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視頻課題：蘇教譯林6A unit 1 the king's new clothes安徽省優課
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蘇教譯林6A unit 1 the king's new clothes安徽省優課
Teaching plan Lesson:
Story time :The King’s New Clothes I. Teaching material analysis
The teaching material is a fairy tale , which is familiar to the most of children .So ,in my pinion, it is difficult for students not to understand the main idea of the story but to get the moral of this story. In this lesson, students are supposed to learn a king story in past pattern and they will also learn the importance of being honest. II. Student analysis
The students are in the senior grades of primary school. They have learned English for some years. And they can get the literal meaning of the story base on their vocabulary and grammar foundation. However,, it is expected that children at this age will not only obtain the English language , but they are also cultivated on their ability of thinking and trait of thinking . III. Teaching objectives 1. Linguistic competence:
1) Students are able to define the meaning of the words and phrase: clever, foolish, laugh, point at，shout. And know the past tense of these key words ：laughed, pointed at... 2) Student are able to tell the main idea of the story 2. Thinking quality:
Students are able to tell right from wrong. 3. Cultural disposition:
Students are guided to advocate honest and reject what is cheated . 4. Learning abilities:
1)Students are able to use the reading strategies,such as grasping the main idea , locating information ,finding key words and analyzing in detail reading. 2)Students are able to be interested in reading fairy tales. IV. Important and difficult points
1) Student are able to tell the main idea of the story
2)Students are able to use the reading strategies,such as grasping the main idea , locating
information ,finding key words and analyzing in detail reading.
V. Teaching aid
Multiple-media, the sentences’ cards , headwear ，magician’s hat VI. Teaching procedure Step 1 Warm up
1. Greetings: Good afternoon! Do you like cartoons?
2.Free talk : Students talk about which fairy tale they like or which cartoon characters they like. （設計意圖：用一首大家熟知的“冰雪奇緣”Let it go激發學生談論他們喜愛的卡通人物和童話故事的興趣，喚醒已有相關主題“童話故事”的知識儲備。） Step 2 Pre-reading
1.Tell students teacher become to be a magician , and can bring some characters in fairy tales. 2.Lead students to define the word “magic”and the sentence”Long long ago ,there was...” （設計意圖：老師扮演魔術師，激發孩子好奇心，調動孩子學習積極性。利用幾個童話故事主人公 自然過渡出文本故事的主人公，并在此過程中自然掃除了文本中的部分單詞障礙,為接下來的閱讀作鋪墊。） Step 3 While-reading
1. Observe the pictures and guess “What the story’s name?”（the famous fairy tale）(設計意
圖：通過觀察圖片，喚起孩子對中文故事“皇帝新裝”的已知記憶，整體感知文本大致意義，為接下來學生細讀英文版故事做鋪墊)
2. Guide students to ask some questions with who/where/when/why/how
(設計意圖：通過呈現國王未著裝的圖片，引發孩子好奇心，并引導孩子針對接下來的故
事發展情節進行推測和提問，培養學生帶著問題高效讀文章的閱讀策略。) 3. Read paragraphs one by one and get the detailed information
1) Para1 ：Read and answer ：
a.Who is in the story ? b.What did they do ? c.How was the king ?
2) Para2 : Read and underline the answer on the screen
3) Para3 /4 :Work in groups:read and fill in the blanks
（設計意圖：讀中環節以問題為主導，不斷推進故事情節的發展。由老師引導讀提問并回答，到學生自己讀劃線，再到學生分組合作完成表格，教師角色由引導者逐步過渡到合作者，任務難度層層遞進，充分發揮學生的主體性。）
4）Read and think :
Students talk about why the people told the lie .
Students talk about what they would do if they were people in the story.
（設計意圖：通過引發學生對 People和little boy 的不同說法的思考，發展學生的思維品質。通過對故事閱讀的延展思考，鼓勵學生開放性思維思考問題，適時進行情感教育和文化品格的培養，不論你聰明與否，誠實才是最重要的、最寶貴的品質。） Step 4 Post-reading
1. Listen and read emotionally
2. Retell the story by the key phrases on the board . 3. Match and act out
（設計意圖：通過跟讀模仿，學生進一步加深對故事的情節體會；通過學生小組合作完成復述，以及故事文本改編成對話后的角色扮演，培養學生的小組合作意識，增強學生的信息整合和分析能力。）
Step 5 Homework 1、Listen and read the story
2、Imagine the ending and write it down .and then share with us next time 3、Make handbook and share with others
( 設計意圖：作業難度由易而難 ，分層處理，適合不同學習層次的學生，有利于因材施教，同時激發學生完成作業的主動性和積極性。)
VII. Blackboard design
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