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小学英语四下Unit 6 Whose dress is this? 第三课时
发布时间:2019-05-27   点击:   来源:原创   作者:许春香

四下Unit 6 Whose dress is this? 第三课时(许春香)

教学设计

教学目标:

1. 能灵活运用句型Whose is this/ are these? Its/ Theyre …’s.来谈论物主。

2.能诵读歌谣: Whose cake is this?

3.能正确掌握字母“i”在单词中的读音,并能依据其发音规律自学简单的词汇。

4.能听懂、会说、会读单词:hand , move, hurt;能灵活运用句型日常交际用语I think so. Whats the matter?

5.能理解Cartoon time部分的意思,并能运用正确的语音语调及表情进行模仿和再创造表演。

教学重点:

1.能听懂、会说、会读单词:hand , move, hurt.

2.能灵活运用句型日常交际用语I think so. Whats the matter?

3.能诵读歌谣: Whose cake is this?

教学难点:

1.能知道元音字母i在单词中的发音。

2. 能运用正确的语音语调及表情进行模仿和再创造表演。

教学过程:

Step 1 Warm up

1.Greetings

T: Are you ready for class?

S: Yes.

T: Class begins.

2.Free talk

a. I can talk:庆祝五一节日活动结束了,会场落下了物品,让我们来找一找失主吧!

T: Whose …is this/are these?

S: I think() it's/they're ...    3组物品coat , shirt, trousers

Teach:  think-----thank

Work in pairs.

b. I can guess

T: Whose cake is this?

 S: I think() it's ...   

Step 2 Rhyme time

1.T:Lets watch: Whose cake is this?

S:Chris.

T: You are right. Whose cake is this? Oh, Chris! Oh, Chris!

Teach: Chris.

  1. T: Chris and his friend are going to eat a cake. He says:Its my cake.

    Let’s eat it by the lake.(教授Let’s eat it by the lake. 强调连读。)

    3.T:Let’s read this rhyme. (Read after the tape one sentence by one sentence )

    Tips:读歌谣时,要注意节奏和韵律哦.

    T: Lets read together.

    T: Four students a group, read the rhyme.

    4.Make a new rhyme.

    T:This rhyme is about food. Can you make a new rhyme? It can talk about food.

      It can talk.

    S: Clothes/toys/fruit.

    T:Great. First, lets read two new rhymes. Then make a new rhyme.

    Ss: Read two rhymes.

    T: Now, its your turn. Four students a group, make then report.

    Whose               ?

    Oh,           ! Oh,             !

    Whose                           ?

                                                   

                                     

    5.I can tick

    I can say  the rhyme “Whose cake is this?” 

    Step 3 Sound time

    1.T:Look at the rhyme, read these words.

    What is the letter ‘i’ pronounced in these words?

    S: / I /

    2.T: Good job. Here are three words, ‘i’ pronounced / I / too.

      Lets read them.

    S: English, fish, listen.

     T: Can you use them to make sentences? Practice with you desk mate first.

     S: Before eating ________.

    Let’s  ________ to some  ________ .

     3. Read after the tape

     4. T:Can you say more words like them?

       S:    is for “          ”. (him, music, pig )

     5.T:Well done. Can you read these new words? Have a try.

    (教师出示生词,学生试着读一读。)

      S: ink, lift, kid , drink , gift , fit , list, wish

      T: Wonderful.

    I can tick: I think we all know the sound of the letter “i”. 

    Step 4 Cartoon time

    1. T: After eating fish, Sam and Bobby want to go and play.

        Now they are in the park. Oh, Whats this? Look! It can move.

      Teach: move 

    2.T:What’s this?  Is this a ball? lets watch cartoon. Try to find out the answer.

      Ss: Watch cartoon.

      T:What’s this?

      S: Its a hedgehog.

    Teach: hedgehog

    T: Yes, its a hedgehog. Its not a ball. But Bobby doesnt know. He is very confused.

       Lets read their dialogues.

    Ss: Read after the tape.

    3.T: So they are going to play with it.

     Bobby: Ouch! (播放音频)

    T: T: Teach: cat---mat---matter

    Tips: What’s the matter?是朋友之间的关切用语。当你看到朋友心情不好或身体有不适时,就可以用What’s the matter?询问情况,以示关心。还可以说What's wrong with you? What's up to you?等等。

    4. T: Open your books, read the cartoon, try to find out what’s the matter with Bobby?

    Bobby’s hand   hurts  . (and---hand)(Thursday  cats )

    T:Yes,Bobbys hand hurts. Lets read their dialogues.

    Act the dialogue.

    T:At last, Bobby ,Sam and hedgehog become good friends.

    5.T: Now, lets read the story after the tape.

      Read the story together.

      Choose one way to read.

    6. I can tick: I can read  the cartoon time.

    Step 5 Summary

    1.当你想问某样东西是谁的,你可以这样问:

    2.当你不能确定某样东西是谁的,你可以这样说:

    3.当你看到朋友心情不好或身体有不适时,你可以这样去关心:

    4.当你身体的某个部位受伤了,可以说:

    5.我想是这样的。我想不是这样的。

    Step6  Homework

    1.To read: 本单元Sound timeRhyme timeCartoon time内容。

    2.To collect:含有 i /I/发音的单词。

    3.To write: 改编新歌谣并朗诵。

    板书设计:  

    Unit 6 Whose dress is this?

    A: Whose …is this/are they?                  New words:

                                                    

    B: I think() it's/they're ...s.                     move

                                                 hedgehog

                                                    hand

                                                    hurt

     

     

     

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