C第一课时导学案

PEP Book7 Unit4 Story time教学设计

课 题

PEP Book7 Unit4 Story time 课

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1课时

本课是人教版（2013版）六年级上册Unit4 C部分Story time的内容。该板块运用本单元所学核心语言讲述趣味故事，引起学生学习英语的兴趣，扩大学生阅读量。

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本单元的主题是谈论和描述朋友的基本情况和兴趣爱好，涉及到第三人称单数以及like 后面要接ving形式。因此本课时的设计思路如下：热身复习、激活旧知；原文输入、泛读理解；提炼句型、内化重点；思维导图、落实输出。处理文本时采用拆分法将故事分为两个片段：图1-3为片段一，图4-5为片段二，图6的内容与故事没有太多实质上的关联，属于比较独立的部分，因此解读之后将其略去。

本节课的授课对象是六年级的学生，经过三年多的英语学***部分学生对英语学习兴趣较高，乐于参加英语课堂活动，有表达自己看法的意愿。学生在学习完Unit4 I have a pen pal之后，已初步掌握了第三人称单数以及like后面接ving的结构形式。但如何在具体语境下进行理解、运用和交流等方面还有待提高。

知识与能力目标：

1.能够在相对真实、完整的语境中接触、体验、理解故事。

2.能够观察故事中的角色、事物和环境。

3.能够在关键词的提示下概述故事。

4.培养学生的阅读理解能力和表演能力。

情感态度、文化意识和学习策略目标：

1. 学生能够提高合作意识；

2. 建立事物都有两面的观念，好事坏事没有绝对，可以相互转换，因此要保持乐观的心态去面对生活。

重点：

学生能够运用本单元已学的第三人称单数以及like后面接ving的结构形式体验和理解故事。

难点：

1. 培养学生的阅读理解能力和表演能力。

2. 培养学生积极主动地运用目标语言进行交流和表达自己的看法。

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教师活动

1. Greetings and free talk. T: Look, this is my name. You can call me Vicky.

I’m your new English Step 1 Warming—

up

and revision

1. 准备教学课件。

2. 准备头饰、道具若干。

学生活动

Ss: Hello, Vicky!

S1: Where do you live?

设计说明

通过引导学生对老师个人相关的提问，不仅激活了本单元关于爱teacher today. Do you have any questions about me?

What’s your hobby?

好的语言点，还把前几个单元的旧知也复习到了。

1. Guess and get the information. T: So many questions for me. There is one question for you. What did Vicky do Step 2 Presentation and practice

S1: Vicky, did you watch TV yesterday? S2:

Did you…?

the story freely.

2 通过猜测引出新课。

学生根据3幅图所给信息和who, Where, What三个关键词来大致推断故事内容，培养学生的读图和yesterday? T: Yes, you got it. I read a story book about? Here’s the story.

(Show them 3 pictures.)

yesterday. What is the story Ss say something about

2. Watch and answer. T: Let’s watch it, and there are three questions for you. Who are they?

Where are they?

What are their hobbies?

3. Read and match. T: Let’s match these 3 passages to the pictures.

4. Read it more carefully. T: We know they have different hobbies.

What can Zac do every day? Just sings or dances?

Is he happy to give the 3

Ss watch and answer the 推测能力。

questions. 播放视频

Zac and the Monkey King. They live in the forest. Zac likes singing and dancing. Monkey King likes reading books.

Ss read and match. And then check the answers.

Ss watch the video and answer the question. Zac gives the Monkey King gifts. S1: No. （不带字幕），让学生在动画以及声音的帮助下初步理解故事内容并回答问题，核实之前的推测是否正确。

通过连线的学习活动，让学生对故事内容进一步了解，并且培养了学生抓关键词句的阅读能力。

引导学生细读故事，通过对关键词

Monkey King gifts?

How do you know that? What does ‘have to’mean?

Why these squirrels must give the Monkey King giftes?

T: Wow, what a Monkey the Monkey King? Who can be Zac? Who can be the other squirrel?

T: Now, I’m the Monkey King，(戴上头饰) you are the squirrels.(露出衣服上的森林和坚果图案)Look, this is my forest.(拿起一个坚果)Your favourite food! my forest? Little squirrels I want gifts! T: Any other gifts? No more fruit! What else can be a gift? T: Now, work in groups. first. Try to use your body language. If you need help, let me know. 4

S2: They have to ….

S3: Must. S4: Because then the Monkey King lets them

Ss try to imitate the

squirrels.

S1: Monkey King, a banana for you. S2: Monkey King, a peach for you.

的体会模仿语气来理解故事内容。

get food from his forest.

引导学生体会角色的语气、表情和动作，并运用语言进行交流。

提醒学生注意小组内表King. Who can say this like Monkey King and the Who wants to get food from S3: …

Please introduce yourselves

S3: Monkey King, I can 演的细节：read for you. 先自我介S4: Monkey King, I 绍，注意通can … for you.

5. Watch and answer. T: What does Zac do sometimes? Will he sing and dance for the King? Let’s go and see.

Does the king like it? Why?

Ss work in groups, 1 is the Monkey King, the others are squirrels.

Ss watch the video and answer the question. 过肢体语言来帮助表演等。

S1: He sings and dances

in front of the king.

S2: No.

S3: Because the Monkey King likes reading books, he doesn’t like Zac’s music.

T: Who likes reading books S4: I like it.(戴上皇冠，让学生通过表演体会到in our class? 接过书) OK, you’re the Monkey King. Here’s your crown.

Please read your book. I’m Zac, I can sing and dance for the king.(开始大声地唱唱跳跳。) T: Monkey King, how do you feel?

S4 is reading.

故事人物当时感受，学生很容易体会到猴王的愤怒，自然而然的体会到shouted这个词的意思了。

What do you want to

say? S4: I’m angry.（生气的Wow, he was so angry, and 样子）Stop! he shouted ‘Stop!’

6. Read and fill in the blanks. King?

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fill in the blanks. T: What about that Monkey Ss watch the video and

What did Zac and the

Pay attention to ‘one day’, so we use the past form here.

7. Image the ending. T: Oh, poor Zac. He fell down from the tall tree. What happened to him? Guess! Maybe….（可以使用肢体语言表示。）

T: Work in pairs.

T: So, was he lucky or not? But, he WAS very lucky. (夸张表情) You know why? Let’s go and have a look.

8. Talk about the busy tail. T: You see, Zac didn’t hurt or dead. He was OK.(播放Zac从树上掉下来尾巴变大的视频。) Let’s read together.

T: What happened to his 6

Check the answers Zac sang for the Monkey King. Monkey King was angry and shouted. He threw Zac out of the tree.

S1: Maybe he hurt his leg. Ss: Maybe…

Ss work in pairs. S2: Maybe his arms were broken. S3: Maybe…

S4: He is not lucky.

Ss read together.

通过选词填空再次帮助学生掌握文本内容。

让学生猜测松鼠从树上掉下来会发生什么，为故事设悬念，引起学生的兴趣，并未引出下文做好铺垫。

Monkey King do that day?

together.

tail? It was getting ___. You can discuss with your partners.

right. it. u-/u/ 围画上蓬松的尾巴线条,然后将一个毛绒尾巴从细长的塑料管里取出)I’ll show you a bushy tail. Look, it’s bushy now. Touch it!

9. Read and repeat. T: Zac had a bushy tail. What did he say? What about the other squirrels? PPT展示其他松鼠也想变出bushy tail的场景。

super, cool…) It looks like a/an __(balloon, umbrella…) I want a bushy tail, too. Work in groups and say your different reasons.

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Ss discuss in pairs. S1: It was getting bigger. S2: It was getting

b-u-sh-y

bushy

S1: He said I like my new tail.

Ss work in groups and say: Look at his tail! It’s big. It looks like a balloon. I want a bushy tail, too.

学生对松鼠的尾巴进行描述，通过反复观察和感知，对理解新词bushy做好了铺垫。

通过让学生模仿表演其他松鼠的语气，加深巩固对bushy tail的理解，并由此很容易理解为什么其他松鼠都喜欢bushy tail了。

Yes, all of your answers are longer. And there is a new word for

(在板书上Zac的细尾巴周Ss try to read the word Look at his tail! It’s __ (big,

T: Now, it’s your turn to to the intonation, OK?

story.

Ss listen to the sentence and then repeat.

注意语音语调变化以及意群间的停顿。

老师对故事的情节做简短的总结，为学生给故事选择标题做铺垫。

首先肯定学生的其他选项和理由，然后通过解释这三个标题之间层层递进的关系，让学生体会可以根据文章蕴含的意义来给文章起标题。

read it. Please pay attention recording sentence by 1. Talk about the whole

T: Zac fell down from that Ss take out their books, tall tree. We thought he was read in pairs and discuss unlucky. But he got up and about the titles. had a bushy tail. He was so

lucky. You see, how one

bad deed turns good.(语速

慢，手势帮助。) Let’s give the story a title.

There are 3 titles for you. Step 3 King Consolidation and extension (B) Squirrel’s Tail

(C) Squirrel’s Luck

choose one.

choose C.

T: Do you like the story?

(A) Zac and the Monkey Some choose B, some Please watch the video and

These titles are OK. But I

choose C. This story is

really talking about Zac and

the Monkey King. And how

did the squirrels’ tails

become bushy. It’s all

because of the bushy tail

turned the bad thing into

good. So it WAS the

squirrel’s luck.

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2. Retell the story.

Ss retell the story

通过板书上的思维导图来复述故事大意。

通过改写的方式来检测学生对文本的掌握情况。既为学生降低了复度，又检验了他们是否掌握两种不同时态的动词的正确使用方法。

T puts the title on the board.

according to the key Let’s retell the story.

Who words on the board. can help?

summarize the story.

3. Fill in the blanks and

T: Now, it’s your turn to Ss fill the blanks and read share this story with your it in pairs. partners.

Let’s choose the words

blanks. Read this story in pairs.

the answers. we need and fill in the Ss read together and check 述文本的难1. Read the story on page Step 4

Homework 45. 2. Retell the story to your families or friends.

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给学生留了两个不同层次的作业。

1. Read the story on page 45. 2. Retell the story to your families or friends.

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正如朱熹所说：“教人未见乐趣，必不乐学。”新版PEP教材C部分的story time中的故事都是通过精心设计、富有乐趣的。每一个故事都或多或少蕴含着一点教育意义，并且不同的人对同一故事会有不同的领悟。起初我与学生们一样，认为这篇文本仅仅是一个老松鼠讲述他们蓬松尾巴的由来的故事，

没有什么特别之处。后来在一位美国外教的启发下，发现了一个全新的视角：How one bad deed turns good.（因祸得福。）所以这节课在让学生给故事选题目时，给出了Squirrel’s Luck这样一个特别的题目，引导学生从不同角度去看待问题。由于中西方文化的差异，我们在看待同一件事情的角度和情感常常会完全不同。这一情感教

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态度的渗透在六年级下册第3单元的课文中也有出现，有一篇read and write中说到一句话：It was a bad day but also a good day! Bad luck often brings good luck! 我们要引导学生在面临麻烦和糟糕的事情时，用积极乐观、主动解决问题的心态去看待，也许当你陷入困境时，正是你另一个新开始的转机。以上是我本课感触和收获最深的一点，对于本课中存在的不足，我也总结了一下几点：

1. 板书缺乏提炼。

板书是从文本中提炼出的核心部分，应该简练。只有这样，当老师把板书中的内容转化成思维导图，让学生根据提示来复述故事时，他们才不会被板书给框住而无法自由发挥。

2. 活动缺乏层次。

课堂活动的推进上虽然有讨论、有交流，但学生练得形式比较单一，大多还是处于师——生活动，应该设计更多有层次、更全面的课堂活动，让更多的学生参与、互动起来。

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