C教案板书设计

Unit 6 Work quietly

C. Story time教学设计表

一、基本信息

学校

课名

学科（版本）

学时

二、教学目标

By the end of the lesson, the students will be able to: I. Language knowledge objectives (1) understand and use the words and phrases: “gorilla”, “popcorn”, “sign”, “exciting”, “

noise”. (2) understand and use the present continuous tense: “be doing”.

(3) understand and use the imperative sentence. II. Language skill objectives (1) read, understand and act out the story. (2) understand the picture book “ There should be some rules”. (3) get information from the pictures and predict. (4) learn some reading skills such as skimming, scanning and reading for detailed information. III. Thinking quality objectives (1)

think creatively and imagine what the world would be without rules. (2)

think critically and learn to follow the rules properly according to different situations.

IV. Emotion objectives (1) understand the importance of rules. (2) set up the awareness of social morality and responsibility.

三、教学材料分析

This reading material is a story that mainly talks about the rules in the cinema. When learning the story, the students can review the present continuous tense and consolidate the usage of imperative sentence. According to the context , the teacher can help the students understand some new words and phrases, such as “popcorn”, “sign”, “exciting”, “ noise”, ect. This lesson is the last period of this unit, and the key point is present progressive. So it is easy for them to understand the sentence “The gorilla is eating a banana.” , “I’m eating popcorn.”. Learning this story can not only help Ss think creatively and critically, but also can make them understand - 1 -

安徽省肥西县上派学区中心校本部

Unit 6 Work quietly C. Story time

小学英语

人教版（PEP）

1学时(40分钟)

教师姓名

章节

年级

李文英

Unit6

五

the importance of rules and learn to follow the rules properly , besides, it can cultivate their awareness of social morality and responsibility.

四、学习者分析

Students of Grade Five are more interested in stories, because stories have pictures, sound and interesting plots. Besides, they have grasped a certain number of vocabulary, so they are able to understand the stories with the help of pictures. What’s more, most of the students can express their simple feelings and thoughts. In class, we should activate their enthusiasm of learning and improve their confidence in acting out the story and express their opinions freely.

五、教学重难点分析及解决措施

Teaching Important Points:

1)

Be able to understand and read the story. 2)

Be able to act out the story. Teaching Difficult Points:

1) Be able to understand the picture book “ There should be some rules”. 2) Be able to think critically and learn to follow the rules properly according to different situations.

Solutions: 1) Arrange some different kinds of activities to practise what they’ve learnt.

2) Show some interesting videos to increase their interest in learning and set examples for them. 3) Cultivate their awareness of helping each other.

六、教学设计

Steps T’s activities

1. Play a game: Brainstorm.

Pre-reading Ss’activities

1.Say the signs and rules they know.

questions about the story by themselves. - 2 - Purposes

1. To call back what they have learnt in this unit topic. 2.Train Ss’ ability

figure out what Ss want to know about the story. 2. Show the picture of the story and 2. View the picture and ask some and lead in the

. of viewing and questioning.

1. Guide Ss to skim the story and ask: What’s the story about?

2. Guide Ss to scan the story and ask: Who are in the story? Where are they?

3. Lead Ss to read picture 1 and guide Ss to answer the questions:

What are they doing?

What’s the film about?

4. Check the answer and guide Ss to

read picture 2 and ask:

While-reading What’s the gorilla doing?

What’s it like?

5. Show picture 4 and ask: How is the film?

1.Skim and choose the answer.

2.Scan and find out the answer.

3. Read and answer.

4. Read and underline.

5. Read ,underline and figure out the meaning of “exciting”.

6.Think and guess.

7. Figure out the meaning of the new words with the help of pictures. - 3 - 1.Train Ss’ ability of skimming.

2.Train Ss’ ability of scanning.

3.Train Ss’ ability of finding some detailed information.

4.Train Ss’ ability to get information from the picture.

5.Train Ss’ ability of guessing the meaning of new words. 6. Cultivate Ss’ creative thinking by guessing.

7.Train Ss’ ability

of understanding the meaning of new words with 6. Show some pictures and help Ss understand the meaning of “exciting” and ask Ss to think over the question : The film is exciting, but the tiger and the rabbit are not happy, why?

7.Check the answer by guiding Ss read picture 3 and present the new words :“popcorn” , “noise”.

8. Guide Ss to think how to solve the problem if someone makes noise and makes you unhappy.

9. Guide Ss to read picture 5 and find out how the tiger solve the problem.

10. Guide Ss to view picture 6 and guess: next?

11.Check the answer and ask: Is it right to make the cinema not clean? What should we do?

8.Think and share

9. Read and answer.

10.View and answer.

11.Think and share. the help of pictures.

8.Train Ss’ ability of solving problems.

9.Cultivate Ss’ awareness of apologizing.

10.Train Ss’ ability to get information from the picture.

11. Cultivate Ss’ awareness of thinking critically.

Now they’re quiet. But what happen

1. Guide Ss to fill in the story map.

2.Show the whole video and ask Ss to imitate in a low voice.

3. Guide Ss to do the group work. of the story map. 1. Finish the story map according to the key words.

2.Watch and imitate.

3. Retell and show according to

- 4 - 1. Make Ss learn to read with the help of story map.

2.Train Ss’ ability of reading stories.

3.Acting and retelling the story can stimulate Task1: Retell the story with the help the tips.

Post-reading

Task2: Act out the story. (Choose one to finish)

4. Lead Ss to imagine what the world would be if there were no rules.

5.Guide Ss to read a picture book and answer the questions: How many kinds of rules are mentioned in the story? What are they? What would happen if there were no these rules?

6. Guide Ss to follow the rules properly according to different situation and culture.

4.Imagine, think and share.

5. Read, answer and know the

6.Figure out the rules may be different in different situation and culture. students’ interest and make them understand the story better.

4. Cultivate Ss’ creative thinking by imaging what may happen.

5.Reading picture book can make Ss know more about rules.

6.Enable students to think critically and develop with the international vision. called “There should be some rules”

importance of rules. - 5 -

Assign the homework:

Choose one of the homework and finish it.

Make Ss consolidate what they have learnt today and know more about rules.

1.Dub the story on the APP “Fun English Dubbing” and share it in

Homework

we-chat.

2.Act out the story with your friends. 3.Enjoy some picture books about rules.

七、教学反思

在本节课中，我充分研读、挖掘教材，注重学生核心素养的培养，提高学生自主发展能力。让学生学会学习故事、掌握故事阅读的技巧；同时，在教学中鼓励学生积极参与，自由表达，使学生获得成功体验、建立自信心。本节课亮点突出，具体表现在以下几个方面：

1、实现绘本与课本的深度融合。

课本的故事内容较为简单，信息量有限，学生学习完故事后依旧对规则没有深刻的认识，不能充分意识到规则的重要性。因此，本人选择了一个与课本主题一致、难度系数一致、功能一致的关于规则的绘本。通过研究实际教学效果发现，该绘本为学生们提供了思维和想象的空间，培养了学生们的规则意识，让他们对规则有了更加全面、深刻的认识，是对课本很好的拓展和补充。

2、有效培养学生的核心素养。

在教学中，我充分利用文本故事插图，培养学生读图意识；提高学生根据预测、推断、归纳、问题解决能力；同时，也注重学生批判性思维的培养，如让学生思考如何得体、恰当地遵守规则，尤其是在不同的中西文化背景下，这样也扩大了学生的国际视野；此外，也注重学生创造性思维的培养，如在故事中通过让学生们想象没有规则的世界是什么样子的，来引发学生的深度思考，促进学生思维能力的发展。

3、注重情感教育的巧妙渗透。

古人云：感人心者，莫先乎情。教学除了要有学术性、艺术性，更要有情感性。在英语教学中情感教- 6 -

育显得尤为重要。在本课中，通过让学生阅读课本及绘本故事，培养了他们的规则意识，强化了学生遵守社会公德的情感体验。

4、发挥思维导图的神奇功能

在本课的故事阅读中，本人通过让学生自制思维导图这一任务，培养了他们从文本中捕获信息的能力，并让他们将重要的信息进行分析、整合，从而提高了他们对文本的解码和重组能力，培养了他们逻辑严谨、条理清晰的思维模式，同时在本课中，思维导图也为他们复述故事提供了有效的语言支架，从而提高了输出的有效性。

不足之处：

1、虽然在教学过程中我尽量做到实现师生、生生、生资的充分互动，但是由于时间的限制，没能给足学生充分讨论的时间，导致部分小组成员活动参与度不够；同时，也没有有效地做到因材施教。

2、在迁移创新环节没有充分给学生搭建好语言支架，导致学生在语言输出时还不是很顺畅。在以后教学中，我要注重为学生提供有效的支架如语言、图片等，从而提高输出活动的有效性，让学生获得更多的成功体验。

八、板书设计

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