4/4授課教師：江蘇省揚州市梅嶺小學高倩蘇教譯林版小學英語六年級上冊Unit1Theking’snewclothes第一課時教學設計一、教學目標1.語言知識：能初步了解一般過去時的句式結構，能初步聽懂、會說、會讀、會寫詞匯clever,foolish,magic,point,laugh,walkthrough,show以及它們的過去式。2.語言技能：能夠正確準確地朗讀故事，根據(jù)文章架構復述故事內容。3.情感態(tài)度：樹立公平正義，敢于大膽說真話，不阿諛奉承的好習慣，培養(yǎng)正確的價值觀。二、教學重難點：能夠正確準確地朗讀故事，引導學生理解文本主旨，根據(jù)文章架構復述故事內容。三、教學過程：T:Goodmorning,boysandgirls.Todaywewillreadastory:Theking’snewclothes.ThestorywaswrittenbyAnderson.Firstlet’swatchthecartoonandfindout“Whendidthestoryhappen?Whowereinthestory?”(Watchthecartoon)設計意圖：開門見山，引出兩個問題，引導學生了解文本發(fā)生時間和主要人物。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.設計意圖：通過Therebe句型的一般過去時，呈現(xiàn)be動詞的過去式，利用文本內容進行Therebe句型的操練。T:OK,let’sreadP1andfindonedaywhathappened?S6:Oneday,twomenvisitedtheking.（學習visited）T:Whydidtheyvisittheking?S1:Becausethekinglikednewclothes.Theywantedtomakenewclothesfortheking.（學習liked）T:OK,listen.(Theysay“Myking,wecanmakenewclothesforyou.)Howdoesthekingthingofthetwomen?S2:Oh,it’swonderful.Ilikenewclothes,makeclothesformesoon.S3:You’resogreat!Icanhavethemostbeautifulclothesintheworld.T:Let’sreadP1together.設計意圖：通過問題設置，幫助學生理清文本內容，同時通過人物心理的進一步猜測，深入了解人物內心活動。字幕顯示：Fifteendayslater,thetwomenshowedthekinghisnewclothes.T:Pleaselistenandchoosethecorrectwords,howdothetwomendescribethenewclothes?S:聽錄音，選詞填空。學習新詞clever,magic,foolish。T:Sohowdoesthekingthinkatthemoment?S4:Oh,mygod,Ican’tseetheclothes.S5:AmIafoolishman,no,no,no,I’mclever.S6:Wow,whatbeautifulclothes!T:Let’sreadtogether.設計意圖：通過選詞填空，將3個形容詞進行區(qū)分，同時弄清楚詞語的含義。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.設計意圖：此部分文本人物動作比較豐富，除了學習相關動詞過去式，通過人物心理的進一步猜測，深入了解人物內心活動以外，借助表演的方式可以讓學生加深對文本的理解。T:Look,therewasalittleboyamongthepeople.ReadP4andfindwhathappenedthen?S5:Alittleboypointedatthekingandlaughed...（呈現(xiàn)pointed,laughed，通過動作來闡述意思。）聲音和文字同時呈現(xiàn)Thekingisn’twearinganyclothes.T:Let’sact.T:Sowhatdoesthekingthinkatthemoment?S5:Oh,mygod.What’sthematter?S6:Wherearemyclothes?Ineedmyclothes.設計意圖：繼續(xù)學習相關動詞過去式，通過對人物心理的進一步猜測，深入了解人物內心活動以外，借助表演的方式可以讓學生加深對文本的理解。T:Whathappenedatlast?Whataboutthetwomen?S1:Theyranaway.T:Sohowdoyouthinkofthem?Readandmatch.S:Thekingisfoolish.Thetwomenweretricky.Thepeoplewerefoolish.Thelittleboywashonest.設計意圖：續(xù)編故事，學生可以對故事結尾進行自己的設想，同時對故事人物的特點進行概括，引導學生樹立公平正義，敢于大膽說真話，不阿諛奉承的好習慣，培養(yǎng)正確的價值觀。T:Let’strytoretellthestory.Ihavesomekeywordsandpicturesheretohelpyou.S:...T:Let’sdotheexerciseaboutthestory.Firstlet’sjudgeTRUEorFALSE.核對書后習題答案。Nowlet’sreadandwrite.核對書后習題答案。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