小学英语外研版（三起）2024四年级下册（2024）Unit 6 Cool clothes第二课时教案设计

这是一份小学英语外研版（三起）2024四年级下册（2024）Unit 6 Cool clothes第二课时教案设计
第二课时：Speed up & Stry time
（核心：拓展词汇与句型，理解主题内涵）
学情分析
本节课是本单元的第二课时，学生在第一课时已经掌握了cl, clthes, T-shirt, trusers等核心词汇，以及句型“What clthes have yu gt?”“I've gt...”的基本用法，能简单询问和回答自己拥有的衣物。四年级学生仍保持着活泼好动、喜欢游戏和故事的特点，对情境化、趣味性的学习活动兴趣浓厚，能主动参与角色扮演和小组互动。但学生对复数衣物词汇的运用还不够熟练，部分学生在表达时容易混淆单数和复数，对“have gt”的用法掌握不够扎实。同时，学生的阅读理解能力和逻辑思维能力仍处于发展阶段，对故事类文本的梳理和理解需要教师的引导和帮助。本节课将结合学生的这些特点，以故事为载体，拓展衣物类词汇和句型，设计丰富的故事学习和互动活动，引导学生梳理故事脉络，理解故事内涵，进一步提升语言运用能力。
核心素养教学目标
语言能力：能听懂、认读dress, skirt, shirt, shes, cap等拓展词汇；能理解并掌握句型“What clur is it/are they?”“It' are...”的用法，能运用句型询问和回答衣物的颜色；能理解Stry time板块的故事大意，能跟读、复述故事，尝试表演故事的关键情节；能结合所学词汇和句型，简单描述衣物的颜色和款式。
文化意识：进一步了解不同衣物的名称、颜色和搭配，知道衣物颜色与个人喜好、场合的关联，尊重不同的穿衣审美，培养良好的穿衣习惯和审美情趣。
思维品质：能通过观察故事图片、倾听故事，梳理故事脉络，推断故事人物的心理变化和情节发展；能结合故事内容，运用拓展句型表达衣物的颜色，培养逻辑思维、推理能力和语言组织能力。
学习能力：能在教师的引导下，主动参与故事朗读、复述、表演等活动；能借助图片、语境理解拓展词汇和句型，培养自主阅读、合作探究和主动表达的能力；能在小组活动中，积极与同伴合作，共同完成学习任务。
教学重难点
教学重点
听懂、认读dress, skirt, shirt, shes, cap等拓展词汇，理解其在语境中的含义，能准确发音和运用。
理解并掌握句型“What clur is it/are they?”“It' are...”的用法，能运用句型询问和回答衣物的颜色。
理解Stry time板块的故事大意，能跟读、复述故事，尝试表演故事的关键情节。
教学难点
正确运用句型“What clur is it/are they?”，区分单数和复数的用法，能根据衣物的单复数选择合适的be动词。
梳理故事脉络，理解故事人物的心理变化，体会故事所蕴含的“珍惜衣物、乐于助人”的道理。
复述和表演故事时，能准确运用故事中的核心词汇和句型，模仿人物的语气和动作，做到自然、生动，体现故事的情境感。
教学过程
导入新课：复习回顾，自然过渡
师：Gd mrning, bys and girls! Nice t see yu again. D yu remember what we learned last class? Let's review tgether. First, let's read the new wrds: cl, clthes, T-shirt, trusers, sweater, jacket. （带领学生朗读单词，巩固认读，提醒学生trusers是复数词汇）
师：Nw, let's play a game—“Sentence Relay”. We will divide int fur grups. I ask “What clthes have yu gt?”, the first student answers “I've gt a...”, then asks the next student, and s n. Ready? Let's start!
（学生分组进行句型接力游戏，教师巡视指导，提醒学生正确运用句型，鼓励学生大胆表达，巩固上一课时的核心句型）
师：Great! Yu did a very gd jb. Yu have mastered the sentence well. Last class, we talked abut Amy and Lingling's clthes. Tday, we will meet a new friend—Little Rabbit. He has many beautiful clthes t. But smething happened t his clthes. Let's read the stry and find ut what happened. （出示Stry time板块的小兔子图片，引出本节课的核心情境，自然过渡到新课学习）
设计意图：通过单词朗读和句型接力游戏，全面复习上一课时所学的核心词汇和句型，帮助学生巩固已有知识，唤醒认知；以“小兔子的衣物出事了”为悬念，引出故事主题，激发学生的好奇心和学习兴趣，自然衔接本节课的核心内容——故事学习和拓展词汇、句型。
探究新知：解读教材，突破重难点
学习拓展词汇
师：Lk at the picture. （出示Stry time板块的情境图片）This is Little Rabbit. He has many nice clthes. Let's learn the new clthes wrds. （出示dress单词卡片，结合图片中小兔子的连衣裙，带领学生朗读，强调发音）Dress, dress, this is a dress. It's a girl's clthes. （引导学生跟读单词，模仿穿着连衣裙的动作）
师：This is a skirt. （出示skirt单词卡片，结合图片，帮助学生区分dress和skirt）Skirt, skirt, this is a skirt. It's shrter than a dress. （引导学生观察图片，跟读单词，加深对两个单词的区分和记忆）
师：Next, this is a shirt. （出示shirt单词卡片，结合图片中的衬衫，带领学生朗读）Shirt, shirt, this is a shirt. Bys and girls can bth wear it. （引导学生跟读单词，指着图片中的衬衫确认含义）
师：These are shes. （出示shes单词卡片，提醒学生这是复数词汇）Shes, shes, these are shes. We wear them n ur feet. （结合学生自己的鞋子，引导学生跟读单词）
师：And this is a cap. （出示cap单词卡片，结合图片中的帽子，带领学生朗读）Cap, cap, this is a cap. It's cl! （引导学生结合cl一词，描述cap，巩固上一课时的词汇）
师：Nw, let's play a game—“Guess the Clthes”. I describe the clthes, yu guess what it is. Fr example: It's a girl's clthes. It's lng. What is it? （引导学生回答：Dress.）
（教师继续描述其他衣物，学生猜测，巩固拓展词汇的认读和理解）
学习拓展句型
师：Lk at Little Rabbit's dress. It's very nice. What clur is it? （出示句型“What clur is it?”，带领学生朗读，强调句型的用法：用于询问单数衣物的颜色）The answer is: It's... （出示答句，结合颜色词汇red, blue, yellw等，带领学生操练：It's red./It's blue.）
师：Lk at his shes. They are nice t. What clur are they? （出示句型“What clur are they?”，带领学生朗读，强调这是用于询问复数衣物的颜色，区分it和they的用法）The answer is: They are... （带领学生操练：They are black./They are white.）
师：Nw, let's practice. I ask, yu answer. What clur is the T-shirt? （引导学生回答：It's yellw.）What clur are the trusers? （引导学生回答：They are blue.）
师：Nw, wrk in pairs. Practice the sentences with yur partner. Ask yur partner abut the clur f his/her clthes. （学生分组操练句型，教师巡视指导，提醒学生根据衣物的单复数选择合适的句型，纠正学生的发音和表达错误）
学习Stry time板块故事
师：Nw, let's read the stry abut Little Rabbit. First, lk at the pictures carefully. Can yu guess what happens in the stry? （引导学生观察故事图片，猜测故事内容，培养学生的观察和推理能力）
师：Nw, listen t the stry. （播放课文录音，让学生认真倾听，理解故事大意）Listen again, and answer the questin: What's wrng with Little Rabbit's clthes? （播放第二遍录音，让学生带着问题倾听，听完后举手回答）
生：His dress is dirty. His shes are wet.
师：Yu are right! Nw, let's read the stry tgether. （带领学生逐段朗读故事，结合图片讲解故事中的难点句子，如“My dress is dirty.”“Dn't wrry. I can help yu.”“Thank yu very much.”，帮助学生理解句子含义和故事脉络）
师：Let's analyze the stry. （引导学生梳理故事脉络）First, Little Rabbit is wearing a new dress and new shes. He is very happy. Then, he plays in the mud. His dress is dirty and his shes are wet. He is sad. Next, his friends help him clean his clthes. At last, his clthes are clean again. He is happy.
师：Hw des Little Rabbit feel at first? And hw des he feel when his clthes are dirty? Hw des he feel in the end? （引导学生思考小兔子的心理变化，回答：He is happy at first. He is sad when his clthes are dirty. He is happy in the end.）
师：Why des he feel happy in the end? （引导学生回答：Because his friends help him clean his clthes.）
师：Yes! This stry tells us: We shuld take care f ur clthes and keep them clean. We shuld als help ur friends when they are in truble. Nw, let's listen t the stry again and fllw it. （播放录音，带领学生跟读故事，模仿人物的语气和动作，体会小兔子的心理变化）
设计意图：结合故事情境，循序渐进地学习拓展词汇和句型，通过游戏和操练，帮助学生巩固词汇和句型的运用；通过听录音、读故事、梳理故事脉络、分析人物心理变化等活动，帮助学生理解故事大意和内涵，体会故事所蕴含的道理；注重师生互动和生生互动，让学生在语境中感知和运用语言，突破本节课的重难点，提升学生的阅读理解能力和语言表达能力。
巩固练习：情境应用，强化提升
句型操练：What clur is it/are they? It' are...
师：Nw, let's play a game—“Clur and Say”. （给学生发放简单的衣物简笔画和彩笔）First, clur yur clthes. Then, wrk in pairs. Ask and answer abut the clur f yur clthes. Fr example: （教师示范）
Student A: What clur is yur T-shirt? Student B: It's red. What clur are yur trusers? Student A: They are black.
（学生分组游戏，教师巡视指导，鼓励学生大胆表达，注意句型的正确运用，同时培养学生的动手能力和审美能力）
故事复述：Retell the stry
师：Nw, let's retell the stry. I will shw yu the key wrds and pictures, and yu retell the stry with yur wn wrds. （出示故事的关键单词、短语和图片，如Little Rabbit, dress, shes, dirty, wet, friends, help, clean，引导学生分组复述故事）
师：Wh wants t retell the stry alne? （邀请学生单独复述故事，教师给予肯定和鼓励，及时纠正学生的语言错误，引导学生梳理故事脉络，准确运用所学词汇和句型）
故事表演：Act ut the stry
师：Nw, let's act ut the stry. Let's divide int grups. Each grup has 4-5 students: Little Rabbit, Rabbit's friends (2-3), and a narratr. （给学生分组，分配角色）Yu can use the wrds and sentences in the stry, and add yur wn actins and expressins. （学生分组排练，教师巡视指导，帮助学生设计动作和语气，引导学生模仿人物的心理变化，让表演更生动）
师：Which grup wants t shw yur perfrmance? （邀请小组上台表演，其他学生认真观看，表演结束后给予掌声鼓励，教师进行简单点评，肯定优点，提出改进建议）
小组讨论：Hw t take care f ur clthes?
师：Frm the stry, we knw we shuld take care f ur clthes. What can we d t keep ur clthes clean and tidy? Wrk in grups. Discuss this questin and share yur ideas. Yu can use simple English r Chinese t help yu. （学生分组讨论，教师巡视指导，鼓励学生大胆分享自己的想法，如“Wash clthes regularly.”“Dn't play in the mud.”等）
师：Wh wants t share yur grup's ideas? （邀请小组代表发言，教师给予肯定和鼓励，引导学生养成爱护衣物的良好习惯）
设计意图：通过句型操练、故事复述、故事表演、小组讨论等多种形式的练习，让学生在实践中巩固拓展词汇和句型的运用；结合故事内容和学生的生活实际，让学生进一步理解“爱护衣物、乐于助人”的道理，培养学生的良好习惯；通过小组合作活动，提升学生的合作能力、表达能力和表演能力，让学生在轻松愉快的氛围中提升语言运用能力。
课堂小结：梳理知识，升华情感
师：Bys and girls, tday we learned a lt. Let's review what we learned tday. We learned sme new wrds: dress, skirt, shirt, shes, cap. We als learned new sentences: What clur is it? It's...; What clur are they? They are...
师：We read a stry abut Little Rabbit. He had a new dress and new shes, but they became dirty and wet. His friends helped him clean them, and he was happy again. This stry tells us: We shuld take gd care f ur clthes and keep them clean and tidy. When ur friends are in truble, we shuld help them actively. Helping thers makes us happy.
师：Tday, yu all perfrmed very well in the stry retelling and acting. Yu were brave t speak English and wrk with yur partners. After class, please retell the stry t yur family, and practice the new sentences with yur friends. Als, remember t take care f yur wn clthes. See yu tmrrw!
设计意图：梳理本节课所学的知识要点，帮助学生巩固记忆，构建完整的知识体系；结合小兔子的故事，进一步升华情感，让学生理解“爱护衣物、乐于助人”的道理，培养学生的良好品德和习惯；布置课后作业，延伸课堂学习，强化语言运用，让学生在生活中运用所学英语，提升学习兴趣和语言能力。