C教案教学设计导入整理

新人教版PEP英语六下

Unit1 How tall are you?C Story time教学设计

利川市汪营镇石坝民族小学

钟良楼

教学内容 C. Story time 课 型 教学目标 ●

学生通过阅读趣味故事复习巩固本单元所学语言，并增加语言的输入。根据学生的具体情况制定不同层次的教学目标：能理解故事内容；能理解故事内容并能按照正确的意群及语音、语调朗读故事；能表演故事，还能恰当运用故事中的语言。 教学重点 能理解故事内容并能按照正确的意群及语音、语调朗读故事 教学难点 ●

能表演故事，还能恰当运用故事中的语言。 教学准备

课件

教学过程

： 一、1.教师与学生进行自由对话

Hello! Boys andgirls. It’s time for English again. Now first, May I ask you some questions:How tall are you? How heavy are you? Maybe it’s a secret. You can say it inyour heart. 接着教师问：Do you like watch vedios? Now, Let’s enjoya nice one.于是伴随着Goal! Goal! Goal!的音乐，播放足球赛视频在视频中凸显守门员的镜头。等视频播放完。课中呈现老师提问：What are they doing? 停顿几秒后，教师说：Yes, they are having a football match. 接着呈现守门员图片，教师问：Who is he?停顿片刻，给学生思考时间后教师说：Yes, He is a goalkeeper.Can you read this word? Now ,Read after me Goalkeeper! Goalkeeper!。

2.Chant

二、教师提问：

1. What can we call him(配守门员图片)？

2. What should a goalkeeper be like? 3. Do you want to be a goalkeeper in the football match? Why? 在课堂中，教师再次播放动画一遍，请学生回答三个问题，接着教师作出相应反馈，在学生理解背景了解核心词的基础上顺势引入故事内容。然后放故事板块的动画请学生先了解故事梗概。

三、教师提问：

Who wants to be the goalkeeper？

Deer and Giraffe cannot be the goalkeepers. Why ?

随后教师再问：Who became the goalkeeper at last ? 学生回答The hippo.后，教师继续提问：Why ? .Watch and answer.

① Have the students watch the video of the whole story and answer: Who will be the goalkeeper at last? Why? ② Make the

students know the meaning of ‘almost bigger than the

goal’ according to show them a picture. Look and guess. Show Pictures 1-4, Ask the students to look at pictures and try to tell the reasons: Why can’t they be the goalkeeper?

四、学生欣赏完整的动画。教师可将故事文本稍作调整，并用课件呈现，请学生分角色练习，然后分组表演。 五、板书设计： Unit 1 How tall are you ? goalkeeper excellent I’d lkie to have a try. He can’t catch the ball. Football needs teamwork. 六、Homework:

1、请独立地用自己的语言回答以下几个问题：Who is thegoalkeeper at last? Why? What can’t Mr Zebra or Mr Deer be the goalkeeper?

2、尝试着跟同伴们一起表演该故事。

教学反思 本课时的重点是通过故事阅读，巩固本单元的重要知识点，同时对学生进行 一定的课外知识拓展和能力拓展。本课时的亮点在教师以让学生观看世界杯比

赛视频为切入点，利用激动人心的比赛，直接吸引学生的注意力，进而拓展世

界杯知识，丰富学生的视野，同时也为本课的阅读做了很好的铺垫，降低学生的阅读文化背景困难。