C优质课一等奖

教学课题：

Unit 6 Work quietly ! C Story time

课题

Unit 6 Work quietly!

本节课是人教PEP五年级下册第六单元C部分，本部分是A、B两部分学习的拓展和延伸，本部分是一节故事课，呈现得是Zoom和Zip在电影院看电影时不注意公共场合行为规范所引发的故事，通过趣味故事复习与巩固并拓展所学的核心语言。学生除了复习与巩固现在进行时态和行为规范的语言外，还通过图片和上下文拓展理解film, gorilla, popcorn, exciting,crunch, sign等单词的意思。

本部分通过趣味故事阅读，提醒学生注意遵守行为规范，比如保持安静、保持环境干净等，培养学生的规则意识。

在前面A、B部分的教学中，学生已接触并学习了现在进行时态和行为规范的语言的用法，基于A、B部分的基础和学生在实际生活中与规则的紧密联系，我对本故事进行了广度和深度的拓展，在教学中采用信息技术手段，用孩子们自己真实的行为表现视频，来调动其学习热情，引发他们的共鸣，让学生能够积极主动地参与到本课的教学中。

教材分析

学情分析

教学目标

By the end of this class, students are able to 1.1

identify and use the words gorilla, film, exciting, sign, etc.

1.2 understand and read out the story with correct pronunciation and tone. 语言能力

1.3 understand and act out out the story with correct pronunciation and tone. 1.4 review and consolidate the key phrases about rules and grammar of present progressive we have learned in this unit, such as: The gorilla is eating a banana. I’

m eating popcorn. Talk quietly! Keep clean.

By the end of this class, students are able to

2.1 improve their

ability of logical thinking and judgement from guessing the story and evaluating the others’

behaviors.

思维品质

2.2 improve their ability of creative thinking

by designing the signs for our life. 2.3 deepen their thoughts about rules in this class.

By the end of this class, students are able to understand each place has rules . No rules, no games. We should learn to control 文化品格

ourselves and obey the rules whenever and wherever.

By the end of this class, students are able to

3.1 develop their ability of listening skills from gap- filling.

学习能力

3.2 improve their logical thinking ability by pictures and their background knowledge. 3.3 cooperate to learn in groups. 重点

1. Teaching key points

By the end of this class, students are able to

1.1 identify and use the words film，gorilla，popcorn, exciting, sign, etc.

1.2 are able to understand and apply the phrases of rules we have learned.

1.3 understand and act out out the story by guessing and watching. 1.4 are able to further understand and use the grammar of present tense .

2. Teaching difficult points By the end of this class, students

are able to identify and design some signs for our life.

多媒体课件 PWP model 师生活动

1.

Sing a song and ask : What is the song about? 2.

Ask the students “Do you remember the rules we learned before?”, let them talk about it in English. 3.

Ask the students to guess：what is the rule like in the

cinema?

难点

教学手段和方法

过程

说明或

设计意图

1.

通过已学歌曲简明直观的导入新课主题：rules，引导学生复习已学知识，

2.

引导学生对已学知识进行复习并对新知识的拓展做好渗透和铺垫。

时间

Step 1 Pre-listening 5’

3.

培养学生思维能力

1.

整体处理文本，鼓励

15’

Step 2 While-listening 1. Have the students watched the whole story

学生通过画面、录音提供的选项and answered the question :What is the story 获取故事大意和关键信息的能about? (To decrease the difficulty, let students 力。

chose )

2.呈现第一幅图, 围绕gorilla2. Read the first picture of the story and ask some questions to present new words (film, gorilla) and 提问，在培养学生观图能力的同show the beginning of the story, while reviewing

时解决学生理解故事的生词障the grammar present progressive.

碍，并复现巩固现在进行时的语Where are they?

法使用。（将学生回答的两个现What are they doing?

在进行时的句子写在黑板上，通What is the film about? 过询问这两个句子的共同点，引What is the gorilla doing?

导学生自己发现并总结现在进

行时的特点。）

3.Have students read the second and third picture carefully again , let them guess: 3.读第二、三幅图，围绕“What What happens in the cinema? happens in the cinema ?”

这一问Why are the rabbit and the tiger not 题，培养学生观图能力、预测故happy? 事能力和简单的逻辑思维能力。

What might the tiger say? 4.通过Worksheet的设计，What might Zoom say? 学生在完成听力任务活动中，进

4.

Ask students to listen and check what they 一步培养了其思维的敏捷性和guessed (fill in the blanks.) 准确性；锻炼学生留意与问题有5.

Ask students to imitate .

关的信息点，捕捉关键信息的听

6.

Ask students to do role-play 7.

Go on predicting -What happens next?

8.

Show the last picture and asked :What is the sign about on the wall? 力技巧；有利于学生进一步了解故事的发展脉络。

5.通过让学生模仿故事的核心部分，一方面加强学生正确的语言输入，另一方面加深学生生的语言输出做好铺垫。（可输9.

Watch and fill in the blanks

about the last 对文本的进一步理解，为后面学picture.

10.

Watch and imitate

the whole story sentence by sentence. 11.

Act the whole story out

入假设）

6.让学生表演故事，提高孩子学习英语的积极性和兴趣。

7.进一步对故事进行预测，培养孩子的想象能力和逻辑思维能力。

8.呈现故事的最后一幅图片，帮助孩子降低预测的难度，同时呈现生词sign。

在情境和标志卡片的帮助下，让孩子理解生词sign的意思。（突破难点）

9..通过Worksheet的设计，帮助学生检查预测，同时加强对生词sign的内化吸收。(突出重点）

10. 根据可输入理论，再次对文本进行整体输入，一方面让学生形成正确的语音语调，另一方面，让学生进一步对故事进行内化和吸收，为对故事的输出表演奠定基础。

11.根据可输出理论，让学生对整个故事进行表演输出，从而进行内化吸收。

1.

Ask students to do a summary:

What is the story about? 1.通过问题再次引导孩子归纳总结今天所学故事的主题：Rules

14’

Step 3

2.

Show more signs and asked :

Is there any

2.通过提问和图片，引导孩子说出生活中更多的规则，注重post-listeniother rules in our life? 对孩子的文化品格教育，提高孩ng

3.

Have students watched the video and try to 子潜意思中的规则意识。

3.播放教学视频，让学生对

make a judgement.

规则意识有更直观的视觉感受。通过让学生对视频中学生的反面行为进行评价，进一步加强对学生的文化品格教育和渗透，增强学生的规则意识，同时让学生在评价中进一步巩固和内化本4.

Ask students to

design more signs for our 单元关于规则意识的新词汇和短语。

life?

4.让学生动手制作关于规则的图标，激发其创造性思维的发展，升华主题。

通过询问学生这一开放性问题, 引导学生积极思考，拓展其思维的深度，引导学生意识到规

4’

Step 4 Summary 1. What we learn 2. What we understand.

则无处不在以及规则的重要性。

No rules, no games. Rules can make you polite. Rules can make our life better. （上完课后，部分学生的课堂生成）

1.

Listen and follow the recording three

通过让学生制作规则的标志

图标，将对学生的知识和文化品times.

Step 5 Homework

2. Design some signs for our life. 3. Self-assessment

①

What I have learned today

②

My problems

Unit 6

Work quietly

Chalkboard design

Rules

Talk quietly

Keep to the right

Line up for lunch Take turns No climbing No littering 格教育延伸到了他们的课外生活中，达到学以致用。

课后让学生从两方面进行自我评价，有利于学生学习习惯和学习策略的培养，进一步提升其学习能力。

2’

They are watching the film. The gorilla is eating a banana.

After-class

reflection