Unit 1 The king's new clothes Sound time, Culture time, Checkout time & Ticking time 教案（含反思）

中小学教育资源及组卷应用平台
《英语》（六年级上册）
Unit
1
The
king’s
new
clothes
Sound
time,
Culture
time,
Checkout
time
&
Ticking
time
Teaching
contents
教学内容
Sound
time,
Culture
time,
Checkout
time
&
Ticking
time
Teaching
aims
and
learning
objectives
教学目标
1.
能听懂、会读、会说at
half
past
four,
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。
Focus
of
the
lesson
and
predicted
area
of
difficulty
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。
Teaching
procedures
教学过程
Step
1
Free
talk
&
Review
T:
What
did
you
do
yesterday?
What
did
you
do
last
weekend?
What
did
you
do
this
summer
holiday?
(学生们回答)
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第一条)
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:
学生们一起玩游戏）
T:
Say
the
clothes
when
you
see
the
picture.
When
you
see
the
king,
clap
your
hands
once.
【设计意图：通过师生问答复习过去时态。由学生喜欢穿什么类型的衣服引出衣物类名词，在游戏中复习那些服装的名称，并定格在kilt上，自然过渡到Culture
time的学习中。】
Step
2
Presentation
1.
Culture
time
(画面定格在kilt)
T:
What’s
this?
S:
It’s
a
skirt.
T:
A
skirt
is
for
a
girl.
But
this
is
for
a
boy.
(出示苏格兰人)
T:
We
call
it
“kilt”.
(学生学习单词kilt)
T:
Who’s
wearing
a
kilt?
A
Scottish
man
is
wearing
a
kilt.
T:
Is
this
man
wearing
a
kilt
too?
(出示美国牛仔)
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?
(出示国家图片和衣服图片，学生配对)
A
Japanese
girl
is
wearing
the
kimono.
A
Korean
girl
is
wearing
the
hanbok.
A
Hawaiian
girl
is
wearing
the
hula
skirt.
【设计意图：在轻松的对话中引出有关new
clothes的话题。】
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
…
(补充suit)
(出示Sound
time句子)
T:
What
sound
can
you
always
hear?
/a:/
T:
What
letters
are
pronounced
/a:/?
ar&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:
Can
you
say
more
words?
ar:
arm,
hard,
car,
bark,
farm,
yard
a:
dance,
ask,
after,
fast,
father,
basket
T:
Can
you
make
a
sentence
with
the
words
as
many
as
possible?
(学生用上面的单词造句）
T:
Now
do
you
know
the
sound
of
“ar”?
(Ticking
time第三条)
【设计意图：创设一个Mike要去某个场合的情境，让学生从刚刚的衣物类知识过渡到Sound
time的文本。学生通过给Mike出主意学习有关“参加派对应该穿什么衣服”的知识。然后通过对/a:/读音的总结，归纳出ar与a的读音，学生相互补充并用尽可能多的含有ar的单词造句，体现“词不离句”的原则。】
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?
(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:
What
kind
of
stories
will
they
say?
Can
you
work
in
groups
and
pick
one
to
complete?
Pay
attention
to
the
tense!
(学生选择其中一个续编故事)
(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.
(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’s
think
about
the
name
of
this
story.
Do
you
have
any
ideas?
(学生说出故事名字)
T:
Can
you
retell
the
rules
of
using
the
simple
past
tense?
(学生讲述规则)
(Ticking
time第二条)
【设计意图：由刚刚Mike参加派对引到派对上看到孩子们都在讲故事这个情境，请同学们帮忙把这些故事的开头补完整，然后小组合作，选择其中一个人的故事续编并进行交流。在交流过程中，教师及时对学生的故事做出评价，并提出修改建议，主要是让学生能围绕情节补全细节，用更多的学过的语言去充实故事。最后请其他同学一起帮忙给故事起个名字。】
Step
3
Consolidation
and
practice
T:
When
you’re
thinking
about
the
story,
you
can
use
the
mind
map
to
make
order
your
thoughts.
You
can
write
some
keywords
or
draw
some
pictures.
Then
you
can
add
some
adjectives
or
adverbs
to
make
the
sentences
longer.
(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)
【设计意图：介绍给学生思维导图的作用与制作过程，引导学生用思维导图的形式来编写自己的故事。最后学生展示自己的思维导图并叙述故事，其他同学提出意见。】
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Sound
time和Rhyme
time。
3.
自学经典故事《丑小鸭》或《龟兔赛跑》。
Teaching
aids
教学准备（含板书设计）
教学准备：PPT、白纸。
板书设计：
Unit
1
The
king’s
new
clothes
How
to
make
a
story?
教后反思：
本节课的教学内容有四个板块，其中Ticking
time内容与各板块都有联系，可以穿插在教学过程中，而Sound
time,
Culture
time和Checkout
time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Culture
time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Sound
time的派对场合。Sound
time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Checkout
time的四个小朋友，完成过渡。
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