课题
3A Unit4 课型 新授
教材分析 本单元主题是clothes。围绕clothes展开教学， wonderland主要学会的单词是skirt,shirt,hat,coat,jacket,dress,shoes,trousers,其中除了shirt以外其余都没有接触过。Farmland主要学习的句型是 This/That is (not)... 之前学生们已经接触过 It’s not…，主句型稍有改变，本课时需要他们会利用这个句型进行日常的询问对话。Grand Theatre的主要内容是小女孩穿上妈妈的衣服鞋子，得到他人的赞美，将之前两个课时里学到的单词和句型进行整合。
Wonderland：本课时的话题是a fashion house,主要学习衣物类的单词：skirt,shirt,hat,coat,jacket,dress,shoes,trousers等，这些单词基本都没有学过，学生对这些单词比较陌生，就shirt这个单词可以和之前学过的T-shirt联系起来学习。我们可以设计一个主文本：The green hat is good .Put on the green hat, please.Look at you.How beautiful! 将这些词语融入在这个文本里，利于学生建构相关语言知识体系，同时可以整合之前所学的各种颜色如white，pink等来练习巩固单词的学习。通过设计一个故事：Alice家要举行party，她和爸妈需要新衣服，就去 fashion house买所需要的衣服，来达到语篇、语境带动语言学习和语用体验。
Farmland：本课时的话题是a messy room。在句型教学方面，学生已经学习过It’s not…和 What color is it?，本课时主要学习的句型 This/That is (not)... Whose is it? Is it your ...? 用来询问物品的所属人，是在之前学过的句型上有了递进。通过延续上节课的故事，继续讲述Alice和爸妈在凌乱的房间里找衣服的语境，通过他们之间的对话引入主要学习的句型。
Grand Theatre：本课时的话题是a fashion designer。本课时的重点是语篇教学，理解This.. is not good.的含义。学习put on和try on的含义及用法，结合wonderland中学习的服饰来组句掌握运用，同时学会运用beautiful和funny等形容词来评价。延续前2课时的故事，为他们设计好看的服装搭配，通过语篇带动可以让学生们真实的展现表演对话，在活动中学习。
Music Box：通过举例，让学生学会如何辨别音标的长短音，掌握g，h, 在单词中发音。
学情分析 三(4)班的部分学生比较活泼好动,上课较难集中注意力,喜欢讲话,需要我精心设计教案,使他更有童趣,并要花更多的心思在情景设计上,引起他们的兴趣,还有平时上课也要十分关注那些个爱走神的人,多对他们进行提问,尽量多用鼓励的方法让他们对英语学习产生一定的兴趣。基础差的几个学生作业质量也有所提高，但每次默写就不行了，对好的学生要求相应提高，在课本知识以外能读一些英语方面的书籍，拓宽自己的知识面。
单元教学目标 知识目标 1.能正确识读并默写本单元单词skirt,shirt,hat,coat,jacket,dress,shoes,trousers。
2.能正确使用、书写 This/That is (not)...句型。
3. 掌握字母 g，h, 在单词中发音。
能力目标 1.能听懂和理解Farmland和Grand Theatre栏目的对话。
2.能用句型 This/That is (not)... 来进行询问对话。
3.能模仿课文录音的语音语调表演对话。
情感目标 1． 培养学生赞美他人的美德。
2． 培养学生及时整理房间的习惯。
3． 引导学生学会欣赏美的事物。
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单课目标
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Wonderland
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Farmland
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Grand Theatre
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语言知识目标
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学习掌握四会单词： skirt,shirt,hat,coat,jacket,dress,shoes,trousers
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正确使用、书写 This/That is (not)...句型。
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初步感知理解短语：put on，try on的含义及用法
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语言技能与运用
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初步感知句型 This/That… is (not)good. Put on …, please. Look at you. How beautiful!
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熟练运用 This/That is (not)...句型。
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1.听懂、理解并能用正确的语音语调朗读课文。
2.能模仿课文录音的语音语调表演对话，优生能自编对话。能正确回答On your own下的问题。
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情感目标
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培养学生赞美他人的美德。
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培养学生及时整理房间的习惯。
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引导学生学会欣赏美的事物。
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教学重点
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学习掌握四会单词： skirt,shirt,hat,coat,jacket,dress,shoes,trousers
并运用这几个单词进行组句。
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This/That is (not)...在语境中熟练运用。
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听懂、理解并能用正确的语音语调朗读课文。
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教学难点
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1． 单词trousers比较难读，而且经常以复数形式出现。
2． 能正确、熟练地运用有关颜色等形容词来描述服装。
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能用This/That is (not)... Whose is it? What color is it? Is it your ...? 几个句型来询问物品的所属人。
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将Grand Theatre中的对话表演出来。
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课前准备
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学生课前预习，录音，PPT
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教学环节
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教师活动
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学生活动
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设计意图
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Pre-task activities
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1.Watch a movie
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1. Watch a movie
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调动学生兴趣。
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While-task activities
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1. Introduce Alice’s story.
2. Introduce the topic”fashion house.”
3. Introduce Alice’s mother and a salesman’s dialog,
teach ”hat; dress; coat”
“The red dress is not good.This dress is good. Put on this hat and this coat. Look at you. How beautiful!”
4.Introduce Alice and a salesman’s dialog,
Teach ”skirt; shoes”
“That skirt is not good. Put on the yellow shoes, please. Look at you! How lovely!”
5. Introduce Alice’s father and a salesgirl’s dialog,
Teach ”shirt, jacket” trousers”,
“The trousers are not good. How about…? The trousers are nice. Put on the blue shirt,please.This shirt is good. Put on this jacket.Look at you! How cool!”
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1. Listen and watch.
2. Listen and watch.
3.1 Listen and answer.
3.2 Read after the teacher.
3.3 Listen again.
3.4 Say it by yourself.
3.5 Read it together.
3.6 Role play.
4.1 Listen.
4.2Answer the question
4.3 Say a chant
4.4 Read and sentences.
4.5 Let’s act.
5.1 Listen
5.2 Read the sentences.
5.3 Tongue twister.
5.4 Let’s say.
5.5 Pair work.
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通过设计一个故事来达到语境带动，也正好引出主题。
让学生带着问题听录音，培养他们良好的学习习惯。
在情景构筑的文本中学习新单词，主文本的设计呼应本单元的教学目标。
用朗朗上口的chant巩固新单词，降低学习难度，激发学习兴趣。
以个人、同桌、小组等不同形式进行语言操练。
注重情感体验，在学习过程中培养学生赞美他人的美德。
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Post-task activities
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1.Introduce their own clothes in groups.
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1. On your own.
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将所学知识联系实际，让学生在真实的语境中使用学到的内容。
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IV. Assignment
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★Read the new words fluently .
★★Draw some clothes and write.
★★★ Talk about the clothes with your friends.
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板书 3A4U Wonderland
Fashion house
has got How
a hat
Alice’s mother a dress beautiful
a coat
Alice a skirt
shoes lovely
a shirt
Alice’s father trousers cool
a jacket
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教学环节
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教师活动
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学生活动
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设计意图
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Pre-task activities
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1.Daily talk
“The … … is good for you.Put on the … …, please.The … …are good for you.Put on the… …, please.Look at you.How beautiful !“
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1.Choose the clothes and say.
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复习wonderland中学习的单词和句型。
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While-task activities
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1. Show a photo of their messy room.
2.Introduce their messy room.
Alice’s mother can’t find her coat in the messy room. This is not her coat. It’s too small for her.
3. Introduce Alice and her mother’s dialog.
“This is not my coat. It’s too small for me.
Is it your coat?
No, it isn’t.”
4. Introduce the sentence “What colour is your…?”
5. Introduce the sentence“Whose is it?”
6. Introduce the sentence ”That is not…”
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1.Listen ,watch and think about.
2.Listen and watch.
3.1Listen.
3.2Read after the tape.
3.3 Pair work
3.4 Act out
4.1Listen.
4.2 Read after the tape.
4.3 Pair work
4.4 Act out
5.1Listen.
5.2 Read after the tape.
5.3 Pair work
5.4 Act out
6.1Pair work
6.2 Act out
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用照片引出新授内容，激发了学生的好奇心，及时进入主题。
巩固上一课时新学的词汇，并复习on,under等方位词。
用对话形式操练主句型This is not…和辅助句型Is it your..?
通过两人提问回答,情景表演来加深对句型的认识和理解。
用对话形式操练主句型This is not…和辅助句型What colour is your..?
用对话形式操练主句型This is not…和辅助句型Whose is it?
用对话形式操练主句型That is not…
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Post-task activities
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1 Listen and read.
2 Role play
3. Fill in the blanks.
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1 Listen to the tape and repeat the sentences.
2. Role play the two dialogues.
3. Fill in the blanks and read it nicely.
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模仿课文录音，加强口语训练。
复习总结，学生自主学习。
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IV. Assignment
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★ Read the text.
★★ Recite the text.
★★★Make a dialogue
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板书 3A U4 F
This is not… That is not…
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Is it your..? What colour is your..? Whose is it?
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教学环节
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教师活动
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学生活动
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设计意图
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Pre-task activities
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1. Daily talk
Talk about the fashion house.
Talk about the messy room.
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1. Say it by themselves.
2.Act out.
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巩固前2课时所学内容，复现旧知引入新知，同时引起了学生兴趣。
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While task activities
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1. Introduce Alice and her father’s dialog.
2.Teach the sentence”This dress is not good.
This … … is good for you.”
3.Teach the sentence”Try on the … …. “
4. Teach the sentence”put on the … …. “
5. Teach the sentence”How beautiful!Funny!
Very beautiful! “
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1.1Listen and read.
1.2 Let’s say.
2.1Answer the question.
2.2 Pair work
3.1 Read after me
3.2 Let’s say.
4.1 Answer the question.
4.2 Let’s say.
4.3 Act out.
5.1Listen and read.
5.2 Answer the question.
5.3Act out.
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通过讲述一个故事提高学生的学习兴趣，营造良好的课堂氛围。同时自然引出所要教学的句型。
用对话形式操练主句型，层层递进。
通过提问回答和情景表演等形式来加深对句型的认识和理解。
通过听音与跟读模仿语音语调，培养语感。
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Post-task activities
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1. Role play
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1. Act out the dialogue.
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通过表演提高运用语言的能力。
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IV. Assignment
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★ Read the text.
★★recite the text.
★★★ Make a dialogue
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板书设计
This is a good dress.
This is not a good dress.
= This dress is not good.
try on 试穿 put on 穿上
Look at me！ Funny!
Very beautiful.
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教学环节
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教师活动
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学生活动
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设计意图
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Pre-task preparation
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1 Read and spell.
2. Invite several groups of students to act.
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1. Review the words about the clothes.
2. Act out the dialogue “ too Beautiful”
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通过表演检查学生对前面知识的学习情况。
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While task presentation
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1. Tell the pronunciation
2. Show the sentence “The girl’s got a golden goose.” Introduce the g: /g/
3. Show the sentence “ Who says hello to Helen.” Introduce h: /h/
4. do some exercises
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1. Read the rhyme.
2.1Underline the latter g.
2.2. Learn the phoneme.
2.3 Listen to the tape.
2.4 Read the sentences
2.5 Have a try
3.1Underline the latter g.
3.2. Learn the phoneme.
3.3 Listen to the tape.
3.4 Read the sentences
3.5 Have a try
4. Listen and fill in the blanks:
Eg: c_t c_rrot _ello
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通过朗读儿歌感受字母的发音。
通过练习了解学生掌握所学音素的情况。
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Post-task activities
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1. review the rhyme: Tommy Thumb(1)
2. Game: Hide-and-seek
(1) At the first time, only one student hides.
Eg:
SSS: Mary, Mary, where are you?
Mary: Here I am.
(2) At the second time, two or more students hide.
Eg:
SSS: Sandy, Tom, where are you?
Sandy, Tom: Here we are.
3. Listen to the tape and repeat the sentences.
4. Read the rhyme in chorus and individual.
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1 Say the rhyme in chorus.
2. 2. Learn the sentence “Here we are.”
3. Listen to the tape and repeat the sentences.
4. Read the rhyme in chorus and individual.
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通过表演检查学生对前面知识的学习情况。
通过游戏将句型 “Where are you? Here I am.” 拓展到“Where are you? Here we are.”学生能比较轻松地掌握句型结构。
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IV. Assignment
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★Read the rhyme.
★★Talk about the phoneme.
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板书设计
g /g/
The girl has got a golden goose.
good, goldfish, frog, dog...
h /h/
Who says hello to Hello?
hen happy hungry...
fingers thumb
Here we are.
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