C名师教学设计2

Unit2 My family Part C Story time

Ⅰ.Teaching objectives: 1.

Ss can read and dub or act out the story. 2.

Ss can try their best to retell the story with the help of the mind map. 3.

Ss can read and understand the two new words“beautiful”&“actress”and an exclamatory sentence“How beautiful!”. 4.

Ss can understand the similarities and differences between Chinese and foreign cultures. Moreover, Ss’

feelings of loving family will be cultivated.

Ⅱ.Teaching important and difficult points: Important points: 1.

Enable Ss to read and understand the story. 2.

Enable Ss to read and understand the two new words“beautiful”&“actress”and an exclamatory sentence“How beautiful!”. 3.

Cultivate Ss’ feelings of loving family.

Difficult points: 1. Make Ss dub or act out the story and retell it. 1

2.Make Ss understand the meaning of the word“actress”and pronounce it well.

Ⅲ.Teaching aids: 1.

PPT, related pictures. 2.

Ss’ prepared family trees.

Ⅳ.Teaching proceduers: Step1 Warm up 1.

Greetings. 2.

Sing a song----Finger family Ss do finger actions as the song.

设计意图：通过手指歌复习家庭成员单词并活跃气氛。

3. Introduce families. ①Firstly, T introduces her family with a chant. Who’s that man? He’s my father. Who’s that woman? She’s my mother. Is he my brother? No, he isn’t. He’s my husband. Is she my sister? No, she isn’t. She’s my daughter. What a happy family! What a happy family!

②Secondly, invite two Ss to introduce their families as the following:

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Hello! I’m…. This is my family. He’s/ She’s…. I love my family. T: Thank you for the introduction of your families. We are in Grade three. We are always a big family. So we should help each other and love each other. 设计意图：教师通过示范，鼓励学生介绍自己的家庭，从而帮助学生建立热爱家的情感。

Step2 Presentation 从教师介绍家庭到学生介绍家庭自然过渡到介绍Zoom的家庭。

1.

Look and answer(show a wedding photo of Zoom’s parents) Q: Who is that woman/man? Ss: Zoom’s mother/father. 2.

Look and guess(hide Zoom and Zip) Q: Who are they?

Ss: Zoom and Zip 设计意图：学生猜测故事的主要人物，培养他们主动学习的能力。

3.

Listen and fill in blanks T: Zoom and Zip are at Zoom’s home. They are talking about this photo.But who are they talking about? Please listen and fill in blanks.

Ss: Zoom’s mother. 3

T and Ss check the answers together.

设计意图：介绍故事发生的地点，并引入故事另外一个重要的人物。通过填空培养学生寻找关键信息的能力。

4.

Listen and choose T: Pay attention to Zoom’s mother. She is wearing a white dress. What does Zip think of Zoom’s mother? Please listen and choose. A.

beautiful

B. ugly Guide Ss to read the word“beautiful”and ask them to praise Zoom’s mother one by one. T: Here are some beautiful things.Can you describe them?

For example: beautiful balloons Ss: beautiful……

设计意图：通过让学生选择单词的活动来降低学习难度，鼓励学生有情感的称赞Zoom妈妈，并出示一些美好漂亮的图片让学生描述。学生在教师的设计中多次练习单词beautiful，但却不枯燥乏味，兴趣十足。

T: When Zip says zoom’s mother is beautiful. What does Zoom say? Please listen. Ss: Thank you./Thanks. Make some examples to let Ss understand that there are various answers to praisement according to different countries. 4

设计意图：通过展示不同国家人对待称赞的不同回答，让学生感知中外文化异同，拓展其视野。

5.

Be a detective group Q: What does Zoom’s mother do?

There is a code for Ss to break, which is the key to answer the above question. First, give Ss an example. Then ask Ss to break the code in groups of four.Finally, praise the detective group. 设计意图：通过设计破译密码的活动，让学生解出Zoom妈妈的职业actress。培养学生的观察能力，思维能力。

After getting the answer, let Ss know who is an actress or actor from a video. Make a summary here: Actress is for woman. And actor is for man. 设计意图：通过一个视频让学生自我感知actress到底是男演员还是女演员，并作出总结。

6.

Listen and fill in blanks T: Now, we know Zoom’s mum is an actress. But does Zip believe it? Let’s listen.

Ss: Really? T:

Yes, you got it. If you don't believe sth. , you can say,“Really?”

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T: Then, Zoom asks Zip to wait a minute and goes to mum’s cloakroom. What is he going to do? Let’s go and see. 7.

Listen and answer T: Oh! Zoom’s naughty. He puts on his mother’s dress. Is he beautiful? Someone says yes, someone says no. But what does Zip think of Zoom? Please listen.

8.

Guess the end

The door bell is ringing. (Zoom’s parents come back) Q: What is Zoom’s mother going to do with Zoom? Punish or praise.

Ask Ss to guess. Then listen. 设计意图：学生在猜测的过程中谈论自己的想法，老师根据他们的想法给出不同的回应，充分关注到了学生的家庭教育。

Ss: How beautiful!

Tell Ss that this is an exclamatory sentence and its Chinese meaning.

T: Zoom is little naughty. But his mother is not angry with him and says how beautiful! Why? Can you give me some reasons?

Ss: May be she thinks Zoom will be an actor in the future. Or because she loves him very much.……

设计意图：针对这个发散性问题，学生们给出了不同的理由，展示了他们的个性思维。同时也为教师下一步的情感升华作6

铺垫。

T: So Zoom’s family is full of love. Love is necessary in a family. Only love can make children thrive and go further in the journey of life. 设计意图：教师所设计的爱的情感升华在学生们的助力下很好的体现了出来。

Step3 Consolidation 1.

Watch & imitate

设计意图：学生整体感知故事情节，并模仿文本语音，惟妙惟肖。

2. Recruitment T: Here is a recruitment for you. They are looking for dubbers, actresses and actors. This is the play. Each group chooses one , dub or act. Clear?

设计意图：通过招聘配音员、男女演员这一设计，学生们小组合作，表演故事或为故事配音，学生在各种道具的帮助下，得以有效的输出。

3.Retell T: The story is very interesting. I hope you can share it with your family members. This mind map can help you retell the story. First, let’s do it together. T&Ss : At Zoom’s home, Zoom and Zip are talking about 7

Zoom’s mother. She’s beautiful.She’s an actress. Zoom’s naughty. But his mother loves him so much. Zoom has a happy family. Encourage Ss to retell the story. 设计意图：在思维导图的帮助下，鼓励学生复述课文，并让学生与家人分享，回归家庭。

Step4 Summary T: In this lesson, what do we have learned?

Make a summary with Ss. 设计意图：帮助学生一起巩固所学内容，进一步掌握重难点。

Step5 Homework T:Is there anything interesting happened in your family? If there is, please make a new story and share with us next class. If there is not, you should retell the story to your parents.

设计意图：设计不同难度的作业，体现了因材施教的原则，再一次让他们回忆家庭中发生的有趣的事情，感受家庭的温暖和爱。

Step 6 Blackboard design

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设计意图：板书设计成一个思维导图，有利于学生看懂故事大意，也能帮助学生表演及复述课文。

Step 7 Teaching reflection

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