译林版（三起）六年级英语上册Unit 1第4课时教案

Unit1Theking’snewclothesSoundtime,Culturetime,Checkouttime&TickingtimeTeachingaimsandlearningobjectives教学目标1.能听懂、会读、会说athalfpastfour，cowboy，Scottish，kilt。2.能听懂、会说并准确读音单词中的字母组合ar。3.能了解美国人、苏格兰人等不同国家人们的传统服饰。4.能运用一般过去时态编述故事。Focusofthelessonandpredictedareaofdifficulty教学重点和难点教学重点：能运用一般过去时态编述故事。教学难点：能正确运用动词的一般过去式。Teachingprocedures教学过程Step1Freetalk&ReviewT:Whatdidyoudoyesterday?Whatdidyoudolastweekend?Whatdidyoudothissummerholiday?(学生们回答)T:WehavelearnedTheking’snewclothes.Whatdoyouthinkoftheking?S:He’sfoolish/nothonest/…T:Whatdoyouthinkofthetwomen?S:They’rebad/cheaters/Theywantmoney…T:Whataboutthepeople?S:Theywanttobeclever./Theyarenothonest…T:Whatabouttheboy?S:Hetellsthetruth./He’shonest./…T:Canyouunderstandthestorynow?S:Yes!(Tickingtime第一条)T:Thekinglikedwearingnewclothes.Doyoulikewearingnewclothes?S:Yes/No.T:Whatclothesdoyoulikewearing?S:Ilikewearing…(Gametime:学生们一起玩游戏）T:Saytheclotheswhenyouseethepicture.Whenyouseetheking,clapyourhandsonce.Step2Presentation1.Culturetime(画面定格在kilt)T:What’sthis?S:It’saskirt.T:Askirtisforagirl.Butthisisforaboy.(出示苏格兰人)4 T:Wecallit“kilt”.(学生学习单词kilt)T:Who’swearingakilt?àAScottishmaniswearingakilt.T:Isthismanwearingakilttoo?(出示美国牛仔)S:No.T:Whoisit?àanAmericancowboyT:What’shewearing?S:He’swearingjeans.T:Differentpeopleindifferentplacesweardifferentclothes.Canyoumatchthepicturesnow?(出示国家图片和衣服图片，学生配对)àAJapanesegirliswearingthekimono.AKoreangirliswearingthehanbok.AHawaiiangirliswearingthehulaskirt.2.SoundtimeT:Indifferentsituationsweweardifferentclothes.Look!Mikeisgoingsomewhere.What’shesaying?Let’slisten.(播放Soundtime)T:Where’shegoing?S:He’sgoingtoMark’sparty.T:Whenandwhereistheparty?S:Athalfpastfour.Inthepark.T:Whatclothescanhewear?S:Hecanwear…(补充suit)(出示Soundtime句子)T:Whatsoundcanyoualwayshear?à/a:/T:Whatlettersarepronounced/a:/?àar&a(学生从句子中找出含/a:/的单词：card,Mark,party,park,afternoon,past,half)(大家听录音跟读句子)T:Canyousaymorewords?àar:arm,hard,car,bark,farm,yardàa:dance,ask,after,fast,father,basketT:Canyoumakeasentencewiththewordsasmanyaspossible?(学生用上面的单词造句）T:Nowdoyouknowthesoundof“ar”?4 (Tickingtime第三条)3.Checkouttime:CircleandsayT:Thankyouforyourhelp.NowMikeiswearingaT-shirttotheparty.Whoelsecanyouseeattheparty?S:LiuTao,SuHaiandHelen.T:Andthey’retellingstories.Canyouhelpthemcirclethecorrectwords?(学生完成课本第15页的练习,并检查答案)(学生总结规则:was相当于is，用在单数上；were相当于are，用在复数上)T:Whatkindofstorieswilltheysay?Canyouworkingroupsandpickonetocomplete?Payattentiontothetense!(学生选择其中一个续编故事)(大家分享故事)T:Ifyoucanaddsomethinglike...,yourstorywillbebetter./Usesomenicewordstomakeyourstorybetter.(听完故事后教师给出修改意见，为后面的环节做好铺垫)T:Let’sthinkaboutthenameofthisstory.Doyouhaveanyideas?(学生说出故事名字)T:Canyouretelltherulesofusingthesimplepasttense?(学生讲述规则)(Tickingtime第二条)Step3ConsolidationandpracticeT:Whenyou’rethinkingaboutthestory,youcanusethemindmaptomakeorderyourthoughts.Youcanwritesomekeywordsordrawsomepictures.Thenyoucanaddsomeadjectivesoradverbstomakethesentenceslonger.(学生制作思维导图，进行故事想象，学生交流各自的思维导图和故事，其余人给予一些建议)Homework家庭作业1.根据你的思维导图写出你的故事。2.跟录音朗读Soundtime。3.自学经典故事《丑小鸭》或《龟兔赛跑》。Teachingaids教学准备（含板书设计）教学准备：PPT、白纸。板书设计：Unit1Theking’snewclothesHowtomakeastory?4 …情节2情节1Longlongago…结局说课本节课的教学内容有四个板块，其中Tickingtime内容与各板块都有联系，可以穿插在教学过程中，而Soundtime,Culturetime和Checkouttime的形式和内容比较独立，因此在教学过程中要加强板块间的过渡。本课中教师以一个关于衣服的游戏过渡到Culturetime关于英美两国传统男士服装的比较，所以教师自然拓展了一些女士服装，其中日韩的服装学生们也比较熟悉，所以在增加趣味性的同时没有增加太大难度。接下来，教师提出不同场合有不同的着装要求，而Mike要去参加派对，由此过渡到Soundtime的派对场合。Soundtime主要让学生通过读和听感悟字母组合的发音，在了解发音规律后，找出更多含该字母组合的单词并造句，在使用中加深对发音规律的记忆。最后教师由派对场景联系起Checkouttime的四个小朋友，完成过渡。4