C课时教学实录

Unit 1 How tall are you? C story time 课时分析

Story time引导学生灵活运用语言，培养学生的口语表达能力，激发学习英语的兴趣，增强团队合作的意识。

Story time板块呈现的是Zoom 和Zip招聘足球守门员的故事。此故事阅读性强，情节有趣，贴近学生的生活，符合学生的心理，激发学生阅读的兴趣。通过故事的学习，复习巩固本单元句型How tall are you? How heavy are you? I’m… He’s bigger than…

以及借助图片和上下文理解新句子：Football needs teamwork. Story time.采用引导学生初步感知、深入学习、角色表演等方式巩固语言，发展语言。故事的词汇量大，教师要给学生调整文本，降低难度，使学生能够成功体验到角色表演的快乐。

课时目标

(1)通过故事复习巩固本单元的重点语言。

(2)能够表演故事，恰当运用故事中的语言。

(3）培养学生学习英语的兴趣，增强团队合作意识。

课时重难点

1.重点

(1)能够理解故事内容。

(2)通过故事复习巩固本单元的重点语言。

2.难点

能够表演故事，恰当运用故事中的语言。

教学准备：课件、动物图片、自制动物头饰

教学过程

Step 1 Warm up Greeting T: Good morning, everybody. Ss: Good morning, teacher. T: How are you today? Ss: I’m fine, thanks. T: What’s the weather like today? Ss: It’s sunny/windy…

T: Yeah, it’s a sunny day. So I feel happy. Are you happy, boys and girls? Ss: Yes, we’re happy, too. T: Ok. Are you ready for English class? Ss: Yes. We’re ready. 设计意图：通过与学生之间互相问好，询问天气、心情等话题，拉近与学生之间的距离，为正式进入学习而准备。

Sing a song. T: Great, boys and girls. Do you like listening to

music? Ss: Yes. T: Before our class, let’s enjoy a song” My small cat”.（播放课件。）Can you sing? Ss: Yes, a little. T: It doesn’t matter. Let’s sing together. T and Ss: My small cat, my small cat…

教学资源：课件

设计意图：歌曲的导入，吸引了学生的学习兴趣，活跃了课堂气氛。既巩固了已学的知识点，又为引出新知做铺垫。

Step 2 Presentation 1.T：Let’s listen to a story. Before the story, I want to ask you some questions? Can you play football? S1: Yes, I can. …

T: Have you ever been a goalkeeper? … 2.

播放动画课件，整体感知。

T: Zoom and Zip need a new goalkeeper. （板书goalkeeper. 学习goalkeeper.）Who wants to be a goalkeeper? Let’s listen to the tape. 3.

学习故事，了解故事大概。

T：Who wants to be a goalkeeper? Ss；Giraffe , Zebra and Deer.(张贴长颈鹿和梅花鹿图片。) T： Deer and Giraffe cannot be the goalkeepers. Why? 阅读故事，两人一组完成填空。

Deer is ________ meters. But he is ________ than Zebra. Zebra is ________ meters. But he can’t catch the ________. Giraffe is ________ meters. But his neck is too ________. The others can’t ________ him. 4.师生共同分析梅花鹿、斑马和长颈鹿不能当守门员的原因。

教师引出句子：Football needs teamwork. (板书句子，理解teamwork，跟读句子,讲解句子。) 5. T: Who became the goalkeeper at last? Ss: The hippo.( 引导学生回答。张贴河马图片，教读hippo。) T: Why? Ss: He’s almost bigger than the goal. 6.再次欣赏故事，分角色朗读故事。

T: Listen and follow the tape. T: Practice this story in pairs. (小组分角色读故事)

教学资源：课件、图片、

设计意图：先初步欣赏动画了解梗概，然后再阅读故事，分析内容，最后再次欣赏故事。层次清楚，大大的提高了学生的阅读理解能力。

Step 3 Consolidation T: It’s an interesting story. Who want to be Zoom? Who want to be Zip? Who want to be Zebra? Who want to be Deer? Who want to be Giraffe? Who want to be Dog?Who want to be Hippo? (将全班分成几个大组，进行角色练习。然后分组表演故事。) 教学资源：自制动物头饰

设计意图：分角色表演故事，是学生非常喜欢的活动形式，给学生创造了展示自我的机会。复习巩固了本单元所学的语言，增加语言的输入，同时培养学生的合作意识。

Step 4 Homework Act out the story with your story.

板书设计

C Story time

Football needs teamwork. can’t reach hippo bigger than the goal can’t catch the ball

goalkeeper short