Story time优质课教案内容

情境、情趣、情感交融

——译林版小学英语5B Unit3 Asking the way第一课时教学设计

扬州市梅岭小学西区校

顾闻

【主题概述】

本课例是笔者参加邗江区中片“小学英语基于单元整体的教学探索”教研活动中所执教的内容。我承担的上课任务是译林版小学英语5B Unit3 Asking the way第一课时story time& sound time& culture time & grammar time, 分课时话题为the way to Su Hai’s new home. 按照展示要求：每位老师在30分钟内对分课时话题进行基于单元整体的有效教学设计，完成一节课的教学。

本单元主要谈论如何用英语问路和指路, 集话题性、功能性、交际性三位一体。基于学情和单元整体，我将分课时目标制定为在语境中初步学习本单元的核心词汇：get on / get off/ turn right/ turn left和核心句型：Excuse me, how do I get to …?

/ You can get on the metro at… / You can get off the metro at … / Then, walk to…

/ go along…

/ Turn left/ right at the traffic lights. / You can see...on your right. 以及初步表达问路和指路，并初步感知字母组合sh在单词中的发音,初步了解“厕所”这一名词在英美国家的不同表达toilets/ restrooms. 【话题突破口】

创设情境，认识新朋友Sharon, 利用图片进行字母组合sh的语音教学,体会字母组合sh的发音规律。抓住借班上课的契机，我也是孩子们的新朋友，自然谈话，以Miss Gu的上班行程为切入点，导入新单元的教学内容，快速进入主体文本的学习。先通过看动画给图片排序，整体感知文本，再分段教学文本内容，泛读后再精读，先收后放。读前、读中、读后视、听、说、思结合，引领学

生走进文本，感知文本，理解文本，在理解的基础上选择星级朗读任务。

【特色处理】

对于话题的材料The way to Su Hai’s new home, 就是要让孩子们通过本节课的学习后，能流利复述出去苏海家的路线。我情趣化的对原本机械枯燥的复述进行了特色化处理。首段文本学习后，通过让孩子们四人一组制作路线图，粘好地名，每组利用一份完善好的地图复述路线。学生小组有地图，黑板上有地图，更匠心独具的将我们的教室布置成mini city，精心制作了路牌、地铁、地铁站、信号灯、迷你房屋，让孩子们身临其境，学以致用。在教室里走一走，看一看功能性的板书，自然输出语言。

【情感升华】

值得一提的是，杨玲去苏海家的路线是有两条的，由于地铁站的出口不同，路线也随之迥异。扬州并没有开通地铁，孩子们对地铁知识的匮乏，势必造成理解上的障碍。所以在认读Park Station/ City Library Station这两个地铁站名时.我就渗透了一些关于地铁的常识。课的最后，让孩子们讨论地铁的便捷之处，并告诉孩子们一个好消息：扬州在2020年要开通地铁一号线，共享家乡变化的喜悦，激发孩子对家乡的崇拜与热爱。抓住杨玲走错了地铁出口，迷路这一点，告诉孩子们条条大路通罗马，迷路了也不要紧张，遇到困难时可以向别人礼貌求助。

【精彩课堂实录】

Step1 Pre-story 1. T: Are you nervous?

Ss: Yes.

T:

Maybe a little. Follow me. Deep breathe…

Ss: Ha Ha~~~ (跟着老师深呼吸,放松情绪)

T: Ready?

Ss: Go!

(师生唱着歌开场。Good morning, boys and girls~~ Good morning,

Miss Gu~~ Stand up, boys. Stand up, girls~~ Sit down, sit down, please.) 2. T: First, let’s meet a new friend--- Sharon. Look at the girl, she’s----

Ss: Sharon! (屏幕上出现Sharon)

T: Where is Sharon?

Ss: She’s in the shoe shop. (屏幕上出现shoe shop) T: There are many shiny things on the shoe. What’s this? Ss: Sheep!

(屏幕上出现sheep) T: What’s that? Ss: Ship! (屏幕上出现ship ) T: Read together! Ss read : shoe / ship/ sheep / ship (每个单词两遍，升降调读) T: So what does “sh” pronounced? Ss: [ʃ] !

T: Bingo! You’ve got it!

3. T: Sharon is your new friend. I’m your new friend, too. Look, that’s me! ( 屏幕上展示我的照片

) Am I lovely ?

Ss: Yes!

T: (笑) Thank you. You are so sweet! (幻灯片展现新华书店、淮海路、文昌阁、1路公交车) T: Do you want to know more about me? You can ask me questions. S1: What do you like? T: I like reading. I often go to the bookstore at weekends.

What’s your hobby? S1: I like playing basketball. T: Oh! That’s good. Boys always like playing ball games. Who else? S2: Where do you live? T: Good question. I live on Huaihai Street, near the city center.

Where do you live? S2: I live in Xihu Town. T: Is it near our school?

S2: Yes, it is. T: Lucky guy. You spend less time on the way to school. Any other questions? S3: How do you go to school? T: I to school by bus. I take bus No.1. ( 屏幕上展现我乘坐1路公交车的场景) First，I get on the bus at Shitasi Stop. Can you repeat?

Ss: get on , get on. T: Next, I get off at Shiqiao Stop. Ss: get off, get off. T: Then, I walk.(展示路线图) Look, here I am . That is my school. On my way home, I can see lots of signs. Look--- Ss: traffic lights! T: I’m on Siwangting Street. I--- Ss: Turn right! T: Yes, I turn right at the traffic lights. Finally, I go along Weiyang Street, I can see my school on my right.

4. T: That’s how I get to school. How about Su Hai?

S1: She goes to school by bus.

T: Yes. Same as me. Where does she live now?

S2: She lives on Moon Street.

T: Near --- Ss: Near the City Library. T: Yes, It’s a big and beautiful house. (手拿Su Hai家的精致小房子，并摆放在已布置成街道的教室里) Do you want to go and have a look? Ss (兴奋地) ：Yes！

Step2 While-story A: (学习左半部分对话, 展示苏海杨玲打电话图) 1. T: Yang Ling wants to visit Su Hai’s new home too. Look, she is making a telephone call with Su Hai. (在黑板上粘好Su Hai / Yang Ling正在打电话的头像) What is she asking? Guess! S1: How do I get to your home, Su Hai? （老师在黑板上粘好这个句子）

T: You mean she is asking the way. Today we are going to learn Unit3 Asking the way. (板书课题

分话题)The way to ——

Ss: Su Hai’s new home.

2. T: Do you love the cartoons?

Ss: Yes!

T: Let’s watch and number. (播放story time的动画)

T: Can you order now? First--- S1：First, picture B. (再请三名同学依次回答) T: Now, the pictures are in the right order. (师大声，学生小声) First, get on ; Next. Get off ; Then, ask someone for help; Finally, turn right at the traffic lights. 3. T: Let’s listen and choose.

(电脑播放左半段对话录音，学生拿出作业纸选择) PPT: How does YL get to SH’s home?

1) She can take the

.

A.metro

B.bus T: Do you know other sayings of “metro”

？

(由Metro在英美国家的表达underground/ subway, 引出厕所在英美国家的不同表达

toilets / restrooms.)

2) Which station can she get on?

A.At City Library Station

B.At Park Station

(介绍关于地铁的知识。让孩子们认识地铁站的标志铁、下地铁的照片) ，展示人们上地T- Ss : Look, they get on the metro. They get off the metro.

3) What’s next to SH’s home?

A.A library

B.A bookshop

(确定答案B后顺势将迷你书店放在苏海家的小房子隔壁，学生更加明晰next to 的含义) 4. T：Today’s happy reading. Let’s listen and imitate. (逐句播放左半段对话录音，孩子们尽量模仿语音语调) 5. T:( 故作焦急的语气说

) Yang Ling needs a map. Let’s help her. (学生四人一组打开信封，信封里装有路线图和地点词条，孩子们在规定时间内小组合作，帮助Yang Ling贴好地图，边贴边说，Here’s … Because…

用英语做事情。老师课前在黑板上画好路线图，请一组孩子到台上完成粘贴词条，并说说这样贴的原因)

6. T: If you are Yang Ling, Do you know the way to SH’s new home now? Use your map! ( 课上的第一次复述，小组利用刚刚完成的地图复述，屏幕上给予句型框架。分组复述后再集体复述，地图上标号时间顺序词。)

First Next Then

B: (学习右半部分对话，要求孩子们快速阅读第二场景引言) 1. T: Finished? Ss: Yes! T: Let’s check your understanding, do some true or false questions. If the sentence is right, you do and say “Yeah! Yeah! Yeah!”

If the sentence is wrong, you do and say “No! No! No! “

1)

Yang Ling is on Sun Street now.

(学生摆出胜利的victory手势并高呼Yeah! Yeah! Yeah！)

2）Yang Ling can find the bookshop.

( 学生双手在胸前交叉并高呼No! No! No! )

T: Why? Tell me the reason.

S1: Because Yang Ling can not find the bookshop.

T：Yes. She can not find the bookshop. So what does she do?

S2: She asks a policeman for help.

T: Yes. (黑板上粘好警察头像) When you are in trouble, ask someone for help. The policeman is a good choice. They are kind and helpful. 2. T：Girls, please read Yang Ling.

Girls: Excuse me, how do I get to the bookshop on Moon street?

T: How to ask the way? What’s the difference? (手指着之前杨玲问路的句子) S1: She uses “Excuse me.”

T：To show her politeness. When you ask someone for help, please say “Excuse me.” at first.

Ss: OK!

3. T：Now please read policeman carefully and try to find out where

is the bookshop on this map.

(展示新地图，学生自读警察的话，找到书店的位置。) T: Have you got the answer? Where’s the bookshop?

S1: D is the bookshop.

T: Why? Show me! ( 学生逐句读，老师逐一在警察头像后贴好他说的话，动画演示，排除地点A B C ) T: Now can you tell the way to the bookshop？

(课上的第二次小复述，学生根据板书和动画演示复述去书店的路。) 4. T: You have done a good job. Let’s imitate, I’m sure you can read as well as the computer. (逐句播放右半段对话录音，孩子们尽量模仿语音语调。) Step3 Post-story 1. T: Today’s happy tasks, four students a group, choose anyone you like.

Read the story

in 4s.

Read the story

in roles. Act the story

in roles.

( 两分钟时间，小组活动。各组自由选择星级任务：四人齐读、四人分角色

朗读或四人分角色表演。邀请两组上台展示，两组孩子们都选择了三星任务——表演对话。老师给孩子们分角色带好精心准备的头饰，在已经布置成街道、地点齐全的教室里边走边演，极具视觉冲击。) 2. T: If you are YL, tell us how do you get to SH’s home?

(课上的第三次复述。四人一组，利用地图，先绘制出现实中杨玲去苏海家的路线，再根据板书复述，小组合作，一人负责1-2两句。请一组学生上台，用杨玲的小人在黑板上的地图走一走，边走边说。) 3. T: Interesting! Today’s happy show, let’s act! (课上的最后一次综合性复述。请孩子们在已布置成mini city的教室里表演一下如何去杨玲的新家。路线有两条。从地铁站不同的出口出站，路线也随之迥异。) 4. T：Here’s a saying for you. All roads lead to Rome. 5. T：Do you love the metro?

Ss: Yes!

T: I love the metro because there is no traffic jam. ( 呈现交通堵塞的漫画) I hate the traffic jam. Oh, I’m late for school again, (看表作焦急状)

Ss 大笑

T: Let me share a good news, There will be the metro in YZ. Do you know when? ( 屏幕上展示时间)

Ss (自豪地) ：In 2020!

T: How cool! Are you excited?

Ss (兴奋地) : Yes！

Step 4 Homework T: OK. So much for today. We’ll learn more next time. Today ‘s homework: One, listen and read the story three times; Two, look and say on page 28 in your English book, it may be a little difficult, please pay attention to the grammar. Thanks for today, I’m so proud of you, Boys and girls, please stand up and turn left, say ‘’ Thank you “ to all the teachers. Ss ( 全体起立面向台下的听课老师们)：Thank you, teachers! (台下的老师报以热烈掌声，在音乐声中结束本节课) 【板书设计】