C优质课一等奖

宁波市2018年“优课”教案

教师

姓名

蒋

晗

单

位

奉化区尚田镇中心小学

上课年级

课题名称

Naughty Zoom 四年级

——PEP Book3 Uint4

C Story Time 人教版小学英语教科书PEP（供三年级起始用）中，每个单元的C部分都设计了“Story Time”。这一专栏主要结合各单元主题，围绕Zoom和Zip这对好友的日常生活而编写的系列卡通教学

材料

分析

故事。它是教材知识结构的有机组成部分，与教材各部分内容相互补充，融为一体。

本单元的“Story Time”故事讲述的是Zoom的爷爷和爸爸在寻找眼镜过程中发生的趣事。旨在让学生在故事创设的真实情景中，巩固本单元的核心语料，提升综合语用能力。教师要引导学生观察故事中的人、物、环境等，通过师生互动共同来理解故事、朗读故事和表演故事。

“Story Time”给学生创设了趣味的交际情境和的生动的语教学

设计

说明

言内容，能有效激发学生的学习兴趣，整体提升学生语用能力。

本人基于故事内容和情境，通过学生对故事的理解、反思和想象，让故事更有趣，内容更丰富，情节更生动，学生在体验和参与中巩固知识、实践语言、提升能力。

本人深入剖析本课故事文本，在文本情境的基础上，合理创设故事前、故事中、故事后的整体教学情境，并运用丰富有效的教学策略，加深学生对故事的理解，充分巩固单元知识，有效激发学习兴趣，提升综合语用能力。故事情节生动、环环相扣、一波三折、回味无穷。教学时依据教学目标，注重故事教学

内容

确定

的语言理解、模仿表演和续编拓展。

故事前：森林里有一坐漂亮的房子，里面住着熊的一家。熊爷爷年纪大眼镜花、爸爸爱看书得了近视，他们都戴上了眼镜。故事中（课本故事）：有一天，熊爷爷找不到他的眼镜，熊爸爸帮他一起寻找，当他们找到各自眼镜戴上后，却头晕目眩，才发现弄错了。故事后：原来，调皮的Zoom把眼镜调了包。这时，熊奶奶也来找她的眼镜，而Zoom又捣蛋，让熊奶奶和熊爷爷也戴错了眼镜。三幅眼镜如此相似，爸爸想了妙招，

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给眼镜贴了相应的标签。Zoom捣蛋的念头又萌发了... 1.学生能够复习巩固句型:Where are …

Are they …?Yes,they are. No,they aren’t. 及家庭居室设施词汇:fridge, table, bed,sofa教学

目标

定位

等。

2.学生能够通过图片和上下文理解新句子：Those are my glasses. Let’s change our glasses.等

3.学生能够理解故事内容，正确、有感情朗读故事，生动地表演故事，并进行合理续编。

教学

重点

难点

1.故事中句子的理解：Those are my glasses. Let’s change our glasses. 2.对于整个故事的理解，模仿朗读与生动表演。

板书

设计

教学设计

教学

步骤

Step1. Warm-up& Revision

教师活动

1.

Greeting 2.

Let’s play: Hide and Seek

①T:First, let’s play a game. Look! I have a toy car. You can hide it and let me seek. （学生藏好后）Where is my car? Is it ...?

学生活动

建议说明

一学生将物品藏到某同学的课桌里。然后学生齐声说该物品的单词，学生根据教师离物品的远近来调节声音的低高，以给教师提示。

课前做简单且学生感兴趣的游戏，调动课堂气氛，又复习了旧知：询问和回学生做出相应回答：

答物品在哪里，②T:（找到toy car后)What’

Yes，it is./ 并区别单复数in it?Open it and see. Oh, a No,it isn’t. pair of glasses. Let’s hide and Yes,they are./ No,they aren’t. 的不同用法。

2

seek the glasses.（学生藏好后）Where are

呈现熊之家，通过走进熊爷爷的房间，复习房间设施物品的名称。之后分别聚焦熊爷爷和熊爸爸戴上眼镜的过程，为课本故事的学习做好自然的铺垫。

glassesr?Are they...? 3.

Bear’s Home (1)Bear’s House.

my

S:It’s big/beautiful...

T:Look! In the forest,there’s a house. Look at the house ,it’s..... T:Do you know? Whose house 学生猜测房子的主人

is it?(ppt出示熊之家) It’s

Bear’s House. And who are

they? Yes,this is Zoom ,this is

father bear. And they’re

grandpa,and grandma.They’re

family.

(2)

Grandpa can see now

S: I can see...(bed, ①T:Let’s go into the house. sofa,table,chair,phone,T(PPT出示熊爷爷的房间) V)学生充分描述房间的Look! This is grandpa’s room. 设施

What’s in it?

②Grandpa’s trouble

T: Grandpa is old. He can’t see S: (学生模仿说) clearly.(ppt呈现爷爷视线模Where is my...? 糊图).He always says...Where Where are my...？

is my...?Where are my...？（教

师模仿爷爷迷糊找物）

③T: One day, grandpa has S：I can see now. glasses. He is happy. He can Whereis/are my...？

see now. Oh,it’s /they’re... （板贴爷爷和眼镜图片）

(在教师引导下，学生扮

演熊爷爷自言自语说

话）

(3)

Father can see now

①（ppt出示熊爸爸到处看Ss: He reads books in 书）T: This is father bear. He the...(bathroom,garden,likes reading books. Look!He bedroom, kitchen). reads books in the study.

And...

3

②T: What happened?

（PPT出现熊爸爸看不清的样子）He can’t see clearly . T:Now, he has glasses,too.He can see now. （板贴爸爸和眼镜图片）What will he say? 1.Period1(故事图1、图2) ①Listen and check T:So grandpa and father have glasses ,they can see now. But one day, grandpa can’t find his glasses. What does he say? （板贴Where are...?）

S：

Oh, I can see now./They’re nice...

S: Where are

教师导入课本故事第一部分my （图1、图2），通过观察图片、听音判断来逐步理解故事，并模仿录音正确朗读。

glasses?

T: He asks his son.Do you see

my glasses?(出示课本图1 和

图2，其他两句隐去)

T: Look! There’s a pair of S1:Yes，they are. Step 2.

Presentation& Practice

glasses on the fridge.Are S2 :No,they aren’t.

those his glasses?

T: Maybe yes ,maybe no. Let’s 学生听录音判断

listen to the dialogue and

check.

T:Can you tell me are those Ss:No.

grandpa’s glasses?

T:So,those are not his Ss:Those are not my

glasses.Because he says... (教读those,板贴Are they...?）

glasses. ②呈现第一部分（图1、图2）

对话，跟读、分角色朗读

T:Now let’s listen and repeat

T:And now let’s read in roles. I’d like to act grandpa. Can you be father? T：Now,let’s change. ③T:Do you know whose glasses are those? G: Your glasses?(出示爷爷问学生跟读

学生和教师分角色朗读

学生猜测

T：Look！Grandpa asks his son:

4

熊爸爸) T: Maybe yes ,maybe no. 2.Period2(故事图3、图4) ①Read and judge (ppt呈现图3、图4,隐去对话) T:Look! Where are they now? T: There are two pairs of glasses. Whose glasses are those?Can you guess? (ppt呈现图3、图4的完整对话)

room and bedroom.

S1:They’re...’s.

S2: They’re...’s.

教师呈现课本故事第二部分S:They are in the living （图3、图4），通过观察图片猜测眼镜的物主、阅读文本判断、听读相应对话来理解故事，并模仿录音正确朗读。

教师呈现课本故事第三部分（图5、图6），通过观察图5，,猜测故事发展，在教师和动画的引导下理解后，再观察图6进行对话的补全练习，对故事高潮理解得更为深入。同时，模仿录音进行正确朗读。

T: Now please read the

conversation and find the

answer. ②Let’s judge

S1：Those are... T:Whose glasses are those on S2：Those are... the table/bed?

（板贴床、桌子图片）

③跟读对话、分角色朗读

学生跟读

T:Now let’s listen and repeat

学生小组间分角色朗读

T:And now let’s read in roles.

3.Period3(故事图5、图6) ①T: Now they find their

glasses.They put them on. But 学生猜测

what happened? Why are

they dizzy ?（课件出示熊爸爸和爷爷眩晕的样子）

T:They make a mistake. They put on the wrong glasses. (播放动画,演示眼镜交换的动作，教读

Let’s change our glasses）

②呈现p6，补全对话

T: Now, they change their glasses. How do they feel?What will they say? ③呈现对话，跟读、分角色朗读

学生跟读

学生补白

S1: Oh, that’s nice. S2: I can see you. ...

5

T:Now let’s listen and repeat

学生跟读

T:And now let’s read in roles. 学生同桌分角色朗读

Do it in pairs.

④再次确认眼镜物主

T: In fact.Whose glasses are S1/S2：Those are.../They

those on the table/bed? are...

4.Read and act

整体呈现故事，①

Watch the video

学生观看完整T: Do you like this story? Is it 学生看整个故事的动画

动画，整理感知funny? Now let’s watch the

whole story. 故事，加深理

②Read the whole story 解。跟读录音，T: Now let’s follow the video 学生跟着动画录音读故有感情进行朗事

and repeat. 读。最后再进行T:Now,let’s read in role.（分角学生小组间分角色配音

表演，巩固知色配音）

识。

③Let’s act.

T:let’s act the story. Please pay 师和一生表演示范后，attention the standard. Try to 学生同桌排练并表演

get more stars.

1.延续故事

①出示场景：Zoom躲在窗外偷笑

T:Who’s there? It’s Zoom. Why is he laughing? T:In fact,he changes the glasses.So grandpa and father Step3. Consolidation&Extension

make the mistake.What do you think of Zoom? T:Look! Grandpa puts his

学生猜测

S1:Oh，naughty Zoom! S2: Bad Zoom! ....

针对故事中冰箱上的眼镜做文章，引出熊奶奶找眼镜的后续故事。调皮的Zoom又一次把熊爷爷和熊奶奶的眼镜调了包，结果爷爷和奶奶又戴错了眼镜。学生根据教师创设的情境进行故事的续编。实现语言glasses on the bed.So he can

find it easily .Maybe it’s a

good idea. ②T:Do you have questions about the story?

(指着板书的三幅眼镜,和学生一起总结)We know, grandpa’s glasses are on the

any

6

bed. Father’s glasses are on

的实践运用和the table.Whose glasses are

能力提升。

those on the fridge? Do you S: Whose glasses are on

know? the fridge?

③T:Look! Who’s coming?

(出现熊奶奶):Where are my

glasses?

T: So those are grandma’s

glasses. （板贴奶奶、冰箱和

眼镜图片）

S2: Maybe those are...’s

Here comes grandpa.

What will he say? (熊爷爷带着奶奶去了厨房) (板贴：Yes, they are./ No. They are.....) (但眼镜不见了) T: Er,where are the glasses? glasses again. ④续编对话并表演

Ss: They are on the

fridge.

再次贴合生活实际，三幅眼镜如此相似，Zoom又喜欢捣蛋，爸爸想了一个好办法。让学生进一步感受到故事的自然、生动，兴趣盎然。

T: Look!Zoom changes the

T: What’s going on? Can you 学生猜测

continue the story and act?

Please pay attention to the 学生续编对话并表演

standard.Try to get more

stars. 2.How to find the glasses ？

①T: These three pairs of

glasses are so similar. And

Zoom often changes the

glasses.They often make

mistakes. ②T: Father has an good idea. He marks the glasses.Now, what will they say？

学生站在不同角色的角度充分表达

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1.Title for the story 学生充分表达自己对题让学生自己对整个故事进行梳理，自主表达故事的题目，他们对故事的理解更为深刻。

故事一波三折，贴了标签的眼镜还是会弄错，因为Zoom这次对标签做了手

脚。这让学生忍俊不禁，对故事的后续发展也颇为关注。

最后的续编作为作业来完成，也让学生有足够的动力和兴趣去完成，语言再一次得到实践和运用。

T:What’s the title for the 目的观点

story? 教师举例：

Three pairs of glasses Where are my glasses? Naughty Zoom! ..... T:You have nice ideas. I’d like to choose:Naughty Zoom! Step4.

Summary& Homework

Because this time,Zoom changes the labels of the glasses. What’s going on? That’s for your homework. 2.Homework ①1.Read and act the story in the book.听读课文故事并表演

②

Continue the story and act it out. 续编故事并表演

（Zoom把眼镜的标签调了包以后...)

8