五年级unit-4-storytime教学设计.doc

1、Pep 小学五年级上册小学五年级上册 unit 4 What can you do ? Part C Story time 一、教学内容： 本部分呈现的是田鼠如何机智地摆脱被蛇吃掉的命运，在紧张的故事情 节发展中复习巩固本单元的核心词汇和句型。教师帮助学生通过图片和上下文 理解全文以及句子的意思。 二、教学目标： （一） 知识与技能目标： 1.通过阅读趣味故事能灵活运用本单元核心语言进行简单语言表达。 Eg：What can you do ? I can 。 2. 能够理解对话大意，按照正确的意群及语言，语调朗读对话并进 行角色扮演。 3. 养成整体阅读的习惯， 用英语思维、 猜测词义、 预测

2、、 分析、 判断、 推理、归纳和总结的能力. （二） 情感态度目标： 1. 通过有趣的语言情景，激发学生的学习兴趣。 2. 通过小组合作共同完成任务，形成和谐的学习氛围。 3. 通过阅读，学会遇到危险保持冷静,动脑筋想办法。 三、三、Teaching StepsTeaching Steps： Step IStep I：GreetingGreeting T: Boys and girls ,Good morning /afternoon ,I am your new English teacher ,my name is Wang Xiaojie ,May I have you name ? S

3、s: My name is T：Nice to meet you . Ss: Nice to meet you , too. (设计意图：轻松的谈话，缓解课堂紧张气氛) Step Step IIII：LeadingLeading- -inin T T：Can you tell me what day is it today ?Can you tell me what day is it today ? Ss: Today is Ss: Today is T: WhatT: Whats the weather like today ?s the weather like today ? Ss:

4、Ss: T T：What can you doWhat can you do on sunny /rainy /cloudy days?on sunny /rainy /cloudy days? Ss: I can Ss: I can （复习巩固本单元单词，句子）（复习巩固本单元单词，句子） T: Wow ,T: Wow , so great !You can do so many things on on sunny /rainy /cloudy so great !You can do so many things on on sunny /rainy /cloudy days.days.

5、 I like sunny days best , Because I can go hiking on sunny days .one I like sunny days best , Because I can go hiking on sunny days .one day I walked into a forest , I met lots of animals ,day I walked into a forest , I met lots of animals , and we became good and we became good friends.(friends.(课件

6、呈现动物图片课件呈现动物图片) Here come some animals .) Here come some animals . T: Do you know who are they?T: Do you know who are they? Ss: Panda Ss: Panda T T: Yeah ,We talked together ,but When we talked happily ,a snake came : Yeah ,We talked together ,but When we talked happily ,a snake came suddenlysuddenl

7、y ( (课件呈现蛇的图片， 帮助孩子理解单词， 并引出课件呈现蛇的图片， 帮助孩子理解单词， 并引出 snacksnack 帮孩子记忆帮孩子记忆) )， the animals are frightened ,they run the animals are frightened ,they run away ,and then one of my friends away ,and then one of my friends rat missing .I donrat missing .I dont know what has happened to him .I cant know w

8、hat has happened to him .I cant find him, t find him, and Iand Im worried about him. Can you help me find my good friend? m worried about him. Can you help me find my good friend? Tell Tell me what me what has has happened happened to him.to him. Ss: Yes, We can.Ss: Yes, We can. T T: OK: OK, Thank y

9、ou very much. Next I, Thank you very much. Next Ill ll show you some show you some cartoons,cartoons, through through the cartoons you may find some useful the cartoons you may find some useful clubs, OKclubs, OK? Small ? Small detectives,detectives, are are you you ready?ready? ( (设计意图设计意图: :创设情境，给

10、孩子留悬念，让孩子们以小侦探的身份帮创设情境，给孩子留悬念，让孩子们以小侦探的身份帮 老师找朋友老师找朋友田鼠，任务驱动，调动孩子们的学习积极性，培养孩子的责任感，田鼠，任务驱动，调动孩子们的学习积极性，培养孩子的责任感， Free talk Free talk 既训练了孩子的口语， 又增加了彼此之间的亲和力， 拉近师生距离。既训练了孩子的口语， 又增加了彼此之间的亲和力， 拉近师生距离。 ) ) Step Step IIIIII：PresentationPresentation 1.1. PrePre- -reading reading ( (初读，整体感知内容初读，整体感知内容) ) T:

11、 OK, now letT: OK, now lets go to the s go to the theatertheater to watch this cartoon. But you to watch this cartoon. But you must answer these questions after watcmust answer these questions after watching the cartoon, OK? (hing the cartoon, OK? (课课 件呈现问题件呈现问题) ) Q1Q1：How many animals are there in

12、 the story ?How many animals are there in the story ? Q2: Did snake eat the rat at last?Q2: Did snake eat the rat at last? 2.2. Read Again (Read Again (再读，了解故事梗概再读，了解故事梗概) ) T: ItT: Its amazing, how did the rat run away , now lets amazing, how did the rat run away , now lets read it s read it again

13、.Iagain .Ill divided you into two groups ,Letll divided you into two groups ,Lets have a compets have a competition ition and letand lets see who is the winner.(s see who is the winner.(分组分组 PK,PK,选出称职的小侦探选出称职的小侦探) ) 呈现问题：呈现问题： Q1Q1：What can the rat do ?What can the rat do ? T: You may try to find o

14、ut the key words and circle them, shall T: You may try to find out the key words and circle them, shall we?(we?(设计意图：教师在学生阅读是给处阅读方法建议，培养孩子阅读短设计意图：教师在学生阅读是给处阅读方法建议，培养孩子阅读短 文能力，以及从短文中提取重要信息的能力。文能力，以及从短文中提取重要信息的能力。) ) Step IV: Consolidation Step IV: Consolidation 1.1. 活动“人当解说员”学生一小组单位讨论，根据活动“人当解说员”学生一小

15、组单位讨论，根据 Story tStory time ime 图片分图片分 工，扫除阅读障碍，教师巡视指导，讨论完毕，教师总结呈现较难句工，扫除阅读障碍，教师巡视指导，讨论完毕，教师总结呈现较难句 子。子。 egeg：Here comes some tasty food.Here comes some tasty food. DonDont throw me into the lake, please.t throw me into the lake, please. 2.2. 活动“争当故事之王”活动“争当故事之王” Retell the story and Act the story ou

16、tRetell the story and Act the story out 将学生分组，每组同学拥有一套顺序打乱的故事图片，请同学们把将学生分组，每组同学拥有一套顺序打乱的故事图片，请同学们把 打乱顺序的图片标上序号。 完成后， 听录音学生反复模仿录音朗读故事，打乱顺序的图片标上序号。 完成后， 听录音学生反复模仿录音朗读故事， 组内排演故事，之后选择几组同学做汇报表演，评选“故事之王” 。组内排演故事，之后选择几组同学做汇报表演，评选“故事之王” 。 （设计意（设计意图：图：故事表演是一项学生喜欢的教学活动。中、高年级的小学生了解故事表演是一项学生喜欢的教学活动。中、高年级的小学生了解

17、很多有趣的童话故事，用英语去表演对他们来说是一件非常新鲜、有趣的事。很多有趣的童话故事，用英语去表演对他们来说是一件非常新鲜、有趣的事。 因此，在读后环节我们可以运用多媒体课件为学生提供丰富多彩的故事背景画因此，在读后环节我们可以运用多媒体课件为学生提供丰富多彩的故事背景画 面，同时提供机会，让他们参与到故事表演中来，完整演绎故事内容。表演后面，同时提供机会，让他们参与到故事表演中来，完整演绎故事内容。表演后 所获得的成就感会促使学生不断地去揣摩故事的所获得的成就感会促使学生不断地去揣摩故事的 内容， 进一步学习新的英语知内容， 进一步学习新的英语知 识，以获得新的成功体验。这样，学生就真正成

18、为了学习的主体。识，以获得新的成功体验。这样，学生就真正成为了学习的主体。 ） Step V: SummarizeStep V: Summarize T: Boys and girls, After reading the sT: Boys and girls, After reading the story, What have you learnttory, What have you learnt？ Which Which animals do you like better? I think most of you want to make friend animals do you

19、like better? I think most of you want to make friend with rat ,because we have learnt a lot form him ,he tell us that when with rat ,because we have learnt a lot form him ,he tell us that when danger comes ,we should keep calm and trdanger comes ,we should keep calm and try our best to find ways. At y our best to find ways. At last ,thank you last ,thank you for your for your helpinghelping help me find my good friend .help me find my good friend .