Story time课堂实录【2】

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Unit5 signs (Story time)教学设计

一、教学内容：

二、教学目标：

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学生能初步理解并且会听、说、读单词及词组：a shopping centre, careful, mean, floor, go in, take into, smell, a restaurant, Wet floor, No littering, No eating or drinking, No smoking。

2. 学生能初步感知句型，能初步听懂并且会读句型：What does it mean? 和It means …

3. 学生能初步理解本篇故事并能复述。

4. 情感教育：学生能明白标志在我们日常生活中的意义和重要性。

三、教学重点：

1. 学生能初步能理解并且会听、会说、会读单词及词组：a shopping centre, careful, mean, floor, go in, take into, smell, a restaurant, Wet floor, No littering, No eating or drinking, No smoking。

2. 学生能初步感知句型，能初步听懂并且会用句型：What does this mean? 和It means …。

3. 学生能初步理解本篇故事并能复述。

四、教学难点：

1. 学生能基本掌握litter, restaurant, smoke的发音。

2. 学生能初步感知句型，能初步听懂并且会用句型：What does this mean? 和It means …。

五、教学准备：课文图片，单词图片，PPT

六、教学过程：

Story time Step1. Warm up 1.Free talk 2. Get to know the T’s gestures. /Look, listen and guess. 1) T makes some gestures and let the Ss guess the meaning. T: I’ll make some gestures, and please guess their meanings. T: What does it mean?

S: It means “Stop/Listen/Good/Very good...

Step2. Pre-reading 1.I want to tell you more about me. Last Sunday I went to a shopping certre. Do you

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know there? I saw these images. When you see these images? What can we do ?(Remind them/ Stop them/ Put signs/...) 2.Do you know these signs?If you don’t know, you can ask me. Use “What does it mean?”

Teach: Wet floor/ No littering/ No eating or drinking/ No smoking 3.揭题：

Look, they are all signs. This lesson we will learn more about signs.

Step3While reading 1.Listen and order

Mike ,Helen andf Tim are at the shopping centre too. Where do they go? Listen and put their cards in order.. 2.Watch and match

In these places,they see some signs. What sign do they see in each place? Watch the cartoon and match. 3. Read and underline

(1)What does it mean? Read and underline

(2) Discuss in pairs: What does it mean? It means... 4.细读文本

Part1. (1)What does the first sign mean? Does Tim know the sign? How do you know?

(2)It means the floor is wet. So we should be careful. But Tim can’t see the sign. So Helen is worried. She says:________. How to read?

(3) Act part1 Part2：Tim is lucky. Then they see a juice shop. Here’s a sign. Tim doesn’t know it. So he asks________. Let’s tell him together. Part3: (1)

They see a bookshop. Helen wants to go in. Can they go in? Why? (2)

There’s a sign. What does it mean? (3)

So Mike says: You can’t take your juice into the shop. (指导读) Part4：

(1)

They can’t eat or drink in the bookshop. But they can eat here. Look,are they

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eating happily? Why? (A man is smoking) (2)

How do they know? (3)

Tim knows the sign. So give the man advice together. Step: Read the story 1.

Read after the tape 2.

Read in roles 3.

Dub for it Step4: Act the stroy 1.T-S give a model 2. Choose one part or two to act 3. Act it out Step5: Summary and Ticking time 1.

What have you got from this lesson. 2.

Ticking time Step6: After story We should follow the signs. Step7: Homework Try to find more signs on the Internet.

课后反思：

在本节课中我在设计教学时关注了以下几个方面：1、本节课主要是对话形式，在教学的过程中我觉得不仅仅是让学生在文本中认识四个标识，知道他们所代表的意义，同时也要关注让学生明白当你不认识这个标志时，还可以发问：What does it mean? 也就是我们在教学对话形式的语篇时，不仅仅关注语言信息的获取，同时也要关注语言知识的运用。2、指导朗读，在本节课中我是采用了在分析文本的过程中，理解故事的基础上，引导学生产生情感共鸣，再来听一听，读一读，演一演，这样的朗读会更有意义，并不是空洞的说教和模仿。 3.在处理四个部分时，尽量做到不平均使用力气，教学生困难的和不会的，以此来提高课堂效率。4、在处理本节课时，我采用听排序，再次运用他们排好的图片进行看和连线，逐步完成文本的思维导图，而这个过程是由学生自己完成的，提高了他们独立学习和思考的能力。5、在本节课的小结部分，我让学生自己说说你在这节课中学到了什么，学会了什么？学生的思维，归纳、总结能力都得到了很大的提高。

其实在新授之前，学生根据自己的生活经验和预习，对本节课内容的理解已经不再是他们的难点，那么教师如何有效引导而不是大费周章的逐步分析文本？在整节课的实际操作过程中，我发现学生的知识储备还是未能得到有效的利用，我仍旧会担心班级里会不会有基础较差的孩子不会，所以如何权衡，是值得思考和改进的地方。

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