C教学教案设计

PEP小学英语五年级下册

Unit 6 Work quietly Part C Story time教学设计

江西省萍乡市城区小学 朱艳芳

一、教学内容

本课时的教学内容为：新版PEP五年级下册Unit 6 Part C Story time。本故事呈现的是Zoom和Zip在电影院看电影时不注意公开场合行为规范所引发的故事，通过趣味故事复习与巩固现在进行时态和行为规范的语言，并且还要通过图片和上下文拓展理解film,gorilla,popcorn,exciting,crunch,sign等单词。

二、设计思路

结合五年级学生的身心特点、兴趣爱好，本课的设计特点是小组合作学习、体验和角色表演。课堂中我充分利用多媒体课件创设语境，让学生在情境中理解故事，体验角色心情进行，并在小组中自学生词、操练台词、续写故事结尾进行合作表演，最后布置家作学生仿照课文自编在其他公共场合规范行为的相关对话。在教学中我非常注重以学生为中心，把课堂时间还给学生，鼓励学生加入到朗读、体验、表演活动中来，设计活动吸引学生最大程度地进行听、说、演的练习。

三、教学目标

1. 知识技能目标

a. 复习与巩固现在进行时态和行为规范的语言

b. 理解film,gorilla,popcorn,exciting,crunch,sign c. 理解对话内容, 自编在其他公共场合规范行为的相关对话，并能运用到生活中。

2. 情感文化目标

a. 培养学生在小组活动中的合作自学能力。

b. 培养学生对动物的热爱。

c.教育学生在公共场所的规范行为。

四、教学重难点

1. 教学重点是帮助学生有感情地朗读和表演，注意句子重音和连读。

2. 教学难点是理解生词，并能在课堂中大胆自如的复述课文，表演课文、展现自我。

五、板书设计

Unit 6 Work quietly C story time

Cinema

Dog

Cat

Rabbit Snake

gorilla noise film sign 1 2 3 4

great, big ,strong

exciting

keep clean

eating a banana

六、教学步骤和说明

Step 1. Warm-up and revision.

1.

T: Boys and girls.Are you ready for English class ,may having English is so exciting. But at classroom we should talk quietly. Ok? Class begins. 2.Do you like animals? Look, we have 4 groups here, group1 what animal do you like?（将全班分成四个组，并用学生自己喜欢的动物为组名）

3.T：Oh, you are too noisy, be quiet, please! Children ,in classroom we should talk quietly.Let’s some actions to warm up.

Let’s act as some animals. Stand up ,please.(提醒学生在教室里要轻声说话，为今天的主要教学内容作铺垫，并用模仿动物表演作为热身活动，既复习动物又复习现在进行时的动词词组。) T:Act like a tiger running quickly. Act like a rabbit running quickly and then slowly. Act like a bird flying happily. Act like a monkey . Step 2 Presentation 一、.Presentation of the gorilla T: I think this boy is a good monkey . Please come to the front of

the blackboard. And act like a monkey eating a banana happily , then eating quickly . (复习现在进行时，模仿猴子，为导入gorilla作铺垫) T：OK. Thanks , go back to your seats. Boys and girls. Now sit quietly. Look, is this a monkey too? Ss: No.

T: What is this animal like? S: It is big and strong.

S: It is fat.

Ss: It is very black. T:Actually ,it is a gorilla. （导入新词gorilla，为故事导入做铺垫，并将生词贴在黑板上，以助于之后的故事复述。）

二、Presentation of the story 1、Before reading T：You know, there is a very famous gorilla .Look , it’s a film named King Kong. (导入新词film,并贴上黑板,用开火车形式操练单词film) T：So let’s go to the cinema(电影院)to see this film. T: Before the film ,we should pay attention some signs,(用“大小声”形式操练单词sign). Look at the signs: Talk quietly. Keep clean. No eating. T:(播放电影金刚片断) T:How do you feel about the King Kong? S:It is so big and strong. S: It is so cool and lovely. T:How about the film? Let’s listen to Zoom and Zip’talking. 2.While reading 1)Watch the flash once. 2)Follow the flash to read the story together. 3)T:How many animals can you see in this story? S:Tiger.S: Zoom and Zip. S: Rabbit.

4) T:Let’s read after it again. Boys read as Zoom, girls read as Zip, the whole class read as tiger, I am the rabbit. Ok? 5)T:Girls did a good job. Now change.This time ,group 1,2 read as Zoom, group3,4 read as Zip. The whole class read as the tiger again. 6)T:Excellent! Can you read it by yourselves? Before reading ,boys and girls please pay attention to the sentence stress and connection of sounds. Such as : eating a banana big and strong Look at the…

(教师强调朗读中的语音小细节，朗读时的“句子无重音”“拖尾音”和“不连读”是容易被学生忽略的地方，需要经常提醒学生注意。) 7) T: OK. Group 1.2 ,you read as Zip. Group 3,4 you read as Zoom. The whole class read as the tiger. 3.After reading 1)T: Your reading is great. I have 3 questions here. Can you answer? ※How is the film? ※What is that noise in cinema? ※Who is angry ? 2)Check the answers and let the students to show how they understand these new words such as: draw popcorn; ask someone to make a noise; ask someone to act as seeing an exciting film.(设计思考性问题，让学生用肢体语言或绘画等形式表达自己对生词的理解，这样既发挥了生生学习的作用，又以多种形式检测学习效果，把更多的课堂时间还给学生去表现，而不仅仅是老师一个人的“一言堂”，把重点单词和词组板上黑板，以助于接下来的故事复述) 3)T:Thank you for your teaching. You are good little teacher. Look at the blackboard. We have some key words here. Who can have a try to retell the story ? (用黑板上的关键词帮助学生记忆故事情节和内容，以助于接下来的小组合作表演。) S: I love the film. ……

T：Good job. 4）T：What will happen next? Talk about your own ending in your groups and then act out the whole story. Step 3. Show time

Role-play show.(把时间留给学生表现自己，同学们续写的结尾很有想象力。

有的组设计了电影中的大猩猩跳出来要吃掉Zoom, 有的组设计了Zoom和Zip 一起打扫了地板，有的组设计的是生气的老虎要吃掉Zoom……) Step 4 Sum up 1.

T：You are good actor and actress. From the story we know: at the cinema ,we should talk quietly and no eating loudly. And what should we do at other public places such as library, teachers’ office, subway, computer room…

S: We should talk quietly in the library.

S: We should not eat and drink on the subway. 2.

T:Please take out your exercise books to write down a new dialogue which happens another public places.Here is an example, let’s read it firstly. A: I love the computer game. B: Yes. This game is great! A: Wow! It is exciting. C: What's that noise? B: I'm eating popcorn. C: Look at the sign. No eating. B: Sorry! D: Shh! Talk quietly! A/B/C: Sorry! D:And you should clean the floor too. B:Oh, ok. 3.

Ask someone to read his own dialogue. 4.

T: Boys and girls, today what we have learned? Should we talk quietly at the cinema? Ss: Yes. T:Should we eat popcorn loudly at the cinema? Ss: No. T:Boys and girls. Time is limited . Please finish your writing after class. Here is your homework. Rabbit Group is the winner. Congratulations! Step 5 Homework 1.

Finish your writing. 2.

Remember the story’s line.

七、教学反思

本课时的教学内容是六单元的 C 部分Story time，属于复习课，除了理解几个生活中常见的新词，没有出现新句型，因此我将教学时间更多地用在鼓励学生有感情地、有动作地、有体验地朗读课文，并在小组合作中表演出来。在课堂中，我只在关键的句子重音和单词连读等语音上给于引导，其它时间都尽量留给学生去体验、表演，甚至让学生自己当小老师去教其他学生，充分尊重和发挥学生的主体地位。 学生课后反馈说：这节课上得很开心，很轻松，在表演中掌握了本节课的内容，印象深刻。看到同学们有趣的表演，整个课堂气氛轻松，孩子们在欢乐中更快地学习、更愉快地体验和模仿朗读，效果很好。