1、1 TheThe kingkings s newnew clothesclothes 教学设计教学设计 设计思路：设计思路： 本单元的课文是一个极富趣味性和寓意的故事。在设计时，我将本课设 计为本单元的第一课时。在这一课时中，旨在让学生通过整体感知学习理解 语篇、培养学生阅读兴趣和阅读技巧；同时培养学生根据角色有感情地朗读 故事的能力。首先，整体呈现课文，通过听录音并提出一个问题：What does the king like?让学生初步感知课文内容， 并产生阅读的兴趣。 然后通过 Listen and choose 和 Read and match 两个环节加深学生对课文的理解，帮助学生理
2、清课文主线，整体把握课文。最后通过角色表演进一步理解课文内涵。 教学内容：教学内容： 1. Words and phrases: rich, king, clever, foolish, people, soft, light, beautiful, wear, make for 2. Sentence structures: Clever people can see the clothes. Foolish people cant see them. The king isnt wearing any clothes. 3. Language function: 1) Enable stu
3、dents to understand the moral of the story. 2) Enable students to read the story with emotion. 教学目标：教学目标： 1. KnowledgeAims: 1)Help the students understand the following phrases and sentences in the contest：rich, king, clever, foolish, people, soft, light, beautiful, wear, , make for Clever people ca
4、n see the clothes. Foolish people cant see them. The king isnt wearing any clothes. 2) Enable students to understand the main idea of the story. 2.AbilityAims: 1) Enable students to read the story with emotion. 2) Enable students to imitate the story correctly and act the story. 3. Emotion aims: Ena
5、ble students to understand the moral of the story: It is very important to be honest. 教学重难点：教学重难点： Key points: 1)Help the students understand the following phrases and sentences in the contest：rich, king, clever, foolish, people, soft, light, beautiful, wear, , make for Clever people can see the clo
6、thes. Foolish people cant see them。 The king isnt wearing any clothes. 2) Enable students to understand the moral of the story. 2 Difficult points: 1) Enable students to read the story with emotion. 2) Enable students to imitate the story correctly and act the story. 教学步骤和说明教学步骤和说明： Step 1 Pre-task
7、preparation 1. Self-introduction （在师生开始相互介绍中，就适时为本课的一些生词，如 clever, soft, light 做铺 垫。谈论到爱好时，介绍单词 clothes.） 2. Practice the sentence pattern: Im wearing 3.Look and guess： What is the man wearing? Perhaps/Maybe hes wearing Teach:king rich The king isnt wearing any clothes. （从游戏中的服饰类单词自然过渡到句型：Im wearing
8、 ，并引出本课的主人 公 the king，同时让学生对这张人物图片提出自己的问题，如： Whos he? What does he like?等。再请学生描述一下这位国王的样子：Hes old. He looks fat.等。 而 Aking must be very rich.是大家的共识，所以教师在这个环节中很自然地教学 了 rich 词， 并设问富有的国王怎么会什么也没穿， 到底发生了什么？以此激发学 生强烈的学习欲望，让学生带着问题整体感知课文。） Step2 While-task Procedures: 1. Watch, listen and answer：What does t
9、he king like? Listen and choose: 1)Who can make new clothes for the king? A. Two menB. Two women 2) Who can see the new clothes? Who cant see the new clothes? AFoolish people B. Clever people (通过听录音找到谁能为国王做新衣，并讨论做的是什么样的新衣，让学生通过 两句句子Clever people can see the clothes. Foolish people cant see them.的对 比
10、，来理解生词 foolish的含义，这也是教师有意识地培养学生通过上下文猜测 词义的能力。) 3. Read and match：How about other peoples idea? Picture1The king isnt wearing any clothes. Picture2Theyre very soft and light. Picture3Theyre beautiful. (让学生自主阅读文本，完成Read and match.并让学生仔细揣摩这三种角色说话 时的语气，为接下来的故事朗读做好铺垫，同时也让学生初步感知故事背后的寓 意打下基础。) 4. Read afte
11、r the tape. （在前面教师指导朗读后的基础上， 学生跟着视频录音轻声朗读课文， 配上动作， 整体理解故事，并进一步体验故事人物情绪，为下面的故事表演做充分准备。 ） 3 Step3 Post-taskActivities: 1. Role play. 2. Question: Who is right? 3. Aproverb: Be honest rather than clever. （通过前面的教学，让学生做一个整体输出，生动形象地表演出整个故事。同时 帮助学生进一步理解课文内涵：要敢于说真话。 ） Step4Homework. 1. Read the story with e
12、motion, pay attention to the pronunciation and intonation. 2. Try to act the story for your family. （通过作业的完成进一步巩固今天所学的内容。并让学生将故事表演给家人看， 和家人一起分享。 ） 板书设计：板书设计： The kings new clothes two men 图片Clever people can see the clothes. Foolish people cant see them. king 图片They are very soft and light. people in the street 图片Theyre beautiful. little boy 图片The king isnt wearing any clothes.
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