C教学实录

教学材料：人教小学英语四上Unit 2 C Story time

教师

姓名

严凤

单

位

上课

年级

四

课题名称

宁波市东柳小学

PEP 3 Unit 2 My schoolbag Part C 教学

材料

分析

该故事板块呈现的是一只猫悄悄钻进Zoom的书包,跟着Zoom来到教室,并在上课时蹿出, 吓到老师的故事。通过幽默诙谐的故事让学生懂得学会整理，从小养成好习惯是美好生活的必要条件。本课时除了复习巩固

English book, Chinese book等有关各种书籍的单词帮助学生熟练掌握本单元的目标词汇，同时学生还可以通过图片和上下文理解文中Put away your books. Is everything in your schoolbag? Take out your books, please.等新句型，并让学生通过故事的朗读和表演理解并熟练掌握这些目标语，并达到实际运用的目的。

本着read for fun & read for thinking 的宗旨，本课教学中教师以猫为线索，围绕卧室、餐厅和教室创设了三个真实而生动的情境，强调让学生通过观察和理解情境，体验故事中的语言，预测故事内容和情节走向和表达情感。并通过开展与故事相关的多种教学活动，如听故事，看故事，读故事、讲故事、演故事、续编故事等发展学生的阅读技能、促进学生语言能力、思维能力、想象力等多种素养协同发展。

四上Unit 2 Part C Story time 1.

通过阅读趣味故事，复习巩固本单元所学语言，增加学生语言的输入。

2.

通过创设真实的情境和对故事图片语境的大胆猜测与想象，能够在理解故事的基础上尽情享受表演的乐趣。

3.

能在故事阅读中理解Put away your books. Is everything in your schoolbag? Take out your books, please.等新句型，并能够在表演中恰当运用故事中的语言，完成续编任务。

4.

通过体验式学习和做中学，培养学生养成及时整理的好习惯。

教学重点：

1.

能够听懂和正确朗读所学故事并表演。

教学难点：

2.

能在故事阅读中理解Put away your books. Is everything in your schoolbag? Take out your books, please.等新句型，并能够完成续编任务。

Unit 2 Part C

（Careful）Careless Zoom

Put away your ...

Take out your ... 教学

设计

说明

教学

内容

确定

教学

目标

定位

教学

重点

难点

板书

设计

Put away your school things every day. Keep your schoolbag clean.

教学设计

教学

步骤

教师活动

1.Show game唤醒本单元相关词汇。

T：Let’s play a show game, ok?

Show me your schoolbag.

Show me your English book. Show me your pencil box.

Take out your Chinese book. Put it on the desk. Take out your eraser. Put it near your pencil-case. Take out your math book. Put it under your bag. 老师用动作帮助学生理解Take out的意思并引领学生做动作。

2.教师播放Let’s do进行复习巩固。

T：Let’ s do from the cartoon.

3. 教师带领学生整理书包，并初步感受put away的意思。

T：Oh! Look at your desk. What a mess！

Can you put away your Chinese book\eraser… ?

T：Is everything in your schoolbag?

4.教师引出白猫线索，带领学生步入故事情境。

T：Look, I have a schoolbag, it is heavy too. What’s in it?

T：Look, a cat! What a surprise! What do you want to know about the cat?

T：Zoom likes Mimi very much. But, Mimi is very naughty. She often runs 学生活动

复习本单元有关书籍的单词，活跃课堂气氛，同时在游戏中理解Take out的意思。

学生边说边做：

Put your Chinese book in your desk. Put your pencil box on your English book. Put your math book under your bag. Put your eraser near your pencil box.

桌面上乱七八糟，学生在老师的引导下一起整理收拾，在做的过程中理解put away的意思并回答：

All right!

4.S：Do you have a ...?

S：What’ the cat’s

name? S：How old is the cat? ...

建议说明

通过游戏活动，拉近老师和学生的距离，并引出目标词语Take out，让学生在动手做的过程中理解并学习该词。

通过Let’s do的操练，复习有关学习用品的单词，并为下面的学习做铺垫。

通过带领学生一起整理杂乱的桌面，让学生在真实的任务中明白Put away的意思，初步进行情感渗透，即要学会及时整理。

引出白猫，让学生通过猜测和提问来了解有关白猫的信息，并以白猫为线索展开故事教学。

Warming up & Lead in

here and runs there. Sometimes she runs to the garden, Sometimes she sleeps in the tree. Look, where is it now？Guess？

1.呈现情景一（Zoom的房间）：

T：What can you see in Zoom’s room?

T：Is Zoom’s room clean? What will Zoom’s mother say?

T：Look, is Zoom’s room clean now? But where is Mimi?

2.呈现情景二（餐厅）：

T：（出示厨房图）Look , Zoom and the cat are in the kitchen.

Look, breakfast is ready! If you are Zoom, what do you want? T：Some more? What about Mimi? Mimi: Oh, I am not full. I want more fish!!!

S：Is she in the...?

Pre-reading 学生分角色对话：

S1: Zoom, put away the__________ please. S2: All right!

学生小组对话表演。

S1：What do you want? S2：I want some... S1：Some more? S2：No, thanks. I’m full. S3：

Oh, I am not full. I want more fish!

S: It’s on the teacher’s desk. S: Maybe she ...

学生观看视频初步感知故事大意。

学生跟读故事并回答通过创设Zoom凌乱的房间情境，引发学生运用Put away...开展真实的交际，让学生在角色扮演中深入情感体验。

通过创设餐厅情境，让学生根据图片大胆猜测和想象，在互动交流中理解Some more?的含义，同时也为故事的整体呈现做好铺垫。

整体故事阅读前通过三个场景对于小猫的方位及其缘由做出猜测和预见，进而自然过渡到故事的阅读，悬念的设置激发了学生的阅读兴趣。

通过问题的逐步深入引发思考并检验是否理解故事。

通过设置不同1．呈现情景三（教室），出示故事中最后一幅图提出悬念并引出故事：

T: What a naughty cat! She is always hungry! Where is the cat now?

T: Why is she on the teacher’s desk? Guess? T: Do you want to know the story?

While-reading

2. Watch the cartoon and answer the questions. 整体感知和理解故事大意。

(1) Is everything in Zoom’s schoolbag?

(2) Is Zoom’s schoolbag heavy?

3. Let’s repeat and answer.

学生跟读

录音，回答问题。

问题。

(1) Why is Zoom’s schoolbag so heavy?

4. Read in groups. 学生分小组自由选择☆ Read together. 一种方式进行故事的☆☆ Role reading. 朗读。

☆☆☆ Creative reading(创意朗读). Tips:

Do you like ___?

Have some ___.

Can I have some ___?

It’s time for school.

Have a good day!

Open your schoolbag.

4. Perform the story.上台展示表演。

学生准备排练后进行☆Act correctly. 语言正确，声音响亮。

故事的表演。

☆☆Act vividly. 表情生动，动作辅助。

☆☆☆Act creatively. 大胆创编，创意

展示。

5.Fill in the blanks and try to retell the 学生随老师一起回忆story. 填空，并复述故事。

和复述整个故事。

T: Boys and girls, do you still remember

the story? Let’s close the books and try

to retell the story.

5.Choose a title for the story. 学生为故事选择一个T: Today, we learned a story about 适当的题目，并说一Zoom. Do you like the story? What do 说对Zoom的建议。

you think of Zoom？

A.

Careless Zoom

B.

Zoom’s schoolbag.

C.

Naughty cat.

T: What do you want to say to Zoom?

教师根据学生回答随机板书：Put away S: Don’t be careless your school things every day. again. Keep your schoolbag clean.

...

的朗读要求和表演要求，让每一个学生都有展示和发挥的空间，尽情享受朗读和表演的乐趣。同时创编支架语言的提供也为学生的拓展提供帮助。

通过复述故事，再次回顾整个文本，在引领复述的过程中提炼故事大意，再次感悟故事中所蕴含的道理。

总结故事，通过给故事选择一个标题，锻炼学生的思维的同时再次感受故事中蕴含的道理和情感。

Post-reading

1.

Make a new ending：

学生自由组合进行结T: What will happen the next day? Shall 尾的续编和表演。

we make a new ending for the story? (三选一): 情景一：

Sheep: Take out your books, please.

Zoom: Oh! Sorry!

Sheep: Can I look at your schoolbag, please? Toy car, chocolates, ____. Oh, ______!

... 情景二：

Sheep: Take out your books, please.

Zoom: OK!

Sheep: Is everything in your schoolbag?

Zoom: Yes!

Sheep: Can I look at your schoolbag, please? Wow, your schoolbag is so_______. _______ boy!

...

情景三：

...

2.Summary T: The story is over, and we hope Zoom will not be careless again. Now look at your schoolbag. Are you another careless Zoom? Is your schoolbag clean? Please remember: Put away your school things every day and keep your schoolbag clean. PPT呈现：Good habits make our life better.

通过续编故事的环节设计，让孩子们在故事中放飞想象的翅膀，发散思维。

回归到孩子本身，让孩子们检查自己的书包来检测自己是否已养成及时收拾整理的好习惯。并通过Good habits make our life better.这句话让学生感受到好习惯成就美好人生。

Homework

☆Read the story nicely for 3 times. ☆☆Share the story with your parents.

Put away your school things every day.

学生选择完成作业。