第六单元教学计划
教材简析 | ● 教材内容、地位、联系 本单元通过谈论化妆舞会的服装，呈现了物品的所属关系。教师可以结合学生的具体穿着进行教学与操练，也可以让学生们用身边的物品进行对话交流，在自然具体的情境下谈论物品的所属关系。 Story time以化装舞会为场景，呈现了服装的主题和名词所有格的语法知识。词汇教学方面，教师可以结合3AUnit5和4A Unit7的内容，并综合以前学过的颜色类和其他描述类形容词，设计教学活动。 教师在教授gloves,jeans,shorts和trours等复数形式的词汇时可以结合pair一词的用法。在名词所有格的语法教学方面，教师可以结合学生手边的物品，创设真实的语用情景，帮助学生们理解和运用所有格结构。 |
教学目标 | ● “双基”目标 1.能听懂、会说、会读、会写句型和日常用语 Who … is this/that? Who … are the/tho?及其回答It’s/They’re my father’s/ … . I think so. What’s the matter? 2.能听懂、会说、会读、会写单词dress,party,coat,shirt,sweater,hand 3.能听懂、会说、会读单词too,trours,gloves,so,jeans,shorts,wrong,move,hurt 4.能诵读歌谣Who cake is this? 5.学习字母i在单词中的读音/Ⅰ/，能听懂、会说、发音准确。 ● 情意目标 尽力激发学生的学习兴趣，培养学生的语感，积极参与交际。 ● 教学重点 1.在听说读练中，学会单词dress,party,coat,shirt,sweater,hand 2.在听说训练中，学会句型Who … is this/that? Who … are the/tho?及其回答It’s/They’re …’s. 3.通过听说训练，能正确听读、辨认字母i在单词中的发音/Ⅰ/ ● 教学难点 1.在听说读练中，学会句型Who … is this/that? Who … are the/tho? It’s/They’re …’s. 2.在听说训练中，学会单词trours,gloves, shorts 3.通过听说训练，能正确听读、辨认字母i在单词中的发音/Ⅰ/ |
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4B Unit6 Who dress is this?
第一课时
教学目标
1．能听懂、会说、会读会写单词：dress，coat，shirt，sweater.
谁为情种2．能听懂、会说、会读:Who…is this/ that? Who …are the/tho? It’s/ They’re my father’s/…
教学重难点：氧化还原反应口诀
能听懂、会说、会读单词：dress，coat，shirt，sweater..
祝好能听懂、会说、会读:Who…is this/ that? Who …are the/tho? It’s/ They’re …’香九龄能温席s/…
教学准备：自带衣物。
教学过程：
Step1 Warm up
T: What day is it today?
S: It’s ...
T: What’s the weather like today?
S: It’s sunny.
T: In such a fine day, What can you do?
S: I can fly the kites. I can go to the park.
T: Yes , you can enjoy this fine day .
Look, how about Su Yang and Su Hai.What will they do ?
Step2 Prentation
1 T: They will go to the Fancy Dress Party.First, they should prepare for the party.They should wear different clothes.
Do you remember the clothes? What’s this?
S: It’s a jacket./a cap /a T-shirt/a skirt.
T: Yes,very good. Let’review this rhyme.
T&Ss say the rhyme together.
2 (Learn other clothes)(师穿一条长裙，准备手套，问学生带一件外套)
T:The clothes are very nice.Look at Miss Wang’s clothes. Is this a skirt?
S: No , it isn’t.
T: What’s this ? It’s a dress.(教授dress)
T: Look at my dress.
S: It’s beautiful.
T: Thank you.
3 （指着同学的外套）
T: Look at his clothes.Is this a jacket?
S: No. It isn’t.
T: Yes, it’s not a jacket.Can you read this word?boat—coat
S: Coat.
T: Well done.It’s a coat.How about this coat?
S: It’s nice.
4 (教授trours , gloves)
T: What’s she wearing?Is she wearing a dress?
S: No.(裤子)
T: It’s not a dress. They are trours.
T: Are they trours?(拿出准备的手套)
S: No,they aren’t.
T: They are gloves. (love-gloves)
Look at my gloves.
S: They are so nice.
5 T: Let’s talk about our clothes.
T&S T: Look at my dress.
S1: It’s so beautiful.
T: Thank you.
T: Look at her skirt.
S2: It’s so nice.
Work in pairs.
5 (T自带儿子的T-shirt)
T: Look at this T-shirt.
S: It’s too short.
T: Yes, It’s my son’s T-shirt.Is it nice?
S: Yes ,it’s nice.
T(指着一位同学的大手套)
T: Look at his gloves.
S: They are so big.
Work in pairs.
6．T: Before class, I took some clothes of the students.
Let’s guess.
Who ...is this? It’s ...’s.(Learn “who”)两个对话
are they? ’s.(强调注意单复数的运用)
第二课时
教学目标：
1.能听懂、会说、会读、会写句型和日常用语 Who … is this/that? Who … are the/tho?及其回答It’s/They’re my father’s/ … . I think so. What’s the matter?
2.能听懂、会说、会读、会写单词dress,party,coat,shirt,sweater,hand
3.能听懂、会说、会读单词too,trours,gloves,so,jeans,shorts,wrong,move,hurt
4.能诵读歌谣Who cake is this?
5.学习字母i在单词中的读音/Ⅰ/，能听懂、会说、发音准确。
教学过程：
一、Warm up
1. Greetings .
2. Sing a song 《A sunny day》
3. On duty .
4. Free talk 师生之间利用前几个单元中的交际用语交谈。
二、Review .
利用实物复习上节课学过的单词及句型。
三、Prentation and practice .
1.利用实物学习单词 coat dress shirt sweater gloves jeans shorts trours
a.引导学凉拌金针菇怎么做生学习dress trours
读第一第二幅图中句子。
将单、复数单词分开朗读巩固，并向学生说明复数单词的形式及与动词be和代词连用时的一致关系。
b.跟读音练习读句子。
2．创设真实情境，学习脚心发热句型It’s too short. Your trours are too long,Su
Yang.
a.出示课文插图，引导学生学习句型.
try的含义。
b. 领读句型。
c.师指Su Yang的裤子，说They’re too long.
,并带上夸张的语气，师生练说句型：Look at her trours .They’re too long. .
3. 教学中成药有哪些句型They’re my father’s. It’s my cousin’s.
a.师拿一条短裙分别向其他学生提问Is this your skirt ?
几位学生连续回答No,师用疑惑的神态与语气提好唱又能带动气氛的歌问：Who skirt is this?
重复who并加重语气，并出示句型卡片及意思，接着引导学生回答It’s
…’s.并说明’s的意思。
b.句型操练。师生、生生用学生学习用品和物品进行问答练习。
c. 教学句型Who …are they ?并操练。
师向学生说明：复数单词的形式，用法要与动词be保持一致关系。
四、Consolidation .
1.投影出示图4-图6，引导学生观图，进入课文情境。
2. Listen to the tape .
3. Listen and repeat .
