蘇教版六上Unit1教案.doc

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六年級上冊 第一單元 第1課時 教案 Teaching contents 教學(xué)內(nèi)容 Story time Teaching aims and learning objectives 教學(xué)目標(biāo) 1. 能聽懂、會讀、會說long long ago, magic, clever, foolish, through, laugh, wear。 2. 能聽懂、會讀、會說故事用語Long long ago, there was a king. The king was happy. He liked new clothes. Two men visited the king.等。 3. 能正確地理解并朗讀故事內(nèi)容，在板書與圖片的幫助下嘗試復(fù)述故事內(nèi)容。 4. 能初步表演故事。 5. 能初步了解一般過去時態(tài)。 Focus of the lesson and predicted area of difficulty 教學(xué)重點和難點 教學(xué)重點：能正確地理解并朗讀故事內(nèi)容，并初步表演故事。 教學(xué)難點：能初步了解一般過去時態(tài)，能在板書與圖片的幫助下嘗試復(fù)述故事。 Teaching procedures 教學(xué)過程 Step 1 Free talk & Warm up T: Hello. I like going shopping. What do you like? S: I like … (問幾輪，了解學(xué)生的愛好) T: I like going shopping. What do I often buy? Can you guess? S: You often buy clothes. T: Bingo! I like buying clothes. (關(guān)注學(xué)生clothes的讀音是否正確) What clothes do you know? (學(xué)生集體討論有關(guān)衣服的名詞) T: You know a lot about clothes. I like wearing new clothes. wear、wearing、I like wearing new clothes. T: Who likes wearing new clothes? S: I like wearing new clothes. (一個接一個地回答) 【設(shè)計意圖：在輕松的對話中引出有關(guān)new clothes的話題。】 Step 2 Presentation 1. The name of the story. T: Who likes wearing new clothes? (播放一個男聲) I like wearing new clothes. (呈現(xiàn)國王圖片) T: Who’s he? S: He’s a king. T: Yes! There is a king. The king likes new clothes. Do you know the story? What’s the name of the story? (給出三個選項，學(xué)生選擇) Unit 1 The king’s new clothes T: It’s an old story from Andersen. Do you know Andersen? (出示安徒生照片) 【設(shè)計意圖：在輕松的對話中引出有關(guān)new clothes的話題，介紹童話的作者安徒生?！? 2. Story time (1) T: There is a king. He likes new clothes. (出示句子) But the story happened long long ago. So we say: Long long ago, there was a king. He liked new clothes. (在原句基礎(chǔ)上改動詞的一般過去式，變成過去時的句子) 帶讀was、liked (學(xué)生一個接一個讀上面句子) 【設(shè)計意圖：使學(xué)生將中文知識與英語知識進行鏈接、貫通。通過了解句子的含義讓學(xué)生初步感知動詞的一般過去式?！? (2) T: Do you know this story? T: Let’s look at the pictures. (出示四幅圖) What characters do you know? The two men T: Are they tailors? No. They’re cheaters. The people and the boy T: You know the story. Now can you discuss in groups and help me match the sentences and the pictures? (出示圖和句子，學(xué)生試著配對) (核對答案，教授could, through, point at, laugh) (完成Group work，核對答案，教授所填動詞過去式的讀音) (按照詞尾ed讀音規(guī)律將單詞分類，學(xué)生輪流或者分組跟讀) (播放卡通) T: Boys and girls, let’s read the sentences and act! (學(xué)生讀句子并表演，通過TPR結(jié)合圖片的方式來記憶) T: Can you practise in groups? You can choose any ways you like to read. (學(xué)生分組練習(xí)，并在班級表演) (完成練習(xí)Read and write，核對答案) 【設(shè)計意圖：由于本文是孩子熟悉的童話故事，因此在處理文本方面老師先幫學(xué)生理清故事的梗概，學(xué)習(xí)敘述部分。然后結(jié)合書后Read and write的習(xí)題，讓學(xué)生在小組內(nèi)看圖填詞，進一步感知動詞的變化，并通過TPR的形式復(fù)述、記憶故事內(nèi)容，為最后的表演打好基礎(chǔ)。】 (3) T: What did the boy say? Ha! Ha! The king isn’t wearing any clothes! (模仿讀句子) T: But the king thought he was wearing clothes. What kind of clothes? S: Magic clothes. T: What’s the magic? Clever people can see them. Foolish people can’t see them. (板書clever and foolish) T: Do you believe that? Did the king believe that? Did the people believe that? What would the people say? S: What beautiful clothes! T: Why did they think the clothes were beautiful? S: They wanted to show they were clever. T: So no one told the truth. Now boys and girls, what do you think of the king, the cheaters, the people and the boy? Foolish, clever, honest, or dishonest? S: The king was foolish. The cheaters were dishonest. The people were dishonest. The boy is honest. T: From this story, we know: Be honest rather than clever. (讀句子，提示學(xué)生要帶著人物的特點去朗讀，朗讀出相應(yīng)的語氣) (一起朗讀課文，完成課本第8頁True or false，并說明錯誤原因) 【設(shè)計意圖：讓學(xué)生根據(jù)已有知識判斷故事中人物的特點，通過對細(xì)節(jié)的提問豐富人物形象，發(fā)揮想象補充部分臺詞，總結(jié)出honest與dishonest兩個單詞，并讓學(xué)生朗讀人物臺詞進行配對，指導(dǎo)學(xué)生帶著人物形象特征朗讀臺詞，為生動的表演做好準(zhǔn)備。】 Step 3 Consolidation and practice T: Now let’s look at the blackboard. Can you try to retell the story? (學(xué)生根據(jù)板書復(fù)述故事，并配上人物的臺詞) T: The king is foolish. Can you imagine what he could say? Let’s work in groups and try to act the dialogue. You can add what the king says in the story. Pay attention to the actions. (學(xué)生分組，表演故事) 【設(shè)計意圖：引導(dǎo)學(xué)生通過想象給國王續(xù)加臺詞，使故事更為豐滿；通過表演內(nèi)化語言，在玩的樂趣中提升學(xué)習(xí)質(zhì)量；最后升華主題，揭示故事的寓意?！? Homework 家庭作業(yè) 1. 跟錄音朗讀Story time，試著背誦或表演。 2. 抄寫新詞匯與句子。 3. 根據(jù)關(guān)鍵詞嘗試復(fù)述課文，并寫下來。 4. 預(yù)習(xí)Grammar time。 Teaching aids 教學(xué)準(zhǔn)備（含板書設(shè)計） 教學(xué)準(zhǔn)備：PPT、作業(yè)紙（復(fù)述課文部分） 板書設(shè)計： Unit 1 The king’s new clothes Long long ago, there was a king. He liked new clothes. The two men (Pic): visited The king (Pic): happy The two men (Pic): showed magic clothes: clever/foolish people The king (Pic): walked through The people (Pic): looked at, shouted The boy (Pic): pointed at, laughed 說課 本課是一篇童話故事，六年級學(xué)生對這個童話故事較為熟悉，因此本課注重通過已有母語知識基礎(chǔ)與新語言進行鏈接、貫通，以舊引新，在表演中鞏固語言。 在導(dǎo)入環(huán)節(jié)，通過教師與學(xué)生的談?wù)撓膊幌矚g購物引出喜歡穿新衣服的話題，從而自然銜接到“有個國王喜歡穿新衣”，引出故事題目《皇帝的新裝》。 在新授環(huán)節(jié)，由于本課出現(xiàn)了動詞的一般過去時態(tài)，而Story time著重讓學(xué)生理解故事，所以本課并沒有花時間講解一般過去時態(tài)，只是通過Long long ago …引出動詞的變化。學(xué)生對這個故事是熟悉的，因此呈現(xiàn)對應(yīng)書上四幅圖的四段話，讓學(xué)生在小組內(nèi)讀一讀、想一想，將這些動詞與句子配對，教師通過核對與朗讀來教授這些動詞的過去式，學(xué)生只要看得懂、會讀、會說就可以了。然后通過TPR與圖文結(jié)合的形式引導(dǎo)學(xué)生記憶這些句子，讓學(xué)生演一演、動一動、說一說，充分體現(xiàn)多元智能的教授方式，讓每個學(xué)生都能積極參與。 當(dāng)學(xué)生對整個故事的環(huán)節(jié)清楚后，進入到學(xué)習(xí)人物臺詞的環(huán)節(jié)。通過對細(xì)節(jié)的問答引導(dǎo)學(xué)生了解人物特點，引出foolish, clever, honest, dishonest，讓學(xué)生進行配對，對故事寓意的揭示升華中心思想，讓學(xué)生體會誠實的重要性。模仿語音語調(diào)的變化體會故事人物不同形象特征為表演奠定扎實基礎(chǔ)。在最后表演前再次復(fù)述故事，鞏固語言。為了使整個表演更具表現(xiàn)力與完整性，讓學(xué)生發(fā)揮想象嘗試編寫國王的臺詞，發(fā)揮學(xué)生的綜合語言運用能力。 特別分享： l 利用學(xué)生已有母語知識基礎(chǔ)與新語言進行鏈接、貫通 l 利用多元手段呈現(xiàn)各類資源與活動幫助學(xué)生講故事 l 關(guān)注故事的理解和表演，指導(dǎo)學(xué)生根據(jù)人物性格體現(xiàn)語音語調(diào) 六年級上冊 第一單元 第3課時 教案 Teaching contents 教學(xué)內(nèi)容 Fun time & Checkout time Teaching aims and learning objectives 教學(xué)目標(biāo) 1. 能聽懂、會讀、會說child, turn into, in front of, by the house, shout at, be nice to, look after。 2. 能聽懂、會讀、會說日常用語Do they fit?、They fit well。 3. 能正確使用語言與他人合作表演故事。 4. 鞏固規(guī)則動詞的過去式。 Focus of the lesson and predicted area of difficulty 教學(xué)重點和難點 教學(xué)重點：能正確使用語言與他人合作表演故事。 教學(xué)難點：對話表演中學(xué)生對語音語調(diào)與肢體語言的正確把握。 Teaching procedures 教學(xué)過程 Step 1 Warm up & Review (課前欣賞The tale of Mr Morton) T: What did Mr Morton do? (學(xué)生回答) T: Mr Morton did so many things and he had a happy ending. Can you tell me some happy things happened in your life? For example: I … at ten. (學(xué)生說出各種快樂的事，老師板書關(guān)鍵動詞) T: Just now you shared your happiness and a lot of verbs. Do you still remember what they are? S: 動詞過去式：規(guī)則動詞 & 不規(guī)則動詞 T: What are the rules of these verbs? S: 規(guī)則動詞的加ed規(guī)則：直接+ed、直接+d、去y變i+ed、雙寫尾字母+ed T: How to read these words? Do they have any rules? S: 濁輔音后面發(fā)/d/，清輔音后面發(fā)/t/，以/t/，/d/結(jié)尾的單詞后面發(fā)/id/ 【設(shè)計意圖：鼓勵學(xué)生運用過去時態(tài)來分享自己的快樂事情，教師將學(xué)生提到的動詞寫在黑板上，然后對動詞的過去式進行總結(jié)歸納?！? Step 2 Presentation 1. Checkout time: Read and write T: Mr Morton had a happy ending. What about this story? Look! Can you say something about the picture? Long long ago … (呈現(xiàn)圖片，學(xué)生試著描述) S: Long long ago, there was a lion. He lived in the forest. There were some flowers in front of the lion’s house. T: What happened then? There are four pictures. Can you discuss in groups and put them in correct order? (學(xué)生將圖片排序) T: What happened to the lion at last? S: He turned into a prince. (教授turn into) T: Who do you know turned into a prince too? S: The frog turned into a prince. The swans turned into the princes. (《青蛙王子》與《野天鵝》的故事) T: What’s the name of this story? S: Beauty and Beast. (《美女與野獸》) T: Let’s finish the story. (讓學(xué)生完成課本第14頁的故事，讀一讀并核對答案) (Answers: by the house, shout at somebody, child, be nice to somebody, look after) (大家一起讀故事) T: Can you make lines for the characters? (學(xué)生分組討論，編臺詞并表演故事) 【設(shè)計意圖：補充兩個童話故事，豐富學(xué)生的課外閱讀知識。再與經(jīng)典故事《美女與野獸》掛鉤，激發(fā)學(xué)生通過母語經(jīng)驗學(xué)習(xí)英語的能力。學(xué)生通過完成書上第14頁的習(xí)題了解整個故事情節(jié)，通過編寫人物臺詞的方式，使故事更具動感，豐富故事情節(jié)與表現(xiàn)力，拓展學(xué)生語言運用能力?！? 2. Fun time T: Did the beauty and the lion have a happy ending? S: Yes. T: And what about the king? S: No. T: Today we’ll have a stage to perform this story. All of you are the actors and the actresses. And we’ll have two big awards: Best Actors and Best Screenplay. Hope you can get the awards. Before we act, let’s share some ideas. (呈現(xiàn)四幅圖片) T: What are they saying? (學(xué)生想象中) (引導(dǎo)學(xué)生加上動作、注意語音語調(diào)和語氣) (參考答案：Who can make … for me? Clever/Foolish people … Please try on … Do they fit? They fit well.) T: How to act? We should pay attention to something. T: Please prepare quickly. Win the awards: Best Actors and Best Screenplay! (學(xué)生準(zhǔn)備表演，然后參與表演并欣賞表演) (補充How to watch a play?明確觀賞要求) (給各組打分，選出獲獎?wù)? 【設(shè)計意圖：由于本課的高潮是Fun time的表演，所以特意將Fun time放在Checkout time的后面，讓學(xué)生的情緒能夠越來越高漲。在處理這個板塊時采用了表演獎勵的形式，先設(shè)置兩個獎項——“最佳演員獎”和“最佳編劇獎”，然后全班一起來商量、學(xué)習(xí)各個人物的臺詞，講解適合劇中人物性格的語音語調(diào)和肢體動作，明確表演的四大要求，最后讓學(xué)生自行準(zhǔn)備。表演前出示觀賞要求，引導(dǎo)學(xué)生做一個文明的觀賞者，觀演后給他們打分，并評出“最佳演員獎”與“最佳編劇獎”的獲得者，讓學(xué)生體驗成功的喜悅?！? Homework 家庭作業(yè) 1. 試著寫出《美女與野獸》的英文劇本。 2. 預(yù)習(xí)Sound time和Culture time。 3. 自學(xué)經(jīng)典故事《丑小鴨》或《龜兔賽跑》。 Teaching aids 教學(xué)準(zhǔn)備（含板書設(shè)計） 教學(xué)準(zhǔn)備：PPT、《皇帝的新裝》表演道具、“最佳演員獎”和“最佳編劇獎”獎狀 板書設(shè)計： Unit 1 The king’s new clothes How to act? How to watch? ① Recite the lines. ① Listen and watch carefully. Happy things ② Tones and language expressions. ② Don’t talk. ③ Face to class. ③ Clap your hands. ④ Speak loudly. ④ Respect the actors and actresses. 說課 本課的學(xué)習(xí)內(nèi)容是Checkout time的Read and write部分和Fun time，兩個部分都是童話故事，由于《皇帝的新裝》課文學(xué)生比較熟悉了，因此本課先教授Checkout time環(huán)節(jié)，讓學(xué)生能有新鮮感。 課前欣賞影片The tale of Mr Morton，在歌曲與視頻中了解Mr Morton的幸福故事，由此引出學(xué)生分享自己的幸福點滴，給學(xué)生補充更多的時間狀語短語。然后教師將學(xué)生表達(dá)中所提及的動詞寫在黑板上（附板書），并總結(jié)學(xué)過的動詞一般過去式的結(jié)構(gòu)規(guī)則與讀音，再順利引出Checkout time部分。 在Checkout time的學(xué)習(xí)過程中，讓學(xué)生通過談?wù)摰谝环鶊D，引出童話故事的一般模式：Long long ago …。并讓學(xué)生圍繞圖片展開敘述，為故事開好頭。學(xué)生通過觀察剩下四幅圖給圖片排序，初步了解故事大意，引出turn into這個短語，并由此讓學(xué)生說出更多的故事中某人變成了什么的例子，教師補充《青蛙王子》與《野天鵝》兩個童話故事的名稱，將母語知識與英語知識連接到一起產(chǎn)生共鳴。學(xué)生在完成書上習(xí)題后進行朗讀并試著為人物添加臺詞并進行表演，為之后的Fun time做好表演的鋪墊。 Fun time是讓學(xué)生圍繞《皇帝的新裝》表演舞臺劇，課堂中設(shè)立“最佳演員獎”和“最佳編劇獎”兩個獎項，激發(fā)學(xué)生的表演熱情。整個劇目沒有旁白只有臺詞，非常考驗學(xué)生的語言運用與表現(xiàn)力，因此教師為學(xué)生要做好鋪墊，提供學(xué)生語言支撐，明確表演要求。學(xué)生通過集體思考來豐富人物臺詞，然后配上合適的動作與語音語調(diào)，為那些基礎(chǔ)不是很好的同學(xué)提供幫助。本課另一個亮點就是提出了“觀賞要求”，學(xué)生明白表演細(xì)則后還要懂得如何文明地欣賞表演，這是培養(yǎng)公民基本素養(yǎng)的訓(xùn)練。 特別分享： l 將學(xué)生母語知識與英語知識融合貫通，通過想象與合作產(chǎn)生新的語言 l 明確表演的評價標(biāo)準(zhǔn)，讓學(xué)生了解表演的幾大重要指標(biāo) l 培養(yǎng)學(xué)生的公民素養(yǎng) 六年級上冊 第一單元 第4課時 教案 Teaching contents 教學(xué)內(nèi)容 Sound time, Culture time, Checkout time & Ticking time Teaching aims and learning objectives 教學(xué)目標(biāo) 1. 能聽懂、會讀、會說at half past four, cowboy, Scottish, kilt。 2. 能聽懂、會說并準(zhǔn)確讀音單詞中的字母組合ar。 3. 能了解美國人、蘇格蘭人等不同國家人們的傳統(tǒng)服飾。 4. 能運用一般過去時態(tài)編述故事。 Focus of the lesson and predicted area of difficulty 教學(xué)重點和難點 教學(xué)重點：能運用一般過去時態(tài)編述故事。 教學(xué)難點：能正確運用動詞的一般過去式。 Teaching procedures 教學(xué)過程 Step 1 Free talk & Review T: What did you do yesterday? What did you do last weekend? What did you do this summer holiday? (學(xué)生們回答) T: We have learned The king’s new clothes. What do you think of the king? S: He’s foolish/not honest/ … T: What do you think of the two men? S: They’re bad/cheaters./They want money … T: What about the people? S: They want to be clever./They are not honest … T: What about the boy? S: He tells the truth./He’s honest./ … T: Can you understand the story now? S: Yes! (Ticking time第一條) T: The king liked wearing new clothes. Do you like wearing new clothes? S: Yes/No. T: What clothes do you like wearing? S: I like wearing … (Game time: 學(xué)生們一起玩游戲） T: Say the clothes when you see the picture. Clap your hands once when you see the king. 【設(shè)計意圖：通過師生問答復(fù)習(xí)過去時態(tài)。由學(xué)生喜歡穿什么類型的衣服引出衣物類名詞，在游戲中復(fù)習(xí)那些服裝的名稱，并定格在kilt上，自然過渡到Culture time的學(xué)習(xí)中?！? Step 2 Presentation 1. Culture time (畫面定格在kilt) T: What’s this? S: It’s a skirt. T: A skirt is for a girl. But this is for a boy. (出示蘇格蘭人) T: We call it “kilt”. (學(xué)生學(xué)習(xí)單詞kilt) T: Who’s wearing a kilt? A Scottish man is wearing a kilt. T: Is this man wearing a kilt too? (出示美國牛仔) S: No. T: Who is it? An American cowboy T: What’s he wearing? S: He’s wearing jeans. T: Different people in different places wear different clothes. Can you match the pictures now? (出示國家圖片和衣服圖片，學(xué)生配對) A Japanese girl is wearing the kimono. A Korean girl is wearing the hanbok. A Hawaiian girl is wearing the hula skirt. 【設(shè)計意圖：在輕松的對話中引出有關(guān)new clothes的話題。】 2. Sound time T: In different situations we wear different clothes. Look! Mike is going somewhere. What’s he saying? Let’s listen. (播放Sound time) T: Where’s he going? S: He’s going to Mark’s party. T: When and where is the party? S: At half past four. In the park. T: What clothes can he wear? S: He can wear … (補充suit) (出示Sound time句子) T: What sound can you always hear? S: /a:/. T: What letters are pronounced /a:/? S: ar & a. (學(xué)生從句子中找出含/a:/ 的單詞：card, Mark, party, park, afternoon, past, half) (大家聽錄音跟讀句子) T: Can you say more words? S: AR: arm, hard, car, bark, farm, yard. S: A: dance, ask, after, fast, father, basket. T: Can you make a sentence with the words as many as possible? (學(xué)生用上面的單詞造句) T: Now do you know the sound of “ar”? (Ticking time第三條) 【設(shè)計意圖：創(chuàng)設(shè)一個Mike要去某個場合的情境，讓學(xué)生從剛剛的衣物類知識過渡到Sound time的文本。學(xué)生通過給Mike出主意學(xué)習(xí)有關(guān)“參加派對應(yīng)該穿什么衣服”的知識。然后通過對/a:/讀音的總結(jié)，歸納出ar與a的讀音，學(xué)生相互補充并用盡可能多的含有ar的單詞造句，體現(xiàn)“詞不離句”的原則。】 3. Checkout time: Circle and say T: Thank you for your help. Now Mike is wearing a T-shirt to the party. Who else can you see at the party? S: Liu Tao, Su Hai and Helen. T: And they’re telling stories. Can you help them circle the correct words? (學(xué)生完成課本第15頁的練習(xí)，并檢查答案) (學(xué)生總結(jié)規(guī)則：was相當(dāng)于is，用在單數(shù)上；were相當(dāng)于are，用在復(fù)數(shù)上) T: What kind of stories will they say? Can you work in groups and pick one to complete? Pay attention to the tense! (學(xué)生選擇其中一個續(xù)編故事) (大家分享故事) T: If you can add something like …, your story will be better./Use some nice words to make your story better. (聽完故事后教師給出修改意見，為后面的環(huán)節(jié)做好鋪墊) T: Let’s think about the name of this story. Do you have any ideas? (學(xué)生說出故事名字) T: Can you retell the rules of using the simple past tense? (學(xué)生講述規(guī)則) (Ticking time第二條) 【設(shè)計意圖：由剛剛Mike參加派對引到派對上看到孩子們都在講故事這個情境，請同學(xué)們幫忙把這些故事的開頭補完整，然后小組合作，選擇其中一個人的故事續(xù)編并進行交流。在交流過程中，教師及時對學(xué)生的故事做出評價，并提出修改建議，主要目的是讓學(xué)生能圍繞情節(jié)補全細(xì)節(jié)，用更多學(xué)過的語言去充實故事。最后請其他同學(xué)一起幫忙給故事起個名字。】 Step 3 Consolidation and practice T: When you’re thinking about the story, you can use the mind map to put your thoughts in order. You can write some keywords or draw some pictures. Then you can add some adjectives or adverbs to make the sentences longer. (學(xué)生制作思維導(dǎo)圖，進行故事想象，學(xué)生交流各自的思維導(dǎo)圖和故事，其余人給予一些建議) 【設(shè)計意圖：介紹給學(xué)生思維導(dǎo)圖的作用與制作過程，引導(dǎo)學(xué)生用思維導(dǎo)圖的形式來編寫自己的故事。最后學(xué)生展示自己的思維導(dǎo)圖并敘述故事，其他同學(xué)提出意見。】 Homework 家庭作業(yè) 1. 根據(jù)你的思維導(dǎo)圖寫出你的故事。 2. 跟錄音朗讀Sound time和Rhyme time。 3. 預(yù)習(xí)Cartoon time。 4. 自學(xué)經(jīng)典故事《丑小鴨》或《龜兔賽跑》。 Teaching aids 教學(xué)準(zhǔn)備（含板書設(shè)計） 教學(xué)準(zhǔn)備：PPT、白紙 板書設(shè)計： Unit 1 The king’s new clothes How to make a story? … 情節(jié)2 情節(jié)1 Long long ago … 結(jié)局 說課 本節(jié)課的教學(xué)內(nèi)容有四個板塊，其中Ticking time內(nèi)容與各板塊都有聯(lián)系，可以穿插在教學(xué)過程中，而Sound time、Culture time和Checkout time的形式和內(nèi)容比較獨立，因此在教學(xué)過程中要加強板塊間的過渡。本課中教師以一個關(guān)于衣服的游戲過渡到Culture time關(guān)于英美兩國傳統(tǒng)男士服裝的比較，所以教師自然拓展了一些女式服裝，介紹日韓的服裝是由于學(xué)生們也比較熟悉，主要目的在于增加趣味性，沒有增加太大難度。接下來，教師提出不同場合有不同的著裝要求，而Mike要去參加派對，由此過渡到Sound time的派對場合。Sound time主要讓學(xué)生通過讀和聽感悟字母組合的發(fā)音，在了解發(fā)音規(guī)律后，找出更多含該字母組合的單詞并造句，在使用中加深對發(fā)音規(guī)律的記憶。最后教師由派對場景聯(lián)系起Checkout time的四個小朋友，完成過渡。 六年級上冊 第一單元 第5課時 教案 Teaching contents 教學(xué)內(nèi)容 Cartoon time Teaching aims and learning objectives 教學(xué)目標(biāo) 1. 能聽懂、會讀、會說each, sentence, quick, next, turn, have to, think, hard。 2. 能根據(jù)上下文與圖片猜測新單詞含義。 3. 能正確地理解并朗讀卡通故事。 4. 能表演故事并續(xù)編故事。 Focus of the lesson and predicted area of difficulty 教學(xué)重點和難點 教學(xué)重點：能正確地理解并朗讀故事內(nèi)容，并能表演故事。 教學(xué)難點：能正確運用過去時態(tài)續(xù)編故事。 Teaching procedures 教學(xué)過程 Step 1 Free talk & Warm-up T: Hello, boys and girls. Do you like reading? I like reading stories or fairy tales. What fairy tales do you know? S: The king’s new clothes, Beauty and Beast, The Ugly Duckling, The hare and the tortoise, … T: Can you tell a story and let us guess what story you’re talking about. S1: (Tell a story) Ss: (讓學(xué)生講故事，其余人猜故事名) 【設(shè)計意圖：本單元聚集了很多童話故事，《丑小鴨》和《龜兔賽跑》是補充閱讀的部分，在這里讓學(xué)生說一說、練一練，鞏固一般過去時態(tài)，并檢查自學(xué)閱讀情況?！? Step 2 Presentation 1. T: Look! Who are in the picture? (呈現(xiàn)第一幅圖) S: Miss Fox, Bobby, Sam, Billy and Willy. T: Where are they? S: They’re in class. T: They’re playing a game. What are they playing? Let’s listen. (聽錄音回答) They are telling a story. (教師帶讀telling a story，練習(xí)telling的讀音） 【設(shè)計意圖：通過觀察第一幅圖了解故事基本要素：人物、地點；通過聽力了解另一項故事基本要素：發(fā)生的事情?！? 2. T: How to play this game? (出示第二到第五幅圖) T: Read the dialogue and look at the pictures. Then find out the sentence about how to play this game. (學(xué)生快速閱讀，找出如何玩這個游戲的句子) (Each student says one sentence) T: Can you guess the meaning of this sentence? (教師帶讀：each每個，sentence句子) T: Who’s the first? S: Miss Fox. T: We can say “Miss Fox starts.” (學(xué)生跟讀) T: Then whose turn is it? S: It’s Sam’s turn. T: He says the next sentence. (教授the next sentence) S: Then it’s Billy’s turn. He says the next sentence. Finally, it’s Bobby’s turn. He says the next sentence. T: Bobby says the last sentence. Look! Why can we see “…” here? S: He’s thinking. T: He’s thinking hard. Do you think hard when you do your homework? Do you work hard at school? Thinking hard makes you clever and working hard makes you a good student. 【設(shè)計意圖：通過圖文結(jié)合進行閱讀解決語篇中的難點“Each student says one sentence.”“It’s XXX’s turn.”和“the next sentence”。】 3. T: Bobby tells a story. What’s the story about? Let’s watch the cartoon. (播放卡通) T: What’s the story? S: Long long ago, there was a mountain. There was a house on the mountain. An old man and a little boy lived in the house. The old man told the boy a story. Long long ago, there was … a mountain. T: Is it the end of the story? S: No. T: They have to start the story again. (教授：have to不得不，必須) T: Can you use “have to” to complete the sentences? T: They have to tell the story from Miss Fox to Bobby again! 【設(shè)計意圖：通過看卡通，了解這些人物說了一個什么故事。由于這個故事與學(xué)生聽過的“從前有座山，山上有座廟”的故事異曲同工，所以完全可以看完一遍卡通后憑借母語經(jīng)驗試著復(fù)述出來，然后引出“They have to start the story again.”?！? 4. T: Let’s follow the record. Read and imitate. Pay attention to the tones. (一句一句播放錄音，學(xué)生跟讀，教授quick的意思) T: Can you act the story? Be a dubber or be an actor? You can choose one. (準(zhǔn)備表演) 【設(shè)計意圖：在朗讀中學(xué)習(xí)quick的含義，讓學(xué)生猜一猜、說一說，然后學(xué)生進行表演準(zhǔn)備。在表演時難度層層遞增，由配音到上臺表演，滿足各個層次學(xué)生的表演需要?！? Step 3 Consolidation and practice T: The story does not end. It starts again. Now it’s Miss Fox’s turn again. What will she say? What will other people say? Can you imagine? (先設(shè)想每個角色說什么，然后進行表演準(zhǔn)備工作，最后開始表演和觀演) 【設(shè)計意圖：學(xué)生想象那些卡通人物這回會發(fā)生一個什么樣的故事呢？通過課堂中的集思廣益，給學(xué)生一些思路，然后小組合作討論，重新編一個新故事，發(fā)揮學(xué)生的主觀能動性與創(chuàng)造力?！? Homework 家庭作業(yè) 1. 跟錄音朗讀Cartoon time，并背誦。 2. 抄寫新詞匯與句子。 3. 復(fù)習(xí)Unit 1。 Teaching aids 教學(xué)準(zhǔn)備（含板書設(shè)計） 教學(xué)準(zhǔn)備：PPT 板書設(shè)計： Unit 1 The king’s new clothes Telling a story: Each student says one sentence. Miss Fox Long long ago, there was … Sam There was … on the … Willy An … and a … lived in … Billy … told … Bobby … 說課 本課是本單元的最后一個課時，學(xué)生對一般過去時態(tài)已經(jīng)比較熟悉了，大部分學(xué)生應(yīng)該能夠運用一般過去時態(tài)來描述過去發(fā)生的事情，而且在前幾個課時，學(xué)生學(xué)習(xí)了《皇帝的新裝》和《美女與野獸》，也布置了請學(xué)生自讀經(jīng)典故事的作業(yè)，所以本課一開始在Free talk中就請學(xué)生發(fā)揮想象來說說自己知道的故事，讓其他學(xué)生猜猜這是什么故事。有趣的開場讓學(xué)生不但運用語言描述了故事，更激發(fā)了學(xué)生的一種人文情感。 對于Cartoon time的處理是分成了兩條線，一條是Sam他們?nèi)绾沃v故事的，把流程弄清楚；一條就是故事的內(nèi)容。在分析文本時，通過看圖與聽句子，找出關(guān)鍵句Each student says one sentence.，然后看圖分析誰先說誰后說，其中的turn是如何的？在處理那個故事時，讓學(xué)生看卡通，結(jié)合母語經(jīng)驗來復(fù)述，解決句子中個別新詞匯。在跟讀后讓學(xué)生演一演、練一練，由配音到表演，層層遞進，給學(xué)生根據(jù)自己實際掌握情況來進行反饋的機會。 最后，學(xué)生進行想象，重新創(chuàng)編故事，先集思廣益，然后分組討論，最后進行表演欣賞，讓學(xué)生的想象與語言都能得到展現(xiàn)與認(rèn)可，讓他們體驗成功的喜悅。 特別分享： l 留給學(xué)生更多表演的空間與機會 l 提供學(xué)生多種表演的形式，難度分層，讓所有學(xué)生參與到語言運用中來 l 在分配比較難的任務(wù)時，給學(xué)生一些集體思考的機會以便他們拓寬思路，然后再放手