C优质课教案设计

六上Unit 5 What does he do? C Story time 教学设计

一、教学目标

认识目标

1. 能够理解Story time 中的故事。

2. 能够分角色自如表演Story time 中的故事。

能力目标

培养学生的阅读理解能力和表演能力。

情感目标

教育学生要根据自己的爱好，树立人生职业理想。

二、重点、难点

重点

能够理解故事

突破方法

教师采用拆分法，进行片段教学，突破重点。

难点

能自如表演故事。

突破方法

教师示范，学生模仿，反复听录音，反复练习，分角色朗读，以及教师创设真实情境，突破难点。

三、教法与学法

引导法、点拨法、情境教学法

四、教学准备

多媒体课件、职业图片

五、教学过程

Step 1. Warm-up and lead -in 1.

师生齐唱歌曲 "What do you want to do? " 2.

分组

What do Zip and Zoom like to eat? S1: Zip likes nuts. S2: Zoom likes honey. T：（将蜂蜜和坚果图贴在黑板两边）This lesson we'll get some information about Zoom and Zip. This group do your best, you can get nuts for Zip. That group try hard, and you can get honey for Zoom. Let's say "Come on"! 【设计意图】

通过有关职业的歌曲热身，用Free talk 的形式引入本课主要人物，激发学生兴趣的学习，为他们加油鼓劲。

Step 2. Presentation 1.看视频，大致了解故事内容。

T: What are they talking about? Ss: They are talking about unusual jobs. 引入文本核心词“Unusual jobs”的学习。

（用一张可折叠的词卡依次出示usually -usual -unusual jobs）

2.教师用PPT 出示Tip：在课本相应职业名称下画线，同时在黑板上贴出五种职业词卡图。

【设计意图】

第一遍读故事，整体感知文本大意，找出相应职业类词汇，培养学生抓取关键信息的能力。然后小组合作学习生词，培养自主学习的能力，鼓励学生当小老师到台前教其他学生，教师只补充不会的词，如 "magician's assistant"。

3.跟读词汇，同位练读。

4. Watch the video and answer questions. 观看故事视频后，引导学生回答：Does Zip want to be a lion tamer/ bee farmer/ game tester/ magician’s assistant/ nut cracker? Why? Why not? Read the story again and find out the reasons. Circle the reasons.

【Tips】

1. Why? Why not? 2. Read the story again and circle the reasons. （理由）

T: Does Zip want to be a lion tamer? No, she doesn't. Why? To train the animals like a lion, a tiger, an elephant are too dangerous! （分音节教学dangerous，并将 "Too dangerous"句型卡贴黑板"lion tamer"对应位置。）

What about a bee farmer? Why not? The bees fly everywhere. They maybe you're your face or your brain. Maybe you will get stung. It's painful. (肢体语言帮助理解get stung 并将"I will get stung."句型卡贴于黑板"bee farmer"对应位置。)

How about a computer game tester? Does Zip like that? Why not? She can play games all day. Do you like that job? Someone says "yes, it’s interesting". Someone says" no, it’s boring." Zip says "I like to study. I don’t like computer games."（将"I like to study."句型卡贴于黑板"game tester"对应位置。)

Does Zip want to be a magician’s assistant? You know Liu Qian is a magician, Dong Qing is sometimes a magician’s assistant. Why not? Zip says" I don't like that."( 贴句型在相应位置。)

What does she want to be indeed? A nut cracker. Why? Because she likes eating nuts. The nuts are delicious and healthy.

【设计意图】

第二遍观看视频再读文本，使学生更全面、细致地学习文本细节，找出喜欢与不喜欢各种职业的理由这种更深层次的问题答案。

Step 3 Consolidation 1.师生分别扮演Zoom 和Zip，根据黑板上的Mind map进行对话，简单复述文本内容。

2. Listen and imitate Picture 1-3, point your book. Ask 1 group to come to the front. 1 pupil for Zoom, the other for Zip. Act the 3 pictures. Then check another group. Listen, repeat and act Picture 4-6.

【设计意图】

第四遍跟读模仿，将故事分成两部分进行读和演的活动，有效降低了输出的难度，也有利于角色的分配。从语音、语调、意群停顿等方面对学生加以指导，使其养成良好的阅读习惯。

Step 4. Extension 1.Let’s review some names of jobs. 2. Do a survey.

Step 5 Summary and homework 1. 请学生总结本课所学关于Jobs 的词及常用表达法：

What do you want to be? I want to be... What about...? How about...?

2. 进行情感渗透。

Kinds of jobs, usual or unusual are all valuable and required to us. Every kind of job, whether it is hard or easy should be done by some people. So choose the one fits you and you are interested in and try your best from now on. Step 6 Homework 1. Read Story time part to your parents. 将Story time部分的故事朗读给你们的父母听。

2. Finish the exercises.做《基础训练》上的配套练习。