Story time教学设计第二课时

学

校

课

题

常州市丽华三小

Unit 6 Keep our city clean 班

级

教

时

六（2）

第一课时

人

数

执

教

黄蓓

学

科

日

期

英语

教学目标

1.

能理解文本，了解造成城市环境污染的原因及提成可实施的建议。

2.

能通过完成Class project 对保护环境这一主题建构立体的知识体系，发展学生质疑、批判、发散等思维能力。

3.

在整体情境中培养学生语言运用能力，能灵活运用语言进行交流。

教

学

过

程

教学环节

教师活动

学生活动

设计意图

Step 1 Pre-reading preparation （5’）

一、激活语言体验

1.

播放视频

T:Boys and girls,do you like the city in the video? Can you say something about it?

T:适时追问

What place is crowded with people and cars in the video?

What makes our city clean and beautiful?

T: Do you like live in the city?Why?

二、聚焦单元主题

T: City is our home.Our city is more and more modren and active,but there are some problems:environmental problems,education problems,medical problems and 充分利用与主题相关的视频资源来激活学生的语言体验，唤醒学生头脑中关于城S1:I like the 市的语言储city,because the 备，也通过互buildings are tall. 动交流铺垫了S2: I like it, it’s 相关目标语beautiful and morden. 言，在有意义S3: I don’t like it. 的交流中激发There are too many 学生语用动people and cars. 机。

S4: The park is clean.

The water is clean.

The buildings are

beautiful.

S5:Yes, because we

can learn a lot/buy

many nice food...

S6:...

Listen and choose 谈论城市话题整体感知选出主题

过渡到城市的问题，继而引出城市的环境问题这一主题，帮助学生在头脑中构建

so on. Look, Miss Li and her students are talking about the problem of the city.What problems are they talking about? Let’s listen and choose.（播放课文前半部分录音）

关于城市的立体网络关系图，使学生避免了单性、线性的思维，学生可以通过经验储备和知识不断建构和补充城市环境这一主题。

Step 2 While-reading

procedure (25’)

读导语：The city is not clean.So today our class project is Keep our city clean.（板书课题）

一、引导学生自主提问(Task1) Lead the students to ask questions about the project. T:But how to do a project? PPT呈现做课题的步骤。

Maybe asking questions can help you.Do you have any questions about this topic?（板书出示疑问词）

学生提问时，教师板书提炼关键词。

T：You have so many questions. You wants to know the problems,the suggestions,the results,I think you can have a report at last.

（板书呈现思维导图结构）

二、发现问题(Task2) 1,Look and say T:First, let’s find the problems.Let’s talk about the pictures. 小结(ppt)T:There are so many problems.The river is dirty. The street is dirty. The air is dirty.

Teach the word “dirty”

1.

Ask questions S1:Why the city is dirty? S2:How to keep our city clean? S3:Who makes the city dirty? S3: What should we do ? S4:Where is dirty? (Which part of the city is dirty?) S5:If we don’t keep our city clean,what will happen to us?

the students

look at the pictures and try to find the problems. S1:Ican see black smoke. S2:The river is dirty. S3:...

任务有层次，图文匹配帮助学生建立琦语言情境与图片之间的练习，利于学生掌握文本的主题内容和目标言语。进行相关策略的指导，帮助学生形成语言技能，提高语言表达准确性，同时延伸文本情境，追问影响城市环境因素，借助文本支架和目标语言表达自己观点，从语言形式转向语言意义。

2.

Watch and

match T:What makes the city dirty?. Now let’s read P58.You’llfind the answers. 1、read and match 2、Teach the word and prounciation(messy,出示图片解释messy)(rubbish)(dead)教师及时板书思维导图

3、Make

a brief report.（合作）

用不同的形式（两人朗读，复数，自己作汇报）

T:We’ve know a lot of problems.Can you make a brief report?(ppt ....Makes...结构）

4.

Find more factors. T:What else makes our city dirty？

教师捕捉学生生成的资源，及时板书

三、讨论后果(Task3) T:In fact ,smoke and rubbish are harmful to us. Look, rubbish makes the river dirty. The fish are dead. We have no fish to eat.(板书We have no...to...和...can’t...) What other serious results can you find? Please disscuss in groups.

T: 捕捉学生生成，板书。并提炼学生语言

1.

We can’t smell fresh air.We can’t go outing.That’s too bad. 2.

We’ll get sick. 3.

Water is so important .

1.

Watch and match 2.

Little teacher

3.give a report

3.

Find more facors S1: Smoke from fireworks makes the air dirty. S2:Smog makes the air dirty. .. S3:Bottles and plastic bags makes the street messy. S4: Spitting on the floor makes the city dirty.

小组讨论后发表观点

S1：The air is dirty. We can’t see the blue sky. S2: Smog makes the air dirty. Children are sick. We can’t have PE lessons. S3:The river is dirty. We water is dirty. We can’t drink clean water. S4:The water is dirty. We can’t eat fresh food and vegetables. S5: The streets are dirty. Our city is not beautiful.

只有在真实或接近真实的情境中，学生才能用真实的语言表达真实的内容，从而发展学生的语言运用能力。抓住文本的情境，讨论城市污染的后果，使语境更真实。在真实的情境触发学生的深度思考，也让学生在思考的基础上进行真实的语言表达。这样既

4.

We need a clean and beautiful city.

That’s really serious.(PPT呈现一些环境遭到破坏的图片，引发学生共鸣）

四、提出策略（Task 4）

T: If we don’t protect the city.There are so many serious reaults .That’s terrible.So we should slove the problems and give some suggestions.Let’s see what are the children’s suggestions? 深度阅读P59 1.

read P59 try to understand. (分层：能结合图片，上下文理解意义，圈出不会朗读的单词

能理解文本含义，并为我们朗读你喜欢的建议，能帮助老师完成思维导图板书，提炼关键信息）

核对答案（捕捉学生不会的知识，及时反馈，学生做老师）

Who can read for us?分角色读,教师顺势引导学生看思维导图带读。

T: I’m sure you can understand it very well.Let me check you. If your home is not very far from your house?How will you go to school? Why?

Excellent!You can explain very well.

2.

Try to give more perfect

1.

read and understand (单词不会的学生做小老师，教师补充）

2.

Give perfect ideas 质疑... S1: We can put the rubbish in the right bin. S2:

S3：Rubbish makes the city dirty. We can reuse the rubbish. S4:Flowers/Grass makes our city beautifl. We shouldn’t pick flowers and run on the grass.

S5:Fireworks make the air dirty,so we shouldn’t light too many fireworks. S6:Smoke makes the air 提高了学生的想象力和语言表达能力，又拓宽了学生的英语思维，同时也使其获得了进行真实交流的乐趣与成就感。

分层阅读，深度阅读让学生深度思考，培养学生综合运用语言的能力，培养学生完整表达的意识和能力。其次，教师为学生提供锻炼思维的机会，鼓励学生批判思维，形成自己的观点和态度。寻疑、质疑、释疑的过程既丰富了学生的语言，又发展了学生的批判性思维，提高思维的灵活性。

suggestions.(小组合作）

T:The children have so many ideas.Do you have any questions about their ideas?（你能提出质疑吗，或者针对刚才的某个环境问题提出更具体的建议）

PPT:...make(s) the ... So we ...

评价：Wow, you’ve been thinking deeply. 小结：

You are ... We can use cloth bag.We can use a basket to buy vegetables.

That’s a goood idea.

That’s ture.Especially during the Spring Festival.

五、Give the report(Task5:Give a report) T：After learning,we got a lot.I believe you can compelete the report by groups.First, you can choose one subject.Then you can talk about the purpuse, the problems, resaults and your suggestions.

dirty,we can buy e-cars/Smoke makes the air dirty. Man can’t smoke.. S7:Rubbish makes the river dirty,we can’t put the rubbbish in the river S8: Plastic bags make the city dirty. We shouldn’t use it. S9:People makes the city dirty.People should...

培养学生合作能力、综合运用语言的能力，小组汇报课题成果呈现本节课的最终的目标，此活动既基于文本又高于文本，促使学生在实践活动中理解并灵活运用所学语言进行交流。

Assignment 1.

Read the storytime 2.

Finish the report.

板书设计