译林版英语小学六年级上册Unit1教案

单元整体分析本单元作为六年级上册的开篇单元，旨在引导学生围绕“国王的新衣”这一经典故事主题展开语言学习与运用。教学内容紧密围绕“服饰”“人物特征描述”及“简单叙事”展开，核心词汇与句型既承接了五年级所学的形容词和名词知识，又在此基础上进行了拓展和深化，特别是引入了与故事叙述相关的动词过去式，为学生后续进行简单的故事复述和创编奠定基础。本单元的学习，不仅能提升学生的语言技能，还能培养其初步的文学欣赏能力和批判性思维。分课时教案设计第一课时：Storytime(PartA)一、教学内容Storytime板块核心故事的呈现与初步理解；重点词汇：king,new,clothes,make,magic,clever,foolish,people,shout,point；重点句型：Thekingisn'twearinganyclothes./Alittleboysays,"...".二、教学目标1.知识与技能*能初步理解并认读本课时核心词汇：king,new,clothes,clever,foolish,people,shout,point。*能初步听懂、理解Storytime板块的故事大意，感知故事发展脉络。*能初步感知并理解句型"Thekingisn'twearinganyclothes."和"Alittleboysays,'...'."的意义和用法。2.过程与方法*通过图片、情景、肢体语言等多种方式，激发学生学习兴趣，引导学生主动参与故事的感知与理解。*运用预测、提问、讨论等策略，培养学生获取信息和初步处理信息的能力。3.情感态度与价值观*初步感受故事的趣味性，培养学生积极思考的习惯。*引导学生认识到要做一个诚实、勇敢的人。三、教学重难点*重点：理解故事大意，初步掌握核心词汇的意义。*难点：理解并初步运用"Thekingisn'twearinganyclothes."以及对故事中人物情感和行为的理解。四、教学准备多媒体课件（PPT）、单词卡片、国王、裁缝、百姓等人物头饰或图片、相关衣物道具（如披风）。五、教学过程Step1:Warm-up&Lead-in(热身与导入)1.Greeting&Freetalk:*T:Goodmorning,class.Howareyoutoday?*Ss:I'mfine,thankyou.Andyou?*T:I'mgreat.Lookatme.I'mwearingaredT-shirtandbluejeans.Whatareyouwearingtoday?(引导学生用"I'mwearing..."回答，复习旧知)2.Lead-into"king":*T:(出示国王图片)Look,whoishe?(引导学生猜测)Yes,heisaking.(板书：king，教读)Akingisaveryimportantmaninacountry.*T:Whatdoesakingusuallywear?(引导学生看图描述，引出"clothes")*T:Thiskinglovesnewclothesverymuch.Today,wewilllearnastoryaboutthekingandhisnewclothes.(揭示单元主题：Unit1Theking'snewclothes)Step2:PresentationofStory(故事呈现)1.Introducethesettingandcharacters:*T:Thesemagicclothesareveryspecial.Cleverpeoplecanseethem.Foolishpeoplecan'tseethem.(借助简笔画或表情图解释clever和foolish，板书：clever,foolish，教读)2.Storylisteningandinitialunderstanding:*T:Whathappensnext?Let'swatchthecartoonandfindout:Whatcanthekingseeintheend?(播放Storytime动画，不出现字幕)*(学生观看后回答)*分段播放或教师分段讲述故事，结合图片进行提问和讲解，帮助学生理解：*P1-2:Whatdothetwomensaytheycanmake?What'sspecialabouttheclothes?*P3:Dotheministersseetheclothes?Whydotheysaytheycansee?(引导理解大臣的心理)*P4:Doesthekingseetheclothes?Whatdoeshewear?(板书：Thekingisn'twearinganyclothes.重点教学，可通过动作演示"wear"，强调"any"在否定句中的用法)*P5-6:Whatdothepeoplesayatfirst?Then,whopointsatthekingandshouts?(板书：people,shout,point，教读，并用动作演示point和shout)Whatdoesthelittleboysay?(引导学生说出故事关键句)4.Wholestoryreading:*T:Let'sreadthestorytogether.(播放录音，学生跟读；或教师带读，注意语音语调)Step3:Practice&Consolidation(操练与巩固)1.TrueorFalse:(根据故事内容设计几个判断题，检查学生理解)*Thekingdoesn'tlikenewclothes.(F)*Thetwomencanmakemagicclothes.(F)*Cleverpeoplecanseethemagicclothes.(F,实际是骗子的谎言)*Thelittleboyisfoolish.(F)2.Actoutkeyparts:*教师扮演国王，学生扮演百姓，操练"Lookattheking'snewclothes!They'rebeautiful!"*请几位学生分别扮演小男孩和百姓，操练"Point!Shout!'Thekingisn'twearinganyclothes!'"Step4:Summary&Homework(总结与作业)1.Summary:*T:Whatafunnystory!Whatdoyouthinkoftheking?Whatdoyouthinkofthelittleboy?(引导学生简单评价，渗透情感教育)2.Homework:*ListentotheStorytimerecordingandreadit3times.*Copythenewwords:king,clothes,clever,foolish.六、板书设计Unit1Theking'snewclothes(简笔画：国王)kingnewclothesmagicclever←→foolishpeople(简笔画：手指指向)point(简笔画：张嘴大喊)shoutThekingisn'twearinganyclothes!第二课时：Grammartime&Funtime(PartB&C)一、教学内容Grammartime板块：be动词的过去式(am/is-was,are-were)；Funtime板块：角色扮演活动。复习Storytime核心词汇与句型。二、教学目标1.知识与技能*能初步感知并理解be动词过去式was,were的意义和用法，并能根据主语正确运用。*能熟练运用Storytime中的核心词汇和句型。*能积极参与Funtime的角色扮演活动，运用所学语言进行简单的情景对话。2.过程与方法*通过对比、归纳等方法，引导学生发现be动词过去式的构成和用法。*通过游戏、角色扮演等形式，营造轻松愉快的学习氛围，巩固所学知识。3.情感态度与价值观*在角色扮演中体验合作学习的乐趣，培养学生的表演能力和语言运用能力。三、教学重难点*重点：be动词过去式was,were的初步运用。*难点：was与were的正确选用。四、教学准备多媒体课件、Grammartime句型卡片、人物头饰（国王、裁缝、男孩、百姓等）。五、教学过程Step1:Warm-up&Review(热身与复习)1.Greeting:2.ReviewStorytime:*T:Let'sreviewthestoryof"Theking'snewclothes".(快速播放Storytime动画片段或展示几幅关键图片)*T:Whocansaysomethingaboutthestory?(邀请1-2名学生简单复述)*快速认读单词卡片：king,clothes,clever,foolish,point,shout,magic,make。3.Lead-intopasttense:*T:Yesterday,Iwasinthepark.(做动作或出示图片)Youwereintheclassroomyesterday.(引导学生感知was/were)Today,wewilllearnmoreabout"was"and"were".Step2:PresentationofGrammar(语法呈现)1.Introduce"was"and"were":*T:(出示国王图片)Look,thisistheking.Heishappynow.(板书：Heishappynow.)*T:Butyesterday,hewassad.(出示国王昨天不开心的图片，板书：Hewassadyesterday.)*(对比is和was)Iamhappynow.Iwashappyyesterdaytoo.*(出示两个学生图片)Theyareintheclassroomnow.(板书：Theyareintheclassroomnow.)*Theywereintheplaygroundyesterday.(板书：Theywereintheplaygroundyesterday.)*(对比are和were)Youarestudents.Youwerebabiesmanyyearsago.(可出示婴儿图片)2.Summarizetherule:*T:I,he,she,it→用was(am/is的过去式)*T:You,we,they→用were(are的过去式)(板书简要规则)3.Grammartimepractice:*带领学生完成课本Grammartime部分的练习，先观察，再填空，最后齐读。*补充练习：用was/were填空。*I______(am)athomeyesterday.*They______(are)inthelibrarythismorning.*Theking______(is)foolishinthestory.Step3:Funtime(趣味活动)1.Understandthetask:*T:Now,let'splayagame.LookatFuntime.(展示Funtime图片和对话)Wecanactthisout.*教师与一名学生示范对话：*A:Lookattheking'snewclothes.*B:Oh,they'rebeautiful!*A:Doyoulikethem?*B:Yes!They'remagicclothes.Cleverpeoplecanseethem.2.Groupwork:*将学生分成小组，每组分配不同角色（如路人A、路人B、路人C）。*学生根据Funtime的提示，也可结合Storytime内容，创编简短对话并进行表演。*教师巡视指导，鼓励学生大胆开口。3.Actout:*邀请几组学生上台表演，给予鼓励性评价。Step4:Consolidation&Homework(巩固与作业)1.Game:"Was/WereBingo":(教师准备一些包含was/were的句子卡片，学生在纸上画格子写单词，教师念句子，学生划词，连成线者为赢)2.Homework:*CopythesentencesinGrammartime.*PracticethedialogueinFuntimewithyourpartner.*Thinkabout:Whathappenedafterthelittleboyshouted?(为下一课故事续编做准备)六、板书设计Unit