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Unit 4 What can you do? C Story time

Jiefanglu Primary School Liu Xiaoyun

Teaching Content: Unit 4 in Book 5 of PEP Primary English, Story time. Teaching aims: Knowledge Objectives：

After the class, students are able to (1)understand and identify the new words and phrases:tasty food /do things /lake / throw into /swim away. (2)get the general idea and some detailed information of the story. (3)be able to read the story aloud and write some key words and sentences. Ability Objectives: After the class, students are able to (1)get the general idea by fast reading and specific information by careful reading. (2)Read, write and act out some key words and sentences. (3)voice their opinions of the story. Emotion Objectives:

After the class, students are able to (1) keep calm and use wisdom to solve problems. (2) look at things from different angles. Analysis of the students: Students in Grade 5 have already had a basic command of English. They have mastered a certain vocabulary. They are active and curious, interested in new things. They like stories and they can read and understand this story by themselves. The simple story can help students improve their ability of reading and will lay the foundation for future learning in junior high school.Teacher should attach importance to the communication with them, providing them chances of using language. Key and difficult points: (1)Guide students to learn some new words. (2)Guide students to master some reading skills. (3)Guide students to use the mind map to understand the story better. Teaching methods: Language is used for communication. To cultivate the students’

abilities of reading and speaking, and to arouse their interest, I’ll mainly use the following teaching methods in this lesson: ①

Task-based method. ②

Communicative method. ③

Discussing method ④TPR teaching method Teaching aids: Pictures,cards and PPT. Procedures: Step Ⅰ Warm-up

1.Sing a song “ What can you do”. 2.Ask questions: Can you sing a song/ drive a car? What can you do? 【Purpose: Singing can make the students feel pleased and relaxed, and also can arouse the students’ performance desire. Meanwhile, the questions are used to review the knowledge in the last lesson. It also leads to the story we will learn.】 StepII Pre-reading 1.Ask students to guess two animals. (1)Small small head. Small small body. Long long tail. (2)Small small head. Long long long tail. Eating eating mice. Students give the answers. Teacher check the answers and draw the animals on the board. 2.What can a rat/snake do? [Purpose: In this way, it is more interesting and funny for kids to get into the story. Students can get some useful information from the main characters and get ready for the next step.]

Step Ⅲ While-reading Ⅰ. Fast- reading Let students read the story fast and give a title. What’s your title? The snake and the rat. [Purpose: Help students know the general idea of the story.] II. Careful- reading 1.Read paragraphs 1 carefully. (1) Students listen to the recording. (2) What does “tasty food” mean? (3) What’s the tasty food in the story? (4) Students read and act. 2.Students read paragraphs 2~4 carefully. (1) Students listen to the recording and complete the sentences. What can the rat do? He can ______________ for the snake. He can ______ and ______ for the snake. (2)

If you were the rat, what would you do? Students try to answer. Teacher gives 5 answers. Students choose one of them to act it out. (3)

Read the dialogues with actions and expression in pairs.

3.Students read paragraphs 5 carefully. (1)

Students read the dialogue silently. Can you find any new words? (2)

Teacher explains “lake” and “throw... into...”. Students read and do action following the teacher. (3)

Students find the answers from the book: Can the rat swim? What does the snake want to do? (4)

Students listen and repeat. Then choose one of their favourite and imitate. 4.Students read paragraphs 6 carefully. (1)

Students listen to the sound and say: What’s happening? (2)

Students look at the picture and read the dialogue together. (3)

Students complete the short passage: Is the snake clever? No. He is _______. So he can’t eat the tasty food. What about the rat? He is _______. So he can __________. 5.Students watch the cartoon completely. Then students read and generalize. Check the answers and finish the mind map. [Purpose: Guide students to get some detailed information by careful reading. In this way, I give students a space to show their abilities of listening, reading, speaking, imitating and

acting. It can arouse students’

interest and stimulate students to communicate with each other in English.The mind map is helpful for students to understand the story better, furthermore, it will help students retell the story without a book.] Step Ⅳ Post-reading 1.

Group work: Finish the passage: “My Adventure”. 2.

Guide students to think about the questions:What can we learn from the story? Students can voice their opinions. [Purpose:Group work can make students cultivate consciousness of cooperation. It is full of childlike interest, and it also develops the students’ writing ability, at the same time, it also trains the students’ ability to look at the problem from different angles. Students can form their own values by discussing the question.] Step VI Homework: (You can choose one of the items) 1. Read the story and act it out. 2.Write a diary about the snake’s bad day. 3.Adapt the story with your friends.

Blackboard Design:

The snake and the rat

tasty food

sing and dance

run away

throw... into the lake

Reflection:In this lesson, reading and speaking are the main content. First, in order to help the students understand the story better, I guide them to predict and put forward some questions. I divide reading into two parts. Students use skimming to get the general idea and scanning to find some detailed information.This is a good way to increase the

students’ interests and concentrate their attention. When they learn some new words and sentences, in order to help them practice, I adopt the TBLT method to make the student active and study in fun. As for post-reading, I show them a passage --the rat’s adventure to help them retell the story . After retelling, I guide them to think what to learn from the story . I am eager to know what they learn.

Combining knowledge output and input, the whole class is a stage for the student to present themselves. This is a good way for them to study English.