Story time教学设计模板

5B Unit6 In the kitchen (Story time)

一、设计思想

本次教学设计的研究主题是：新教材背景下，语篇的整体与分层教学的研究。在语篇教学里，我们主张以学生为主体，从课文整体入手，在具体的语境中引导学生对语言材料进行整体感知、理解并且体验和运用，通过听、说、读、写

相结合的方式来培养学生的语言综合运用技能。5BUnit 6 In the kitchen第一课时Story time的教学，教师引导学生紧紧围绕语篇主题，通过整体感知Liu Tao一家晚饭前、晚饭时的场景-对于各角色活动分层分析-自主整体重现文本的“整-分-整”的教学活动让学生多方位理解语篇，培养语言的综合运用能力。

二、教学分析

1 .教学内容分析

小学英语新教材的内容贴近孩子们的生活，活动多样，故事有趣。高年级课文出现了较长、较复杂的句子及语篇，符合大部分高年级同学学***，同时也挑战了学生阅读、理解等的能力。本单元的核心内容Story time板块描述了Liu Tao一家人晚饭前和晚饭时的场景，共分为三部分。第一部分呈现的是Liu Tao的父母正在厨房准备晚饭，Liu Tao刚踢完足球比赛回家，一家人谈论正在烹饪的食物，由此引出现在进行时的一般疑问句。第二部分呈现了Liu Tao在冰箱里找果汁的情景，复现了五年级上册Unit1学过的there be句型。第三部分呈现了Liu Tao一家人吃晚饭的情景，Liu Tao称赞父母烹饪的食物很美味，呈现了询问他人如何评价自己东西的句型How’s the…? 2.学情分析

通过前两年的语言知识积累，孩子们已经有了一定的语言基础，再加上高年级的课文语篇更长语法也变得复杂，要求孩子们有较厚的语言功底。好在英语课堂一直是偏向欢快愉悦的，很多孩子愿意上英语课，喜欢上英语课，教师要紧紧抓住学生的这一心理特点来展开教学。本课的内容又恰好是生活中最实在平常的故事，生动易懂，所以学生们愿意主动参与，这也为新课的学习奠定了良好的基础

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三、教学全过程设计

（一）教学目标

1. 学生能听懂、会说、会读词汇：vegetables, tomato(es), potato(es), look for, game, smell, meat, ready, yummy。

2. 学生能听懂、会说、会读句型：Are you doing …? Yes, I am. / No, I’m not.以及日常交际用语：How’s the…? I can’t wait. 3. 经过看动画整体感知，听录音分层解析以及听、说、读多方面技能操作和运用，学生能正确理解课文内容，并在理解的基础上模仿录音的语音语调流利地朗读课文。

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在课的末尾，学生能用新旧语言知识，整体复述课文。

(二)教学重点难点：

1. 教学重点

（1）句型：Are you doing? 及其答语Yes, I am. / No, I’m not.

How’s the…? 及其答语It’s yummy/nice. （2）词汇：vegetables, tomato, potato, look for, smell （3）能正确理解并按录音的语音语调朗读课文，能整体复述课文。

2. 教学难点

（1）句型：Are you doing…? 及其回答Yes, I am. / No, I’m not.的语调和用法

（2）词汇：

meat, ready, yummy, tomato, potato, vegetables等词的语音及用法

（三）教学过程

Step1 Warm-up 1.Sing some songs

“Fruit song” &”Vegetable song”

2.

Learn the words

T: What vegetables do you know?

S:(学习)potato，tomato，carrot，... 3.

Free talk

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T：We can make nice dishes with these vegetables.

S：（欣赏学习）eggs with tomatoes, mushroom soup, meat with potatoes, ... Step2 Revision T：What is Liu Tao doing? S：（列出Liu Tao一天活动图片，看图说话）

It’s __________. Liu Tao is _____________. Step3 Presentation and practice

1.T: It’s six o’clock in the evening. What is Liu Tao doing?

S: Is he…? 2.

揭题：In the kitchen T：Listen and answer(篇头) S: When is it now? Who are they? Where are they? What are they doing? 3.

Look and retell

S:It’s …. Liu Tao comes home from …

.

His parents …

. They are …. They are busy. 4.

Watch and choose

T: What dishes are they cooking?

S: (看动画，选择) They are cooking tomato soup and meat and potatoes. 5.

Listen, read and judge

T: Who is cooking tomato soup/ meat and potatoes?

S:(听录音，读课文，判断）

1.Is Mum cooking meat? 2.Is Liu Tao washing any vegetables? 3.Is Dad cooking the tomato soup? 4.Is Dad cooking meat with potatoes?

6. Read and learn

T：What about Liu Tao?

S: (看图读文) He is looking for some juice. T:

What does he find? S: He finds ...

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What is Liu Tao looking for? What does he find?

A learning tip: look for

意为寻找，强调动作；

7.Talk and say T: How are the dishes?

S: Nice. Yummy! ... Step4 Consolidation 1. Read T：Liu Tao and his family enjoy a big meal today. Now, let’s enjoy the fun of reading!

(1)

Read after the computer (2)

Read after the teacher (3)

Choose one way you like to read 2. Retell Look at the pictures and choose Pare1 or Part2&3 to retell Part1: It’s … o’clock in the…

… comes from …

… are in the…

Liu Tao’s mother is…

She wants to…

Liu Tao’s father …

Part2: Liu Tao is looking for… But…

It’s…(time)

Dinner is ready.

… is eating …

The … is…

The … is…

Step5 Emotion T: Look at the clock. It’s seven in the evening. Dinner is over. What’s Liu

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find

意为找到，强调结果。

文本出示语调及重音，指导到位。

Tao doing now? Can you guess? 出示Liu Tao做家务的图片。

T: Liu Tao is a good boy. He always helps his parents do some housework.

Emotion: Father and mother I

love you. We are family. Let’s do something for them!

Step6 Production Finish Liu Tao’s diary

Step7 Homework •

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Read and recite Story time Preview Grammar time and Fun time. Help your parents do some housework. 5

板书设计：

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