1PEP五年级上册Unit5-Story-time教学设计-郭英平

1、课题：Unit5 Story time课时：5教材分析本节课是五年级上册第五单兀story time故事教学。本单兀中学过了 There be句型和方位词的使用。本故事内谷是对本单元重点单词和句型的进一步稳固和延伸。该故事讲了一个易拉罐被丢在河边想回家，经请求小鸟、小熊，小猴子、小兔子后无人帮他回家，小熊反而把他踢入河中， 两条鱼帮助把他传给了岸上的Zoom和Zip,Zoom接到后把他放 入垃圾桶中。易拉罐最终回家的故事。通过该故事的学习让学 生能从整体上理解故事情节，根据角色表演出故事。能让学生 知道帮助人并要养成保护环境的好习惯。学情分析本节是第五单兀的最后一节故事教学。学生还没有学到第五

2、单 兀，所以与此有关的there is 句型和表方位的词没有学过。 加上本故事里的生词，新知识多。平时故事教学不作为重点， 学生在表演上也会有所困难。本节课一定要表达出故事的趣味 性，让学生被吸引后主动的表现。教学目标能让学生从整体上理解故事情节，根据角色表演出故事。能让 学生知道帮助人并要养成保护环境的好习惯。教学重点难点教学重点：能让学生从整体上理解故事情节，根据角色表演出故事。能让学生知道帮助人并要养成保护环境的好习惯。教学难点：1、本故事中生词 over、can、naughty、busy、kick、fall、fish、poor、late for2、故事的表演。教学策略本节教学过程中米用

3、了参与式，讨论式，互动讨论式和任务型教学的方法。资源的开发及说明本节课采用多媒体课件辅助教学，利用图片，声音，动画来刺激学生感官，让学生在愉悦中学习，体验学习的乐趣，增强的学习效果。教学过程教学环节教师活动预设学生活动设计意图Step 1、1Greeti ngand设计意图：warm-upchant内容中包T:Good morning. Nice跟唱含故事中的关to meet you.键词，提前给学S:Nice to meet you生渗透。too.T: Today I will tell a story for you, now letscha nttogether.Can, can , s

4、ad, sad, sad.Little bird, little bird, fly, fly, fly.Naughtybear,n aughtybear,kick, kick, kick.Rabbit,mon key,rabbit, mon key, late for school.Mr Fish, Ms Fish, help, help, help.Zoom and Zip, Zoom and Zip, good, good, good.Lead in拿出实物can, This is跟读。设计意图：让学生通过观察图a can.T: Today I will tellyou a story

5、about can.What willhappen to the can? First,look at the观察图片，表达出所看到的动物。片找出故事中的相关人物。同时教师提供语言支架，引导学生照例说出。picture. I can see abird。What can you seeinthepictures ?带表情读单词并理引导学生说出lea nO解see带着问题进入文本任务型教学。T: Look at the can,听力阅读。he is very sad. 弓丨导 学生看表情理解意 思，引出sad并带表 情的读词。Whyis the can sad? Let s watch答复下列问

6、题。thecarto onand检验学生对本thinkabout the文的理解程度。questi on.Q1 Why was the cansad?Q2 Where is the can in the end ?3播放视频，之后让学 生答复两个问题。T: I Think you have knownsomethi ngabout the story. NowI will tell you the story.自己从黑板上画出河 流，课本图片上没有， 并把can贴在旁边。 教师手指can和river 的位置说出there，引 导学生接出There is a can beside the riv

7、er. 然 后手指 can 的表情说He is，引导 学生说出sad。Thecan wants to go home.But who can help him .根据老师贴图提示说出there be 句型。根据PPT说出小鸟 的话。跟读busyNow, a birdiscoming.在黑板上贴根据提示说出图一根据多幅图片观察辅助学生小鸟图So the can says出示PPT引导 学生说出易拉罐的话，要注意语气。多请几 个学生模仿一下小鸟 的话。T: The can asks the bird for help, does局部故事内容。理解单词含义。the bird help him? 引导

8、学生答复NoWhat does the bird say to him ?引导学生做动作读单词。说出 Sorry ,1 mbusy. 引出生词 busy并带 读。Busy 一词要连接 几幅图片辅助理解。模仿。判断小熊做法。引导学生表演第一幅让学生树立正画内容。确的价值观。4图2图3The bird doesn t help the can. He fliesaway. Now abear comes. He is very n aughty.手拿小 熊图片。He is a naughty bear. 弓丨出 a n aughty bear 。 A n aughty bear kicks the

9、 can。弓丨出kick带 学生做动作练习。The bear is so n aughty, he kicks the can and laugh.引导学生说出 haha。But the can is very sad。He says : 引导学生看图说出oh, no。教师向学生出示问 题 Should the bear kicks the can?引导学 生做出判断，标明学生讲出图2 3故事。一步步解决故事情节，减轻难度。该有的立场。T: The bear doesn t help the can. Now comes Rabbit and Monkey.在黑板上贴 图The can fli

10、es over Rabbit and Mon key.手拿can在黑板上做 飞的路线，让学生体会 over的含义，让学生 说出。T: The can is very afraid. Whenhe is in the sky he shouts;引导学生看PPT说出 help。T: Does Monkey help him? S: No.T: Mon key doesn t help him, and he also says: Look at that答复教师的问题。演出图4故事。时刻根据情节 对学生进行帮 助他人的教育。poor can.弓丨出 poor, 加链接理解。T: Does Rab

11、bit help him? Why?引导学生 说出 Come on. We re late for school.弓丨出 late for表演图2图3 根据黑板上的贴图变 换can的位置，同时播 放图4.T: The can falls betwee n two fish. 弓丨 导学生看下落的动作 理解fall ，带读。然 后再问 where does the can fall? 引导学生说 出 The can falls betwee n two fish.T: Do the two fish help the can? How do they help?对Zoom行为作出评价。引出剧情转

12、折。观察图片细节内容。对Zoom和Zip行为判断。听并跟读。让学生体会帮助他人给比人带来的快乐。T:Mr Fish says: Here comes a can. Ms Fish says: Let s give it to zoom. He can help.Do you agree with the two fish?带着大家演出图45图5The two fish give it to Zoom, and Zoom 出 Zoom Zip图贴黑板 上catches the can. 拿实物can问学生Can you catch the ball?让学生接后说He catches the ba

13、ll.T: Does Zoom help him? S: Y es.Zoom helps the can in the trash bin and says: let me help you.小组角色练习。展小。发散思维考虑。体会如何帮会环境。让学生体会环 境保护的重要 性。T:w, is the can still sad? S: No, he is happy.T: The can is happy.He says:引导学生说 出 Thank you。Home sweet home.T: Zoom and Zip are together, Zoomhelps the can, and ZIP 引 导学生看Zip给Zoom 竖起大拇指。T: Do you think Zoom and Zip are right? Do you want to say something about what they did?T: