C教学实录

Unit3 What would you like? Story time 教学设计

一．学情分析 : 围绕“话题”进行教学。本课话题为谈论食物特征，利用话题创设真实语境，增强学生在语境中的语言能力。本课时设计力图打破传统的教学流程，体现“整体呈现，分步训练”的故事教学要求。让学生先整体感知，在故事的具体情景中学习、巩固、运用新的语言知识。

二、教学目标 1、情感目标：通过事故教学，渗透遇事要开动脑筋的精神，通过合作比赛，培养学生的合作意识。

2、知识目标：通过看故事、读故事等方式，让学生理解事故，初步感知本单元核心语料：

①I am hungry ②What can you do ? I can…… ③Can you……? 3、能力目标：以话题为线索，通过整体感知语境，看事故跟读、分角色读、齐读等多种方式培养学生的阅读能力。

教学重点和难点 1、能听懂会说Can you……？并回答Yes, I can./No, I can’t 2、初步理解课文（故事）内容

三、课前热身: guessing game T: Hello, boys and girls! Today Im your new teacher, You can call me Miss Yang Good afternoon, boys and girls. Lets play a game, OK? I have so many kinds of food! Can you guess? What are they? Ss： guess

T ：Are you happy? Now Let s have our

class!(目的:因为面对的不是自己的学生,而且对

学生的了解也不够,所以设计了这样的游戏,目的是拉近师生之间的距离,活跃课堂气氛,并复习本单元的主要单词,而这里的单词卡片在下面的教学环节做铺垫。) 四、Warming up 1. Sing a song 2. Free talk (Read the passage and underline the diffcult words or sentences. then write them down on this paper Ss read and write T:、实物投影)出示生词和句子

Who can read? When we find new words, what can we do' T板书学习方法ask, look up and

listen 2( Read the passge) T: Now. we can read these words so well. Who can read this passage? S1 read T: What do you think of her reading? Ss: He reads very well. T: How can you read so well? T板书 more reading, more listening How can you read this word?

Now, we can read like this.(让学生自己发现问题,自己解決问题,培养学生学习的自信心,同时总结学习方法,教给学生学会自己学习) 3(Finish the question 1 )What can you learn from the story? 2) Finish the question 4(有感情的朗读故事

1)Read after the tape 2) Read by themselves post-reading Make a new dialogue like the story Progress 1.做配套练习册

2 Homework: 1. Read a passage about food and try to get he main idea.(读一篇关于食物的短文,并试着理

解短文的大意) 2.Find out the traditional food of other countries.(找出其他国家的传统食物)