六年级上册英语教案-Unit 1 The king’s new clothes 译林版三起

《英语》（六年级上册）Unit 1 The king’s new clothesSound time, Culture time, Checkout time & Ticking timeTeaching 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 & ReviewT: 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 clothe s. 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./The y 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.Step 2 Presentation1. 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 cowboyT: 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.2. Sound timeT: 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, basketT: 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)3. Checkout time: Circle and sayT: 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)Step 3 Consolidation and practiceT: 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)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。

说课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。