C优秀教学设计内容

Unit1 My day C Story time教学设计

教学目标

知

识

目

标

（1）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? Let me see.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，为下面的判断理解做好准备。

（2）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。

（3）根据教师所给的日记，模仿书写一篇日记，写一写自己每天在做什么。

（1）学会关键词汇和句型，并运用到真实情境中，询问、表达、书写在周末经常做某事的句子, 并能试一试在书写中是否也能正确输能

力

目

标

出。

（2）能够理解并掌握重点词汇与句型，能阅读简短的小故事或短文，并完成相应的任务。

通过对本节课内容的学习，了解到要成功就要努力奋斗。培养学生情感态度目标

向Zip学习的意愿。

教学重点

（1）句型：What do you (usually/always…) do on the weekend? I (usually/often/ always/ sometimes) … .

（2）词汇：collect nuts, dry nuts, have a show, from… to…Let me see, What else? In the sun

教学难点

（1）在语境中了解生词：collect nuts, dry nuts, eat nuts, have a show等生词及句子。

（2）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。

教学手段

利用图片、多媒体课件等辅助教学，充分调动全体学生参与课堂活动，从而提高课堂教学效率。

教具准备

图片、卡片、多媒体课件

Flow Chart of Teaching Step One: Warm up (review the phrases by singing a song)

Step Two: Review (by designing a scene, review and set up the sentences)

What do you do on the weekend?

I often…

Sometimes I …

Step Three: Presentation

(read the story )

1)

Pre-reading Learn the new words of the story. 2)

While-reading a.

Watch the flash and answer the questions. b.

Work in groups; fill the answers in the table. Step Four: consolidation (Role-play of the story, write a diary of your days, sing a song)

3)

After-reading a.

Read the story quickly and tick or cross. b.

Listen to the radio and read the story better. Step Five: extenstion (Can Zip have a good show? )

Teaching

process

Teacher’s Activity

Step 1: Warm-up: Boys and girls, do you remember the song we learnt yesterday? Let’s sing together.

Students’ Activity

Sing the song by clapping their hands.

Look at the pictures and practice the sentences: What do you usually do on the weekend? I usually…

Sometimes I … and….

Learn the new phrase: from…to…. Learn the new words: collect、nut、dry.

Watch the flash; find the answers from the story.

Yes, she is. She often collects nuts from Monday to Wednesday. Purpose of Design

引领学生进入英语学习状态，为课上的练习作好铺垫。

利用拍手、做动作、唱歌的方式，引入复习要点，既复习了上节课学习的四会动词短语，又能充分调动起学生学习的兴趣。

通过设计场景，引出主人翁Zip，并先从Zip与她的朋友们的交谈中复习本单元的引入本单元重点句型What do you usually/ often do on the weekend? I usually ....并为故事中weekday里from ... to ...做好铺垫。

通过单词weekdays的学习，知道它包含周一到周五5天，从而引入故事里的短语from…to…的学习。

运用自然拼读的方式让学生从旧单词过渡到新单词的学习。

Step 2: Review: Our old friend Zip becomes a superstar, the animals come to visit her and ask her some questions.

What do you usually do on the weekend?

Step 3: Presentation: 1、pre-reading What about the weekdays?

By the answer of Zip:

I usually collect nuts. Sometimes I dry nuts and eat nuts with my friends,introducing the new words and phrases: from…to…, collect, nut, dry. And show the cards, teach the students to read.

2、while-reading Zip’s good friend Zoom comes to her home and they have a talk. Now watch the flash and answer the questions: Is zip busy? What does

Zip usually do from Monday to

Wednesday? Which picture can you find the answer?

Can you read picture 2? Show the card of “let me see”. Do you know what the meaning is?

There are still some days we don’t’

know what Zip does. Can you find the answers? Please work in groups, find out the answers and fill in the table

. I have a tip for you: when you read the sentences, you can under the key words.

Let’s check the answers.

What does Zip Usually do on Thursday?

What about Friday?

What does Zip Usually do on the weekend?

What about this weekend? Does she watch TV this weekend?

What will Zip do this weekend?

观看动画，加强了学生的学习兴Picture 2. 趣，通过让学生快速了解文章大

意，抓住文章主要信息，让学生对

故事的内容有大概的了解，并能激

发学生的思考，在此基础上回答问

题，培养学生阅读的兴趣和信心。

通过动作的方式让学生知道句子Read picture 2. Let me see

的意思。

Work in groups. Find out the 安排小组合作学习。

answers and fill in the blank.

Zip usually dry nuts in the sun on Thursday.

Zip usually eats nuts with friends on Friday.

She often watches TV.

No, she doesn’t.

She’ll have a show to play pipa. 点名回答问题，检查学生的练习效果。

同时对还没有答案的同学进行暗示。

结合学生回答问题，利用大屏幕出示总结，强化学生认识。

对每一组的实际完成情况给予不同评价，增强了小组间的竞争意识。

Step 4: consolation We have known the days of Zip. There are three questions on our paper. Can you read quickly and tick or cross?

You do a good job. Now I want you to read the story better, and after that, we’ll have a role-play, ok? Please read the story after the radio, read the words and the intonation correctly.

Now it’s the show time.

I’ll act as Zip and you act as Zoom. You can notice my action and emotion.

It’s your turn.

Let the students role-play.

Now we have known Zip’s day, and what about your days? Our friend Mike writes a diary according his days. Let’s have a look.

This is Mike’s day. And what about your days? Now write down your days on your paper.

We know Zip is very busy. She has many things to do and she is a superstar now. She has a song to us. Now let’s listen the song.

Do the trick or cross.

Read the story after the radio.

Act as Zoom.

Role-play.

Read Mike’s diary.

Write down the days on the paper.

Listen the song and try to sing.

再一次检查学生对故事细节的掌握。

培养学生良好的阅读习惯。句跟读，让学生能够在读准单词的情况下，更好地听清句子的语音语调，以便模仿。

教师示范，让同学们在接下来的角色扮演前能了解应该如何更好地进入角色，如关注角色的语音语调、动作、神态等。

学生进行角色扮演，不仅使学生参与到课堂中来，而且使故事情节内化。

阅读Mike的日记，复习了本节课和本单元学习的重点句型，也使学生了解到如何描述自己的一天，为接下来的填空做好铺垫。

通过模仿Mike的日记进行填空，巩固了本单元的知识点，也训练了学生的写作能力。

用“两只老虎”的音乐加入本节课所授故事的内容制作成Zip之歌，学生很容易学会，不仅复习了本课内容，也活跃了课堂气氛。

Step 5: Extension: Can Zip have a good show? Why?

Work in groups to discuss.

Step 6: homework Try to sing the song Act the story out with your friends with proper intonation.

提出该问题，使课堂的故事得到延展。

允许学生的创新意识，并给予鼓励。

通过该问题引出本节课的情感教育：我们要向Zip学习，学习她的勤奋努力。

布置唱和说的作业，增强了学生的学习兴趣，也使本节课的内容在课后能得到巩固