C优秀教学设计

Unit4 Where is my car? C story time 教学设计

教学目标：

1. 能够听懂、会说、认读本故事中重点单词。

2. 能够听懂故事，并表演。

教学重点、难点：

1.重点：

能够听懂、会说、认读本故事中重点单词。

能够理解故事。

2. 难点：

能够在具体的情境中表演此故事。

教学准备: 1. 多媒体课件、录音机、磁带。

2. 故事中两个主要人物的头饰、实物。

教学过程：

Step 1 warm up Greetings:师生问候

Step2 Presentation 1. 播放故事，初步感受。

Teacher: We played a game. Zoom and Zip are playing a game, too. What’s the name of the game? Please watch the video. Teacher: Now, who can tell me the answer? Yes, they are playing hide and seek. Read after me, hide and seek. Who hides? And who seeks? Yes, Zoom seeks and Zip hides.

设计意图：以玩游戏为切入点连接上一环节的游戏与故事阅读。初步感受故事，学习游戏名称。

2. 再次播放故事，通过与学生交流，使其理解故事的内容。

Teacher: Is Zip under the table? Is this a table?（指向学生的书桌）No, we call it desk. Yes, this is a table.（多媒体展示桌子的图片，或指向故事中的桌子）Is Zip under the table?（在学生理解了table的含义之后，再次询问）Is she under the bed? Is she in the toy box? Where is Zip? Yes. She is behind Zoom. In our classroom, we can see, XXX is behind XXX. （根据教室中学生的位置来使学生明白behind的含义）

设计意图：通过针对课文内容的交流，使学生一方面理解课文内容，另一方面理解了故事中陌生词汇的含义，并能够初步感受其用法。

Step3 Practise 1 分角色读课文，之后，再分角色表演课文。

Teacher: Let’s read the story. Boys will be Zoom. Girls can be Zip. Let’s read it. Teacher: Now, let’s try to act the story out. Who wants to be Zoom? Who can play Zip?

设计意图：通过分角色朗读，使学生能够朗读故事，再通过表演，使学生能够真正理解故事内容，并能够正确表演故事。

2. 完成阅读判断练习，并根据图片内容进一步进行对话练习。

Teacher: Zip is so clever. Let’s play hide and seek with her. Are you ready? （出示教材第43页阅读部分的图片）Where is Zip? Can you find her? Is it on the boat? Read the sentences on the blackboard. Tick or cross.

Teacher: Do you finish? Let’s check your answer. Is Zip on the boat? No. Is it under the chair? No. Is it on the map? No. Is it in the desk? No. Is it on the ball? No. Is it in the bag? Yes！

Teacher：Zip is in the bag. We find it. Now who can tell me where the map is? Is it under the desk? Is it on the blackboard? Is it in the desk? Is it on the desk?

Teacher: Talk about the classroom like this. Ask and answer in pairs. Let’s do a pair work.

Teacher: Which pair wants to show your dialogue? Let’s find the best pair. 设计意图：完成阅读练习之后，让学生针对教材图片内容进行物品位置的询问及猜测，以两人小组为单位进行问答练习，从而在相对真实的情景中操练本单元的重点句式。使我们的目标语言真正成为他们自己的语言。

Step 4 Homework Act out the story for your parents.