六年级上册  第一单元

第1课时教案

Teaching contents 教学内容

Story time

Teaching aims and learning objectives  教学目标

1. 能听懂、会读、会说long long ago, magic, clever, foolish, through,laugh, wear。

2. 能听懂、会读、会说故事用语Long long ago, there was a king. The king washappy. He liked new clothes. Two men visited the king.等。

3. 能正确地理解并朗读故事内容，在板书与图片的帮助下尝试复述故事内容。

4. 能初步表演故事。

5. 能初步了解一般过去时态。

Focus of the lesson and predicted area ofdifficulty  教学重点和难点

教学重点：能正确地理解并朗读故事内容，并初步表演故事。

教学难点：能初步了解一般过去时态，能在板书与图片的帮助下尝试复述故事。

Teaching procedures 教学过程

Step1 Free talk & Warm up

  T: Hello. I like going shopping. What do youlike?

S: I like …

(问几轮，了解学生的爱好)

  T: I like going shopping. What do I oftenbuy? Can you guess?

  S: You often buy clothes.

  T: Bingo! I like buying clothes. (关注学生clothes的读音是否正确)

    Whatclothes do you know?

  (学生集体讨论有关衣服的名词)

  T: You know a lot about clothes. I likewearing new clothes.

  àwear、wearing、Ilike wearing new clothes.

  T: Who likes wearing new clothes?

  S: I like wearing new clothes. (一个接一个地回答)

【设计意图：在轻松的对话中引出有关new clothes的话题。】

Step2 Presentation

1. The name of the story.

T: Who likes wearing new clothes? (播放一个男声)I like wearing new clothes.

(呈现国王图片)

T:Who’s he?

S: He’s a king.

T: Yes! There is a king. The king likesnew clothes. Do you know the story? What’s the name of the story?

(给出三个选项，学生选择)àUnit 1 The king’s new clothes

T: It’s an old story from Andersen. Doyou know Andersen? (出示安徒生照片)

【设计意图：在轻松的对话中引出有关new clothes的话题，介绍童话的作者安徒生。】

2. Story time

(1) T: There isa king. He likes new clothes. (出示句子)

     But the story happened long long ago.

Sowe say: Long long ago, there was a king. He liked new clothes. (在原句基础上改动词的一般过去式，变成过去时的句子)

带读was、liked

   (学生一个接一个读上面句子)

【设计意图：使学生将中文知识与英语知识进行链接、贯通。通过了解句子的含义让学生初步感知动词的一般过去式。】

(2) T: Do youknow this story?

   T: Let’s look at the pictures. (出示四幅图)What characters do you know?

   àThe two men

T:Are they tailors? No. They’re cheaters.

   àThe people and the boy

  T: You know the story. Now can you discuss in groups and help me matchthe sentences and the pictures? (出示图和句子，学生试着配对)

   (核对答案，教授could,through, point at, laugh)

   (完成Groupwork，核对答案，教授所填动词过去式的读音)

   (按照词尾ed读音规律将单词分类，学生轮流或者分组跟读)

   (播放卡通)

T: Boys and girls, let’s read thesentences and act!

   (学生读句子并表演，通过TPR结合图片的方式来记忆)

   T: Can you practise in groups? You canchoose any ways you like to read.

   (学生分组练习，并在班级表演)  

   (完成练习Read and write，核对答案)

【设计意图：由于本文是孩子熟悉的童话故事，因此在处理文本方面老师先帮学生理清故事的梗概，学习叙述部分。然后结合书后Read and write的习题，让学生在小组内看图填词，进一步感知动词的变化，并通过TPR的形式复述、记忆故事内容，为最后的表演打好基础。】

(3) T: What didthe boy say?

   àHa! Ha! The king isn’t wearing any clothes! (模仿读句子)

   T: But the king thought he was wearingclothes. What kind of clothes?

   S: Magic clothes.

   T: What’s the magic?

  àClever people can see them. Foolish people can’t see them. (板书cleverand foolish)

  T: Do you believe that? Did the king believe that? Did the peoplebelieve that? What would the people say?

   S: What beautiful clothes!

   T: Why did they think the clothes werebeautiful?

   S: They wanted to show they were clever.

  T: So no one told the truth. Now boys and girls, what do you think ofthe king, the cheaters, the people and the boy? Foolish, clever, honest, or dishonest?

  S: The king was foolish. The cheaters were dishonest. The people weredishonest. The boy is honest.

   T: From this story, we know: Be honestrather than clever.

   (读句子，提示学生要带着人物的特点去朗读，朗读出相应的语气)

   (一起朗读课文，完成课本第8页Trueor false，并说明错误原因)      

【设计意图：让学生根据已有知识判断故事中人物的特点，通过对细节的提问丰富人物形象，发挥想象补充部分台词，总结出honest与dishonest两个单词，并让学生朗读人物台词进行配对，指导学生带着人物形象特征朗读台词，为生动的表演做好准备。】

Step3 Consolidation and practice

  T: Now let’s look at the blackboard. Can youtry to retell the story?

(学生根据板书复述故事，并配上人物的台词)

T: The king is foolish. Can you imagine what he could say? Let’s work ingroups and try to act the dialogue. You can add what the king says in thestory. Pay attention to the actions.

    (学生分组，表演故事)

【设计意图：引导学生通过想象给国王续加台词，使故事更为丰满；通过表演内化语言，在玩的乐趣中提升学习质量；最后升华主题，揭示故事的寓意。】

Homework  家庭作业

1.跟录音朗读Storytime，试着背诵或表演。

2.抄写新词汇与句子。

3.根据关键词尝试复述课文，并写下来。

4.预习Grammartime。

Teaching aids  教学准备（含板书设计）

教学准备：PPT、作业纸（复述课文部分）

板书设计：               

file:///C:/Users/ADMINI~1/AppData/Local/Temp/msohtmlclip1/01/clip_image001.png                           Unit 1 The king’snew 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

六年级上册  第一单元

第1课时教案

Teaching contents 教学内容

Story time

Teaching aims and learning objectives  教学目标

1. 能听懂、会读、会说long long ago, magic, clever, foolish, through,laugh, wear。

2. 能听懂、会读、会说故事用语Long long ago, there was a king. The king washappy. He liked new clothes. Two men visited the king.等。

3. 能正确地理解并朗读故事内容，在板书与图片的帮助下尝试复述故事内容。

4. 能初步表演故事。

5. 能初步了解一般过去时态。

Focus of the lesson and predicted area ofdifficulty  教学重点和难点

教学重点：能正确地理解并朗读故事内容，并初步表演故事。

教学难点：能初步了解一般过去时态，能在板书与图片的帮助下尝试复述故事。

Teaching procedures 教学过程

Step1 Free talk & Warm up

  T: Hello. I like going shopping. What do youlike?

S: I like …

(问几轮，了解学生的爱好)

  T: I like going shopping. What do I oftenbuy? Can you guess?

  S: You often buy clothes.

  T: Bingo! I like buying clothes. (关注学生clothes的读音是否正确)

    Whatclothes do you know?

  (学生集体讨论有关衣服的名词)

  T: You know a lot about clothes. I likewearing new clothes.

  àwear、wearing、Ilike wearing new clothes.

  T: Who likes wearing new clothes?

  S: I like wearing new clothes. (一个接一个地回答)

【设计意图：在轻松的对话中引出有关new clothes的话题。】

Step2 Presentation

1. The name of the story.

T: Who likes wearing new clothes? (播放一个男声)I like wearing new clothes.

(呈现国王图片)

T:Who’s he?

S: He’s a king.

T: Yes! There is a king. The king likesnew clothes. Do you know the story? What’s the name of the story?

(给出三个选项，学生选择)àUnit 1 The king’s new clothes

T: It’s an old story from Andersen. Doyou know Andersen? (出示安徒生照片)

【设计意图：在轻松的对话中引出有关new clothes的话题，介绍童话的作者安徒生。】

2. Story time

(1) T: There isa king. He likes new clothes. (出示句子)

     But the story happened long long ago.

Sowe say: Long long ago, there was a king. He liked new clothes. (在原句基础上改动词的一般过去式，变成过去时的句子)

带读was、liked

   (学生一个接一个读上面句子)

【设计意图：使学生将中文知识与英语知识进行链接、贯通。通过了解句子的含义让学生初步感知动词的一般过去式。】

(2) T: Do youknow this story?

   T: Let’s look at the pictures. (出示四幅图)What characters do you know?

   àThe two men

T:Are they tailors? No. They’re cheaters.

   àThe people and the boy

  T: You know the story. Now can you discuss in groups and help me matchthe sentences and the pictures? (出示图和句子，学生试着配对)

   (核对答案，教授could,through, point at, laugh)

   (完成Groupwork，核对答案，教授所填动词过去式的读音)

   (按照词尾ed读音规律将单词分类，学生轮流或者分组跟读)

   (播放卡通)

T: Boys and girls, let’s read thesentences and act!

   (学生读句子并表演，通过TPR结合图片的方式来记忆)

   T: Can you practise in groups? You canchoose any ways you like to read.

   (学生分组练习，并在班级表演)  

   (完成练习Read and write，核对答案)

【设计意图：由于本文是孩子熟悉的童话故事，因此在处理文本方面老师先帮学生理清故事的梗概，学习叙述部分。然后结合书后Read and write的习题，让学生在小组内看图填词，进一步感知动词的变化，并通过TPR的形式复述、记忆故事内容，为最后的表演打好基础。】

(3) T: What didthe boy say?

   àHa! Ha! The king isn’t wearing any clothes! (模仿读句子)

   T: But the king thought he was wearingclothes. What kind of clothes?

   S: Magic clothes.

   T: What’s the magic?

  àClever people can see them. Foolish people can’t see them. (板书cleverand foolish)

  T: Do you believe that? Did the king believe that? Did the peoplebelieve that? What would the people say?

   S: What beautiful clothes!

   T: Why did they think the clothes werebeautiful?

   S: They wanted to show they were clever.

  T: So no one told the truth. Now boys and girls, what do you think ofthe king, the cheaters, the people and the boy? Foolish, clever, honest, or dishonest?

  S: The king was foolish. The cheaters were dishonest. The people weredishonest. The boy is honest.

   T: From this story, we know: Be honestrather than clever.

   (读句子，提示学生要带着人物的特点去朗读，朗读出相应的语气)

   (一起朗读课文，完成课本第8页Trueor false，并说明错误原因)      

【设计意图：让学生根据已有知识判断故事中人物的特点，通过对细节的提问丰富人物形象，发挥想象补充部分台词，总结出honest与dishonest两个单词，并让学生朗读人物台词进行配对，指导学生带着人物形象特征朗读台词，为生动的表演做好准备。】

Step3 Consolidation and practice

  T: Now let’s look at the blackboard. Can youtry to retell the story?

(学生根据板书复述故事，并配上人物的台词)

T: The king is foolish. Can you imagine what he could say? Let’s work ingroups and try to act the dialogue. You can add what the king says in thestory. Pay attention to the actions.

    (学生分组，表演故事)

【设计意图：引导学生通过想象给国王续加台词，使故事更为丰满；通过表演内化语言，在玩的乐趣中提升学习质量；最后升华主题，揭示故事的寓意。】

Homework  家庭作业

1.跟录音朗读Storytime，试着背诵或表演。

2.抄写新词汇与句子。

3.根据关键词尝试复述课文，并写下来。

4.预习Grammartime。

Teaching aids  教学准备（含板书设计）

教学准备：PPT、作业纸（复述课文部分）

板书设计：               

file:///C:/Users/ADMINI~1/AppData/Local/Temp/msohtmlclip1/01/clip_image001.png                           Unit 1 The king’snew 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