六年級(jí)上冊(cè)英語(yǔ)教案－ Unit1 The king's new clothes Sound time｜譯林版（三起）

《六年級(jí)上冊(cè)英語(yǔ)教案－ Unit1 The king's new clothes Sound time｜譯林版（三起）》由會(huì)員分享，可在線閱讀，更多相關(guān)《六年級(jí)上冊(cè)英語(yǔ)教案－ Unit1 The king's new clothes Sound time｜譯林版（三起）（5頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、課 題 Unit1 The king’s new clothes 課 時(shí) Period 1 ( Fun time) 教學(xué) 目標(biāo) 1. 語(yǔ)言知識(shí)目標(biāo) (1) 能聽(tīng)懂、會(huì)說(shuō)、會(huì)拼讀單詞：magic, clever, foolish, long long ago, 拓展last, a moment ago (2) 能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀、會(huì)寫：Long long ago, there was …There were … (3) 初步了解一般過(guò)去時(shí)以及be動(dòng)詞的過(guò)去式：was, were 2. 語(yǔ)言技能目標(biāo) (1) 能聽(tīng)懂、會(huì)說(shuō)、會(huì)拼讀單詞：magic, clever, foo

2、lish, long long ago (2) 能聽(tīng)懂并正確使用日常交際用語(yǔ)。 (3) 能流利地朗讀課文，并能根據(jù)課文內(nèi)容分角色表演對(duì)話。 3. 情感目標(biāo) （1）通過(guò)趣味閱讀，增強(qiáng)學(xué)習(xí)的興趣。 （2）學(xué)會(huì)表達(dá)對(duì)事物的客觀評(píng)價(jià)。 （3）本課的教學(xué)對(duì)象為新5年級(jí)的學(xué)生，針對(duì)這一階段學(xué)生的特點(diǎn)宜采用循序漸進(jìn)的活動(dòng)化語(yǔ)言教學(xué)形式，培養(yǎng)學(xué)生用英語(yǔ)做事的能力。 教學(xué) 重 難點(diǎn) 教學(xué)重點(diǎn)： （1）能聽(tīng)懂、會(huì)說(shuō)、會(huì)拼讀單詞：magic, clever, foolish, long long ago, 拓展last, a moment ago （2）能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀、會(huì)寫：Lo

3、ng long ago, there was …There were … （3）初步了解一般過(guò)去時(shí)以及be動(dòng)詞的過(guò)去式：was, were 教學(xué)難點(diǎn)： (1) 能聽(tīng)懂、會(huì)說(shuō)、會(huì)拼讀單詞：magic, clever, foolish, long long ago (2) 能聽(tīng)懂并正確使用日常交際用語(yǔ)。 (3) 能流利地朗讀課文，并能根據(jù)課文內(nèi)容分角色表演對(duì)話。 教學(xué) 準(zhǔn)備 PPT, 光盤 教學(xué)過(guò)程設(shè)計(jì) 修改補(bǔ)充 Step1: 閱讀前——運(yùn)用游戲，調(diào)動(dòng)學(xué)習(xí)興趣 1. 以游戲《a magic box》,引出本課的重點(diǎn)句型。 T: Hi, children. welcome

4、 back to school. Look, here’s a magic box for you. Guess! What’s in the magic box? S: There’s a / an … in the magic box. There are some … in the magic box. T: Good. There are some pictures of people. (教授生詞magic,復(fù)習(xí)句型 There be 句型，并且引入譯林教材的新人物。) [設(shè)計(jì)意圖]：教師利用學(xué)生喜聞樂(lè)見(jiàn)的游戲引出主題，讓學(xué)生復(fù)習(xí)There be句型，為下文

5、的一般過(guò)去時(shí)做好鋪墊。) 2. 通過(guò)新舊人物的對(duì)比，并適時(shí)教授be動(dòng)詞的一般過(guò)去時(shí)。 ① Look and match. T: Who are these people? ② Let’s talk. I was Helen last term. I am Helen this term. He was Liu Tao last term. He is Liu Tao this term. They were Mike and Miss Li last term. They are Mike and Miss Li this term. (教授一般過(guò)去時(shí)be動(dòng)詞的

6、過(guò)去式，am，is—was， are—were，拓展教授last) ③ Things in the box. T: What else is in the magic box? S: There’s a jacket / dress / T-shirt. There are sweaters / coats. T: They are clothes. Can you make clothes? Who can make clothes? S: The tailor. (由人物引入clothes，切入主題。) ④ Let’s say. T: There were some pic

7、tures of people in the box a moment ago. S: There was a jacket / dress / T- shirt in the box a moment ago. There were two sweaters / coats in the box a moment ago. (由clothes教授一般過(guò)去時(shí)There be動(dòng)詞的過(guò)去式，am，is—was， are—were，拓展教授a moment ago) ⑤ Show a storybook T: What else is in the box？ S: There’s a

8、storybook. T: Yes. It’s Andersen's Fairy Tales. [??nd?sn] [?fe?ri] [te?l] It’s written by Andersen. Look at this man. Do you know this story ‘ The king’s new clothes’? (本單元教學(xué)內(nèi)容選自《安徒生童話》，是一個(gè)學(xué)生非常熟悉的故事。由storybook 引入安徒生童話，介紹作者安徒生, 進(jìn)行文化的情感滲透，并引入本課重點(diǎn)Fun time) Step 2: 閱讀中——問(wèn)題引領(lǐng)，梳理文本層次 1. 以king為主線，理

9、清故事脈絡(luò)。 (1) 學(xué)生看king 圖片猜測(cè) Task 1 Ask something about the king. T: What do you want to know? S: What does the king like? Who can make new clothes for the king?... Task 2 Watch and answer. T: Who can make new clothes for the king? 提出第一個(gè)問(wèn)題，學(xué)生帶著問(wèn)題看動(dòng)畫。 (after that) 學(xué)生很容易找到答案：Two bad men. Task3

10、 Read and answer T: How do the two men cheat the king? Read the story and find the answer. S: Clever people can see the clothes. Foolish people can't see them. (通過(guò)學(xué)生自讀教授clever和foolish) T: You’re clever. Let’s read the story together. Watch marks and imitate tones. (觀察重讀記號(hào)，指導(dǎo)朗讀方法，在朗讀后再次學(xué)習(xí)Do t

11、hey fit?和wear。) Task 4 Write, say and act. Finish the story and act it. [設(shè)計(jì)意圖]: 在觀看動(dòng)畫前，教師通過(guò)詢問(wèn)大家king，激發(fā)學(xué)生對(duì)文本的興趣，激活學(xué)生的思維。然后，教師引導(dǎo)學(xué)生通過(guò)看動(dòng)畫的方式獲取信息，使學(xué)生對(duì)課文有更多的了解。 Task 5 Say something about the story. T: Can you say something about the story? You can use the sentence. Long long ago, there was … There

12、 were … S: Long long ago, there was a foolish king. There were two bad men. There were magic clothes. There were a lot of people. There was a clever boy. The king was unhappy and people were happy. (通過(guò)學(xué)生試著講述課文，運(yùn)用be動(dòng)詞過(guò)去式。) 2. 歸納總結(jié)：一般過(guò)去時(shí) Summary 一般過(guò)去時(shí) （1）過(guò)去某個(gè)時(shí)間發(fā)生的動(dòng)作或存在的狀

13、態(tài)，用一般過(guò)去時(shí)來(lái)表示。 （2） 關(guān)鍵詞 ① ago ……之前 (long long ago, a moment ago , a week ago , two days ago … ) ② last 上一個(gè)…… ③ just now 剛才 ④ this morning /afternoon ⑤ in + 過(guò)去的年或月 ⑥ on + 過(guò)去的日期或星期 （3） 用法：am, is的過(guò)去式：was are的過(guò)去式：were （4）總結(jié)：一般現(xiàn)在時(shí)be 動(dòng)詞用法: 單數(shù)is ,復(fù)數(shù) are，I am , you are 是特

14、例. 一般過(guò)去時(shí)be動(dòng)詞用法： 單數(shù) was ,復(fù)數(shù) were，I was , you were 是特例 . 3. 練習(xí)：鞏固所學(xué)的知識(shí) [設(shè)計(jì)意圖]: 通過(guò)最后的小練習(xí)，讓學(xué)生對(duì)一般現(xiàn)在時(shí)的運(yùn)用更能得心應(yīng)手。 家作布置 1. 抄寫新單詞。 2. 聽(tīng)磁帶，跟讀并背誦課文。 3. 背誦一般過(guò)去時(shí)的小知識(shí)。 板書設(shè)計(jì) Unit 1 The king’s new clothes Long long ago ,there was …

15、 There were … a foolish king a clever boy magic clothes 教學(xué)反思 _________________________________________________________________________ _________________________________________________________________________ ______________________________________________________

16、___________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ______________________________________________________

17、___________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________