译林版小学英语四年级下册教学设计
课题
Unit 6 Whose dress is this？
Period 1
Story time

教学目标
1. 能听懂、会说、会读单词：too, trousers, gloves, so, dress, party.
2. 能初步用以下句型?Whose … is this/that? Whose … are these/those? It’s / They’re my father’s/… 询问和交流物体的主人。
3. 能正确理解课文内容。
4. 能够较准确的朗读课文并在教师的指导下尝试表演。

重点
1. 能听懂、会说、会读单词：too, trousers, gloves, so, dress, party.
2. 能初步用以下句型?Whose … is this/that? Whose … are these/those? It’s / They’re my father’s/… 询问和交流物体的主人。
3. 能正确理解朗读课文内容。

难点
能够较准确的朗读课文并在教师的指导下表演。

教学准备
CAI













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教学过程设计
教学调整及过程解读


Step 1. Warming up & Free talk
师课前安排男女生各一名和教师一起盛装打扮进入教室。
T: Hello! Boys and girls!
Ss: Hello! （兴奋）
T: We dress up in beautiful clothes today.
T: Look at my sweater.
S1, 2, 3: It’s…
T: It’s my mother’s.
Boy: Look at my cap.
S4, 5, 6: It’s …
Boy: It’s my father’s.
Girl: Look at my skirt.
S7, 8, 9: It’s …
Girl: It’s my sister’s.
T: Do you like our clothes today?
Ss: Yes. How nice! It’s great.
T: We are going to a Fancy Dress Party
Learn: Fancy Dress Party
齐读若干遍理解意思即可
T: Would you like to go to the Fancy Dress Party?
Ss: Sure.
T: Let’s go to the shop to buy some clothes first.

Step 2  Lead in – Sing a song The clothes shop
1. T: Here we are. 课件出示服装店图和音乐
Ss: OK. (Sing a song The clothes shop四上歌曲)
Blue skirts and T-shirts, yellow shoes and socks.
They’re very cheap and they are very good.
You can try them on. You can buy them all.
Ha! Ha!
2. T: What clothes are in the shop?
S: Blue skirts and T-shirts, yellow shoes and socks.
T: What other clothes in the shop?
S: (简单列举之前学过的服饰类单词)
T: Let’s go and see.
PPT 出现动画服饰礼盒打开：
dress  gloves   trousers

Step 3  Presentation
1. 单词配以夸张的服饰图片学习
(1) gloves 根据拼读规律学习love-glove-gloves-a pair of gloves
T: What are these?
S: They’re gloves.
T: (通过动作和图片引导学生说) They’re …
Ss: Big.
(2) trousers 按音节拼读tr – ou –sers ，强调ou/a?/的读音，a pair of trousers.
T: What are those?
S: They’re trousers.
T: (通过动作和图片引导学生说)The trousers are ..
S: Long.
(3) dress (在之前的Fancy Dress Party中已接触，这里强调它的两种不同含义)连衣裙；打扮/装扮
T: What is it?
S: It’ s a dress.
T: The dress is …(通过动作和图片引导学生说)S: Short
2. Chant
T: These clothes are fun. Let’s chant about it. Listen to me, first. (节奏声)
Chant:
Dress, dress, my dress is too short.
Try on, try on, you can try this on.
Trousers, trousers, your trousers are too long.
Try on, try on, you can try these on.
Ha! Ha!
Learn: too太…
强调读音try this on 和try these on
S: Chant together.
3. Change some words and try to make a new chant.
课件显示：图片T-shirt-small, gloves-big

Step 3  Enjoy the story
 T: Good, some children are going to the Fancy Dress Party, too. Who are they? (出示图4)
S: They’re Yang Ling, Mike, Su Yang and Su Hai.
2. Listen and tick.
T: They dress up in funny clothes at the party. What clothes are they talking about? Let’s listen and tick. （出示图片选项：trousers, shoes, T-shirts, gloves, dress, socks, jacket, cap）
Tips: 仔细听一听，找出孩子们谈论的服饰。
Ss: Listen and tick.
Check
Scan and match.
T: You have magic ears. Now it’s time to open your books and scan the story. Find out: What do these children wear at the party?
Tips: 快速浏览故事，找出孩子们身上装扮的服饰。
Ss: Read and match（课件中以图片形式出现）


Check
Detail reading and underline
T: Well done! You are read carefully.
(屏幕将刚刚match图中Su Yang戴手套图和Helen穿裙子图放大)
T: Look at Sun Yang’s gloves. They’re … (师利用夸张的动作引导学生回答)
S: They’re (so) big.
T: Look at Helen’s dress. It’s…(师利用夸张的动作引导学生回答)
S: It’s beautiful.
T: Whose gloves?
S: Father’s.
T: Whose dress?
S: Cousin’s.
T: How do you know?
Please find relative sentences and underline.
Tips: 请把谈论gloves和dress主人的语句勾划出来。
Ss: Read and underline
S1: Whose gloves are these, Su Yang? They’re my father’s.
S2: Whose dress is this, Helen? It’s my cousin’s.
T: Great. （板书Whose… is this? Whose … are these?）带读若干遍，But when we use Whose… is this? When we use Whose … are these? (中文解释问题)
S: 当问单数物品用Whose… is this?；当问复数物品用Whose… is this?。
T: Wonderful. 再次带读并完整板书
Whose… is this? It’s …’s.
Whose … are these They’re …’s.
 Listen and repeat.
T: Let’s listen and repeat the whole story.
在跟读过程中讲解so的含义和用法：so “那么”表示说话人一种感叹的语气
引导学生有感情地朗读：They’re so big. It’s so beautiful.
5. Read in groups of four
T: You read very well. Let’s read in four. (小组内按照一至四号的顺序朗读)
6. Read the story together

Step 5  Act the story
★Read fluently 流利的朗读
★★Read fluently and beautifully 流利、有感情地朗读
★★★Act it out emotionally 有感情地表演

Step 6  Consolidation
Make a new dialogue.
T: Liu Tao, Yang Ling and Tim are at the Fancy Dress party, too. Look! They dress up in funny clothes. What are they talking? Let’s make a new dialogue according to the story time.
课件显示活动任务：
Liu Tao, Wang Bing，Yang Ling and Tim are at the Fancy Dress party, too. Look! 他们也穿上了有趣的服饰。他们在说些什么？试着模仿今天学的故事，编一段对话吧。
课件出示图片：Liu Tao身穿超大T恤，Wang Bing头戴很高的paper hat，Yang Ling身穿漂亮的短裙，Tim戴着一副很搞笑的熊掌手套等来到化妆舞会。以及参考句型：
Let’s go to the party.
Look at …
It’s / They’re so …
Whose… is this / are these?It’s / They’re …’s.
It’s / They’re so …
Thank you.



作业设计
听磁带，有感情地模仿熟读课文并尝试背诵。
试着将编的新故事说给父母听。
四人小组各自设计一张夸张搞笑的服饰图，图片背面写上自己的姓名，将四幅设计图放在一信封里。

板书设计
Unit 6 Whose dress is this？   (date)

Whose … is this?
It’s …’s.
Whose … are these?
They’re …’s.


课后
反思


















课题
Unit 6 Whose dress is this？
Period 2
Vocabulary & Fun time

教
学
目
标
1. 能够熟练说出服饰类单词dress, coat, shirt, sweater, trousers, gloves, jeans, shorts.
2. 能用句型Whose … is this/that? It’s …’s. Whose … are these/those? They’re …’s.谈论物品的所属。
3. 能演唱课外歌曲I am a cowboy.
4. 小组内合作完成Fancy Clothes设计宣传海报。

重点
1. 能够熟练说出服饰类单词dress, coat, shirt, sweater, trousers, gloves, jeans, shorts.
2. 能用句型Whose … is this/that? It’s …’s. Whose … are these/those? They’re …’s.谈论物品的所属。

难点
小组内合作完成Fancy Clothes设计宣传海报。

教学准备
CAI，学生准备服饰设计图若干













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教学过程设计
教学调整及过程解读


Step 1  Review the story
Greetings
Dub for the story(集体完成)

Step 2  Show the goals of this lesson
T: Helen, Mike, Su Hai and Su Yang are at the Fancy Dress Party. Would you like to go to the party?
Ss: Sure.
T: If you want to go to the party, you try to sing lovely song of the party. You should have some fancy clothes and show your clothes through the group’s poster. Can you?
课件呈现Tips:
如果你想参加我们的Fancy Dress Party，你必须：
1.学会唱party上的song；
2.have a fancy clothe，并且通过海报宣传把小组内的服装设计图展示给大伙看。
歌曲和服装设计在得到大伙的一致认可后便可跟我们一同前往Fancy Dress party!

Step 3  Task One: Sing a song I am a cowboy
(歌曲下载网址http://v.pps.tv/play_377T9K.html)
1. Enjoy the song
T: I would like to go to the party, too. And I want to dress up as a cowboy.
图片cowboy，学生自己通过旧知cow和boy，理解学习cowboy.
T: The name of the song a I’m a cowboy. Are you ready for the song?
Ss: Ready.
T: Good! While you enjoy the song, please try to remember the clothes of the cowboy, the more, the better.
Ss: Enjoy the song.
歌词：
Look at my new shirt, shirt, shirt.
Look at my new jeans, jeans, jeans.
Look at my new hat, hat, hat.
I am a cowboy. Look!
Look at my new sweater, sweater, sweater.
Look at my new jacket, jacket, jacket.
Look at my new boots, boots, boots.
I am a cowboy. Look!
2. Check and learn the new words: shirt, jeans, sweater，hat, boots
（1）shirt 和T-shirt比较，重点通过图片展示词义；
（2）jeans 通过和eat tea归纳ea读音规律，自主拼读jeans，并强调jeans和trousers一样都是以复数形式出现。
（3）sweater 通过和bread, breakfast, ready归纳ea读音规律，自主拼读sweater
（4）hat和cat, mat 放在一起归纳自主拼读
（5）boots和too，zoo，room放在一起归纳自主拼读
T: What other clothes words do you know?
S: 列举若干词
T: Can you read these two words: coat, shorts
(6)coat 和boat比较，自读
(7)shorts 学生自己通过旧知short，容易掌握发音，强调shorts 和jeans, trousers一样都是以复数形式出现。
3. Listen and repeat all the words after the tape
4. Chant the song
以chant的形式诵读歌词
5. Sing the song together
6. T: (评价) Well done, boys and girls. You can sing the song of the Fancy Dress Party. You pass the first challenge. Congratulations! Here are your gifts—Two games for you.
7. Game : Puzzle
拼图游戏：
用英语告诉老师散乱的拼图是什么服饰。


其中dress, coat, sweater, shirt 要求拼写部分音节。
T: Good job. I think you have good memory.
 
Step 4  Fun time: Guess and say
T: Let’s play another game: Guess and say.
1. 游戏准备：
上节课作业：四人小组各自设计一张夸张搞笑的服饰图，图片背面写上自己的姓名，将四幅设计图放在一信封里。
老师将各组的信封打乱发放下去，即每组拿到的都是别组的信封。
2. Ss watch the cartoon, see how to play.
Rules: 四人小组拆开信封，轮流展开问答
Tips：出示Story time图5和6，提醒学生注意单复数
板书句型并带读游戏句型：
Whose … is this/that? It’s …’s. Is it …’s?
Whose … are these/those? They’re …’s. Are they …’s?
Make an example （T, S1, S2, S3）
T: Whose sweater is this? Guess!
S1: Is it S4’s?
T: No. You’re wrong.
S1: Is it S5’s?
T: Yes. You’re right.
猜出主人之后，由S1问S2， 接着由S2问S3，依次进行游戏。
Play the game in groups.
Tips: 每个成员一次猜中记录★★★
     两次猜中记录★★
     三次或三次以上猜中记录★
让我们比一比哪组得★最多，你们将得到最多的装饰sticker。
Summary
T: OK. Times up! How many ★ can you get?
Ss:
T: Wonderful. Give all the pictures to the owners.
（组织学生将图片放回信封归还给主人）

Step5 Task Two: Make a poster Our Fancy Clothes
1. T: Let’s go on to the second challenge. Make our posters. How to make the animal poster?
 （展示若干成品图）
Here are three steps:
One：小组内四名同学各自为自己的图片配上英语文字说明：
Whose … is this/that? It’s …’s.
Whose … are these/those? They’re …’s.
It’s / They’re lovely / beautiful/ funny/fancy…
Two：写好后，将四张图片贴在一起，贴出漂亮的图案。
Three：不要忘记在醒目的地方配上我们的主题：Our Fancy Clothes
Introduce your poster
Tips：介绍获得台下半数以上支持的小组即通过party入场资格。
S1,2, 3,4: Hello! / Good morning, boys and girls. Look at our fancy clothes!
S1：Whose … is this/that? It’s …’s. It’s lovely / beautiful/ funny/fancy…
S2: Whose … are these/those? They’re …’s.  They’re lovely / beautiful/ funny/fancy…
S3：…
S4：…
S1,2, 3,4: Do you like our fancy clothes? 提问下面同学

Step 6  Goodbye
T: Let’s meet at the Fancy Dress Party next class.


作业设计
1. 巩固背诵课文
2. 抄写本节课新学的服饰单词
3. 继续完成未完成的海报制作
4. 穿上你们最fancy的服饰加入我们下节课的Fancy Dress Party



板书
设计
Unit 6 Whose dress is this？(date)

Whose … is this/that? It’s …’s.               Is it …’s? Yes./No.

Whose … are these/those? They’re …’s.       Are they …’s? Yes./No.

课后
反思

















课题
Unit 6 Whose dress is this？
Period 3
Rhyme time & Cartoon time

教
学
目
标
1. 复习上节课所学的关于服饰的单词，能进一步熟练拼读。
2. 复习上节课所学的句型，能进一步熟练运用。
3. 能够有感情地诵读歌谣Whose cake is this? 并能模仿改编新的歌谣。
4. 能够阅读并理解卡通部分的幽默，并能表演故事内容。
5. 能够模仿卡通部分的故事内容续编故事。

重点
1. 能够有感情地诵读歌谣Whose cake is this?
2. 能够阅读并理解卡通部分的幽默，并能表演故事内容。

难点
能够模仿卡通部分的故事内容续编故事。

教学准备
CAI、头饰




教
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教

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教

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教学过程设计
教学调整及过程解读


Step 1. Warming up & Free talk
1. Free talk
T: Good morning, boys and girls. You dress up in fancy clothes today.
Hey, S1. Whose shirt is it?
S1: It’s my father’s.
T: Hello, S2. Whose trousers are they?
S2: They’re my mother’s.
T: Talk about your fancy clothes in groups.(可以谈论上节课制作的海报，也可以就今天的装扮谈论)
2. T: Welcome to the Fancy Dress Party. Are you ready?
Ss: Ready! Go!. Let’s go.
3. T: Stand up, boys and girls. Let’s sing and dance together.
T&Ss Sing the song I am a cowboy.
4. T: We will have some games and acting at the party today. If you can get stars when you’re playing. Let’s see which team can get more stars. (学生分成两组) Enjoy your party, go!

Step 2  Game time
1. Game: No NG in Thirty Seconds三十秒不NG
Tips: 四人小组三十秒内说出有关服饰类的单词，尽可能多，不要重复
评分规则：八个以上 ★★★
          五至七个 ★★
          五个以下 ★
2. Good memory
Tips: 大声说出屏幕上闪过的图片或单词并拼写出来。
评分规则：大声说出单词并拼写正确 ★★★
          大声说出单词 ★★      

Step 3  Rhyme time
1.  T: There is some delicious food at the party. Can you guess what is it?
S: …
T: Look!
S: It’s a cake.
T: Yes. It’s a birthday cake.
  Whose cake is this?
  Listen to the rhyme and then tell us.
2.  Listen to the rhyme and find the answer
T: Whose cake is this?
S: It’s Chris’s.
Let’s say the rhyme sentence by sentence.
Say the rhyme together
Say the rhyme in groups
Rewrite a new rhyme
T: There are some other nice snacks at the party, let’s go and see. Try to make some new rhymes about   them.
课件出示hamburger, pie, egg, milk, juice 等图
Tips：注意单复数哦！
提醒学生如果选物品为复数，最后小诗一句应为： Let’s eat them by the lake.
Rewrite a new rhyme
Oh, … Oh, …
Whose …
It’s/ They’re …
Let’s eat it / them by the …
T: Come to the blackboard it’s your Show time
评分规则：能有感情朗诵创编的新歌谣 ★★★
          能有感情朗诵书上的歌谣★★
          能朗诵书上的歌谣 ★

Step 4  Cartoon time
1. T: It’s a guessing game. Guess: What’s this?
课件出示cartoon time第一幅图的大刺球
S: Is it a ball? Is it a toy?
T: I don’t know, either. It’s your cartoon time. Let’s watch then tell me: What’s this?
Ss watch the cartoon and check.
T: What’s this? 
S: 刺猬。
T: Oh, it’s a hedgehog.
Learn: hedgehog
2. Read the story, Get the answer to the question: Can Bobby play with the hedgehog? How do you know?
S: No. His hand hurts.(中文回答也可以)
3. 提醒孩子们注意图三
Learn：
(1) What’s the matter? 标注出学生学过的mat，自主拼读matter.然后给出句子意思：怎么了？
(2) My hand hurts.
标注出and，学生自主拼读hand, hurts强调ur的读音。
T: So how does Bobby feel?
S: 疼；unhappy.
T: He is very painful. (动作表情帮助学生理解painful) How to read these sentences?
S: （学生讨论揣摩语气）
Bobby(惊吓、疼): Ouch!
Sam（关切、关心): What’ s the matter?
Bobby(流血、疼): My hand hurts.
Practice in pairs
3. Listen and repeat. Try to imitate the intonation and emotion.
Learn the new word:
(1) move /mu:v/ Who can move? 让学生做动作理解意思
(2) I think so. 语境中理解意思It means I think it’s a ball.
4. Practice reading in pairs.
5. Set an example for Ss to act the cartoon. Try to act it in pairs
根据表演情况，评价给星。
能加上动作和表情表演卡通内容★★★
能有正确流利且感情地朗读卡通★★
能正确流利地朗读卡通 ★

Step 5  Rewrite a new story
1. T: There are many animals like a hedgehog can protection itself. Look！
课件出图：大自然中有很多像刺猬一样会自我保护的动物。


2. （蝴蝶的图片放大）


T: Can you make a new story about the butterfly.
Tips：模仿书上的故事，小组内续编新故事，并把它演出来。
有帮助的语句：Is it a leaf?  It is flying.
3. 根据表演情况，评价给星。

Step 6  Summary and Evaluate
1. We are having a good time at the Fancy Dress Party. Are you happy?
2. 总结得星的情况。


作业设计
1. 将课上学习的歌谣和故事唱给说给爸爸妈妈听；
2. 小组合作，将改编的新故事，配上图片和文字，并表演出来。

板书
设计
Unit 6 Whose dress is this？（date）
It can move.
I think so.
What’s the matter?
My hand hurts.

课
后
反
思


















课题
Unit 6 Whose dress is this？
Period 4
Sound time, Checkout time & Ticking time

教
学
目
标
1. 能够熟练说出有关服饰类词。
2. 能熟练地运用本单元所学句型进行交际。
3. 能够掌握元音字母i在单词中的读音。
4. 能在教师的引导下客观地对自己的学习情况做出评价。
5. 掌握’s的表示物主关系的用法，并理解区分名词所有格同其他缩写形式的不同意义。

重点
1. 能熟练地运用本单元所学句型进行交际。
2. 学生能够掌握元音字母i在单词中的读音。
3. 学生能在教师的引导下客观地对自己的学习情况做出评价。

难点
1. 学生能够掌握元音字母i在开音节和闭音节单词中的不同发音。
2. 掌握’s的表示物主关系的用法，并理解区分名词所有格同其他缩写形式的不同意义。

教学准备
CAI






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教学过程设计
教学调整及过程解读


Step 1  Show the goals of this lesson
(Ticking time 内容)
（1）I can say and write the names of some clothes.
（2）I can use “whose” to ask questions.
（3）I know the sound of the letter “i”.

Step 2  Revision
1. T: Are you ready for the class? Let’s sing a happy song I’m a cowboy.
(歌曲下载网址http://v.pps.tv/play_377T9K.html)
Ss: Sing a song
2. Make a words card of Clothes
Tips: 四人小组在规定时间内，在各自Clothes单词卡上尽可能多写下你所知道的服饰单词。写对最多组获胜。
Ss make a words card of Clothes
T: (check) Times up! Let’s see how many words can you write?
Ss:
T: Good job! You can draw some funny pictures beside these words, then stick them at the English Corner.
评价(Ticking time 内容)
（1）I can say and write the names of some clothes.

Step 3  Checkout time
1. Have a chant: Whose puppy?
(课前就可以播放让学生熟悉) 下载网址：
http://www.tudou.com/programs/view/WtM_F7td1Vo/
T: Whose puppy / hat/ dress/ doll is this?
S: It’s …’s.
2. Show the pictures of checkout time
T: Look at these clothes. Whose clothes are they?
Can you discuss and guess in pairs.
Pair work.
3. Open your books and fill in the blanks.
4. Invite Ss to write on the blackboard.
Check and remind Ss: Don’t forger ’s
5. Summary: Note the ’s 注意’s的用法
1. 词组中is或us的缩写
(1) She’s = She is; He’s = He is; It’s = It is; What’s = What is; Who’s = Who is; Where’s = Where is; How’s = How is.
(2) Let’s = Let us
2. 在人名后加’s可以表示所属关系，如本单元中出现的


评价：(Ticking time 内容)
（2）I can use “whose” to ask questions.

Step 4  Sound time
1. Say a rhyme: Whose cake is this?
2. 标注小诗中部分单词中的i
Oh, Chris! Oh, Chris!
Whose cake is this?
It’s my cake.
Let’s eat it by the lake.
T: Look at these words. They all have the letter ‘i’, what does ‘i’ pronounced as?
S: /i/
T: Look at my mouth, open it big or small. Try to imitate.
S: Read one by one.
3. Read the words and sentence of sound time
4. T: Can you read these syllables?   ig,  it,  il, 
  T: Can you read these words?  big,  sit,  hill
（在读同时出图释意）
5. T: Last unit, we have learnt another pronunciation of ‘i’, what is it?  /ai/
T: What’s the difference between them? When is it pronounced as ‘/ai/’, when is it pronounced as ‘/i/?’
出示：Chinese, kite, like, time, white
      English, fish, him, music, pig
T: 教师讲解：开音节中发/ai/，重读闭音节中发/i/。
Enjoy a song. i的发音
下载地址
http://www.56.com/u52/v_MTAxNzIxMjY1.html
评价：(Ticking time 内容)
（3）I know the sound of the letter “i”.

Step 5  Summary & Evaluation
1. T: What can we learn from this lesson?
  S: I can …
2. T: Good, we can do so many things.
T: Discuss in groups, see how many stars have you got together?


作业
设计
1. 听录音，跟读复习Unit6的内容，模仿语音语调；
2. 寻找更多字母i发音为/i/的单词，记在书上；
3. 给小组单词卡配上简笔画插图，贴在英语角里。

板书
设计
Unit 6 Whose dress is this？(date)

Whose … is this/that? It’s …’s.             
                                        i /i/ English  fish  him  music  pig
Whose … are these/those? They’re …’s.      

课
后
反
思

















课题
Unit 6 Whose dress is this？
Period 5
Practice & Revision

教学
目标


重点难点


教学准备









教

学

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教学过程设计
教学调整及过程解读





作业
设计


板书
设计


课
后
反
思