C课时教学实录

Unit1 What’s he like?C. Story time教学设计

（—）课前热身（Warm-up) 1. 课堂口语练习。

T: Good morning, boys and girls. Ss: Good morning, Mr/Miss... T: Nice to see you. Ss: Nice to see you, too. 2. 教师和学生一起回忆长元音/i:/的发音方法，然后请几位学生读一读“let’s spell”部分的例词。

（二）课前预习（Preview) 1. 学生在四人小组内交流自己的日常活动，如: S1: What do you often do? S2: I often play sports and watch TV. S3: I often do homework and read books. S4: I often play ping-pong and do housework. 2. 学生相互评价彼此的日常活动，然后教师请两三个小组代表站起来介绍本组成员的日常活动。

设计意图既调动了学生的参与热情，又为下面的学习奠定基础。

（三）巩固延伸（Consolidation & Extension) C. Story time. 1. 教师用课件出示情景图，学生根据情景图猜测故事内容。

设计意图根据情景图猜故事内容，能有效地把学生的精力集中到故事

的学习中。

2. 介绍故事背景。

T: It’s a new school term. Zoom needs to do some shopping. So he and Zip go to buy something together. Let’s read the story and see what happens. 3. 第一次播放教学录音，学生验证自己的猜测是否正确。

第二次播放教学录音，学生根据录音内容回答下面的问题。

(1)When does Zip have English? (2)Does Zoom need a ruler? (3)Why does Zoom need a box of crayons? (4)Can Zoom buy a football? Why? Answers: (1)On Mondays and Wednesdays. (2)Yes, he does. (3)On Thursdays, they have art. (4)No. Because they don't have enough money. 4. 学生拿出人物头饰，在三人小组内练习表演对话，然后教师请两三组学生上讲台表演，提醒学生表演时要运用适当的表情和动作。

5. 学生在四人小组内讨论自己新学期都买了些什么东西。

设计意图讨论话題是故事内容的延伸，贴近学生的生活，学生基本上都有过这方面的经历，能很好地体现英语学习的生活性。

（四）课堂小结（Summary)

师生一起总结本单元所学的词汇和句型

词汇：Monay, Tuesday, Wednesday, Thursday，Friday, Saturday，Sunday, weekend, wash, wash my clothes, watch, watch TV, do, do homework, read, read hooks, play, play football, cooking, often, park, tired, sport, play sports 句型: What do you have on …?

What do you do on …?

I have a cooking class with your grandma! Do you often …?

What about you? Sometimes I read books.