Story time优质课教案整理

Unit 8 Our dreams 教学设计

课题

义务教育教科书江苏牛津小学英语六下Unit 8 Our dreams（Story time ）

教材简解

本节课是一堂以梦想为主题的课，Miss Li和她的学生们以对话的方式讲述了各自的梦想职业和缘由，孩子们各抒己见，畅所欲言，表达了对美好未来的向往。通过此话题交流讨论自己的梦想，引导学生树立正确的价值观，心怀梦想并为实现自己的梦想努力奋斗。

目标预设

◆知识目标

1. 能听懂、会读、会说词汇：dream, future, care about, tooth, astronaut, spaceship, football player, World cup, dancer, pianist, come true。

2. 能理解并运用句型What do you want to be? I want to be …

3. 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。

◆能力目标

能够初步运用所学的词汇和句型谈论自身的梦想。

◆情感目标

激发学生的求知欲和表现力,激发学生心怀梦想并付诸努力。

教学重难点

教学重点：

1. 能听懂、会说、会读本课词汇，初步理解运用本课句型。

2. 能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文。

教学难点：

能运用所学的词汇和日常用语谈论梦想。

设计理念

1

本节课的话题是“我们的梦想”，与学生的日常生活密切相关，立足于六年级孩子毕业前畅谈梦想的心理展开教学。

1. 以任务型活动为媒介，从学生的学习兴趣、生活经验和认知水平出发，使学生通过感知、体验、实践、参与、合作与交流的方式实现任务目标。

2. 依托情境培养学生的发散性思维和语言表达能力。在教学过程中尽量创设一些真实、有趣、民主的情景，让学生大胆地尝试，大胆地想，大胆地说，引导学生树立正确的价值观，心怀梦想并为实现自己的梦想努力奋斗。

设计思路

本节课的目标词汇都和职业相关，学生在五上U5已经学过一些职业，在教学时可以结合学生已有的语言知识，进行衔接整合，在真实的对话情境中学习新单词和句型。通过指导学生朗读、理解故事以及引导学生谈论自身的梦想，学以致用，真正体会到英语学习的乐趣。

教学过程

Step 1:Warming- up 1. Greetings. T: Hello, boys and girls. Ss: Hello, Miss Chen. T: How are you today?

S: I’m fine, thank you./ Not bad…

T: Are you happy? Ss: Yes. T: I’m happy, too. Let’s enjoy a happy song now. 2. Enjoy a song: They sing happily.

Enjoy the song and answer: What are their jobs?(farmer, worker, driver, waiter) 3. Brainstorm T: Can you say more jobs? S1/2/3: A doctor/ a nurse/ policeman…

设计意图：通过一首关于职业的歌曲引出话题，让学生迅速地进入英语学习情境，感知将要学习的语篇相关的语言知识。然后通过与学生谈论及Brainstorm活动，激活学生的旧知，为随后的教学做了很好的铺垫。

Step 2: Presentation and practice 1.

Learning time(Learn the new words)

2

T: Look at these pictures. Who are they? Do you know their jobs?

S: They’re Yao Ming/Lang Lang/ Yang Liwei/…

T: You know all of them well and what about their jobs? S1: Yao Ming is a basketball player.(教授新词basketball player) T: Good. So he is good at playing basketball.

What is Lang Lang good at? S2: He’s good at playing the piano.

T: That’s right. So he is a great pianist. (教授新词pianist) T: Can you fly into the space?

S3: No, I can’t.

T: Who can fly into the space? S3: Yang Liwei can. T: Yes, he can. He’s an astronaut. (教授新词astronaut ) 2.

Talking time T: Boys and girls, you are students now. What do you want to be in the future?

(教授新词future )

S1: I want to be …

T: That’s a good dream. What about you? S2: I want to be …

Work in pairs: (同桌之间问答)

---- What do you want to be in the future? ---- I want to be …

T: Everybody has a dream. I think your dream will come true. 设计意图: 教师通过呈现一些学生所熟悉的人物图片，充分调动学生的兴趣，让学生自然地了解并学习新的职业。而后师生、生生之间谈论未来会做什么，在不知不觉中已经将语篇中的重点句型加以运用并有效地掌握，非常真实、自然。

3.

Text-learning Activity1: Watch and circle ( PPT呈现图片) T: Look ,Miss Li and her students are talking about their dreams too. They want to do different jobs in the future.

Now watch the cartoon and circle all the jobs mentioned in the cartoon.

3

(教授新词dancer/ dentist) 设计意图：通过一个简单的总领性的问题How does Mike describe his day?为切入点，让学生带着问题看动画，引导学生从整体上感知文本；学生通过听读，自己比较the的读音，并总结使用方法，这比教师直接出示讲解要有意义得多。

Activity2: Listen and match T: What does Mike do in the morning and when does he do these things? Let’s listen to the first paragraph and match.

T: If you’re Mike, can you describe your morning like this? I… at…

设计意图：听录音连线配对，引导学生有目的地去听录音，锻炼了学生的听力理解能力和捕捉信息能力；学生尝试用I…at…来描述Mike的早上活动，既加深了对文本的理解程度又巩固了新句型。

Activity3: Read and complete T：Now we know Mike’s morning. What about his afternoon? Please read the second paragraph and complete the form.

4

(在核对答案的时候教授新词

homework，词组do my homework) T: Try to say like this: I…at…

设计意图：学生自读文本第二时间段提取关键信息，既突出了学生的主体性，又培养了学生在阅读中抓取文章关键要点的能力。

Activity4: Look and say T: What does Mike do in the evening? Look at the pictures and talk with your partners like this:

I … at…

设计意图：在前两个时间段学习的基础上，让学生根据图片提示尝试用I…at…描述Mike的晚上活动，既是对重点句型的巩固，又是对学生主动学习能力的培养。

Activity5: Listen and read Now let’s listen and read the text. Please pay attention to the pronunciation and intonation. 设计意图：跟读课文，提高学生的朗读水平，再次熟悉文本内容，同时注意语音、语调，培养语感。

3.Reading time T: It’s our reading time. Choose your favourite way to read the text in groups of three. Read together/ Everyone reads one paragraph/Read by oneself/…

设计意图：重复机械的朗读训练会让学生感到很乏味，因此在此环节变换了一下活动形式，在小组内选择你喜欢的方式朗读，可以充分调动学生阅读的积极性，

5

激发他们学习和挑战的欲望，同时又加深了学生对文本的理解。

Step3: Consolidation and Extension 1.Retelling time T: Boys and girls , we know Mike’s day now. Can you retell Mike’s day? Now if you’re Mike, please retell your day. Try to say: Hello, I’m Mike. I…at…

You can retell according to the blackboard designing. ( 同桌互相练习复述Mike’s day) T: Who wants to be Mike? (学生戴头饰复述) 设计意图：在大量的语言学习之后，以复述的形式检验学生的文本掌握和理解程度。而在复述的过程中，文本学习中的一些必备语言知识得以巩固和提升。

2.Showing time T: This is Mike’s day. What about your day?(呈现部分图片和句型) Try to talk about your day with your partners. Perhaps these pictures and sentences can help you. (学生练习介绍自己的一天) T: Who wants to share your day with us? 设计意图：本环节的任务设计与学生的实际生活紧密联系，对学生有很大的情景驱动意义，是对文本材料的提炼和延伸。在这样的语言实践活动中，可以引领学生将学习中掌握的知识、技能，真实地输出。

T: What do you think of your day?(请几个孩子谈谈自己的一天过得怎样) S：It’s a busy/ happy/ tired/ funny…day. T: Maybe your day is happy/ funny/ meaningful/ busy/….But I think it’s very important to have a reasonable time. T：Now let’s enjoy some pictures .Perhaps they can help you make a reasonable timetable. 4.

Sweet tip: Here’s a sweet tip for you. Please try to remember: Arrange your time correctly. Enjoy every day! 设计意图：让学生谈论对自己一天的看法，并欣赏一些正能量的图片，引发学生对合理安排时间的思考，很自然地进行了情感渗透。

Step 4: Homework 1. Read Story time and try to recite.

6

2. Make a timetable about your day and talk about it with your friends . Blackboard Designing:

预期目标：

学生能够认知文中单词，短语、句型，并能够理解表演对话；能够知道如何在生活中运用所学句型；培养学生关心他人的品质。

7