4/4授課教師：江蘇省揚(yáng)州市梅嶺小學(xué)高倩蘇教譯林版小學(xué)英語(yǔ)六年級(jí)上冊(cè)Unit1Theking’snewclothes第一課時(shí)教學(xué)設(shè)計(jì)一、教學(xué)目標(biāo)1.語(yǔ)言知識(shí)：能初步了解一般過去時(shí)的句式結(jié)構(gòu)，能初步聽懂、會(huì)說、會(huì)讀、會(huì)寫詞匯clever,foolish,magic,point,laugh,walkthrough,show以及它們的過去式。2.語(yǔ)言技能：能夠正確準(zhǔn)確地朗讀故事，根據(jù)文章架構(gòu)復(fù)述故事內(nèi)容。3.情感態(tài)度：樹立公平正義，敢于大膽說真話，不阿諛奉承的好習(xí)慣，培養(yǎng)正確的價(jià)值觀。二、教學(xué)重難點(diǎn)：能夠正確準(zhǔn)確地朗讀故事，引導(dǎo)學(xué)生理解文本主旨，根據(jù)文章架構(gòu)復(fù)述故事內(nèi)容。三、教學(xué)過程：T:Goodmorning,boysandgirls.Todaywewillreadastory:Theking’snewclothes.ThestorywaswrittenbyAnderson.Firstlet’swatchthecartoonandfindout“Whendidthestoryhappen?Whowereinthestory?”(Watchthecartoon)設(shè)計(jì)意圖：開門見山，引出兩個(gè)問題，引導(dǎo)學(xué)生了解文本發(fā)生時(shí)間和主要人物。T:Well,whendidthestoryhappen?S1:Longlongago.T:Yes,ithappenedlonglongago.Let’sreadtogether.Soitmeansthestoryhappenedinthepasttime,weshouldusepasttenseinthestory.Weshouldchange“is,am”into“was”,change“are”into“were”.Canyoufindwhowereinthestory,therewas/were...S2:Therewasaking.S3:Thereweretwomen.S4:Therewerealotofpeople.S5:Therewasalittleboy.設(shè)計(jì)意圖：通過Therebe句型的一般過去時(shí)，呈現(xiàn)be動(dòng)詞的過去式，利用文本內(nèi)容進(jìn)行Therebe句型的操練。T:OK,let’sreadP1andfindonedaywhathappened?S6:Oneday,twomenvisitedtheking.（學(xué)習(xí)visited）T:Whydidtheyvisittheking?S1:Becausethekinglikednewclothes.Theywantedtomakenewclothesfortheking.（學(xué)習(xí)liked）T:OK,listen.(Theysay“Myking,wecanmakenewclothesforyou.)Howdoesthekingthingofthetwomen?S2:Oh,it’swonderful.Ilikenewclothes,makeclothesformesoon.S3:You’resogreat!Icanhavethemostbeautifulclothesintheworld.T:Let’sreadP1together.設(shè)計(jì)意圖：通過問題設(shè)置，幫助學(xué)生理清文本內(nèi)容，同時(shí)通過人物心理的進(jìn)一步猜測(cè)，深入了解人物內(nèi)心活動(dòng)。字幕顯示：Fifteendayslater,thetwomenshowedthekinghisnewclothes.T:Pleaselistenandchoosethecorrectwords,howdothetwomendescribethenewclothes?S:聽錄音，選詞填空。學(xué)習(xí)新詞clever,magic,foolish。T:Sohowdoesthekingthinkatthemoment?S4:Oh,mygod,Ican’tseetheclothes.S5:AmIafoolishman,no,no,no,I’mclever.S6:Wow,whatbeautifulclothes!T:Let’sreadtogether.設(shè)計(jì)意圖：通過選詞填空，將3個(gè)形容詞進(jìn)行區(qū)分，同時(shí)弄清楚詞語(yǔ)的含義。T:Well,aftertryingonthenewclothes,whathappened?Let’sreadP3andfindout:Whatdidthekingandthepeopledo?Pleaseunderlinethekeywords.S1:Thekingwalkedthroughthecityinhisnewclothes.（呈現(xiàn)walkthrough）S2:Theylookedatthekingandshouted...（呈現(xiàn)looked,shouted）T:Whatdoesthekingthinkatthemoment?S3:Ha!Ha!Myclothesaresobeautiful.S4:Oh,Ilikemynewclothesverymuch.T:Let’sact.設(shè)計(jì)意圖：此部分文本人物動(dòng)作比較豐富，除了學(xué)習(xí)相關(guān)動(dòng)詞過去式，通過人物心理的進(jìn)一步猜測(cè)，深入了解人物內(nèi)心活動(dòng)以外，借助表演的方式可以讓學(xué)生加深對(duì)文本的理解。T:Look,therewasalittleboyamongthepeople.ReadP4andfindwhathappenedthen?S5:Alittleboypointedatthekingandlaughed...（呈現(xiàn)pointed,laughed，通過動(dòng)作來闡述意思。）聲音和文字同時(shí)呈現(xiàn)Thekingisn’twearinganyclothes.T:Let’sact.T:Sowhatdoesthekingthinkatthemoment?S5:Oh,mygod.What’sthematter?S6:Wherearemyclothes?Ineedmyclothes.設(shè)計(jì)意圖：繼續(xù)學(xué)習(xí)相關(guān)動(dòng)詞過去式，通過對(duì)人物心理的進(jìn)一步猜測(cè)，深入了解人物內(nèi)心活動(dòng)以外，借助表演的方式可以讓學(xué)生加深對(duì)文本的理解。T:Whathappenedatlast?Whataboutthetwomen?S1:Theyranaway.T:Sohowdoyouthinkofthem?Readandmatch.S:Thekingisfoolish.Thetwomenweretricky.Thepeoplewerefoolish.Thelittleboywashonest.設(shè)計(jì)意圖：續(xù)編故事，學(xué)生可以對(duì)故事結(jié)尾進(jìn)行自己的設(shè)想，同時(shí)對(duì)故事人物的特點(diǎn)進(jìn)行概括，引導(dǎo)學(xué)生樹立公平正義，敢于大膽說真話，不阿諛奉承的好習(xí)慣，培養(yǎng)正確的價(jià)值觀。T:Let’strytoretellthestory.Ihavesomekeywordsandpicturesheretohelpyou.S:...T:Let’sdotheexerciseaboutthestory.Firstlet’sjudgeTRUEorFALSE.核對(duì)書后習(xí)題答案。Nowlet’sreadandwrite.核對(duì)書后習(xí)題答案。T:Thekingisn’twearinganyclothes.Whatishewearing?He’swearing...S1:He’swearingjeans.S2:He’swearingakilt.T:So,thisisan...andthisisa...S3:ThisisanAmericanmanandthisisaScottishman.（教單詞Scottish）T:Differentculturehasdifferenttraditionalclothes,let’sgoandseesomeothertraditionalclothes.ThisisthetraditionalclothesinKorea/Japan/Chi