人教PEP版四年级上册Unit 1 My classroom-C-教案、教学设计-部级优课-(配套课件编号：90eb2).docx

1、Teaching content: PEP Book3 Unit1 Part C Story time Teaching aims: Knowledge aims:1.Ss can read and understand the story. 2.Ss can master the words: light, fan, wall, blackboard, bee. 3.Ss can master the sentences: Where is the.? Its in/on/under/near the. Theres a . in our classroom. Ability aims:1.

2、Ss can act the story. 2. Ss can use the sentences:“Theres, Where is it now? Its”in the real situation. Emotion aims:1.Ss may love to act the story in English. 2.Ss may love their classroom. 3.Ss may know the meaning of cooperative group. Teaching important/difficult points: Important point: Ss can r

3、ead and act the story. Difficult point: Ss can use the sentence pattern: Theres. Where is it now? Itsin real situation. Aids: 1.PPT2. The word cards3.The picture of animalsclassroom 4.The headwears of the role play Teaching stepsTeachers activitiesStudentsactivitiesTeaching purpose Warm up1. Greetin

4、g and free talk a. Greeting b. talk about the new classroom 2. Sing a song about the classroom Ss: Nice to meet you, too. One blackboard, one computer, many desks and chairs. Sing the song Help the Ss to relax and get them ready for the class Activate Ss knowledge about “. Where is it? Its.” on/ in/

5、 under and practice them in real situation. Presentation & Practice 1. Introduce an animal classroom (1). “10s quick memory ”game T:Whats in this classroom? Ok,Ill give you 10 seconds to remeber the things in the classroom. (2).Whose pencil/bag/book is it? 2. Go to the text (1). lead-in: Ss remember

6、 the things in the special classroom. Ss:Theres a in/on/under/near. Ss:Maybe its Rabbits/Zips/Zoom s. . Guide the students to the new situation by showing the animalsclassroom. And play the “10s quickly memory” game to apply the new sentence” Theresin”. Through guessing the owners of the school thin

7、gs to lead out the main characters: Zoom, Zip and Rabbit. The situation is full of enjoyment and natural transition. Thus, it can Go to the text The animalsclassroom is nice.And the animals are waiting for the lesson. Listen, who comes? Whos their teacher? (2). Perceive the story over all T: What ha

8、ppened in Miss Goats class? Now Lets watch the video. T: Where is the bee? Is it the nice place for the bee? I dont think so, because its so hot. T: He flies again. Where is it now? Oh, Yes. The bee flies to the fan, but its dangerous. T: He still cant stay on it. He flies again.T: Where is it now?

9、T: Maybe there are many other nice places for the bee to stay.Please use your imagination. Where is the bee then? Ss: Miss Goat. Ss: Theres a bee in the classroom. S1: Its on the light. S2: Its on the fan. S3: Its on the wall. S1:Maybe its on the flower. S2:Maybe its. S3:Maybe its. Ss put the bee an

10、d show the place. stimulate the students imaginative thinking. “When the bell rings, the animals are ready for the class. And what will happen on Miss Goats class?” This situation will attract the students to watch the video of this story and meanwhile tell us the time, task and what might have been

11、. Guess the flight route of the bee and the reason why it stayed at there to open the students imaginary space. And then guess where it will fly to. Therefore, the studentsway of thinking can be expanded. (2) continue to watch the video T:Boys and girls,do you want know where the bee is finally? T:

12、Just then what does Miss Goat ask? T: Can you answer this question? T:Ah, yes. It really is a blackboard, and it really is a bee. Because theres a bee on the blackboard. (3) read the story a.silence reading time. b. lets read after the tape. (4) act the story T:Do you like this funny story?Its your

13、turn to act out the story. Ss Continue to watch the video and to get know the second part of the information from the story. Ss: Whats this? S1:Its a blackboard. S2:Its a bee. Ss read the whole story by themself. Ss read after the tape. Ss act the story. Ss read the second part of the story deeply.

14、Where will the bee stay at last? The students continue to explore according to the story line, which reflects the continuity of thinking. 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 stude

15、nts 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. This part of learning reflects the application of learning strategy. The students act the story by group cooperation. It can help them to underst

16、and the story better and master and use the main sentence patterns more really. Its important to improve the integrated use of English language ability of the students as well. Consolidati on 1. Write about the bees classroom. 1) read and write about the classroom 2) show the students works andgive

17、them some suggestion Ss finish“Read and write”. SsShowthetask paper in front of the Ss. Go into the bees 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. Showing the studentswork

18、s can increase their self-confidence. And its necessary that the teacher gives them the writing guidance. Extension 1. show many other kinds of the classrooms. 2.describe your own classroom. Art room. /Music room. /The classroom in America. Broaden the studentshorizon by showing many kinds of the cl

19、assrooms, some of which are from other western countries. It can cultivate the consciousness of cross cultural communication. Finally, come back to their own classroom. They may love their class more. Homework 1. Read the story for Several times. 2. Act the story with your friends. 3. Describe yourown classroom. The homework can reflect the key points and difficult points of this lesson well. And the students may love their class more by describing their own classroom. Blackboard usage