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视频标签：Whose dress
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视频课题：牛津译林版四下Unit 6 Whose dress is this Cartoon time Sound time江苏省 - 无锡
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牛津译林版四下Unit 6 Whose dress is this Cartoon time Sound time江苏省 - 无锡
Unit 6 Whose dress is this?
一、教学内容
译林牛津教材 四年级 ‘Cartoon time’& ‘Sound time’
二、教学目标
1、通过学习，学生能进一步掌握服装类的词汇，以及句型Whose... is this/that?Whose ...are these/those?及其回答It’s/They’re...’s.要求能听懂、会说、会读。
2、通过学习，学生能了解字母i在单词中的发音，要求能听懂，会说，发音正确。
三、教学重点和难点
1、句型Whose... is this/that?Whose ...are these/those?及其回答It’s/They’re...’s. 2、字母i在单词中的发音。
四、教学准备
ppt课件 五、教学过程 Step 1 Warm up
1. Enjoy a song 《The clothes wearing.》 2. Look and ask: 《Whose puppy is this?》 T: Look at the photo, please ask and answer. Whose dress is this? It’s Mon’s.
Whose hat(puppy,dog) is this? It’s Dad’s(Jean’s, Min’s). Step 2 Lead-in
1. Enjoy a story 《Funny animal party》 2. Game: Quick respond.
[设计意图]
结合四年级孩子的年龄和心理特点，本课的教学设计不仅仅局限于教材的内容，选择了大量与教学内容相关的故事和诗歌给学生欣赏和学习，激发学生学习兴趣，扩大语言的输入量。教学伊始，以一首滑稽的歌曲《The clothes wearing》和Chant《Whose puppy is this?》导入，让学生复习旧知，以饱满的情绪参与到新的学习中。接着以故事《Funny animal party》的讲述导入新知。
Step 3 Sound time
2
1. Read a story 《Whose hat is it?》 2. Read: This is Jerry. He likes English. This is Tom. He likes fish.
3. 用English, fish, listen组成新句子：Before eating fish, let’s listen to some English. 并有节奏地 朗读。 4. Read and learn:
i /I/ Indian, igloo, ink, infant
Indian, Indian, please come inside. I says /I/, in, in, in. 5. Read
Tim, rid, din, mit, milk
time, ride, dine, mite, Mike 元音i+辅音+结尾不发音的e,字母发本身的音/ai/ 6. 单词辨音：
Chinese like music kite white English pig fish him time
7. 补充句子： is this fish This is _____’s fish. 8. 单词辨音 /I/ /ai/
kid Mike English white mill kite listen rig nine difficult bite Chinese 9. Listen and learn: win I win! I win!
hide Let’s play hide-and-seek.
[设计意图]
语音教学时将单词和语境结合，将单词放在相应的语境中练习，并且设计的练习方式多样，通过读辨 等多种方式让学生了解字母i的发音。
Step 4 Cartoon time
1. Learn to say: Ouch并指导语气 2. Listen and watch
What’s the matter, Bobby? My hand hurts. 3. Watch the cartoon 4. Watch and choose
What’s this? A. It’s a hedgehog. B. It’s a ball. 5. Learn to read
3
1) Read together. 2) Dub. 3) Act. 6. Summary
Today Bobby and I have a ________ in the park. After picnics we meet a hedgehog. At first, we _______ it’s a ______ ball. We want to play with ______. But Bobby’s hand hurts. Now we make friends _____ this hedgehog. 7. Look and say
1) A: What’s the matter?
B: Look, it’s an apple. A: Whose apple is it?
B: It’s Monkey’s.
A: I think so. 2) A: Ouch!
B: What’s the matter? A: Look, it’s_____. B: Whose ____ is it? A: Is it _____’s? B: I think so. / I don't think so. 3) A: Ouch!
B: What’s the matter? A: Look, it’s_____. B: Whose ____ is it? A: Is it _____’s?
B: I think so. / I don't think so.
[设计意图]
对话教学注重情景，结合学生已有的知识水平，通过图片和肢体语言引导学生逐步描述图片情景，同时教师的教学时加强朗读训练，让孩子多模仿多练习，使他们很快掌握知识。同时教师还设计了类似的情景，让学生对话，真正把知识用到实处。
Step 5 Homework
1. Read sound time and cartoon time after the tape for fifteen minutes after class. 2. Continue to act the cartoon with your friend after class.
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