Story time教学设计内容推荐

钟楼区基于学生关键能力培育的教学设计

学校

钟楼实验小学

Unit 5 Seasons (story time) 学科

英语

年级

四

班级

课题

教时

第一课时

主备

执教

一、学习基础分析（教材、学生基础、课程资源等）

教材分析：本单元主要学习描述不同季节的气候特征，以及在不同季节里人们经常从事的活动。本课时story time的主要话题是学习描述不同季节的气候特征，以及在不同季节里（spring、summer、autumn、winter）人们经常从事的活动。由此呈现了本单元的目标词汇（warm、hot、cool、cold）与新句型（In spring, it is warm. We go boating.）教师可以先鼓励学生根据自己平时的观察，用已有的语言知识，对当前季节的气候特征或者当天的天气做简单的描述。

学生基础:学生在3AUnit6学过了颜色的表述，在4AUnit4和4BUnit4中都学习了一些活动类的单词和词组，如skate，play basketball，draw pictures等，在本课的学习中能帮助学生表述每个季节色彩特征和每个季节能做的一些事情，让学生能把所学内容综合运用，描述自己喜欢的季节。

二、关键能力目标

1. 学生能正确理解文本。

三．教学决策

通过watch and learn来引导学生了解文本主要内容；以Watch and match帮助学生整体感知文本；以Read and fill引导学生关注文中的细节信息，形成有效提取信息的能力。

２. 学生能在理解基础上正确朗读文本。

引导学生利用自然拼读法拼读新单词spring, summer, autumn, winter, warm, cool, cold。通过自读，小组间互助；听录音，自主纠错，学习正确的语音语调及重读、弱读等朗读技巧；小组练习、表演的方式来达成目标。

３. 语言综合运用及准确表达的能力。

围绕谈论自己喜欢的季节一主题，基于文本的关键句型，以小组合作的形式，进行模仿性表达。通过讨论、交流、呈现，评价，

准确理解表达的主题，提高表达钟楼区教师发展中心

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钟楼区基于学生关键能力培育的教学设计

的准确性，合理性。

四、教学决策

1 .Magic eyes

Free talk

2.Free talk

1. Watch and learn Pre-reading

2. Enjoy the poem

1.Watch and match

While reading

2.Read and fill

1.Reading time Post reading

2.Compose a poem

Homework

五、教学实施

教学步骤

教师活动

1.Magic eyes T: Boys and girls, are you ready for class? Now let’s begin our class.

What subject do you like? Why? Do you like English?

预测学生活动

S: like English teacher/ can sing/ can say a rhyme/ can listen to the music/ read the story/ can act/ can play games

S: green trees

beautiful flowers

skirt

lucky …

能力达标

通过magic eyes来复习前面所学的与本课相关的单词和词组，学生要能快速且熟练地说出。

Free talk Do you like playing games? First, let’s play a game. ------Magic eyes. T: Let’s have a look at the rules.

When you see the pictures and the words , phrases, please read aloud. 钟楼区教师发展中心

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钟楼区基于学生关键能力培育的教学设计

When you see the “Four Leaf Clover”, please say “Lucky”.

Are you ready? GO! Good job!

2.Free talk

T: What day is it today? How many days are there in a week? What are they? T: Seven days make a week. Do you know, what makes a year? Please enjoy a beautiful song, and to find the answer. OK? 1. Watch and learn

S: It’s …

S: Seven.

They’re Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday.

通过free talk来让学生说出一周有多少天，由此引出一年的四个季节。

S: Four seasons make a year. 通过听歌曲来说出一年的四个季节，通过以旧引新和自然拼读法的方式让学生自己读出单词spring，summer，autumn，winter

Pre-reading

(1)T: What makes a year?

Season （板书）

S: spring What are they? Can you teach others to

summer

autumn read the words.

winter S1: spring

S2: summer

S3:

autumn

S4: winter (同时板书) S: It’s spring.

(2). What season is it now?

What’s the weather like? 展示图片

Look, the sun is shining, the flowers

and grass grow. The boy takes off the

warm clothes, he is happy under the

warm sunshine.

warm （板书）

In spring, it is warm.

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钟楼区基于学生关键能力培育的教学设计

2. Enjoy the poem

(1)T:Do you like spring? I like spring very much. Please enjoy my poem about spring. And then answer my questions.

Q1: How is spring? Q2: What do I do in spring? Now, let’s enjoy. (观看结束) Is it beautiful? T: Boys and girls, in your eyes, how is spring? What do I do in spring? (2)T:I like spring. Because I can do many things in spring.

Look , what do they do? Can you try to say? Please use Go …(提示学生用此结构) (3).T: You’re great. Now let’s have a break. Let’s say a rhyme.

Can you make a new rhyme?

(4) Spring is a wonderful season. It’s good for outing. What else can we do in spring?

(5)Wow, we can do so many things in

S: Yes.

S: Spring is nice, new, beautiful, green, warm, colourful.

S: You go boating, go climbing, go fishing. (新授)

S: They go skating, go swimming, go camping, go outing.

S: We can go to the park, go to the zoo, watch flowers ride a bike, pick strawberries , fly kites, have picnics(新授) 通过欣赏老师自编的诗歌（spring）来引导学生了解本课小诗的结构和主要内容。通过师生的问答，来积累相关素材，为后面学生自编诗歌做好准备。

学生知道go后面用动名词形式，并能说出相关词组。

通过春秋的对比，让学生了解季节气候的不同和所能做的一些活动。从中学习新的单词cool和句型In

spring. Because it’s warm.

What about autumn? What’s the

weather like?

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钟楼区基于学生关键能力培育的教学设计

It’s cool （板书）

T: Autumn is a good season, too. What

do you do in autumn? And what do you S: In autumn, It is …, I…

do on cool days?

You can say like this:

In autumn, It is …, I…

This time, please say in groups. (四人一组反馈) 1.Watch and match

T: You do different things in different seasons. Well, boys and girls, at this lesson, we are going to enjoy the poem and our wonderful life! Here we go! Now let’s watch the cartoon of the poem and match, what’s the different weather in different seasons? Please watch carefully and While reading remember. 2. Read and fill What do they do in each season? Please read the poem and fill their activities in blanks.

T: 教师校对，校对时板书，同时谈论夏天和冬天还可能做的活动

What else do we do in summer?

What else do we do in winter?

Ss：Go to the beach, go to Hainan, drink ice tea/cola/water

Go skiing, drink hot tea, eat hot pot. Have a snowball fight.

S: 学生自读诗歌，完成填空。

Ss: Watch and match（仅仅用脑记住，不用动笔写）

S: hot, cold

autumn, it is…, I…,让学生能模仿小诗来正确表述秋天。

通过watch and match和Read and fill活动，学生能理解文本内容，从整体到局部细节。

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钟楼区基于学生关键能力培育的教学设计

1.Reading time (1) Please read after the recorder.

Ss：Please read after the recorder. 能用正确的语音语调朗读课文。

能基于主题，将本课所学语言合理运用，自编一首属于自己的四季小诗。

(2)This time, please try to read the

poem by yourself. （3）T: You can read the poem well. Now please work in groups, you can Ss: Read by themselves.

Ss: 诵读或者表演(教师先和三read the poem or act it out, but you 个学生示范，春天) Read fluently * Read fluently and beautiful** 2.Compose a poem Act it out with emotions***

（1）

Boys and girls, do you like this

poem? You really enjoy the poem and

the colorful life.

Now can you compose a poem

according to the pictures?

must do that with emotion, OK? Post reading Choose one picture and compose a S1: I/ We like…

poem. What sentences can you say? 反馈, 教师板书，学生展示。

1.

Read and recite the poem with emotion. Homework 2.

Choose one season and compose a poem. 3.

Preview Fun time

Unit5 Seasons

spring

warm

fly kites/go boating summer

hot

eat ice creams/ go swimming

autumn

cool

have picnics/ go climbing

winter

cold

make snowmen/ skating S2: I /We…

S3: In…, it is…

板书设计

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钟楼区基于学生关键能力培育的教学设计

六、练习设计

七、目标重构

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钟楼区基于学生关键能力培育的教学设计

学校

钟楼实验小学

Unit 5 Seasons (Fun/cartoon time) 学科

英语

年级

四

班级

课题

教时

第二课时

主备

执教

二、学习基础分析（教材、学生基础、课程资源等）

教材分析：本课时主要学习Fun time和Cartoon time版块。Fun time 版块是个“做一做，说一说”的环节，要求学生挑选自己喜欢的一个季节，画一画这个季节做的事情，并写一段对这个季节的描述。然后在全班展示，并运用本课所学句型In winter（spring，summer，autumn），it is cold(warm, hot, cool).I go…I like….描述自己喜欢的季节。Cartoon time呈现了Sam和妈妈在下飞机时忘记拿手提包的场景。当空姐拿着一个手提包问Sam妈妈的时候，另一个乘客却来认领，原来是她拿错了Sam妈妈的手提包。Cartoon time部分的学习重在语音语调的模仿、卡通故事的自由朗读及对其大意的体会上，对于故事中的“Whose…is this?”要求学生理解即可，不需要展开讲解。

学生基础：

通过第一课时的学习，学生明白本单元的所学重点句型，并能用重点句型对季节进行简单描述。在本课中要让学生能熟练运用重点句型，对季节的描述内容要更丰富。Cartoon time学生在课前都会进行相应的预习，理解意思并不难，课上主要让学生能有感情地朗读并表演，并能合理地扩充故事情节并添加相应的句子。

二、关键能力目标

1.学生能运用一段话来正确表述自己喜欢的季节。

三．教学决策

基于Fun time板块的内容，适度拓展一些单词及句型，帮助学生连贯表达，并通过课后练习帮助学生尝试围绕主题进行写作练习。

2.能正确朗读、理解Cartoon time中的故事。

通过与文本相关问题反馈，检验学生对文本的理解情况。通过模仿、分角色朗读等形式，指导学生正确朗读并表演。

四、教学决策链

1.Free talk Revision

2. Show the three star tasks. 3. Recite the story

1. How to make the card Fun time

2.Make the card in four

3. Show in class

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钟楼区基于学生关键能力培育的教学设计

1.Watch and choose Cartoon time

2.Read and ask 3.Read in roles 4.Act in four Homework

五、教学实施

教学步骤

教师活动

1. Free talk T: Boys and girls, what’s the season now? T: Yes, it’s spring now. What’s the weather like in spring? T: And is it a fine day today? 2. PPT出示本节课的三个Star tasks

T: OK. Boys and girls, today we have three “Star tasks”, if you can make one, you will get a star. And if you can do it fast and well, I will give your group a star too.

Do you have confidence? Come on, boys and girls. 3.Star task 1. I can retell Story time. (1)Review the name and the weather of each season. Enjoy some pictures

T: What are the pictures about?

T: (揭题，带读)Yes, how many seasons are there in a year? What are they? T：

Good. Boys and girls, we know four seasons make a year. And you know spring is warm, right? How about the other seasons? 预测学生活动

Ss: Spring. Ss: Spring is warm.

Ss: …

Ss: Seasons.

Ss: Four. Spring, summer, autumn, winter.

Ss: Summer is hot. Autumn is cool. Winter is cold..

能力达标

复习story time 中的单词，要会读会拼会运用。

Revision 钟楼区教师发展中心

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钟楼区基于学生关键能力培育的教学设计

T词条板书四季的气候单词。

(2)Say a chant

T: Boys and girls, you can say the names and the weather of four seasons very well. Here is a chant for you. (3). Review the activities in each season.

T词条板书季节活动。

.(4)Retell story time (1)T: Now, let’s retell story time. The pictures and our blackboard design will help you. Ss: Say the chant.

S2:In spring, we can fly kites. …

Retell story time in pairs, and ticking star task 1.

小组合作复述story time,熟练运用其中的句子，

培养学生复述语篇能力和分工合作的能力。

S1:In spring, we can go boating.

Star task 2. I can make my favorite season card and introduce it.

1. How to make the card. T: Boys and girls, we know there are four seasons in a year, can you tell me, which is your favorite season? Why?

T: We all have our own favorite season, if we want to introduce our favorite season to others, we can make a season card. But how to make a season card?

T板书演示，边介绍自己最喜爱的Fun time

季节，边从右侧词条中抽取相应季节

S: I like spring. Because it is warm. I can go boating. I can see many beautiful flowers.

S: I like…

在师生问答中教会学生怎样做季节的卡片，学生要会运用正确语言与老师交流，并且学会怎样制作一张完整的卡片。

学生四人一组，要分工合作，制作卡片，并写一段完整的季节的介绍。培养学生的动手能力和写作能力。

学生拿着卡片进行语段的输出，培养学生综合运用语言的能力，其他学生要学会倾听了，并做适当点评，培养学生的倾听能力。

的名称，气候和活动贴与黑板左侧，

补全句子，贴上活动图片，粉笔画框，

完成season card制作。

2. Make a season card in four, and ticking star task 2. T: Let’s make a season card to introduce it to our classmates, OK?

3. Show in class. 钟楼区教师发展中心

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Make a season card in four. Show in class.( 学生汇报并互相点评)

钟楼区基于学生关键能力培育的教学设计

Cartoon time

Star task 3. I can read the cartoon emotionally and act it with passions. 1.Watch and choose T: Boys and girls, I know some of you like …we can go travelling in four seasons. Every season is colorful!

Look! Sam and his mother go travelling again. Please watch and choose. 2.Read and ask. T: Please read cartoon time by yourselves and ask some questions about it . 3. Look! Here are two bags. Whose bags are they?

新授：whose T: Whose bag is this?

Read and find the answer. 4. Read in roles. 5. Act in four, and ticking star task 3.

Ss: Watch and choose.…

Ss ask some questions about cartoon time. S1:How’s the weather?

S2: Is it cold today? …(请其他学生回答)

Ss read the new word. Ss: The cats eat fish.

The dogs eat bones. Read in roles. Try to act .

能通过观看卡通，整体了解卡通部分的意思完成选择。

通过自读课文，让学生提问并回答，培养学生提问能力。

小组内合理分工，分角色读出或表演对话，并对对话适度拓展。培养学生综合运用语言的能力。

1. Read and act ‘Cartoon time’.

2. Introduce your season card to your parents. Homework

Unit 5 Seasons

Spring

It is spring.

It is warm.

I fly kites.

I go boating too.

I like spring.

summer

hot

eat ice creams

go swimming

autumn

cool

have picnics

go climbing

winter

cold

make snowmen

go skating

板书设计

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钟楼区基于学生关键能力培育的教学设计

六、练习设计

七、目标重构

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钟楼区基于学生关键能力培育的教学设计

学校

钟楼实验小学

Unit5 Seasons (Song/Checkout time) 学科

英语

年级

四

班级

课题

教时

第三课时

主备

执教

三、学习基础分析（教材、学生基础、课程资源等）

教材分析：本课教学主要学习song time 和check out time，以此来巩固本单元所学的重点词和句。Song time 板块这首歌歌词简单，教师可播放视频让学生跟唱，在会唱的基础上，鼓励学生替换其中的一些词语，改编成新的歌曲。Checkout time板块是一个连线并根据连线进行语段输出的活动，检验学生是否能综合运用本单元所学内容。

学生基础：学生通过前两课时的学习，对本课所学的重点句型已经基本掌握。本课时主要让学生能进一步准确运用本单元的重点知识。

课程资源：Rhymes about seasons

二、关键能力目标

学生能够有感情地演唱歌曲A sunny day并能够模仿书上的歌曲创编新歌。

能围绕season这一主题综合运用所学语言进行多元表达。

三．教学决策

在理解的基础上，进行跟唱和歌曲的自我创编。

通过小组合作，熟练运用运用本单元所学的季节的单词和句子，通过练习，学生能熟练运用一段话来正确表述自己喜欢的季节。

四、教学决策链

1. Greeting Revision

2. Show in class

1. 1.Look and learn Song time

2.Say the rhyme 3.Sing the song 4.Make a new song or rhyme

1.Match the pictures Checkout time

2. Show time

五、教学实施

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钟楼区基于学生关键能力培育的教学设计

教学步骤

教师活动

预测学生活动

能力达标

学生拿着卡片进行语段的输出，培养学生综合运用语言的能力，其他学生要学会倾听了，并做适当点评，培养学生的倾听能力。

1.

Greetings What day is it today? S: It’s …

How’s the weather?...

2.

Show in class.

Show your postcard, introduce and

choose excellent postcards.

Revision (让上节课没完成postcard制作和介绍的同学展示) T: Your postcards are excellent, whose card are the most beautifully? Who can introduce the season with emotion? Ss: …

1.Look and learn Show the picture of Song time, talk about the picture, learn the new words

T: Look at the picture. What can they do? T: Yes, they fly kites, because it’s a sunny day. sunny day 2.Say the rhyme A sunny day It’s a sunny day.

It’s a sunny day.

Gu-li, gu- li. Let’s fly kites. Let’s fly kites.

Gu-li, gu-li, on a sunny day. 3. Sing the song

T: It’s a funny rhyme and it’s also a nice song, can you sing? Try to sing, please. 4. Make a new song or rhyme T: We fly kites on a sunny day. What about hot day? Cold day? I have a nice rhyme, let me show you

A hot day It’s a hot day.

It’s a hot day.

Gu-li, gu- li. Let’s go swimming. Let’s go swimming

S: They can fly kites. Learn: (sun 与son同音，图片释义—sunny --

1) Listen and chant 2) Chant in groups 3) Chant together

1 Listen and learn to sing by yourselves 2)Sing the song together

Ss show the card and introduce the season. 学生能理解歌曲的意思。

会有节奏地读出小诗。

会唱歌曲。

Song time 钟楼区教师发展中心

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Gu-li, gu-li, on a hot day. 学生自编歌曲A hot day, A cold T: is it funny? It’s your turn.. Choose a title and creat a new song or rhyme? day, A cool day, A warm day…

Go, go, let’s go!

给出一些诗歌/歌曲题目供学生选择

A hot day, A cold day, A cool day, A

warm day 评价第一项任务：歌曲创造的完成情况（屏幕出示笑脸和掌声，学生自己贴上过关贴画）

T: Great! We can create a new song.

1. Match the pictures. T: Boys and girls, let’s have a talk show of seasons. But I’m sorry these pictures are in a mess. Can you match relative ones in one minute? 2.Show time

OK, it’s your show time. You can begin your talk show like I like spring. It’s .. In spring, I … You can prepare in four. Tips: 四人小组，每人选择一个季节并根据图片提示来说一说。

Checkout time 评分规则：

四位主持人分工明确，基本完成对介绍内容

★

四位主持人配合默契，介绍中基本无口语错误★★

四位主持人配合默契，遣词造句无误，声情并茂地展开介绍★★★

Ss: (Match) Checkout the answer.

S1:I like spring. It’s .. In spring, I …

S2: I like summer. It’s…In summer, I…

S3:…

S4…

能自编一首小诗或歌曲，全班点评。培养学生综合运用知识的能力和互相评价能力。

学生能准确完成练习题，并用简单的词句描述图片。

四人小组合作，每人选一个季节进行语段的输出。培养学生熟练表达的能力和团结合作能力。

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Homework 1.Sing the song. 2. Do some exercises. 3. Preview “ sound time”

板书设计

Unit 5

Seasons

It’s spring. It’s…

In spring, I …

六、练习设计

七、目标重构

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学校

钟楼实验小学

Unit 5 Seasons (Sound time) 学科

英语

年级

四

班级

课题

教时

第四课时

主备

执教

四、学习基础分析（教材、学生基础、课程资源等）

教材分析：本课主要学习sound time 和攀登英语-神奇的字母组合中sp的发音。Sound time 板块呈现了元音字母i在单词中的发音。书上例举了单词Chinese, kite, like, time, white。攀登英语A special spider.主要掌握sp在单词中的读音和理解故事内容。

学生基础：本校学生在三年级起开始利用Phonics kids系统学习Phonics，本课所学的i的基本发音已经在前期教学中接触过了，对于学生来说没有困难。对于绘本的的学习以及绘本中的字母组合的学习，在前期的学习中学生对如何阅读绘本及如何读出当中的生词，老师都做过相应的指导，学生已经形成了一些学习策略。

课程资源：攀登英语阅读系列－神奇字母组合A special spider

二、关键能力目标

1. 学生能掌握第五单元的单词、重点句型及字母i的发音。

三．教学决策

通过Ticking time的检测，学生能做出自我评价，了解自己的掌握情况。

互助，利用以前掌握的一些音素音拼读新单词，学以致用。

2. 学生能掌握字母组合sp的发音，并能拼读新单词。

通过视频掌握sp的正确发音，通过老师的帮助，小组3. 学生能用认读绘本中的单词，正确朗读绘本故事。

4. 学生能正确理解绘本故事，并能正确表达。

通过自主拼读，听音模仿，同伴互助，老师指导的方式，能够正确朗读绘本。

通过问题设置，学生能细读文本，找到有效信息，从而帮助学生深入理解故事情节，正确有效的表达。

四、教学决策链

1. Summary Ticking time

2. Talk about the seasons Sound time

3. Talk about activities 4. Complete and read 1. Enjoy the chant The sound of “sp”

2. Look and read

3. Listen and fill

1. Talk about the cover Picture book

2. Read and find

3. Story explanation 4. Listen and read 5.Read in roles 6Act it out

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五、教学实施

教学步骤

教师活动

1. What did you learn from Unit 5?

2. So from Unit5, (Show the ticking time) First, I can talk about the four seasons.

3. Next, I can talk about activities in each season. 预测学生活动

1. 单词、句型……

2. Talk about the four seasons.

3. Talk about activities in each season.

(1) Read the rhyme (Phonics kids) (2) Read the words (3) Complete and read

Tom, Mary and

All

the

. 能力达标

系统梳理本单元的重点。

Ticking time Sound time 4. I know the sound of the letter “i”. Three.

Do you know it? We’ve learnt in Grade 4. The sound of the letter “i”.

1.

Enjoy the chant of sp (Phonics 1.

Listen and think Kids 视频资源) Sp pronounces

2.

Look and read Watch the video. Ss: /sp/. (Read one by one) 2. Look and read the words on 通过chant快速进入新知学习。通过视频引入本课主题，让学生初步感the 知sp的发音，同时培养学生的自然拼读能力。

Try to read some sp words: spin(chant Read spin--sp+in spark--sp+ar+k spring--sp+ring spoon--sp+oo+n 3.

Listen and fill.(图) spit, sports,Spain, spider, special Look at your desk, can you see a picture book? Who can read the title? --A special spider 1.

Look at the cover What can you see? Picture book spider--sp+i+der (Let students ask questions) Any other questions?

together), spoon(实物)；spider, special blackboard.

The sound of “sp”

3.Look, listen and write-- Fill in the blanks. Check the answer. I can see a spider/蜘蛛。

spider--sp+i+der

What can he do? How is he?... 通过看图问问题，回答问题等形式培养学生观察细节及关键点的能力，培育他们良好的思维能力。

What do you want to know about it? What colour is the spider? 钟楼区教师发展中心

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I have a question: What does

“special”mean? Maybe. Let’s think

about it and try to answer me at the end special--sp+e+cial of the story. special--sp+e+cial A special spider

2.Read and find quickly and find out the sp-- words.

(2)

pair work. Try to read them correctly. Spence--sp+en+ce sports--sp+or+ts speak--sp+ea+k Spanish--sp+a+nish space--sp+a+ce

3.Story explanation sp-words) Now let’s look at the story together.

A special spider

speak, Spanish, space

通过阅读，找出sp单词---同桌合作试读，听音纠正发音。

(1)Let students read the picture book Spence, special, spider, sports,

(guess and get the meaning of the

Page2-3: Look at the picture. What do

you think of Spence? It’s the spider’s It’s a name.

name. Here, special, the second time.

P4-5: He is red. What can you see on

p5? What color are they? What do they

say? Yes, pay attention: special, the

third time. P6-7: We can see Spence on P6. what apples. can he do?

So Spence can do sports. They are red.

What can they do? So what do they too. I can see many flowers and

Now look at P7. Who can you see? That’s not special. We’re red

say? Yes, let’s look at sports. Who He can play football/ basketball/

knows its meaning? Bingo. Special, the table tennis/ tennis/ badminton/

fourth time. baseball. 通过图片及上下文来猜测新单词P8-9: what can you see on page8 Yes, The tortoises can run slowly. 钟楼区教师发展中心

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钟楼区基于学生关键能力培育的教学设计

we can see a bull. Guess where does he The rabbit can jump far. come from. The angry bull comes from The frog can swim very well. famous bull- fighting in Spain. Yes, sports too. and say something in Spanish. He can Spain. 西班牙斗牛

speak Spanish. How about the panda

family on page9? Can they speak

Spanish? No, they come from China.

They can’t speak Spanish. So speak

Spanish means

little special. Special the fifth time.

No, they can’t.

Can you speak Spanish? So Spence is a They’re from China.

P10-11: In fact, Spence can do more

special things. Turn to p10-11. What 说西班牙语

can you see? Where are they? Yes, they

are in space. Can you see the long

thread. That’s the bridge Spence made.

He can walk to space. Can you make

the long bridge and walk to space. No,

的意思。培养学生据理推测的阅读

通过据图提问和实际情况提问，复习重要知识点，提升学生的综合运用语言的能力，培养他们学以致用的能力。

Spain. How do you know? This is the That’s not special. We can do 能力和技巧。

look, the spider is moving a red cloth I can see a bull. It comes from

we can’t. Don’t be sad. Spence can 地球，trees，月球，

其它星球

help you. Turn to page 12-13, look at 太空

these bridges Spence made. He can

help you walk to space. How happy it

is！

Can you guess the meaning of

space?

space means

Special the sixth time.

special means

4.Listen and read profile.

Space means 太空

特别的

Read the story together. A special spider Name:

Colour:

Can:

Spence red do sports

通过自读故事、听录音跟读、集体读等形式，帮助学生将所学知识运用到实际情境中，提高学生语音综合Wow, Spence is really very special.

5.Read by yourselves and fill Spence’s Listen and read with the tape. 钟楼区教师发展中心

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6. Read in roles Model1: narrator & others Model2: Spence & others 7.Act it out. A.Get your roles quickly. rabbit, frog, 3pandas--9-10/group) B.Read words correctly C.Add some actions vividly.

8. Summary What do you learn from this lesson?

speak Spanish walk to space help you walk to space

Spence/He... I...

The pronounce of sp Some words beginning with sp A wonderful story with some sp words. How to guess the meaning of 运用能力。

(Spence, apples, flowers, tortoise,

Wow, you learn a lot from this lesson. new words. You’re special too.

So try to be good How to read new words at school, be special at work. correctly.

.1.Find more words with“sp”and read

Homework them with your friends.

2. Tell the story to your friends or family.

The sound of “sp”

special 特别的

spider

蜘蛛

Spence 思朋斯

sports

体育运动

speak

说

Spanish 西班牙语

space

太空

A special spider

Name: Colour:

Can:

板书设计

六、练习设计

七、目标重构

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