C教案教学设计

Unit 5. Whose dog is it? C.Story time Teaching Aims: 1.Knowledge Object: 1.Key words or phrases: fast, be quiet, tail, take pictures, copying. 2. 学生能在图片和教师的帮助下理解故事内容,复习与巩

固单元重点语言,扩展学习句型Here comes a tiger. What are they doing? Why are they looking at us? They are taking pictures. They are copying us. 3.能够在教师的帮助下表演故事，并恰当运用故事中

的核心语言。 2.Ability Object: Train Ss listening and reading skills through practice. 3.Moral Object:

培养学生善于发现自我的能力。 Teaching Important and Difficult: 1.能够掌握本单元的三、四会词汇、句型并灵活运用

到具体的语境中。 2.能够听懂、读懂Story time的内容。

Teaching Aids: Computer, PPT，pictures. Teaching Methods: Communicative approach Situational method Teaching hour: One period. Teaching Procedures: Step1. Warming up 1.Greet each other. 2.Sing a song‘What are you doing?’ 3.Divide the students into two groups: Boys in Zoom’s group, Girls in Zip’s group. Step2.Revision 1.Play a guessing game: Whose tail is that? 2.PPT shows some animals. Ask Ss the question: What are the animals doing? Step3.Presentation 1. Teach the new phrases: copying the monkey, taking pictures. PPT shows a picture of Lin Xiao ling tong. T: Who is he? What is he doing? S:He is copying the monkey! T: Who can copy animals? （Ask a students to copy the animals.） T: You are so cool! I will take pictures for you! (Do the actions.) What am I doing? S: You are taking pictures. 2. Learn the new word :fast PPT shows a rabbit and a tortoise. T: Who comes? S: A rabbit and a tortoise. They are running! T: Yes! The tortoise is slow. The rabbit is fast!

3.Let’s look for Zoom and Zip. T:Where are Zoom and Zip? Do you see them? What are they doing? S: They are taking pictures! T:What does Zip take picture of? Let’s watch and find it out! 4. PPT shows picture1. T: Who is coming? S: A tiger!

T: Yes. Here comes a tiger. Where is it? S: It’s beside the lake. T:What does Zip feel? Listen! (Listen to the tape) S:He is excited! (Ask Ss to read the dialogue.) 4.PPT shows picture2. Ask three questions: What is Zip doing? What’s happening with Zoom? What is the tiger doing? Look at the picture and answer the questions: She is taking pictures. Zoom’s sneezing. It is running. 5.PPT shows the picture of Zip’s camera. T:Whose tail is that? S:It’s

tiger’s 6. PPT shows picture3. T:There’s only tiger’s tail .Why? Listen! (Listen to the tape) S:Because it’s running so fast. T:Who can imitate them? Read the dialogue. 7. PPT shows picture4. T:Zip wants to take more pictures. What do you see? S: I see two monkeys. T:Where are Zoom and Zip? S:They are under the tree. T:What are the monkeys doing? Are they fast? (Listen to the tape) S:They are climbing trees. They are fast. T:Who can read the dialogue? 8.PPT shows picture5. T:What are the monkeys doing now? Do you know? Listen carefully!(Listen to the tape) T:Oh, Zoom doesn’t know. 9.PPT shows picture6. T:Let’s listen to the tape! T:Can you answer the questions now? What are the monkeys doing? S:They are taking pictures. They are copying Zoom and Zip! (Ask students to read the dialogue.) 10. Listen to the whole story and repeat after the tape. Then repeat after the teacher. Step4.Consolidation Role-play the story in pairs. Step5.Homework 1. Listen and read the story. 2. Retell the story and act it out. 3. 大胆想象，续编出更加有趣的故事，评选出‘故事大王’。

Teaching Reflection: 本节课我上的是C部分的Story time,此板块是以故事为载体，利用学生对故事的热爱，激发学生学习的兴趣。通过学习、阅读、演绎故事等方式，来培养学生的自主学习能力和会话交际能力。之所以用整整一节课的时间来上这个内容，是觉得学习语言的过程中阅读十分重要。一直以来故事都是儿童喜爱的阅读范畴，通过阅读英语故事来学习英语也是非常有效的方法之一。 根据学生的具体情况及其水平差异，制定了不同层次的教学目标： 1. 能够理解故事内容。 2. 能够理解并朗读故事。 3. 能够理解并表演故事，能在语境中恰当运用故事中的语言。 通过学习故事材料，拓展和延伸本单元的语言知识，进一步锻炼学生的‘听’、‘说’、‘读’、‘演’。 首先，以歌曲导入，活跃课堂气氛，使学生快速进入英语情景的学习中。歌曲What are you doing? 正是本单元的重点知识，现在进行时be doing 句型。因此，唱这个歌既是热身又是复习。 二、通过猜一猜游戏复习了本单元另一个重要知识点：物主代词。我设计了猜动物尾巴的游戏，学生很感兴趣，同时也为Story time 做好了铺垫。 三、做好阅读前准备，扫清障碍。 Story time中将会出现新词：copy,taking pictures, fast.为了让学生更加轻松地感知并理解它们，我也费了一番心思。

比如用PPT呈现六小龄童模仿猴子的照片，学生们都很熟悉，一下子就理解了copy就是模仿、复制的意思。进一步延伸提问‘Who can copy animals?’，通过学生有趣的表演，更加深了对它的理解。接下来，我自然而然地拿出相机说‘You are so cool! I will take pictures for you!’。

新词fast的学习是制作了一个龟兔跑的PPT，一快一慢显而易见。通过这一系列的情境创设，巩固了学生对新知的掌握和理解。 四、阅读过程结合图片，巧设问题。 Story time 共有六幅精美有趣的图片。我将图片中的对话先抹去，只呈现一个个图片。带着学生去观察图片，从图片中发现问题，感知故事的发展。然后提出一些问题，阅读中让学生带着问题阅读，让问题贯穿于课堂教学的全过程，引领学生积极体验和学习。通过问题让学生观察、思考、细听、阅读。

五、讨论猜测、听力理解、任务型阅读、学生表演分层进行。 学生想要解决问题，首先通过讨论去猜测和思考，再带着问题去听去回答问题，然后通过阅读去检查答案的对错。 六、有情感有表情有语调地去朗读故事。 阅读过程中，‘读’是个重要环节，让学生积极地去参与模仿Zoom 和Zip的对话，用正确的情感表达和语气，甚至可以变不同的声音去模仿，都是十分有效的阅读方法。 七、阅读后进行知识、技能操练。 分角色表演故事是深受学生喜爱的课堂环节，它生动有趣，给了学生展示自我的机会。也进一步巩固加强对所学语言知识的掌握，锻炼了学生的语言表达能力。 八、作业布置分层，由易到难。 ‘故事大王’在框架教学的基础上续写故事，发散了学生的思维，培养了其创造能力。