六年级上册  第一单元

第4课时教案

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 ofdifficulty  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

Step1 Free talk & Review

T: What did you do yesterday? Whatdid you do last weekend? What did you do this summer holiday?

(学生们回答)

T: We havelearned The king’s new clothes. What do you think of the king?

S: He’sfoolish/not honest/ …

T: What do youthink of the two men?

S: They’rebad/cheaters./They want money …

T: What aboutthe people?

S: They want tobe clever./They are not honest …

T: What aboutthe boy?

S: He tells thetruth./He’s honest./ …

T: Can youunderstand the story now?

S: Yes!

(Ticking time第一条)

T: The kingliked wearing new clothes. Do you like wearing new clothes?

S: Yes/No.

T: What clothesdo you like wearing?

S: I likewearing …

(Game time: 学生们一起玩游戏）

T: Say the clothes when you see thepicture. Clap your hands once when you see the king.

【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Culturetime的学习中。】

Step2 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 isfor 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?

àAScottish 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? àAn American cowboy

T: What’s he wearing?

S: He’s wearing jeans.

T:Different people in different places wear different clothes. Can you match thepictures now?

(出示国家图片和衣服图片，学生配对)

àAJapanese girl is wearing the kimono. A Korean girl is wearing the hanbok. AHawaiian 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 goingsomewhere. What’s he saying? Let’s listen. (播放Soundtime)

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Soundtime句子)

T: What sound can you always hear?

S: /a:/.

T: What letters are pronounced /a:/?

S: 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?

S: AR: arm, hard, car, bark, farm, yard.

S: A: dance, ask, after, fast, father,basket.

T: Can you make a sentence with thewords 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. Checkouttime: Circle and say

T:Thank you for your help. Now Mike is wearing a T-shirt to the party. Who elsecan you see at the party?

S: Liu Tao, Su Hai and Helen.

T: And they’re telling stories. Can youhelp 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 tocomplete? 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 wordsto 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 thisstory. Do you have any ideas?

(学生说出故事名字)

T: Can you retell the rules of using thesimple 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，主要目的是让学生能围绕情节补全细节，用更多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。】

Step3 Consolidation and practice

T: When you’re thinking about thestory, you can use the mind map to put your thoughts in order. You can writesome keywords or draw some pictures. Then you can add some adjectives oradverbs 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Soundtime和Rhymetime。

3.预习Cartoontime。

4.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：               

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

                           How to make a story?

	file:///C:/Users/ADMINI~1/AppData/Local/Temp/msohtmlclip1/01/clip_image002.png

六年级上册  第一单元

第4课时教案

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 ofdifficulty  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

Step1 Free talk & Review

T: What did you do yesterday? Whatdid you do last weekend? What did you do this summer holiday?

(学生们回答)

T: We havelearned The king’s new clothes. What do you think of the king?

S: He’sfoolish/not honest/ …

T: What do youthink of the two men?

S: They’rebad/cheaters./They want money …

T: What aboutthe people?

S: They want tobe clever./They are not honest …

T: What aboutthe boy?

S: He tells thetruth./He’s honest./ …

T: Can youunderstand the story now?

S: Yes!

(Ticking time第一条)

T: The kingliked wearing new clothes. Do you like wearing new clothes?

S: Yes/No.

T: What clothesdo you like wearing?

S: I likewearing …

(Game time: 学生们一起玩游戏）

T: Say the clothes when you see thepicture. Clap your hands once when you see the king.

【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Culturetime的学习中。】

Step2 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 isfor 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?

àAScottish 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? àAn American cowboy

T: What’s he wearing?

S: He’s wearing jeans.

T:Different people in different places wear different clothes. Can you match thepictures now?

(出示国家图片和衣服图片，学生配对)

àAJapanese girl is wearing the kimono. A Korean girl is wearing the hanbok. AHawaiian 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 goingsomewhere. What’s he saying? Let’s listen. (播放Soundtime)

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Soundtime句子)

T: What sound can you always hear?

S: /a:/.

T: What letters are pronounced /a:/?

S: 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?

S: AR: arm, hard, car, bark, farm, yard.

S: A: dance, ask, after, fast, father,basket.

T: Can you make a sentence with thewords 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. Checkouttime: Circle and say

T:Thank you for your help. Now Mike is wearing a T-shirt to the party. Who elsecan you see at the party?

S: Liu Tao, Su Hai and Helen.

T: And they’re telling stories. Can youhelp 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 tocomplete? 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 wordsto 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 thisstory. Do you have any ideas?

(学生说出故事名字)

T: Can you retell the rules of using thesimple 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，主要目的是让学生能围绕情节补全细节，用更多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。】

Step3 Consolidation and practice

T: When you’re thinking about thestory, you can use the mind map to put your thoughts in order. You can writesome keywords or draw some pictures. Then you can add some adjectives oradverbs 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Soundtime和Rhymetime。

3.预习Cartoontime。

4.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：               

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

                           How to make a story?

	file:///C:/Users/ADMINI~1/AppData/Local/Temp/msohtmlclip1/01/clip_image002.png