Unit 3 Story time教案板书设计

1BModule 4Unit3 Period1 Story time Module 4Unit3 Period1 A boy and a wolf School: Baihe Primary School Date:2017.5.24 Teacher: Nie Tingting Topic: Oxford English 1BM4U3P1 Story time Level: Grade One Type: New teaching I．Objectives：

1. Contents:

(1) Words and expressions: farmer, wolf, wolves

(2) Sentence structures: Here come the ______.

Where’s the wolf? 2. Abilities：

1) Be able to understand the story. 2) Be able to read or act out the first day of the story fluently. 3. Emotion: Help the students to realize that honesty is one of the most important traits.

1

II. Language Focus:

1. Be able to understand the first day of the story. 2. Be able to read or act out the first day of the story fluently. III. Difficulties:

1. The pronunciation of ‘wolf’ and ‘wolves’. 2. Act out the story with proper intonation and action. IV. Teaching aids: multimedia,, masks, etc. V. Teaching procedures: 学习目标

创设学习英语氛围，融洽师生情感。

感知理解故事大意，了解故事概要。

能初步感知新单词。

学习内容

Pre-task preparation

1. Song：Mary had a little lamb

活动序号

导学方法

教师活动

学生活动

说明与反思

通过英语儿歌愉快地进入英语学习,并引入新知

1 Let’s sing a song.

Sing a song together

While-task procedure

1. Part 1(farmer,wolf)

2

Do you want to know the story?Let’s listen. Introduce the characters.Who are they?

Can you imitate the characters? How is the farmer? Can you be the farmer and introduce yourself? 2-1 Get to know the story on the first day. 2-2 Get to know the characters. 2-3 Learn: farmer a. Elicit by introducing the farmers. b.Sound and spelling. c.Sentence: I’m the farmer. I’m _____. (strong, tall…) 通过听录音，整体感知故事内容，了解故事概要，知道故事名称，自然引出故事人物。

在介绍故事人物时，通过师生对话自然引入farmer。

让学生用已学形容词形容

2

学习目标

能准确朗读新单词。

能初步运用新单词。

能初步感知图片1、2的故事内容。

能正确朗读故事内容。

能分角色表演图片1、2。

能正确朗读词组。

能正确运用句子。

学习内容

活动序号

导学方法

教师活动

Who’s coming? How is the wolf? Can you be the wolf?

What does the boy say about the wolf? What about the farmers? What do they do? Can you read it? Now let’s act it out.

学生活动

d.Sing a song. 2-4 Learn:wolf a.spelling and sound b.Sentence:Hello,I’m the wolf. c. Enjoy a video: A big bad wolf.

d. Phrases: a big wolf, a bad wolf, a big bad wolf 3-1 Listen to the boy. 3-2 Listen to the farmers. 3-3 Learn the sounds and tones. 3-4 Read and act out pic1 and pic2 in groups.

4-1 Learn pic 3: Here come the farmers. a. Sounds and tones.

Here come the farmers. b. Listen and guess:

Here come the ______. 4-2 Learn: wolves A. Elicit by the sounds.

B. Sounds and tones: wolves C. Play a game: How many wolves? Five wolves, three wolves, no wolves. 说明与反思

farmer，用旧知带动新知，并凸显人物特点，加深学生对人物形象的理解。

欣赏一段突出wolf性格特征的video，加深对wolf的理解. 让学生听一听男孩的话，自然引入教学故事文本。

通过夸张的肢体语言示范，让学生充分理解故事内容，深入故事情节，并在小组合作中分角色演绎故事情节。

2.Part 2(pic1&2)

3.Part3(pic3, 4, 5)

3

4

The boy needs some help. Who comes to help him? Here come the farmers. Can you guess what’s coming?Listen! Yes! Here come the wolves.

Let’s count them.

What does the boy say about the wolves? Does he see wolves?

由上面的小组表演自然引出新句型. 通过听一听、猜一猜不同动物，不仅有效地操练了新句型，增加了操练的趣味性，而且自然引出wolf的复数。

通过游戏的形式操练巩固复数形式，并自然引入故事文本Ha-Ha！No wolves.有序推进故事发展。

3

学习目标

能在介绍中运用新句型，并有感情的朗读。

能完整理解整个故事。

能准确朗读故事内容。

能分角色朗读或表演整个故事。

能初步感知故事寓意。

学习内容

活动序号

导学方法

教师活动

What do the farmers say? Yes，they want to find the wolf. Can you ask questions? Can you read the sentences?

Let’s act the story out. 学生活动

4-3 Learn: pic 4,5 a. Sounds and tones.

Where?

Where’s the wolf? b.Where’s ___? c. Act out pic 3,4,5 in groups. 说明与反思

通过夸张的肢体语言示范，让学生充分理解故事，深入故事情节，并能分角色演绎故事情节。

Post-task activities

1. Read and number the pictures.

2. Listen and read the story. 3.

Read or act out the story.

1. Get to know：Don't tell a lie. 2. Ending:The second day.

Do you remember the story?Now,Please look at the pictures on your worksheet and number them in the right order. Let’s listen to the story on the first day. What do you want to say to the boy? Is he honest? Is he a good boy? What will happen on the second day? 5-1 Read and number the pictures. 5-2 Listen to the whole story. 5-3 Read the story. 5-4 Read or act out the story in groups.

通过朗读编号，使学生对整个故事的推进有个完整的理解。

根据学生的实际情况设计朗读或表演整个故事，使各个层次的学生都得到锻炼与展示自我的机会。

通过简单的设问，加深对人物的理解，并初步感受到诚实的可贵。

为第二课时设置悬念，打下伏笔。

在课外继续加强新旧知识的巩固地和运用，形成熟练的语言技能。

5 为第二课时做准备

能在课外进一步听、说、读写与本课相关的语言材料。6 6-1 Say something to the boy.

Homework: 1.Listen and read the story on page 46-49.

2.Read and act out the story with your friends.

Blackboard design:

1BM4U1P1 A boy and a wolf

4

boy(人物图像)

Help!Help! A Wolf!

Ha-ha!

A big bad wolf!

No wolves! farmers(人物图像)

Oh!A wolf! A big bad wolf!

Where?

Let’s go!

Where's the wolf? narrator(人物图像)

Here come the farmers. [本课时主体文本]

Part1: Narrator: Hello, I’m the narrator. Boy: Hello, I’m the boy. Farmer1 Farmer 2 Farmer 3: Hello, I’m the farmer.

Wolf: Hello, I’m the wolf. Part 2: (2 pictures) Picture (1) Boy: Help, help! A wolf! A big bad wolf! Picture (2) Farmers: Oh! A wolf! A big bad wolf! Let’s go. Part3(3 pictures)

Picture (3) Here come the farmers.

Picture (4) Where? Where’s the wolf?

Picture (5) Boy: Ha-ha. No wolves.

5