5、ng’s New Clothes>
T: The story is written by Andersen in 1837.
In the story, the king’s clothes are new. But the story is very, very old.
Let’s go back to 1837 and meet the rich king. (PPT: 時光穿梭，音樂)
[設(shè)計意圖]
先見森林后見木，使學(xué)生對文本有個整體的認(rèn)識。又因故事是學(xué)生耳聞能詳?shù)恼務(wù)摴适旅?，作者信息，使學(xué)生快速進(jìn)入故事角色。
2. Paragraph 1
1) Look
6、and learn
T: I’m the king. I am very rich. I like new clothes very much! (PPT: mirror) Mirror, mirror, are my clothes beautiful?
Mirror: I don’t think so!
to S1/S2: Can you make clothes for me?
T: Who can make new clothes for me? (teach “make … for …”學(xué)生跟讀)(板書2)
2) Read like a king (板書)
Ss re
7、ad like the king. (PPT文字)
[設(shè)計意圖]
通過時間穿梭機(jī)，帶領(lǐng)學(xué)生回到1837年，渲染氛圍。通過教師對國王的演繹，引導(dǎo)學(xué)生更好地體會國王的人物特點(diǎn)：富有，喜歡漂亮衣服。教師通過示范朗讀，引導(dǎo)學(xué)生讀出國王驕傲的語氣。
3. Paragraph 2
1) Read and underline
T: Who can make new clothes for him?
(I can! 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(xué)生
8、自讀)
(PPT 出示圖2的文字)
Ss read and underline.
引導(dǎo)Ss: Clever people can see the clothes.
Foolish people can’t see them.
T: Here are three new words. Can you read them? (學(xué)生示范)
(teach “clever” “people” “foolish” English-food-foolish,
通過表情的不同，朗讀“clever people, foolish people”)
T: Do yo
9、u 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(xué)生自讀，教師學(xué)生互動表演)
[設(shè)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，加上人們爭相為國王做新衣的橋段，使故事的邏輯性更強(qiáng)。通過學(xué)生自讀劃線的閱讀方式，引
10、出新詞的學(xué)習(xí)，以舊帶新，解決foolish的發(fā)音難點(diǎn)，正確朗讀文本；通過對兩個騙子的話語的指導(dǎo)，師生之間的互動操練，使學(xué)生更好的進(jìn)行文本朗讀。
4. Paragraph 3
PPT: Fifteen days later…… 音效：織布機(jī)
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? Read and answer.
11、
(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 clever
people can see the clothes. Foolish people can’t 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(dǎo)學(xué)生有感情地朗讀)
（
12、三個學(xué)生為一組，進(jìn)行操練朗讀）
[設(shè)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(xué)生們的互動，重點(diǎn)操練國王的話語。三人小組合作對話，讓學(xué)生在表演中體會人物特點(diǎn)。
5. Paragraph 4&5
1) Learn the text
T: The king thinks the clothes are soft and light. And he’s going to show
his new clothes to other people. What do they think of
13、 the clothes?
(出示人群和男孩的圖片)
Let’s 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(dǎo)學(xué)生朗讀文本）
Here’s a new word. (teach “wearing”, pear, bear, wear, wearing)
Ha! H
14、a! The king isn’t wearing any clothes.
2) Mini Theatre
T: Now let’s go to the Mini Theatre and act the period. 一位學(xué)生扮演
國王巡演，引導(dǎo)其他學(xué)生朗讀圖4&5 的文字。
(Music: You are beautiful!)
[設(shè)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(yīng)。通過人們對新衣的不同反應(yīng)，設(shè)計國王巡游的現(xiàn)場秀環(huán)節(jié)，使每個學(xué)生參與到表演中。
Step3 Post-reading
1. Talk about the charac
15、ters
King: rich, foolish Two men: clever, bad
Other people: foolish Boy: honest
2. Read the story.
1) Read and repeat
T: What a lovely king! Boys and girls, you learn so well!
It’s time to read after the tape!
Try to learn the pronunciation and the intonation.
2) Read by themselve
16、s
T: Read by yourselves.
3. Act the story
T: You can read very well. And you know them well now.
Why don’t 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
17、 can get three stars.
(Ss practice and act)
[設(shè)計意圖]
英語故事的學(xué)習(xí)，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(xué)生正確模仿語音語調(diào)進(jìn)行朗讀。了解人物特點(diǎn)，使得學(xué)生的表演更為生動有趣。 據(jù)調(diào)查顯示，學(xué)生最喜歡的閱讀方式是讀讀演演。最后設(shè)計的表演活動，既能反饋學(xué)生本堂課的學(xué)習(xí)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(shè)計多元的教學(xué)活動，學(xué)生可選擇表演或朗誦等方式，展示自己的所學(xué)所悟，以求多元發(fā)展。
4. A trick – to know the truth
1) Who do
18、you want to be?
T: 引導(dǎo)學(xué)生總結(jié)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: King! (Yes, he’s very rich. But don’t forget to be a good king. And do good things for your people.)
Boy! (Be honest! Be yourself! )
2) A tri
19、ck
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 people can see the clothes.
Foolish people can’t see them! Can you see them? (No./ Yes.)
T: Remember! Be honest! Be yours
20、elf!
Step4 Homework
1. Design an ending for the story. The king is back home,…
2. Read more English stories from the bookshops and the internet.
Ending
T: 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(shè)計意圖]
“課內(nèi)學(xué)方法，課外求發(fā)展”。本堂課學(xué)生學(xué)習(xí)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(dǎo)學(xué)生課外通過多種渠道進(jìn)行經(jīng)典英文繪本閱讀，對于學(xué)生來說英語的學(xué)習(xí)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(xué)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）
