4AUnit6备课资料教案.docx
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4AUnit6备课资料教案.docx
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4AUnit6备课资料教案
4AUnit6
一、教学要求
1、四会单词和词组:
apairofshoes,asweater,ajacket,big,small,Long,short.
2、四会句型:
Whose…isthis/arethey?
It’s/They’re…
The…is/aretoo…
3、三会单词和词组:
apairofjeans,apairofgloves,apairofsocks,apairofshorts,ascarf
4、三会日常交际用语:
Trythisone/thispairon.
Don’tworry.Oh,dear!
5、了解辅音字母l和m在单词中的读音
6、会诵读歌谣Afunnygoat
二、单元教材分析
本单元的核心教学内容是“寻找物主”。
要求学生围绕服饰类的英语单词,在一定的情景下,能正确使用Whose…isthis/arethey?
进行交谈。
在英语中,有些如socks,trousers,jeans,等服饰类单词是以复数形式出现的,因此与之搭配得be动词要用are。
像shoes,shorts,gloves等成双的东西,一般与apairof连用,如apairofgloves/shoes等,运用是要注意与动词be和代词的一致关系。
此外,还要求学生能用形容词big,small,long和short来描述物体。
在这几个形容词前还有表示程度的如so,too等词。
So是“那么”的意思;too做“太…”节,隐含“太…以至于不…”意思。
Unit6Whosegloves(第一课时)
一、教学内容
BLookreadandlearn&CLookandsay
二、教学目标
1、能正确地听、说、读、写词组apairofshoes,asweater,ajacket。
2、能正确地听、说、读单词及词组apairofjeans,apairofgloves,
apairofsocks,apairofshorts,ascarf。
3.能正确地听、说、读、写句型Whose…isthis/arethey?
It’s/They’re…
3、能根据图片提供的情景进行描述和对话。
三、教学重点
1、能正确地听、说、读、写词组apairofshoes,asweater,ajacket。
2、能正确地听、说、读写句型Whose…isthis/arethey?
It’s/They’re…
四、教学难点
1、能正确地听、说、读、写词组成双成对的单词用apairof来形容。
2、能正确使用Whose…isthis/arethey?
It’s/They’re…来“寻找物主”。
五、教学准备
1、教具准备:
单词教学图片、录音机和磁带。
2、板书准备:
写好课题和日期。
3.生预习PartB、C
六、教学过程
Step1Freetalk/Revision
1.EverydayEnglish.
2.T-Stalking.Inordertodosomepreparationsforthisunit.
T:
Lookatmyjacket.It’snew.
S:
Hownice!
T:
Thankyou.
T:
Lookathersweater.Ilikeit.Doyoulikeit?
S:
Yes,Ido.
T:
(pointtothesweater)Whatcolorisit?
S:
It’sred.
Step2.Presentation.
1.T:
(pointtoaredscarf)Whatcolorisit?
S:
It’sred,too.
T:
What’sthisinEnglish?
S:
It’saredscarf.
2.T:
(takeoutascarf)Isitaredscarf?
S:
No,itisn’t.It’sabluescarf.
T:
Oh,Isee.
Teachtheword:
scarf.Readaftertheteacher,readonebyone,atthesametimecorrecttheirpronunciation.
3.T:
Isthisyourscarf?
S:
No,itisn’t.Perhapsit’s××’s.
T:
(turntoanotherstudent)Isthisyourscarf?
S:
No,itisn’t.Perhapsit’sMissZhu’s.
T:
Oh,no,it’snotmyscarf.(stickYangLing’spicturebesidethepictureofthescarf)It’sYangLing’s.
T:
Whosescarfisthis?
S:
It’sYangLing’s.
ThenwritedownthesentenceontheBb.
Teachtheword:
whose[hu:
z],Whose…isit?
It’s…’s.
Readandtranslateit.
4.T:
Look,it’sa…
S:
Jacket.(theyhavelearntthiswordbefore)
T:
Whosejacketisthis?
(stickWangBing’spicturebesideit)
S:
It’sWangBing’s.(askforacompleteanswer)
Thenaskthemtopracticethisdialogueinpairs.
5.StickapictureofasweaterontheBb.Thenencouragethemtopracticeliketheabovedialogue.
6.T:
What’retheseinEnglish?
(takeoutapairofshoes)
S:
(Theyare)shoes.It’sapairofshoes.
Teachthemthenewword:
shoes,payattentiontothepluralform.Thenteachthemthephrase:
apairof,askthemtomakemorephrases.Theymaymakesomephrasestheyhavetolearn,soteachthemiftheyspeakout.(usethepicturestoteachthem:
apairofjeans,apairofsocks,apairofgloves,apairofshorts)
7.T:
Whosejeansarethey?
(stickthepictureontheBbandwritedownthesentencestructure)
S:
Theyare…’s.
Teach:
Whose…arethey?
Theyare…’s.
Translatethepluralformtothestudents,askthemtopaymoreattentiontotheidenticalbetweenthesubjectandtheobject.)
Step3Readandpractice.
1.ReadthePartB:
Look,readandlearnafterthetape.(5times)
2.Aguessinggame:
利用十秒钟记忆,物品是谁的,然后拿走人物图,问:
Whose…isit/arethey?
.
3.DothePartC:
Askandanswerofthebookonpage47.
Inpairs.
Step4.Homework:
1.Copythenewwords.(5timesinEnglish,onceinChinese.)
2.Copythephrases.(3timesinEnglish,onceinChinese.)
3.Choose2picturesandmakeadialogueforeach.Thencopythemonthecopybook.
4.PreviewPartA.
七、板书设计:
Unit6Whosegloves
Whose…isthis?
It’s…’s.
scarf
sweater
jacket
Whose…arethey?
They’re…’s.
shoes
gloves
socks
shorts
jeans
八、教后记:
本课的生词较难读,如:
apairof、gloves和scarf需要通过多种形式让学生熟记于心,突破读、记难点。
在句型中,要通过板书及总结的形式,使学生理解、掌握、会用Whose…isthis?
It’s…’s.Whose…arethey?
They’re…’s.句型;并提示学生Whose后面不能加a或apairof,这是学生易犯的错误。
Unit6Whosegloves(第二课时)
一、教学内容
PartA、D、G2
二、教学目标
1、能正确地听、说、读、写词组big,small,long,short。
2.能正确地听、说、读、写句型The…is/aretoo…
3.能听懂、会说和会读日常交际用语Trythisone/thispairon.Don’tworry.Oh,dear!
Shelookssofunny!
三、教学重点
1、能正确地听、说、读、写词组big,small,long,short。
2、能正确地听、说、读写句型The…is/aretoo…
四、教学难点
要求学生能用形容词bigsmall,long,short来描述物体并表演对话
五、教学准备
1、教具准备:
课文教学光盘、录音机和磁带,自带头饰和服装(要有特点)。
2、板书准备:
写好课题和日期。
3.生预习PartA、D
六、教学过程
Step1Freetalk/Revision
1.EverydayEnglish.
2.T-Stalking.Inordertoreviewthewordsandsentencestheyhavejustlearned.
T:
What’sthisinEnglish?
S:
It’sasweater.
T:
Whosesweateristhis?
S:
It’s…’s.
T:
What’rethese?
S:
They’reapairofjeans.
T:
Whosearethey?
S:
Theyare…’s.
3.TurntoPage51:
PartG2
Guesswhattheyare.
Step2.Presentation.
1.T:
××,comehereplease.
S:
Yes.
T:
(passthesweatertohim/her)Trythisoneon.
Ifhe/shecannotunderstand,theteachercanusesomeactionstotranslatethissentence.
Thenwritethesentenceontheblackboard.
Teachthesentence:
Trythisoneon.Emphasisthemeaningofthephraseandwhatthepronoun“one”represent.
T:
Isitnice?
S:
Yes,itis.
Showthemsomepicturesofclothes(shirt,blouse,skirt,coat,sweater…).Askthemtopracticeinpairs.Beforethat,theteachercaninviteoneortwostudentstomakeamodeldialogue:
T:
Lookattheshirt.Isitsmart?
S:
Yes,it’ssmart.
T:
Trythisoneon.
S:
OK.
Thenit’sshowtime.
2.T:
××,comehere,please.(takeoutaverysmallsweaterorsomething)Trythisoneon.(或可请高个和矮个两个孩子互换衣物穿上比较)
S:
(tryonthissweater)
T:
Oh,it’stoosmall/short,isn’tit?
S:
Yes.
T:
Oh,thesweateristoosmall.Trythisoneon.
S:
Ok.(thenhe/shetryanothersweateron)
T:
Oh,it’stoobig/long.I’msorry.Youlooksofunny.
Doeshelooksofunny?
WritethesentencesontheBb:
Thesweateristoobig/small.(long/short)
Youlooksofunny.
3.Groupactivity:
dividetheclassintotwogroups,onegroupusethebigjackettomakeadialoguelikethis:
A:
Trythisoneon.B:
Ok.
A:
The…istoobig.Youlooksofunny.
Anothergroupusethesmalljackettomakeadialoguelikethis:
A:
Trythisoneon.B:
Ok.A:
The…istoosmall.Youlooksofunny
4.Takeoutapictureofshoes.
T:
Ifyouwanttoasksomeelsetoputthemon,howcanyousay?
S:
Trythisoneon.
T:
Similar.Butbecausethisisapairofshoes.Soweshouldsay:
Trythispairon.
T:
Look,hisfeetare…S:
Big.
T:
Buthisshoesaretoo…S:
Small.
WritethissentenceontheBb.Teachthemthesesentences.Explainwhyusepluralformhere.
ShowthemPicture1ofP48.Pointtotheshoes.
5.ShowthemPicture2ofP48.Pointtothedress.
T:
Look,herdressistoo…S:
Short.
6.TalkabouttherestpicturesofPartDandthenfulfilltheblanks.
Step3.Readandsay.
1.Listentothetapeoncethenreadafterthetapeonce.Atlastjudgethesesentences:
1)Thedressistoobig.
2)Thejeansaretoolong.
3)Theglovesaretoosmall.
4)Theskirtistooshort.
2.Readafterthetape.
3.ReadinPairs.
4.Actthedialogue.
5.Atask:
Halloweeniscoming.Let’shaveapartytocelebrateit.(用自带头饰、服装表演。
)
Workingroups.
Step4.Homework.
1.CopyPartD.
2.CopyPartA
3.Listenandrepeat.
4.PreviewPartEFG
七、板书设计:
Unit6Whosegloves?
Trythisoneon.The…istoobig/small.
long/short
Trythispairon.The…aretoo
八、教后记:
本课的教学可以通过设置情景来教学,让高个和小个学生互换衣物进行比较,学生马上就能用适当的词形容出来,新授句型也能很快被理解,学生较喜欢。
但本课的单词whose与who’s的比较,问物的归属的单复数句型Whose…isit?
Whose…arethey?
及其回答还需多练习。
Unit6Whosegloves(第三课时)
一、教学内容
PartE、F、G
二、教学目标
1.三会日常交际用语:
Don’tworry.
Notatall.
2.了解辅音字母l和m在单词中的读音
3.会诵读歌谣Afunnygoat
三、教学重点
1、能正确地听、说、读、词组Don’tworry.Oh,dear!
2、会诵读歌谣Afunnygoat
四、教学难点
了解辅音字母l和m在单词中的读音
五、教学准备
1、教具准备:
课文教学光盘、录音机和磁带。
2、板书准备:
写好课题和日期。
3.生预习PartEFG并带有特色的衣物
六、教学过程
Step1Freetalk/Revision
1.EverydayEnglish.
2.用学生身上的衣物或身边的衣物谈论PartA内容
T(拿自带衣物学生身边的衣服)Howfunny.Trythisoneon.
S:
试穿。
T:
Whatabouthim?
其他学生评价
T:
Whose…isit?
S:
…
Practiseinpairs.(试穿后加入自己的评价。
)
3.ChecktheirrecitationofPartA.Together–individual.
Step2.Readandact
1.(利用手中铅笔创设情境)T:
Iwanttowritesomewords.ButMypencilistooshort.
S:
Youcanusethislongone.
T:
Thankyou.
S:
Notatall.
板书:
A:
Mypencilistooshort.
B:
Youcanusethislongone.
A:
Thankyou.
B:
Notatall.
Practiseinpairswithotherwords.
2.Listenandanswer:
(1.)Whosepencilistooshort?
(2.)Whatistoosmall?
(3.)DoesMikehaveabigrubber?
板书:
Don’tworry.
3.Listenandrepeat.
4.Readandact.
Step3.Listenandrepeat.
1.Listenandrepeat.
2.Showthewords:
like,lunchmango.milk
Readthewordsandgettheconclusion:
/l/like,lunch
/m/mango,milk
Thenencouragethemtospeakoutsomeotherwordstheyhavelearntwhichhave“l”or“m”inthemandmeanwhilehavethesamepronunciation.
3.Listenandrepeatthesentence,andthenreadthemoutquickly.
Step4.Funhouse.
1.Lookandread
(1.)Readandtranslate.
(2.)Readtogether.
(3.)Dubforthecarton.
2.Sayarhyme.
(1.)Listenandrepeat.
(2.)Translate.
(3.)Readandrecite.
(4.)Consolidation:
词尾押韵:
goat,coat,boat,it.
Step5.Homework:
1.CopyPartE、G2
2.MakeanewdialogueofPartE.
3.PreviewUnit7PartBC
七、板书设计:
A:
Mypencilistooshort.
B:
Youcanusethislongone.
A:
Thankyou.
B:
Notatall.
l/l/m/m/
goatcoatboatit
八、教后记:
PartE的小对话较容易理解,可让学生自由拓展编新的对话,但Don’tworry.的worry/w∧ri/读成/wori/,要提醒学生注意。
PartH的小诗要把韵脚列举出来并作简单解释,让学生了解英语诗歌的押韵,还可以布置学生自己创作小
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- AUnit6 备课 资料 教案