C第二课时教学设计

PEP 5 Unit2 My week C Story time 乐清市白石小学

周宁觉

一、教材解读与学情简析

（一）教材解读

本课是PEP教材五年级上第三单元My week C Story time的内容。本课以采购学校上课用的文具为主线，以学生的日常校园生活体验为基础，紧密贴近学生的生活实际，语言内容针对本单元的星期、课程和活动进行复习巩固，非常具体而且生动，让学生乐于接受和学习，并且产生真实的情感共鸣。文本结构为It's a new school year. I need to do some shopping. We have ... on....I need ... I want a new football. We can play with it on the weekend. We don't have enough money. I'll put back the football. 通过本课的学习，学生能够掌握运用I need to.../ I need to.../ I want ... 表达自己想要的物品。学生体验到运用语言的乐趣，发展语言综合运用能力。

（二）学情简析

本课的授课对象是五年级的学生。五年级的学生心智较为成熟，经过两年的英语学习，初步具备一定的英语单词和句型的储备，能够根据他们学过的知识表达学校的课程、星期以及需要的各种文具。通过不断地重复滚动句型I need to.../ I need to.../ I want ...，构建起学生新的知识来表达购物中的所需所求。他们对事物仍然具有好奇心，但是相较于段学生而言，表演的欲望有所减弱，这对于一节需要表演的故事课来说是一个难点。

二、教学目标与重难点

（一）教学目标：

1、知识目标：

（1）学生能够在图片和教师的帮助下理解故事内容，

（2）学生能够复习巩固本单元有关一周七天名称的单词及句型We have ... on ...，同时学习新句型It's a new school year. I need to do some shopping.I need .... I want a new football. We can play with it on the weekend. We don't have enough money. I'll put back the football.

（3）通过小组合作，学生能够完成更多关于课程和购物过程的表达，增加语言的输入。

2、能力目标：

（1）学生能够理解、朗读并表演出购买学习所需文具的故事内容。通过师生表演、生生表演、或者同桌表演和小组表演等活动，提升表演及与他人交流合作的能力。

（2）学生通过听音、看图、精读课文从而进行判断、选择，最终充分理解课文内容这一系列的活动，能够掌握基本的阅读策略。

3、情感目标：

学生能够理解、朗读并表演故事，还能在语境中运用新的语言结构自然表达。在本故事中，通过Zip与Zoom购物过程中，Zoom需要一系列文具，还想要一个新的足球。在钱不够的情况下，放弃自己想要却不一定需要的足球。学生能够区别want 与need，从而明白想要的不一定是需要的。

（二）教学重难点

【重点】

1. 能够掌握关于一个星期中课程的表达，以及I need...句型并灵活运用到语境中。

2. 能够理解、朗读、表演故事并内化故事内容。

【难点】

区别出I need...与I want...。并运用到语境中。

三、教学准备：

课件、单词卡片、录音材料。

四、教学过程

教师活动

Step1 Warm-up and Revision 1. Sing a song Days of the week 2. Brain storm T: Look and say more

Sing and do with the song

Think and say more similar words.

放松心情，活跃气氛，复习星期一类单词

头脑风暴，激活学生头脑中关于文具、学科、学前活动等等旧知，为本课做好准备。

学生活动

设计意图

Step2 Presentation and Practice

Look and answer the question.

Ask the question and imitate Zoom.

Learn the new words.

2 Talk about picture 1

1) Listen, look and say. T: Zoom is tired. Zip comes and says :"It's a

new school year. Are you ready?"

1.Pre-stroytime 1)Look and say T: What do Zip and Zoom do on Fridays? Then after it, T asks 2 more questions. Zoom, do you have a football? PPT：Yes, I do. Zoom, do you like this football? PPT: Yes, I do. I can play with it on the weekend.

-->teach: play with

显示Zoom 有一个足球并且喜欢这个足球，为下文Zoom其实并不需要一个新的足球做铺垫。

解决新词组play with

解决新词a new school

-->teach: a new school year Zip: We need to do a lot of things. -->teach: need to Then, show a To Do List. Let Ss say more about need to.

2) Listen and answer What should they do first? Then teach: do some shopping. 3) Pair work T shows the words form picture 1 and act it out with a student. Then, let students do the pair work.

3. Talk about pictures 2,3,4. 1) Look and say Q: Zoom, what do you need? Then teach I need... Let Ss look, think and say.

Look and learn the new words and phrases

Make sentences with the phrases. Ss: We need to....

Listen and answer the question.

Act the story out.

Look at the picture and say what does Zoom need for the new school year. Ss: I need....

year/ need to并且培养学生观察图片并捕捉关键信息的能力。

思考，理解新句型，并尝试在语境中运用，增加综合语用能力。

听过听音让学生获得信息，教授新词do some shopping。

请学生自如运用新学的对话进行表演。

解决新句型I need... 让学生猜测Zoom需要什么的同时，对下文的购物环节做好心理预期。

2) Listen and choose Listen and choose

通过听音，整体感知购T: What classes do Zip and Zoom have on Ss: Zoom and Zip 物环节。

school days? English, maths and art

on school days.

呈现补充过的课文图3) Watch and find Ss watch and say: We 片，以及配好的语音，T: When do they have these classes? Watch have...on .... 让学生直观感受课文，the story and find out the answer.

了解课文内容。通过边Then after playing the video, when Ss answer Look at the mind map 校对答案，边贴出思维the question, T complete a mind map on the and say the sentence 导图，帮助学生理清blackboard. again. Zip和Zoom的学校课Ss can say the sentences by looking at the

程和时间。

blackboard.

4) Read and circle

T: Read and circle the things they need for Read and circle the 细致阅读课文，圈出需the classes. things Zoom need.

要的东西，关注阅读技Say it like Zoom: I 巧，师生共同归纳在思need.... 维导图上，帮助学生学

会整理归纳课文内容。

When check answer on the blackboard, T put

the things they need on the mind map.

在语境中自然运用语5) Pair work Act the story out. 言，培养学生语言运用T: Let's act like Zip and Zoom.

能力。

3.Talk about picture 5

1)Watch and answer Ss: They have PE on

T: What do Zip and Zoom have on Fridays? Fridays. 看视频，看图寻找核心2) Look at pictures and say

信息，发展学生阅读能What does Zoom want for PE? And what will Ss look and say: a new 力。

Zoom say? football.

Then teach want

3) Let's act

T: Let's act the dialogue out.

Act the story out.

4. Talk about picture 6

1) Look at picture and say Ss：No, he can't. T: Can Zoom have a new football?

2) Watch the whole story and choose Ss: A they don't have Why can't Zoom have a new football? enough money. A.

They don’t have enough money.

B.

They don’t like the new football.

3) Look and think Ss choose their favorite What should they do? option.

T: What will you choose if you were Zip and

Zoom?

Then, T summarizes the use of

Ali pay and

cash.

4) Let's act Act the picture out. T: Let's act like Zip and Zoom.

5. Talk about endings

T:Zoom is so sad, his friends come. Ss: Maybe Zip will say 1）Think and talk about Ending 1 I like the old football... T: Look, they have the old football. What will

Zip say to Zoom? What will Zoom say?

2) Think and talk about ending2

通过生动的表演，体验Zoom非常想要一个足球的愿望，以表演带动学生的语言体验。

观察图片来回答问，培养解读图片的阅读技巧。

引入支付宝等新时代的支付方式，让学生感受新时代的变化。

回到课文，由于钱不够，他们放回去了足球，在表演中，体验得不到所想要的东西的沮丧感。

结合图片，学生运用所学语言表达自己的想法，去猜测Zip 和Zoom如何评论并接受旧的足球。

T: Look, the elephant has a new football. Ss: Maybe he will What will he say to Zoom? What will Zoom say... say?

6. Summarize Ss read the sentence. T: Boys and girls. Zoom wants a new

football. But does he really need the new

football?

After Ss say their opinions, T show the

summary: What you need may not be what

you want.

Review the story by 7. Review the story reading aloud and 1) Read alone looking at the mind 2) Look at the mind map and retell the story. map. Step3 Consolidation and Extension

1. Watch a film clip A film clip about school clubs 2. Choose your club 1) Look at the club's introductions

2) Choose and say 结合图片，学生猜测大象会不会和Zoom分享新足球。在思考和发言中，启发学生的思维和想象力，大胆猜测和运用所学过的语言。

情感升华。

复习整个故事，再次整体感知。

Watch the film 感受丰富多彩的社团

课。

Look at the club 初步感受自己校园里introductions. 所能提供的社团课。

T: Tick the clubs you like and choose the Choose their favorite things you need for the club classes. Then club classes and say: talk about it. I have... on .... I need a/some....

3) Group work 4 Ss in a group and T: You need so many things for the classes. make their own Can you do some shopping like Zip and dialogue. Then, act it Zoom? together.

选择课程，并且说一说自己选择的课程，以及上课所需要或者想要的东西。

四人合作编写自己的购物剧本，并且表演出来，培养学生的综合语言运用能力。

3. Summarize T: Remember, what you want may not be what you need. So choose the things you need.

Homework

五、板书设计

PEP5 Unit2 My week

Part C Story time

Mon.

We have ____ on ____. Wed.

I

need to do some shopping. need _________. want_______. Tus. maths English a new school year Fri. Thur. art PE a box of want play with put back not enough play with put back 六、反思

一、巧妙利用课本资源进行铺垫。

课文本身所含的资源非常丰富，各种图片、音频、视频都生动有趣。而且课文设计也是螺旋上升，彼此之间都有前因后果的联系。因此，能利用课本资源为新课服务，即让学生乐于接受，也让故事情节发展地合情合理。

本节课讨论的是Zoom想要一个新的足球，那他是否真的需要一个新的足球呢？Zoom原来是否有一个足球呢？翻阅课本，发现PEP5 第一单元，Zoom正和几个朋友一起踢足球，表明他其实有足球可以

一起与小伙伴们玩。所以上面两个问题得到解决，Zoom只是想要一个新的足球，并没有真正需要一个足球。因此，截取PEP4 Unit1的视频，在课的导入部分做了一个铺垫，为本文定下一个基调。

二、巧妙利用思维导图进行梳理。

现如今，思维导图教学方式在小学英语课堂教学中得到了广泛的应用，其不但能够提高小学生的创新思维能力，还能有效提高小学英语课堂教学质量，具体从以下两个方面来体现：第一，思维导图教学方式能够准确把握英语教学重难点内容，进行实现系统的教学效果；第二，从课堂教学的中心词出发，将所讲授的知识连接成一个整体，便于学生顺利的展开学习。

课文中，Zip与Zoom去购物，购买的物品是根据一周内的课程来选择的，因此，星期、课程和购买物品之间彼此联系。例如，因为周二有一节数学课，所以Zoom需要一把尺子。这三个因素彼此之间的联系可以用思维导图来清晰地表现出来。在上课过程中，利用新的学期为中心，以一周四节课为四个主要的基本点，再围绕这四个基本点，整理出这四节课的时间和所需要的物品，整体梳理了课文，将本文的所有内容用一张图呈现出来。

从而让学生直观地感受这篇课文，清晰明了地进行复述。

三、巧妙补充课文空白完整课文情节。

故事课文中，由于篇幅的限制，不会详尽地把每个情节表现出来。

例如，课文中，从Zip在购物，到对Zoom说:“We don’t have enough money.”中间其实缺少一个先付钱，再发现钱不够的过程。本课中将这个过程用动画清晰明了地表现出来。这个过程不需要什么台词，却可以让学生明白not enough的含义，从而解决enough这个难点。

任务单一

Application Form 报名表

(勾出想要的拓展课，圈出需要的物品，说一说)

Name:_________ Monday IT

Tuesday pipa

Wednesday Thursday art

reading

Friday football

I have _____ on ______. I need ______________.

学生任务单二：

Group work(四人小组活动) （不用填写，参考着说，也可看着黑板思维导图说。）