C教学设计(第二课时)

参赛教学基本信息

作者姓名

出生年月

邮政编码

联系电话

所用教科书

书名

所教年级

设计主题

人教版五年级上册Unit 3 What would you like? Storytime 五

余迪融

1988.10 361000 13859982639

性

别

工作单位

通讯地址

电子邮箱

翔安区大嶝中心小学

翔安区大嶝中心小学

1365664042@qq.com 女

人民教育出版社

PEP 所教册次、单元

第五册

第三单元

1．整体设计思路、指导依据说明

本课围绕着“食物”这一话题展开，通过生动活泼的歌曲导入，营造和谐、宽松的课堂气氛，师生问答拉近了师生距离。教师通过Brain storm, Free talk，Predictions等活动充分调动学生积极性，激发他们大脑的单词储备，主动发散思维，勤于动脑, 为新课的展开做好铺垫。在While-reading这一环节，引导学生积极预测，启发学生主动思考，再通过观看视频回答问题、听音选择、观察图片完成句子，小组讨论、连词成句匹配相应图片、复述故事，听音模仿等环节来分析、教学、理解故事。在新授过程中，教师充分利用板书，利用思维导图，引导学生复述文本主要内容，再次巩固教学重难点。教师重视培养学生良好的语音语调，设置跟读模仿、表演的活动。在拓展文本阅读中，

教师提供的是一则自己续编的有关Zoom&Zip去牧场的故事，故事生动有趣，故事从“农场”过渡到“牧场”，学生喜欢阅读，教师通过引导学生阅读这则故事，设置相应问题，考察学生的阅读能力，并进一步指导阅读策略。

最后，在阅读了教师提供的续编故事的基础上，要求学生自己续编故事，即Zoom，Zip&..这个年龄段的孩子充满想象力，因此设置这样的任务旨在激发学生思维，发挥其想象力，将所学的知识运用于实际生活中，通过创编续编故事，并且在班级里分享故事，实现听、说、读、写四项语言技能的全方位训练与运用，以读促写，以读促说。教师也充分关注学生的个体差异性，无论是在任务设置上（创编续编故事）还是作业的布置上，都体现梯度递进。适时渗透情感教育，结合教学评价，分男女组竞争，在竞争机制下，客观公正地评价课堂表现，激发学生主动参与课堂，让学生快乐习得语言知识，也提高了学生的综合语言运用能力。

2．教学背景分析

教学内容分析：

本课时教学内容是PEP5

Unit 3

Storytime,是一节故事课。故事的内容是Zoom来到Zip的农场，Zip用农场里新鲜的蔬菜做成健康美味的蔬菜沙拉招待Zoom。在做沙拉的过程中，Zoom和Zip互相关心，共同合作，最后做出来美味健康的沙拉，体验了在农场用餐的快乐。整个故事宣传了健康的饮食，引导学生多吃蔬菜沙拉等健康美食。本课时主要是通过阅读趣味故事，复习第三单元的重点单词即食品名称及特征的单词，以及核心句型：What would you like to eat/drink? I’d like some ……It’s……They are ……。增加学生的语1

言输入。

学生情况分析：

本课的教学对象为五年级的学生，已经有了两年整的英语学习经历，在过去他们已经学习了一些关于“水果”的单词。积累了相应的英语单词储备，学习积极性较高，思维较活跃，善于模仿，乐于交流。这些孩子喜欢竞争，也善于合作学习。这些学生的思维水平更倾向于形象思维，喜欢有图片，歌曲，图表的教学资源，更易于他们接受。在本课的前三个课时，学生已经学习了salad, hamburger, sandwich，delicious，sweet等一些关于食物以及特征的单词，并掌握了句型What would you like to eat/drink? I’d like some ……It’s……They are ……并且能够在相应的语境中运用和表达。

3．教学目标分析

一、知识与技能：

1. 能听、说、读、写单词：clean，cut, pour，并在情境中运用。

2. 能在相应的情境下运用句子“ No problem”，

“It looks …….”。

3. 能够自主阅读故事，获取Zoom 想吃的食物以及食物特征等相关信息。

4. 能掌握阅读技巧，利用阅读策略获取新的文本信息。

5. 能根据提示词及范本，模仿续写故事。

二、情感态度: 学会关心他人，互帮互助，懂得与人分享。

三、学习策略：

1. 利用阅读策略，提高文本信息处理的能力。

2. 在小组中合作学习，获取相关信息，并表演故事情节。

3. 在小组竞争中，大胆想象，积极发言，勤于思考。

4．教学重点、难点分析

教学重点：

通过故事的学习与理解，能获取Zoom 想吃的食物以及食物特征等相关信息，能用阅读策略，读懂新的故事，并能续写storytime的故事，完成个性化的故事续篇。

教学难点：

“No problem”的正确发音是难点之一，另外一个难点就是如何调动学生积极性，充分发挥其想象力，续写故事内容，完成个性化的故事续篇。

5．教学过程设计

(中文为主

+ 所教学科目标语言）

2

Step 1.

Pre-reading 1.

Greetings T: Good morning, class…. …Nice to meet you.

2. Sing a song:

Eat & drink T: Class, do you like singing? Before our class, let’s sing a song together ,ok? T：What is the song about?

Q: What is the song about?

A：Animals

B：Food

C：Numbers （设计意图：通过师生互相问候调动气氛，缓解学生紧张心理，拉近师生距离，以

song的形式进行课前热身，激发学生学习热情，让学生进入本课的语境。通过问题的设置，引出本课主题。）

T: So super you are!

3.Brainstorm T：What food do you know?

What drink do you know?

S1:……

S2:……

S3：……

（设计意图：通过发散性思维的问题，调动学生积极思考，大胆回答，唤起学生已有的知识储备，为Free talk做铺垫。通过简单的问题设置，学生的自信心也倍增了。）

4. Guess some information from the pictures. T: Look , here are some pictures. Can you guess some information from the pictures? Nana would like some……. Yes, you got it!

I’d like some salad and orange juice. Because they are healthy and fresh. How about you? （提问一位同学）

5. Talk in pairs with pictures. T: What would you like to eat/drink? A: I’d like to eat/drink ……

T：Why？

A：Because they’re……it’s……

T: Now ,class, please talk in pairs to know more about your friends. （设计意图：

本阶段的孩子还是形象思维为主，形象的图片更能吸引学生眼球，结合句型进行Free talk ，3

Food

Drink

促进说的能力发展，也复习巩固了本课的主要句型。）

6. Present the topic and the task. T: Class , just now we talked about the food and drink. So today we’re going to learn Unit 3 What would you like ? Story time. After learning, you should continue to write this story by yourself. We will make a class storybook.

(设计意图：抛出主题，通过设置任务，即续写故事，完成个性化续编，制作成班级的故事书，让学生对本课的学习更有目的性。) Step 2 .While-reading 1. Prediction : Where is Zoom now？

T: Look , here comes our good friends ,Zoom and Zip! Where are they now? Can you guess? S1:Are they in the park? T:

May be . S2:Are they at the zoo？

S3：……

（设计意图：

预测Zoom在哪里，使故事的阅读更有趣味，也调动了课堂的气氛。）

2. Watch the video & tick. T: Yes , you got the answers . Look! They are at the farm now. They will have dinner together. What would they like to eat? What did Zoom drink in the story? Why does Zoom like to eat vegetable salad? Now, let’s watch and tick. You can find the key words and circle. Q1: What would Zoom like to eat? A: vegetable salad

B: chicken salad

C: fruit salad T: What vegetables are there in the salad? Do you know? A: They are tomatoes, carrots and onions . Q2: 2. What did Zoom drink in the story? A: orange juice

B: fresh milk

C: water T: How do you know? S1:Zip said “Here’s some fresh milk.’

Q3: Why does Zoom like to eat salad? Because they are

. A：Because they are sweet and delicious.

. B：Because they are hot and healthy. C: Because they are fresh and delicious. T: How do you know? S: In picture 2.Zip said……Zoom said ….. 4

T checks the answers. （设计意图：层层递进的文本解读，由易到难的问题设置，，通过听音打钩，无声阅读，利用“找关键词，圈词”等阅读策略，进一步获取故事主要信息。培养学生寻找答案的阅读技巧。）

4.Teach :No problem. T: Did Zip give it to Zoom? What did he say?

S1:……

T: Good! Here “No problem” means ok, Zip is happy to do that. Follow me, please.(分音节读，结合肢体语言诠释句意。)Now ,can you look and say? I am Amy ,you are chenjie. Boys are ….. （设计意图：在宽松的师生问答中，借助肢体语言，自然地教学新句：No problem。学生也容易理解，避免了语言复杂化。）

5. Look the pictures carefully and fill in the blanks.(Teach “cut”, “pour”，“Be careful”.) T: You know Zoom would like to eat vegetable salad .How do they make a vegetable salad? This time , please look the pictures carefully and fill in the blanks. First,

the vegetables .

Second,

the vegetables. At last，

the salad into these vegetables.

pour

clean

cut T: Now let’s check the answers. First , what should they do? First ,they should clean the vegetables Second ,what should they do? T: Yes , they should cut the vegetables . Whole class , follow me .cut ,cut ,cut.

Look ,cut the …..? Ss: Cut the bananas. Ss: Cut the apples. Ss:……

T：Good！But when we use the knife to cut, we should be careful ,right? At last , what should they do? Pour the salad into these vegetables. Look , I am pouring the salad into the vegetables. Do you understand?

(设计意图：通过引导学生观察图片，借助图片来完成句子填写，降低学习难度。以旧带新，教师再结合自身的动作解释新词，学生对于新词“cut”以及拓展词“pour”的学习也就容易了。在教学cut，pour …的时候，采用实物解释新词，简单明了，并充分利用课堂生成的资源，现场制作了沙拉果盘，现学现用，贴合实际，

层层递进，环环相扣。) 6. Teach: It looks……& Emotions T: How does Zoom think of the salad? 5

S1: It looks nice.

T: How do you know that? S1:Picture 5.. T: Good! How about Zip？

S2：It’s healthy. T: Super, it’s easy .How do you think of Zip’s salad?

S1: It’s delicious!S2: It’s fresh! T:Good , you can also say “It looks yummy”. How about this one?（课堂生成的沙拉，让学生自由说）

T: class ,you see. At the first ,Zoom clean the vegetables, then Zip cut the vegetables ,Zoom said:Be careful! At last, they pour the salad into the vegetables. How do you think of them? S1：…S2:... T:Good ,So We should share with others. We should help each other. We should be friendly and kind.

(设计意图：引导学生观察图片，评价沙拉，关注学生的个性，自圆其说。通过整个故事的阅读，教师引导学生谈谈自己的感受，而不是传统的教育式的情感渗透。）

7. Arrange the story with pictures.（图文匹配）

T: Class, you have read the story .Can you arrange the story with pictures ? Let’s play a game.

(设计意图：2人玩游戏，通过石头剪刀布来决定谁先说，并将词条贴在相应的图片下。匹配正确的情况下，说的最多的同学获胜。学生们在欢乐的游戏氛围中学习，通过竞赛机制，激发学生思维，促进其语言表达，进一步深化其对故事的理解和语言表达。) 8. Retell the story. (全班复述) T:You all did a good job! You have known story so well. Can you retell the story now? Retell: Today, Zoom and Zip have dinner at the

.Zoom would like to eat

. There are

,

,

in the salad. First, Zip

the vegetables. Then she

the vegetables. At last ,she

the

into the vegetables. Zoom

drinks the fresh

.They are

,

, and

.

(设计意图：结合板书内容，复述故事内容，体现板书的语义功能，简单明了，凸显重难点。）

9. Listen ,imitate and act it out. T: Do you like this story? Let’s listen, imitate and act. Pay attention to your pronunciation and intonation. 10. Come to Zoom’s ranch.（拓展阅读，Zip 来到Zoom 的牧场。）

Zoom：Yesterday ,I ate the vegetable salad. It was so fresh! I like it very much!

Today ,let’s go to my ranch. There is so much delicious food! Zip：

Ok, let’s go! Zoom: What would you like to eat? Would you like some beef noodles? Zip: No, thanks! I don’t like beef, but chicken is ok. Can I have some chicken salad?

Zoom: No problem! I have fresh chicken, and you can add the carrots,onions and potatoes with the chicken. They are very delicious! 6

Zip: That’ s a good idea! They are healthy, too. Let’s do it now. Zoom: First, let’s clean the vegetables and chicken. Zip: OK, and I will cut the vegetables and chicken now. Zoom: Be careful! Zip: I will. Thanks. Zoom: Let me pour the salad on it Wow,! It looks so beautiful! Zip: It’s yummy, too. Zoom: Have some orange juice ,please! Zip: Thank you! Dinner at the ranch is also great! Form: Who

Zip Where

ranch Food (食物)

What Drink （饮品）

How First,

the vegetables and chicken. Second,

the vegetables and chicken. Then(然后),

the chicken. At last,

the salad. T: You did a good job.Class ,we know,Zoom and Zip had a great dinner at the farm. The food there is so fresh .They would like to eat more. Do you want to read the story ?Please take out this paper and finish the form. If you had some difficult, you can ask for help. T check the answers. What would Zip like to eat?

----chicken salad. What are there in the chicken salad?----onions, potatoes, carrots, chicken. What did Zip drink?----orange juice. How do they make the chicken salad?

----1. clean the vegetables and chicken.2. cut the vegetables and chicken.

T: Don’t forget to cook the chicken ! Chicken is the raw food . Then we pour the salad into the vegetables. （(设置意图：通过学生阅读拓展材料，考察学生是否能正确利用阅读策略获取信息的能力。

以表格形式设置问题简单明了，也提高了课堂效率。这则故事也为下一个环节“续写故事”做铺垫。）

Step 3. Post-reading 1.

Continue to write a story about Zoom,Zip &……(续写课本Zoom&Zip的故事) T: I share my story with you .

You know , Zoom and Zip had a great dinner at the farm and the ranch.The food there is so fresh and yummy. So they want to invite more friends to get together. Can you continue to write a story? So here comes today’s task：Continue to write a story to make a class storybook. Here are two types for you .Type A ,you can get 3 stars. Type B, you can get 5 stars. Here are some useful words for you. 7

Type A:★★★

Type B: ★★★★★

A week later. Zoom：

Dinner at the farm is so great! Zip：

Dinner at the ranch is so good! Zoom: Why not take our friends there? Zip: Good idea!

Zoom and Zip take

,

,

，

there.

……

……

……

A week later. Zoom：

Dinner at the farm is so great! Zip：

Dinner at the ranch is so good! Zoom: Why not take our friends there? Zip: Good idea!

Zoom and Zip take

,

there.(小动物) Zoom:

What would you like to eat?

:

. Zoom: First, let’s clean

.. Zip: OK, and I will cut

. now.

: Be careful! Zip: I will. Thanks.

:Let me

. Wow,! It looks

!

: It’s

, too. Zoom: Have some

,please!

: Thank you! Dinner at the

is

!

（设计意图：该年龄段的学生还是活泼好动，想象力丰富，喜欢读故事。抓住孩子这一天性，从课本的“农场”过渡到拓展阅读的“牧场”，动物们分享食物，关爱他人，互帮互助的故事情节生动有趣，续编故事这一任务关注学生的个性差异，发挥其特点，学生可以根据自身的能力，选择不同层次的续写版本。）

2. Share the story in the class. T: Have you finished? Who wants to share your story? S1:……

（学生朗读出自己的故事，与同学们一起分享。）

S2: ……

（设计意图：在班级里分享阅读自己写的故事，有趣生动，贴近生活，参与性强。）

4. Summary 8

T：What have we learnt today？

（设计意图：结合板书

，以学生为主体，引导其归纳总结“写故事”的几个要素，再次突出重难点，起巩固作用。）

Step 4. Homework T: Here is today’s homework. 1. Listen and repeat the story in P31. ★

2. Continue to write the story and share it. ★★

3. Finish“一起作业”. ★★

4. Share a story that you like in your class.★★★

T: So much for today, thank you very much! Goodbye , children~ （设计意图：坚持课后每天听音跟读，继续养成良好的学习习惯，学习纯正的语音语调。摒弃枯燥无味的机械性作业，设计相应的有目的性、具有趣味、意义性的作业，课上未完成续写故事的同学可以继续写，已经完成的同学可以创编新的故事，再在班级分享。这样的分层性作业关注学生的个体差异，让所学语言得到实践运用，延伸，升华主题。）

6．教学评价设计

评价内容：

（1）课堂纪律、小组合作。

（2）课堂活动的参与情况。

（3）任务完成的效果。

评价方法：

分为男女两个小组，优胜方可获得相应食物，学生积极地参与课堂，通过男女队竞争模式，教师更好地把握学生的思维，有效地组织课堂教学，学生也在活动中体会英语学习的乐趣与任务完成的喜悦。

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板书设计：

Unit 3 What would you like?

Story time

Where Who

What

Food: vegetable salad

Food

Drink

Drink:

How First,

Second,

At last,

.

It looks

. It’s

.

Dinner at the

is

.

评价方式：

分男女组，看谁获得更多食物。

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