Cppt配套的教学设计及说课稿

一、教学内容

本课内容来自书本第65页，属于每单元的趣味故事教学内容，故事通过小动物们为Zoom庆祝生日重现了单元句子和单词，全文在有意义的语篇中达到对学生文本阅读的初步训练。

二、学情分析

1、学生已经学习了1-10的数字，

2、学生能用How many？来询问数量，同时已经学习了运用How old are you? -I’m __years old来交流各自的年龄。

3、学生已经学习了plate、candle、years、cake等与年龄、生日主题相关的词汇，并初步感知了Happy birthday这句话的使用语境。

4、在之前的单元学习中，学生已经能够运用I’d like some____.这个句型来表达自己的喜好，以及运用Do you like ____?来询问他人的喜好，并运用Let’s _____的句型开展交流。

三、教学目标

1.学生能够理解故事，能够根据音频正确认读图片。

2.在认读的基础上，学生能够表演故事，并运用文中的句子进行交流。

3.能够通过对故事的理解与感知，创编出故事的前传与后续，并进行表演。

四、重点难点

1.学生能够正确认读故事中出现的新词汇：surprise、there’s.

2.在巩固本单元的重点句型的基础上，复习之前单元学过的相关句型: Do you like ____? 与I’d like some______.

五、板书设计

六、教学过程

教学步骤

Step 1 Warm-up 教师活动

1. Greeting T: Good afternoon, boys and girls. How are you today?

It’s time for English class. Let’s have fun together. OK? 2. Review the numbers. T: Let’s play a game. Can you do this? Great! I have some gifts for you. Come and pick one. T: Here is another game. Let’s count the sheep.

T:That’s right. Three sheep are eating the grass. Who’s coming?

T:Yes, a wolf is coming. How many sheep now? Why? 学生活动

1. Ss: I’m fine. Thank you. OK! 2.S1: One and eight, it’s nine.

S2: Five and two makes seven. S3: Three and seven, that’s ten.

Ss: One, two, three. Ss: Wolf! S1: No sheep. Because wolf eats sheep. S2: Zero sheep. Because they run away. 设计意图

本环节利用了白板的拖动功能，在第一个游戏中，学生在解决数学问题的同时完了对数字的回忆与复习。在第二个游戏中，同样也是复习数字，同时也完成了对羊群数量的发散性思考，起到思维训练和开拓的目的，而不仅仅是机械开展针对的数字复习。

在这个环节中回答对问题的同学，会得到一张动物头像贴纸作为奖励。

Step2

Student who got 1. Teach there’s

教师寻找在上一个环节总中获Presentation T:So much for the games. the cat stickers

You all did great job. Where are my friends? Cat, cat, stand up! T: Oh, there you are! There’s Cat. Can you say it? T: There’s.

T: Elephant, elephant, where are you?(Same with there’s pig.)

2. Teach surprise T: We have so many friends here. What happened? I might have a clue for you. (Presenting the bag) Look, this is my bag. It’s a surprise bag. (Showing the word of surprise.)Sur-p-r-ize. Can you read? T: You read well. You can take a look. But don’t tell anybody. Because it’s a surprise. (Invite individual student take a look of teacher’s bag.) T: Now you know what’s in my surprise bag. So it’s not a surprise anymore. Here are some gifts.

3. Presenting Zip’s surprise bag, making students guess and talk about its content by answering the questions of what’s in it and how many.

as a gift now standing up.

Ss: There’s cat.

Ss: There’s.

Ss: There’s elephant.

Ss: Surprise. Surprise.

S1: Surprise. S2: Surprise.

(Students look into teacher’s surprise bag but don’t talk about its content.)

Ss answer the questions of what’s in it and how many.

得动物头像的同学，找到后，说出句型There’s_____,在通过与学生的交流和实际运用中完成对there’s的教与学

通过认读单词surprise并体会词意，在得知教师的包里物品后不告诉同学，理解surprise的意义，在得知包内物品后，surprise就不再是surprise了，而实变成了礼物gifts。这一设计意在通过真实的语言环境让学生理解感知单词的意义。

4. Presenting the story.

4.1

Read the pictures and guess whose birthday it is. T: So Zip has cake, plates, candles. What will happen?

T: Right. Then whose birthday is it? These two pictures might help you. Let’s read and find.

T: On picture 2, we can see that they are handing the cake to Zoom.

4.2 Read and number a. Presenting random pictures without numbers. b. Watch the story video and check the answers.

5. Read the story 5.1

Read the story with these two questions:

How old is Zoom?

How many gifts does horse have? 5.2

Read the pictures again with these two questions:

How many friends are here? Who are they?

Ss: A birthday party.

S1: It’s Zoom’s birthday. Picture 2 can tell me.

Ss try to rearrange the pictures in right orders and check it after watch the video.

S1: He is six years old. S2: Two.

S3:Eight.

通过上一环节的教师surprise bag过渡到Zip的surprise bag,来实现对句型How many及数candles时对how old 的复习和巩固。

通过对zip的bag物品进行解读，知道将会有生日派对，再通过对课文中的两幅图片单独阅读，从而引入故事的主题。

在故事文本阅读之前，让学生

5.3

Listen to the audio Ss act the story and repeat. by roles. 5.4

Read along with the video. 5.5Read together by looking at books. 5.6 Dub the story.

6. Act the story

仅根据图片上提供的逻辑信息进行排序。然后再观看故事无字幕版的视频，核对排序是否正确。

这一环节的阅读结合白板的拖动、放大等技术，充分利用故事中的图片信息，帮助学生理解归纳故事内容。

这一系列跟读、齐读、朗读、配音等环节，旨在纠正学生语音语调，以及结合情境以适合的感情开展朗读。

在充分朗读故事的基础上，学生开展对故事的表演，融入情

境，运用语言。

Step3

S1:Happy 1. Think and say Practice and T:What a happy story! birthday! extension Can you think of a title S2: A fun day. for this story? S3:Surprise day. (Teacher writes down the

most favored title and

lead Ss read it.)

2.Group work 2.1.If this story is episode Ss work in 2, what will happen in 1 groups to read, and 3? Talk with your choose and group and finish this stick. task:

a. Read the sentences.

b. Choose and stick. Ss act the new

c. Read and act. story out. 2.2

Check the new

episodes.

2.3 Act the whole season

out.

3.Emotional education

T: Zoom is very happy

today.

He wants to say thank S1: Mum and you to

his lovely dad. friends. Who else he also S2: Family. wants to say thank you to?

4.Home work 4.1

Dub this story on your phone. 4.2

Make a new story about your birthday party. 4.3

Act the

new

story out to your family. 通过为故事取标题的活动，训练学生的整体语篇意识，同时在板书上写下即时的课堂生成的题目内容。

此环节的设计意在达到分层次教学目的，基础较好的同学可以通过之前学过的句子结合本课心之，创编故事的前传与后续，基础中等的同学可以选择汇演本课故事。

此环节意在给整堂课做一个ending以及适当的情感升华。

家庭作业的设计同样也体现了分层教学的意图。