Story time教学设计(第二课时)

在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

课题

Unit3 Holiday fun 课型

新授

课时

4 主备人

刘静

1.能听懂、会读、会说、会拼写单词和词组：Bund, Great Wall, Palace Museum, Shanghai Museum, Summer Palace, Tian’anmen Square，holiday, National Day, call, star, fashion show, excited, paper, ask, bottle, go well, at first, heavy rain 学习目标

2.能听懂、会说、会读、会运用句型: Where did you / he / she go for the holiday？What did you / he / she do for the holiday? How was your / his / her holiday? Why did you call me? Did you/ he/ she …?Yes, I / he/ she did. No, I / he/ she didn’t. 3.能进一步掌握一般过去时态动词过去式的变化及疑问句的使用和回答；

4.掌握诗歌的语音语调；

5.了解英国学生的放假情况。体会中西方在假日文化上的差异。

重点、难点：

1.能掌握本单元的四会单词、句型；

2.了解一般过去时态动词过去式变化和疑问句及回答；

3.语调中降调的教学；

学情分析

4.能理解，正确朗读，表演Story time和Cartoon time中的故事

易混点、易错点：

一般过去时疑问句中动词的形式。

学生认知基础：

学生在前两个单元已经掌握了一般过去时的陈述句的构成。

时间分配

教法

学法

学 10 讲 10 练 20 自主学习，合作学习。

1、

课前搜集一些曾经去过的旅游景点的图片。

教学2、课前预习：

准备

第一课时：

a. 跟光盘初读story time,画出不理解的地方上课交流。

让教育因落实而精彩，让教学因细节而美丽。

1

在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

b. 初步完成P28的练习。

第二课时：

a. 课前以小组为单位调查小组内成员国庆节假日活动。

b. 课前收集英国学校假期生活，了解中西文化的差异。

第三课时：

a. 课前读一读P29的句型，圈出句中的动词，思考一般过去时疑问句中的动词形式。

b. 跟光盘模仿、跟读歌谣初步感受祈使句和陈述句的语调。

第四课时：

a. 预习cartoon time. b. 整理一般过去时的基本用法。

学生活动

教师助学

第一课时

Step 1.Warming up 1.Let’s enjoy

看图片，导入词汇。用多媒体向学生展示课后改进

Show the picture of holidays: Spring 从节日图片引入本课教学，一些国内著名旅游景Festival, Dragon Boat Festival, May 让学生初步感知本课的学点的图片，问答活动，Day, Halloween and Children’s Day. 习内容。

由此引出课题：Holiday Fun. 2.Ask and answer Teach “holiday”

引出单元话题和目标词汇。，

2.看图问答，导入话题。多媒体呈现一些Ask: What’s your favourite holiday? 通过问答，学习新词：中西方节日活动或物It’s…. National Day holiday 品的图片，和学生进行问答活动，引入话题和句型。

What do people do at Christmas? 1.问答活动，教授一般过去时的疑问句。2.出示图片，教授目引出新授：National Day, National Day

holiday. Step 2.Presentation Leading in the topic.

T: After National Day holiday, （出

示背景句）The students came back to

school after the National Day

让教育因落实而精彩，让教学因细节而美丽。

2

在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

holiday. 学生看图导入话题。

标词汇和过去式的一通过观图预测，让学生进行般疑问句。Bund, 教师出示Liu Tao 和Mike交流图：Liu 合理想象并敢于用英语发Great Wall, Tao and Mike are talking about their 表自己见解

holidays. Guess, how were their

holidays? 引导学生预测：

Their holidays were.... Palace Shanghai Museum, Museum, Palace, 读前预测让学生进行合理Summer 想象，有助于发展学生的思Tian’anmen Square 维和想象能力，激发学生的3.卡片游戏，认读目学生看图发表自己的见解，可适当加入好奇心，诱发学生想进一步标词汇 中文。

Step 3. New teaching 1.Watch the cartoon How were their holidays? 了解文章内容的欲望。

4.问答活动，操练目标词汇和一般过去式学生带着任务找问句，学会的一般疑问句。

从文章中搜索相关信息，在Look at the pictures 听故事中找到答案，训练了in story time to what 教授：great fun. Ss：Their holidays 听力。通过这两个环节，帮guess were great fun. 助学生理清文章脉络。

happened. In this way, students’

T: Would you like to know more about

Liu Tao’s holiday?

imagination can be generally cultivated.

鼓励学生用Where, What,When等词进行

提问。

2. Read and learn(I) (1)学生自读前半段课文，找出问句：

Where did you go for the holiday? What did you do there?

逐句跟读，培养良好的语音

(2)逐句出示两个问句（并板书），以听语调。培养学生的学习兴

音方式出示答句，并教授其中新词: did, 趣。

the Bund, the Shanghai Museum. (3)逐句出示课文录音，学生跟读。

(4)Think and write

以练习巩固所学内容，将所

让教育因落实而精彩，让教学因细节而美丽。

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在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

出示P28填空练习第一题，学生做填空学内容从口头落实到笔头。

巩固活动

练习并校对。（Liu Tao’s holiday）

3.Read and learn (II) 1.T: How was Mike’s holiday? 听音出示：It was great fun.

1.头脑风暴

引导学生观察图片，根据图老师任意说出一国内片来回答教师提问，分步学主要城市的名字，学习文章，帮助学生在完整的生说出该城市的著名T: Where did he go for the holiday? 故事情境中理解文本，随文景点。

出示图片，学生根据图片描述：He went 识字。带着学生学习重难点2.小组活动，分享出to a farm. 句型。

游经历。四人一组，展示课前自己出游照片，介绍。

3.复述课文

4.调查活动。

5.说写活动

6.写作活动。

Students work in pairs to make a new dialogue about T:（顺接学生答句）Yes, his family went

to a farm near Star Lake. 教授：lake, Star Lake 2.T: What did he do on the farm? 继续看图引出picked some oranges

T: Did you pick any oranges before?

（并板书）

教授：Yes, I did. / No, I didn’t.

T: What else did he do on the farm?

看图引出：went fishing T: Did you go fishing before? Ss: Yes, I did. / No, I didn’t. T: Did you catch any fish? Look, Mike caught a big fish. 教授：caught T: But where’s the fish? 听录音，教授ate. 3. 逐句出示课文录音，学生跟读。

听音跟读活动旨在让学生模仿正确、地道的语音语调，培养英语语感，加深对课文整体印象。

their holiday life. 让教育因落实而精彩，让教学因细节而美丽。

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在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

4.Think and write

出示P28填空练习第二题，学生做填空

练习并校对。（Mike’s holiday）

Step4. Reading time Happy reading 学生通篇读对话，注意语音语调。

Step5. Consolidation Retell the text

以复述的形式达到复习巩固文本的目的。

出示复述内容，学生根据课文内容填空。

教师在设计语篇教学的拓Step6. Practise Make a new dialogue 展活动时，应将语篇材料中的重点内容与学生的生活Talk something about the National Day 实际相结合，引导学生在完holiday. 给出关键句型：

A: Where did you go for …?

B: I went/visited….

A: What did you do there? B: I …(ed)….

A: Did you …?

B: Yes, I did. / No, I didn’t.

Step 7.Homework 1.有感情地朗读课文，并进行录音传入班级QQ。

2.将课文对话改编成英语小故事，讲给家长听。

3. 将课上新编的对话故事写下来。

第二课时

Step 1.Warming up 1:Look and say

成任务或参与活动的过程中巩固语篇知识，提高语篇综合能力。

组织学生用游戏形式复习

让教育因落实而精彩，让教学因细节而美丽。

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在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

对应说出动词原形和过去式。

2:Look and retell Story time中出现的动词

过去式。

引导学生复习Story time

说说刘涛和迈克的假期生活,注意用上内容。

一般过去时。

3:Choose and answer

加深对Story的理解，为

选择数字，回答关于Story time的五个Culture time的理解做准

问题。（P28）

Step 2 .New teaching 1.Think and answer 备。

T: How many main school holidays are 教师导入Culture time的

there in China? Ss: There are three. T: What are they? 学习。

孩子对于文化知识还帮助学生了解中国的主要是非常感兴趣的，渗学校假期

透文化知识。

Ss: They are the summer holiday, the

National Day holiday and the winter

holiday. 2.Listen and answer

T: How about the main school holidays 了解英国的主要学校假期。

in the UK ? Learn ‘Culture time’

3.Know more 1. the Easter holiday

让学生了解不同假期人们的活动。

make Easter eggs, make chocolate eggs

2. the Christmas holiday

buy a Christmas tree, give presents

to each other, eat a big dinner, go

to the party 3. the summer holiday

让教育因落实而精彩，让教学因细节而美丽。

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在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

go travelling 4.Fun time

T: Lucy is a British girl. She likes 以Lucy的日记，从Culturetravelling. Where did she go in the 过渡到Fun time的学习。

summer holiday? Let’s read her diary.

Step3. Dialogue time Make a new dialogue

Step4. Consolidation 1.Write a diary 2.Share the diaries Step5 .Homework

以小组或同位为单位组织学生自编对话。

以日记形式将自己的假期经历写下来。

1.Talk about your holidays with your

friends. 2. Know more about the holidays. 第三课时

Step 1.Warming up 1.Share diaries

及时反馈上一节课的课外

T: Share own diary with the students. 作业情况，同时增进学生之

Ss: Read own diaries.

2.Free talk 间的了解，融洽师生、生生

之间的关系。

T: Last week, we had a long holiday, 以贴近学生生活的话题开

National Day holiday. Now let’s talk 始本节课的交谈，营造宽松

about our holiday. Key sentences: 的教学氛围。

Where did you go for the National Day

holiday? What did you do there?

让教育因落实而精彩，让教学因细节而美丽。

7

在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

Did you …?

How was your holiday? Ss: …

Step 2.New teaching 1.

Sound time 1)Present the rhyme

Work in groups to create rhyme.

the new Would you like some oranges? Please 以观察图片完成填空的方

say: Hey! Please _____ an orange 式逐步呈现歌谣，调动了学Guide the students _____ me. I want _____ _____ from 生语言思维的积极性。

_____ _____ .

to find the rules of changing verbs into their past forms and summarize the rules at last. 用归纳法和演绎法学习语音。

Would you like some fish? Please say:

Hey! Please catch _____ _____ for

_____.I _____ a fish _____ the sea .

Ss: Try to fill in the blanks.

2)Enjoy the rhyme，feel the

intonation and the rhyme scheme. 3)Try to read the rhyme. 欣赏朗诵诗歌，引导学生感

受诗歌的语调和韵律。

4)Create a new rhyme about Liu Tao’s

holiday.

Hey! Please ____ your photos ____ 创编歌谣，拓宽了学生在课

____. I want to ____ ____ ____ too. Hey! Please ____ something to me. 2.Grammar time 堂上的思维空间，而且又为学生创造了运用语言的机。

1)Know more about the simple past

tense 2)The past forms of the verbs

因为在第一第二单元学生a)Divide the verbs into two groups: 已经对一般过去时态有了Regular verbs----Irregular verbs 一定了解，所以在这个环节让教育因落实而精彩，让教学因细节而美丽。

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在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

b)Say the verbs. 教师可以比较放手地让学c)Read the past forms of the verbs. 生通过比较分析自己发现d)Read more words. e)Play a game. 语言规律。

（教师说动词原形学生说动词过去式，

然后教师说动词过去式学生说动词原

形，最后混合呈现原形和过去式。）

Step 3.Practice

在感受语言现象的基础上1)T: We talked about Liu Tao’s and 再进行适当的练习活动，能Mike’s holidays just now. Now let’s 够帮助学生理解巩固所学share our holidays. T: Introduce own holiday. 的语言知识。

开展多种形式的教学活动，Ss: Try to say something about own 帮助学生熟练掌握不规则holidays with partners. 2)Ss: Share with classmates. 动词过去式，熟练运用一般过去时态的疑问句和答句。

Ask and answer according to the 开放性的活动，鼓励学生积students’ report.

Step4. Homework 极运用所学的语言规律，提高学生的综合语言运用能1.复习Grammar time, 读背不规则动词力。

过去式；

2.预习Cartoon time; 3.和好朋友分享My happy holiday。

第四课时

Step1.Warming up 1.Train storming

2.Play a game Guess：What did he/she/they do? Did he/she/they...？

以开火车形式复习动词过Work in groups. One 去式。

says a verb, the second one says its form and 通过游戏复习一般过去时past 的一般疑问句及回答

another verb. The 让教育因落实而精彩，让教学因细节而美丽。

9

在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

Step 2. New teaching 1.Teach new word

third one …

Tell the students about my holiday 向学生介绍自己的假期并

Teach: fashion show 2.Ask about a fashion show 3.Watch and answer Where was the show? Who was on the show? 4.Look and say What did Bobby wear? Teach: wore (wear的过去式) What did Sam wear? Teach: bottle 5.Listen and complete How was the show? Did the show go well ? Teach：go well 教学新单词。

让学生就fashion show 提

出相关问题，进一步复习一

般过去时特殊疑问句。

Listening skills 引导学生带着问题观看卡are trained in this 通，理解故事内容。

part. And students 在看卡通的基础上，再看图can understand the 回答问题，教学新单词。

new words better with this kind of practice. 用提问及听句子填单词的

方法，教学新单词。

Filling the blanks by themselves It was wonderful at first , but then

there was heavy rain. Teach：heavy rain 6.Read and underline Tina is excited about the show. Teach：excited Ask：Why is she excited? Step 3. Practise 1. Read the story

引导学生阅读并在文中找first. And then 到问题答案。

check their answer with their 逐句跟读，然后再由齐读到partners. 分角色朗读让学生模仿正

1.）Let the students read after the 确、地道的语音语调，加深

tape and try to imitate 对课文整体印象。

让教育因落实而精彩，让教学因细节而美丽。

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在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

2.）Read together 3.）Read in roles 2.Retell the story （教师进行适当点评并进

行鼓励）

Finish the exercise 出示复述内容，让学生根据课文内容填让学生以复述的形式达到alone. 空。

复习巩固文本的目的

Write their own holiday life and exchange with their partners.

There was a ______ ______ in the

______ this afternoon. Bobby and Sam

were on the show. Bobby______ a

______ ______ and ______ ______. Sam

______ a lot of______. The show was

________ at first, but then there was

______ ______. That was too bad! Step4.Checkout time 1. Write and say

复习巩固Story time 和

Grammar time, 检测学生对T: What did they do for the holiday? 图片内容的理解和动词过出示P34图片，让学生看图补全句子。

去式的使用

2. Think and write

通过这个写作活动，检测学生综合运用U1至U3中所学1）出示P35图“My holiday”，让学生的过去时知识，记录自己的写出自己的假期生活。

假期生活，将所学内容从口头落实到笔头。

通过分享，激发学生的兴趣，体会交流假期生活的乐2）Get the Ss share their own holidays 趣，使学生敢于并乐于用所in groups and in the whole class. 3. Ticking time

学知识进行表达，培养学生综合语言运用能力。

让教育因落实而精彩，让教学因细节而美丽。

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在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

Step5.Homework 1. Recite the text. 2. Share your wonderful holiday with your classmates and friends. 得：

课

后

反

思

学生能谈论自己或他人的假日。 Where did you / he / she go for the holiday？What did you / he / she do for the holiday? How was your / his / her holiday? 失：

本课单词的认读和默写有点难度。

纠：

对did, didn’t加动原.有的孩子老忘。对没有动词，只有地点状语的句子用was were和有动词用did的用法有点混。

让教育因落实而精彩，让教学因细节而美丽。

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在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

课

后

检

测

一、选出与所给单词画线部分读音不同的一项。（共5小题；每小题1分，满分5分）

(

)1. A. apple

B. and

C. ant

D. another (

) 2. A. liked B. jumped

C. lived

D. picked (

) 3. A. were

B. ear

C. here

D. nearly (

) 4. A. well

B. she

C. went

D. sentence (

) 5. A. card

B. party

C. parent

D. arm

二、英汉词组互译。（共10小题；每小题1分，满分10分）

1. 故宫

2. 打电话给他

3. 时装表演

4. 颐和园_

5. 大雨

6. 进展顺利

7. interesting things

8. Tian’anmen Square

9. too bad

10. the summer holiday

三、单项选择。（共10小题；每小题1分，满分10分）

(

)1. Where _____ Mike and his father ______this morning? A. does, go

B. did, went

C. do, went

D. did, go (

)2. We had a picnic_____ National Day.

A. on

B. at

C. in

D. for (

)3. —

______ was your holiday ? —

It was very interesting .

A. What

B. Where

C. Why

D. How

(

)4. It was windy there . Our kite

. A. flies in the sky B. flew away

C. fly away

D. flies away (

)5. Tim’s mother

angry because Tim

homework yesterday.

A. is, isn’t doing

B. did, didn’t do

C. was, didn’t do

D. is , doesn’t do

(

)6. —

did you

last week? — I visited my grandmother. A. Where, do

B. Where, go

C. What, do

D. What, go (

)7. It

heavily in the morning. But the weather

sunny in the afternoon. A. rainy, is

B. rained, became

C. rains, is

D. rain, become (

)8. Mr Smith

swimming every weekends. But he

do it last week. A. goes, didn’t

B. goes to , didn’t

C. went, didn’t

D. goes, doesn’t

(

)9. Helen

very excited

the party. A. is, for

B. was, about

C. is, in

D. was, for (

)10. —

you bring any food there?—Yes, I brought

. A. Did, a lot of

B. Do, a lot

C. Did, many

D. Did, a lot

四、用所给词的适当形式填空。（共10个空格；每空1分，满分10分）

1. Last week, I _________ (buy) a new bike.

2. Mike, where _________ (be) your toy lion?

I _________ ( give ) it to Bob this afternoon. 让教育因落实而精彩，让教学因细节而美丽。

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在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

3. My father ___________ (drink) a lot of wine(酒) just now .

4. Jim_________ (like)__________(read). Look! He______________(read) an English magazine. 5. _________ you _________ (finish) your homework yesterday?

6. I____________ (not like) to eat it at first, but now I like it very much.

五、按要求完成下列句子。（共5小题；每小题2分，满分10分）

1. I lost my new kite. (改为否定句) ___________________________________________________ 2. Did you go swimming last Sunday?

(改为陈述句) ____________________________________________________ 3. She saw many interesting things in Shanghai.

(改为一般疑问句) ____________________________________________________ 4. I went to the Great Wall for the holiday.

(对划线部分提问)

____________________________________________________ 5. The boy in the green sweater is sweeping the floor.

(对划线部分提问)

____________________________________________________

六、完形填空。（共10小题；每小题1分，满分10分）

Ted worked in a factory in a big town. He liked

1

very much, and was

2

at it. When he

3

free, he always went down to the small river behind the factory and tried to

4

some fish. But there were very few(少的) there , because the river

5

not clean. One autumn, he went to the seaside(海边)

6

his holidays and

7

in a small cheap（便宜的）

hotel（旅馆）.

8

the first day he caught a lot of fish and was very

9

. He

10

them to the hotel, and they cooked his fish for all the people . They liked eating the fish very much. After that, he did it every day. (

)1. A. fishing

B. fishes

C. fish (

)2. A. well

B. good

C. fine (

)3. A. was

B. is

C. be (

)4. A. catches

B. catching

C. catch (

)5. A. were

B. was

C. are (

)6. A. with

B. for

C. about (

)7. A. looked

B. stayed

C. found (

)8. A. On

B. In

C. At (

)9. A. ill

B. thirsty

C. happy (

)10. A. takes

B. took

C. taking

七、阅读理解。（共10小题；每小题1分，满分10分）

(A)

Mr Black had two cats. One was big and the other was small. He liked them very much. One day his friend Mr Green came to see him. He was very surprised（惊讶的）. He found there were two holes(洞) in the door, a big hole and a small one. He said, "My friend, why are there two holes in your door?" "To let them in and out," Mr Black answered. "But why are there two holes?" asked his friend. "How can the big cat go 让教育因落实而精彩，让教学因细节而美丽。

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在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

through the small hole?" he said. 阅读短文，判断下列句子与短文是（T）否（F）相符。

(

) 1. Mr Green had two cats. (

) 2. Mr Green came to see the cats. (

) 3. There were two holes in the door. (

) 4. The small cat could go through the big hole. (

) 5. Mr Black is very clever. (B) It was Saturday. The weather was sunny. Mr Green went to the park at 9:30. He played cards with Mr Brown there. Mrs Green and Mrs Brown didn’t go to the park. They went shopping. Tomorrow is Mrs Green’s daughter’s birthday. She bought a new dress for her daughter. Mrs Brown bought a nice purse for Mrs Green’s daughter. And she also bought a toy plane for her son. 根据短文内容，选择正确答案：

(

)6. It was _______.

A. Saturday morning

B. Saturday afternoon

C. Saturday evening (

)7. Mr Green played with ______.

A. Mrs Green

B. Mr Brown

C. Mrs Brown (

)8. _______ is coming.

A. Mr Green’s son’s birthday B. Mrs Brown’s daughter’s birthday

B. Mrs Green’s daughter’s birthday (

)9.Mrs Brown didn’t _______.

A. go to the park

B. go shopping

C. buy a toy plane (

)10. The new dress is for ________.

A. Mrs Green

B. Mrs Brown’s daughter

C. Mrs Green’s daughter

八、看图作文。根据所给图示和文字提示，完成一篇短文，至少五句。（共5分）

（提示：surf the Internet, play on the wing, watch TV, watch the cartoon, go climbing）

Last weekend, the students had a good time. Wang Bing ____________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

让教育因落实而精彩，让教学因细节而美丽。

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