C教学实录与评析

三年级下册Unit4 Where is my car? Story time教学设计

江西省丰城市实验小学

周雪娇

一、教学目标

(一)知识目标：

1. 能够全面参与本课时主要单词：in, on, under, behind并能达到听、说、认读。能理解单词hide and seek的含义。

2.能听懂、会说句型Let’s play hide and seek…. (二)能力目标：

1.能在图片和情境的帮助下理解故事，并能用正确的语音语调朗读故事。

2. 根据故事的情景进行角色表演；

3. 能在语境中初步运用主句型来交流信息。

（三）情感态度、文化意义、学习策略

1.培养学生热爱生活、快乐生活、善于合作的意识。

2.能够建立单词音、义、行之间的联系，整体学习单词。

二、教学重点

1. 理解故事意义，并能用正确的语音语调朗读故事；

2. 能灵活运用主句型来交流信息。

四、教学难点：

1.培养学生利用音标直拼单词的能力。

2.在语篇中运用单词，并能表演故事。

五、教学过程：

Step1. Warm –up 1.快速说出你所看到的单词。（in, on, under）

2.教师出示小球和盒子，通过小球在盒子的不同位置用in, on, under，操练句型Where is the…? It’s in/on/under the…

然后教师把球放到盒子后面，引出behind. 引导学生说

It’s behind the box. 学习behind. 【设计意图】通过具体的情景教学，学习新知。并紧接着进行机械性操练，助于学生掌握和运用新知识。

Step2. Presentation 1.观看Hide and seek 动画片

T:Boys and girls. Do you like watching cartoons? S:Yes or no?

T:So, before our class, Let’s watch a cartoon. It’s a game, hike and seek. You often play the game.播放视频。

(设计意图：观看捉迷藏动画，将学生带入到英语学习的氛围中来，给他们在课前就创造一个轻松愉快的学习氛围。而且，此话题和本节课教授内容主题紧扣。此游戏也是学生喜欢玩的游戏，都不陌生。此动画的主题正好是Hide and seek，学生在观看动画的过程中，感受Hide and seek的意思。) 2. 教授Hide and seek。

T: Wow! An interesting story! Just now you watched the cartoon. Can you tell me the name of the cartoon?

Who can tell me?

T:Yes, hide and seek. Do you know the meaning of hide and seek? You can speak in Chinese. Ss: 捉迷藏。

T：Wow! Great! You got it.

教读生词：

hide

seek

hide and seek的连读

①

How to read this word?

Hide

hide

hide

Follow me please.

/h/-/ai/-/d/

hide (手指数音节读)

②

How to read this word?

seek

seek

seek Follow me please. /s/-/i:/-/k/

seek (手指数音节读)

（设计意图：运用模仿学习法，让学生感受自然拼读法的魅力。培养学生见词能读，听音能写的能力）

3. In-reading T:Hide and seek is an interesting game. Do you like this game?

As we all known that every game has its own rules. So ,can you say some rules about hide and seek? You can speak in Chinese!

Wow! You know so much!

I sum it up into three steps:

Step1: You must find out one person to be the one to seek for others.

Step2:Other people must find a good place to hide themselves well.

Step3: If the seeker find the people, he will be the winner. And if he can’t find, he will lose the game. And they will change.

(设计意图：本故事是一个游戏，所以在学习故事以前，学生应该先知道游戏规则，才能在学习的过程中，知道到了哪一步是什么样的环境，明确什么样的语境下用什么样的语言。)

T: In the cartoon, the boy, the seeker didn’t say anything, yes? Can you add some words for him? What words should we add according to hide and seek?

感知句型

Where are you? I can’t find you. 教授

can’t find. 作寻找状, T: Oh, where is my ball? I can’t find it. 问学生: Do you see my ball? I can’t find my ball?

Ss: It’s behind the box.

T: Oh , yeah, you got it. Thank you! T: Not only we like playing hide and seek, but also do Zip and Zoom. Now, Let’s have a look how they play the game.

（1）快速浏览课文，找出游戏中，谁在藏，谁在找？

T: What does Zip say when she invites Zoom to play this game? Listen carefully. (close your eyes and listen) T: What does Zip say?

Ss: Let’s play hide and seek. T: Oh! You got it! Great!

Can you try to read the sentence? How should we read? Ss: …

T: What does Zoom say? How does he say it? 先请几名学生读，再放录音，再请学生读。

（设计意图：英语是一门语言，而且是一门外语，如果没有听力的输入，我们是没法输出地道的口语的，也就无从交际了。所以，给学生问题后，让学生带着问题去听，找到答案。记得一位专家说过：学习英语的首要就是：让学生先闭

口听，再开口说。）

Hide

（1）T: And in this step, it’s time to hide. What does Zoom say when Zip is hiding?

Please open your books and read the story，then try to find out the answer. T: Have you got the answer?

Ss: …

呈现答案

教读ready

请学生读:Are you ready? 模仿语音语调读。

T: Then what does Zip say? How does say it?

Ss: Yes! 强调“yes！”的音调。

(设计意图：学习语言的目的是为交际。交际必须有一定的语境，有说话人的心情和感情在里面，所以此处注重学生语音语调的培养与指导，一个简单的“yes”,到底该读出什么样的语音语调？才能反映出Zip当时的心情？)

T: Let’s listen carefully!

Can you try to imitate?

（设计意图：在上一步老师循循善诱，学生理解的基础上，再听一遍录音，看看是不是如学生所说的语音语调？让学生通过模仿地道的语音语调，提高口语水平。）

Seek

T: In this step, Zoom will seek for Zip. What does he say? Where does Zoom seek?逐一请学生回答,引导学生模仿语音语调回答。

S1: Where are you?

Under the table? S2: Under the bed? S3: In the toy box? S4: Where are you ? I can’t find you. 强调I can’t find you 的读音。

T：Does Zoom find Zip? Ss: No. T: Where is Zip? Ss: She is behind Zoom. 再次学习behind. 领读behind. T: Yes, Zoom doesn’t find Zip. He is disappointed. But Zip is excited. Listen again. Who can read Zip’s word? 引导学生读出Zip的兴奋得意。

4. Post-reading

(1). Let’s enjoy the story. 播放动画。

(2). Let’s listen and imitate. Please pay attention to the pronunciation and intonation（语调）. T: Well, boys and girls, do you know how to read a story? When we read a story, we should pay attention to following points.

(设计意图：对学生阅读方法和学习策略进行指导)

①Please read by yourself

②Pay attention to the voice, intonation, speed, strong and weak forms, and the liaison [li'eɪzn] .

③You should read it correctly, fluently and affectionately

[ə'fekʃənətlɪ] .

5. Consolidation T:Please read the story in pairs. Then we’ll act it out. pay attention to the intonation and read it affectionately. Three minutes later, I will ask you to perform it. 六、总结Sum up.

What you have learnt in this class?

Happy time flies. Can you tell me what have you learnt today? Chinese may be OK!

七、.Homework.

(1) Review the words: in, on, under, behind, cap, ball, car, map.

(2) Review the sentences: Where is ...? It’s ...

(3) Listen to and repeat “Story time”.