人教PEP四年级英语上册 Unit1_C_Story_time 公开课教案
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Ss: What’s this?
S1: It’s a blackboard.
S2: It’s a bee.
Ss read the whole story by themselves.
Ss read after the tape.
Ss act the story.
Guidethestudentstothenewsituationbyshowingtheanimals’classroom.
Thus,itcanstimulatethestudents’imaginativethinking.
“Whenthebellrings,theanimalsarereadyfortheclass.AndwhatwillhappenonMissGoat’sclass?”Thissituationwillattractthestudentstowatchthevideoofthisstoryandmeanwhiletellusthetime,taskandwhatmighthavebeen.
Unit1 C Story time公开课教案
Teachingcontent:
PEPBook3Unit1PartCStorytime
Teaching aims:
Knowledgeaims:
1.Sscanreadandunderstandthestory.
2.Sscanmasterthewords:light,fan,wall,blackboard,bee...
Consolidation
1.Write about the bee’s classroom.
1) Read and write about the classroom.
2) Show the students’ works and give them some suggestion.
Ss finish“Read and write”.
Guesstheflightrouteofthebeeandthereasonwhyitstayedtheretoopenthestudents’imaginaryspace.
Andthenguesswhereitwillflyto.
Therefore,thestudents’wayofthinkingcanbeexpanded.
Ss show the task paper in front of the Ss.
Go into the bee’s classroom and apply the sentences have learned in this lesson according to the language support. The students can use English in real situation well by the consolidation.
2. Describe your own classroom.
Art room. / Music room. / The classroom in America...
Broaden the students’ horizon by showing many kinds of the classrooms, some of which are from other westerncountries. It can cultivate the consciousness of cross cultural communication.
(2)Perceivethestoryoverall.
T:WhathappenedinMissGoat’sclass?Nowlet’swatchthevideo.
T:Whereisthebee?
Isittheniceplaceforthebee?Idon’tthinkso,becauseit’ssohot.
Emotionaims:
1.SsmaylovetoactthestoryinEnglish.
2.Ssmaylovetheirclassroom.
3.Ssmayknowthemeaningofcooperativegroup.
Teachingimportant/difficultpoints:
Importantpoint:Sscanreadandactthestory.
Ss:Maybeit’sRabbits’/Zip’s/Zoom’s...
Ss:MissGoat.
Ss:There’sabeeintheclassroom.
S1:It’sonthelight.
S2:It’sonthefan.
S3:It’sonthewall.
S1:Maybeit’sontheflower.
(2)Whosepencil/bag/bookisit?
2.Gotothetext.
(1)Lead-in:
Theanimals’classroomisnice.Andtheanimalsarewaitingforthelesson.Listen,whocomes?Who’stheirteacher?
(4) Act the story.
T: Do you like this funny story? It’s your turn to act out the story.
Ssrememberthethingsinthespecialclassroom.
Ss:There’sain/on/under/near...
Ss:Nicetomeetyou,too.
Oneblackboard,onecomputer,manydesksandchairs...
Singthesong.
HelptheSstorelaxandgetthemreadyfortheclass.
ActivateSs’knowledgeabout“Whereisit?It’s...”on/in/under…andpracticetheminrealsituation.
Difficultpoint:Sscanusethesentencepattern:There’s…Whereisitnow?It’s…inrealsituation.
Aids:1.PPT.2.Thewordcards.3.Thepictureofanimals’classroom.4.Theheadwearsoftheroleplay.
Showing the students’ works can increase their self-confidence.
And it’s necessary that the teacher gives them the writing guidance.
Extension
1.Show many other kinds of the classrooms.
(2) Continue to watch the video.
T: Boys and girls, do you want know where the bee is finally?
T: Just then what does Miss Goat ask?
T: Can you answer this question?
Teachinபைடு நூலகம்steps
Teacher’sactivities
Students’activities
Teachingpurpose
Warmup
1.Greetingandfreetalk
a.Greeting
b.Talkaboutthenewclassroom.
2.Singasongabouttheclassroom.
Andplaythe“10squicklymemory”gametoapplythenewsentence.
“There’s…in…”.
Throughguessingtheownersoftheschoolthingstoleadoutthemaincharacters:Zoom,
ZipandRabbit.Thesituationisfullofenjoymentandnaturaltransition.
S2:Maybeit’s...
S3:Maybeit’s...
Ssputthebeeandshowtheplace.
Ss continue to watch the video andget to know the second part of the information
from the story.
Ss read the second part of the story deeply. Where will the bee stay at last?
The students continue to explore according to the story line, which reflects the continuity of thinking.
3.Sscanmasterthesentences:Whereisthe...?It’sin/on/under/nearthe...There’sa…inourclassroom.
Abilityaims:
1.Sscanactthestory.
2.Sscanusethesentences:“There’s…,whereisitnow?It’s…”intherealsituation.
Break through the difficult point: Ah, yes. It really is a bee.
Before the students silent reading, the teacher offers them some tips for silent reading. The students can circle the difficult words, ask their teacher or partners for help and so on. Thus, they can overcome the difficulties in the process of learning.
T: Ah, yes. It really is a blackboard, and it really is a bee.
Because there’s a bee on the blackboard.
(3)Read the story.
a.Silence reading time.
b.Let’s read after the tape.
Presentation&Practice
Gotothetext
1.Introduceananimalclassroom.
(1)“10squickmemory”game.
T:What’sinthisclassroom?
Ok,I’llgiveyou10secondstorememberthethingsintheclassroom.
T:Hefliesagain.Whereisitnow?Oh,Yes.Thebeefliestothefan,butit’sdangerous.
T:Hestillcan’tstayonit.Hefliesagain.
T:Whereisitnow?
T:Maybetherearemanyotherniceplacesforthebeetostay.Pleaseuseyourimagination.Whereisthebeethen?
This part of learning reflects the application of learning strategy.
The students act the story by group cooperation. It can help them to understand the story better and master and use the main sentence patterns. It’s important to improve the integrated use ofEnglish language ability of the students as well.
S1: It’s a blackboard.
S2: It’s a bee.
Ss read the whole story by themselves.
Ss read after the tape.
Ss act the story.
Guidethestudentstothenewsituationbyshowingtheanimals’classroom.
Thus,itcanstimulatethestudents’imaginativethinking.
“Whenthebellrings,theanimalsarereadyfortheclass.AndwhatwillhappenonMissGoat’sclass?”Thissituationwillattractthestudentstowatchthevideoofthisstoryandmeanwhiletellusthetime,taskandwhatmighthavebeen.
Unit1 C Story time公开课教案
Teachingcontent:
PEPBook3Unit1PartCStorytime
Teaching aims:
Knowledgeaims:
1.Sscanreadandunderstandthestory.
2.Sscanmasterthewords:light,fan,wall,blackboard,bee...
Consolidation
1.Write about the bee’s classroom.
1) Read and write about the classroom.
2) Show the students’ works and give them some suggestion.
Ss finish“Read and write”.
Guesstheflightrouteofthebeeandthereasonwhyitstayedtheretoopenthestudents’imaginaryspace.
Andthenguesswhereitwillflyto.
Therefore,thestudents’wayofthinkingcanbeexpanded.
Ss show the task paper in front of the Ss.
Go into the bee’s classroom and apply the sentences have learned in this lesson according to the language support. The students can use English in real situation well by the consolidation.
2. Describe your own classroom.
Art room. / Music room. / The classroom in America...
Broaden the students’ horizon by showing many kinds of the classrooms, some of which are from other westerncountries. It can cultivate the consciousness of cross cultural communication.
(2)Perceivethestoryoverall.
T:WhathappenedinMissGoat’sclass?Nowlet’swatchthevideo.
T:Whereisthebee?
Isittheniceplaceforthebee?Idon’tthinkso,becauseit’ssohot.
Emotionaims:
1.SsmaylovetoactthestoryinEnglish.
2.Ssmaylovetheirclassroom.
3.Ssmayknowthemeaningofcooperativegroup.
Teachingimportant/difficultpoints:
Importantpoint:Sscanreadandactthestory.
Ss:Maybeit’sRabbits’/Zip’s/Zoom’s...
Ss:MissGoat.
Ss:There’sabeeintheclassroom.
S1:It’sonthelight.
S2:It’sonthefan.
S3:It’sonthewall.
S1:Maybeit’sontheflower.
(2)Whosepencil/bag/bookisit?
2.Gotothetext.
(1)Lead-in:
Theanimals’classroomisnice.Andtheanimalsarewaitingforthelesson.Listen,whocomes?Who’stheirteacher?
(4) Act the story.
T: Do you like this funny story? It’s your turn to act out the story.
Ssrememberthethingsinthespecialclassroom.
Ss:There’sain/on/under/near...
Ss:Nicetomeetyou,too.
Oneblackboard,onecomputer,manydesksandchairs...
Singthesong.
HelptheSstorelaxandgetthemreadyfortheclass.
ActivateSs’knowledgeabout“Whereisit?It’s...”on/in/under…andpracticetheminrealsituation.
Difficultpoint:Sscanusethesentencepattern:There’s…Whereisitnow?It’s…inrealsituation.
Aids:1.PPT.2.Thewordcards.3.Thepictureofanimals’classroom.4.Theheadwearsoftheroleplay.
Showing the students’ works can increase their self-confidence.
And it’s necessary that the teacher gives them the writing guidance.
Extension
1.Show many other kinds of the classrooms.
(2) Continue to watch the video.
T: Boys and girls, do you want know where the bee is finally?
T: Just then what does Miss Goat ask?
T: Can you answer this question?
Teachinபைடு நூலகம்steps
Teacher’sactivities
Students’activities
Teachingpurpose
Warmup
1.Greetingandfreetalk
a.Greeting
b.Talkaboutthenewclassroom.
2.Singasongabouttheclassroom.
Andplaythe“10squicklymemory”gametoapplythenewsentence.
“There’s…in…”.
Throughguessingtheownersoftheschoolthingstoleadoutthemaincharacters:Zoom,
ZipandRabbit.Thesituationisfullofenjoymentandnaturaltransition.
S2:Maybeit’s...
S3:Maybeit’s...
Ssputthebeeandshowtheplace.
Ss continue to watch the video andget to know the second part of the information
from the story.
Ss read the second part of the story deeply. Where will the bee stay at last?
The students continue to explore according to the story line, which reflects the continuity of thinking.
3.Sscanmasterthesentences:Whereisthe...?It’sin/on/under/nearthe...There’sa…inourclassroom.
Abilityaims:
1.Sscanactthestory.
2.Sscanusethesentences:“There’s…,whereisitnow?It’s…”intherealsituation.
Break through the difficult point: Ah, yes. It really is a bee.
Before the students silent reading, the teacher offers them some tips for silent reading. The students can circle the difficult words, ask their teacher or partners for help and so on. Thus, they can overcome the difficulties in the process of learning.
T: Ah, yes. It really is a blackboard, and it really is a bee.
Because there’s a bee on the blackboard.
(3)Read the story.
a.Silence reading time.
b.Let’s read after the tape.
Presentation&Practice
Gotothetext
1.Introduceananimalclassroom.
(1)“10squickmemory”game.
T:What’sinthisclassroom?
Ok,I’llgiveyou10secondstorememberthethingsintheclassroom.
T:Hefliesagain.Whereisitnow?Oh,Yes.Thebeefliestothefan,butit’sdangerous.
T:Hestillcan’tstayonit.Hefliesagain.
T:Whereisitnow?
T:Maybetherearemanyotherniceplacesforthebeetostay.Pleaseuseyourimagination.Whereisthebeethen?
This part of learning reflects the application of learning strategy.
The students act the story by group cooperation. It can help them to understand the story better and master and use the main sentence patterns. It’s important to improve the integrated use ofEnglish language ability of the students as well.