Story time教学设计第一课时

What time is it?

Story time教学设计

孙娟

Teaching contents:3B U6 Story time

Teaching aims and learning objectives:

1. 能正确地听、说、读、写词汇class, bed, OK。能正确地听、说、读词汇wake up, mum, o’clock, breakfast, dinner。

2. 能正确地运用对话中的日常用语和句型What time is it? It’s … o’clock. It’s time for …等

3. 能正确地理解、掌握对话内容,并能朗读、表演对话。

4. 能运用本课语言进行关于时间的问答、谈话。

教学重点:

1. 句型:What time is it? It’s … o’clock. It’s time for …

2. 词汇:clock, bed, OK, breakfast, dinner

教学难点:

1. 能正确地理解、朗读、表演对话。

2. 词汇:class, bed, breakfast, dinner的读音。

Step 1 Free talk

1. Greetings

T: Today there are some new friends in our classroom, are you happy?

Ss: Yes.

T: Me, too.

2. Watch the video (泰微课)

T:What do you know from the video?

Step 2 Presentation

1. 学习clock, time, what time is it?

T: Great! I think you can say the numbers well.

Let’s play a game!

Please say the numbers together quickly!

PPT呈现数字,学习eleven/twelve

设计意图:通过游戏,回顾之前所学1-10,并承接新数字11、12

(十二个数字形成一个钟) T: Look, the twelve numbers make a clock

学习a clock .

T: The clock can tell us time.学习time

(钟指到三点)T: Look at the clock, what time is it?

(引导学生)T: It's 3 o’clock.

领读同时出示tip

设计意图:通过出示钟,学习句型What time is it? It’s … o’clock.

2. Say a chant

T: Now let’s say a chant

Tick-tock, tick-tock, What time is it?

Three o’clock, three o’clock, It’s three o’clock.

T: Can you make a chant like this?

设计意图:通过小组合作,综合运用句型What time is it? It’s … o’clock.并且培养了学生的合作意识。

3. Make a chant

(1) S: Tick-tock, tick-tock, what time is it?

Seven o’clock, seven o’clock, It’s seven o’clock.

设计意图:通过chant,巩固句型What time is it? It’s … o’clock.

T: What shall we usually do at 7 o’clock in the morning?

(引导学生)S: It’s time for breakfast.

学习breakfast It’s time for breakfast.

(2) S: Tick-tock, tick-tock, what time is it?

Six o’clock, six o’clock, It’s six o’clock.

T: What shall we usually do at 6 o’clock in the evening?

(引导学生)S: It’s time for dinner.

学习dinner It’s time for dinner.

设计意图:通过时间表,学习并运用单词breakfast、lunch、dinner、bed 和句子It’s time for…

(3) T: dinner是指正餐,它一般用在比较正式的场合,外国人一般喜欢把最重要的一餐放在晚上,所以习惯上用来指晚餐。

T: Please remember: It’s very important for us to eat healthy diet. So we should arrange our time properly. Can you arrange your time properly?

Ss: Yes.

4. Learn story time

(1) T: How about our friend?

Q1: Who is he?

S: He’s Liu Tao.

Q2: Can Liu Tao arrange his time properly? Let’s learn the story and you will know the answer. (2) Task1 Watch and choose

T: What time are mentioned in the story?

7:00 6:00 12:00

9:00 8:00 11:00

T: Can you give the story a name?

S: Liu Tao’s Day

设计意图:通过动画,给故事找主题,让学生初步理解故事。

(3) Task2 Read and complete

T: It’s seven o’clock. It’s time for?

S: It’s time for breakfast.

T: Yes, it’s time for breakfast. But Liu Tao is sleeping now, so what’s his mum doing? S: 叫他起床

T: Yes, his mum says “Wake up, Taotao.”

学习Wake up, Taotao.

T: If you’re strict, how do you say? If you’re gentle, how do you say?

T: After breakfast, Liu Tao goes to school. So it’s time for?

S: It’s time for school/ class.

T: Yes, can you guess what time is it for class?

S: It’s 8 o’clock.

T: Good. It’s 8 o’clock now, but Liu Tao is sleeping, he’s late, so what’s Miss Li saying?

(引导学生)S: Hurry up.

学习Hurry up

T: If you’re strict, how do you say? If you’re gentle, how do you say?

T: It’s six o’clock. It’s time for?

S: It’s time for dinner.

T: It’s nine o’clock. It’s time for?

S: It’s time for bed.

设计意图:通过动画和小组合作读故事,学习故事具体内容,理清故事脉络,培养学生合作探究的能力。

(4) Task3: Listen and repeat

T: Please pay attention the signs and imitate the pronunciation and intonation.

(5) Task4: Show time

T: Class, please three in groups, and choose one way you like to show yourselves. 设计意图:培养学生的听、说、读能力,鼓励学生模仿录音中的语音语调,感受故事中人物的心情,并有感情地为其角色配音。

T: Boys and girls, do you know can Liu Tao arrange his time properly?

S: No.

T: Why?

S: 学生用中文说

T: Liu Tao can’t arrange his time properly, he needs his mothe r’s help.

T: You’re great. Now there’s a new friend also needs our help.

Step3 Consolidation

1. T: Do you know who is he?

Ss: Lan Yangyang.

T: OK, let’s say hi to Lan Yangyang.

Ss: Hi, Lan Yangyang.

T: Our new friend “Lan Yangyang” is very lazy, can you help him? (小朋友们,懒洋洋不会合理安排自己的生活和学习。看看下面他的一些行为,你有什么话要对他说吗?快来帮帮他吧!)

Ss: Yes.

T: What can you say?

示范对话:

(老师戴上懒羊羊头饰,假装睡觉)

S: Lan Yangyang, don’t sleep/wake up.

T: What time is it?

S: It’s seven o’clock.

It’s time for breakfast.

T: OK.

请一组小朋友表演

设计意图:让学生在表演对话的过程中把故事中人物的语言、表情、动作等都表现到位,充分发挥了学生的表演欲和综合能力。

2. Work in pairs

3. T: A good timetable makes you successful. Time and tide wait for no man, so let’s cherish time.

Step4 Homework

A类:

一、听录音跟读课本第38页和第39页单词三遍。

二、听录音跟读Story time两遍。

三、预习Fun time& Cartoon time。

B类:

一、在熟读课本第38页和第39页单词的基础上尝试拼背。

二、读熟课文后尝试背诵Story time.

三、设计个合理的时间表。

设计意图:分层作业的布置,关注到每一位学生,A类是基础,B类是提高,学生可以根据自己的英语学***进行选择.对文本的理解是基础,学习的目的是让学生学有所用,学生已掌握关于时间的英文,那么他们能过通过设计时间表,在日常生活中能够灵活运用本课的句型就是达到了锻炼综合运用语言能力的新课标的要求。

总之,这节课我通过以上4个环节的设计,充分利用了多媒体的各种互动功能,积极引导学生在趣味游戏、合作交流、配音表演等多项活动中,获得了应学的知识,得到了充分的发展。

教学反思:

本课时教学目标明确,整节课能围绕教学目标进行设计和教学,能达到预设的教学目标,而且重难点突出,学生掌握效果较好。能够培养学生自主学习,通过让学生读对话,对本节课进行任务型教学,让学生自己发现本节课的中心思想,具有启发性,激发学生学习英语的兴趣。我在教学过程中依据教学要求、结合教学内容有意识地充实了丰富有趣、针对性强的开放性游戏活动,使孩子们在“乐中学、学中乐”。最后,在孩子们基本掌握三个句型之后,我鼓励他们自编、自导、自演对话,让所学的知识得到升华,并把升华后的知识转变成为真实交际的能力。在本节课我还树立学生学好英语的信心,增加同学参与意识,引导同学自主学习,一起完成学习任务并在胜利中体会学习中的乐趣。同时通过本课的学习,培养同学珍惜时间,热爱生活的良好品质。这堂课的施教情况来看,我深深感受到教师具备良好的语言素质

和教学组织能力以及富有创新精神的重要性,我还需要继续努力。