速浏览故事，找出孩子们身上装扮的服饰。

4、Detail reading and underline T: Well done! You are read carefully. (屏幕将刚刚match图中Su Yang戴手套图和Helen穿裙子图放大) T: Look at Sun Yang’s gloves. They’re … S: They’re (so) big. T: Look at Helen’s dress. It’s…

S: It’s beautiful. T: Whose gloves? S: Father’s. T: Whose dress? S: Cousin’s. T: How do you know? Please find relative sentences and underline. Tips: 请把谈论gloves和dress主人的语句勾划出来。

Ss: Read and underline gloves-big 学生改编chant

Check

利用夸张动作引导学生回答

S1: Whose gloves are these, Su Yang? They’re my father’s.

S2: Whose dress is this, Helen? It’s my

板书Whose…is thisWhose…are these?让学生读一读

提供参考句型：

Let’s go to the party. Look at…

？cousin’s. T: Great. S: 当问单数物品用Whose…

is this?；当问复数物品用Whose… is this?。

T: Wonderful. 再次带读并完整板书

Whose… is this? It’s …’s. Whose … are these They’re …’s. 1.

Listen and repeat. T: Let’s listen and repeat the whole story. 在跟读过程中讲解so的含义和用法：so “那么”表示说话人一种感叹的语气

引导学生有感情地朗读：They’re so big. It’s so beautiful.

5. Read in groups of four T: You read very well. Let’s read in four. (小组内按照一至四号的顺序朗读) 6. Read the story together

Step 5 Act the story ★Read fluently 流利的朗读

★★Read fluently and beautifully 流利、有感情地朗读

★★★Act it out emotionally 有感情地表演

Step 6 Consolidation Make a new dialogue. T: Liu Tao, Yang Ling and Tim are at the Fancy Dress party, too. Look! They dress up in funny clothes. What are they talking? Let’s make a new dialogue according to the story time. 课件显示活动任务：

Liu Tao, Wang Bing，Yang Ling and Tim are at the Fancy Dress party, too. Look! 他们也穿上了有趣的服饰。他们在说些什么？试着模仿今天学的故事，编一段对话吧。

课件出示图片：Liu Tao身穿超大T恤，Wang Bing头戴很高的paper hat，Yang Ling身穿漂亮的短裙，Tim戴着一副很搞笑的熊掌手套等来到化妆舞会。

作业：1 、听磁带，有感情地模仿熟读课文并尝试背诵。

2、

将编的新故事说给父母听。

四人小组各自设计一张夸张搞笑的服饰图，图片背面写上自己的姓名，将四幅设计图放在一信封里

It’s/They’re so…

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

课

得：

后

反

思

失：

纠：