C公开课教学设计模版

Unit 4.Then and now Part C

I. The Analysis of the Teaching Materials: Primary English by PEP is a course for children learning English as a foreign language. It creates good circumstances of language for students by making use of useful or funny themes and situations in their daily life, which are familiar to children. So students will be happy to learn it. The topic of Unit 4 is about the changes among the past, now and the future which are not very hard for students. After learning this unit, the students should be able to describe the changes in themselves and discuss about the changes around us with the sentence pattern “there be”. Part C is the last part of this unit, the students will read the story about protecting the earth which is the most frequent topic which all the humans should value. This story mainly tells us the past, the present and the future of the cooking, of the environment and of the whales, in order to review, consolidate and expand the core language of this unit. Through study, students will know why we should protect the earth and how can we protect it. Ⅱ. The Analysis of the Students The teaching objects of this period are the pupils of Grade 6. They have learned English for over five years and they have known a lot about the natural and social circumstances around them in their daily life. Most of them are greatly enthusiastic about English and English learning. However, kids of the primary can’t be able to focus their attention on monotonous thing for long time. And meanwhile, kids in Grade 6 are not very interested in simple games or activities while they like to read, think and challenge. As a result, the teacher should try their best to design various kinds of vivid, interesting and creative activities in teaching process, in order to arouse their attention. e.g. some imaginative pictures, some challengeable tasks, some vivid videos or picture books which can make them think and imagine. Besides, protecting the earth is a big topic which is difficult for them to describe or carry on. So, the teacher will guide and encourage students to pay more attention to try their best to do little things to make a big difference and make them realize that a single

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grain of rice can tip the scale.

III. Teaching Aims: ► Aims on Language Competence : 1.

Students will be able to understand and use the following sentence pattern to talk about the changes: In the past(Before), I was.../There was(were ).../I could(couldn’t) ... but now I am ... than ... .There is(are)... I can ... 2.

Students will be able to understand and read a story about the past, the present and the future of the cooking, of the environment and of the whales, in order to review, consolidate and expand the core language of this unit. ► Aims on Learning Abilities: 1. Students will be able to read a story about the changes with the help of the reading skills. 2. Students will be able to role-play a story and communicate with others in different ways through the task-based activities.

3. Students will be able to learn to be cooperative and competitive in group work.

► Aims on Cultural Characters: Students will be able to realize the earth is important to humans and they will be encouraged to do little things for their motherland to make the world a better place. ►Aims on Thinking Quality: 1.

Students will be able to sort out information about the changes objectively and share their opinion with others bravely.

2.

Students will be able to gather information from different aspects before giving a judgement.

IV. Teaching Key Points: 1.

To understand and use the sentence patterns about the changes then and now for communication in real situations. 2.

To read and role-play a story about the past, the present and the future of the cooking, of the environment and of the whales. 3.

To read a story book to know why we should protect the earth and then know how

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to protect it through discussing, reading a picture book and watching a video clip.

V. Teaching Difficult Points: Some of the students may find it a little difficult to use the main sentence structure elastically to voice their opinion. VI. Teaching Methods: Top-down reading model, Task-based Teaching Approach, Communicative Approach, Direct Method, TPR, Multi-media Approach, Pair work, Group work. VII. Teaching Aids: CAI(PPT included), some pictures, worksheet. VIII. Teaching Procedures: Step I. Pre-reading 1. Greet the class as usual.

2. Teacher shows some pictures about herself to activate the prior knowledge to review how to describe the changes in oneself and enliven the atmosphere of the classroom. 3. Choose some volunteers to talk about “ changes in me”.

In the past, I was.../There was/was not/I couldn't ... But now, I am .../There is/are.../I can ... （设计意图：教师与学生简单的谈话，既消除了学生课前的紧张，又让学生感知了本课语篇学习的重点句型。教师通过谈论我的改变，让学生来谈谈自己的改变，很快将学生带入本课学习主旨“变化”。）

Step II. While-reading

1.

Guess what Zoom and Zip are talking about to elicit the story. What are they talking about？

They are talking about a science magazine. 2.

Fast -reading Students read the story quickly and find the answer to the question: What is the magazine about? A. How to heal the world.

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B. What should we do for the earth. C. the past, the present and the future of the cooking, of the environment(环境) and the whales. 3. Scanning ①Students read the story and classify the pictures into the past, the present and the future. ② Ask students to give the reasons why they classify the pictures as they do. ③Guide students to think what other method they can classify the pictures to encourage them to think in different ways. (设计意图：学生通过快读了解文章大意，通过查读捕捉文章中的不同信息提炼文章的主旨大意，并进行简单的推理。故事主要通过人类的烹饪方式、地球环境和鲸鱼来诠释过去、现在、未来的变化，也可以理解为过去、现在、未来的烹饪方式、地球环境和鲸鱼的改变，鼓励学生变换思维方式思考问题。) 4. Detailed-reading

Students read the story carefully and quietly, and then fill in the table.

Items Cooking

In the past ate ____________ didn't ___________ Now many things _________ to help In the future you there will ____________

be The Earth

Whales many _______ and more and more ____________ clean _______

birds will have homes, the forest will be _______ and ______

whales and humans will have a ____________ whales already lived in there are not many whales the ______

（设计意图：通过自主阅读课文，完成表格内容，锻炼学生通过关键词的提示提取主要信息，进一步理解故事内容，培养了学生概括总结的能力。同时，教师板书本单元主要句型于时间轴，帮助学生复习巩固并拓展本单元所学的核心语言。）

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5. Listen and read

Students listen, read the story and circle or underline the difficult words they met with. Remind the students that they should predict the meaning of the words in context. At the meantime, remind students to pay more attention to the accuracy, fluency and feeling of reading. Step III. Post-reading 1.

Students role-play the story according to the table with the help of the timeline on the blackboard. Tips: A.

4 students in a group.(4人1组) B.

Role 1 will be the story-teller, the rest of three will act out the story.（1人为旁白，另外三人将故事演出来）

C.

You can choose one from these: ①cooking ②the earth ③whales（你可以选择一个主题进行表演）

2. Discussion:If we change now, how to make the world a better place? (设计意图：学生通过课件、图片和语言铺垫了课文的主情感----关爱地球母亲，由此引发学生思考：我们如何才能保护地球呢？由语篇学习了why自然过渡至how,由意识问题上升至解决问题。) 3. Watch the video named We are going green and stimulate students to protect the earth from the aspects: reduce, reuse and recycle. 4. Read the picture book named The Earth Day written by Todd Parr with students

aloud to

get to know that a single grain of rice can tip the scale and call on people to protect our motherland by doing little things. (设计意图：观看绿色环保视频旨在让学生了解保护环境可以从三个方面（如减少、再利用、循环使用）做起，从而促进学生的发散性思考；师生绘本共读更是

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一种呼吁、一种倡议，为接下来的写作进行了铺垫。) 5. Assign the task after class. 必做题：

1. Read the magazine and retell it. 2. Make a proposal and share them with your classmates. 3. Enjoy the picture book The Earth Book by Todd Parr and finish the worksheet. 选做题：

Try to design a poster about Care for our motherland. （设计意图：作业是课堂学习的补充和拓展，教师根据教学内容为学生准备了倡议书和绘本阅读推荐书目，不仅强化了学习内容，还能延续阅读、引发持续思考，旨在培养学生的自主阅读能力。）

IX. Blackboard design:

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