PEP 五上Unit 1 What’s he like?

Part C Story time

                          镇坪县师训教研中心：吴德娇

一、教学目标

1.学生通过阅读趣味故事复习巩固本单元所学语言：What’s he like? He’s....并感知、学习新语言：He must be tall and strong. / Oh, no. I missed. /Can I join you？/ Rabbit scores ten goals.

2.学生能在老师、图片和多媒体等的帮助下理解故事、朗读故事并能表演故事。

3.学生通过阅读趣味故事，逐步培养学生的发散性思维，避免思维定式：We can’t judge a person by his appearance.

三、教学重难点

1.教学重点：学生能在老师、图片和多媒体的帮助下理解故事并能表演故事。

2.教学难点：学生能在语境中理解新语言：He must be tall and strong./ Oh,no. I missed. /Can I join you？/ Rabbit scores ten goals.

四、教具

词卡、PPT、头饰等。

五、教学过程

Step1: Preparation (3mins)

1）Greeting

T: Hey, everyone. I’m Joy. Nice to meet you.

Ss: Hi, Joy. Nice to meet you, too.

2）Class assessment

    T: Today, we have two football teams, you are Team 1 and you are Team 2. Let’s have a PK. If you do well, you can get one score for your team. Team 1, are you ready? Team 2,are you ready?

Team 1/2: Yes, ready.

设计意图：设计与本节课内容相关的评价机制，既能调动学生学习的积极性,又能在结课时形象直观的突破本节课的难点句型Rabbit scores ten goals.以及通过小组的比赛结果直观的帮助学生理解足球的比分怎样表达。

3)Review

T：Look, this is Zoom and this is Rabbit.

   What’s Zoom like?

S1: He’s tall and strong.

T: What’s Rabbit like?

S1: He’s short and thin.

T:  Now. Let’s guess if Zoom and Rabbit have a PK to play football. Who will win? (预测学生的回答)

S1: Zoom.

T: Why do you think Zoom will win?

S1: Zoom is tall and strong.

S2: Rabbit.

T: Why do you think Rabbit will win?

S1: Rabbit is clever.

设计意图：通过呈现a tall and strong Zoom 、 a short and thin Rabbit 即复习了本单元的核心句型和词汇，又通过让学生根据自己的认知来预测故事的发展来培养学生的思维品质。

Step2: Presentation (7mins)

1）Picture 3-5

T: Maybe Zoom will win, maybe Rabbit will win. Let’s go and see.  Please read Picture 3. Who are they?

Ss: Zoom、Zip、Dog and Elephant.

T: Yes, they are playing football on the playground.

T: Look at Zoom. Can he play football well?

 Ss: Yes. / No.

T: Maybe he can, maybe he can’t. Let’s watch video of picture3.

T: Zoom can’t play football well, because he says: Oh, no. I missed.

教师带着沮丧的心情教读句子：Oh, no. I missed. 教师示范表演、一名学生模仿表演其目的是帮助学生形象直观的理解missed在此的语义。

T：At this time, Rabbit joins them. He says: Can I join you?

师带着有礼貌的语气教读句子：Can I join you?

T: But, how does Zoom think Rabbit? Let’s watch video and choose.

---What’s Rabbit like in Zoom’s eyes?

Zoom: You’re___________. Can you play football?

     A: very thin and so short    B:so tall and strong

师带着瞧不起的语气教读句型： You’re very thin and so short. Can you play football?

T：Is Zoom right? Please watch video of Picture 5and answer: Who wins? Zoom or Rabbit?

S1: Rabbit wins.

T：Yes, Rabbit scores ten goals.

T: So, Zoom is not right. In other words, we can’t judge a person by his appearance.

T：Now, Let’s count Team 1 scores ____goals.

 Team 2 scores____goals.

2)Picture 6

T: Rabbit can play football well. So, what is Rabbit’s job? Watch video of Picture 6.

---What is Rabbit’s job?

---A: Rabbit is a football player.

  B: Rabbit is a PE teacher.

3)Picture1-2

T: At this time, Zoom says “I’m sorry, Mr Rabbit “. Because he thinks a PE teacher must be ______.Now,Let’s watch video of Picture1-2 and answer my question.

---What a PE teacher must be like?

Zoom : He must be必须，一定________________

  教师教读句子： He must be tall and strong.  

3)Picture 6

T:  Zoom feels sorry, but he shows his thumb to Rabbit and says: You’re great.

生生带着佩服的语气读句子；You’re great.

Step 3: Practice(8mins)

1) Read after the tape.

2）Role-play.

设计意图：通过跟读和角色扮演,帮助学生进一步理解故事，并提升学生的语音面貌。

Step 4:  Production (1min)

T：Our story is over. Can you give this story a title?

A: Zoom and Zoom’s PE teacher

B: Zoom’s PE teacher

C: Rabbit is a PE teacher

D：A short and thin PE teacher

T：Of course, you can give more titles for this story.

  设计意图：此教学活动的设计不仅能更进一步加深学生对本故事的整体理解，而且能有效的培养学生的发散性思维。

Step 5: Progress (1min)

1). Homework.

2). T: Let’s count. How many goals does Team 1 score? How about Team 2?

板书设计：