Story time名师教学视频（文字实录）

3B Unit7 On the farm （Story time）

靖江外国语学校

施莉娜 214500

Teaching contents

教学内容

Story time

Teaching aims and learning objectives

教学目标

1. 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。

2. 通过学习Story time，能正确地听懂、会说、会读单词

pigs, cows , apples, pears。

3. 能在真实的情景中运用What are these/those? Are these/those …?和日常交际用语Nice to meet you, Mike. Welcome to my farm.进行交流。

Focus of the lesson and predicted area of difficulty

教学重点和难点

教学重点：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表演对话。

教学难点：通过学习Story time，能比较流畅地朗读对话，并能运用所学对话描述。

[设计理念] 在教学中，主要采用任务型教学和情景式教学相结合。让学生在使用英语完成任务的同时，在不知不觉中学会英语，更主要的是培养学生在完成任务的过程中提高运用英语的学习紧迫感。

Teaching procedures

教学过程

Step 1 Greeting & Warm-up

T: Good morning, boys and girls. I’m Miss Shi. Welcome to my class. S: Good morning, Miss Shi.

T: Do you remember this song?(PPT show the song “On the farm”) S: Yes.

T: OK. Let’s sing the song together. T: OK. You did a good job. Listen to the sound and guess.

Review cow, pig, duck, cat, (write on the blackboard)where can you see them?

A: park

B: farm

(Choose which one) S: B: farm T: Yes. You are right. We can see them on the farm. ( teach the word: farm ) Today we learn Unit 7 On the farm(read the title) 【设计意图：在热身环节，我选用学生之前学过的欢快的歌曲，来引入今天的话

题farm，活跃了课堂氛围，在这个开始环节我也把新单词farm和duck教授完】

Step 2 Presentation Learn the new words and sentences. T: Now, look, there is a picture of a farm. (PPT 呈现农场图片) What’s this?

S: It’s a pig. (先用学生学过的单数来问农场上的物品再引入到复数的教授) T: But what are these?

(教授pig—pigs) Ss: They are pigs. (教授新句型What are these? They are …s.) 教授好新句型后用两幅图来操练这个句子同时又教授新单词cows和apples，一幅图用cows学生一起来问和回答，另一幅图用apples女生问，男生回答，然后进行交换，男生问，女生回答。接下来呈现句型Are these …？Yes, they are. No, they aren’t. T: Are these apples？

Ss：No, they aren’t.

T: Are these oranges? Ss: Yes, they are.

Then ask and answer together. 接下来图片上农场上的物品越变越小。

T: Well done. Look at here. Can you see them clearly? Ss: No. T: OK. You can guess. Use this sentence “Are those …?” (教授这个新句型) 让学生用这个新句型来猜一猜远处的是什么，同时也是操练新句型，老师来回答yes or no T: Now, they become much smaller. Can you see them? Ss: No. T: OK. Let me help you. Let’s see together. What are those? (教授这个句型) Ss: They are dogs. T: You are right. Look at over there. Can you see?

Ss: No. T: Again. Let me help you. OK. Please ask and answer in pairs. Then ask two or three pairs come to say. (同时教授chickens 这个单词) T: They are all on the farm. 【设计意图：用农场的图片来引出单词复数的教授，让孩子直接感受名词的单复数形式，并且用东西的大小，远近来让学生理解these和those这两个单词的意思，从而达到让学生会使用的目的。】

Step 3 Story time 1. Listen and choose T: Today, Mike and Liu Tao will visit a farm, too. Take out your paper. Please listen and choose. Whose farm is it? (Three choices) Ss listen then answer the question.

T: Yes. It’s Liu Tao’s Grandpa’s farm. Do you want to go? Ss: Yes. T: OK. Let’s go together.

2. Watch and circle T: What can Mike see on the farm? Please watch the cartoon and circle. You can circle some answers. Mike can see cows, pigs, apples and pears on the farm.

Ss say this sentence together. 3. Reading time T: Now it’s reading time. Please pay attention to the pronunciation.

T: Now, open your books. Turn to Unit 7 On the farm story time. Use your fingers to point. Let’s read together. 4. Acting time. T: Then, it’s time to act. Let act out this dialogue. Three in group, Here are some pictures. They may help you.(make a model) T; Now, it’s your turn. Take out your headwear. Make sure who are you. 学生自己演一演对话然后叫两到三组学生到上面来表演。

【设计意图：在story time课文教授环节中，第一遍先让学生整体听课文，回答这是谁的农场，再看课文动画，到理解课文，能够说出农场上有什么，最后跟读课文和表演课文，一步步，层层递进让学生理解课文，能够表演课文，从而达到本课的教学目标。】

Step 4 Summary T: Look at grandpa’s farm. Is it nice? Ss: Yes. Grandpa’s farm is nice. T: Please look at Qiaohu’s farm. What about Qiaohu’s farm?

Ss: Wow, it’s very beautiful. T: Yes. Let’s visit Qiaohu’s farm together. And make a dialogue in your group. You can discuss in group and write down. 【设计意图：在最后这个环节中引到巧虎的农场让学生用本课的知识来组织语言，让学生有机会学以致用。】

Homework

家庭作业

1. Read Story time for 3 times. 2. Use the new words or sentences to ask and answer.

板书设计：

Unit 7 On the farm pig — pigs

What are these? cow — cows

They’re …s.

duck — ducks

What are those? apple — apples

They’re …s.

pear — pears

chicken—chickens

orange—oranges

dog—dogs

Are these …s? /Are those …s?

Yes, they are. /No, they aren’t.