Story time教学设计内容推荐

6A

Unit 2

What a day!

Period1

王霞

Learning contents

Story time

Learning aims and objectives

1. 对文本有个整体的理解感知，能用正确的语音语调朗读文本。根据板书，小组合作尝试复述杨玲日记内容。体会What a day!涵义

2.

能初步感知天气表达的句型，正确朗读It was sunny / cloudy / windy / rainy. 3.

能初步感知动词过去式的不规则变化，能正确朗读。

4.

能初步能理解并且会听、会说、会读单词及词组：cloudy, rainy, sunny, windy show, interesting, weather, high, honey, ant, bee, cloud, sky, rain。理解句型：和I/ We/ He/ She brought/ saw/ flew…

5. 学生能够对英语书写日记格式有一定的了解。养成写日记的好习惯！

Focus of the lesson and predicted area of difficulty

Focus of the lesson：

1.

对文本有个整体的理解感知，能用正确的语音语调朗读文本。体会What a day!涵义

2.

能根据板书、关键词或思维导图，小组合作尝试复述杨玲日记内容。

Predicted area of difficulty：

1. 能整体理解文本，用正确的语音语调朗读。

2. 一般过去时，不规则动词过去式的读音

Teaching aids

PPT课件，

单词卡片

Learning procedures

Before learning : Sing the song

Rain, rain, go away

【设计意图：运用孩子们熟悉的关于天气类的歌曲热身，一方面营造良好的课堂

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学习氛围，另一方面渗透了天气词汇，用已知带未知，为下一步学习减少了障碍。】

Step1 Warm up 1.

Greetings 2.

Questions: What day is it today?/ What day was it …? How is the weather today?/ How was the weather …? 【设计意图：运用简单的日常生活对话，渗透英语时态的差异，为Story time的学习做铺垫。】

Step2 Pre-reading

1. What other words about the weather do you know? (Learn rainy，cloudy，sunny，windy) 2.Think hard: What can we do on these days ? 学生们小组讨论后分享。

【设计意图：引导学生主动联系生活实际，进行活动和情感迁移。】

3.

出示同学们社会实践活动图片

⑴

Last month, we went on an outing.和学生们一起分享快乐时光。强调一般过去时。

【设计意图：生活就是最好的老师，运用自己现实生活中的图片，再次回顾和感知，自然的学习，自然的输出，自然的衔接和突出主题。】

⑵

Did you write a diary? Did you write a composition? On different days , we can do different things. They’re special for us.

We can write them down. We can write diaries.(Learn diary) 4.Let’s talk ⑴If we want to write a diary, what can we write？(出示汉语日记图片) Look! This is a Chinese diary. First, Next, Then, Finally…

⑵

出示英语日记图片

This is an English diary. Let’s compare. What can you find? First, Next, Then, Finally…

【设计意图：语言的学习和很多的想通之处。学生们用汉语写过日记，可是用英语没有。运用汉语向英语过渡，化繁为简，化难为易。通过比较，找到差异，更

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能掌握英语日记的书写格式。】

⑶How to read the date? 学习日期的读法。

Step3While-reading 1.

Try to ask T:Yang Ling wrote a diary about her day. What do you want to know about her diary? 【设计意图：调动学生的兴趣，进行猜测，引导学生们主动提问，作学习的小主人】

2.

Let’s guess What happened to them?Let’s look at this picture.

What can you see in this picture? 学生们认真看图，初步猜测文本内容。

(学习部分新单词bees，ants, black clouds ) 【设计意图：带着孩子们认真读图，进行猜测，或者说出自己通过预习得到的已知，进行主动的输出】

3.

Watch and choose. ①

Yang Ling wrote her diary in _____ order. A.

chronological (时间)

B. site (地点）

学生们观看动画，选择答案。了解写日记时可以按照时间顺序或者时间顺序。

【设计意图：对文本进行整体感知。指导孩子们如何写日记，可以使自己的日记更具有条理性】

②

What is the order? 学生们快速阅读，给出顺序。

in the morning

at noon

in the afternoon 4.

Read in groups and find : What was the weather like in / at…? 同伴两人一小组合作阅读，从文中找出描写天气的句子。并尝试根据板书描述天气变化。（Learn became ）

5.

Work in groups4 ①

学生们四人一小组合作阅读，找出What did they do in the morning／at noon／in the afternoon

?

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Tips: 在阅读中，我们会获取很多信息，对于这些信息，我们可以写下关键词，也可以配上图，还可以做成思维导图，用你喜欢的方式获取正确的信息吧！

went to the park by bike saw a parrot show and some interesting parrots flew kites 请学生们展示反馈。学习新知

②出示in the afternoon两幅图，学生们描述。

（Learn black clouds, It rained.）

【设计意图：通过看图，听音等多模态形式学习，感知文本】

6.

What do you think of their day? Why? 学生们给出自己的理解。

They had a ______ day. 【设计意图：引导学生们进行情感迁移，进一步体会What a day】

7.

Happy reading 学生们选择自己喜欢的方式进行阅读或表演。

Read together or read in roles. Step4 After-reading 1. Try to retell. 尝试根据板书复述。

2. Read and act. 六人一组，改编这个故事。一人读旁白，其他人表演并为这一天的活动配上合适的对话!看看哪一组表演得最好。

可增加

It’s … Let’s go to… Look , there’s a … The …are..interesting !

Let’s fly…

Let’s have lunch.

…are…nice. There are …on the food.

We can’t ….

Oh , my god!

We are hungry and wet.

What a day ! 4.

Motto time

Homework

1. Listen and read ’Story time’ three times.

2. Copy the weather words and the verbs of past tense. 3. Write a diary about your outing.

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Bb design

Unit2 What a day Wednesday 20th.Sept. Who?

Yang Ling, Su Hai, Mike, Liu Tao Where?

went to the park How?

by bike in the morning sunny saw a parrot show, interesting happy parrots

at noon

in the afternoon became windy and cloudy

rainy flew kites brought…

saw …

saw …

hungry

wet

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