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Understand the main idea of the story, then read and act out the story with emotion.
3. Understand the moral of the story: Be honest rather than clever.
Teaching focus:
Enable students to understand the new vocabulary and sentence structure.
Enable students to understand the main idea of the story.
Predicated area of difficulties:
1. Enable students to act out the story with emotion.
2. Enable students to understand the moral of the story.
Teaching aids: PPT, word cards, pictures.
Teaching procedures:
Step 1 Warm up and lead in:
Self-introduction
【设计意图】通过师生相互介绍，适度铺垫故事中的一些生词，如clever, soft,
light, clothes等。
2. Practice the sentence pattern: I’m wearing …
Look and guess: What is the man wearing?
Perhaps/Maybe he’s wearing …
Teach: king, rich, The king isn’t wearing any clothes.
【设计意图】通过游戏中的服饰类词汇自然过渡到句型I’m wearing …，进而引
出本课主人公the king，引导学生对这张人物图片提出自己的疑问，如： Who’s he? What does he like? 等。接着引导学生根据图片描述一下这位国王：He’s old. He looks fat.等，以激活并训练学生现有的语言表达能力。而A king must be very rich.是大家的共识，教学完rich一词后提问富有的国王为何没穿衣服，以此激发学生强烈的阅读欲望，从而引导学生带着问题进入课文的学习。
Step2 Presentation and practice:
Task 1 Watch and answer: What does the king like?
【设计意图】通过观看动画故事，培养学生整体理解故事大意的能力。接着引导学生看图回答问题：Who can make new clothes for the king? Two men.
2. Task 2 Imagine and imitate: 1) Watch and imagine:
: My king, we can make … for you. …
: … , make … for me.
2) Listen and imitate.
【设计意图】同桌设想一下这两个人可能会为国王做什么样的新衣，然后通过模仿跟读来理解Clever people can see the clothes. 和Foolish people can’t see them.这两句话，从句意对比中自主理解生词 foolish的含义，以培养学生联系上下文猜测特定语境中词义的阅读能力。
3. Task 3 Read and match: How about the other people’s idea?
The king isn’t wearing any clothes.