C优秀教学设计内容

Let’s eat! (Story Time) 教学设计

1. Daily Greeting: ·How are you?

·I’m full, because I have a wonderful breakfast this morning. Do you have breakfast? What do you have for breakfast?

[教学设计] 通过与学生打招呼相互问候的方式唤醒学生的意识，自然而然询问学生的早餐，最终引入主题“食物”。

2. Vocabulary: Here I prepare a wonderful breakfast for you. What are they?

[教学设计] 展示食物图片，以直观明了的视觉方式使学生建立图片与单词之间的联系，扫清新知障碍，让学生准确掌握本节课的重点单词。

3. Sentence: Among all the food and drinks for breakfast, what would you like? For example, I’d like some …

·T&S: What would you like?

I’d like some …

Pairwork + show [教学设计] 首次引入本节课的关键句型，使学生能够通过学过的单词与重点句型表述自己早餐想要的食物，并且通过结对会话的形式进行练习，使他们熟练掌握本节课的重点句型。

·Chant:

T: What would you like? What would you like?

S: I’d like some …

Ss: What would you like? What would you like?

S: I’d like some …

[教学设计] 利用chant特有的韵律性与重复性让学生加深对新知的印象，更加快速准确表达自己想要的食物，随机chant更是吸引学生的注意力，活跃课堂的气氛。

4. Story: ·

Look! Who is he? He is Zoom! [教学设计] 以人物图片的形式将学生带入熟悉的情景环境中，为后面的故事教学做铺垫。

·

What is Zoom going to do? Can you guess? He is hungry! Where can he go? Can you help him? Yes, he will go to his favourite restaurant.

Let’s see what he would like.

·Listen: Q1 What would Zoom like?

a. Here I have so many choices. You can put them on the table.

b. Then let’s check.

[教学设计] 学生从听觉方面首次接触故事文本，以问题为导向帮助学生从故事中获取重要信息，使他们对故事产生整体认知。

·Watch:

Then, something strange happens. Let’s go and see.

Q2 Why is the fish gone? cuz the fish is eaten by the

black cat. [教学设计] 学生从视觉方面再次重温文本故事，并且揭开故事的结局，使学生能够准确清晰了解故事的脉络发展，扫清语音障碍，为之后的语言输出做好准备。

5. Read ·Read together. ·Read in pairs. (pairwork + show) ·Roleplay (groupwork) [教学设计] 学生通过全班齐读、分组朗读和小组角色扮演的方式多次重现文本，帮助学生巩固本节课的语言知识。这种多形式的合作学习活动不仅可以增加趣味性，还可以充分调动绝大多数同学的积极性，使他们参与课堂中。

6. Activity Now it’s your turn. Please draw a picture of your lunch and finish the following blank. [教学设计] 促使学生通过绘画的形式为自己设计一顿丰盛的午餐，并且完成后续的填空练习，提高学生的动手能力和语言运用能力，丰富了课堂活动形式。