C教学设计一等奖

Unit 4 Where is my car? Part C 教学设计

一、教学目标：

知识技能：

1. 能听懂、会说单词和词组 in, on, under, behind, in the toy box, under the table/bed, behind you, hide and seek. 2. 能听懂、会说、会运用句型Where are you? Are you under the bed? Are you in the toy box? Is it in/on/ under…? 3. 通过阅读学习方位介词和如何使用方位介词描述事物或人的位置。

学习策略：

1. 教会学生在阅读的基础上有感情的表演对话。

2. 引导学生整体阅读课文对话，理解课文细节信息。

情感态度：

1. 培养学生积极用英语表达的情感态度。

2. 引导学生发现阅读中的快乐，培养学生正确阅读的态度。

二、教学重难点：

1. 能听懂、会说、会运用句型Is it in/ on/ under/behind…? Are you in/ on/ under/ behind…? Where are you? I can’t find you. 2. 学会如何复述故事和表演故事。

三、教学过程：

Step1. Warm –up 课前热身，观看Hide and seek 动画片

T:Hello, boys and girls. Do you like watching cartoons? S:Yes or no?

T:So, before our class, Let’s watch a cartoon. (设计意图：观看动画片，将学生带入到英语学习的氛围中来，给他们在课前就创造一个轻松愉快的学习氛围。而且，此动画的主题正好是Hide and seek. 此话题和本节课教授内容主题紧扣。而且此游戏也是学生喜欢玩的游戏，都不陌生。让学生在观看动画的过程中，感受Hide and seek的意思。)

Step2. Pre-reading 1. 承上，引出Hide and seek 并教授。

T: Wow! An interesting cartoon ! Just now you watched the cartoon. Can you tell me the name of the cartoon? Who can tell me?

T:Yes, hide and seek. Do you know the meaning of hide and seek? You can speak in Chinese. Ss: 捉迷藏。

T：Wow! Great! You got it.

(设计意图：运用生动有趣的动画片，吸引学生的注意力和兴趣，同时通过动画片，让学生根据内容，猜词测意。) 2. 教读生词： hide seek

hide and seek的连读

① How to read this word? Hide

hide

hide

Follow me please. /h/-/ai/-/d/ hide (手指数音节读)

② How to read this word? seek

seek

seek Follow me please. /s/-/i:/-/k/ seek (手指数音节读)

（设计意图：运用模仿学习法，让学生感受自然拼读法的魅力。培养学生见词能读，听音能写的能力）

③ Hide and seek 的连读。

How to read together? We should read just like this: Hide and seek! Please read just like this!

Wow! You read so well! Give me a five!

（设计意图：培养学生重读、连读、弱读的能力。感受英语语言抑扬顿挫的优美。）

Step3. In-reading 1.Hide and seek is an interesting game. Do you like this game?

As we all known that every game has its own rules. So ,can you say some rules about hide and seek? You can speak in Chinese! Wow! You know so much! I sum it up into three steps:

Step1: You must find out one person to be the one to seek for others.

Step2:Other people must find a good place to hide themselves well.

Step3: If the seeker find the people,he will be the winner. And if he can’t find, he will lose the game. And they will change.

2.Our friends Zip and Zoom are playing hide and seek,too. Look!

(设计意图：本故事是一个游戏，所以在学习故事以前，学生应该先知道游戏规则，才能在学习的过程中，知道到了哪一步是什么样的环境，明确什么样的语境下用什么样的语言。)

3. Step1：Preparation （1）. 快速浏览课文，找出游戏中，谁在藏，谁在找？

（2）．Zip and Zoom are playing hide and seek. What does Zip say when she invites Zoom to play this game? Listen carefully. What does Zip say? Oh! You got it! Great! Can you try to read the sentences? （设计意图：英语是一门语言，而且是一门外语，如果没有听力的输入，我们是没法输出地道的口语的，也就无从交际了。所以，给学生问题后，让学生带着问题去听，找到答案。记得一位专家说过：学习英语的首要就是：让学生先闭口听，再开口说。）

Step2：Hide

（1）T: And in this step, it’s time to hide. What does Zoom say when Zip is hiding? Please open your books and read the story and try to find our the answer. T: Have you got the answer? (呈现答案

教读:ready.) ready

ready

Are you ready? (找学生读)

(设计意图：学习语言的目的是为交际。计较必须有一定的语境，有说话人的心情和感情在里面，所以此处注重学生语音语调的培养与指导，一个简单的“yes”,到底该读出什么样的语音语调？才能反映出Zip当时的心情？)

T： let’s listen carefully! T: Can you try to imitate?

（设计意图：在上一步老师循循善诱，学生理解的基础上，再听一遍录音，看看是不是如学生所说的语音语调？让学生通过模仿地道的语音语调，提高口语水平。）

Step3：seek T: In this step, Zoom will seek for Zip. Where does Zoom seek? What does he say? 教读讲解:behind. What’s the meaning?

Step4. Post-reading 1. Let’s enjoy the story. 2. Let’s listen and imitate. Please pay attention to the pronunciation and intonation.

Step5. Please read the story in pairs. Then we’ll act it out. Please read in pairs and pay attention to the intonation and read it affectionately.

I will give you few minutes,then I will ask you to perform it.

Step6. Act the story.（表演故事）

A. Give a model The teacher ask two students to show how to act the story. （设计说明）：通过教师示范，指导学生如何根据故事内容扮演角色。

B. Talk in groups The students try to act the story in groups. （设计说明）：通过小组内自编自演故事。

Step7.Watch the other cartoon ---Hide and seek.After watching it,ask students some questions: (1)

Where is George hiding? (2)

Where is George looking for Peppa ? (3)

Is Peppa under the bed ? (4)

Is Peppa behind the curtain ? (5)

Is Peppa in the toy box ? (通过孩子喜欢的电影角色---小猪佩琪，扩展巩固今天所学的方位介词的表达方法。）

Step8.Homework.

⑴Listen and repeat Story time.

⑵Review Unit 4 （设计说明）：通过作业设计，兼顾到学生阅读、复述、理解、表达等各方面能力的发展，引导学生学以致用。