C课堂实录【3】

Unit5 Whose dog is it? C Story time教学设计

五河县刘集镇姜庄小学：王小凤

教学目标

1.知识目标：

a.能够听懂、会读并理解故事部分的内容。

b.能够在语境中正确运用句型：“It’s running so fast.”“What are they doing?”“They’re climbing.”“They’re taking pictures.”…

2.能力目标：

a.能够表演本课小故事。

b.引导学生归纳动词的现在分词的构成。

3.情感策略与价值观：

引导学生热爱动物，激发学生学习英语的兴趣，树立学生学习英语的信心。

教学重难点

1. 重点

a.能够听懂、会读并理解“story”部分的内容。

b.能够在语境中正确运用句型：“It’s running so fast.”“What are they doing?”“They’re climbing.”“They’re taking pictures.”…

2. 难点

引导学生归纳动词的现在分词的构成。

教学准备

PPT, video，tape, word cards, pictures…

教学过程

Step 1 Warm up

1. Greetings.

T: Good morning, boys and girls.

Ss: Good morning, Miss Wang . T: How are you? Ss: I’m fine, thank you. And you?

T: I’m fine, too. Step 2 Lead in 1.

Watch a video：“Animal World Q1: What’s the duck doing? Q2: What’s the panda doing? Q3: What’s the monkey doing? Q4: What’s the bird doing? 设计意图：观看《动物世界》短片,调动学生积极性，回答问题。展开话题讨论很自然的引出下一个环节的教学。

Step 3 Presentation T: Zoom and Zip are going to the zoo. Do you want to go to the zoo? Let’s go and see . 1. Look and say. 设计意图：展示图片、教师引导和学生叙述相结合的方式感知新知，培养学生自主学习的能力。

2. Listen and number. 设计意图：通过听录音，给图片排序，考查学生对于新知的总结、概括的能力。培养学生的听力能力。

3. Watch the cartoon and answer the questions. Q1: Whose tail is that?

Q2: What are the monkeys doing? Q3: Are the monkeys taking picture s, too? 4. Read and retell. a. Learn the points. b. Read the story in roles. c. Try to retell the story. 设计意图：通过分角色阅读，深层次理解小故事。培养学生的阅读能力以及概括能力。

5. Group work: Role-play

设计意图：通过小组分工与合作进行角色扮演，充分地调动了学生的积极性、主动性。培养学生的思维能力以及小组合作能力。

Step 4 .Consolidation and extension 1. Best commentator.(“最优秀的解说员”) Here comes a …

Look!

It’s …

What’s/are

the ….doing? It’s/

They’re…

设计意图：通过出示图片，用本课重点句型和已有知识进行表达。培养学生大胆开口说英语习惯。

2. Sing a song.

T: Now let’s enjoy a song together. （教师哼唱自制儿歌，学生欣赏,旋律轻快。）

Meow ，meow, is a cat. Meow ，meow, is a cat.The cat is climbing, climbing, climbing.It is climbing, climbing now.Quack ，quack, is a duck. Quack ，quack, is a duck. The duck is swimming, swimming, swimming.It is swimming, swimming now.Woof ，woof, is a dog. Woof ，woof, is a dog.The dog is eating, eating, eating.It is eating, eating now.[来源:Zxxk.Com][来]

设计意图：通过儿歌的欣赏，既活跃了课堂气氛，同时使学生再次感知现在进行时的构成以及用法。

3.情感教育

Watch a video. We should love animals, and protect animals. 设计意图：通过观看动物保护宣传片，激发学生爱护动物保护动物的热情。

Step 5 Summary 设计意图：通过对知识的归纳，加强学生对本课知识的理解和记忆。

Step6.Homework. 1

Listen to the tape at home. 2.

Retell the story to your parents.

Unit5 Whose dog is it? C Story time

Here comes a tiger. It’s running so fast.

What are they doing?

They’re taking pictures.…

They’re copying us.