《Story time》優(yōu)質(zhì)課教案六年級上冊小學(xué)英語譯林版三年級起點(diǎn)-六年級英語教案

江蘇譯林6AUnit1Theking’snewclothes(Period1)Teachingcontents：StorytimeTeachingaims：a.Aimsofknowledge1.Attheendoftheclass,thestudentswillbeabletomasterthewords‘clever,foolish,laugh,pointat,shout’.2.Attheendoftheclass,thestudentswillbeabletomastertheverbs’pasttense:was,liked,visited,showed,walked,were,looked,shouted,pointed,laughedandthroughthereading,theycangetabasicfeelingofthem.b.Aimsofabilities1.Attheendoftheclass,thestudentswillbeabletoreadthestoryfluentlyandactitthroughgrouplearningandselflearning.2.Attheendoftheclass,thestudentswillbeabletosolvetheproblemsthroughgroupworkandpairworklike‘Whatwouldthekingdothen?’c.Aimsofemotions1.Attheendoftheclass,thestudentswillbeabletogetthehangoftheimplicationofthisstory.Teachingfocusanddifficulties：1.Attheendoftheclass,thestudentswillbeabletoreadthestoryfluentlyandactitthroughgrouplearningandselflearning.2.Attheendoftheclass,thestudentswillbeabletogetthehangoftheimplicationofthisstory.Teachingaids：PPT,somepicturesaboutthestoryandacrownTeachingprocedures：Step1Warmingup1.GreetingsT:Goodafternoon,boysandgirls.S:Goodafternoon,Miss...2.FreetalkT:What’stheweatherlike?S:It’shot.T:Whatdoyouliketodoonsuchahotday?S:...T:WhatdoIliketodo?Canyouguess?S:Maybeyoulike...T:Ilikeshopping.AndwhatdoIliketobuy?S:...T:Iliketobuyclothes.Read‘clothes’.Look!WhatamIwearingtoday?S:Youarewearingablouse.T:Howaboutyou?Whatareyouwearingtoday?S:I’mwearing...Step2Presentationandpractice1.LeadinT:Lookatthisoldman.Whatishewearing?Let’simagine.S:Maybeheiswearing...Perhapsheiswearing...Heiswearing...,Ithink.Heiswearing...,Right?T:Let’ssee!Oh!Heisn’twearinganyclothes.Whatdoyouthinkofhim?S:Heis...T:Todaywe'lllearnastoryabouttheman.2.Tshowsthephotoofthemanwithacrown.Whatishe?S:He’saking.TshowsthebackgroundofthestoryonPPT.Longlongago,therewasaking.Howwashe?S:Hewasveryrich.T:Buthedidn’twearanyclothes.Why?3.WatchandanswerWhydidn’tthekingwearanyclothes?Hewasafoolishking.4.ReadandjudgeP8,findoutthekeysentencesinthestory.AsktheSstocheckanswersbythemselves.Thekinglikednewclothes.(T)(Picture1:Helikednewclothes.)Read‘likednewclothes’.Twomenshowedthekingsomemagicclothes.(F)(Picture2:...showedthekinghisnewclothes...magicclothes...Cleverpeoplecan...Foolishpeoplecan’t...)Read‘showed’.Twomendidn’tshowanyclothestotheking.Thekingwasfoolish.(T)Peoplecouldseetheking’snewclothes.(F)(Picture3:...walkedthroughthecity...Theylookedatthekingandshouted...)Read‘walkedthrough’AskSstrytobethesepeopleandshout‘Whatbeautifulclothes!’Theboywasfoolishbecausehecouldnotseetheking’snewclothes.(F)(Picture4:Alittlepointedatthekingandlaughed...)Read‘Thekingisn’twearinganyclothes.’AskSstrytobethelittleboyandimitate.5.TalkabouttheboyT:Whatdoyouthinkoftheboy?S:Heishonest/...Read‘honest’.6.Readthestoryafterthetape.Payattentiontothepronunciation.liked/t/visited/id/showed/d/walked/t/looked/t/shouted/id/pointed/id/laughed/t/7.ReadtogetherStep3Consolidation1.Readthestoryagainingroupsandretellit.2.Let’smakethestoryintoaplayingroups.Thenactitout.Eachgroupcangetapieceofpaper.Ssneedtodiscussandfinishtheplayonthepaperfirst.Then,Onestudentshouldbethenarrator,otherSsacttheotherroles.Sscanalsoaddupsthandmaketheirownplays.3.Let’sthink.T:Isittheendofthestory?S:No.T:Everyonelaughedattheking.Howdidhefeel?S:Hefelt...Tgivestheanswer.Hefeltawkward.T:Whatwouldhedo?S:...(putonhisclothes,runaway,killthetwomen,rewardtheboy)Thekingwasfoolishatfirst,andatlasthebecameclever.Theboywashonest.HonestVSCleverWhichismoreimportant?Behonestratherthanclever.4.Whoisthebestactororactress?Congratulations!Homework:1.Readthestorywithemotion,trytoimitatethepronunciationandintonation.2.Imagineandcontinuewritingthestory.Blackboarddesign：Unit1Theking’snewclothesThekingisn’twearinganyclothes.walkedthroughfoolishlikednewclothesThekingisn’twearinganyclothes.walkedthroughfoolishlikednewclothesshowedWhatbeautifulclothes!showedWhatbeautifulclothes!AlotofpeopleAlotofpeoplecleverhonestcleverhonestReflectionafterclass：本課時(shí)為故事教學(xué)，學(xué)生們對于故事內(nèi)容并不陌生。在課堂初始階段，我通過自然的詢問天氣，過渡到在熱的天氣喜歡做什么事情，引出喜歡購物，買衣服，接著和學(xué)生們討論今天的穿著等，再以Thekingisn'twearinganyclothes導(dǎo)入主題。在教學(xué)過程中，我先提出Whydidn'tthekingwearanyclothes?讓學(xué)生們通過觀看卡通回答，并對故事內(nèi)容產(chǎn)生整體性的認(rèn)識。在觀看的過程中，學(xué)生們對故事也產(chǎn)生了濃厚的興趣。在逐步理解故事的過程中，我都讓學(xué)生們帶著一定的任務(wù)去讀，即通過對句子的判斷，細(xì)化故事，具有一定的目的性，并讓孩子們在文中畫出相應(yīng)的依據(jù)，培養(yǎng)學(xué)生勾畫、做批注的習(xí)慣，我也注意提醒他們對于過去式的朗讀要點(diǎn)。同時(shí)，我很注意培養(yǎng)學(xué)生模仿故事中人物的特點(diǎn)進(jìn)行角色體驗(yàn)的活動。在教學(xué)過程中，我還重在培養(yǎng)學(xué)生的自主思維，比如我提出了Whatdoyouthinkoftheking?Whatdoyouthinkofthelittleboy?