2019新人教版(新起点)英语五年级下Unit6《GrowingUp》(StoryTime)教学设计.docVIP

Unit6 Story Time 教学设计 【内容来源】人民教育出版社（一起点）五年级下册 Unit6 【主 题】Growing Up 【课 时】第7课时：Story Time 一、本课教学目标 1. 能够在教师的引导下，借助图片和其他阅读策略读懂本单元的故事，完成故 事后的练习，并尝试表演故事。 2. 能够通过故事学习，学会面对现实，不自暴自弃，努力改变自己的生活。 教学建议 读前活动 1. 学生唱本单元Fun Time中的歌曲，复习相关的词汇和功能句，如如: learned to... started to .. became ... went to... felt … Tip:为了增加学生参与活动的广度，此处教师可根据学生的实际情况，采用小 组活动的形式来操作。 2. 教师出示前面册次学习过的有关季节的词卡，以及本单元的词卡，让学生任 意选择，展开造句活动，如： T: ... became taller than before! S: Summer came. I became taller than before. T: ... became bigger and bigger. S: Win ter came. I became bigger and bigger. T: ... became-happier and happier. S: Spri ng came. He became happier and happier. 3. 教师出示小鸭子和天鹅的图片， 然后提问学生：Do you know how this duckling became a beautiful swan? Have you ever read this story in English before? 4. 学生结对，围绕着 What is it about?这一问题对故事内容展开讨论和预测。 读中活动 1. 呈现故事 ⑴ 教师引导学生观察故事的第一幅图片，引出即将要阅读的故事。学生观察图 片，把之前结对预测的结果说一说。 (2) 学生自主阅读故事，初步感知故事大意。 2. 整体感知故事 (1)学生完整地听一遍故事录音，再次整体感知故事，并尝试从故事中找到以下 几个问题的答案： Why did all the ducks dislike the ugly duckling? How was it differe nt from the other duckli ngs? How did the ugly duckli ng become a beautiful swan …？ ⑵图片环游，深层理解故事。学生逐图学习，回答以下问题。 Picture1: What can you see? How many duckli ngs can you see? Picture2： How is the duckli ng differe nt from the others? Picture3: How did the ugly duckli ng feel? Why? Pictured 5: Summer came. How did the ugly duckli ng feel? Why? Picture 6 : What did the ugly duckling look like? Picture 7 : How did the ugly duckli ng spe nd the win ter? Picture 8: When did the ugly duckling learn that he was a beautiful swan? What was the swa n like? Tip:教师引导学生观察图片，并借助图片思考问题，如如: How did the ugly duckling feel?教师可根据学生情况不让学生提问，只让他们按照图三和图四的学习方法， 借助小鸭子的情感变化逐图学习便可。 3. 听录音，模仿跟读故事 (1) 教师播放录音，学生听并再次体会故事内容，深度理解故事。 (2) 学生再次独立浏览故事，熟悉文本。 (3) 教师逐图播放故事录音，请学生看图并跟读。教师注意指导学生模仿录音中 的语音和语调，读出人物的语气以增加朗读的趣味性。 (4) 教师进行分层处理教学，让学生朗读故事中的部分内容。可由学生选择自己 喜欢的图片或是情节片段，然后有感情地朗读出来。 ⑸ 学生以小组为单位，自由朗读故事。 (6)学生在教师的引导或是借助板书复述故事。教师板书形式参考如下： ⑺ 教师引导学生进行拓展讨论。参考问题如下： Do you like the ugly duckli ng? Why?接着学生以小组为单位围绕以下