4B Unit6 Whose dress is it?

常州市雪堰中心小学   浦亦炼

一、教学内容

译林版4B Unit6 Whose dress is it? Story time

二、教学目标

1、学生能模仿故事中人物的语音语调，有感情的朗读故事。

2、学生能利用实物道具表演故事情节。

3、学生能用英语流利表达。

4、学生能通过对故事的学习，感受化装舞会的乐趣。

三、教学重、难点

1、学生能模仿故事中人物的语音语调，有感情的朗读故事。

2、学生能利用实物道具表演故事情节。

3、学生能用英语流利表达，课堂上不说中文。

四、教学准备

PPT  教学光盘  人物头饰  板书  道具

五、 教学过程

Step 1 Pre-reading

T: Class begins. Good afternoon, boys and girls. How are you today?

S：I’m fine, thank you and you.

T: I’m hot. Thank you. It’s hot today, right? So, I wear T-shirt today. Look at my T-shirt.

S:It’s very cool. It’s beautiful.

T: Thank you . You know T-shirt is a kind of clothes, can you tell me more?

T: Great. Look, this is a clothes too. Do you know what’s this?

  Teach “dress”(贴板贴，写板书)  read together, read one by one, read and spell

T: Look, whose dress is this?  So today we’ll learn Unit 6 Whose dress is this? (read twice)

Step 2 While-reading

T: Look, boys and girls. Here’s a picture, look at this picture, do you want to know something about this picture? Can you try to ask some questions?

S: ask questions freely...

T: Wonderful. You have many questions. Let’s watch the cartoon together and try to find the answer. So please watch carefully.

S: watch the cartoon

T: Now, do you find the answer. Let’s check together. Who are they?

S: They’re...

T:Where are they?

S:They’re at the party. Party Teach: park --- par + thirty --- ty      party领读,跟读,集体读

T:Here are some pictures of party, you can enjoy.

S: Enjoy pictures...欣赏化装舞会图片

T:That’s the party. Our friends are at the party right? What are they doing?

S:...

T:They look very happy. I think they are talking about something. They’re talking about the clothes or the party?

S:Choose the answer

T: Yes. And whose clothes are these? Look, this is a dress, whose dress is this?

S: It’s...

T: Yes.It’s Helen’s cousin’s. And what are they? Teach gloves跟读，集体读，开火车读

T: Whose gloves are these?

S: They’re...

T: Now, you know whose clothes are these? But how about their clothes? Please open your books, read by yourselves and try to finish this form.

S: read by yourself

T: Let’s check together. How about Su Hai’s dress?

S: It’s too short.

T:Do you agree with her?

S:...写板书

T: Su Hai’s dress is too short, so we can say ...try this.(贴板贴）read twice

T: These are Su Yang’s trousers. Teach trousers. 跟读，集体读，开火车读

T: How about her trousers?

S:...

T:Her trousers are too long. 写板书So we can say try these.（贴板贴,read twice）

T:What about this one?

S: It’s so big. It’s so beautiful.

T: Wonderful.Now,Let’s say it together.

S: 复述课文

Read and act story

T: Now, let’s read the story. First, let’s read after the computer. 跟读

T:Let’s read together. 集体读

Read in roles.分角色读

T:And then it’s your show time. Please act the story with your partners.

分角色扮演课文

Step 3 Post-reading

T: You know children’s day is coming. And here’s a party for you. If you will go to the party, what will you say with your friends. Please try to make a new dialogue about your fancy dress party.

Before that let’s review what we learn today.

S: review 回顾所学内容

T: Very good. Use these into your dialogue.

S: make new dialogue 展示

Step 4 Homework

T: Very good. You can continue to make dialogue after class. Here’s your homework. First, read story time. Second, talk about pictures on your book. Last, make dialogue.

 板书

Unit 6 Whose dress is this?

Whose ...is this/are these?

It’s/They’re...’s.

Unit 6 Whose dress is this?教学反思

1.首先要唤起旧知，所以我考虑到学生在三年级上册Unit5 Look at my skirt以及四年级上册Unit7 How much?中学习了衣服类的词。所以我在pre-reading环Unit6 Whose dress is this?节中先唱已学歌曲：At a clothes shop,在通过头脑风暴的回忆已知的有关服装类的单词。通过教研员的评课我知道在头脑风暴前，可以让学生四人小组先讨论，这样可以扩大操练面。小组讨论是解决大班人多，无法让每个同学站起来发言的问题。

2.其次要创设情境，并在情境中教授一些课文中的难点或重点，可以是难读的单词或句子。我创设了本节课老师要带领大家在班级举办fancy dress party,并出示实物：skirt,cap,T- shirt, socks,通过出示这些已学物品让学生能正确评价：It’s /They’re nice/so big/too long.通过以旧带新的方法，我接着再出示了story time中的出现的衣服实物：dress, trousers，此时除了引导学生评价，还要引导孩子问Whose...is this/are these?以及回答：It’s /They’re ...’s.。

教授重点词句时不能单一，需要通过多种方法帮助学生记忆，所以可以采用游戏，chant的方法。因为我们班学生乐感很强，所以我在这里通过chant的形式带着大家巩固单词和句子。我先出示T-shirt和Mike,并示范了chant:

Whose,whose,whose T-shirt is this?

It’s, it’s, it’s Mike’s T-shirt.

紧接着我出示了海伦和裤子，让学生仿照刚才的chant，编一首新chant.

Whose,whose,whose _____are these?

They’re, they’re, they’re ______’s ____.

可是我在这儿没有给学生四人小组讨论的时间，而是直接带着大家齐声说。这也反映我在教学上包办过多，不敢放手的问题。

二. While-reading环节

1.首先要通过提出概括性的问题来帮助孩子整体感知文章。所以我通过让学生听录音回答整体性问题：What clothes can you hear?让学生仔细听录音找到dress, trousers, gloves这几个单词。

2.处理文章细节。听录音后我让学生观看视频将人物和其穿的衣服相连。可是看了视频学生不需要听人物对话就可以回答人物各穿了什么衣服。所以教研员提出，可以让学生通过描述图片的方式直接说说她们各自穿了什么衣服。

为了符合学生主体，教师主导的思想，我让学生先自主阅读前三幅图（苏海，苏阳参加聚会前准备时的场景），并评价苏海的裙子和苏阳的裤子怎么样。再让学生自读后三幅图（苏海，苏阳参加聚会时的情景）找出苏阳的手套和海伦的裙子分别是谁的。

3.对学生的朗读进行指导。这节课中我选择指导学生重音的朗读，我本来希望学生先听录音找到重读的词并圈出来，可是还是担心学生找不准而帮助学生找重读的词。

三、After-reading环节

1.巩固并运用所学内容

我组织学生四人一小组举行一个Fancy dress party. 目标语是：

Look at... .

It's / They’re so/ too big/ long/short....

Whose ... is this/ are these?

It’s/They’re ...’s.

有的同学带来了爸爸的衬衫，有的同学带来了妈妈的手套。可是请一组学生展示的时候我发现他们都会评价他人的服装，可是仍需要老师引导，才记得问Whose ... is this/ are these?

在我的课上，最大的问题是不敢放手让学生自主学习。今后我应该多在班上组织小组内讨论，让每个学生都有参与的机会。但是小组活动不是放任学生，要想组织好小组学习还要注意纪律和评价。所以我得积极动脑想办法如何将小组活动的效益最大化：比如可以通过在每组中选举一个领导者，监督成员的表现等等。

通过各位老师领导的评课，我对阅读课的教学有了更清楚的认识，也深感教学是一件细致入微的工作，因为可能一个教学细节的不合理就会导致学生对文本的误解。