C多媒体教学设计及其点评

教学设计

授课教材版本

单元名

标题

年级

课型

授课人

单位

PEP小学英语（三年级起点）

Unit One How tall are you? Part C Story time Grade Six 阅读课

许秀

合肥师范附小四小

I.

The analysis of the teaching contents: 1.

PEP小学英语六下第1单元How tall are you?的主题是比较人的身高体重。本节课的教学内容为该单元的最后一课时阅读课。这部分呈现的是Zoom和Zip招募足球守门员，小动物们踊跃参加，经过选拔后Hippo获选的故事。文本情境和语言功用为能在情景中使用句型How tall are you? How heavy are you? I’m...

A is____taller/heavier than B 学生能够对身高体重的信息进行询问和比较。

2.

故事中大多数小动物们身高体重都占有优势，没有获选的原因是缺少技巧，没有合作和完成任务的能力。因此，执教者应该深入挖掘文本，指导学生提炼分析故事内容，随着阅读的推进，学生们会在潜移默化中理解合作能力最重要。

II. The analysis of the students: 1.

经过这个单元的学习，学生已经能掌握形容词的比较级形式和比较句型的用法，为本节课打下了良好的基础。

2.

六年级学生对于足球运动项目和比赛规则有所了解，部分同学对足球有着浓厚兴趣，有利于其对文本的理解。

3.

六年级的学生已经形成了一定的听、说、读、写能力，有较强的合作意识，有助于其积极参与本课各项教学活动。

III. Ideas of the teaching plan: 1.

积极创设情境，重视语言运用。

本课以Part C Story time的内容为学习的主文本，利用其招募守门员的故事内容创设情景。以“谁能成为守门员”作明线，而“守门员具有什么样的外貌和性格特点”作为暗线贯穿课堂始终。在情境下，教学活动各个环节过渡自然，浑然一体，知识点更加明确易懂，练习也更充分。

2.深入挖掘文本，整合教学内容。

除了提炼本单元和本课重点句型：How tall are you? How heavy are you? I’m...

A is____taller/heavier than B 同时增加五年级上册U1中What does he look like?和What is he like?两个问题，引导学生不断思考，在反复的思辨中更有效地学习。

IV. Teaching aims and demands: 1. Knowledge aims: (1) Ss will grasp the key sentence structures like How tall are you? How heavy are you? I’m...

A is____taller/heavier than B .

(2) Ss will master the pronunciation,

and meaning of the key words: tall, heavy, skilled, cooperative, competent and teamwork.. 2. Ability aims: (1) Ss will be able to talk about height, weight, comparisons and abilities with new words and expressions.. (2)Ss will get improved in the ability of critical thinking. 3. Emotional aims:

(1) Ss will understand the importance of teamwork. (2) Ss will learn to be cooperative in the future.

V. Teaching key and difficult points: (1) Ss’ proper and correct use of key words and expressions in specific situation. (2) Ss may have difficulty in making comparisons of height and weight.

VI. Teaching approach: situation-based and task-based teaching approach

VII. Teaching Time：35 minutes VIII. Teaching aids: CAI，pictures, worksheets, word cards.

IX. Teaching procedures: Teaching procedurTime es

Teacher’s activities

Students’ activities Purposes

Step1 Warm 3 up minutes

Step2 Pre-rea5 ding minutes

1. Greet the 1. Greeting.

teacher.

2.Guess and say. 2. Guessing game.

Encourage Ss to look at the shape of the circle and

guess what it is. S1: Maybe it’s

T: What is it? the sun. 看图猜物，调动学S2: Maybe it’s a 生好奇心并激发其coin. 兴趣

S3: Maybe it’s

the earth.

导入足球的概念，

为后续故事和教学T: I will give you a hint.

It’s black and white.

Ss: It’s a 活动的发展铺垫和football. 埋下伏笔

1. Try to learn 1.教师与学生自由1.

Free talk. Introduce the key word goalkeeper and talk about the new word. 讨论，复习提问人the characteristics of the goalkeepers

的外貌和性格的句T: Do you like playing football?

型，为本课的学习We usually play football with our feet.

提供词汇基础

There is only one person who can touch the football

with hands. Who is he? Guess and say.

T (present a picture): What is it? It’s a goal.

Who are they? They are goalkeepers.

Goalkeepers keep the goal. S1: He is fat.

T: What does a goalkeeper look like? S2: He is strong.

S3: He is clever.

What is a goalkeeper like? S4: He is

hard-working.

2. Think and 2.留下悬念，激发学2.

Leave suspense of the title. T: Do you know the title of the story? Story time? say. 生的兴趣，引导其That’s not a good one. You can think of a tile for the

在后面的阅读中有story after reading.

意识地归纳分析文

本

Story time

title?

3. Encourage Ss to find information of plot and 3. Try to find 3.

引导学生预测文main characters from the first page of the story. the information. 本内容，鼓励其发

现客观对象特点，1) Find out information about the main plot. T: What are they doing? S1: They are 提高学生观察与想

looking at the 象能力

bulletin board.

What’s on the bulletin board?

S2: We want a

Zoom and Zip want to find a goalkeeper for the goalkeeper.

school football team.

介绍故事主要情节和人物，为后续阅2) Find out information about the main

S1: Mr Giraffe. 读做准备

characters. T: Who want to have a try? S2: Mr Zebra.

S3: Mr Deer.

S4: Mr Hippo.

T: They all want to have a try.

Do you want to Ss: Yes! know more?

Let’s read the story!

1. Predict and 1.

隐去原有对话，1.

Encourage Ss to predict the dialogue.

T (present the second page of the story): What are say. 让学生思考故事背they talking about?

景和预测对话内

T: If you want to know someone’s height, you can S1: How tall are 容，启发学生发挥say... you? 想象

T: If you want to know someone’s weight, you can S2: How heavy

say. are you?

Step3 12

While-rminut2.

Guide Ss to conclude the characteristics of the 2. Conclude and 2.

总结出的关键词最后可以拼成足eading es

goalkeeper and try to finish the jigsaw of the say.

球的图形，这样的football on the blackboard.

拼图活动增加课堂

的趣味，引导学生

T: What does a goalkeeper look like?

进行总结和归纳

3. Think and 3.

让学生判断正3.

True or false?

T: Anyone tall and strong can be a goalkeeper. try to decide. 误，在思维的碰撞True or false?

中，学生的批判辩Let me show you some great goalkeepers. They are

证思维能力也得到tall and strong, but they have many other

培养

personalities.

Let’s go on reading.

4.Read and 4.

学生的回答不尽4.

Read and think. T: Can Mr. Zebra be the goalkeeper? think. 相同，引导学生保Maybe Yes. Maybe No.

留自己的判断，尊T:If you want to compare two things, you can use

重对方的可能，带the sentence structure:

着疑问阅读，培养A is____taller/heavier than B.

学生的求异思维

5.

Conclude the characteristics and finish the 5.Conclude and 5.回忆与复述相结say. 合，发挥学生的主jigsaw (2). T: What is a goalkeeper like?

动性

6.Read and 6.渗透根据图片猜6.

Read and discuss. T: Can Mr. Giraffe be the goalkeeper? Why? discuss. 测故事的阅读策略

and 7.问题难度层层递7.

Conclude the characteristics and finish the 7.Think conclude. 进，鼓励学生主动jigsaw (3). T: What is a goalkeeper like?

思考，增强学生学

习信心

8.鼓励学生对故事8.Read and 情节的开展进行思8.

Read and guess. T: Can Mr. Hippo be the goalkeeper? Why? guess. 考和合理想象

用9.

Conclude the characteristics and finish the 9.Conclude and 9.学生完成拼图，say. 多样化的形式进行jigsaw (4). T: What is a goalkeeper like? 回忆与复述，帮助学生理解故事

1.

Encourage Ss to match the words of different 1. Match the 1.对故事内容进行words of 初步梳理,引导学生characteristics with five parts of the story.

different 对文本信息进行回characteristics 顾与总结

with five parts

of the story.

2.引导学生复述故事细节内容，为后2.

Encourage Ss to act their favourite part of the 2.

Act it out.

面独立表达打下基story out.

础

3.

Think of a 3.编写题目,总结故3.

Guide Ss to think of a title for the story. Step4

14 Overturn the blackboard-writing. tile for the story. 事,锻炼学生总结概Post-reaminut

括的能力

es

ding

Who can be the goalkeeper?

the 4. 运用所学知识作4.

Do a survey and find a goalkeeper for the 4.

Do survey. 调查,联系生活实class.

际，表达学生自己T: Ask and answer. 想法

Step1.Do a survey about height and weight. Then finish the

table.

调查分三步骤进

行，层层递进，使

每个学生都能参与

进来，小组活动锻

炼了学生的合作能

力

调查的过程和报告Step2.Make comparisons and draw a conclusion. Make

comparisons 都使用本节课的关and draw a 键句型，学有所用

conclusion.

and 引导学生判断一个Step3.Talk about personalities and make the Discuss report the result. 人不仅要看外部条decision.

件，性格品质也很

重要

5.

Think and 5．比较各个特征的5.

Ask and answer.

answer. 重要性，合作最重

要，培养学生积极

的文化品格

6.

Decide true 6.足球比赛离不开6.

True or false? We have an excellent goalkeeper. or false. 每个队员的合作，We can win the game.

独木不成林，生活T: One tree can’t make a forest.

Learn to work

中事事也要与他人with others. Learn to be cooperative.

合作才能成功。教

育孩子们在生活中要与他人合作，重视团队和集体。

Step5 1. Draw your favourite part of the story and act it out. 1

Homewminut2. Watch or play a football match with your friends.

ork e

不同梯度的课后作业设置，在保持趣味趣味性的同时，鼓励学生主动思考和参与。既将所学知识运用于实际生活，也在做中学。

X．Blackboard design:

XI．Teaching reflection:

本节课的教学内容是PEP小学英语（三年级起点）六年级下册第1单元How tall are you?最后一课时阅读课。这部分呈现的内容是Zoom和Zip招募足球守门员，小动物们踊跃参加，经过选拔后Hippo获选的故事。故事中大多数小动物们身高体重都占有优势，没有获选的原因是缺少技巧，没有合作和完成任务的能力。

这需要执教者深入挖掘文本，指导学生提炼分析故事内容，随着阅读的推进，在潜移默化中理解合作能力最重要。因此，在本节课的教学设计中，我做了如下几点尝试。

一、

整合教材内容

在这节课中，重点句型为：How tall are you? How heavy are you? I’m...

A is____taller/heavier than B 但是想要引导学生思考这些小动物朋友是否能成为守门员，分析守门员的特征，这几个句型不足以支撑整节课，因此我还增加五年级上册U1中What does he look like?和What is he like?两个问题，引导学生不断思考，在反复的思辨中更有效地学习。

二、

深入剖析文本

本课以Part C Story time的内容为学习的主文本，Zoom和Zip招募足球守门

员，小动物们踊跃参加，经过选拔后Hippo获选，因此“谁能成为守门员”是故事的明线。但学生们还要透过现象发现本质，即阅读后能分析Hippo成为守门员的原因，因此我根据文本设计了一条暗线，“守门员具有什么样的外貌和性格特点”作为暗线也贯穿课堂始终。我设计了一个足球拼图游戏，每分析出一个特点，学生们就可以增加一个拼图，足球一步步拼成，学生们的情绪也随之高涨，阅读的热情也逐步增加。

三、

目标以生为本

教学目标要从学生实际出发，合理设置教学目标，培养学生综合运用语言的能力。这节课的调查任务是在班级里的同学中找出能当守门员的同学，这个任务难度比较大，因此我把调查分成了三个步骤，第一步，运用How tall are you? How heavy are you? I’m...的句型调查出小组内同学的身高体重，第二步，运用A is____taller/heavier than B的句型在组内作比较，调查出身高体重占优势的同学，第三步，在前面调查的基础上进一步判断，这位同学是否具备一名合格守门员的性格品质，如果有，那么他就可以成为班级的守门员。这样将调查分成三步，提高了调查的可行性，也增强了学生的参与度，是学生可以达成的任务目标。

但是这节课也有很多不足之处，比如学生操练重点句型的活动形式不够多样，我应该分层次设计活动，让不同程度的学生都能参与进来。还有这节课根据故事内容，我把守门员的外貌和性格品质归纳成了五点，但是一个守门员所具有的品质特点并不仅仅是这五点，由于课堂时间和学生水平的限制，我没有做过多拓展，但是可以进行改进，给课堂增加开放性空间。

在今后的教学中，我要勤于思考，不断地学习和反思，完善自己的课堂，做一名与时俱进的新时代的教师。