C优质课教案设计

Unit 4 What can you do ? Part C Story Teaching aims: 1.

Students know the main idea of the story between a snake and a rat 2 .

Students get more interest in English through telling a story and act out story 3 .

Students are aware of that when the danger is coming,they should keep calm and try their best to help themselves out of the trouble. Key points: 1.consolidate the key sentences in this unit . What can you do? Can you_______________? Yes, I can. /No,I can’t. 2.Know the main idea of the story 3.inspire students interest in English and be happy to talk, to act …

Difficult points: do things , Don’t throw me into the lake.

Teaching Aids: PPT,

word cards,

the topknots of a rat and a

snake , a flower, some story reports,some story texts

Teaching procedure: Step I:

Pre -reading 1.Review and free -talk T: I’m your new teacher.

First, I want to introduce myself .

I’m Linda. I’m an English teacher.

I can speak English.

Actually, I can do many things.

Look,! I can_________(play basketball,swim,sing...)(TPR) What can you do? Can you__________? 设计思路：

利用孩子对老师总是充满好奇心,愿意和老师亲近这一心理特征，老师先是介绍自己的一些特长，转而问问孩子们会做哪些事情，师生之间的交流真实自然，同时又复习了本单元所学的重点句子，What can you do?I can_________.Can you ________?Yes,I can./No,I can’t.不仅激发了孩子的表达欲望，活跃了课堂氛围，同时又唤起了孩子的旧知，为新课的呈现做了很好的铺垫。

2. Show the pictures of a rat and a snake T: You know I can draw.

Actually, I like drawing cartoons.

Look at my pictures.

This is a rat/ snake. What do you think of the rat/the snake? Maybe a word or a sentence. Anything you want to talk. (little,big,smart,clever,lovely,dirty,disgusting,fierce ,cruel,ferocious,cold-blooded,ungrateful...) 设计思路：

老师出示自己画的小老鼠和蛇，引导孩子们谈一谈自己对这两种动物的印象，自然引出今天所学的故事中的重要人物a rat and a snake. Step II

While-reading 1 Predict the story (show picture1-2 one by one) Teacher shows students picture1-2 of the story and predict What happened? T: Today I’ll tell you a story about a rat and a snake. Show picture 1first. Here are two questions for you. 1.What do you see from this picture? 2.What could happen between the rat and the snake? Students predict. Play the tape of picture1.

T: Oh,this is a hungry snake. Show picture 2 The snake catches the rat. Teacher pretend to be a snake to catch a student. I’m hungry. I want to eat. T: If you are the rat,

What will you do? Invite 4-5 students to talk. 设计思路：

呈现了故事的第一张图，引导学生猜测，即将会发生什么？学生的思维很活跃，有的说蛇要吃老鼠，有的则说蛇要和老鼠做朋友！紧接着出示了第二张图，也就是蛇抓住了老鼠的图片以后，再次引导学生，设想你是老鼠，你该怎么做？学生的回答则很是精彩，有的说要为蛇找更多的好吃的；有的说家中还有年迈的母亲，等着自己照顾；有的说自己生病了，蛇如果吃了它，也会生病的；有的学生说大声呼救；有的学生更是脑洞大开，说要为蛇介绍女朋友。可以说孩子们的兴趣特别大，个个都在积极思考，都抢着和老师说一说自己的好办法，都想成为一只机灵的老鼠，幸免于难。

2.Come close to the story(Picture3-Picture4) T:Let’s

have a look what the rat will do? Listen to the tape of

Picture2-3.

Rat:Dear snake,wait a minute.I can do things for you. Snake:Oh,What can you do? Teacher show some pictures to explain the phrase “do things”

T: As a teacher, I do a lot of things for my students. Example: give lessons, correct your homework,write my teaching plan,care about them.. And your parents do most things for you. When you were a baby, they look after you,teach you,help you,care about you. Teacher shows the picure3-4 . The rat can sing for the rat. The rat can dance. Put the word cards on the blackboard. 3.The end of the story(picture5-6) T: Now, the rat tries her best to do things for the snake. Make students talk ! If you are the snake, will you let the rat go? Teacher invite some students to talk.Teacher give students the corresponding evaluation. You are a _______snake.(hungry,cold-blooded,bad,kind...) If you are the rat, what will you do? Do the same as the snake.

Let’s go to the picture 5-6.

Look at picture5. The rat is scared and shouted. Can you guess What happened? Teacher show the dialogues of picure5 Play the tape. No,Don’t throw me into the lake. Students imitated. T:Children,the rat can swim? Teacher show picture 6. 设计思路：

故事共六幅图，第1-2幅图呈现给孩子一个故事的背景，引导孩子对故事进行预测。图3-4呈现故事的发展脉络，引导孩子围绕故事的发展为主线，了解故事的梗概。注意这一部分故事要以关键词为板书，清晰的呈现故事的脉络，以便于后面孩子的表演。图5-6要逐一呈现给孩子，既要揣测蛇的心理，同时又要引导孩子理解小老鼠在发现蛇根本不会放了自己，从而由讨好蛇乞求蛇转而积极的思考其他途径自救的心理变化。

Step III

Post-reading 1.Let’s listen to the story and imitate. Boys act as the snake, girls act as the rat.

设计思路：

故事的整体听与模仿朗读特别有必要，但是在什么时候读很有讲究。我在设计本篇故事时，在前面的P re -reading ,While-reading中，基本上让孩子都处于一种silent reading的状态，我通过引导学生观察图片，发挥想象，预测故事，角色打入，创设情境等多种方式引导孩子逐渐了解故事的整个发展，在这一过程中，思维有碰撞，有火花，而现在再将故事整体的呈现给孩子，完整的感受整个故事，同时模仿语音语调，既为后面的表演做铺垫，又符合学生认知的特点，先整体到局部，再由局部到整体。

2.Let’s think and discuss Give one word for the rat and the snake. What do you think of the rat? What do you think of the snake?

3.Make a story report Name ___________

Name of the story:________

Who are the main characters in the story? _______________.

Tell us about the story

Beginning_____________ Middle________________ End__________________

I learn________________ from this story.

设计思路：

制作属于自己的故事报告，一方面有助于回忆巩固该故事，梳理出完整清晰的故事脉络，为孩子们的复述故事，表演故事做铺垫，另一方面也引导学生学会整理收集资料，形成读有所思，思有所得的好习惯。

4.Act out the story

Homework:

1. Make your story report

2 .Act out this story with your partner.

3. Make your own story about the rat and the snake

Blackboard design:

Unit 4What can you do? Part C Story

Can you sing?

Yes, I can. Can you dance?

Yes,I can.

Can you swim?

No,I can’t. Don’t throw me into the lake,please.

A silly snake

a clever and brave rat

Teaching reflection: 优点：

1.导入自然，师生围绕自己会什么亲切交流，既复习了本单元的重点，也为后面的故事学校做了充分的铺垫，这一环节比较高效，短，频，快。

2.由于本篇故事篇幅不长，难度不大，所以并没有像往常一样，一下子就把图都给孩子们，而是逐一呈现，引导学生观察，想象，积极思考，孩子们的兴趣很高，想法也很独特，师生均有很多意想不到的收获，这大概就是所谓的有生命力的课堂吧。

3.故事报告卡的制作。课堂有不仅能说，能演，还要落实到写。制作属于自己的故事报告，一方面有助于回忆巩固该故事，梳理出完整清晰的故事脉络，为孩子们的复述故事，表演故事做铺垫，另一方面也引导学生学会整理收集资料，形成读有所思，思有所得的好习惯。 4.故事的表演将故事课推向高潮。学生们一个个跃跃欲试，人人都是大演员，孩子们模仿着蛇和老鼠的语调，演的惟妙惟肖，甚至还有一个同学，一边扮演蛇，最后还将蛇的结尾也改了，大概觉得蛇太饿了，自己又在扮演蛇，有点于心不忍吧。

不足：

1.

导入部分我出示了自己画的蛇与老鼠，引导学生说一说对老鼠与蛇的基本印象，很多学生由于词汇量不够，只会用几个常见的词来说，或者简单的回答我的问题，Do you like it?Yes,I do./No,I don’t.

2.

拓展环节，我让学生制作故事报告卡，中间有一项要求学生填写从故事中学到了什么，很多学生由于受故事情节影响，纷纷选择的是老鼠，从老鼠身上学会了怎么怎么样？实际上，从蛇身上我们也能学到很多，比如，If you decide to do it, do it please.Don’t hesitate.这一块我处理的不好！孩子们思考问题的角度和深度可以更好的。

3.

故事表演环节，学生们当堂学完就去演，是很有难度的，我其实应该在进行到表演环节的时候，在课件中加上故事的文本，让学生看着大屏幕说，比低着头看书强多了。

4.

板书设计时考虑将关键词(do things,sing,dance,swim...)贴在黑板上，同时贴上我画的两个动物图片，引导学生围绕板书，就可以梳理故事的发展过程，有助于很好地复述或者是表演，可是由于借班上课，前面互动环节进行的稍显拖沓，所以后面就比较仓促的带孩子回顾了下，没有很好地发挥板书的作用。