Story time优秀教案

三下 Unit 7 On the farm教学设计

[教学内容]:三下 Unit 7 On the farm (Story time) [教学目标]: 一、知识目标：

1.

能听懂、会读、会说pig，cow。

2. 能听懂、会读、会说、会写apple,pear。

3. 能听懂、会读、会说日常用语Welcome to...What are these/those? They’re... Are these/those...? Yes./No. They’re... 二、能力目标：

1. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。

2. 能初步运用本课所学的词汇和日常用语询问确认远近处的物品。

三、情感目标：

1. 培养学生学习英语的兴趣，树立学习自信心。

2. 激发学生热爱大自然的情感。

3. 培养学生相互合作的意识。

[教学重点]: 1. 能听懂、会读、会说pig，cow。

2. 能听懂、会读、会说、会写apple,pear。

3. 能听懂、会读、会说日常用语Welcome to...what are these/those? They’re... Are these/those...? Yes./No. They’re... [教学难点]: 1.单词由单数向复数的转变。

2.单词welcome中-come /kəm/的发音。

3.They’re... 的发音。

4.these与those的区分。

[教学过程]: Step 1 : Greeting & Warm up 1.Greeting 2.Sing a song T : Oh, you are so friendly. Today I bring a present for you. Let’s sing a song together. Ss : Ss sing the song “Ali Baba’s Farm”

（设计意图：在唱歌时拍手并同桌间相互做动作。这首歌曲曲调欢快，歌词中还包含了本课需要新授的两个单词pig,cow，同时能创设情境On the farm，为后面的教学做铺垫。）

Step 2 : Presentation 1.

揭示课题

T : Do you like this song? Look! Who’s he? S : He’s Ali Baba. T : Yes. He’s a farmer. He has a very big farm. teach : farm

ar /ɑ:/ /ɑ:/ car farm /m/ /m/ farm T : Do you want to visit his farm? Ss : Yes! T : Let’s say : Go to the farm. Go. Go. Go. T : Where are we now? S : We are on the farm. teach : on the farm

（板书上布置栅栏和树）

T : Today we will learn “Unit 7 On the farm ”

2. T : Boys and girls, what can you see on the farm? S : I can see some s. （设计意图：这里利用一个Brain storm的环节，能够激发学生对于动物与水果的旧知，并让学生初步感知复数的用法。）

T : You can see many animals and fruits on the farm. And I can see Ali Baba. Listen! What does he say to us? S : Welcome to my farm. teach : Welcome to my farm. /e/ /e/ wel /ə/ /ə/ come welcome T : If you are the little dog(cat), what will you say? S1 : Welcome to my farm, woof, woof. Welcome to my farm, miaow, miaow. (设计意图：通过学生扮演小狗小猫来说欢迎语，富有童趣，又能让学生体验说英语的乐趣。）

3. T : You learn very well. This time I’ll play a magic for you. （做猪的手影2遍）

What’s this? S : It’s a pig. teach : pig, pigs They’re pigs. 4. T : Guys, what are these? （出示被草遮住的猪）

teach ： these, these, what are these? Play a ball game 操练 What are these? (设计意图：三年级学生注意力集中时间不长，通过ball game，能很好的操练句型，同时也大大增加了操练的趣味性。）

5.T : Let’s keep on moving.

Look! What are those? teach : those, those. What are those? T : We need a telescope. Please hold your telescopes and say“What are those”together. （设计意图：因为牛群在远处，这里出示一个望远镜，并让孩子作势举着望远镜看望远镜中的牛一次次变大，更能突显those表示远处，突破难点those。) T : They’re cows. teach : cows how→now→cow 6.Let’s chant :

 Read after me

 Boys-----Girls

 Read it together with the music （设计意图：chant节奏感强，琅琅上口，有助于学生巩固所学内容，还能加深记忆，激

发学生的学习兴趣。这个chant中，包含了th /ð/的发音，也能帮助学生突破这一学习难点。）

7.Ask and answer T : Good job. You can enjoy the beautiful scenery on the farm. Please work in pairs. And do ask and answer. S1 : What are these/those? S2 : They’re......

Step 3 : Story Time 1.Watch and answer T : Liu Tao and Mike visit a farm too. Q : Whose farm is it? S : It’s Liu Tao’s grandpa’s farm. T : How do you know? S : “Welcome to my farm”

Act picture one 2.Watch and choose T : Go on watching the cartoon and try to choose the animals and fruits that mentioned in the story. S : Pigs, cows, apples, pears. （设计意图：这里可以带领学生初步感知文本，听清文中提到的动物与水果。）

复述课文图2图3 3.Learn to say T : They keep going. This time they go to the fruit garden. Look! What are these? You can use“Are these ......”to guess. teach : Are these s? S1 : Are these apples? S2,3... Ss ： Yes! They’re apples. teach : an apple, apples Can you read like this? apples↗?

these apples↗? are these apples↗? （语调的操练）

T : Go on. Look! Another tree. What are those on the tree? Here’s a riddle. You can use“Are those s？”to guess. teach : Are those s? S1 S2 S3 : Are those pears? S : Yes! They’re pears. teach: a pear, pears T : Guys, I’m a little hungry. Do you want to have a rest under the tree? What are those? S1 : Are those s? Ss : Yes./No. They’re... （最后引出一本书）

4.Listen and underline T：1. Open the book and turn to P45. 2. Take out your rulers. 3. Find the questions that mentioned apples and underline. T : Got it? S1 : Are these apples? Are those apples too? T : “too “means“也”。Why Mike asks“Are those apples too?”

S : 距离远，梨也是绿的。

（读书图4图5并模仿语调）

5.Try to read

 Read after the tape （tip1 注意指读）

 Read after me（标音调）（tip2 注意语音语调）

 Read story time together 6.Read in roles

7.Try to retell （根据板书复述课文）

8.Make a dialogue （设计意图：请学生根据自己绘画的开心农场设计对话。此处的教学为学生们“换了个房间”，创设了情境，灵活运用今天所学的知识。）

Step 4：Summary T : Today we visit grandpa’s farm. On the farm, these are pigs and apples. Those are cows and pears. And we can use these sentences to ask and answer, Are you happy today? Ss : Yes! T : I’m glad to hear that.

Step5: Homework. 1.Copy the new words. 2.Read Story time after the tape. 3.Go on drawing the happy farm and introduce the farm to your parents.

板书设计: Unit 7 On the farm

What are these/those? They’re...s . Animals

Are these/those... ? Yes/No,they’re...s.

Fruits [教学反思]:

我执教的是三年级下册Unit7 On the farm(storytime),上完这节课，我感觉教学过程自然流畅，较好地完成了本课的教学任务。在设计教学过程中，我很注重整节课的连贯性和学生对课文的理解和掌握，在学习句型时通过各种活动形式来进行操练，也让学生在创设的情境中进行语言的运用从而达到反复练习、巩固的目的。

好的方面有：

1.教学设计思路清晰。每个教学环节都是连贯的，整节课条理清晰。

2.课外知识的应用。歌曲、游戏对培养学生学习英语的兴趣，很有帮助，有趣、生动的动画和图片很能吸引学生的眼球，兴趣是最好的老师，学生学的很轻松。

3. 在教学过程中能重视朗诵训练，每句话都注明升降调、连读、重音等标记，通过听、模仿、单独反馈等方式来让学生熟悉了所学内容。

不足的方面：

1、可以让学生更自主地散发思维，加强拓展和延伸性，如由动物类和水果类的单词可以延伸到之前所学一些文具类单词等。

2、课堂上可以增加更多的肢体语言以达到更直接的视觉效果。

3．我觉得自己表扬学生的语句还要丰富些。

精心准备一节课，认真上好一节课，都会有所收获，我将会不断努力,争取更好!