泰州市三小六年级英语上册Unit1Theking’snewclothes教案牛津译林版三起

Unit1 The king’s new clothes 教学设计
教学设计
教学设计
教学设计
教学设计
Lesson 17：I Like All Seasons!
一、教学分析
1、学情分析
学生升入六年级，接触本套书已经是第4个年头了，他们的英语基础知识体系已经开始逐渐形成，并且具备了简单的英语思维能力，能够根据教师的指令完成课堂上的每一个学习任务，只要引导适当，他们乐意参与教学，有能力成为课堂的主人。

2、教材分析
Unit 3的主题是Winter in Canada, 主要讲述了Li Ming到达Canada后，与好朋友们愉快地度过冬天，并以冬天为载体介绍了一年四季的气候、服装、运动等。

而本课主要是将四个季节串到一起，以like to, love to这两个短语对不同季节的运动进行了介绍，同时对朗读中的连读、升降调进行了指导。

二、教学目标
1、知识与技能
学生能够听懂、会说、认读和书写单词why；
能够熟练使用短语love to对自己的喜好进行描述；
能够认读、理解并运用下列句子：Why？Because I like the snow.
2、情感与态度
通过创设情境，在合作学习中，保持学习英语的兴趣，让学生领略自然的魅力。

3、学习策略目标
通过课堂学习，培养学生参与课堂的主动性和热情；激发并保持对英语的学习兴趣，进而形成有效的学习方法；最终提高学生的综合语言运用能力。

三、教学重点和难点
1、教学重点：
学生能够听懂、会说、认读和书写单词why；
能够熟练使用短语love to对自己的喜好进行描述；
2、教学难点：
认读、理解并运用下列句子：Why？ Because I like the snow.
四、教学准备
图片
五、教学过程
Step 1 Greetings and warming-up (5 minutes)
T: Good morning, everyone! It’s cool today, I like it. I like autumn. Because I can wear my beautiful sweater and fly a kite. Which season do you like? Why? (课件)
【设计意图】通过Free Talk的形式，将学生脑海中对于四季的理解进行简单输出，并为新授环节打下基础。

Step 2 Presentation and Practice (25 minutes)
1. Look and Say
T: Every season is beautiful. Our friend Li Ming is in Canada, Mr. Wood wants him to talk about the seasons in China to others. Let’s look!
【设计意图】直接导入文本人物Li Ming，并通过课件自然创设教室的情境，以Li Ming 的口吻介绍中国的四季，将第一部分文本内容进行巧妙的讲解，从学生熟悉的生活情境进入新知的教与学。

T: Who can be Li Ming? (出示课件，引导学生借助课件上的图片对中国的冬天进行描述)
S: It’s snowy and cold. We can make snowmen. We have the Spring Festival. Winter holiday is in winter, too.
T：Good. L i Ming says “I like winter. Why? Because I like the snow. I like to make snowmen. And I like the Spring Festival.” (板书)
【设计意图】看图说话的形式符合学生的认知特点，并且在情境中扮演Li Ming，介绍中国的冬天能够激发学生的学习热情，开课不久就进入重点讲解，先入为主。

T: Do you know the Spring Festival? This is the biggest holiday in China. We always put on new clothes to visit our family or friends. Children can get “the Pocket Money” from the adults. We make dumplings and eat them together. We can play happily in the Spring Festival.
【设计意图】借助图片对the Spring Festival进行英文阐述，加深学生对这一词汇的
吸收。

2. Listen and Answer
T: Li Ming likes winter, but what’s his favourite season? Let’s listen. (学生听录音后回答问题)
Yes，Li Ming’s favourite season is autumn. Why? You can find the answers in your books. (学生在课本中寻找答案)
S1: Because I like to fly a kite.
S2: Because I like to eat fruits.
(教师出示图片验证学生的答案，并通过like to讲解love to；同时对because进行语音渗透。

)
T: What’s my favourite fruit, can you guess? (学生猜测)
My favourite fruit is bananas. Look! (出示课件) Who can ask me?
S1: Do you like these bananas or those bananas? （教师进行连读、重读、升降调的引导）
【设计意图】听音环节学生第一次接触文本，既对winter部分的学习进行了巩固，又对文本信息进行了提取，自然进入新知Why？Because…功能句的深度学习。

同时，巧妙地将文本第三部分的朗读技巧的训练结合到本环节，实现了文本的整合。

3. Watch and judge
(教师引导学生朗读五个判断题，再播放视频，一一进行讲解)
T: Spring is warm.
These are leaves. This is a leaf.
I love to plant trees. (图片讲解升降调)
Because I love to swim in the sea in summer.
Because I love summer holidays.
I love to make snowmen in winter.
【设计意图】观看视频让文本知识活起来，在判断的过程中将中国的季节再次细节化深入描述，并借助图片等形式完成新知的讲解和朗读技巧的训练，有助于学生注意力的保持。

4. Read and answer.
T: Look at Danny, he wants to kno w “Li Ming, which season do you like? Why？” Now, please read the book in group of two, and try to answer.
S1: I like all the seasons! Because I …
【设计意图】朗读的形式让学生在字里行间对文本知识进行第三次完整输入，巩固所学知识，同时紧扣文本课题。

1. Guess and Match
T: Mr. Wood is here, he wants to know Jenny’s, Danny’s, Steven’s favourite season and the reason. Now work in group of four, try to find their faourite season, and tell me why.
S1: Jenny’s favourite season is summer. Because she is wearing shorts.
S2: Danny’s favourite season is winter. Becau se he is skating on the ice.
S3: Steven’s favourite season is spring. Because he is standing behind the flowers.
T: Good try. Let’s check. (播放课件)
Who is Jenny? Please read your part. (教师引导学生扮演不同人物朗读各个部分，对temperature进行形象讲解。

)
【设计意图】沿着情境的思路，Li Ming 介绍了他喜欢的四季后，由Mr. Wood引导其他人来描述自己喜欢的季节，自然过渡到第二部分的歌词，学生在不知不觉中进入歌曲的学习。

2. Listen and Sing
（教师播放歌曲，学生边听边跟唱）
Step 3 Production （8 minutes）
T: Every season is beautiful. My favourite season is winter. It’s cold and snowy. Because I like to wear my boots and sweater. Because I love to skate and ski in winter. What’s your favourite season? Why? Work in pairs and talk about it.
(学生组内练习，结合图片生成文章，全班展示)
【设计意图】通过教师示范，帮助学生形成文本逻辑，借助图片完成自己的文本，实现了新知与旧知的完美结合。

Homework （2 minutes）
1. Sing the song to your parents.
2. Talk about your favourite season and write it down, you can draw some pictures
or take some pictures.
【设计意图】将文本的生成落实到笔端，强化知识的同时完成了课堂的延伸。

板书设计：
Module1 Unit 2
What do you want to eat？
【教学目标】
1. 知识目标：
（1）. 理解并运用句型：What do you want to eat / drink ? ---I want …. （2）. 掌握询问价格的语言结构，并会做相应回答： How much is it ? It is … . ( 3 ) . 能正确理解并流利朗读活动2的句子，能完成活动3和活动5的操练。

2. 技能目标：
学生能学习并掌握就餐句型，并能顺利完成活动6的操练。

3. 情感目标：
(1）通过食物的学习了解健康食物和不健康食物。

(2）培养学生热爱生活、增加对快餐店饮食文化的了解、兴趣。

【教学重点】
（1）理解并运用句型：What do you want to eat / drink ? ---I want ….。

（2）能正确理解并流利朗读活动2的句子，能完成活动3和活动5的操练。

【教学难点】
学生能学习并掌握就餐句型，并能顺利完成活动6的操练。

【教学准备】
PPT、单词卡片、食品图片容易若干张、配套资源光盘。

【教学流程】
Step 1 Warming up and review
1. Greetings. （师生间进行简单的问候。

）
2.Let’s review .
看图片说句子，根据图片完成答句。

3. Let’s chant.:
播放(Activity1：Listen and chant) 的歌曲，活跃课堂气氛
Step 2 Presentation and Practice
Activity 2、Listen and read
1. 出示一些实物图片，教师利用一些食物的图片问学生（教师可以多问几个学生）。

T ：There is some food for you. What do you want to eat / drink?
2. 出示菜单，询问学生食物价格，以可乐为例，教师指着课件上任一种食物，让学生回答。

3. 出示活动2的图片，告诉学生，Lingling and her father 去快餐店用餐，瞧他们正在一
家快餐店里点餐，我们先来听听吧。

Look and listen for "What do you want to eat / drink?"
教师可以通过肢体语言来讲解“eat”和“drink”.
播放活动2的动画视频，要求学生初步理解对话大意。

4. 呈现Page5活动2 课文，学生自己尝试独立阅读，并带着问题寻找答案。

T ：What does Lingling want to eat and drink?
What does Lingling’s dad want to eat and drink?
5. 重点讲解：
a. “What do you want to eat ？”你想要吃什么？
b.“What do you w ant to drink？”你想要喝什么？
c. 询问价格：How much is it ? It is … .
6 Listen and repeat. “模仿秀”看看哪个同学模仿的最好。

再次播放录音。

每个句子后停顿一下，要求学生进行指读和跟读。

并把以下句子进行板书：What do you want to eat/drink? I want… .
听完后集体或小组或个人进行模仿朗读
7操练：
（操练1-Activity 3）Listen,choose and write
（操练2-Activity 5）Follow and say.
学生以开火车的方式依次用“ I want …” 造句。

Activity 4 Listen and say.Then chant .
1. 教师播放歌曲录音，先让学生整体欣赏歌曲，，学生可以跟着录音打节拍。

2. 出示歌谣文本，教师述说歌谣大意。

3. 再次播放录音，每句后停顿，让学生跟唱。

最后集体演唱。

4. 歌曲改编
要求学生替换歌曲中的食物单词，改写歌曲，然后小组交流，相互演唱自己改写后的歌曲。

Step 3 Consolidation。

Activity 6 Do and say
1. 学生自主翻开书Page7部分，看菜单然后读句子。

2. 小组合作，Make a Chinese fast food restaurant. 学生自制菜单，自取店名来开一家中国快餐店，学生来扮演服务员和顾客进行以小组为单位的情景短剧的表演。

Step 4 Extension
1. 做相应的配套练习。

Step 5 Summary
总结今天所学的内容。

a. “What do you want to eat ？”你想要吃什么？
b.“What do you want to drink？”你想要喝什么？
c. 询问价格：How much is it ? It is … .
Step 6 Homework
1.能独立完整地朗读5页活动2的对话。

2. 完成配套教辅相应的练习。

板书设计：
Module1Unit 2
What do you want to eat ？
What do you want to eat ？你想要吃什么？
What do you want to drink？你想要喝什么？
Unit 5 What does he do?
教材分析
本单元学习的主题是人物职业和生活情况。

教学内容主要是通过家长日Oliver和Sarah谈论各自父母工作的情景以及Mike和Xiao Yu在回家路上谈自己家人工作和生活的场景来展开的。

教学重点是能听、说、读、写核心句型“—What does he/she do? —He/ She is…”“—Where does he/she work? —He/ She works…”“—How does he/she go to work? —He/ She goes to work…”；能听、说、读、写单词和词组：factory worker, postman, businessman, police officer, fisherman, scientist, pilot, coach
教学目标知识与能力目标:
·能够听、说、读、写句型“—What does he do? —He is a businessman.”“—Where does he work? —He works at sea.”“—How does he go to work? —He goes to work by bike.”·能够在情景中运用句型“—What does he/she do? —He/ She is…”“—Where does he/she work? —He /She works…”“—How does he/she go to work? —He/ She goes to work…”
谈论人物的职业和生活情况
·能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读关于爱好及职业的语篇，能运用本单元所学核心句型口头描述自己的爱好和喜欢的职业，同时能仿照范例完成信息表·能够听、说、读、写单词和词组：factory worker, postman, businessman, police officer, fisherman, scientist, pilot, coach
·能够正确使用上述单词和词组谈论和描述人物的职业和生活情况
·知道逗号是英语句子中停顿的标志
情感态度､文化意识､学习策略目标:
·了解橙色多用于各国紧急救援的衣服和设备上，如：救生衣、救生艇、消防员衣服、工程抢险车等
·能够从不同视角认识职业，明白能从事某些职业应具备的条件，构思自己的职业梦想
·能够通过看图捕捉关键信息，并根据提示做出听前预测
·能够通读文段获取主旨大意，并能据此选择合适的标题
课时安排第一课时： Part A Let’s try & Let’s talk
第二课时： Part A Let’s learn & Listen, match and say
第三课时： Part B Let’s try & Let’s talk
第四课时： Part B Let’s learn & Write and discuss
第五课时： Part B Read and write
第六课时： Part B Let’s check & Let’s wrap it up & Part C Story time
The first period(第一课时)
Part A Let’s try & Let’s talk
▶教学内容与目标
课时教学内容课时教学目标
Let’s try ·能够读懂题目要求，学会听前预测听力的重点内容
·能够运用基本听力技巧完成Let’s try板块的听力任务
Let’s talk ·能够通过观察、谈论Let’s talk板块的图片，在图片、PPT和老师的帮助下理解对话大意，并回答对话后面的问题
·通过听录音，学会按照正确的意群及语音、语调朗读对话，并能在小组中进行角色表演·能够在情景中运用句型“—What does he/she do?—He/ She is…”谈论人物的职业·能够在情景中运用第三人称单数的特殊疑问句
·在语境中借助图片等帮助理解“country, head teacher”的意思，并能正确发音
能够在情景中运用句型“—What does he/ she do?—He/ She is…”谈论人物的职业。

▶教学难点
能够在情景中运用第三人称单数的特殊疑问句。

▶教学准备
1. 预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。

2. PPT课件、课文录音、视频和教学卡片等。

▶教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
2. Revision—Brainstorm.
Show some pictures of different jobs on the PPT. Help students review the words of the jobs.（课件出示：一些不同职业的图片及其职业词汇，如：driver, doctor, cook, farmer, basketball player, dancer, singer 等，最后在中间呈现“jobs”）
3. Lead-in.
T: My father is a teacher. My mother is a nurse. What about your father and mother?
Ss: My father is a/an…
T: In this unit, we’re going to talk about “jobs”. We’ll learn how to ask and answer about jobs.
Write down the topic “What does he do?” on the blackboard.
T: Today is Parents’Day. Our friends’parents will come to school to meet the teachers. Who will come? Can you guess?
Ss: …
Step 2: Presentation
1. Listen and circle. Teaching purpose
PPT出示不同职业的相关图片，借用“头脑风暴”帮助学生唤醒旧知，激发学生的学习兴趣，为后面的学习做好铺垫。

Teaching purpose
逐步帮助学生读懂题目
(1) Show the part of “Let’s try” to students. Students read the question by themselves.（课件出示：教材P48 Let’s try板块的内容）T: Listen to the recording. Please pay attention to the bold words. Who will come?
(2) Play the recording.（课件出示：教材P48 Let’s try板块的音频）
Students listen to the recording and try to answer the question.
(3) Play the recording again and ask students to circle the answers in the book.（出示课件）Then check the answers.
T: What does Sarah’s father do? Is he a doctor, a teacher or a taxi driver?
Ss: He’s a doctor.
2. Look and predict.
Show the pictures of “Let’s talk” to students. Let students look at the pictures carefully. Ask some questions to lead them to predict the main idea of the dialogue.（课件出示：教材P48 Let’s talk板块的图片）
Questions: ①Who are they?/ ②Who are they talking about?/ ③Is it Parents’Day today? Who will come? Oliver’s father or his mother, or both？/…
3. Watch and answer.
Show the questions on the PPT. Let students watch the cartoon and try to answer the questions.（课件出示：教材P47 Let’s talk板块的视频及下列问题）
Q1: Who are they talking about?（They are talking about Oliver’s father and mother.）
Q2: Who will come?（Oliver’s mother will come.）
T: Yes. Oliver’s mother will come today. And how about Oliver’s father?
S1: Oliver’s father can’t come.
T: Why?
S2: Because Oliver’s father is in Australia now.
4. Read and answer.
Students read the dialogue and try to answer the questions.（课件出示：下列问题）
Q3: What does Oliver’s father do?
Q4: What does Oliver’s mother do?
T: What does Oliver’s father do?
S1: He’s a businessman.
T: Yes. He’s a businessman. He sales things. He often goes to other countries. Maybe Japan, the USA, …Teaching purpose
通过问题引导学生观察并讨论图片，借助图片预测教学内容，培养学生的观察能力和逻辑推理能力。

通过图片内容激活已有知识，并提取与文本有关的知识，进入文本话题。

Teaching purpose
引导学生带着问题观看文本动画，整体感知文本，获取有用信息。

Teaching purpose
引导学生带着问题再读文本，进一步感知文本，获取有用信息。

并引导学生跟随文本学习新的单词、词组和句型。

Help students understand th e words “businessman, country”. Teach the words. Students learn to read.
T: What does Oliver’s mother do?
S2: She’s a teacher.
T: Yes! She’s a head teacher. In our school, Mr…/Mrs…is our head teacher.
Teach the phrase “head teacher”. Students learn to read.
T: Do you want to be a head teacher? (Ask several students. Help them to answer.)
S3: Yes. I want to be a head teacher. / No, I want to be a/an…
T: What does Oliver’s father do? What does Oliver’s mother do? How does Sarah ask? How does Oliver answer?
W rite down the sentence structures “—What does he/she do? —He/ She is…” on the blackboard.
Students practice in pairs.
5. Read and act.
(1)Students read after the recording. Pay attention to the pronunciation and the intonation.（出示课件）
(2)Let students practice the dialogue in groups. Then act out.
(3)Make a new dialogue.
Step 3: Practice
1. Choose and say.
Show some word cards（writer, cleaner, taxi driver, singer, dancer, football player）to students. Students read the words one by one.
Then let some students choose one card each time. And ask them to use the sentences to describe it. For example, “I like writing stories for children.” The boys ask, “What does he/she do?” The girls answer, “He/She is a writer.” Then exchange.
2. Pair work.
(1) Show some pictures of famous people on the PPT. （课件出示：几张名人图片，如莫言，贝克汉姆，那英，马云……）
(2) Make a model.
Point to the picture of “Mo Yan” and ask one student.
T: What does he do?
S1: He is a writer.
T: Do you want to be a writer, too?
S1: Yes, I want to be a writer. / No, I want to be a/an…
(3) Students practice in pairs.
(4) Show time.
Ask several students to show to the class. The other students listen and make evaluations to them.
Step 4: Consolidation & Extension
“Make a survey”
Teaching purpose
通过让学生听录音跟读，引导他们按照正确的意
群及语音、语调朗读对话，
并能在小组中进行角色表
演。

Teaching purpose
借助PPT给学生呈现一些人物和职业，帮助学生操
练新句型。

Teaching purpose
通过创设自然真实的情境，让学生在情境中合理运
用所学语言询问他人的职业
并作简单的汇报，培养学生
1. Create a situation.
T: Oliver’s father is a businessman. His mother is a head teacher.
There are some other jobs. Let’s see.
Show some pictures on the PPT.（课件出示：教材P48 Let’s try板
块下方的职业图片）Lead students to review the words of the jobs.
T: My father is a teacher. My mother is a nurse. What does your
father or mother do? What does your classmates’ father or mother do?
Let’s make a survey.
2. Make a demonstration.
Show a chart to the class.
Name Father Mother
Lin Hong teacher nurse
T: …, what does your father do?
S1: He is a…
T: What does your mother do?
S1: She’s a…
Write down the answers in the chart.
3. Work in groups.
Ask students to work in groups of four as the demonstration and
finish the chart.
4. Make a report.
Students show the chart to the class and make a report with the
str ucture “My father is a teacher. My mother is a nurse. …’s father
is a/an… Her/ His mother is a/an…”
The other students listen and make evaluations to them.
▶板书设计
▶作业设计
1. Practice the dialogue.
2. Do the exercises.（见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业）
▶教学反思
1. 整个教学设计流程清晰，很好地达成了课程教学目标。

2. 逐步帮助学生读懂题目要求，引导学生学会听前预测听力的重点内容。

3. 在情境中理解，在活动中运用，突出语用功能。

通过创设合理情景，帮助学生在情景中真实自然地使用所学语言，突出教学重点。

4. 在教学中适当引入一些当代名人信息，既调动了学生的积极性，又让学生了解到了许多课堂以外的信息，跟时代接轨。

▶Teaching Contents & Teaching Aims
Let’s try
·Be able to predict the main content of listening part.
·Be able to use basic listening skills to complete the listening tasks.
Let’s talk
·Be able to understand the main idea of the dialogue by observing and talking about the pictures and answer the questions below the dialogue.
·Be able to read the dialogue correctly, fluently and emotionally and act it out in groups.
·Be able to use the sentence structures“—What does he/she do?—He/ She is…”to talk about people’s jobs properly.
·Be able to use the third person singular special questions in situations.
·Be able to understand and read the new word and phrase“country, head teacher”correctly.
▶Teaching Priorities
·Be able to understand and use the key sentence structures “—What does he/she do? —He/ She is…” properly.
▶Teaching Difficulties
Be able to use the third person singular special questions in situations.
▶Teaching Procedures
Teaching
Stages
Teacher’ s Activities Students Activities Teaching Purposes Warm-up
& Revision
& Lead-in 1. Greetings.
2. Revision—Brainstorm.
3. Lead-in.
1. Greetings.
2. Review the words of the
jobs.
3. Free talk.
Stimulate students’
interest in learning
and lead in the topic of
the jobs.
Review some words of the
jobs.
Prepare for the next
part.
Presentation 1. Listen and circle.
(1) Show the part of “Let’s
try” to students. Ask students
to read the question by
themselves.
(1) Look at the part of
“Let’s try”. Read the
question.
(2) Listen to the
recording and answer the
Lead students to
predict the main idea
before listening.
Cultivate students’
ability of logical
（续表）。