C第一课时评课稿

Unit

6

Shopping

Part C

Storytime

●Teaching objectives.

1. Review and consolidate the language in this unit through a text story.

2. To be able to understand the meaning

of the story with the help of pictures, words and scenes, and to read and deduce the main contents of the story, thus improving the comprehensive application ability of the students' language. ●Learning analysis The story is about a careless Zoom that puts the price tag on the trigger .It can

not only

help students review and consolidate sentence patterns :can I help you? How much is it? It’s

pretty.

It’s

cheap, but also

understood new sentences through pictures and context.：

You’re fired!

●Teaching

key and difficult points

1. Understand the main content of the story.。

2.Eable to tell a story in English.。

3. Guide students to use existing knowledge to guess and deduce the development of the story. 4 ●Teaching aids: Pictures, headwear,

multimedia.

●Teaching methods:

Situational

teaching method, task-based teaching method. ●The teaching process

Teaching activities

Activity Design

ideas

Step1.

Pre-reading：warm

up

＆

lead

in (1).Greeting ............................ (2), Let’s chant. (3), Introduce our class rule

We

will

be in groups of three today, and each group has one leader. If you do a good job in this class, you can get a

star

for your group. T:OK? Ss:... T:If you are OK, you can also say “no

problem”

Infiltrate

sentence patterns Design ideas：An interesting chant leads students into the classroom quickly.

Metasomatic grouping and evaluation methods. Encourage students to participate in learning. Step2.

While－reading (1)T:Well, boys and girls,let’s

play a game, guess what’s in my bag?

Tips: Guess the name of the clothes in the bag and hang it on the rack. Using “can you help me hang it on?”to lead the students to say “no problem!” Teachers encourage students: Do a good job. T: Wow, This shop has so many beautiful clothes in it, but whose this shop? Who is the boss?

(2)Picture1 T:Well,boys and girls, today we will learn a story about shopping. now, I’d like to introduce two friends to you. The elephant and the

Zoom. First, let’s listen .Who is the boss? Let’s go to picture1（play

P1）

Ss: Lead the students to say who the boss is. T:Yes.he says happily :do a good job. Guide and do. Observe the good students and ask him to do the demonstration. activity：2 Students in one pair , try to practice .Then show to us. (3)Picture2-5 .T:Well,boysandgirls.Let’s seewhoiscoming.HereisMisssheep.shewants to

buy

somethinginthe elephant’s shop. Now I have two Qs for you. What

does she want to buy? How much is it? Let's start with the problem T:What does she like?

Several clothes are for the students to choose. Ss: T；Now, let’s check. T:Yes,it is a skirt and put the Skirt picture on the blackboard.Then how Design ideas: Guide the students to guess what clothes are in the bag and practice“Do a good job”this pattern activity.

Design ideas By recording pictures and words, the students have a preliminary perception of the story and the characters in the story. Draw out the characters, let the students quickly know the characters in the story and distinguish the characters in the group to practice the dialogue. Make up your own actions to strengthen your understanding of the sentence. The team leader plays the role of supervision, guidance and demonstration.

much is the skirt? T:Isit$16or$91

(attach the price tag to the blackboard)）

Ss: T::Yes,itis$91But,why?whydoessheepsay$16. Now, in your group, you discuss, when you put the card upside down,it will change to which NO.?then,tell us what did you find? Ss:.......... T:Now,areyouclear? 2, Listen to the tape: listen to the second and fifth pictures of the class. 3)Picture6 T：Boys and girls ,Here comes elephant . what will happen next? How does the boss feel ,He is happy or angry? Ss: T:OK ,then ,let’s

listen to the end of the story .guess ,what will he say to zoom? ( T;What does the meaning of“ You are fired”

Ss:..... Ok, this time, who wants to be elephant? Ask two students to stand up and say something different. OK, let’s

together :you are fired! Activity :Using your finger gun, try to point the sentence. T:well,zoom is fired, a t last, he is so sad ,he said: But...!Ok, now you are zoom. Guide the students to say the zoom tone. Activity:

T:Oneistheboss,oneissheep,theotheroneiszoom.Thenyouexchange.Later,itisyourshowtime T:Andpleasepay attention to thetips.Youhave1minute.. Well, let’s do it. Tip;1.Act out the conversation with your partner 2.With different gestures and facial expressions。

3.Beactive.

Everyone is encouraged to participate. 1. Read and understand the central part of the story with questions. Give the students instructions to guide the reading. Develop reading skills. 2. Lay the foundation for the following story teaching so that students can quickly understand the story. Use a set of Numbers to talk to the students, by turning the CARDS upside down and turning them into that number? So the students themselves find out the reason why zoom makes mistakes. 3. First guide the students to understand the boss's last angry tone, and let the students feel the emotional changes of the first and last picture of the elephant boss. 4. The simple and interesting dialogue can fully arouse students' enthusiasm, and the evaluation can keep up with the students and constantly arouse students' enthusiasm for participation.

Step4.After reading. （1）Extension＆Moral

education T：OK, afte r the story,I’d like you pretend, if you are Miss sheep. What will you say last? A:Noproblem,iwilltakeit没问题我要了。

weshouldtrytoforgiveothers,becauseeverybodywouldmakeamistake.) B:Iamsorry,bye-bye，不好意思我不要了，再见。

wemusttakeworkandstudyseriously.）

C:Becareful,zoom工作要认真哦Zoom. Activity 1: ask the students to bring the sixth picture with Misssheep. Emotion education, through the mistakes made by zoom, let students learn from the story seriously to learn serious work attitude, and finally let the profound experience in the life study should take Design ideas seriously.Give play to the students' imagination. Student: what's the response of the sheep to zoom? （2）.Practice T: OK, do you like the story? Role play T: Well, boys and girls, Let’s act the whole story.I need you 3 student in one small group. leaders help.。

Please act with the help of some tips. You have 3minutes。

Tips：

A.. Be active and creative. B. Good pronunciation，express smoothly. .Help each other, everybody in order. Headwear distribution: boss1人

zoom 1人

Miss goat1人

T: Time’s up. It’s your show time.

Which group would like to show firstly? Good job. Thank you very much!

Design ideas Give the students' imagination.

.Encourage students to perform. Use tips to help students understand the issues that should be paid attention to in role-playing and to develop students' ability to do things in English. Use action, tone, manner and props to read and play stories to stimulate the vitality of the students.

Step

6.

Homework 1,Read the story. 2,Act out the story

Blackboard design :

Unit

6

Shopping

Part C

Storytime

Do a good job!

Skirt

$91

$16

You are fired.

No problem.

But.

教学反思：

我充分考虑到小学生的学情特点及实际需求，整节课都是突出了新课改的教学理念，在热身环节中让学生利用Let's chant，在课程开始就激发了学生的学习热情。同时在教学过程中我充分发挥多媒体和网络技术的优势，利用多媒体网络课件创设情景，营造氛围，给学生提供合作探究、自主实践、操作练习的机会，实现师生互动、生生互动，进而突破本课重难点，拓展学习内容，丰富学生的感受和体验。语篇教学中有一种方法叫做“三读法”：即pre-reading , while-reading and post-reading。也可谓之“读前、读中和读后”。本节课我觉得成功之处概括为以下几点：

一、创设语言环境。

我在英语教学过程中尽可能少地说中文，尽量尝试通过手势、眼神、动作

和口令等辅助手段来组织教学。

用英语组织教学能增加学生的语言实践机会，创设英语氛围，培养学生直接用英语思维、表达的习惯。

二、重视小组合作。本节课设计了很多小组合作的内容，如表演、问答等环节。可以充分发挥

小组的合作能力和学生的主动性，促进学生积极学习，达到了较好的效果。

三、创设情境，角色扮演。

英语作为一种语言，必须融于一定的情境之中。课堂表演就是要创造一定

的语言环境，给孩子一份自由发展、自由发挥的天地。乌申斯基曾经说过：“儿

童是用形象、声音、色彩和感觉思维的。”而表演正是集形象、声音、色彩和感

觉于一体，它摆脱了死记硬背的旧模式。我在本节课的教学中，一直贯穿于真实

情境的创设中。

但我认为以下为不足之处：

一、要注意充分挖掘教材，深入分析孩子心理。二、课上忽视了学生的评价。这些都是

需要改进的问题。