C名师教学实录

共青城市耀邦红军小学

虞黄鹤

PEP六年级下册《Unit 4 Then and now C Story time》

教学设计

共青城市耀邦红军小学：虞黄鹤

Teaching guidance: According to the New Curriculum,we should develop students’ comprehensive language competence. At the same time, teacher should help students gain a sense of achievement and self-confidence. Meanwhile, we will develop students’

reading abilities and foster students’

thinking ability. Teaching theories：

For students in grade six, we will provide them to improve their cooperative, investigative and thinking abilities and strengthen their interest in studying English. Language is closely connected with our life. So I set a real situation to learn English. We read the story of unit 4 and talk about the question--- What ’s the main idea? Our students are eager to answer the question because they can get the answer with the help of the pictures. For their age, they have a strong desire to read pictures. The pupils are interested in express their ideas. We can broaden students’

horizons and enrich their life experience. Students can read the story, then retell the story and make a poster to develop their language in English. Teacher can help them use language appropriately. And the assessment is closely combined with the main idea---protect the earth. I’ll guide

第

1 页

共

9 页

共青城市耀邦红军小学

虞黄鹤

students to tell their ways to protect the earth in class. Students learn to cooperate with others, and use different ways to learn English. Analysis of textbook：

The content of this period belongs to PEP Book II for grade six. Part C Story time is the sixth period of Unit 4. The main idea is about the development of past, now and future. Students should mainly know the three parts of the story. Meanwhile students can understand the story and develop their thoughts by making posters. We should develop students’

language further and foster their thoughts while reading. Analysis of students：

Students have learnt verbs’

past tense in this book. Students have some skills of reading and get the main idea of this passage with the help of pictures. Students have different ways to protect the earth. They can share their ideas with us. Students can express their thought by making a poster. Different students in different levels can develop their language and ability by learning the story. Teaching aims: 1. Enable students to understand the story with the help of pictures and PPT. 2. Try to help students get the main idea of the story, at the same time, we can review and consolidate the key language by reading the story. 3. Students can read the story and retell the story according to one aspect,

第

2 页

共

9 页

共青城市耀邦红军小学

虞黄鹤

its past, now and future. 4. Guide students to develop a certain ability about thinking and make a poster to show their ideas about protecting the earth after reading. Teaching key points：

1）Students can read and understand the story with the help of pictures. 2）Students can read and understand the sentences : Now: There is\ are....; Then: There was \were....; Future: There will be..... Teaching difficult points：Students can understand the story according three parts: cooking, the earth, whales according to their past, now and future. Teaching preparations：

PPT, a tape recorder，some cards of words. Teaching steps：

Step1. Warm-up T: Hello, class. How are you today? Ss: I’m fine, thank you. T: Today we will learn Unit 4 C Story time .Everybody, do you like stories?. Ss: Yes. T: What kind of stories do you like best? About animals? About myth? About science? Or about nature?

第

3 页

共

9 页

共青城市耀邦红军小学

虞黄鹤

S1: I like the stories about animals. T: Good. I think you`re a kind boy. S2: I like myth..... T: Who like the stories about nature? Please hands up. Great! I like the stories about nature too. So we`re comrades. Hello, Comrades! Ss: Hello! (设计意图：师生之间进行亲切、轻松地交谈，就学生感兴趣的故事为话题进行讨论。同时，辅以图片以解决生词带来的交际障碍，语言真实有效，为引出文本故事做好铺垫。) Step2. Presentation 1、Pre-reading: 1）T: Boys and girls, I have a video to show for you. It`s about the nature, about the earth. Let`s have a look together, ok? (Play the video) T：From the video, what do you think about the earth? Is it beautiful? Ss: Yes. T: But the beautiful earth was past. So we should say the earth was beautiful then .(引出过去时）

（Help students describe the past earth according to the video, with the help of the sentences and the given words) Then: The earth was very _________.The air was ______.There were many ____ and

第

4 页

共

9 页

共青城市耀邦红军小学

虞黄鹤

______.The rivers were very ______.In the river, there were many_____. (Ss talk about the story with their partners. Then show in class.) (设计意图：用一段《最美地球》的视频来开课，通过视觉上的冲击，让学生身临其境，感受地球的博大和优美的环境给人类生存带来的巨大享受。帮助孩子用一般过去时对视频进行简单的描述。为降低“说”的难度，教师给出句型范例。一方面，要培养学生“说”的能力，另一方面，要保护学生的自信心与成就感。)

2）T：From the video, we all know the earth was very beautiful then ....,but now the earth is changed. I have another video for you, let`s watch it together. (Play the video) T: In this video, what do you want to say? Is the earth very beautiful now? What`s it like? Help Ss describe the earth . Now: The earth is

_________.The air is ______.There are many ____ and ______.The rivers are not ______.In the rivers, there are not many_____. （设计意图：将现在的地球跟过去的地球进行对比，孩子们很容易就能发现其巨大的差异。在视频就所给句型的帮助下，指导孩子们用一般现在时对“现在的地球”进行简单、对比的描述，除了可以进一步锻炼孩子们“说”的能力，更能激发孩子们保护环境、保护地球的情感意识。）

3）T：Boys and girls, our life is getting better and better, but the earth is becoming worse and worse. What happened to the earth and our life. Do you want to know? Let`s listen to the tape and find out the answers to the questions.(Listen for two times )

第

5 页

共

9 页

共青城市耀邦红军小学

虞黄鹤

1) Did cavemen cook their food ? 2) Who will cook, clean and wash the dishes in 2050 ? 3) What`s on the earth then ? 4) What`s on the earth now ? 5) Before humans lived on the earth, what lived in the sea ? 6) What can we do now ? （Check the answers) （设计意图：紧扣对以上两段视频的对比，孩子们发现人类的生活越来越好，可是地球的环境却越来越差，究竟发生了什么？让孩子们带着疑问去“听”文本，既培养了学生“听”的能力，也为自然过渡到本课文本“Story”的教学做好了承上启下的铺垫。）

2、While-reading (1) The first reading. Read the story for the first time quickly , try to understand it.Then answer the two questions: A. How many tenses(时态）are there in the story? What are they? ( You can speak in Chinese. ) B.How many items (话题） are there in the story? What are they? （Check the answers ) （设计意图：第一遍快速阅读文本，旨在了解文本大意。发现故事从三个方面反映出事物的变化，人类烹调方式、地球环境以及鲸鱼古今未来的变化。了解文本结构和话题的基本构成：三种时态、三个话题构成一个九宫格。）

(2)

The second reading:Read the story again carefully， then fill in 第

6 页

共

9 页

共青城市耀邦红军小学

虞黄鹤

the chart: Item Cooking The earth Whales Then

Now

Future

（Check the answer by talking and discussing ) (设计意图：学生自主阅读故事，整体感知，并根据自己所需要了解的信息快速浏览，获取关键信息,并完成以上表格。核对答案环节，指导学生发表自己的观点或看法，在积极思维的基础上用语言表达，有效地培养了学生的语言思维能力。旨在培养学生“写”及“说”的能力。)

Read the story for the third time, then retell the story according to the nine pictures. Then Cavemen____________. They didn`t _____________.There were _________ and there were _________.Before humans ____________. Whales already _____________. But now There are __________ to help you _________.There ________________________. But There are not ____________. In the future There will ______________. They will _________________________. We should ________now, so birds ______ and the forests ________.

第

7 页

共

9 页

共青城市耀邦红军小学

虞黄鹤

If we ________now, ______ and _______will have a ______________. (设计意图：本环节是第三次精读文本。经过上一环节“听、说”文本及前两次的泛读和精读文本之后，孩子们在九幅图片的帮助下，对三个时间段、三个话题进行故事复述，加深对故事的印象和理解。通过复述故事和看图说话强化训练，为语言的积淀打下良好的基础。) 3、After-reading Talk about: what should we do to heal the world? Watch the third video: How to protect the earth. (设计意图：阅读后，教师将故事的主题升华为保护地球，拯救世界。通过观看一段视频短片，帮助孩子们了解保护环境，从我做起的真正意义和具体做法。从提高学生的语言知识、语言技能，升华到培养学生的情感态度。最终达到语言综合运用能力的整体提高。

) Step3. Practice and extension Make a poster：Make a poster to show your actions about healing the world. You can cooperate with your friends or by yourselves.（Design the poster and make it.）

(设计意图：在语言延展和思维培养方面，让学生根据自己的情况，积极参与，以小组合作或个人独立完成海报的制作，让学生认识到环境保护的重要意义将语言的学习与生活的实际紧密结合起来。《英语课程标准》提出要“倡导学生体验参与”，“重视通过做事学习知识。”学生可以发挥自己丰富而独特的想象力进行语言的深入学习，将思维的培养和语言的发展在语境中有机地结合起来，达到了学以致用的教学效果。)

第

8 页

共

9 页

共青城市耀邦红军小学

虞黄鹤

Board design:

Unit 4 Then and now

Part C Story time Item Cooking The earth Whales

Then

Now

Future

第

9 页

共

9 页