Unit1_第1课时教学设计.doc

Unit1 第1课时教学设计 【内容来源】译林版（六年级）上册Unit1 【主 题】The king’s new clothes 【课 时】第1课时：Story time, Fun time 一、板块介绍 本部分讲述在很久以前，一位国王在骗子的蛊惑下，穿着所谓的“新装”，一丝不挂地上街游行。当所有人都附和称赞“新装”漂亮的时候，一个天真的孩子道出了真相。教师可根据学生的具体情况，拓展故事语言，将教材中的故事版本改编得更丰满，更生动，也可以鼓励学生想象故事的结尾或续写故事。 二、教学目标 1、能听懂、会说、会读、会写clever, foolish, laugh, shout； 2、能听懂、会说、会读Story time中的故事，及there was/were… 3、能够熟练掌握该部分出现的动词过去式。 三、教学重难点 1、句型：There was/were ...的用法及动词的过去式 2、词汇：clever, foolish, laugh, point at, shout等词的音、形、义及相应的过去式 四、教学准备 教学课件（教师可以在优教平台直接调用或下载）、课文录音、动画、教材图片、服饰类图片。 五、教学过程 Step 1: Warm-up/Lead-in 1. 看图说话，复习there be句型和身体特征类的形容词。教师可以利用图片或在黑板上画简笔画，呈现一个单纯快乐的小男孩、两个骗子模样的成年男子和一个爱慕虚荣并且愚蠢的国王，导入课文中故事的人物。教师可以要求学生用There is/are ...和He/She is ...的句式来描述这几个人物。教师可以在必要的时候介绍本单元的目标词汇clever和foolish。如： S1: There is a man. He is short and fat. S2: There is a man. He is tall and thin. S3: There is a king. He is old and fat. S4: There is a boy. He is cute and happy. 2. 看图并讨论人物，导人故事 教师安排学生两人或多人一组，讨论并猜测这些人物的性格特点和喜好。教师可以设置一些问题引导学生思考。如： 1）What do you think of the king? Does he look foolish? 2）What does the king like? Can you guess? 3）What do you think of the two men? Do they look honest? Would you trust them? 4）What do you think of the boy? Does he look clever? 3. 看图问答，复习服饰类词汇和表示评价的形容词 教师可利用三年级上册Unit 4和四年级下册Unit 6的单词卡片，复习服装类的词汇。随后教师可呈现一些西方宫廷式服饰图片，要求学生欣赏和讨论，并给出评价。如： T: Look at the clothes. What do you think? Are they nice/beautiful/cool? Ss: They’re beautiful./How cool!/They are so nice! T: Whose clothes are they? Can you guess? Ss: They’re the kings’/queens. Step 2: Presentation & Practice Story time 1. 说说做做，教授规则动词的过去式 教师准备一些表示动作和运动的单词卡片(这些动词必须是规则动词，如shout, talk, walk, play, push, jump, skate, dance),要求学生看图认读单词，并做出相应的 动作。教师然后追问学生刚才做了什么动作，引出相关动词的过去式。教师可以用多媒体或在黑板上呈现两组动词，一组为动词原形，另一组为动词的过去式。如： T: (出示单词卡片shout) Ss: (学生作喊叫动作）Shout. T: What did you do just now? Ss: I shout. T: (板书shout和shouted) No. You shouted. Ss: I shouted. … 2. 师生问答活动，操练规则动词的过去式 教师做动作，呈现规则动词，要求学生用动词的过去式描述。如: T: (做弹钢琴动作） Ss: You played the piano. … 3. 两人活动，操练规则动词的过去式 教师将规则动词的卡片一起呈现在黑板上，然后安排学生两人一组，一人选择一个动词并做相应动作，另一个人则用过去式给予描述。 T: (呈现儿时照片)Who is this? Can you guess? Ss: It’s you. T: Yes, it’s me long ago. Now I’m thirty years old. What am I like? S1: You’re tall and thin. S2: Your hair is long. S3: Your eyes are big. S4: Your legs are long. … T: Look at this picture again. I was five years old then. I was fat and short. My hair was short. My nose was small. My mouth was small too. My eyes were big. My legs were short... 4. 小组活动，描述儿时照片，操练be动词的过去式 教师安排学生小组活动，根据课前准备好的儿时照片，用be动词的过去式来描述。教师可要求学生互相描述对方儿时的样貌，操练You were ..., 也可以邀请若干同学向大家描述自己或者其他组员的儿时样貌，操练I/He/ She was ...如： S: I/He/ She was ... years old then. I/He/ She was ... My/His /Her ... was/were ... 5. 听录音，排序图片 教师在黑板上呈现课文的四幅图片，并打乱顺序。然后播放课文录音，要求学生在听完录音后，按照故事情节的先后顺序，排序图片，以检测他们对故事的整体理解。 6. 阅读课文，检测理解 教师安排学生阅读课文，并完成学生用书烈True or false，检测学生对故事大意的理解。 7. 师生问答，检测理解 教师可以要求学生徽阅读课文，并设计若干问题，帮助他们更加透彻地理解课 文。如： 1）Who liked new clothes? (the king) 2）What could the men make? (magic clothes) 3）According to the two men, who can see the magic clothes? Who can’t see the magic clothes? (clever people; foolish people) What did the people in the street shout to the king? (What beautiful clothes!) 4）Why did the little boy laugh? What did he say? (The king isn’t wearing any clothes.) 5）Who was clever? (the little boy) 6）Who was foolish? (the king and people in the street) 7）Were there any new clothes in the story? (no) 8）What were the two men? (cheats) 9. 分角色朗读 教师可利用课件呈现故事中主要人物的台词，要求学生根据人物的性格特点，模仿朗读。随后，教师可安排学生四人一组，分角色朗读故事。 Fun time 1. 人物联想 教师给出故事的四个人物，要求学生展开联想并说说与人物有关的词语或句子。如： T: The king. Ss: Beautiful clothes/foolish/fat/rich/… T: The men. Ss: Thin and tall/short and fat/magic clothes/liars/cheats/… T: The boy. Ss: Clever/honest/good/cute… 2. 两人活动，补全对话 教师安排学生两人一组，补全对话。教师可鼓励学生根据图片，发挥想象力，拓展对话内容，丰富人物的语言以及动作，再构剧本。如： 图1 King: I’m the king. I’m rich. I have many beautiful clothes. I like new clothes. Who can make new clothes for me? 图2 King: Oh no, I can’t see the clothes. Am I foolish? No! I’m the king. I’m clever. Man 2: Do they fit, my king? King: Oh yes! These clothes are so beautiful. I like them. They fit well. 3. 小组活动，表演对话。 教师组织学生四人一组，表演对话。教师可布置分层任务，使学生有目的地进行表演。教师可设置最佳表演奖和最佳编剧奖，以鼓励学生拓展对话，声情并茂地表演。 第一层：正确表演对话。 第二层：在一的基础上加上肢体语言和人物表情。 第三层：在一和二的基础上适当添加符合人物特点的句子。 Step 3: Consolidation 1. 情景拓展，创编故事 教师安排学生三人或四人一组，任选课文中一个场景，进行拓展创编对话。小组活动后，教师可邀请若干能力较强的学生和自己一起编创对话，拓展故事情节。如： S1: I’m the king. I have a lot of clothes. Look. Are they beautiful? Are they cool? But they are not new. I like new clothes. Who can make new clothes for me? S2: I can. I can make beautiful clothes, my king. S3: I can. I can make cool clothes for you, my king. S4: I can. I can make magic clothes for you, my king. S1: Wait a minute. What are magic clothes? S3: Magic clothes can tell who is clever and who is foolish. Clever people can see magic clothes, but foolish people can’t. S1: That’s interesting. Make some magic clothes for me. Qui