C教学活动设计方案

PEP 5 Unit1 My day C Story time教学设计

一、教材及学情分析

本节课是五年级下册 Unit 1 Story time,我在设计时围绕话题What do you do on the weekend ?和When do you …?引入新课。基于人教版小学英语同龄化和拟人化这两大特点,并结合本班学情,我在设计中让学生运用所学短语和重点句型,创造性地去表演故事,去模仿Zip的神情和动作,达到“用英语做事情”的能力。

二、教学目标

1.学生能够在图片和老师的帮助下,读懂文章,并养成按意群阅读的习惯,逐步提高朗读能力,养成口齿清晰、语调到位的朗读习惯。

2.学生能够在阅读了Zip的一天之后,在语境中了解生词:collect nuts, dry nuts, eat nuts, have a show, from Monday to Wednesday这些单词以及What else? Why?等句型。在完成表格的任务时,理解文章大致意思,并在寻找关键句中,完成精读。

3.思维品质的培养:能够根据本故事的学习,可以使学生大胆的创编后面的续集,Zip 在演出时会发生什么事情?进而自由表达What do you think of Zip? What can we learn from the story? Etc. 三、教学重点

1、词汇:collect nuts, dry nuts, eat nuts, have a show, from Monday to Wednesday

2、句型:What else? Why ? What do you (usually/always…) do on the weekend? I (usually/often/ always/ sometimes) … . 3、在语境中理解生词:collect nuts, dry nuts, eat nuts, have a show这些单词。

四.教学难点

1、读懂文章,并养成按意群阅读的习惯,以及根据关键词提取信息的能力。

2、能够根据本故事的学习,可以使学生大胆的创编后面的续集,Zip 在演出时会发生什么事情?进而自由表达What do you think of Zip? What can we learn from the story? Etc. 五、教学准备

1、教师准备与本课时相关故事及课件。

2、教师给学生准备作为故事的道具。

六、教学过程

Step 1. Warm up/ Review

1 Listen and sing the song : My weekend

T: Who`s weekend?

2 Free talk :

S1: It`s pedro`s weekend.

T: Pedro`s weekend is very busy .My weekend is always busy . I always do some housework ,go shopping and cook the meals for my child . What do you usually do on the weekend ?

【设计意图】本环节是为了复习之前学过的重点句型,检测学生的掌握程度,同时为接下来的内容做铺垫,引出故事。

Step2. Presentation/ practice

1. Lead in

T: ……`s weekend is very busy . Look at the pictures and guess, How`s Zip`s week? Is she busy ? Is she fun ? Let`s watch and answer ,How`s Zip`s week? (看视频回答问题)

2 .Watch and answer

T: Zip`s week is very busy. Why ?

【设计意图】通过让学生看视频了解文章大意,抓住文章主要信息,培养学生阅读的兴趣和信心。

3. Read the story and try to finish the table.

Tips (建议):Underline(划线) the key sentences(关键句) and fill the phrases in the table.

子并能提取关键信息完成表格)

4 .Check the table

(1) Picture 2 (Listen and repeat)

T: What does Zip usually do from Monday to Wednesday? S1: She usually collects nuts in the afternoon .

同时教学短语: from Monday to Wednesday ,collect nuts . 根据图片理解collect nuts.

(2)Picture3 (Listen and repeat)

T: What does Zip usually do on Thursdays?

S2: She often dries the nuts in the sun.

同时教学短语: what else? 根据图片理解dry nuts in the sun. (3) Picture 4 (Listen and repeat)

T: Who can ask about this picture.(引导学生提出问题) S3: What does Zip do on Fridays?

S4: She eats nuts with her friends.

(4) Picture 5 (Listen and repeat)

S5: What does Zip usually do on the weekend?

S6: She often watches TV on the weekend.

T: Does she watch TV this weekend?

S7: No,she doesn`t .

T: What will she do this weekend?

S8: She has a show .She will play the pipa.

【设计意图】通过表格的形式让学生自主阅读,这一过程中不仅对故事进行了理解,同时也让学生跟读了这篇故事,借助录音理清人物情感变化,同时结合图片进一步理解了故事。

5. Watch and follow the cartoon.

6. Read the story in pairs.

7. Act the story in pairs .

Tips: (1) 发音准确 Speak English well.

(2)模仿生动 Imitate vividly!(声音、表情、动作等) 8.Use the mind map and retell the story together.(男女生一起借助思维导图复述故事)

Step3. Consolidation/ Extention

1. 欢乐小剧场(Try to retell the story,use the pictures and mind map )

学法指导:小组表演:一个扮演Zoom,一个扮演Zip, 其他同学做动作。【设计意图】通过PPT中出示的图片,让学生创造性的去表演这个故事,发挥他们的想象力和创造力,可以填加一些故事中没有的内容。

T: Zip hurries to have a show.? (接下来会发生什么事?) Or what will she do on Sundays?

S1: She will ….

S2: She will…

T: From this story ,we know Zip is a careless girl.Do you think so? What do you think of Zip? What can we learn from this story?

【设计意图】本环节通过让学生去猜想:Zip接下来会干什么?故事将会怎样?Zip是一个怎样的人? 以及从故事中能学到什么道理?等设计了一系列的问题,旨在培养学生的观察力、想象力、创造力、综合语言的运用能力,进而逐步培养学生的核心素养(知识能力、语言能力、思维品质、文化品格)。

Step4、Homework

1.Read the story with emotion.

2.Act out the story with your friends with intonation.

3.Try to make a small book or draw the picture about what happened next about Zip?

【板书设计】

以上是我的教学设计,在教学中我大胆的让学生去假设Zip在演出结束后发生的事,让学生去猜想续集,进而培养学生的想象力、创造力,达到语言综合运用的能力。如有不妥之处,恳请您批评指正!谢谢。

以上是我的教学设计,在教学中我大胆的让我的学生去假设Zip 在演出结束后发生的事,让学生去猜想,进而培养学生的想象力,创造力。达到语言综合运用的能力。如有不妥之处,恳请恁的批评指正!谢谢。