Unit 1 My classroom C Story time 全英表格式教案
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| 名称 | Unit 1 My classroom C Story time 全英表格式教案 |  | |
| 格式 | zip | ||
| 文件大小 | 321.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2019-09-02 12:11:46 | ||
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Unit 1 My classroom C Story time教案
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 ...? It’s in / on / under / near the ... There’s a … in our classroom.
Ability aims: 1. Ss can act the story. 2. Ss can use the sentences: “There’ s…, where is it now? It’s …” in the real situation.
Emotion aims: 1. Ss may love to act the story in English. 2. Ss may love their classroom. 3. S s may know the meaning of cooperative group.
Teaching important / difficult points: Important point: Ss can read and act the story. Difficult point: Ss can use the sentence pattern: There’s … Where is it now? It’s … in real situation.
Aids: 1. PPT. 2. The word cards. 3. The picture of animals’ classroom. 4. The head wears of the role play.
Teaching steps Teacher’s activities Students’ activities Teaching purpose
Warm up 1. Greeting 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? It’s ...” on / in / under … and practice them in real situation.
Presentation & Practice Go to the text 1. Introduce an animal classroom. (1) “10s quick memory” game. T: What’s in this classroom? Ok, I’ll give you 10 seconds to remember the things in the classroom. (2) Whose pencil / bag / book is it? 2. Go to the text. (1) Lead-in: The animals’ classroom is nice. And the animals are waiting for the lesson. Listen, who comes? Who’s their teacher? (2) Perceive the story over all. T: What happened in Miss Goat’s class? Now let’s watch the video. T: Where is the bee? Is it the nice place for the bee? I don’t think so, because it’s so hot. T: He flies again. Where is it now? Oh, Yes. The bee flies to the fan, but it’s dangerous. T: He still can’t stay on it. He flies again. T: Where is it now? T: Maybe there are many other nice places for the bee to stay. Please use your imagination. Where is the bee then? (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? 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. (4) Act the story. T: Do you like this funny story? It’s your turn to act out the story. Ss remember the things in the special classroom. Ss: There’s a in / on / under / near... Ss: Maybe it’s Rabbits’ / Zip’s / Zoom’s... Ss: Miss Goat. Ss: There’s a bee in the classroom. S1: It’s on the light. S2: It’s on the fan. S3: It’s on the wall. S1: Maybe it’s on the flower. S2: Maybe it’s ... S3: Maybe it’s ... Ss put the bee and show the place. Ss continue to watch the video and get to know the second part of the information from the story. 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. Guide the students to the new situation by showing the animals’ classroom. And play the “10s quickly memory” game to apply the new sentence. “There’s … in …”. Through guessing the owners of the school things to lead out the main characters: Zoom, Zip and Rabbit. The situation is full of enjoyment and natural transition. Thus, it can stimulate the students’ imaginative thinking. “When the bell rings, the animals are ready for the class. And what will happen on Miss Goat’s 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. Guess the flight route of the bee and the reason why it stayed there to open the students’ imaginary space. And then guess where it will fly to. Therefore, the students’ way of thinking can be expanded. 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. 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. 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 of English language ability of the students as well.
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”. 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. 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. 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 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 your own 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
7 / 8
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 ...? It’s in / on / under / near the ... There’s a … in our classroom.
Ability aims: 1. Ss can act the story. 2. Ss can use the sentences: “There’ s…, where is it now? It’s …” in the real situation.
Emotion aims: 1. Ss may love to act the story in English. 2. Ss may love their classroom. 3. S s may know the meaning of cooperative group.
Teaching important / difficult points: Important point: Ss can read and act the story. Difficult point: Ss can use the sentence pattern: There’s … Where is it now? It’s … in real situation.
Aids: 1. PPT. 2. The word cards. 3. The picture of animals’ classroom. 4. The head wears of the role play.
Teaching steps Teacher’s activities Students’ activities Teaching purpose
Warm up 1. Greeting 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? It’s ...” on / in / under … and practice them in real situation.
Presentation & Practice Go to the text 1. Introduce an animal classroom. (1) “10s quick memory” game. T: What’s in this classroom? Ok, I’ll give you 10 seconds to remember the things in the classroom. (2) Whose pencil / bag / book is it? 2. Go to the text. (1) Lead-in: The animals’ classroom is nice. And the animals are waiting for the lesson. Listen, who comes? Who’s their teacher? (2) Perceive the story over all. T: What happened in Miss Goat’s class? Now let’s watch the video. T: Where is the bee? Is it the nice place for the bee? I don’t think so, because it’s so hot. T: He flies again. Where is it now? Oh, Yes. The bee flies to the fan, but it’s dangerous. T: He still can’t stay on it. He flies again. T: Where is it now? T: Maybe there are many other nice places for the bee to stay. Please use your imagination. Where is the bee then? (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? 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. (4) Act the story. T: Do you like this funny story? It’s your turn to act out the story. Ss remember the things in the special classroom. Ss: There’s a in / on / under / near... Ss: Maybe it’s Rabbits’ / Zip’s / Zoom’s... Ss: Miss Goat. Ss: There’s a bee in the classroom. S1: It’s on the light. S2: It’s on the fan. S3: It’s on the wall. S1: Maybe it’s on the flower. S2: Maybe it’s ... S3: Maybe it’s ... Ss put the bee and show the place. Ss continue to watch the video and get to know the second part of the information from the story. 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. Guide the students to the new situation by showing the animals’ classroom. And play the “10s quickly memory” game to apply the new sentence. “There’s … in …”. Through guessing the owners of the school things to lead out the main characters: Zoom, Zip and Rabbit. The situation is full of enjoyment and natural transition. Thus, it can stimulate the students’ imaginative thinking. “When the bell rings, the animals are ready for the class. And what will happen on Miss Goat’s 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. Guess the flight route of the bee and the reason why it stayed there to open the students’ imaginary space. And then guess where it will fly to. Therefore, the students’ way of thinking can be expanded. 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. 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. 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 of English language ability of the students as well.
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”. 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. 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. 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 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 your own 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
7 / 8