Story time说课稿【一等奖】

单元和课题名称：

总课时：4 Unit 3 Is this your pencil? 课时(Period) Story time （Title）

主备人：

教学内容

（Teaching contents)

基础性目标

发展性目标

夏庆端

王静静

上课教师

夏庆端

第 1 课时

教学目标(Teaching aims) 1. 学生能理解Story time的内容，并能够有感情地朗读。

2. 学生能听懂、会说、会读单词pen, pencil和pencil case。

4. 学生通过各种合作学习，培养合3. 学生能听懂、会说、会读日常用语作学习的意识，激发学习兴趣。

和句型Is this/that your …? Yes, it

is./No, it isn’t.

教学重点和难点

(Teaching difficulties and key points) 重点：

1. 学生能理解Story time的内容，并能够有感情地朗读。

2. 学生能听懂、会说、会读单词pen, pencil和pencil case。

难点：

学生能听懂、会说、会读日常用语和句型Is this/that your …? Yes, it is. /No, it isn’t.

课前准备

(Teaching aids)

实物图片、PPT

教学过程(Teaching procedures) 教师活动

学生活动

修改建议

Before class—Enjoy a song What’s this?

此处是教师对教案的修改记Step 1 Warm-up 小组合作，互相问答

录，教师可对教学过程进行修改，也可对别人好的设计过程进行点评。

1. Greetings

2. Let’s play!

T: Pay attention to the rules: If you see a phrase, read it and do it. If you see a tiger, shout “Ahh”!

(学生做游戏) 【设计意图：通过歌曲、游戏激发学生学习英语的兴趣，同时复习旧知，为学习新知做好准备。】

Step 2 Presentation and practice 1. Guessing game

(1) Yellow box—clothes (旨在新授Is this a …?) T: There are so many beautiful clothes. What are the presents? Let’s guess.

S: A T-shirt./…

T: You can come here and guess like this, “Is this a …?”

(引导学生来到投影仪前进行猜测，并出示新授句型Is this a …?)

S: Is this a … ?

(前两幅引导学生用新授句型一起猜测，最后的一幅图转为学生同桌合作进行猜测。) (2) Blue box (旨在新授Is that …?) T: Letter “b”.

S: Is this a …?

T: It’s far away from you. So you can say: Is that a …?

S: Is that a …?

(前两幅引导学生用新授句型一起猜测，最后的一幅图转为学生同桌合作，

猜测练习。) (3) Green box (旨在新授Yes, it is./No, it isn’t.) T: Can you guess? S: Is that a …?

T: Yes or no? If you think it is, you can say “Yes, it is.” But if you don’t think so, you can say “No, it isn’t.”

S: Is that a pen? T: Yes, it is. It’s a pen. (新授pen，同法教学pencil ) T: The last picture, please guess with you partners. S1: Is that a …?

S2: Yes, it is./No, it isn’t.

T: (教学pencil case。) 【设计意图：通过“猜猜礼品盒里的小礼物”这一活动设计，以旧引新，由扶到放，逐步学习本课教学重点，即文具类单词pen, pencil, pencil case和一般疑问句的问答。】

2. Story time

(1) Lead-in

T: I have a picture here. Can you guess? S: Is that a …?

T: Yes, it is./No, it isn’t.

T: (出示Story time 中的铅笔图片) I have a story about this picture. Do you want to have a look? (2) Watch and choose

What is the story about? A: The pencil is lost. (丢失)

B: The pencil is broken. (弄坏) C: The pencil is stolen. (偷掉) S: A. T: Is this Mike’s pencil? (出示第一幅图片) S: No, it isn’t.

T: So Mike says: This isn’t my pencil.

(教师指导朗读) (3) Listen and underline T: Who helps Mike? S: Liu Tao and Yang Ling. T: What do they say? S: Is this your pencil?/Is that your pencil? T: (新授Is this/that your pencil?) T: No, they are not Mike’s pencil. Where is the pencil? (出示最后一幅图片) Find the sentence and read loudly.

S: Oh, that’s my pencil.

T: (教that’s = that is )

(4) Let’s read.

a. Read after the computer. b. Read after the teacher. c. Read together. (5) Show time

(出示Story time的图片，打乱顺序，通过重新排序，带着学生说说这个故事。) 【设计意图：在故事情境中，通过对Story time的听、猜、读，初步运用新句型帮助Mike寻找丢失的铅笔，最后一起对整个故事进行复述。】

Step 3 Production and consolidation T: Mike can’t find his stationery. Let’s help him. (出示两幅图片pen和pencil case ) T: I am Mike. Who can help me? S: I can. T: This isn’t my pen.

S: Is this your pen? T: No, it isn’t.

S: Is that your pen? T: No, it isn’t. Oh, that’s my pen. (学生两人小组，模仿对话) T: Mike is careless. He lost his pen. We must take good care of our things. 【设计意图：通过再次帮助Mike寻找丢失的钢笔，引导学生在实际情境中运用新句型，并适时进行相关的学习习惯教育——我们应该保管好自己的文具。】

Unit 3

Is this your pencil ? pen

Is this/that a …?

Yes, it is.

板书设计

pencil

Is this/that your…?

No, it isn’t.

pencil case

Homework

家庭作业

作业设计

1. 听录音，大声朗读story time并能表演。

2. 抄写story time里的新单词。

教学反思

1.培养学生看图猜测、表达的能力。

2.培养学生小组合作学习的意识和能力。