Unit 6 Whose dress is this?（第二课时）

奔牛实验小学 祁洁萍

一、教学内容

Sound time, Rhyme time, Checkout time& Ticking time

二、教学目标

1.      学生会说和写服饰类单词和句型Whose…is this/are these? It’s/ They’re…’s;

2.      学生知道字母i的发音并能运用其发音规律学习新单词;

3.      学生能正确流利地朗读小诗并创编新的小诗；

4.      学生能综合运用本单元所学习的语言知识进行口语交际。

三、教学重、难点

1.      句型Whose…is this/are these? It’s/ They’re…’s. Is it…’s?Are they…’s?的单、复数用法；

2.      掌握并正确运用字母i的发音规律。

四、设计理念

整个教学从新建立绿色和谐的课程出发，让学生在主动探究、合作学习的过程中，内化知识，提升阅读能力。通过多媒体教学创设学生乐学，易说的课堂情境。在教师的主导下，引导学生主动获取知识，培养学生用英语思维的能力，激发学生用英语表达的欲望。学以致用，提高课堂教学效率。

四、教学过程 

Step1.Free talk.

1、  Know each other and show the learning aims.

T: Hello, children, today I’m your new teacher, you can call me ‘Lemon’. 

(T show the learning aims. )                              

T: Clearly? Are you ready for class? Ss: Yes.

T: Great! Here we go!

Step2.Review and learn .

1、Review the story.

T: First, let’s have a memory competition.

  In the story, what clothes do they talk about?

  (Review the words: dress, trousers, gloves)

T: But whose clothes are they? Do you remember?

Ss talk and say.

           A: Whose …is it? / Whose… are they?

           B:  It’s…’s        They’re…’s.

              It’s too/so…    They’re  too/so…

Step3.Presentation.

1、Learn some new words.

T：The children chose the clothes for the party. At the party, they were very happy. Actually Dan and Joe are also at the party, do they look happy?

Ss: Yes.

T: Yes, they also had a good time there. But what happened after the party? Would you like to know?

  After the party, all the children went home. But many things left in the room, what are they?

Ss learn some words about clothes, then put the word cards on the blackboard.(单复数区分)

2、Fun time.

（1）Guess the owners of things.

T:Whose are they? Let’s find the owners.

Ss watch a video, find the rules, then guess the owner of the things in groups.

             Sentence patten:

             A:Whose…is this? Guess!/Whose…are these? Guess!

             B:Is it…’s? Are they…’s?

             A:Yes, you’re right./No, you’re wrong..

             B:It’s so/too… They’re so/too….

(2)Check out .

T: I get a card from this group. Do you have any cards?

  Look at this dress, it’s Helen’s.(T show a model)

Ss check the answer like this. ‘Look at this…     It’s…’s.

                        ‘Look at these…    They’re…’s.

T: Look at this cake. Whose cake is this?

3、Rhyme Time.

(1)Try to read and understand the rhyme.

Ss watch the cartoon and answer. “Whose cake is this?” “It’s Chris’”

T: The cake is so nice. What are they going to do?

(Show the sentence ‘Let’s eat it by the lake.’)

Ss read after the rhyme.

(2)Try to make up a new rhyme and a song.

By the model, Ss say the rhyme together by the rhythm.

T: Would you like to challenge a different one?

T give a model by music.

Ss choose the way they like to show , say the rhyme or sing the rhyme.

4、Sound Time.

(1)Lead in.

T: In this rhyme, I can find the letter ‘i’ in ‘Chris’, Where can you find the letter ‘i’?

Ss: Chris, in, it, this.

T: Yes, Chris, in, it, this. They all have the letter ‘i’, but what does it pronounce?

S:/I/.

(2)Learn the rhyme and make a model.

Ss try to read the words ‘English, fish, listen, him, music’.

  Ss try to fill in the blanks with the picture.

              “Before eating fish

Let’s listen to some English.”

Ss listen to the little rhyme, practice, then try to say.

Ss say some words like this.

(3)Make new sentences.

T shows some words.(I pronounce /I/)

T try to make some new sentences with the words, then show.

T: Would you like to have a PK with me?

Ss try to use the words to make interesting sentences.

(4)Ss do some exercise on the paper.

5、Finish the Ticking Time table.

Step4.Homework.

1、Make a new rhyme show it to your friends and parents.

   仿照书上的小诗格式，为自己编写一首小诗，读给朋友和父母欣赏

2、Collect more words which the letter ‘i’ pronounce ‘I’, read and write down them.

   搜集更多含有字母i并发/i/的单词，读一读，并记下来。