C教案1

English Teaching Design

Title：

Pete the Cat and His Four Groovy Buttons

Teacher：

From：

Sun Lin Shuanggang Primary School

Pete the Cat and His Four Groovy Buttons Teaching Time: 40minutes

Teacher: Sun Lin I. The analysis of the picture book: This picture book is about a cat. This book is very funny, so the students may be very interested.

The main moral is Stuff will come and stuff will go. It’s all good.

II. The analysis of the students:

This lesson is designed for the students in Grade Six. The students have learned English for 6 years. They have a good master of English and good self learning abilities. What’s more, they are very familiar with some numbers and clothes. III. Teaching aims and demands: 1, Knowledge aims: 1) Vocabulary : button, buttons, buttonless , belly button, popped off, rolled away

2) Sentence structures: Did Pete cry? Goodness, no! Buttons come and buttons go.

2, Ability aims:

1) Students master the key words and sentences in the story. 2) Students read and understand the book by imaging and guessing. 3, Emotional aims:

1)Students understand the moral of the picture book by inferring. 2)Students get interested in the picture book. IV: Teaching key points: (1) The key vocabulary.

(2) The key sentence structures : Did Pete cry? Goodness, no! Buttons come and buttons go.

V: Difficult points:

1)Guide the students to understand the moral of the picture book by inferring. 2)Have the students to get interested in the picture book. VI: Teaching methods: TPR, Task-based approach, Communicative methods,

Demonstration, Presentation

VII: Teaching type: Picture Book Reading VIII:Teaching aids:

PPT, pictures IX: Teaching procedures: Teaching Steps Pre-reading Step1: Greetings and Free talk Warm greeting Teacher’s Activities and Students’ Activities Purposes 1.

Self- introduction: Glass begins. Greet the students. can make the class atmosphere easy.

2.

Free talk:

1)

T: Hello, boys and girls. What’s your

favourite ...?

2)Encourage the students to guess the teacher’s

favorite clothes.

3)T: Yes, this coat is my favorite. So, today I wear

my favorite

coat. What color are they? What’s on

my coat? There are some buttons.I have some other

buttons. What color are they?...They’re groovy Lead in the buttons.

I have a picture book. It’s about groovy buttons. It’s very funny. Today, I’ll share the book with you. While-reading Step2 ：

the title.

1. Encourage the students to talk about the cover of Raise the book. students’

interest 1)T: Can you see some groovy buttons? How many in the picture are they?

What else can you see from the cover?

2) Show the name of the books and the story.

book by guessing.

T: Yes, the cat’s name is Pete. Pete the Cat is the

name of the books. 3) Introduce the author and illustrator of the book.

2 .Read the first page of the book by reading the

picture and guessing.

1)

T: Let’s enjoy the picture book. What can you

see from the first page.?

Show the sentence on the screen. Encourage

students to guess the story.

T: Pete put on his favorite shirt with four , big,

colorful, round and groovy buttons. Did he love his

buttons?

2)

T:He loved his buttons so much. So he sang this To cultivate the song. students’

Show the song in the video. Students listen and imagination, sing.

4.Share page2,3,4,5.

inferring and guessing abilities.

1) Elicit the students to guess what happened by

listening.

T:

One of the buttons popped off and rolled away.

How may buttons are left?( Three.) 2) Elicit the students to guess “Did Pete cry?”

T:

If you are Pete, how do you feel?

Do you cry?Did Pete cry?

3)

Show the picture about Pete. Elicit the students

to understand “

Did Pete cry? Goodness, no!”

Buttons come and buttons go.

T: It doesn’t matter. He still had 3 groovy buttons.

It’s all good . Just accept it and face it. So did he sing?

Encourage the students to guess and sing the song.

5.

Reading pages 6,7,8,9 in the similar way.

Help

the students to understand the new words from the

pictures and context.

Enjoy the books by eliciting the students to guess,

infer , act and discuss. 6.

Reading pages 10 and 11.

Elicit the students to reading the book by guessing

“Did the last button pop off? How did Pete feel? Did

he cry?”

Help the students to understand the new

words from the pictures and context. Eg: buttonless

Make the book 8.Encourage the students to look at Pete and answer more fun to the the question. T:Pete had no buttons.

Did Pete cry?

Goodness no! What did he see? He saw his belly button. 9.

Elicit the students to talk freely.

students.

T: If you have some bad things , how do you feel?

What will you do?

10. Encourage the students to guess the end of the Help the students book: What did Pete do? Did Pete sing? understand of the the 11. Help the students to understand the moral: Stuff moral will come and stuff will go! book.

Post-reading Step3：Choose one part to role play.

1. Introduce the5 parts. 2.

Help the students to role play. 3. Show in the class. Homework 1.

Share the story to others. 2.

Find more picture books about Pete the Cat to read.

Encourage the students to share the fine reading with others. To stimulate the students’

interest in reading. X:The Blackboard Design: Pete the Cat

and His Four Groovy Buttons

Pete wearing a shirt

Pete wearing a buttonless shirt

with 4 buttons

Stuff will come and stuff will go!

XI: After-teaching Reflection: