C课件配套优秀教案案例

人教版PEP 2011课标版三年级起点（吴欣主编）

PEP五年级下册Unit 6 Work quietly

C

Story time 教学设计

伍家岗区万寿桥小学

张曾

一、教材解读与学情简析

（一）教材解读

本课时是PEP教材五年级下册Unit6 work quietly最后一个课时，讲述了Zip和Zoom在电影院里观影时发生的故事，这个故事紧密贴近学生生活实际，语言材料真实具体。本单元的主要知识点就是现在进行时态和公共场所的行为规范，该故事的主要目的在于通过故事创设真实的情境，巩固本单元核心语句，询问并回答某人正在做某事以及遵守行为规范，发展语言综合运用能力。学生对于本课时出现的询问并回答某人正在做某事I’m eating popcorn. The gorilla is eating a banana. 等现在进行时语句比较容易掌握。在图片的帮助下，大部分学生也能够猜出gorilla、popcorn、sign、exciting等词义，并能理解talk quietly和keep clean等行为规范的涵义。旨在通过这个趣味故事鼓励学生活用现在进行时态，同时通过sign提醒学生遵守行为规范，促进学生人文素养的发展。

（二）学情简析

五年级的学生具有一定收集和整理信息的能力，感知事物的精确度有所提升。之前学习了现在进行时态和行为规范用语，这些前期积累可迁移和运用到本节课中。本课从卡通电影出发，在兴趣的基础上通过图片和文本分析，让学生了解故事内容，根据思维导图和系列高阶思维活动，还原故事进行表演。但故事的创编，却因情景的不同，需要学生具有更多的语言储备。基于此，我在教学中利用信息技术的手段，运用多模态的看和绘本故事的融合，扩充了他们对应知识点的储备，促成人文素养的发展，从而达到故事教学情感育人的目的。

二、教学目标与重难点

（一）教学目标

1. 知识目标：

(1) 能听懂、会读film、gorilla、exciting、sign等单词，以及I’m eating popcorn.等核心语言。

(2) 巩固现在进行时态的运用，以及了解公共场合的行为准则，增加语言的输入。

2. 能力目标：

(1) 通过自然拼读法，尝试会读film、gorilla、popcorn等单词。

(2) 能正确运用现在进行时语句，询问或回答某人正在做某事。

(3) 理解、表演故事，在语境中运用恰当语言创编故事。

3. 情感态度与价值观目标

通过故事学习，强化学生遵守规则的意识，能够注意公共场合的行为标志、遵守公民行为规范，发展其监督意识、责任意识和规则意识。

（二）教学重难点

1. 重点：

(1) 巩固本单元的语言点，运用现在进行时询问或回答某人正在做某事。

(2) 激发阅读故事的兴趣，并能根据图片、道具或思维导图还原故事。

2. 难点：

(1) 梳理故事脉络、理解故事内容，了解公共场合的行为规范。

(2) 尝试在新的语境创编故事，达到知识迁移、学以致用的目的。

三、学习策略指导

1. 对图片提出自己的问题，并根据自主阅读解决问题。

2. 在图片和上下文分析中，运用推理、想象思维去理解、还原故事。

3. 在新的语境中整合已有知识和信息，进行语言迁移、创新编排，综合地运用语言。

四、教学准备

课件、单词卡、电子白板、pad、WeChat、微助教平台

五、教学过程

Step 1 Pre-reading 1. Game: I say you do. T: Good morning, guys. Let’s do it. I say you do. T: Clap your hands. / Clap your hands slowly. / Stand up quickly. / Sit down slowly. /Watch cartoons. / Watch cartoons happily.

2. Look and say

T: They are happy too. Look, who are they? What are they doing? Ss: They are minions. They are singing and dancing.

Ss: It’s Baymax. It’s playing football.（《超能陆战队》片段）

Ss: She’s Judy. She’s jumping. （《疯狂动物城》片段）

Ss: He’s Miguel. He’s playing the guitar. （《寻梦环游记》片段）

T: What do you think of the films?

S1: They are funny.

S2: They are nice.

S3: They are interesting.

S4: They are exciting. T: Yes, the films are exciting.

Learn：film

exciting 【设计意图】动词加副词的指令活动以及卡通电影人物的动态图片，引导学生复习本单元核心语言，激活知识储备，为阅读铺路。同时在观看影片后，交流观影感受，在真实体验中学习单词film, exciting等词汇。

3. Check the homework T: Yesterday we did homework about an exciting film. Let’s enjoy one of them. 金刚电影趣配音作业）

T: The film is about …?

Ss: King Kong/monkey

T: What do you think of it? S5: It’s tall.

S6: It’s strong.

S7: It’s kind.

（播放学生

S8: It’s brave. T: It’s so big and strong. We call it gorilla.

Learn：gorilla

单词拆分，以旧带新。tomato - go

fish - ri

umbrella - lla，

学习gorilla

【设计意图】在调查学情时发现，学生对金刚这部电影没有兴奋的感觉，和故事主角的感受有偏差。于是将课堂翻转、学习内容前置，利用对电影主角的采访，将exciting这个单词巧妙放在其中，以趣配音的形式放置云端，让学生进行课前的电影重温，并提前进行生词学习。既可以提前了解所学内容，也让学生从电影主角的体验，带入到故事主角的感受，突破本课的一个情感偏差。

Step 2 While-reading 1. Read and think T: The film is about gorilla. It’s really exciting. Our friend Zoom is seeing the film, too.

T: What do you want to know about Zoom? You can ask questions with words like what, who and so on. S9: What’s the film about? S10: Who is seeing film with Zoom?

S11: How does Zoom feel?

2. Read and think T: Good questions. Let’s look. Can you answer your questions? S12: The film is about gorilla. S13: Zip is seeing film with Zoom. T: Let’s continue. Tell us what else you know from the next picture. 将文本整合，把Zoom和Zip观影时针对电影的对话整合到图2中。

S9: The gorilla is eating a banana.

s10: The gorilla is big and strong.

S11: The film is exciting.

S12: The gorilla is great.

S13: They love the film.

（板书film/gorilla/great/banana/ big and strong/ exciting）

3. Look and retell T: Yes. Zip loves the film, and Zoom loves too. They are seeing a film. The film is about …. And Zip says …

引导学生根据思维导图，复数故事前半部分。

Ss: The film is about the gorilla. The film is exciting. The gorilla is eating a banana. It is big and strong. The gorilla is great. 【设计意图】读前设置学生关于Zoom的开放性提问，激活发散思维。将文本整合，让学生对Zoom和Zip观影时针对电影的对话有整体的了解，便宜学生理解故事发展的脉络。通过自主阅读提升分析概括能力，利用思维导图让学生复述故事，促进思维逻辑性发展。

4. Look and say T: They love the film. Look at Zoom. Can you answer your question? How does he feel?

Ss: He is happy. T: What is he doing? （播放Zoom吃东西的声音）

Ss: He is eating. T: Crunch, crunch. He is eating popcorn.

Learn：popcorn

单词拆分，自然拼读法学习

T: Now, let’s eat! Crunch, crunch. I’m eating popcorn.模仿吃爆米花

Ss: Crunch, crunch…. T: Let’s eat quietly. /Eat loudly.大小声

5. Look and think T: Good job. Does Zoom eat quietly? （播放Zoom的话I’m eating popcorn）

Ss: No, he doesn’t. T: Of course, it’s noise. （播放汽车鸣笛的噪音）So zip asks, what’s that noise? （播放Zip的话）

T: They are eating happily. But there are some other people there. How do they feel?

S14: They are sad.

S15: They are angry.

S16: They are unhappy.

S17: They dislike Zoom and Zip.

T: Why? Let’s have a look. What are they doing? （播放Zoom和Zip说话、吃、喝的所有声音）

Ss: They are eating drinking and talking.

6. Look and imagine T: If you are the tiger. What do you say? （贴tiger）

S18: Shh! Be quiet.

S19: Shh! Too noisy.

S20: Shh! Keep quiet.

S21: Shh! Eat quietly.（板书eat quietly）

S22: Shh! Drink quietly.（板书drink quietly）

S23: Shh! Talk quietly.（板书talk quietly）

T: I agree with you. It’s too noisy to see a film. And some of the noise would hurt us. Let’s watch the video. （播放分贝微课）

【设计意图】通过自然拼读法，学生尝试会读popcorn。基于Zoom大声吃爆米花、Zoom和Zip大声谈话的分析，理清故事的脉络，让学生进一步内化故事。播放Zoom吃爆米花、说话的声音，猜测老虎会说什么，激活学生的发散思维，分析故事的因果关系，发展分析判断、辩证思维。微课突出了噪音危害的主题，聚集行为规范的焦点，了解故事背后的寓意，促成学生人文素养的发展，遵守公民行为规范。

7. Look and guess T: So we need rules, and pay attention to the signs.

T: Wow, what happened? Can you guess? （播放Zoom说oh，no）

S24: Maybe the gorilla hurt.

S25: Maybe the gorilla is dead.

S26: Maybe the film is over.

S27: Maybe Zip eats all the popcorn.

S28: Maybe Zoom can’t move. S29: Maybe popcorn falls down. T: Wow, you are imaginative. Look! （擦掉蒙层，露出满地的爆米花）

T: There's popcorn everywhere. Do they follow the rules?

Ss: No, they don’t.

T: What do you say to Zoom?

S30: It’s too dirty. Please clean the chairs. S31: Please clean the floor. S32: Keep clean, please.

8. Read and think T: Good advice. Zip noticed that, she says, look at the sign. 播放音频

What’s on the sign? S33: Keep clean. S34: No littering. T: Now, let’s look.（擦掉蒙层，露出sign上的内容）

Ss: Keep clean. T: Then what will Zoom do?

S35: clean the floor.

S36: clean the chairs.

S37: clean the cinema.

【设计意图】希沃软件中蒙层、拖拽功能，吸引学生眼球，激发了学生的探究欲望。猜测Zoom 说

oh no 的情景，让学生自由发挥想象，培养学生的想象力和创造力。给Zoom提建议并猜测Zoom的后续行为，表达了学生个人认知立场，发展了学生推理论证、批判评价、创造想象等高阶思维。

9. Read the story T: You are so nice. This is the story about Zoom and Zip. Let’s read in your group. You can use pad and dictionary like this, when you need. （示范使用pad和词典）

【设计意图】基于学生的个体差异，对于文中较浅显的词句，让学生利用电子词典、pad、网络等方式快捷查阅，便于学生识记并指导他们准确发音。

Step 3 Post-reading 1. Dub the story T: Now, guys close your pad. Boys, you are Zoom. Girls, you are Zip. Let’s dub.

2. Answer the questions T: Please open your assistant, get into my class, there are some questions about this story, can you do that?

T: Wow, you all did a good job. Let’s check.

【设计意图】利用给故事配音活动和“微助教”平台，及时检查、反馈文本的内化活动，在大数据的支持下开展有针对性的学习，创建课堂交互与自主学习相融合。

3. Role play T: Well done. Now, practice in your group, and then act it out. And pay attention to your emotions. You have 3 minutes. T: Time’s up. Which group wants to try? Ss: Lights, camera, action! T: You did a good job. Now open the barrage to evaluate others and yourself. 【设计意图】表演故事，加深故事的理解，促进学生模仿力、想象力、创造力的发展，发展学生的语用，提高人际交往能力和合作意识。采用弹幕方式把评价的主动权交还给学生，并让评价可视化，通过词汇云图显示醒目的高频词汇，让学生对于他人的评价一目了然。调动所有学生关注评价、参与评价，从而使课堂评价有效地促进学生的发展。

4. Read picture books

T: We know the rules at the cinema. There are other rules and signs in public places. Look, there are some picture books, in the library, at the zoo, in the restaurant, at the park, in the supermarket. You can choose one to read.

T: Now, group leaders come to get your books, please.

T: Before your reading, scan the first page. Then you can read the picture book. At last, different books have different tasks. If you are in the supermarket, please match the rules.

In the library, design the signs for it.

At the park, act the story out, please.

T: If you like reading e-books, you can read them on your Wechat. They are the same as paper books. And you have 5 minutes.

【设计意图】挖掘文化内涵，将情景延续，充分激活学生的生活体验，在拓展环节中将其他公众场合制作成电子绘本故事，让学生进行多模态阅读。利用微信推送，将电子书和微课等相关学习资源放置云端，让学生进行自由选择，信息技术的便捷让学习个性化。

5. Act it out Group 1：Match the rules

Group 2,3: Design the signs.

Group 4: Act the new story out.

T: Good job. I’ll give them a thumb up, what about you? It’s time to use your barrage now. 【设计意图】阅读后采用趣味分类活动，让学生在绘本书中学习规则和识别标识更便捷。同屏互传，让设计标识的小组活动展示在大屏幕上。实时关注小组学习效果，在新语境中整合已有知识和信息，进行语言迁移，延续情景、创编故事。

6. Homework T: You all like their show. They are good works. Well, look at your homework now. a. Tell the story to your family. b. Tell the rules you know in public places with your friends.

7. Summary T: They are good suggestions. Look at the board, can you read the signs? 复习板书中的规

则标识

T: These are rules and signs. So we should know the rules, pay attention to the signs and obey the rules, and we’ll be a polite and popular person in the future.

六、板书设计

【设计意图】将板书设计为影院模式，让学生犹如身临其境，把自己当成故事中的人物，完成语言运用。利用思维导图，让学生复述故事，促进思维逻辑性发展。