Story time优秀教学设计

英语（四年级下册) Unit 3

My day Story time

Teaching contents

教学内容

Story time

Teaching aims and learning objectives

教学目标

1. 能听懂、会读、会说：usually, go to school, in the morning, in the afternoon, go home, homework, watch TV, in the evening, have lunch, play football, have dinner, go to bed, at night。

2. 能听懂、会读、会说日常用语：When do you ...? I ... at …

3. 能正确地理解并朗读故事内容，在图片和语言提示下复述故事。

Focus of the lesson and predicted area of difficulty

教学重点和难点

教学重点：1. 四会短语和句型的教学。

2. 用正确的语音语调朗读故事。

3. 在图片和语言提示下复述故事。

教学难点：对于短语和句型的掌握；复述故事。

Teaching procedures

教学过程

Step 1 Greeting & Warm up

1. Greeting T: Hello, boys and girls. S: Hello, Mr Wu. T: Hi, …, how are you today?

S1: I’m fine. / I’m good. / …

T: Do you like playing games?

S: Yes, we do.

2. Play a game T: Let’s play a game. OK? S: OK!

T: Good. Here we go. Ready? Go.

(如果你和我一样，请站起来大声说Me too. )

Step 2 Presentation 1. My Day T: Well, boys and girls. I have a clock. What time is it now? S: Six thirty. T: That’s right. I usually get up at 6:30.（教学usually）

（同法问余下钟面，说自己的日常活动，遇生词和词组渗透教学）

2. Let’s tell the time

T: Look at the timetable. This is my day. Can you tell the time now? S: Yes. T: What time is it? S1: Six. T: What about this one? S2: Seven ten. (总结本节课说钟面的规律，同桌讨论说一说。) T: Let’s tell the time together.

S: (tell the time with the teacher)

Step 3 Story time 1. Look and say T: Look at the picture. Who’s the boy?

S1: Mike. T: Yes, today we are going to learn a story about him. And here is a question for you. The story is about Mike’s

.

(PPT出示人物图片，教师带领学生说说人物并引入故事) 2. Watch and choose T: (PPT播放课文动画) The story is about Mike’s

.

S: The story is about Mike’s

.

(day) 3. Listen and match T: Listen to the first and second paragraph and then try to match the time to the daily activities. (学生自读第一段，试着连线。) T: You may say it like this, “I … at …”

(check the answers) 4. Read and fill in the blanks.. (学生自读第三段，填表格并说一说。) 5. Read and imitate（听录音，跟读课文，鼓励学生模仿录音中的语音语调）

Step 4 Consolidation 1. Let’s dub.

(三人一小组，为Mike配音。) 2. Act the story.

T: You really did a good job in this story time. It’s Show time for you. Can you act the story? Prepare it in groups of three. Then come to the blackboard to act it out. (选择你最喜欢的一个时间段表演，记住台词并加上动作)

3. Talk about your day. T: Mike’s day is reasonable. What about your day? Please talk about your day in groups of four. (学生小组谈论自己的作息安排) T: Excellent, boys and girls. Wonderful jobs you did today. I can see you can play, read and act!

S: Yeah!

Homework

家庭作业

1. Introduce Mike’s day.

介绍Mike的一天。

2. Write a diary about your day. 写一篇日记记录你的一天。

3. Preview (预习) Fun time.

Teaching aids

教学准备（含板书设计）

教学准备：人物卡片、多媒体课件。

板书设计：

Unit 3

My day

说课

Pre-reading 阅读前

在阅读前阶段，设计了两个层次递进的活动。首先，利用游戏调动课堂气氛，同时引入本节课的主要话题；其次，通过时间的问答，复习数词并新授课文中所涉及的时间表达法，为后面的教学做铺垫。

这样的设计意图在于：1. 创设整体情境；2. 激发学习兴趣和积极性；3. 导入相关话题；4. 渗透句型教学，为后文的学习做好铺垫。

While-reading 阅读中

Activities

Time 7:00

in the morning 7:40

12:00 4:00 4:40

in the afternoon 5:30 6:15

in the evening 7:00

9:00

at night get up

go to school have lunch

play football go home

do my homework have dinner

watch TV go to bed

阅读前的热身后，学习进入重要的主体部分——阅读中阶段。本阶段中，我设计了以下6个前后相连的活动：

1. Watch and answer学生带着问题观看卡通动画，了解故事整体信息。

2. Read and match了解大意后，学生分段精读，第一段落，进行细节信息的匹配。

3. Read and fill in the blanks针对第二段落，填表。

4. Read and say针对第三段落，完成句子，说一说。

5. Summarize在上面三个活动的基础上，总结归纳，梳理时间和日常活动。

6. Read and imitate听录音跟读，强调模仿，归纳语调规则，旨在培养正确优美的语音语调。

显而易见，从对文本进行整体感知，到通过设计不同形式的活动分步解读文本，重在对学生进行文本阅读策略和技能的指导，引导学生关注文本细节，学会把握关键信息。

Post-reading阅读后

阅读后阶段，通常认为是语言输出阶段。考虑到四年级学生爱说、爱表演的特点，我设计了以下三个活动：

1. Let’s dub三人小组，分段配音。

2. Act the story学生围绕课本表演。

3. Discussion学生小组讨论，说说Mike一天的作息安排是否合理。

这样的设计意图在于：

1. 针对不同层面的学生，设计不同的输出方式，以巩固对文本的学习。

2. 创设平台，学生自由交流讨论，表达自己的见解，学会合作与分享。