Cppt课件教学实录

义务教育课程标准实验教科书PEP五上

3C Story time

At the Farm

温州市沁园小学

周培培

一、教学背景

1. 教材分析

本课是故事课，内容选自PEP教材五年级上第三单元What would you like to eat?中的C部分。本课内容为At the farm，主要讲述了Zoom来到Zip的农场，Zip用农场里新鲜的蔬菜做成健康美味的蔬菜沙拉招待Zoom。通过本课阅读趣味故事，学生复习巩固本单元核心句型以及描述食品特征的单词，整合学生已学过的语言，并增加学生的语言输入，拓展语言运用的机会。

2. 学情分析

五年级的学生通过2年的英语学习，已具备一定的英语语言能力，掌握了基本的学习方法，形成了良好的语言习惯。在此之前，学生已在本单元学习了很多描述食物特征的单词，如：fresh, healthy, delicious, hot, sweet，和核心句子：What would you like to eat? What’s your favorite food?；同时，学生在四年级下册第四单元中学习了较多蔬菜和动物的表达。学生的这些前期的语言和知识的积累都能在本堂课中进行巩固和运用，成为这堂课的设计起点。在此基础上，学生进行趣味故事的阅读学习，同时教师通过完整连贯的情境创设和语言整合，发散学生的思维。

二、教学目标

1.语言交际目标

（1）复习巩固单元核心句型以及描述食品特征的单词，能够在语境中理解“Be careful!”以及其回答“I will. Thank you”的意思，并能正确运用。

（2）能够在图片和教师的帮助下理解故事大意，能用准确的语音、语调，朗读故事和表演故事，并且恰当的根据语境进行故事内容创编。

2. 思维认知目标

（1）能运用捕捉关键词的听力策略，提取关键信息，并做出正确选择。

（2）能通过有趣的故事情境，激发学生的表演欲望；并通过小组对话和讨论，

学生学会自信得用英语与人合作和交流。

3. 社会文化目标

体验在农场里享受晚餐的快乐，养成健康饮食，均衡饮食的良好习惯

三、教学重难点

1．教学重点：

通过阅读趣味故事，复习巩固单元核心句型以及描述食品特征的单词

2．教学难点：

通过情境的创设，让学生在情境中整合语言，拓展语言的运用，并进行故事的自然演绎，是本课最大的难点。

四、教学准备

PPT、单词词卡、微课视频、平板电脑（教师用）、学习单、人物头饰。

五、教学过程

Stage 1. Revision and lead-in

Activity 1. Sing a food song

Activity 2. Do brain-storming about food Activity 3. What would Zip and Zoom like to eat? ① Guess and say ② Watch the video and match （学习任务单）

视频文本：Hello, I’m Zip. I have a vegetable farm. It’s big and nice. Look, there are many vegetables. Carrots, green beans, tomatoes, onions and potatoes. Vegetables are my favourite food. I’d like a salad. It’s healthy. I’d like some carrots. They’re fresh. Hello, I’m Zoom. I have an animal farm. It’s awesome. My favourite food is meat! I’d like some beef. It’s delicious. More beef! Forty kilograms, it’s OK. I’d like some chicken. It’s delicious. More chicken! Fifty kilograms. I’d like some mutton. It’s yummy. More mutton! Sixty kilogram! Oh, no! More and more. I want it. Bang!

Oh, no! Big fat Zoom! Look at you! Yes, I’m so fat now!!! At the party, no girls dance with me! At the clothes shop, no size for me! Oh my god! I can’t get into my car! Little Zip, what should I do?

③ Zoom is very fat now! Can you give Zoom some suggestions?

【设计意图】通过歌曲和头脑风暴，激活和复习了有关食物的单词和核心句型：What would you like to eat? I’d like ....，同时营造了良好的学习氛围；接着，引导学生猜测Zip和Zoom想要吃什么，并通过教师自制的视频，学生捕捉到Zip和Zoom的信息。同时借助视频，为本节课创设故事情境：Zoom吃了过多的肉导致变胖了(出现Big fat Zoom)，以及变胖后遇到的各种麻烦，为接下来课文的故事情节做好铺垫，合理引出Zoom去到Zip的农场，并提出想吃沙拉。

Stage 2. Presentation and practice Step 1. At Zip’s farm Activity 1: Let’s listen ①What are they talking? (Listening recording: Zoom: I’m hungry. Zip: What would you like to eat? Zoom: I’d like a...

)

②Guess what would Zoom like to eat? Activity 2: Watch and answer Ss watch the whole story and find the answer. （What would Zoom like to eat?）

Activity 3: Listen and answer (listen to the recording about picture1 &2) Question1: What’s in Zip’s farm?

Question2: Does Zoom like the vegetables? And why?

Activity 4: Let’s read ①Teacher is Zip, students are happy Zoom.

② Pair work : One is Zip, one is happy Zoom. Activity 5: Let’s sing ① Enjoy the song together ② Sing with Zip and Zoom 【设计意图】通过第一次完整故事欣赏（无字幕），达成整体语篇的输入，学生回答问题：What would Zoom like to eat at Zip’s farm?，再进行第1、2幅图的具体处理，通过听力，回答两个细节问题，从而增强学生对这两幅图的认知理解。此时，引导学生观察Zoom的表情变化，出现了Happy Zoom。通过两人合作的角色扮演，操练前两幅图的对话，落实文本，并强调Happy Zoom。之后，在开心的气氛中，学生同Zip和Zoom齐唱由教师创编的歌曲，以此来传达农场中蔬菜的新鲜和美味。同时，也体现出蔬菜都已经准备好，可以开始制作salad，从而自然过渡到下一环节。

Step 2. Make a salad Activity 1: Listen and order: How to make a salad? （学习任务单）

(Listening recording: Are you ready? Let’s make a salad. Step one: 洗菜的音效. Step two: 切的音效. Step three: 挤沙拉的音效. Here’s a salad. Can you make a salad?) Activity 2: Read and match :Work in four

①Work in four: read and match（学习任务单）

② Check the answer, then listen and repeat.

Activity 3: Say and act

T: Look, Zip is cutting the carrots. Cut cut cut Zoom says..... Now, look at these two scenes. Can you act out with your partners?

【设计意图】通过听一段教师自制的音频，学生通过完成3幅图（图3、4、5）的排序，知道如何制作salad。借助这段较为生活化的音频，简单的体现出salad的制作过程，学生感知并了解图3,4,5的图片内容。在完成图片排序的基础上，学生通过4人小组合作，完成这3幅图的对话配对，并进行跟读模仿，从而学生进一步掌握了图3,4,5的对话内容。接下来，聚焦到第4幅图，让学生进一步理解“Be careful!” “I will. Thank you.”的意义；并通过两个场景，让学生在情境中操练和运用此类句型，并将其演绎出来。

Step 3. Eat a salad Activity 1: Read and say

Open the books and read the whole story to find what else is also fresh.

Ss: Fresh milk. T: Here’s some fresh milk. What does Zoom say? Ss: Thank you. Dinner at the farm is great. T: Zoom thinks dinner at the farm is great. How do you think of the farm? S1:...... 【设计意图】通过打开课本，通篇阅读故事，学生自主寻找出农场还有什么新鲜的东西，此时学生的学习策略得到了进一步的提升。同时，Zoom says “Dinner at the farm is great”，再次体现Zoom在农场里享受晚餐的快乐。通过挖掘此句的情感信息，发散学生思维，引发学生思考，让学生自由的表达对Zip’s farm的感受。

Step 4. Story time

Read the story by yourself. And then act out the story. 【设计意图】在图片和教师的帮助下，学生已充分理解整个故事内容并能有感情的朗读故事。通过这一环节，学生进行角色扮演，将整个故事更加生动、完整的演绎出来，并上台进行展示。

Stage 3. Consolidation and production Activity 1: At ZZ farm ①

Watch the video

T: Look, at first, it’s a fat sad Zoom.And then he goes to Zip’s farm.

He is very happy. What will happen next? Let’s watch the video. (视频文本：Dinner at the farm is great! But I am still fat. I should do more! Less chicken, more onions. Less fish, more salad. Oh, no! Eighty kilograms. I’m still fat! Less mutton, more apples. Less beef, more tomatoes. Sixty kilograms. I eat vegetables and meat every day. Wow, fifty five kilograms. I’m a handsome boy. I run in the morning. I play basketball in the afternoon. And now I do kung fu every night. I do exercises every day! Wow, forty kilograms! I did it! Welcome to our TV show: Who is the healthy star of the year? Is it Monkey king? No, no,no,no! Is it Zip? Of course not. The healthy star of the year, let’s welcome Mr. Zoom. Hey, guys. I used to be eighty kilograms, but now I lose half of my weight. Now, I have a healthy life. You know, Zip has a vegetable farm. And I have an animal farm. But now we make a new farm, called ZZ farm. It’s a healthy farm. There are many vegetables and animals. If you are too thin, you should go to ZZ farm. And if you are too fat, you also should go to ZZ farm. I’m Zoom, the healthy star.) 【设计意图】本段教师自制视频，讲述了Zoom在Zip农场里享受了蔬菜的美味后，开始调整自己的饮食习惯，通过均衡饮食和体育锻炼，Zoom恢复了正常的体重，并和Zip合并创办了一个新的农场ZZ farm，成为了一个家喻户晓的瘦身明星。教师通过自制视频，使整个故事围绕Zoom形成一条完整的故事和情感发展线，从fat sad Zoom→ happy fat Zoom（At Zip’s farm）→slim happy Zoom。同时通过这段视频，学生的情感进一步被激发，在无形中宣传了健康饮食和体育锻

炼的重要性。

②

Talk about the ZZ farm T: Who is the healthy star? Ss: Zoom! T: Look, where are they? Ss: They are at ZZ farm.

T: Yes. Look, Z is for Zoom. Z is for Zip. Do you like ZZ farm? S1:.... ③ Introduce two friends: Sogo and Pango

T: Sogo is coming. What’s he like?

S1: He is too thin. T: Yes, so what should Sogo do? T&Ss: Hey, Sogo. Go to ZZ farm. T: Pango is coming. What’s he like?

S1: He is too fat. T: Yes, so what should Pango do? T&Ss: Hey, Pango. Go to ZZ farm. ④Group work: Make a new story about Zoom, Zip and Sogo or Zoom, Zip and Pango T: Look! ZZ farm has a healthy menu. At the ZZ farm, what would they like to make? What would they like to eat? Now, take out your learning sheet and make story. ⑤Healthy diet, healthy life! T: Look, Sogo and Pango say... Ss: Thank you, Zoom! Thank you, Zip! Dinner at

the ZZ farm is great! T: Listen.

Listening recording: (Zoom) You’re welcome. Healthy diet, healthy life! If you have any healthy problem, you can call me at 666888. 【设计意图】通过完整的情境创设，引入Sogo(too thin)和Pango(too fat),学生扮演Zoom和Zip在ZZ farm中为其挑选均衡饮食的菜单，并通过3人合作，自主创编全新的对话。在这一对话创编过程中，本单元的核心句型、描述食品特征的单词和简单的食品制作过程等等学过的语言都得到了恰到好处的整合，同时本故事的容量增大，学生的语言运用得到了拓展。

六、作业布置

1. Read the story about Zoom & Zip（P31）

2. Share your new story with your friends 七、板书设计