C教学设计案例

课题：人教版PEP（三年级起点吴欣主编）五年级上册 Unit4 What can you do? Part C Story time

学校：云南省昆明市官渡区子君中心学校

执教教师

：

吉美琼

人教版五年级上册（三年级起点） Unit4 What can you do? Story time 课

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吉美琼

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一、教材分析：

本课教学内容是《义务教育教科书英语（PEP）（三年级起点）（2011年版）五年级上册Unit 4 What can you do? Part C Story time部分。本部分呈现的是田鼠如何机智地逃脱被蛇吃掉的厄运，在紧张的故事情节发展中复习巩固本单元核心词汇与句型。What can you do? I can... Can you...? Yes, I can / No, I can't. 以及多个动词及动词词组。教师帮助学生通过图片和上下文理解句子的意思，如：I can do things for you. /Don’t throw me into the lake, please! Silly snake! 这一故事教学的目的是让学生在阅读中进一步复习和巩固本单元的知识，并得以有效拓展。

课

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故事课

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安

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40分钟

二、学情分析：

五年级学生年龄在十到十一岁左右，生性活泼好动，喜欢直观形象思维，对游戏、竞赛、特别感兴趣。五年级英语在小学英语教学中起着承上启下的作用，既是四年级的衍生又是六年级的铺垫，我任教的学生虽然已有两年的英语学习经验，已具有初步的听、说、读、写能力。但有部分学生学习积极性不高，课堂上懒散不积极；有的学生学习习惯不佳，单词书写不规范，作业只会做简单的抄写，没有养成自主学习的学习习惯；有的学生有自卑心理，课堂上不敢大声开口说英语和表达自己；有的学生没有找到合理有效的学习方法，学习效率不高。故事教学课是对教材A、B部分的巩固和拓展，要求学生在牢固掌握先前知识的基础上来学习，所以难度较大。但是故事部分以小动物之间的对话展开，学生比较感兴趣，抓住学生的这一心理特点，设计丰富多彩的教学活动不仅能够激发学生学习英语的兴趣，而且能让学生感受到学习的成就感。为此，我应该改进

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我的课堂教学方式，让师生之间的课堂活动形式更加多样化，师生之间更加融洽；重新调整对学生的评价模式，让他们更好发挥自身潜能，规范学习态度，严谨学习作风。

三、教学目标

1，

知识目标： words：rat、snake、 tasty、throw、silly、away sentences：What can you do? I can.... Can you...? Yes, I can./No, I can’t. 拓展句型：I can...for you.. 2，

能力目标：(1)Understand the story (2)Act out the story and experience the characters’ feeling (3)Learn some reading strategies, such as guessing the meaning of the new word, (4)experiencing the characters’ feeling by observing the pictures and so on. (5)Improve critical thinking ability by guessing, predicting what will happen 3，情感、策略、文化等目标：Understand the moral of the story 四、教学重点：让学生在相对真实的语境中理解语言。

五、教学难点：（1）学生会讲故事，表演故事；（2）教会学生遇事冷静，学会自救

六、教学策略：演绎策略 启发式教学策略 情景教学策略 问题教学策略 七、教学准备：snake和rat头像， PPT课件，

旁白录音，story动画，

彩纸6张，故事句子6组，课后作业6组，四线三格6组，单词卡片，句子卡片，板书设计相关资料等。

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八、教学步骤

Step1 greetings T: good morning, boys and girls!

Ss: Good morning, Bella T: How are you today? Ss: very well, thanks. Step 2 Warm-up/Lead-in T:Ok ,look today we’re going to read a story about animals, Do you like animals？

Ss: Yes. T:What’s your favorite animal?

S1/S2/S3: I like…/my favorite animal is…

T: Why? S1/S2/S3: because….

T: wow, animals are cute, helpful, lovely. Do you know, boys and girls, some animals are very clever, they can protect themselves when they are in danger, look What can the turtle do when it’s in danger?

S1: it can hide into the hard body T: you’re very clever. What can yellow weasel do when it’s in danger? S2: it can put a smelly fart（屁）

T: wonderful, a smelly fart, you know? What can the squid do when it’s in danger

S3: it can eject squid ink（墨汁）

T：

Wow, you know too much,

so do you know : What can the rat do when it is in danger? I will give you some clues

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S1/S2/S3: maybe It can…

T: wow, the rat is very clever. It can do many things, It can…

Boys and girls Today we’re going to read a story about a rat and a snake,（贴蛇和老鼠图片）

let’s listen and watch the video (播放视频前4秒) It’s a sunny day, the rat is picking flowers near a lake. Here comes a hungry snake, the snake wants to eat the rat,

Step3 presentation Ⅰ

Pre-reading

T: What happens next? Now look at the pictures and guess S1/S2/S3:

T: oh maybe yes. Now look, there are six sentences in the bag, discuss with your partners and reorder the sentences. Ss: reorder the sentences. While-reading

T: OK, time is up. Look at the screen, Which one is number 1?

Ss: 5 T: Why? Can you find the key words Ss: maybe hungry T: closer(动作), look at the words“ here comes”(贴磁卡) ，it’s usually used in the beginning of a story, for example, Here comes a tiger. /here comes a pretty girl. Who can try? S1/S2/S3:Here comes a…

T: great. And now let’s check the answer.

Ss: check picture2-6 T: let’s open your books, watch the video and read out

Ss: read

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T: Do you like the story? Ss: Yes

T: a good story needs us to read it in detail. Let’s go back to picture 1 again, pay attention to the word “tasty”, follow me tasty tasty Ss: tasty tasty T: what does “tasty” mean?

S1: it means yummy/delicious T: clever boy/girl, now read it in your groups

Ss: read T: Can the snake eat the rat? Ss: No, T：

but the snake catches the rat, look , so think: If you were the snake, what will you say?

Ss: I will…

Now I’m the snake, Who wants to be the rat?(have a show about the snake and rat) S1/S2…

T: Think again: if you were in danger, What should you do? S1: I should.. Look, for the rat, the snake is big enemy. so if I were the rat, first I should calm down. Second, I should show weakness, and then I should remember the bad man. T: now Let’s see what the rat says, it says

Ss: Dear snake, wait a minute, I can do things for you.(贴句子) T: look, Wait a minute means “等一分钟”

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Things （解释, mean I can eat/I can swim/I can play basketball）

understand? Ss: Yes

T: How do you think of the rat. Ss: It’s very clever/calm. T: great, now read and act with your partner, who can try? S1 snake

S2 rat T: so What can the rat do for the snake? Please read p3-5 (underline the key sentences) Ss: read and underline T：

Who can read out? S1：…

T: Is she/he right? Ss: Yes, she/he is. T: let’s check the answer, please read out

Ss: oh, what can you do…..Can you swim?

T: Can the rat swim? Ss: Yes, it can. T：The rat can climb trees, dig holes and swim away. but the rat says Ss: No, don’t throw me into the lake, please.

T: The rat tells a lie, right? Now read the sentence with your partner，

pay attention to the word Throw

(th r ow

means 动作释义) Ss: read (choose 2 students to read and act.) T ：Does the snake believe the lie?

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Ss: yes T:

so here comes the ending: silly snake , now I can swim away, bye T: What does the word “silly” mean?

S2: Not clever/ foolish/stupid T：

how about “away”?

it means “离开”(直接释义)，

for example go away/ run away/fly away, clear? Ss: Yes. Ⅲ

post-reading T: now read the whole story again , discuss with your partner, and give a best title for the story.(write down on the top of the

paper)

Ss: discuss and write T: What’s your title?

S1/S2/S3: T: now please follow the radio, imitate Ss: imitate T : which group can try to read the story? G1/G2:…

(板书设计) T : now please look at the blackboard and role-play the story G1G2: role-play

Step 4.

Consolidation/production Rewrite the story and have a show. Step 5 homework Fill in the blanks and retell the story

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九、教学流程

Step 1 greetings Step 2 warm-up/lead-in Step 3 presentation Pre-reading

While-reading Post-reading Step 4 consolidation/production Step 5 homework

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附. 板书设计

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附. 课本图片

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