Story time课件配套优秀

Unit3 How many?

Story time 教学目标：

（一）知识目标：

1.学生能听懂、会说、会读，尽量会拼写单词：thirteen、fourteen、fifteen、sticker、can 2.学生能够了解句型：How many ... do you have? ; Can I ... ?及其回答

Sure. Yes. OK. （二）能力目标：

1.能理解课文内容，并复述课文；

2.复习并掌握数字1~19，能发现13~19数字拼写规律。

（三）情感目标：

创设贴近学生生活的场景，教会学生用英语数数，培养学生在日常生活中积极运用英语数数的兴趣。

（四）发展目标：

学生能在任务型学习的过程中运用相关的语言知识，完成特定任务，并促进运用语言能力的提高。

教学重点、难点：

1.学生能够了解句型：How many ... do you have? ; Can I ... ?及其回答

Sure. Yes. OK. 2.能理解课文内容，并复述课文；

3.学生能在任务型学习的过程中运用相关的语言知识，完成特定任务。

设计理念：

Story time是课文或对话教学，通过情景对话，着重训练学生的听说技能，提高会话能力，同时呈现新的单词、句型、功能和话题。在本课教学过程中，坚持以听说为主，以学生学会常用的词汇和日常交际用语为根本目的，通过口语训练的形式来完成。充分借助教材中图文并茂的文本情景图，引导学生感悟重点词句和语言功能，激活学生的语言图式，促进对文本内容的理解，从而产生更真实、更深刻的体会，激发学生学习的兴趣和参与的热情，有效地促进学生的语言输出。同时，以活动、游戏为课堂教学的主要形式，设计丰富多彩的教学活动，让学生在乐中学，在学中用，从而保证学生英语学习的可持续性发展。

设计思路：

在课堂教学中，运用任务教学法、层次教学法，多采用师生间、生生间的互动合作来呈现、操练重点句型，体现学生的主体地位。始终遵循“快节奏、高频率”的原则来展开教学，并注重教学内容的层次性，由浅入深，循序渐进,扫清知识盲点的同时, 注重激发学生学习潜能，发展学生的多元智能,从而促进课堂教学的有效性。

教学过程：

Step1. Greeting and warming up 1. Greeting. T: Good morning/ afternoon, class. T: How are you? Ss: Fine,thank you. 2. Warming up

Step 2 Presentation 1.Enjoy the song “Do you like grapes?”

T: Look at the grapes.Do you like grapes? Ss: Yes ,I do. T: Let’s enjoy the song “Do you like grapes?”

T: I have some grapes here. How many? Let’s count.

通过数葡萄，来复习数字。在free talk中，自然导入，并在语境中帮助其理解新授内容，并尝试做简单回答

2.Let’s

talk

I have some …

How many …?

多少···？（

出示水果图）

新授How many多少···？

出示三幅图片

（师出示学习用品图片）

I have some fruit. What about you? 你呢？

What do you have? 你有什么？

I have some…

3.T: Can you guess what I have?(教师给出？气泡询问)So you can ask with this sentence “ What do you have?”

新授并操练：

What do you have?

师生操练

T:I have a pencil. Do you have any pencils? S1: Yes, I do. T: How many pencils do you have? Let’s count. One, two, three…six. S1: I have six. T: Do you have any crayons? S2: No, I don’t.

T: What do you have?

S2: I have some books. T: How many books do you have? S2: I have ... ……

4.和同桌谈论一下你们的学习用品

A: What do you have? B: I have some…

A: How many… do you have?

B: I have…

新授：How many 揭题Unit3 How many? 5. 多媒体出示喜洋洋和灰太狼）

T：Who

are

they?What do they have? 多媒体出示图片

灰太狼：Look at my toy cars. How many toy cars do you have? 学生看图回答

喜洋洋：Look at my toy cars. How many toy cars do you have? 学生看图回答

6.多媒体出示图片:美洋洋···

T：What do they have?

教学sticker(s)贴纸

7.T: I have some stickers.多媒体出示图片

S: How many stickers do you have? T: Let’s count. OK? My god, too many. Boys and girls, if we want to count them, we should know more numbers. T：Let’s count the stickers.

T: What’s this new number? (教师指着13让学生朗读出新单词) Can you try to read the other new numbers?

新授：13~19 8.Let's read. thirteen fourteen

fifteen sixteen seventeen eighteen nineteen 出示第二张表格

(PPT 分两组呈现3~19的数字拼写，个位数相同数字两两对应) 指导学生朗读比较。

Step3 Story time T: You did a good job! It’s story time now.

1. 先引导学生看图

T: Who are they? T: Where are they? T: What are these? (指着图画中玩具和贴纸) 2. Watch and answer .

How many toy cars? How many stickers ? 让孩子看动画，对文章内容了解大概找出问题答案。

3. Read and find 让孩子自读课文，找出请求允许的两句“Can…？”开头的句子，并根据语境猜测含义。

T: Please find out the sentences that begin with “Can…”and try to guess the meaning. Can I have a look? Can I have one? 新授词汇：can, have a look以及答句

Sure.

4.Listen and repeat 解决Tip, 引导一般疑问句的升调读法。

新授very 很，非常（读出语气）

听录音跟读课文，根据TIP指导朗读。

5.Read the story a. read after the teacher b. read together c. read in roles 6.Act the story Step4.Consolidation

1.Ask and answer互借文具

T: Ask and answer with your partner. A: Do you have a ruler? B: Yes, I Do. A: How many rulers do you have? B: I have…

A：Can I have one? B: Sure. A:Thanks. 2.Summary T: What do you learn from this lesson? a.数字13~19 thirteen fourteen fifteen sixteen seventeen eighteen nineteen 当你想知道对方是否有某样东西时，可以说：

Do you have a/an/any…?

c.当你询问对方拥有物品的数量，可以问：

How many …s do you have?

b.当你想问对方有什么可以问：

What do you have? d. 当你想看一看对方东西，征求意见时可以说： Can I have a look? e.当你想要某样东西时，可以说：

Can I have one? Step5 Homework 1.Read the story after the tape more than five times . (听录音跟读课文五遍) 2. Spell and remember the numbers from 1to19 and find the rule of the numbers. (拼读并记数1至19，并找出数字规律)