Story time课件配套优秀教案案例

译林版牛津英语3b Unit8 We’re twins! 备课内容：Story time 备课人：涟水县实验小学 殷晓萍

教学目标: 1.能听懂，会说，会读单词：a girl a boy a man a woman uncle aunt . 2.通过学习Story time，能正确理解并朗读对话内容，在教师的引导和帮助下尝试朗读对话、表演对话。

3.能在真实的情景中运用Who’s she / he ? Who’s that girl / boy/man / woman ? He’s / She’s …

进行交流。

教学重难点: 1.

通过学习Story time，能比较流畅地朗读对话，并能运用所学对话. 2.

能在真实的情景中运用Who is she / he? Who’s that girl / boy / man / woman? He’s / She’s…

进行交流

课前准备：多媒体，PPT 教学时间：第一课时

教学过程: Step1 Greeting 1. T: Good morning, boys and girls! Ss: Good morning, Miss Yu . T: Sit down, please! Ss: Thank you. 2. T: Today , I prepare some presents for you ，if you try to speak English loudly! This is my family photo. There are six people. Look, this is me! And this is my… you can guess! (让学生看照片说。) 3. T: Ok, take out your family photos, can you introduce your families? S: Yes. This is my…

T: Thank you. (设计意图：自由对话是师生心灵的交汇，是师生之间最简单的交流方式，拉近了彼此的距离，在随后的个别交谈中，因为有了有趣的话题，加上老师亲切的体态语言，使学生放松了紧张的心情。巧妙的谈话甚至

能使学生从教师的谈话中受到启发和感染，从而引发学生学习的欲望，为下一步的英语教学创设了轻松和谐的学习氛围) Step 2 learning 1.

T: I say, you guess!

father’s father S: Grandpa. mother’s mother S: Grandma. T: You’re right, go on! Who’s father’s /mother’s brother? S: Uncle. T: Yeah! You’re clever! Teach: uncle 领读 板书

Who’s father’s / mother’s sister? S: … ( aunt ) Teach : aunt 领读 板书

2.

T: My family like watching TV , This is (家有儿女).Have you watched it? 你们看过吗？ (出示《家有儿女》剧照) Show the picture of Xiao Xue. T: Help me introduce, please! (请看过的学生来介绍) S1: She’s Xiao Xue . She’s a girl. Teach: a girl. 板书girl Show a picture of Xiao Yu. S2: He’s Xiao Yu . He’s a boy. Teach: a boy

板书boy Show a picture of Liu Xing. S3: He’s Liu Xing . He’s a boy, too . 3.

Girls stand up and say: I’m a girl, one by one. Then together: We’re girls. Boys stand up and say: I’m a boy, one by one. Then together: We’re

boys. 4.

Show a picture of Xia Donghai. T: Who is he? S: He’s Xia Donghai. / He’s Xiao Xue’s father. T: He’s a man. Teach: a man 板书 man Show a picture of Liu Mei . T: Who help me ask? S1:Who is she? S2: She’s Liu Mei. / She’s Liu Xing’s mother. T: She’s a woman. Teach: a woman 板书

man woman 读音不同，注意区别。

5.

Let’s play a game

Who can put the pictures under the words? (《家有儿女》角色照片，把图片贴到相对应板书单词的下面。) T: Well done! Look at the blackboard, you can ask and answer in pairs. For explem: T:who is this girl? S: She’s Xiao Xue. T: Other pictures, Do it please! Ss practice in pairs. (设计意图：由于小孩子的年龄小，贪玩，不愿把更多的精力花在记单词上，因此，几乎所有的小学生一提及英语单词，就感到很头东，这就要求我注意教学方法，充分调动学生的学习积极性，把单词教学贯穿到活动中去，使学生学起来不感到枯燥，乏味，激发他们的学习兴趣，使他每个人的学习才能得到充分发挥) Step3 Story time 1. (图片) T: Who is this man? Ss…

T: I think , you don’t know, watch my cartoon, he’s in my cartoon. ( 看动画，回答问题。) Ss：He’s Mike’s uncle. 2. T: Great! That’s a open day, read the story time and tell me , any others come to school? (还有谁来学校？) Learning tips: 【默读】请划出重要信息，生词和生句。

Ss: Mike, Su Yang, Su Hai, Su Yang…

（图片） T: Who is that woman? S: She’s Yang Ling’s aunt. 3. Show the pictures of Su Hai and Su Yang. T: Who are they? Ss: Su Hai and Su Yang. T: Who is Su Hai? Who is Su Yang? Ss…

Read by yourselves,分出谁是Su Hai 谁是 Su Yang。

Learning tips: 【小声读】猜一猜生词，生句的意思。

Su Hai and Su Yang look the same, why? Su Hai and Su Yang: We’re twins!

T: Twins ？Follow me, look at two pictures. (出示两张双胞胎图片,让学生根据图片来理解单词。) Teach: twins

双胞胎 领读

4. Read after the cartoon. Learning tips：

【大声读】注意模仿语音和语调. 5. Read the story time in roles, four in a group. Learning tips：

【分角色读】读出语音语调，表演生动。

（设计意图：让学生在真实的情境中去感知，去体会，去时间，从而让他们轻松的掌握新知识。学生的学习过程同时也应该是亲自实践的过程，缺少学生主体参与的学习活动，不利于学生只是技能的提高，我设计的开放性活动，让学生在互动中学习，使学生加深了对知识的理解。）

Step4

1.

Think and choose. ( 三小题 ) 2.

Play a game. S1站上讲台，戴上眼罩，S2 跟S1 打招呼，(可变声，让S1 猜起来有点难度，更有趣。) Ss: Who is he/she? S1: He’s/She’s...

Ss: Yes , you’re right. /No, you’re out ! 3. 设置情景

刘星和同学达达在楼下公园看书，小雨从窗户探出头来喊刘星，达达问刘星 , 他是谁？多大了？

请四人一组帮我把乱掉的对话排序。实物投影学生排好顺序的对话：

Xiao Yu: Hey! Liu Xing! Liu Xing: Shh! Don’t shout! Da Da: Who is the boy? Liu Xing: He’s my brother. Da Da: How old is he? Liu Xing: He’s eight.

Xiao Yu: Where is my puppy? Liu Xing: It’s behind the door. Xiao Yu: Thank you . Read the dialogue. （设计意图：我给适当的语境，根据语言或图片等提示，让学生用自己在课堂上新学的词汇和句型自编对话，从而检查学生对所学句型的理解程度，促进学生语言运用能力的提高。）

Step5 Ticking time

I can talk my family and relatives. I can read the story time. I can use “who” to talk .

（设计意图：学生的自我评价，能使学生体验到掌握新知识的满足感，同时也让学生能够查漏补缺，弥补自己的不足，从而提高学习效率。）

Step6 Homework 1.

listen to the tape and read the dialogue. Then try to retell. 2.

Copy the new words. 3.

Make a dialogue :Getting to know people. 板书设计：

Unit 8 We’re twins Who’s this / that …? Mike Uncle Yang Ling Su Hai Su Yang Aunt boy man girl woman