C优秀教学设计内容

4下《Unit 1 My school C Story》

一、（设计思路）Design idea: We should promote quality education and the all-round development of the students. We can focus on the key competencies in our class. We should try to establish efficient class. （一）(指导思想)Teaching guidance: According to the New Curriculum, we should develop students’ comprehensive language competence. At the same time, teacher should help students gain a sense of achievement and self-confidence. As time goes on, we will develop students’ reading abilities and foster students’ thinking ability.

（二）(设计理念)Teaching theories：For students in grade four, we will provide them to improve their cooperative, investigative and thinking abilities and strengthen their interest in studying English. Language is closely connected with our life. So I set a real situation to talk about our school. We read the story about Hippo’s school and try to retell by using the right tune and intonation. For their age, they have a strong desire to read the passage. The pupils are interested in playing the story in different roles. We can broaden students’ horizons and enrich their life experience. Students can develop their language ability by using in real life situation. Teacher can help them use language appropriately. And the assessment is closely combined with the main idea---school. I’ll guide students to design and tell their ideal school in class. Students learn to cooperate with others, and develop different ways to learn English. （三）(教材分析)Analysis of textbook: The content of this period belongs to PEP Book II for grade four. Part C Story time is the sixh

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period of Unit 1. The topic is My school. Students should mainly know different rooms on different floors of our school. Meanwhile students can read the story and understand it step by step. They can also retell and play the story according to their language levels. We should develop students’ language abilities further and foster their thinking abilities while reading.

（四）(学情分析)Analysis of students: Students have learned the key sentences and words about school. Students have gained some reading skills and can get the main idea of the story with the help of pictures. Students have real life experience of our school. They can introduce the school freely. They can also set a relationship between pictures and signs of language. Different students in different levels can develop their language ability by learning the story. （五）(教学目标)Teaching aims: 1. Enable students to understand the story and get the main idea after reading the story. Talk about Hippo’s school about different rooms.

2. Enable students to dub for the story according to different roles. They can also choose different animals and act out the story. 3. Teacher can foster students language, including listening, speaking, reading, looking aspects. 4. Guide students to develop the thinking ability while reading and talking about the pictures. （六）(教学重点)Teaching key points: Students can think and answer these questions: How is Hippo’s school? And how is our school?

（教学难点）Teaching difficult points：Students can think and answer

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these questions: Is this a ...? Is that a ...? Yes, it is. No, it isn’t. They can think and describe a school they designed. They can also know the future school might be.

二、（教学准备）

Teaching preparations：

(教具准备): PPT; head-dressers of Hippo, Monkey, Zoom, Zip and Rabbit; useful sentences and words, happy faces, two apples for Zoom’s and Zip’s group. (学具准备): books, pencils.

三、（教学过程）Teaching steps:

C Story time Step1. Warm-up & Lead in 1. Sing a song and free talk

Ss: Sing a song: Our school.( One students does actions. others sing the song and waves arms for the first part, then claps hands for the second.) S1: It’s time for English class now. But where is Miss Wang? S2: Miss Wang? I know. Look! She’s here. T: Good morning, kids. Nice to meet you here. Ss: Good morning, Miss Wang. Nice to meet you, too.

T: This is a new classroom in our school. I like it.

Ss: Me, too. T: And I like our school. Ss: OK.

(设计意图：歌曲---Changes in me，歌词简单易懂，乐曲节奏轻快，容易将学生的注意力吸引到课堂上，教师通过介绍学生所在的录课教室，谈论喜欢我们的

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学校，与学生进行亲切的交流，对学生进行情感教育。) 2. Let’s do.

T: Here’s a chant. Let’s say and do actions. Ss: Go to the library. Read a book. Go to the teachers’ office. Say hello.

Go to the playground. Play football. Go to the garden. Water the flowers. T: Here are some words. Think and say.(Show the words one by one,

including art lunch room, music room, computer room, teachers’ office.) （设计意图：学生在儿歌中，学习不同的房间所做的不同的事情，并根据所见到的部室单词进行，思考，说出相关的活动，有助于学生进行发散思维，培养思维能力。) 3. Let’s play a guessing game.

T: Look at my pocket. Guess, What’s in it? Is this a ...? Ss: Is this a 手机（phone）? T: No, it isn’t. Look! Here are some card. There is a words on each of the back. Who’d like to come to the front. Read the words: classroom, music room, art room, Zoom quietly, then do actions for us.

S1: Do actions like a bear.

Ss: Is thit Zoom?

S1: Yes, I’m Zoom. S2: Do actions of reading books.

Ss: Is this a library?

S2: No, it isn’t. It’s a classroom. S3: Do actions of singing a song.

Ss: Is this a music room?

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S3: Yes, it is. S3: Do actions of singing a song.

Ss: Is this a music room?

S3: Yes, it is. S4: Do actions of drawing a picture.

Ss: Is this an art room?

S4: Yes, it is. T: Think and guess according to the clue. This is an animal. It is big. It looks like an elephant. Ss: Is this a bear? / ... T: No, it isn’t. Look! It’s a hippo.(Show the picture of hippo and the word hippo.) Pronounce the word: hippo, hi-ppo. Ss: Hi-ppo. It’s a hippo. （设计意图：学生在看动作猜单词活动中，练习关键句型：Is this a ...? Yes, it is./

No,it isn’t.有助于学生在游戏活动中习得语言。) 4. Show our school.

T: I know Zoom and Zip are our good friends. They want to come to

school one day. Who’d like to show our school?

S1: Hello, Zoom and Zip. Welcome to our school. This is the library. It’s on the first floor. This is the music room. It’s on the second floor. This is the teachers’

office. It’s on the third. I like our school. It’s big and beautiful. T: Well done. You are a good reporter. After your report, I think Zoom and Zip will come to our school soon. Our school is nice, clean, big and

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beautiful. I believe all love our school. School is very important to us. （设计意图：学生在有意义的语境中，运用单元相关的核心语言的语言进行表达，介绍自己的学校，学生的语言丰富，介绍形式又不拘一格，将自己的情感渗透在语言表达之中，教学活动与学生的生活密切相关，语言输出真实有效。) Step2. Presentation & Practice--- 1.

Deal with the story. 

Watch the video. T: Today Zoom and Zip come to another school. Let’s watch the video and think about two questions. (1) This is ____ school. (2) Who come to the school? Ss: Watch the video quietly. Answer the questions. S1: This is Hippo’s school. S2: Zoom, Zip, Monkey, Rabbit come to Hippo’s school. T: That’s right. You got the answers.

(设计意图：学生通过观看故事视频，了解故事大意，回答简单的问题，明白这是谁的学校？哪些小动物们来到河马的学校进行参观。)

(设计意图：学生自主阅读短文，并根据自己所需要了解的信息快速浏览，获取关键信息。)

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Read the story. T: Read the story and circle the different rooms in Hippo’s school.

Ss: Read and circle the rooms.

T: Let’s read the story according to 6 pictures one by one. T: Now tell me the rooms.

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Ss: Library, music room, gym, lunch room, teachers’ office. T: Now, Let’s read the story and fill in the blanks on the board. (设计意图：在第二次阅读时，学生带着问题，根据需要，寻找细节信息，放慢阅读速度，在找到的关键信息处划线或做标志，顺利回答问题。在读每幅图片的活动中，培养学生的朗读能力，再次感知文本，进一步了解故事内容。) 2. Imitate the story and dub for the video. T: Watch the video again, and try to imitate the right pronunciation, tune and information.

Ss: Listen and repeat. T: Who’d like to dub for the story. You can choose the head-dresser you like about the animals. Ss: Two groups dub for the video.

T: Well done. Each one can get a happy face, stick it for your group.

(设计意图：学生在一起跟读模仿活动中，第三次感知文本，掌握规范的发音，以及准确的语音语调，了解不同语调所传递的信息。在故事配音活动中，每组的五个学生选择适合自己的角色进行配音活动，体验语言，学中有乐，以乐促学。)

Step3. Consolidation & Extension 1. Perform the story. 

Role play picture by picture. (分层表演) T: Read the pictures, and choose the roles you like. Come to the front, and wear the head-dressers. Act out the picture according to the plot. Picture 1：

Hippo: Welcome to our school. This way, please.

Zip: How beautiful!

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T: Zoom likes his school. He is proud, right? Ss: Yes. He’s happy. Picture 2：

Zip: This is the library.

Monkey: I like story book. Zoom: Oh! I’m hungry. T: There are many books here. Look! Maybe there are some picture books, comic books, story books. I like story books, such as 《狼王梦》. How about you? Ss: me, too. And I like 《三国演义》. I like 《Harry Potter》.

T: Books are useful for all of us. And the library is important. I like books in the library.

Ss: More students can take part in the activities.

T: You did a very good job. I like your performance. A happy face for each of you. Picture 3：

Monkey: Is that the music room?

Hippo: Yes, it is. T: The music sounds great. So what do we do in the music room?

Ss: I listen to music. I play guitar. I …

T: We can do the things we like. It’s a nice place. Ss: Yes. Picture 4：

Hippo: This is the gym.

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Zoom: Is that the lunch room?

Hippo: Yes, it is. T: I like the gym. What do we do in the gym?

Ss: I can play the football. I can …

T: We can do a lot. It’s a healthy place. Ss: Yes. Picture 5：

Zip: Is this the computer room?

Hippo: No, it’s not. It’s the teachers’ office. T: What do teachers do in the office? How is your teachers’ office?

Ss: Teachers may work there. Maybe they read books and do homework. T: We do have homework. And we use computers to write, or surf on the internet. Ss: Our teachers’ office is clean and beautiful. And it’s nice.

Picture 6：

T: Time passed quickly. Now it’s 12 o’clock. But where is Zoom. Let’s see the picture. Hippo: It’s time for lunch. Rabbit: Where is Zoom? Zip: Zoom? I know! Zoom: I’m full.

T: You act well. I like your pronunciation and intonation. It’s really nice. Ss: Stick the faces for their group.

(设计意图：学生通过多次感知文本，对故事的语言基本掌握。在故事分层表演

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活动中，学生能够进行看图角色表演活动，选择适合自己的语言和角色，模仿和体验语音语调，运用语言，将语言知识内化为语言能力，同时，教师能够深挖文本内涵，结合生活实际展开有效的思维和交流活动，培养了学生的语言能力和思维品质，这也正是《英语课程标》准所提倡的体验参与，激发学习的兴趣。)

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Act out the story. (整体表演) T: Now, who’s like to act out the story? Ss: 5 students choose the role they like. Stand in the front. And act out the story with the help of sentences on the board. T: Two groups really act out well. I like your performance. It’s wonderful and amazing. (设计意图：在故事表演活动中，学生可根据板书的线索，进行创造性的表演活动，培养学生积极主动获取知识的能力。这也正是《英语课程标准》所提出要“倡导学生体验参与”，“重视通过做事学习知识。”，将语言知识在运用和表演的活动中内化为语言能力。) 2. Think and say 

How is Hippo’s School? T: After their performance. How do you think of Hippo’s school? Maybe it’s ____. Ss: I think it’s clean/ beautiful/ nice/ big/ …

(设计意图：在充分的表演故事活动之后，学生既动脑思考，又能尝试着自己组织语言用英语表达，有效地培养了不同语言层次学生的思考能力。学生可以将思维的培养和语言的发展在语境中有机结合起来，体现个性化思维和表达的特点。) 

Design a school. T: This is a school. How do you design?

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Ss: Look! This is my school. The library is on the first floor. It’s big. The teachers’ office is on the __ floor. It’s nice. I love my school. Welcome to our school. (设计意图：学生能够根据自己的想象，设计学校不同部室所在的楼层，并对部室进行个性化的描述，将生活与想象在表达活动中做到完美结合，语言丰富，表达形式多样，达到了学以致用的教学效果。) 

A future school. 

Think and say.

T: What will a future school will be? Look. This is a pencil. Maybe in a future school, we have no one. If we want to write something, we can write it in the air. Maybe it will appear. How about the books? And the school?

Ss: Our schoolbag is heavy. We have no schoolbags. I like the future school. T: Me, too. I think it will be amazing.

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Appreciate the pictures. T: Let’s appreciate some future schools, classrooms, library, lunch room, computer room and the gym. Ss: Is this a _____? T: No, it isn’t. It’s a ______. (设计意图：学生可以想象未来学校的样子，以及未来学校的生活变化。在欣赏未来学校和不同部室的活动中，再次运用核心语言进行有效的交际活动，感受生活的变化，内心受到很大的震撼，期待学校的改变和学校生活的变化。) Step4. Summary

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Maybe everything will happen in the future. And we want a future school. It’s special and new. If we think more, our dream will come true one day. So work hard today. And work hard together.

(设计意图：在结束本节课时，鼓励学生要努力学习，一起进步，我们所期待的学校会变为现实。) Step5. Homework

1. Read the story on the 17 zuoye.

2. Retell the story to your parents. （复述故事。）

3. Draw and design a school you like. （画一画，设计你喜欢的学校。）

（设计意图：对于不同语言能力层次的学生来说，学生可以根据自己的能力选择作业的形式，这里也体现了分层次布置作业的特点，有效地调动所有学生学习的积极性和主动性。对于部分优等学生，可以进一步发展学生的语言，培养思维，写出自己的梦，既体现了语言的工具性，

又体现了学生的人文性。）

(板书设计)Board design: Unit 1 My school C Story time

Hippo: This is the library.

Hippo’s School Monkey: Is that the music room? Hippo: This is the gym. Zoom: Is that the lunch room?

Yes, it is. Zip: Is this the computer room?

No, it’s not. Rabbit: Where is Zoom?

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（教学反思）Feedback：

人间四月芳菲尽，优课活动始展开。又是一年春末夏初之际，我有幸参加2017——2018年度“一师一优课”活动，也是尽力将教学做到最好，从教材的分析到教学活动的设计，在教学实践中不断优化，再从课件的制作到教具的准备，也是煞费苦心，终于顺利地完成了这次录课活动，撰写了详实的教学设计，让我在反思、审视、总结、提炼活动中升华教学活动，提升自己的教学水平。这个过程真是辛苦，但坚持下来，我们就会收获丰盈，正所谓：没有苦就没有甜，幸福都是奋斗出来的。

整体回顾：

从选课活动来说，

我所带的四年级学生，可选的课只有这节课适合学生来学习，这学期时间短，任务重，我们对于教材中提供的C部分故事无法安排一整节课来进行完整而深入的教学活动。所以，再次讲授此课，既符合学生的语言能力，又与学生的生活密切相关，想想就选它了。我仔细研读教材文本，翻开《教师教学用书》看看对于故事教学的要求和建议，抓住文本的线索及核心语言，深入剖析，开始设计教学活动，讲故事的表演作为主体，从分层表演到整体表演，制作相关的教学课件和教具，确实花费了很多功夫。从教学效果来看，只有清晰的活动和板书设计，学生才能将表演活动做得充分、有趣和有效。课已结束，学生对于这节课的谈论兴趣盎然，而我也是余音缭绕，时刻能够回到上课时的画面和场景中。

思得：课前，我精心备课，研究教材和教参，整理思路，制作课件，句型卡片，单词看片，五种动物的头饰及图片，从选择这节课到现在，

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也就四天的时间，我加班加点，做了大量的课前准备工作。课中，学生的歌曲结束后，一位学生询问班里的其他学生，该上英语课了，Miss Wang在哪里？学生运用巧妙的语言进行回答，Miss Wang? I know! Look! She’s there. 这时，我开始登场亮相。活动新颖形式，吸引了在场的所有学生，这也是我第一次尝试新的开课形式。在故事学习之前，我将故事中涉及到的核心语言渗透到游戏活动之中，Is this a…? Yes, it is. No, it isn’t. 河马对于学生来说是一个新词汇，我利用根据线索的猜谜活动，呈现hippo单词，为学习故事的做好铺垫。学生在介绍自己的学校活动中，语言真实而流畅，表达丰富，这也是得益于我在平时扎实的教学工作，学生的语言能力和思维品质的培养活动得到有效的落实。在学习故事活动中，我让学生多次感知文本，整体输入，了解大意，找出故事的线索。在故事配音活动中，学生表现让我惊讶和赞叹，语音语调的模仿准确，在体验语言活动中，完成角色配音活动在分层表演故事活动中，对文本进行深挖，培养学生的发散思维能力和语言表达能力。在整体表演故事活动中，两组学生进行了创造性的表演活动，赢得了同学和老师的一阵阵掌声。特别是刘雷明同学，将Zoom表演的淋漓尽致，声色并茂，让我们记忆最深的是Zoom的打嗝动作，对于其他同学断断是不能的，这也是我们没有想到中的意外收获。在学完故事后，

学生对于Zoom的学校印象不尽相同，语言表现多样，让我很是高兴。至于后来的设计学校和未来学校的想象和欣赏图片活动，能够将学生的思维引向更为宽阔的地带。学生参与度高，激情满怀，我也乐在其中，达到了预定的教学目标。

思失：教学是一门遗憾的艺术，我体会颇深。在开始导课活动中，略有不适，没有自然的过渡语言，也是我深感不足之处。在猜词活动中，

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学生对于卡片背后的单词直接读出来，没有体现猜的意义。好在，课件上呈现出了根据线索提示进行猜谜活动。在欣赏图片活动中，由于时间紧，我出示的稍有些快，学生感受的不充分。除此之外，教师对于教学评价的总结没有体现。

思效：这节课的教学思路清晰，目标明确，板书精美有效，设计的活动能够结合学生的生活和年龄特征。从课堂表现来看，学生在整节课的表现非常不错，从语言能力到思维能力，从活动参与到故事表演，表现欲望强烈。这也许就是我们所说的，会者不难，难者不会。整节课的活动浑然一体，过渡较为顺畅，做到了词不离句，句不离篇，在有意义的语境中进行语言的表达活动。这节课最大的亮点就是学生的故事表演活动，从配音表演到分层表演，再到整体表演，演得很充分，演得很真实，演得很开心，赢得了阵阵掌声。在视频配音活动中，学生选择角色配音，语速适中，语音语调模仿到位。在分层表演活动中，既有表演活动，又有思维活动，对文本进行逐步深入的认识。在整体表演活动中，在充分的表演故事活动之后，学生既动脑思考，又能尝试着自己组织语言用英语表达，有效地培养了不同语言层次学生的语言能力和思维能力。学生可以将思维的培养和语言的发展在语境中有机结合起来，体现个性化思维和表达的特点。从教学效果来看，这节课真实的体现了故事教学的意义，教师能够引导学生学习和观察故事中的人、物、环境，让学生在相对真实、完整的语境中接触、体验、理解语言，将语言知识内化为语言能力，同时关注学生英语学科核心素养的培养。

思改：对于存在的问题，我想，只要自己有足够的自信，多一些历练的机会，就能做得更好，少一些遗憾，多一些欣慰。

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这次故事教学活动，对我来说真是一次挑战自我机会，经历了此次磨课活动，我对于故事教学有了新的认识和感受。相信，在今后的教学中，我的课堂教学更会游刃有余，将演的活动贯穿于对话教学，词汇教学和故事教学，毕竟演的活动是更能实现习得语言的有效途径。

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