1、UnitUnit 6 6 A A SchoolSchool SaleSale 第第 1 1 课时教学设计课时教学设计 【内容来源】陕旅教育出版社六年级下册 Unit6 【主题】Warming-up: Look and choose, Warming-up: Read and group, Lets learn 【课时】第 1 课时 一、教学目标 1. 能听、说、读、写词汇：notebook, magazine, glue, story book, model plane, toy car, a pair of scissors。 2. 渗透英语学习的方法、技巧，培养学生自主学习的能力。 二、教
2、学准备 1. 教师准备 Lets learn 部分的词汇教学卡片和实物。 2. 教师准备本课时的 PPT 教学课件。 3. 教师准备 Lets learn 部分的教学音频。 三、教学方法建议 课程导入(Leading In) (1)课前问答 T: Hello, boys and girls! Ss: Hello, Mr. / Miss .! T: Its time for English. Nice to see you again. Today, I have a magic bag to show you. Look!(在屏幕上呈现一幅图：一个大的“袋子” ）Can you guess w
3、hats in it? Theyre all about school things and toys. S1: There is a/an . in the bag. S2: There is a/an . in the bag. . (2)新课导入 1. Part A Warming-up: Look and choose 教师在以课件引入的过程中， 可顺势引入本部分的物品， 在以 PPT 课件展示过本部分的 全部物品后，让学生自主完成长汇与图片的匹配。 参考答案：d，b，e，a，c 2. Part A Warming-up: Read and group 此活动是以词汇分类的形式进行热行
4、热身。教师可引领学生要起读一读这 16 个单词， 在读的过程中即可顺势完成分组，并将相应序号或单词分别写入 Toys 和 School things 框 内。教师可以这样组织： T: Here are many things. Some are school things. Some are toys. Now please put them into different groups. What are toys in your opinion? And what are school things? Now lets read aloud together! 参考答案：Toys: 4, 5
5、, 6, 9, 10, 12, 13, 14, 15 School things: 1, 2, 3, 7, 8, 11, 16 课程展示活动和过程的设计建议（presentation) (1)新课展示 Part A Lets learn 教师出示 Lets learn 部分的图片，向学生们介绍： T: Hello, boys and girls. Now we have more school things and toys. Lets have a look at them and learn the words. 1. 教授词汇 story book, notebook, magazine
6、 教师拿出所准备的包括课本、故事书（如白雪公主 ）和笔记本在内的几本书介绍生 词。 T: Look, children. What are these? Ss: They are books. T: Yes. Books are our good friends. Many people like reading books. Here in my hands, I have some kinds of books. 教师出示英语课本和故事书介绍 story book。 T: We can learn English with this book. This is a textbook. In
7、 this book, we have a story about Snow White. This is a story book. 再拿出笔记本介绍 notebook。 T: Is this a story book? Ss: No. T: Youre right. Its not a story book. Its a notebook. What can we do with it? T/Ss: We can write down some notes on it. We can write a diary on it every day. 再拿出几本杂志介绍单词 magazine。
8、T: Look, is this a book? Ss: ? 教师一本一本边翻看边介绍： T: There are beautiful pictures in it. We can read some important news and good articles in it. This is a magazine. 让学生通过教师的描述，大概理解这三种 book 的功能作用。在学生明白之后，领读几 遍手里的这三种书：story book, notebook, magazine。然后在 PPT 上展示出这些词汇的写 法， 并领读几遍。 有意识地引导学生注意单词 magazine 的重音和其中
9、的两个 a 的不同发音。 2. 教授词汇 toy car, model plane, glue 教师同样借助所准备的实物介绍 toy car 和 model plane。可以这样讲述： T: Look! Its a car. But you cannot drive it on the road. And this is a plane. But it cannot fly high in the sky. You can play with them. 板书并领读词汇 model plane 和 toy car 之后，再拿出一瓶去掉粘贴物的胶水，并可以 这样描述： T: Here is a
10、small bottle. Whats in it? It looks like some water. But its not water. If you want to make a paper plane or a model plane, it can help you to stick. We can stick the paper together with it. 教师边介绍边演示，在学生听并猜过后，出示单词卡片 glue。 这里可以用迁移法帮助学生记住 glue 的读音和拼写，即：由 true, blue 到 glue,引导 学生发现读音规律和技巧。 3. 教授短语 a pai
11、r of scissors 教师可以先把剪刀藏在背后，用另一只手一边比划剪的动作，一边描述： T: There is another thing here in my hand. Can you guess what it is? We often use it to cut paper, rope and our hair. 出示单词 scissors，一起读写之后，再向学生介绍 a pair of scissors。 教学小贴士 教师在这里可以引领学生回忆和了解更多可与 a pair of 搭配使用的其他词汇。如：a pair of glasses/pants/shorts/gloves/
12、shoes/jeans 等等。并复习复数的表达，如： two/three pairs of。 (2)巩固活动 1. 教师播放录音，让学生边指图片边跟读 Lets learn 部分的词汇。 2. 学生看卡片读词。重复几遍后逐渐加快卡片的呈现速度，考验学生的反应能力和熟 练程度。 3. 看图读词，并要求学生拼出词汇，考验学生的词汇速记能力。 操练活动的设计与实施建议（Practice Activities) (1)韵律问答 教师一边在 PPT 画面中呈现词汇图片，一边带着节奏读问题：Whats in the picture? Whats in the picture?引导学生说：A / An .
13、is in the picture. A/An . is in the picture。师生互动，不断呈现单词图片并带着节奏重复问答。这样，既可以使课堂气氛变 得轻松活泼，也可以起到巩固词汇的作用。结构如下： Whats in the picture? Whats in the picture? A notebook is in the picture, a notebook is in the picture. What，s in the picture? Whats in the picture? A bottle of glue is in the picture, a bottle of glue is in the picture. . 提醒学生注意： glue是个不可数名词， 不能直接用不定冠词表示其数量， 只可说a bottle of glue 或 some glue。 (2)词汇记忆大比拼 教师让学生在规定的时间内，记忆本节课所学的词汇。然后，让学生进行听写练习。听 写完毕后，教师引导学生分组分享他们各自记忆词汇的方法。教师给予积极评价与指导，并 归纳大家的词汇记忆方法。
