江宁区岔路学校（小学）英语教研组活动 3

一、情况概述

今天，徐倩倩老师在录播教室开设了一节教研课。上课内容是四年级下册Unit 6 Whose dress is this?本单元讨论的话题是以化妆舞会为场景，呈现了服装的主题和名词所有格的语法知识。教学重点是学生能够理解文本并能正确、流利地朗读文本。教学难点是准确区分Whose…is it/are they? It’s/ They’re…’s.的单复数形式用法。

二、综合评价

  我们英语组对徐倩倩老师这节课进行了研讨。总结本节课的优点：1、教师基本功扎实，个人素质很好，板书精美。2、符合主题意义背景，全程以“化装舞会”这一线索展开教学活动。3、重点句型反复读与操练，学生掌握扎实。4.教师的评价方式多元化。

我们组也对这节课的不足之处进行了反思，在教学设计上和课堂上可稍加完善。例如：1、本节课重点为由Whose引导的特殊疑问句以及其回答，徐老师没有重点强调。2、细节问题的提出应与文本关联。

三、教学设计

 一．教学目标Teaching Aims

1. 能听懂、会读、会说和会运用词汇too, trousers, glove, so, jeans, shorts, party, dress

2. 能听懂、会读、会说、会写和会运用日常用语Whose…is it/are they? It’s/ They’re…’s.

3. 能初步了解名词所有格的用法；区分表示程度的形容词too, so以及准确区分Whose…is it/are they? It’s/ They’re…’s.的单复数形式用法。

二．教学重难点Teaching Key Points

难点Teaching Difficult Points

能初步了解名词所有格的用法；区分表示程度的形容词too, so

以及准确区分Whose…is it/are they? It’s/ They’re…’s.的单复数形式用法。

三．教学过程 Teaching Procedures

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?

Step 2 Presentation and practice

T: They will go to the Fancy Dress Party. First, they should prepare for the party. They should wear different clothes.

1. Remember and say

T: Do you remember these clothes? What’s this?

S: It’s a jacket./a cap /a T-shirt/a skirt/a coat/a sweater…

T: Yes, very good.

2. Learn the new words

(1) (Learn other clothes)

T: These clothes are very nice. Look at Miss Zhang’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/nice.

T: Thank you.

(2) (教授trousers , gloves)

T: What’s she wearing? Is she wearing a dress?

S: No.(裤子)

T: It’s not a dress. They are trousers.

T: Are they trousers?(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.  （教授so 那么，如此）

(3) 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.

(4) (T自带女儿的T-shirt)

T: Look at this T-shirt.

S: It’s too short.    （too 太）

T: Yes, It’s my daughter’s T-shirt. Is it nice?

S: Yes ,it’s nice.

3. Guess and say

T: Before class, I took some clothes of the students. Let’s guess.

Whose ...is this? It’s ...’s.(Learn “whose”)两个对话

Whose...are they? They are...’s.

T: Whose dress is this ? S: It’s Su Hai’s.

T: Yes. Su Hai and Su Yang ,they are wearing the dress. Let’s watch the story time and answer my question .What are they talking about?

Step3 Story time

1. Watch and say

(1)T: What are they talking about?

S: Clothes.

(2)T: What clothes are they talking about ? Let’s read and circle.

S: Dress, trousers, gloves.

(3)T: Before the party, Su Hai and Su Yang, they will prepare for the party. Read and choose. A too long   B too short

Su Yang’s dress is B too short.

Su Hai’s trousers are A too long.

(4)Learn to say P1—P3 (注意语音语调)

(5)At the party, boys and girls watch and match.

A: Whose gloves are they?      B: They are Su Hai’s father’s.

A: How about these gloves?     B: They are so big.

A: Whose dress is this?        B: It’s Helen’s cousin’s.(教授cousin 堂妹 表妹)

A: How about this dress?       B: It’s so beautiful.

T: You’re right. Good job.

(6)T: Now let’s learn to say P4-P6. (注意语音语调)

(7)T: Try to say（试着用下面的句子说一说）

This dress is …’s.   It’s too /so….

These … are …’s.    They’re too / so…

2. Let’s follow.(播放动画，注意点一句，读一句)

3. Let’s dub.(播放动画，静音)

4. T: Now let’s go to the party and enjoy the party with them.

Step4 Consolidation

T: Boys and girls, let’s design the partners’ clothes for the party.

Hello, these are …’s clothes for the party.

Look at his/her …. It’s/They’re (too/so)…

Haha, It’s / they’re…’s

(叫孩子预先带好大帽子，大手套，等等)

Eg.S1: Hello, these are S2’s clothes for the party

   Look at his gloves. They’re so big.

   Haha, they’re his father’s.

Step5 Homework

1. Copy the new words two times then remember them.

2. Read and recite Story Time after class.

3.  Preview Cartoon time, listen and read three times.

四．板书设计

Unit6 Whose dress is this?

Whose … is this?    It’s …’s

Whose … are these? They’re …’s

This ... is …’s.   It’s too /so….

These … are …’s.    They’re too / so…

四、教学反思

这一单元是本册的一个难点单元，本课时以化妆舞会为场景，呈现了服装的主题和名词所有格的语法知识。我围绕真学课堂的教学理念，预设了以下教学环节：

课前，以头脑风暴的游戏，带领学生说出big, red和T-shirt的同类词，激活学生的已有知识储备。这个游戏的形式是先由老师带领学生玩儿，再由小组进行，这样做的目的是提高学生的参与度，让每一个学生在课堂一开始就全身心地投入到学习中。

课堂伊始，我以一首趣味性强的关于party的卡通片导入，渲染参加聚会的气氛，调动学生的学习热情；接着，我以学过的服饰类的单词和三年级上册Unit5的展示服装的句型为切入点，让学生介绍朋友的服装，既复习旧知，又为学习新知打下基础，并渗透本课重点句型Whose … is this?

处理文本时，我先组织学生看动画整体感知故事谈论的话题以及谈论的服饰；针对文本的主要话题之一，我设计了Listen and complete,让学生找出所谈论的四件服饰的特征，厘清文本脉络，并培养了学生的听写能力；通过质疑the big gloves和the beautiful dress的主人，我让学生自己提出关于whose的问题，小组内解决问题，凸显学生的自主性与探究性；在理解完文本后，我对学生进行了朗读的指导。

最后，我创设了Fancy Dress Party的真实情境，让学生穿上家人的、朋友的衣服在班上进行展示、评价。学生在真实的情境中运用所学的句型进行交际，通过语言交流，以达到综合运用所学语言知识的目的，体现语言的学习价值。

学习语言的目的就在于运用语言去和别人交流。再反思这节课，预设目标基本达成，而最大的亮点就在于真实情境的创设，给学生搭建了说英语、用英语的平台。学生介绍带来的服装，展示自己的服装，猜测同学的服装的主人……这几个环节都将本课学习的重点句型反复运用，并建立了新旧知之间的联系。在语言训练的同时，注重情感目标的达成，培养学生观察能力，发现美、热爱美的意识，使故事教学达到更高的境界和高度。

这节课也有许多不足之处：1.处理文本时不必设计第二环节的what clothes do they wear？而应该询问How are these clothes?.询问学生穿了什么衣服这一环节学生找起来有所困难，环节上没有递进。2.教授单词时不必把三个文本出现的单词单独拎出来进行教学，可以把单词教学融入其中询问学生知道哪些服装，进而自然的进行教学。

五、活动照片