C教案和课堂实录

PEP六年级上Unit5 Story time 教学设计

一、教学目标: （一）认知目标 1. 能够理解Story time的故事。 2. 能够分角色自如表演Story time中的故事。 （二）能力目标: 培养学生的阅读理解能力和表演能力。 （三）情感目标: 教育学生要根据自己的爱好，树立人生职业理想。 二、教学重难点

：

（一）重点：

能够理解故事。 突破方法：采用拆分法，进行片段教学，突破重点。 （二）难点：

能自如表演故事。 突破方法：教师示范，学生模仿，反复听录音，反复练习，分角色朗读，创设真实情景突破难点。 三、教法与学法: 引导法，点拨法，情景教学法。 四、教学准备：

教师准备多媒体课件、课文情景动画或音频MP3 教学过程：

Step 1.Warm-up and lead in. 1. Sing a song:“What do you want to do？”

T: Good morning, boys and girls. I bring two new friends today。

Zip and Zoom(头饰和名字贴黑板) What do Zip and Zoom like to eat？

S1: Zip likes nuts.

S2: Zoom likes honey. 若猜不出可引导学生思考《熊出没》中熊二、毛毛喜欢的食物。

T：(将蜂蜜和坚果图贴在黑板两边) This lesson we' ll get some information about Zoom and Zip. This group do your best, you can get nuts for Zip. That group try hard, and you can get honey for Zoom. Let’s say “Come on”！

（设计意图：通过有关职业的歌曲热身，用 Free talk的形式引入本课主要物，激发学生兴趣的学习，为他们加油鼓劲。）

Step 2. Presentation 1. Review the names of jobs. T: Now Zoom and Zip are talking about jobs. What does Zip want to be? Guess. Ss: Zip wants to be a... 学生各种猜测后，教师PPT出示已经学过的职业类词汇，并齐读复习。

(设计意图：通过猜测职业活动，启发学生思维，复现学过的职业名称。) 2。引入文本核心词“

Unusual jobs”的学习。

(1) T: Just now we reviewed some words.(出示词卡学习jobs).There are many kinds of jobs around us. Each job is valuable. But today let’s see some unusual jobs.(用一张可折叠的词卡依次出示usually-usual-unusual jobs).Look at the

pictures .Do you know what unusual jobs they are? Can you find the jobs’names and underline them on your book? 教师用PPT 出示Tip:在课

本相应职业名称下画线，同时在黑板上贴出五种职业词卡图。

(2) Discuss in groups, try to learn the new words from each other. Then choose one word to teach others教师教学不会的词(渗透发音)。

（设计意图：第一遍读故事，整体感知文本大意，找出相应职业类词汇，培养学生抓取关键信息的能力。然后小组合作学习生词，培养自主学习的能力，鼓励学生当小老师到台前教其他学生，教师只补充不会的词，如“magician’s assistant ”

(3)跟读词汇，同位练读。

(4) Watch the video and answer questions. 观看故事视频后，引导学生回答： Does Zip want to be a lion tamer bee farmer/ game tester/ magician s assistant/ nut cracker? Why? Why not? Read the story again and find out the reasons. Circle the reasons. Tips: 1. Why? Why not? 2.Read the story again and circle the reasons(理由) T: Does Zip want to be a lion tamer? No,she doesn’t. Why? To train the animals like a lion, a tiger, an elephant are too

dangerous.(分音节教学dangerous,并将 Too dangerous句型卡贴黑板“1ion tamer”对应位置。) What about a bee farmer? Why not? The bees fly everwhere. They maybe you re your face or your brain. May be you will get stung. it's painful. (肢体语言帮助理解 get stung并将“ I will get stung。”句型卡贴于黑板“

bee farmer”对应位置。) How about a computer game tester？Does Zip like that? Why not? She can play games all day.Do you like that job? Someone says “yes, it's interesting.”Someone says no, it's boring.

Zip says"I like to study. I don’t

like computer games.”(将“ I like

to study。”句型卡贴于黑板“game

tester”对应位置。) Does Zip want to magician's assistant? You know liu Qian is a magician, Dong Qing is sometimes a magician’s assistant. Why not? Zip says"I don' t like that。"(贴句型在相应位置。) What does she want to beindeed? A nut cracker. Why? Because she likes eating nuts.The nuts are delicious and healthy (设计意图：第二遍观看视频再读文本，使学生更全面、细致地学习文本细节，找出喜欢与不喜欢各种职业的理由这种更深层次的问题答案。) Step 3. Consolidation 1.

师生分别扮演Zoom和Zip,根据黑板上的 Mind map进行对话，简单复述文本内容.

2.

Let’s match. 3. Listen and imitate Picture1-3. point your book Ask I group to come to the front? I pupil for Zoom, the other 3 for Zip. Act the 3 pictures. Then check another group. Listen, repeat and act Picture4-6 (设计意图：第四遍跟读模仿，将故事分成两部分进行读和演的活动，有效降低了输出的难度，也有利于角色的分配。从语音、语调、意群停顿等方面对学生加以指导，使其养成良好的阅读习惯。) Step 4. Extension Watch a video about Zoom and Zip. T: Do you want to see what happened then? Watch the video. Then you can make a new story you like. Using these jobs and expressions on PPT. Assistant 1: Welcome to Be You World What do you want to be? Zoom: I want to be a.. it's./I like. / can Assistant1: What about.? Zoom:……

Assistant2: What do you want to be? Zip: I want to be a. it's. /I like. /can Assistant 2: How about…? Zip :…

Assistant2: OK, this way please.

(设计意图：播放课前录制的学生体验《比如世界》的视频，给上课学生以语言和角色的引导。将职业类词汇与本课所用表达法综合运用，学生在自主提问、思考、选择的过程中内化了语言结构，做到了自然、

真实、有效的输出。) Step 5. Summary 1.请学生总结本课所学关于Jobs的词及常用表达法：

What do you want to be? I want to be... What about...? 2.进行情感渗透。

Kinds of jobs, usual or unusual are all valuable and required to us.Every kind of job, whether it is hard or easy should be done by some people. So choose the one fits you and you are interested in and try your best from now on. Step 6.Homework. 若课上没有足够时间，就将去《比如世界》的故事续编活动放在课下完成，将自己所编故事说给家长听。

板书设计：

Unit 5 What does he do? A lion tamer a bee farmer a computer tester What a great job! Magician’s assistant a nut cracker

教学反思 本课时的重点是故事阅读，重在对学生阅读能力的培养。虽然故事具有一定的吸引力，但考虑到小学生定力不足，难以长时间全身心地投入阅读中，所以教师采取了多种形式，尽量让全体学生都投入到课堂学习中，如：分层阅读、小组讨论、示范阅读、分角色阅读等形式。同时教师在学生遇到难题时进行适当指导、梳理，让学生消除畏难心理，大胆地跟着教

师的方法和思路来。有这样的经历后，学生以后就能够自己慢慢地解决问题，逐渐形成良好的阅读习惯。教师也应注意，提高学生的自主能动性，不能过于依赖教师，度的把握十分重要。