Story time课件配套优秀教案案例

英语（四年级下册) Unit 2

After school Story time & Song time

Teaching contents

教学内容

Story time & Song time

Teaching aims and learning objectives

教学目标

1. 能初步听懂、会说、会读单词及词组：today, go and …, come and …, a football match。

2. 能初步听懂、会说、会读、会写单词：Monday, Wednesday, Saturday。

3. 能初步听懂、会说、会读句型：I have … He/She has …

We don’t have

… What day is it today?及回答It’s

… What a pity! All right. 4. 初步感知第三人称单数形式has的用法。

5. 初步会唱歌曲Days of the week。

Focus of the lesson and predicted area of difficulty

教学重点和难点

教学重点：1. 学生能够从整体上阅读故事并理解。

2. 学生能够用正确的语音、语调朗读对话，表演故事。

教学难点：学生能够阅读理解故事并表演。

Teaching procedures

教学过程

Step 1 Greeting

1. Free talk 2. Song time: Days of the week

【设计意图：用歌曲活跃课堂气氛，让学生在轻松愉悦的环境下进入本节课的学习，并由此话题引出接下来要学习的内容。】

Step 2 Presentation 1. T: What do you hear? S: Sunday, Monday, Tuesday … (教授新词) T: Yes. There are seven days in a week. (呈现Learning tips: Monday缩写MON

MON = Monday) 2. Sing the song together 3. Free talk T: What day is it today? S: It’s

… (板书句型，教授What day is it? It’s

…)

T: What lessons do you have this morning? S: We have …

T: What subjects do you like? Why? S: I like … because

…

T: (出示课程表) This is our timetable. What lessons do you have on Tuesday? S: We have …

T: What about Friday? S: We have …

T: What do you do after school? S: I …

T: Can you play football after school? S1: Yes, I can. T: Great! Let’s go and play football after school!

S1: All right. T: Can you play football? S2: No, I can’t.

T: Oh, what a pity! We can’t play football together. What do you do after school?

S2: I…

T: OK! Today, let’s learn Unit 2 After school.

【设计意图：让学生初步感知句型What day is it?及其回答，同时渗透句型I/We

have … go and …为下一步学习进行铺垫。对话结束后，引出课题，由此进入story time的学习。】

Step 3 Story time 1. Watch and answer

(出示Liu Tao) T: Look at this picture. Who’s he?

S: He’s Liu Tao.

T: What can he do? S: He can play table tennis. T: Good. What day is it today? (教授today)

Can Liu Tao play table tennis with his friends today? Let’s watch the cartoon together. And try to find the answers. (播放动画) T: What day is it today?

S: It’s Wednesday. ( Wednesday = WED, 字母“d”不发音) T: Can Liu Tao play table tennis with his friends today? S: No, they can’t.

T: They can play table tennis on …

S: Saturday. (Saturday = SAT) T: Because they don’t have any lessons on Saturday.

【设计意图：学生通过观看动画回答问题，整体感知课文。】

2. Read and match. (自读课文，并且连线) (PPT呈现)

(教授match, swimming—swim) 【设计意图：在学习match和swimming时，补充词汇have a basketball match和have a skating lesson，引导学生活学活用，拓展知识面。】

T: So, we can say: On Wednesday, Mike has a football match.

(出示单词has，并且板书与教授。提醒学生第三人称单数后使用动词的第三人称单数形式) T: What about Su Hai and Su Yang? S: Su Hai has a swimming lesson.

Su Yang has a swimming lesson too. T: So, Su Hai and Su Yang have a swimming lesson. 3. Listen and repeat

(听录音逐句跟读课文，鼓励学生模仿语音、语调。重点指导句子“What a pity！”的朗读。“All right.”这个句子学生在二年级的时候已经学过了，掌握得比较好，所以在这一环节用听说的形式检验学生的掌握情况。对于个别基础差的学生进行指导。) 【设计意图：精读课文句子，模仿语音、语调，进一步掌握课文中的句子和词汇。】

4. Let’s read

(以小组为单位，选择一种喜欢的方式读一读课文。) 【设计意图：学生可以根据小组情况，自主选择齐读、分角色朗读或表演课文。在此过程中鼓励学生用正确的语音、语调，并配上夸张的表情动作完成任务。】

Step 4 Consolidation 1. Retell a. Fill in the blanks. (PPT呈现) It’s Wednesday today. Liu Tao would like to play table tennis. But Mike has a football match. Su Hai and Su Yang have a swimming lesson.

They don’t have any lessons on Saturday. So they will (将) go and play table tennis on Saturday. b. Read it together. 2. Show time (1) T: I want to play basketball after school. S1, let’s go and play basketball.

S1: All right! T: S2, let’s go and play basketball.

S2: What day is it today? T: It’s Monday.

S2: Sorry, I can’t. I have a Maths lesson.

T: What a pity! How about Sunday? We don’t have any lessons on Saturday. S1 & S2: All right!

(2) T: Now please make a dialogue in groups of four and then act! 【设计意图：活动要求学生用所学的语言进行对话。活动对学生的语言提出了更高要求，期待通过合作与创新，共同将这节课所学内容以自己的方式演绎出来，课堂气氛再次升至高点。】

Homework 家庭作业

1. Listen, read and recite Story time.

2. Copy and recite the new words: Sunday, Monday, Tuesday …

3. Make a new dialogue with your group members.

Teaching aids

教学准备（含板书设计）

教学准备：人物图片、头饰、多媒体课件。

板书设计：

Unit 2 After school

What day is it today?

Wednesday = WED

Saturday = SAT

It’s

…

I have …

a football match

He/She has …

a swimming lesson

What a pity!

说课

下面，我们来简要回顾一下实际教学环节中的活动设计：

Pre-reading 阅读前

在阅读前阶段，首先通过歌曲Days of the week引出星期名词，同时介绍小提示中的知识Monday = MON，并通过歌曲的演唱巩固新知。接下来用句型What day is it today? 向学生提问，让学生对新句型有初步的感知。在和学生谈论课程表之后引出话题：放学后做什么？由此自然进入Story time的学习。

这样的设计意图在于：1. 激发兴趣和积极性；2. 完成歌曲和星期名词的教学；3. 渗透句型教学What day is it? 和We have …

阅读前的活动为Story time

的学习做好铺垫。

While-reading 阅读中

在阅读中阶段，设计了以下4个层次递进的活动：其中Watch and answer要求学生带着任务观看动画，达到整体感知课文的目的；Read and match要求学生独立阅读课文并完成任务，旨在引导学生关注课文中的细节信息。这两个活动的设计核心在于“阅读并理解故事”。在理解后，为了更有效地加强语言输入，又设计了Listen and repeat和Let’s read这样两个朗读活动，重在培养学生正确的语音、语调，语感并进一步掌握课文中的句子和词汇。

Post-reading阅读后

阅读后阶段，设计了两个活动。首先，在学生理解故事的基础上，根据故事内容填空。此活动能进一步巩固本节课故事的教学。在学生完成练习中重点关注词汇has和any的填写。之后齐读，让学生站在讲述者的角度，从而对语言的理解和运用有更深的体会。最后的活动是让学生综合运用所学的语言进行组内表演。在此过程中，学生体会互助与分享，语用能力、合作能力和创新能力得到进一步提升。

最后，跟大家分享一下本节课中的几个“特别关注”：

1. 关注学生对文本的整体感知和细节信息的获取。

2. 关注文本的理解，指导学生如何用正确的语音、语调朗读。

3. 关注学生在活动中体验英语学习的乐趣。