Unit 6 How do you feel？C Story time英语六年级上册-人教PEP版

Unit 6 How do you feel?
C Story time教学设计
First, teaching objectives
(1) Knowledge Objectives
1. Be able to understand the story of Story time.
2. Be able to play the story in Story time freely.
(2) Ability Objectives
Develop students' reading comprehension and performance skills.
(3) Emotional Objectives
Educate students to be careful, help each other and tolerate others. Second, teaching key points and difficulties
(1) Key points
Can understand the story.
Breakthrough method: Adopt the split method to carry out segment teaching and break through the key points.
(2) Difficulties
Play the story freely.
Breakthrough methods: teacher demonstration, student imitation, repeated listening to the recording, repeated practice, sub-role reading, creating real scene breakthrough difficulties.
Third, teaching methods and learning methods
Guided method, direction method, fragment teaching method.
Fourth, teaching preparation
The teacher prepares multimedia courseware, text pictures, audio of the song and video, award gifts.
Fifth,teaching procedures
Step1: Warm-up
1) Greet them and settle them down.
2)Have an everyday communication with them.
Step 2: Presentation
1)T: Well, boys and girls! Zoom and Zip are watching TV. Something interesting happens. Do you want to know it?
Ss: Yes!
T: Let’s find out!
2) The teacher shows the picture of the Story time section, and the students understand the story. Then divide the students into six groups, read and discuss the story content of a segment, and finally ask each group to send a representative to read the story, find new words, and tell the story of each segment. Teachers help students understand the meaning of new words, and can use some actions and pictures to help students understand, remember, and then put the sentence cards on the blackboard. The teacher puts the whole story together and makes the students feel it.
Step 3: Practice
1)The teacher plays the recording of the Story time part, and the students repeatedly reads, imitate the voice intonation and feel the story situation. Ask a student with a good English foundation and a teacher to demonstrate the story. Then the group and the group are divided into roles to read the text. Finally, the members in the group are equipped with free movement exercises, and only some of the fragments can be practiced, and several groups of students are invited to perform.Award for The Best Performer.
2)The teacher scrambles the six pictures in the story, and then the teacher reads the sentences, ask active students to put the cards on the blackboard in the correct order. Then the ss will read the story together.
Step 4: Consolidation and homework
1. Try to retell the story to your parents or friends.
2. Do the supporting exercises on the activity manual.
Sixth,blackboard design
In the course of the lesson, the two lessons have reviewed the key knowledge of the unit and improved the students' story understanding ability. In the process of story teaching, the teacher uses the method of segment teaching and team discussion, which disperses the key points of the class well and concentrates the students' attention. Primary school students are more active and imaginative. Group discussions can effectively help students to participate in the classroom. In active discussion, middle school students can also shine wisdom and stimulate students' imagination and creativity. However, the primary school students' self-control ability is poor, and the teachers' ability to master the overall classroom is better. It is not allowed for students to discuss freely and discuss without purpose. It is very important for students to have clear discussion content and discussion objectives. The report after discussion is A feedback on the effectiveness of the discussion process, teachers should continue to accumulate experience from such feedback, thereby improving classroom discussion efficiency.。