Unit1-Story-time-公开课教案【江苏扬州】

4/4授课教师：江苏省扬州市梅岭小学高倩苏教译林版小学英语六年级上册Unit1Theking’snewclothes第一课时教学设计一、教学目标1.语言知识：能初步了解一般过去时的句式结构，能初步听懂、会说、会读、会写词汇clever,foolish,magic,point,laugh,walkthrough,show以及它们的过去式。2.语言技能：能够正确准确地朗读故事，根据文章架构复述故事内容。3.情感态度：树立公平正义，敢于大胆说真话，不阿谀奉承的好习惯，培养正确的价值观。二、教学重难点：能够正确准确地朗读故事，引导学生理解文本主旨，根据文章架构复述故事内容。三、教学过程：T:Goodmorning,boysandgirls.Todaywewillreadastory:Theking’snewclothes.ThestorywaswrittenbyAnderson.Firstlet’swatchthecartoonandfindout“Whendidthestoryhappen?Whowereinthestory?”(Watchthecartoon)设计意图：开门见山，引出两个问题，引导学生了解文本发生时间和主要人物。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.设计意图：通过Therebe句型的一般过去时，呈现be动词的过去式，利用文本内容进行Therebe句型的操练。T:OK,let’sreadP1andfindonedaywhathappened?S6:Oneday,twomenvisitedtheking.（学习visited）T:Whydidtheyvisittheking?S1:Becausethekinglikednewclothes.Theywantedtomakenewclothesfortheking.（学习liked）T:OK,listen.(Theysay“Myking,wecanmakenewclothesforyou.)Howdoesthekingthingofthetwomen?S2:Oh,it’swonderful.Ilikenewclothes,makeclothesformesoon.S3:You’resogreat!Icanhavethemostbeautifulclothesintheworld.T:Let’sreadP1together.设计意图：通过问题设置，帮助学生理清文本内容，同时通过人物心理的进一步猜测，深入了解人物内心活动。字幕显示：Fifteendayslater,thetwomenshowedthekinghisnewclothes.T:Pleaselistenandchoosethecorrectwords,howdothetwomendescribethenewclothes?S:听录音，选词填空。学习新词clever,magic,foolish。T:Sohowdoesthekingthinkatthemoment?S4:Oh,mygod,Ican’tseetheclothes.S5:AmIafoolishman,no,no,no,I’mclever.S6:Wow,whatbeautifulclothes!T:Let’sreadtogether.设计意图：通过选词填空，将3个形容词进行区分，同时弄清楚词语的含义。T:Well,aftertryingonthenewclothes,whathappened?Let’sreadP3andfindout:Whatdidthekingandthepeopledo?Pleaseunderlinethekeywords.S1:Thekingwalkedthroughthecityinhisnewclothes.（呈现walkthrough）S2:Theylookedatthekingandshouted...（呈现looked,shouted）T:Whatdoesthekingthinkatthemoment?S3:Ha!Ha!Myclothesaresobeautiful.S4:Oh,Ilikemynewclothesverymuch.T:Let’sact.设计意图：此部分文本人物动作比较丰富，除了学习相关动词过去式，通过人物心理的进一步猜测，深入了解人物内心活动以外，借助表演的方式可以让学生加深对文本的理解。T:Look,therewasalittleboyamongthepeople.ReadP4andfindwhathappenedthen?S5:Alittleboypointedatthekingandlaughed...（呈现pointed,laughed，通过动作来阐述意思。）声音和文字同时呈现Thekingisn’twearinganyclothes.T:Let’sact.T:Sowhatdoesthekingthinkatthemoment?S5:Oh,mygod.What’sthematter?S6:Wherearemyclothes?Ineedmyclothes.设计意图：继续学习相关动词过去式，通过对人物心理的进一步猜测，深入了解人物内心活动以外，借助表演的方式可以让学生加深对文本的理解。T:Whathappenedatlast?Whataboutthetwomen?S1:Theyranaway.T:Sohowdoyouthinkofthem?Readandmatch.S:Thekingisfoolish.Thetwomenweretricky.Thepeoplewerefoolish.Thelittleboywashonest.设计意图：续编故事，学生可以对故事结尾进行自己的设想，同时对故事人物的特点进行概括，引导学生树立公平正义，敢于大胆说真话，不阿谀奉承的好习惯，培养正确的价值观。T:Let’strytoretellthestory.Ihavesomekeywordsandpicturesheretohelpyou.S:...T:Let’sdotheexerciseaboutthestory.Firstlet’sjudgeTRUEorFALSE.核对书后习题答案。Nowlet’sreadandwrite.核对书后习题答案。T:Thekingisn’twearinganyclothes.Whatishewearing?He’swearing...S1:He’swearingjeans.S2:He’swearingakilt.T:So,thisisan...andthisisa...S3:ThisisanAmericanmanandthisisaScottishman.（教单词Scottish）T:Differentculturehasdifferenttraditionalclothes,let’sgoandseesomeothertraditionalclothes.ThisisthetraditionalclothesinKorea/Japan/Chi