TheKing’sNewClothesⅠ.Teachingcontent:Ⅱ.Teachingaimsanddemands:1.学习单词和词组：rich,clothes,king,clever,foolish,light,soft,beautiful,wearing,理解意思，能听懂，能读熟。2.初步感知句型：…can…能听懂，会读，会说。3.能正确理解故事内容，有感情地朗读故事。4.让学生体验故事表演的快乐，明白为人要诚实，待人要真诚。Ⅲ.Teachingkeys:1.单词clothes,foolish,wearing的发音。2.描述服装的形容词。3.故事中人物语气的朗读。Ⅳ.Teachingdifficulties:在正确理解故事的基础上，有感情地朗读、表演故事内容。Ⅴ.Teachingaids:头饰，板书制作，PPT课件，学生阅读书，书Ⅵ.Teachingprocedures:Step1Pre-reading1.Teach“king”,“rich”.Teacherdrawsapictureabouttheking.T:Whoishe?(theking)(teach“king”)T:Thekingisverypowerfulandhehasalotofmoney.He’srich.(teach“rich”)[设计意图]通过简笔画的形式，吸引学生注意，引发其好奇心，通过国王简笔画的整体展现，出示故事主人公，开门见山，直奔主题，为文本的整体呈现做好铺垫。Step2While-reading1.Listenandread—tolearn“beautiful”,“clothes”T:Whatdoesthekinglike?(播放动画)引导Ss:Helikesnewclothes.(teach“clothes”)T:Lookattheclothes.Hownice!Theyarebeautiful!(teach“beautiful”)2.TalkaboutthebackgroundT:Doyouknowthestory?Whocantellmethenameofthestory?ChineseisOK.(TheKing’sNewClothes)Ss:T:ThestoryiswrittenbyAndersenin1837.Inthestory,theking’sclothesarenew.Butthestoryisvery,veryold.Let’sgobackto1837andmeettherichking.(PPT:时光穿梭，音乐)[设计意图]先见森林后见木，使学生对文本有个整体的认识。又因故事是学生耳闻能详的谈论故事名字，作者信息，使学生快速进入故事角色。2.Paragraph11)LookandlearnT:I’mtheking.Iamveryrich.Ilikenewclothesverymuch!(PPT:mirror)Mirror,mirror,aremyclothesbeautiful?Mirror:Idon’tthinkso!toS1/S2:Canyoumakeclothesforme?T:Whocanmakenewclothesforme?(teach“make…for…”学生跟读)(板书2)2)Readlikeaking(板书)Ssreadliketheking.(PPT文字)[设计意图]通过时间穿梭机，带领学生回到1837年，渲染氛围。通过教师对国王的演绎，引导学生更好地体会国王的人物特点：富有，喜欢漂亮衣服。教师通过示范朗读，引导学生读出国王骄傲的语气。3.Paragraph21)ReadandunderlineT:Whocanmakenewclothesforhim?(Ican!Ican!PPT:一群人，慢慢两个骗子头像放大)T:Buttheycan.Why?Pleasereadandunderline.(学生自读)(PPT出示图2的文字)Ssreadandunderline.引导Ss:Cleverpeoplecanseetheclothes.Foolishpeoplecan’tseethem.T:Herearethreenewwords.Canyoureadthem?(学生示范)(teach“clever”“people”“foolish”English-food-foolish,通过表情的不同，朗读“cleverpeople,foolishpeople”)T:Doyouthinkso?Theyarecheaters.(PPT:cheater骗子)Theyarecunning(狡猾的).Canyoureadlikehim?(Cleverpeoplecanseetheclothes…)T:Whatabouthim?(MyKing,…)T:Ithinkyoucanreadthemwell.(学生自读，教师学生互动表演)[设计意图]这一段是文本中精彩片断之一。文本的内容较为精练，加上人们争相为国王做新衣的桥段，使故事的逻辑性更强。通过学生自读划线的阅读方式，引出新词的学习，以旧带新，解决foolish的发音难点，正确朗读文本；通过对两个骗子的话语的指导，师生之间的互动操练，使学生更好的进行文本朗读。4.Paragraph3PPT:Fifteendayslater……音效：织布机T:Whatkindofclothesarethey?Look!(拿出新衣)T:Theyaresoftandlight.(teach“soft”体验感知,“light”手势感知)Whatdoesthekingthinkofthenewclothes?Readandanswer.(出示图片文字)（Theyaresoftandlight.）T:Canheseetheclothes?(No!)Buthesays“Oh,yes.Theyaresoftandlight.”Becausehethinkscleverpeoplecanseetheclothes.Foolishpeoplecan’tseethem.Howtoreaditwell?Listenandimitate.T:Youaretheking.(教师示...
