Unit6 Part c story time 陈营子小学 汪若梅

. Teaching process design

Step1: Warming up

1>.Greeting

2>. Sing the song “School days.”

3>. Free talk.

After the song, the T says: I know all of you want to be good students, right? But how to be a good student? T asks some individuals to answer, give Ss some evaluations in time. Eg: “I Think so” , “I agree with you!”, “I think good students should do that”, if there is someone says “read more”, T says: Yeah, reading makes a full man, just as Bacon says.

Justification: Through the song "school days", let students initially perceive the language and themes of this unit, and pave the way for the following learning. A sentence at the end of the song will naturally introduce the conversation between teachers and students, cut emotions into the theme, and answer to the students Give an evaluation in a timely manner.

Step2: Presentation

1>. T: Today I want to share a story with you. Now, look: Who is in the story? Where are they? What are they doing?

Ss finish the exercises in the learning card. Then check the answers.

Justification: Let students observe and read the pictures as a whole, initially understand the characters in the story, and the occasion where the story happened, guess the story, stimulate students' interest in reading the story, think independently, circle the answer on the learning card, and the teacher will detect the students’ right The understanding of the story should be well known.

2>. Watch the video and think about the question: What’s the film about? (Now, let’s watch the film and think what’s the film about) Yes, it’s about the gorilla, what is the gorilla doing?

Justification: By watching the video, the overall audio-visual story helps students understand the main idea of the story.

3>. Read the story quickly and think: How about the film? The film is exciting but why the tiger and the rabbit are not happy? Discuss in pairs. Because Zoom is eating popcorn, and Zip is talking with Zoom. They are making a noise. Help the Ss understand the difficult words by actions and pictures or real object. Help the Ss to understand “noise”, “popcorn”, “crunch”.

Justification: Students read the story themselves to increase their understanding of the story; through the language design of the character dialogue, the corresponding questions are designed to trigger students’ thinking, and the students’ in-depth understanding of the story are tested; to break through the story through the creation of objects and situations, action performances, etc. New words to help students understand the story as a whole,

4>. What does the tiger say to them? “Shh, talk quietly! ”Ask some individuals to act.

5>. Zoom and Zip they are quiet. But what happened next? T guide the Ss to say: The popcorn is everywhere. Zoom and Zip make makes the cinema very dirty. What's the sign on the wall? T helps the Ss to understand “ sign", and then elicit "Keep clean."

Justification: To further understand the details in the story, to inspire students' thinking, to guide students to think out of their own minds, to elicit civilized movie-watching behavior, and to understand the meaning of "Keep clean".

6>. Are they good students? What other things we shouldn't do in the cinema? (No smoking, no cellphone used, no pets allowed……) I am so happy because you know so many rules, and I think you are good students.

Justification: to guide students to think about the uncivilized behaviors of Zoom and Zip, to infiltrate emotions in a timely manner, to cause students to think about uncivilized behaviors in life, and to guide students to be good children.

Step3: Practice

1>. Listen and imitate and then read and evaluate in pairs.

(Listen to imitate the story, and simply repeat the story according to the key words on the blackboard.)

2>. Let’s try. (Work in groups of 4.)

Level A: Dub the story.

Level B: Role play.

Level C: Retell the story. Divide the Ss according to their choice and adjust if necessary.

3>. Show time.

4>. Make a title for the story.

Justification: imitate recording through listening, read stories aloud at the same table, help each other and evaluate peers with stars. According to the retelling of the story based on the keywords on the blackboard under the leadership of the teacher, and then selecting tasks in layers, grouping freely, dubbing, performing, or retelling the story in the group, and finally different groups of students appear on the stage, and give timely evaluation to the students' display. The purpose of stratification is to take care of students at different levels, so that students can use language and experience the sense of achievement in learning.

Step4: Production

1>. Watch a video about bad behaviors around us.

There are also some bad behaviors around us, now let’s make our own story and design the logo. (Work in groups of 6.)

2>. Show time.

Summary: You know so many rules in the public places, boys and girls “Do not fail to do good even if it’s small.”

Justification: Watching self-recorded videos triggers students’ thinking: There are still many uncivilized behaviors in many occasions in life. Propose students to freely choose a scene and design more logos in groups to make society more beautiful and civilized .

Step5. Home work

1>.  Act the story to your friends or parents.

2>.    Find  more signs in our life and design the logo for them try to write a story.