C优质课教案整理

PEP Book5 Unit4 Story time

Practice makes perfect 教学设计

一、教学内容：PEP Book5 Unit4 When is Easter? PC Story time 二、教学目标：

1、语言知识：

学生能够在教师的引导下理解故事内容，复习和巩固句型

The singing test will be on May 4th . I can’t...I want to ... 扩展学习句型Practice makes perfect. Will you come to the part？I want to practise my song. I need more practice.增加学生的语言输入。

2、语言技能：

能够理解故事内容、朗读故事、表演故事、创编故事，并能在语境中恰当运用故事中的语言。

3、情感态度：

在故事语境中，通过Zoom专心刻苦练习并最终在不擅长的唱歌考试中得到音乐老师称赞的经历，让学生了解英语谚语“Practice makes perfect.”的深刻含义。21cnjy.com

三、教学重、难点：

1、教学重点: Practice makes perfect. Will you come to the party? I want to practise my song. I need more practice.

2、教学难点：能够在语境中理解新词practice与practise的区别；在语境中理解Practice makes perfect. 的深刻含义。

四、教学准备：

PPT 、视频、头饰、卡纸

五、教学步骤：

Step1: Pre-reading 1.

Enjoy a chant. (P45. To review the key sentence patterns in this unit.) 1

2.

Free talk: Do you like singing songs? Who teaches us to sing?

Who is your music teacher?

Guess: Who is Zoom and Zip’s music teacher? Why? 3.

Give a task：

T: In this class, we’re going to have a story-telling test. Step2：While-reading 1.

Lead-in

Look at the picture, what animals do you see? What does the music teacher say? 2.

Watch and answer(呈现故事的第一部分，引出故事主题): The singing test will be on ______. A. April 30th

B. May 4th

3.

How does Zoom feel on April 30th ? (Analyse Zoom’s mood.)

Zoom is ______about his singing test on April 30th.

worried

happy 4.

To count the days: How many days can Zoom practise from April 30th

to May 4th？

Three days. May 1st , May 2nd and May 3rd. 5. Read, answer and experiense（呈现故事的第二部分，制造冲突，凸显Zoom矛盾的内心，经历“良心小巷”，进入Zoom 的内心世界）.

On May 1st

, May 2nd, and May 3rd

, his three friends want to play with him, what do they say? Please read and find out:21世纪教育网版权所有

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What does Zip/Rabbit/Cat say?(Students watch, listen and say.) If you are Zoom, what would you do? Play or practise? (Conscious Alley：

One student be Zoom, he is conflict, he doesn’t know whether he should play or practise. The students in the right line will ask Zoom to play and give him some resons. The students in the left line will ask Zoom to practise and give him some resons, too. Ater walking through the alley, Zoom should make a choice and tell us why.) 6.

Watch, answer and read.（观看故事的第二部分，了解Zoom 专心练习的决心。）

When the friends ask Zoom to play, does he go? What does he say? He says: Sorry, I can’t. I want to practise my song.(Wtach and answer)

I want to practise the song.

I need more practise. 7. Pair work. (对学：让孩子们从三组朋友邀约的对话中选择一组进行练习，感受Zoom勤奋练习的决心。老师巡视并及时给予指导。小展。) 8．通过练习，Zoom changes his mood.（Zoom did a good job.）

Zoom practises the song for three days.Zoom is ______about his singing test on May 4th.2（worried

happy）

9.

Guess: On May 4th, will Zoom go swimming with Cat tonight?（Watch the whole story to check the answer.）

10.

Watch the whole story and abstract.（观看完整故事并提炼主题。）

3

What do you learn from the story? (结合板书，引导学生说出“Practice makes perfect.”) 11. Can you add a title to this story? (画龙点睛：Practice makes perfect.) Step3: Post-reading （Consolidation and expasion: 提前布置孩子回去做一个自己喜爱的动物的头饰）

Story-telling test:

1. Try to act out the story. ★

★

★

2.

Try to write a new story and act it out.

★

★

★★

★（群学：语言知识技能的综合运用及情感提升。孩子们在小组中读故事、编故事，然后自己选角色，在小组内演练，之后进行大展。孩子们演得开心、投入、并极富创意。）

Step4: 情感教育

Practice makes perfect! 六、Homework 1. Try to tell the story in English. 2. Have a Story-telling Contest(讲故事大赛) in your class. Practice makes perfect! 七、Blackboard design: Unit4 Story time:

Practice makes perfect A: Will you come to the party? B: No, I cant. I want to pracise my song. 4

I want to pracise the song.

I need more practice.

八、教学反思：

1、整体评价

在课堂教学过程中，能实施科学有效的策略评价，用积极的态度看待学生，让每个学生都得到赏识，体验到成功，促进他们向更高、更好的方向发展。本节课主要采用情景教学，先通过故事中具体的情景，引出重点句型并进行有意义的操练，然后进行故事表演，最后拓展，通过改编故事，创设情境，让学生在具体的环境中运用所学得的知识进行综合运用。

2、亮点

首先，悬念铺垫，引出主题。开篇通过设置悬念和巧妙引导，让学生猜出Zoom的音乐老师是小鸟，对小动物们的特征有一个基本了解，同时也暗示Zoom一开始并不擅长唱歌，为后面的故事埋下伏笔。其次，二次开发，深入内心。本课对课文文本进行二次开发。我在熟悉文本内容的基础上将故事拆开来，并不一次性将故事的原貌呈现给学生，而是先展示三位朋友邀约的情景，制造冲突，凸显Zoom在情理之中的矛盾心理，通过Walk through“良心小巷”（又叫“道德胡同”），听到来自各方不同的理由，理清自己的思路和需求，从而做出适合自己的选择。这个精神过程的洗礼不仅锻炼了孩子们的英语表达能力，同时也促进了他们对问题进行深层次的思考。接着，贴近生活，各尽其才。给孩子们提供两5

种拓展的基线，能力强的小组可以创编故事并表演；能力稍弱的可以表演书本上的故事，实现了课堂上的分层教学，让每个学生的潜能得到充分的发展。最后，价值引导，情感教育。整个故事情境，不仅培养了学生积极思考的能力，还教育了学生要熟能生巧的情感。让学生从小做起，延伸到自己的生活实际，无论做什么事情，如果多多练习，认真对待，最后都可以取得好的成绩。对学生以后的学习和生活都能起到一个教育警醒的作用。对故事主题进行提炼和升华，让孩子们明白，熟能生巧的真正内涵，天才源于勤奋。

3、不足

本课重在让孩子们感知故事、理解故事、演绎故事，忽略了个别词汇的区分，比如，没有说清楚“practice”和“practise”的区别。另外，在孩子们进行故事演绎时有点放不开，属于老师引导、示范不到位。特别是在后面逆袭、让大家刮目相看的时候学生没有做出相应的动作，比如跑步、唱歌、打篮球、做蛋糕等等。如果加上适当的肢体语言，效果更显著。

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