《Unit 4 Then and now C Story time》

教学设计

一、（设计思路）Design idea: We should promote quality education and the all-round development of the students. We should establish efficient class.

（一）(指导思想)Teaching guidance: According to the New Curriculum, we should develop students’ comprehensive language competence. At the same time, teacher should help students gain a sense of achievement and self-confidence. Meanwhile, we will develop students’ reading abilities and foster students’ thinking ability.

（二）(设计理念)Teaching theories：For students in grade six, we will provide them to improve their cooperative, investigative and thinking abilities and strengthen their interest in studying English. Language is closely connected with our life. So I set a real situation to learn English. We read the story of unit 4 and talk about the question--- What ’s the main idea? Our students are eager to answer the question because they can get the answer with the help of the pictures. For their age, they have a strong desire to read pictures. The pupils are interested in express their ideas. We can broaden students’ horizons and enrich their life experience. Students can read the story, then retell the story and make a poster to develop their language in English. Teacher can help them use language appropriately. And the assessment is closely combined with the main idea---protect the earth. I’ll guide students to tell their ways to protect the earth in class. Students learn to cooperate with others, and use different ways to learn English.

（三）(教材分析)Analysis of textbook：The content of this period belongs to PEP Book II for grade six. Part C Story time is the sixth period of Unit 4. The main idea is about the development of past, now and future. Students should mainly know the three parts of the story. Meanwhile students can understand the story and develop their thoughts by making posters. We should develop students’ language further and foster their thoughts while reading.

（四）(学情分析)Analysis of students：Students have learnt verbs’ past tense in this book. Students have some skills of reading and get the main idea of this passage with the help of pictures. Students have different ways to protect the earth. They can share their ideas with us. Students can express their thought by making a poster. Different students in different levels can develop their language and ability by learning the story.

（五）(教学目标)Teaching aims:

1. Enable students to understand the story with the help of pictures and PPT.

2. Try to help students get the main idea of the story, at the same time, we can review and consolidate the key language by reading the story.

3. Students can read the story and retell the story according to one aspect,    

  its past, now and future.

4. Guide students to develop a certain ability about thinking and make a   

   poster to show their ideas about protecting the earth after reading.

（六）(教学重点)Teaching key points：Students can read and understand the story with the help of pictures.

（教学难点）Teaching difficult points：Students can understand the story according three parts: cooking, the earth, whales according to their past, now and future.

二、（教学准备） Teaching preparations：

(教具准备)：PPT, a tape recorder, head-dressers of Zoom and Zip

(学具准备)：Some pieces of paper.

三、（教学过程）Teaching steps：

C Story time

Step1. Warm-up

T: Hello, class. How are you today?

Ss: I’m fine, thank you.

T: Let’s listen and sing the song 《Changes in me》.

Ss: Great.

T: In the song, we can find some changes in Mike.

Ss: He’s taller. He’s bigger.

(设计意图：节奏欢快的歌曲、声情并茂的画面将学生的眼球紧紧的吸引到课堂上。教师与学生进行亲切的交谈，语言真实有效，为引出故事做好铺垫。)

Step2. Presentation

1、Pre-reading:

T: One day I read some magazine. I find some changes about the world. Look there are some different kinds of magazines. Which one do you know?

Ss: I know the 《Reader》.

T：I like to read it, too. But I got the story in 《The Youth.》Let’s share the story. Think about the two questions.

(1) How many parts are there in the story?

(2) Which part are you interested in?

Ss: Talk about the story with their partners.

(设计意图：学生通过观察故事中的图片，找出故事的主题，从三个方面体现过去、现在和将来的变化，介绍不同的杂志，让学生感受杂志与书本的不同，谈论故事中感兴趣的切入点，与同伴交流。学生能够积极思维，运用所学知识进行语言交流，带着问题准备阅读，在思考中阅读，在阅读中思考，激发学生阅读兴趣。)             

2、While-reading

(1) Read the story and try to understand it.

l The first reading

(3)T: Read the story quickly and answer the first question---How many parts are there in the story?

Ss: Three parts.

T: Talk about one part you are interested in with your own words.

S1: The first part shows the changes of cooking from the past, the present  and the future.

T: Excellent! I like your answer.

(设计意图：学生自主阅读故事，整体感知，并根据自己所需要了解的信息快速浏览，获取关键信息。发现故事从三个方面反映出事物的变化，人类烹调方式、地球环境以及鲸鱼古今未来的变化，在谈论自己喜欢的方面自由讨论，发表自己的观点或看法，在积极思维的基础上用语言表达，有效地培养了学生的语言思维能力。) 

(2) Watch the video of the story.

l The second reading

T: Read the passage again, and answer these questions: What are the changes in the second part? And the third part? Let’s read and underline the key information.

Ss: Read and find more information, and try to understand the passage further.

(设计意图：在第二次阅读时，学生带着问题，根据需要，寻找细节信息，放慢阅读速度，在找到的关键信息处划线或做标志，发现在地球环境、鲸鱼的变化，顺利回答问题。)

l The third reading

T: Listen to the tape and try to imitate the right pronunciation, tune and information. Circle the words you don’t know. And try to guess their meaning in the context.

Ss: Here are the words: cavemen, whales, bright future, heal the world.

T: Guess their meaning.

Ss: I think cavemen means...

 (设计意图：在第三次阅读文本时，圈出自己不懂的单词，并联系上下文，学会在语境中猜测词义，进而更好地理解语篇。) 

l The fourth reading

T：Listen to the tape.

(设计意图：学生通过再次听音模仿，学习准确的语音和语调，为角色表演做好铺垫。)

l The fifth reading

1. Retell the story with the help of pictures.

T: Read the story again, children.

Ss: Find the clue of the story, and retell it with your partners.

2. Read the pictures and try to add some words to show the main idea.

Ss: Say the sentences to express the main idea of the picture as possible as they can.

T: Great.

Ss: Try to retell the story together.  

(设计意图：学生通过多次感知文本，加深对故事的印象和理解，找出故事的线索，通过复述故事和看图说话强化训练，为语言的积淀打下良好的基础。)                               

3、After-reading

(1) Talk about the theme of the story.

T: Think about the question: What should we do to heal the world?

Ss: Protect the earth. Plant more trees. Save water and don’t waste.

(2) Fill in the table.

Item	In the past	Now	In the future
Cooking
The Earth
Whales

(设计意图：阅读后，教师可以将故事的主题升华为保护地球，拯救世界，就是拯救人类自己让学生结合我们的生活环境遭到破坏，讲述各自的行动，即使用汉语表达也可以接受，主要培养学生动脑思考，有效地激发了不同语言层次学生的学习兴趣。通过再次阅读故事，并根据文本信息填表，巩固语言的操练和运用。 )

Step3. Practice and extension

Make a poster.

T: Make a poster to show your actions about healing the world. You can cooperate with your friends or by yourselves.

Ss: Design the poster and make it.

(设计意图：在语言延展和思维培养方面，让学生根据自己的情况，积极参与，以小组合作或个人独立完成海报的制作，让学生认识到环境保护的重要意义将语言的学习与生活的实际紧密结合起来。《英语课程标准》提出要“倡导学生体验参与”，“重视通过做事学习知识。”学生可以发挥自己丰富而独特的想象力进行语言的深入学习，将思维的培养和语言的发展在语境中有机地结合起来，达到了学以致用的教学效果。)

Step4. Summary

Today, we’ve learnt some reading skills during three periods: pre-reading, while-reading, after-reading, and know the main idea of the story and find the changes from the past, the present and the future. Students can develop their writing ability and thinking ability after reading. Try to make a poster to heal the world.

(设计意图：在结束本节课时，让学生积极行动，保护地球，拯救世界，深刻认识环境与人类生存的密切关系，制作海报，从自己做起，积极思考，养成良好的生活习惯。)

Step5. Homework 

Make a poster to heal the world.

（设计意图：学生可以根据自己的能力选择作业的形式，这里也体现了分层次布置作业的特点，学生可以根据自己的能力，完成海报的制作。对于部分学生，可以进一步发展学生的语言，培养思维，图文并茂，小组合作，形式多样，有效地调动了学生学习的积极性和参与性。）

 (板书设计)Board design:

Unit 4 Then and now Part C Story time 

      ---How many parts are there in the story?

                                                      ---Which part are you interested in?

                                                      ---What should we do to heal the world?

 

 

 

 

 

 

 

 

 

 

教学设计--6下 Unit4 C Story time