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1、The Kings New Clothes. Teaching content: 繪本 . Teaching aims and demands:1. 學習單詞和詞組：rich, clothes, king, clever, foolish, light, soft, beautiful, wearing, 理解意思，能聽懂，能讀熟。2. 初步感知句型： can 能聽懂，會讀，會說。3. 能正確理解故事內(nèi)容，有感情地朗讀故事。4. 讓學生體驗故事表演的快樂，明白為人要誠實，待人要真誠。. Teaching keys:1. 單詞clothes, foolish, wearing的發(fā)音。2. 描述服
2、裝的形容詞。3. 故事中人物語氣的朗讀。. Teaching difficulties: 在正確理解故事的基礎上，有感情地朗讀、表演故事內(nèi)容。. Teaching aids: 頭飾，板書制作，PPT課件，學生閱讀書，書. Teaching procedures: Step 1 Pre-reading1. Teach “king”, “rich”.Teacher draws a picture about the king. T: Who is he? (the king)(teach “king”)T: The king is very powerful and he has a lot of
3、 money. Hes rich. (teach “rich”)設計意圖通過簡筆畫的形式，吸引學生注意，引發(fā)其好奇心，通過國王簡筆畫的整體展現(xiàn)，出示故事主人公，開門見山，直奔主題，為文本的整體呈現(xiàn)做好鋪墊。Step2 While-reading1. Listen and read to learn “beautiful”, “clothes”T: What does the king like? (播放動畫) 引導Ss: He likes new clothes. (teach “clothes”)T: Look at the clothes. How nice! They are beaut
4、iful! (teach “beautiful”)2. Talk about the backgroundT: Do you know the story? Who can tell me the name of the story? Chinese is OK. (The Kings New Clothes)Ss: T: The story is written by Andersen in 1837. In the story, the kings clothes are new. But the story is very, very old. Lets go back to 1837
5、and meet the rich king. (PPT: 時光穿梭，音樂)設計意圖先見森林后見木，使學生對文本有個整體的認識。又因故事是學生耳聞能詳?shù)恼務摴适旅?，作者信息，使學生快速進入故事角色。2. Paragraph 11)Look and learnT: Im the king. I am very rich. I like new clothes very much! (PPT: mirror) Mirror, mirror, are my clothes beautiful? Mirror: I dont think so! to S1/S2: Can you make clot
6、hes for me?T: Who can make new clothes for me? (teach “make for ”學生跟讀)(板書2)2)Read like a king (板書)Ss read like the king. (PPT文字) 設計意圖通過時間穿梭機，帶領學生回到1837年，渲染氛圍。通過教師對國王的演繹，引導學生更好地體會國王的人物特點：富有，喜歡漂亮衣服。教師通過示范朗讀，引導學生讀出國王驕傲的語氣。 3. Paragraph 21) Read and underline T: Who can make new clothes for him? (I can!
7、 I can! PPT: 一群人，慢慢兩個騙子頭像放大)T: But they can. Why? Please read and underline. (學生自讀) (PPT 出示圖2的文字)Ss read and underline.引導Ss: Clever people can see the clothes. Foolish people cant see them. T: Here are three new words. Can you read them? (學生示范) (teach “clever” “people” “foolish” English-food-foolish
8、, 通過表情的不同，朗讀“clever people, foolish people”) T: Do you think so? They are cheaters. (PPT: cheater 騙子) They are cunning(狡猾的).Can you read like him? (Clever people can see the clothes) T: What about him? (My King, ) T: I think you can read them well. (學生自讀，教師學生互動表演)設計意圖這一段是文本中精彩片斷之一。文本的內(nèi)容較為精練，加上人們爭相為國
9、王做新衣的橋段，使故事的邏輯性更強。通過學生自讀劃線的閱讀方式，引出新詞的學習，以舊帶新，解決foolish的發(fā)音難點，正確朗讀文本；通過對兩個騙子的話語的指導，師生之間的互動操練，使學生更好的進行文本朗讀。 4. Paragraph 3 PPT: Fifteen days later 音效：織布機T: What kind of clothes are they? Look! (拿出新衣)T: They are soft and light. (teach “soft”體驗感知, “l(fā)ight”手勢感知)What does the king think of the new clothes?
10、Read and answer. (出示圖片文字) （They are soft and light. ）T: Can he see the clothes? (No!)But he says “Oh, yes. They are soft and light.” Because he thinks cleverpeople can see the clothes. Foolish people cant see them. How to read it well? Listen and imitate.T: You are the king. (教師示范朗讀兩個騙子的話語，引導學生有感情地朗
11、讀)（三個學生為一組，進行操練朗讀）設計意圖 這一段也是文本中精彩片斷之一。通過自讀回答問題的方式，引出國王對新衣的感受soft and light。通過教師和學生們的互動，重點操練國王的話語。三人小組合作對話，讓學生在表演中體會人物特點。5. Paragraph 4&51) Learn the textT: The king thinks the clothes are soft and light. And hes going to show his new clothes to other people. What do they think of the clothes? (出示人群和
12、男孩的圖片)Lets read!(出示圖片4，5文字) T: (拿出人群的圖片) What do they think?（They are beautiful!） T: Do all the people think they are beautiful? (No) Then who? (The boy.) What does he say? (出示圖片5，文字)（引導學生朗讀文本）Heres a new word. (teach “wearing”, pear, bear, wear, wearing)Ha! Ha! The king isnt wearing any clothes.2)
13、Mini Theatre T: Now lets go to the Mini Theatre and act the period. 一位學生扮演國王巡演，引導其他學生朗讀圖4&5 的文字。(Music: You are beautiful!)設計意圖 圖4&5的內(nèi)容主要是國王巡游時人們的不同反應。通過人們對新衣的不同反應，設計國王巡游的現(xiàn)場秀環(huán)節(jié)，使每個學生參與到表演中。Step3 Post-reading1. Talk about the characters King: rich, foolishTwo men: clever, bad Other people: foolishBoy
14、: honest2. Read the story.1) Read and repeatT: What a lovely king! Boys and girls, you learn so well! Its time to read after the tape! Try to learn the pronunciation and the intonation. 2) Read by themselvesT: Read by yourselves.3. Act the story T: You can read very well. And you know them well now.
15、 Why dont we act the story! Rules: Six students a group. If you read well, you can get one star. If you can read without the books, you can get two stars. And if you can do the gestures, you can get three stars. (Ss practice and act) 設計意圖英語故事的學習，首先能夠正確朗讀，其次能夠有感情的朗讀，最后能夠生動表現(xiàn)。通過跟錄音朗讀，學生正確模仿語音語調(diào)進行朗讀。了解
16、人物特點，使得學生的表演更為生動有趣。 據(jù)調(diào)查顯示，學生最喜歡的閱讀方式是讀讀演演。最后設計的表演活動，既能反饋學生本堂課的學習情況，又能把課堂氣氛推向高潮。根據(jù)加德納的多元智能理論，教師設計多元的教學活動，學生可選擇表演或朗誦等方式，展示自己的所學所悟，以求多元發(fā)展。4. A trick to know the truth1) Who do you want to be? T: 引導學生總結Welcome back! Today we learnt the story . If you were in the story, who do you want to be?(音效：時光穿梭)Ss:
17、 King! (Yes, hes very rich. But dont forget to be a good king. And do good things for your people.)Boy! (Be honest! Be yourself! )2) A trick T: Wow! You did a great job! Now I have some presents for you. They are Can you see them? (Yes.)Now can you see them? (拿出另一個盒子) (No.) T: Remember! Clever peopl
18、e can see the clothes. Foolish people cant see them! Can you see them? (No./ Yes.) T: Remember! Be honest! Be yourself!Step4 Homework1. Design an ending for the story. The king is back home,2. Read more English stories from the bookshops and the internet. EndingT: Today I would very love to be your English teacher and tell you a story about the clothes. Remember: Be honest! Be yourselves. Thank you!設計意圖 “課內(nèi)學方法，課外求發(fā)展”。本堂課學生學習了閱讀的方法，通過猜猜、聽聽、問問、讀讀、演演等方法，體驗了故事閱讀的快樂。通過一個送禮物的小環(huán)節(jié)，巧妙地揭示故事主旨。引導學生課外通過多種渠道進行經(jīng)典英文繪本閱讀，對于學生來說英語的學習就不僅僅是課堂上幾十分鐘的事了，課外的英文閱讀將對學生英語水平的提高起到不可估量的作用。
六年級上冊英語教案－ Unit1 The king's new clothes Story time ｜譯林版（三起）
