2022年英语组王婧精品课例Unit 5 Food 教案

Teacher:WangJingClass:304Date:6/14/20221.TeachingContent:Unit5FoodPart8Astory-BadluckforPat.2.TeachingObjectives:(1)Thestudentscanunderstand,recognizethesentencesinthestory.(2)Thestudentscanusethesesentencestocommunicatewithothersintheirdailylife.(3)Thestudentscanunderstandandobeytherulesonpublicplace:Nofoodonmetroetc.3.TeachingFocus:CanIhaveanicecream?Hereyouare.Ahamburger,please.Noicecreamonthebus.4.TeachingPreparation:Thevideoofthispart,thecardofpopcorn,acardofanemptybag,acardofhamburger,acardoficecream5.TeachingProcess:1)Step1:warm-up(1)Short-greeting(2)Saythechant:What’sforbreakfast?2)Step2:presentation(1)Listentothestoryforthefirsttimeandletthestudentsperceptthisstoryasawhole.(2)Listentothestoryforthesecondtimewiththesequestions:Whichfoodhasbeenappearedinthestory?DidPateatthesefoodsatlast?Why?WheredidPatgetthefood?(3)Accordingtothefoodsthathavebeenappearedinthestory,thisstorycanbedividedintothreeparts:Popcorn,hamburger,icecream.(Putthestickersontheblackboard)(4)Askthestudentswhichcharactershasbeenappearedineachpart.LetthestudentsfinishthetablethemselvesPartFoodcharacters1popcornPatandhistwofriends2hamburgerPat,seller,afriend3icecreamPat,seller,busdriver,dog(5)Askthestudentstoshowwhathappenedinthestorywiththeassistanceofthecardsthatpreparedbytheteacher.(6)Completethedevelopingofthestoryaccordingtothetableandthecardsthatpreparedbytheteachers3)Step3:practise(1)Dividethestudentsintoseveralgroupsandeachgrouparecomposedofsevenstudents(2)Practiceactingthestoryingroup.(3)Theneachgroupprompttheirproblemsofsayingthesentences(ifany).(4)Letthreegroupsshowtheirstory.4)Step4:Extension(1)Evaluatetheformertitleofthestory-BadluckforPat.(2)Thenleadthestudentstrytofindanothertitleforthestory.(3)Letthestudentschooseafoodanddevelopastorybasedonit.(Thestudentscanimitatetheformerstoryatfirst,thensomeofthestudentscanbuildarathernewstoryaccordingtotheirthinkingandunderstanding)(4)Actoutthenewstoryandshareyourstorywithothers.5)Step5:homeworkActoutthestoryoryournewstorytoyourparents.Finishtheself-assessingtableofthispart.6.教学反思：在本课的教学中我主要侧重了学生批判性思维的培养，虽然在低段的英语教学中渗透过多的思维引导是相对来说困难的，但是这种思维的引导是很有必要的，如果从小养成了用批判性思维思考的习惯，那么对于孩子们的语言学习本身也是一种促进，因为思维在很大程度上也影响了语言的构建。思维的引导需要通过课堂上的一步步设计来完成，所以首先，在课程的开始，我就将这个故事整体的展现在孩子们面前，这给了孩子们整体感知这个故事的机会，而再次接触这个故事时孩子们就是带着问题来对故事进行分析，至此开始解构整个故事，通过用食物将故事分为三个部分和完成表格这些活动，孩子们顺利的将故事解构为三个部分，通过对每个部分的再现和根据表格即故事发展将故事重组孩子们对故事又一次有了重新的认识，这些都为后面的拓展性活动的展开奠定了很好的基础，而我又更细致的将这种拓展性活动分为了两个部分的拓展，第一个部分是对故事整体理解的拓展，即试着给这篇文章找找新的标题，第二个部分为细节上的增添，