沪教版《牛津英语》五（下）Module 2 Unit 1 Read a story

方熠娟

教学过程

Step 1.Warm-up

1.Greetings.

2.Guess the animal friend.

T:Children,I have a riddle for you.Read and guess.

Ss:It is a small gray animal.It has two big ears and a longtail.Itlikeseatingvery much.It is afraid of cats.

T:Guess,what is it?

S1:It’s a mouse.

设计意图：猜谜游戏是学生喜爱的活动，上课伊始，教师让学生猜谜既能调动学生的积极性，复现已学的句型和词汇，又能为新课作铺垫。

Step 2.Presentation

1.Look and say.

T:Hello,children.Who is he?

Ss:He is Jim.

T:Great.Jimhasagood friend.What’s his name?

Ss:His name is Matt.

T:Good.Let’stalkabout JimandMatt.Youtalkabout Jim.You talk about Matt.

S1:Jim is short and thin.

S2:Matt is tall and fat.

S1:Jimhastwobigears and a long tail.

S2:Matt has two big ears and a long tail,too.

设计意图：教师改变以往单个学生描述的方式，让两个学生相互交流，既能激发学生说的欲望，又能提高学生的注意力。在描述的时候，教师可以让英语学得好的孩子先说，学得弱的孩子可以模仿着说，给每个学生创造表达的机会，让每个学生都愿意开口说。

2.Task 1.Watch and answer

（1）Read the questions.

T:Let’swatchastory about Jim and Matt.Before we watch,I have three questions for you.Read the questions.

Ss:Where do Jim and Matt live?

WhatdoesJimdoevery day?

Does Matt do some exercise too?

T:Good.Let’s watch.

（2） Watch the video.（Part 1 and Part 2）

（3）Check the answers.

设计意图：带着问题看没有字幕的视频，能很好地锻炼学生的听力。在问题的反馈中教师能了解学生是否理解故事内容，并把纠错的机会让给学生，让学生初步关注显性语法。

3.Task 2 Look and say

（1）Talk about their home.

T:This is Jim and Matt’s home.How is their home?

S1:It’s small and clean.

S2:It’s small but tidy.

（2）Look and say

T:Now you’re Jim or Matt,what will you say?

S1:I’m thin and strong.I do some exercise every day.(加上动作）

S2:I’m tall and fat.I like eating.Idon’tlikedoingany exercise.（加上动作）

设计意图：在图片和教师的引导下，学生很快融入角色表达自己的想法。对每个学生的回答，教师都给予肯定，而不是拘泥于一种答案，不同的观点让故事更加精彩，也激励更多的学生表达。同时加入Matt和cat之间的表演，引导学生用夸张的语气和表情，激发学生的表演欲望，融入情感的语言是学生真正运用语言的体现。

（3）Read Part 1 together.

JimandMattliveina small hole in the wall.Jim does some exercise every day.He is strongandhealthy.Mattnever doesanyexercise.Healways eats too much.He is fat.

3.Look and choose.

（1）Look and answer.

T:Look,what’sonthe table?

S1:There are some apples and bananas on the table.

S2:Thereisabottleof juice on the table.

（2） Read and choose.

T:Hi,children.Let’s read and choose.

Ss:Matteatsalldayand all night.

A:Matt eats twice a day.

B:Matt eats in the morning,inthemorning,inthe evening and at night.

（3）Check the answer.

（4）Look and say

T:WhatdoesJimsayto Matt?

S1:You are too fat.

S2:Youshoulddosome exercise.

设计意图：在角色对话时，教师从刚开始的挖空几个单词，到完整的句子表达，为学生创设更多说的机会，激活学生的已有知识，让学生喜欢表达，同时使故事更加丰富、有趣，情节更加完整，学生说的能力得以发展。

4.Task 3.Think and say

（1）Usethewordstotalk about the pictures.

T:Are they in the hole?

Ss:Yes,they are.

T:Please use the words to talk about the pictures.

S1:JimandMattarein the kitchen.A cat comes.

S2:Jim and Matt are eating inthekitchen.Awhitecat comes.

S3:Jim and Matt are eating cheeseinthekitchen.Abig white cat comes.

（2）Look and say.

T:The hungry cat sees the mice,what will he say?

S1:I’m hungry.I want to eat you.

S2:I’m hungry.Here comes my yummy food.Now I can eat.

（3） Use the words to talk about the pictures.

①T:Wow,who is he?(教师指着Jim用夸张的语气问学生)

S1:He’s Jim.

T:Good.Read the words.

Ss:quickly,intothehole,safe

T:Good.Nowtalkabout this picture,please.

S1:Jim runs into the hole quickly.He is safe.

S2:Jim is safe because he runs to the hole quickly.He is thin.

②T:You did a good job.But what about Matt?

Let’s talk about it.

S1:Matt cannot run to the hole quickly.He is fat.

S2:Matt cannot run to the hole quickly,because he is too fat.

设计意图：教师在出示故事情节之前，先让学生根据图片和关键词说故事情节，为学生创设用英语表达的机会。这样的方式既降低了说的难度，又激发了学生说的欲望。

（4） Think and say.

T:Now you’re Matt.What will you say?

S1:Help!Help!I can’t run fast.

S2:Oh,no!I’m too fat.I can’t run fast.Help!Help!

T:Great!Whatwillthe cat say?

S1:Stop!Stop!I will eat you!

S2:Ha,ha!I can catch you.

（5） Act it.

T:Let act it.Who can be Matt?Who can be the cat?And we all are narrators.

Ss(narrators):Jimquickly runs into the hole in the wall.He is safe there.Matt runs to the hole too,but he cannot run fast.He is too fat.

S1(Matt):Oh,no!I can’t run fast.Help!Help!（戴上头饰表演）

S2(Cat）:Ha,ha!Ican catch you!(戴上头饰表演）

设计意图：在表演的过程中，引导学生融入角色，用夸张的语气和表情激发学生的表演欲望，为后面的小组表演作铺垫。

5.Think and say.

（1） T:Whathappensto Mattintheend?Canyou guess?

S1:I think the cat catches Matt because he is too fat.

S2:I think Matt runs away because Jim helps him.

S3:I think Matt runs away but he loses his tail.

T:Good idea.What do you want to say to Matt?

S1:You should do exercise everyday.

S2:Don’t eat too much.

S3:Don’teattoomuch food and do exercise everyday.

设计意图：学生根据自己的理解，想象故事的结局，激发学生的思维,让学生以自己的生活经验为触发点，表达自己的想法，提升学生的语言运用能力。

6.Watch the video and repeat.

7.Invitesomegroupsto read.

Step 3.Consolidation

1.Readandfillinthe blanks.

Narrator:JimandMatt______in a small hole in the wall.

Jim:I’m_____and/but_____.I do some exercise every day.

Matt:I like eating.Chocolate is my favourite food.

I____a lot every day.I_____do any_____.

Jim:You______eatso much,Matt.Youshoulddo someexercise.You’regetting too fat.

Matt:It doesn’t matter.

Narrator:Mattdoesn’tlisten.Soonhebecomesvery____.One day a cat comes.

A cat:Ha,ha!here comes my tasty food.

Jim:Oh!I’m____.

Matt:Oh no!I can’t run_____.Help!Help!

Narrator:______________.

设计意图：在对话输出中，不局限于一种答案，鼓励学生表达自己的想法，并给予肯定。

2.Act the story in four.

T:Let act the story in four.Youcanmakeupthisstory.Pay attention to the pronunciation and intonation.

Ss:OK.

设计意图：前面学生角色对话扮演，说故事情节，故事续编都为最后的表演作了充分的准备。教师给予图片和对话框架，让学生分小组创编故事。在小组中学生之间相互交流、讨论，相互合作才能把故事演绎得精彩。英语学得好的学生帮助弱的学生，故事表演中让每个学生都得到锻炼。在小组表演中，教师先让表演能力强的学生展示，从而带动其他小组的表演。

Step 4.Homework

1.Read the story beautifully.

2.Act the story in groups.