《Story time》优质课教案六年级上册小学英语译林版三年级起点-六年级英语教案

江苏译林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：本课时为故事教学，学生们对于故事内容并不陌生。在课堂初始阶段，我通过自然的询问天气，过渡到在热的天气喜欢做什么事情，引出喜欢购物，买衣服，接着和学生们讨论今天的穿着等，再以Thekingisn'twearinganyclothes导入主题。在教学过程中，我先提出Whydidn'tthekingwearanyclothes?让学生们通过观看卡通回答，并对故事内容产生整体性的认识。在观看的过程中，学生们对故事也产生了浓厚的兴趣。在逐步理解故事的过程中，我都让学生们带着一定的任务去读，即通过对句子的判断，细化故事，具有一定的目的性，并让孩子们在文中画出相应的依据，培养学生勾画、做批注的习惯，我也注意提醒他们对于过去式的朗读要点。同时，我很注意培养学生模仿故事中人物的特点进行角色体验的活动。在教学过程中，我还重在培养学生的自主思维，比如我提出了Whatdoyouthinkoftheking?Whatdoyouthinkofthelittleboy?