The King’s New Clothes
Ⅰ.Teaching content: 绘本
Ⅱ.Teaching aims and demands: 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.Teaching keys:
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.Teaching difficulties:
在正确理解故事的基础上，有感情地朗读、表演故事内容。 Ⅴ.Teaching aids:
头饰，板书制作，PPT课件，学生阅读书，书 Ⅵ.Teaching procedures: Step 1 Pre-reading 1.Teach ―king‖, ―rich‖.
Teacher draws a picture about the king.T: Who is he? (the king)(teach ―king‖)
T: The king is very powerful and he has a lot of money.He’s rich.(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。 Step2 While-reading
1.Listen and read — to learn ―beautiful‖, ―clothes‖ T: What does the king like? (播放动画) 引导Ss: He likes new clothes.(teach ―clothes‖)
T: Look at the clothes.How nice! They are beautiful! (teach ―beautiful‖) 2.Talk about the background T: Do you know the story? Who can tell me the name of the story? Chinese is OK.(The King’s New Clothes) Ss:
T: The story is written by Andersen in 1837.In the story, the king’s clothes are new.But the story is very, very old.Let’s go back to 1837 and meet the rich king.(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.Paragraph 1 1) Look and learn T: I’m the king.I am very rich.I like new clothes very much! (PPT: mirror) Mirror, mirror, are my clothes beautiful? Mirror: I don’t think so! to S1/S2: Can you make clothes for me? T: Who can make new clothes for me? (teach ―make … for …‖学生跟读)(板书2) 2) Read like a king (板书) Ss read like the king.(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.Paragraph 2 1) Read and underline
T: Who can make new clothes for him? (I can! I can! PPT: 一群人，慢慢两个骗子头像放大) T: But they can.Why? Please read and underline.(学生自读) (PPT 出示图2的文字) Ss read and underline.引导Ss: Clever people can see the clothes.Foolish people can’t see them.
T: Here are three new words.Can you read them? (学生示范)
(teach ―clever‖ ―people‖ ―foolish‖ English-food-foolish, 通过表情的不同，朗读―clever people, foolish people‖)
T: Do you think so? They are cheaters.(PPT: cheater 骗子) They are cunning(狡猾的).Can you read like him? (Clever people can see the clothes…)
T: What about him? (My King, …)
T: I think you can read them well.(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.Paragraph 3 PPT: Fifteen days later…… 音效：织布机 T: What kind of clothes are they? Look! (拿出新衣) T: They are soft and light.(teach ―soft‖体验感知, ―light‖手势感知) What does the king think of the new clothes? Read and answer.(出示图片文字) （They are soft and light.） T: Can he see the clothes? (No!) But he says ―Oh, yes.They are soft and light.‖ Because he thinks clever people can see the clothes.Foolish people can’t see them.How to read it well? Listen and imitate.T: You are the king.(教师示范朗读两个骗子的话语，引导学生有感情地朗读) （三个学生为一组，进行操练朗读）
[设计意图] 这一段也是文本中精彩片断之一。通过自读回答问题的方式，引出国王对新衣的感受soft and light。通过教师和学生们的互动，重点操练国王的话语。三人小组合作对话，让学生在表演中体会人物特点。 5.Paragraph 4&5 1) Learn the text T: The king thinks the clothes are soft and light.And he’s going to show his new clothes to other people.What do they think of the clothes? (出示人群和男孩的图片) Let’s read!(出示图片4，5文字) T: (拿出人群的图片) What do they think?（They are beautiful!）
T: Do all the people think they are beautiful? (No) Then who? (The boy.) What does he say? (出示图片5，文字)（引导学生朗读文本） Here’s a new word.(teach ―wearing‖, pear, bear, wear, wearing) Ha! Ha! The king isn’t wearing any clothes.2) Mini Theatre
T: Now let’s go to the Mini Theatre and act the period.一位学生扮演 国王巡演，引导其他学生朗读图4&5 的文字。 (Music: You are beautiful!)
[设计意图] 图4&5的内容主要是国王巡游时人们的不同反应。通过人们对新衣的不同反应，设计国王巡游的现场秀环节，使每个学生参与到表演中。 Step3 Post-reading
1.Talk about the characters King: rich, foolish Two men: clever, bad Other people: foolish Boy: honest 2.Read the story.1) Read and repeat T: What a lovely king! Boys and girls, you learn so well! It’s time to read after the tape!
Try to learn the pronunciation and the intonation.2) Read by themselves T: Read by yourselves.3.Act the story T: You can read very well.And you know them well now.Why don’t we act the story!
Rules: Six students a group.If you read well, you can get one star.If you can read without the books, you can get two stars.And if you can do the gestures, you can get three stars.(Ss practice and act)
[设计意图] 英语故事的学习，首先能够正确朗读，其次能够有感情的朗读，最后能够生动表现。通过跟录音朗读，学生正确模仿语音语调进行朗读。了解人物特点，使得学生的表演更为生动有趣。 据调查显示，学生最喜欢的阅读方式是读读演演。最后设计的表演活动，既能反馈学生本堂课的学习情况，又能把课堂气氛推向高潮。根据加德纳的多元智能理论，教师设计多元的教学活动，学生可选择表演或朗诵等方式，展示自己的所学所悟，以求多元发展。 4.A trick – to know the truth 1) Who do you want to be? T: 引导学生总结Welcome back! Today we learnt the story .If you were in the story, who do you want to be?(音效：时光穿梭) Ss: King! (Yes, he’s very rich.But don’t forget to be a good king.And do good things for your people.) Boy! (Be honest! Be yourself! ) 2) A trick T: Wow! You did a great job! Now I have some presents for you.They are …
Can you see them? (Yes.) Now can you see them? (拿出另一个盒子) (No.)
T: Remember! Clever people can see the clothes.Foolish people can’t see them! Can yousee them? (No./ Yes.)
T: Remember! Be honest! Be yourself! Step4 Homework
1.Design an ending for the story.The king is back home,…
2.Read more English stories from the bookshops and the internet.Ending
T: Today I would very love to be your English teacher and tell you a story about the clothes.Remember: Be honest! Be yourselves.Thank you!
[设计意图] ―课内学方法，课外求发展‖。本堂课学生学习了阅读的方法，通过猜猜、听听、问问、读读、演演等方法，体验了故事阅读的快乐。通过一个送礼物的小环节，巧妙地揭示故事主旨。引导学生课外通过多种渠道进行经典英文绘本阅读，对于学生来说英语的学习就不仅仅是课堂上几十分钟的事了，课外的英文阅读将对学生英语水平的提高起到不可估量的作用。
