Story timePPT配套优秀教学设计内容

四年级上册第二单元

第1课时教案

Teaching contents 教学内容

Story time

Teaching aims and learning objectives 教学目标

1. 学生能够运用句型Do you have …?进行提问并回答;

2. 学生能够理解故事的内容;

3. 学生能够朗读并表演故事。

Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点:1. 学生能够从整体上阅读故事并理解;

2. 学生能够用正确的语音、语调朗读对话,表演故事。教学难点:学生能够阅读理解故事并表演。

Teaching procedures 教学过程

Step 1 Greeting

1. Song time: Apple round, apple red

T: Hello, boys and girls.

S: Hello, teacher.

T: Nice to meet you.

S: Nice to meet you, too.

T: Now, let’s enjoy a song. Look! (PP T播放歌曲)

What fruit do you hear?

Ss: Apples.

T: Do you like apples?

S1: Yes, I do./No, I don’t.

T: What about you? Do you like apples?

S2: Yes, I do./No, I don’t.

【设计意图:用歌曲活跃课堂气氛,让学生在愉悦的环境下进入本节课的学习。】2. Game time: Magic eyes

T: I like apples, and I like many kinds of fruits. Do you like fruit?

S: Yes.

T: Let’s play a game with fruit. Please stand up and shout the name of the fruit as loudly and quickly as you can. Understand?

S: Yes.

T: Ready? Go!

S: An orange/A pear/An apple/…

【设计意图:通过Magic eyes游戏帮助学生复习水果单词,并新授词汇banana, grape、mango和pineapple。】

Step 2 Presentation

1. T: Wow, you can name many kinds of fruit. And you have some fruit on your desks, right? What do you have? Do you have a banana?

S1: No, I don’t.

T: Do you have any bananas?

S2: Yes, I do.

T: Can I have one?

S2: Sure, here you are.

T: Thank you.

T: Please follow me “Do you have …?” If you have, you can say “Yes, I do.” If you don’t have, you can say“No, I don’t.” (板书相关句型)

2. Talking time

T: What does your partner have? Please use these sentences to make a dialogue. S: (两人一组编对话并展示)

【设计意图:让学生初步感知句型Do you have …?及其回答,为下一步学习进行铺垫。】

3. Guessing time

T: Good job! And I have some fruit, too. They are in the bag. What do I have?

Guess! You can say “Do you have…?” (教师提前准备一个纸袋子,里面放些水果,让学生猜)

S1: Do you have …?

T: Yes, I do./No, I don’t.

…

T: look! I have an orange, a banana and some grapes. What can I do with them? I want to make a fruit salad.

【设计意图:通过Guessing game进一步熟悉新句型,并教授词组a fruit salad,引出课题“Let’s make a fruit salad”,由此进入Story time的学习。】

Step 3 Story time

1. Watch and circle

T: We have many kinds of fruit, and so do our old friends. What fruit do they talk about? Now, take out your paper, let’s watch and circle the answers. (播放课文动画)

(学生完成练习纸中的Task1,练习纸的设计见文档最后一页)

T: What fruit do they talk about?

S1: A mango, an orange, some grapes, a banana and a pineapple.

【设计意图:引导学生通过观看动画,完成Task1,帮助学生整体感知课文。】2. Read and match

T: Whose fruit is it? Please read the text by yourselves, and finish task 2 Read and match. (学生完成练习纸中的Task 2,教师带领学生核对答案)

T: Now you are the children in the Story time. You can say “I have…” (板书人物及对应的水果图片)

T: What do you have, Liu Tao? (示意一名学生回答)

S1: I have a pineapple.

T: How about you, Mike?

S2: I have a mango and an orange.

T: And you, Yang Ling?

S3: I have some grapes.

T: If you are Wang Bing, what do you have?

S4: I have a banana and an orange.

T: How about you, Su Hai?

S5: I have some apples.

T: They use the fruit to make a fruit salad. Look, the salad is OK now. Is it nice? Ss: Yes!

T: So, the children say …

Ss: Look at our fruit salad! How nice!

T: Can you read in a happy way? Who can?

S1: Look at our fruit salad! How nice! (教师可以请不同的学生用开心的语气读这句话)

【设计意图:引导学生关注课文中的细节信息,并指导学生用正确的语音、语调读句子。】

3. Listen and repeat (听录音跟读课文,鼓励学生模仿语音、语调)

4. Read together (齐读课文)

5. Read or act Story time (六人一组,分角色朗读或表演课文)

【设计意图:学生可以根据自己的情况,用头饰、实物,自主选择齐读、分角色朗读或表演课文。鼓励学生用正确的语音、语调,并配上夸张的表情动作完成任务。】

Step 4 Consolidation

Salad show

T: I know you can act the story very well. Now I’ll give you a big challenge. Look here. Can you make a fruit salad? Let me do it first. But I need your help. Who wants to help me?

T: Hello! I want to make a fruit salad. Can you help me? (选三位同学和教师一起合作示范对话。)

S1, S2, S3: Yes!

T: OK. I have a banana. Do you have an apple?

S1: No, I don’t. I have…

S2: I have …

T: Can I have …?

S2: Here you are.

T: Thank you. Do you have …, S3?

S3: Yes. I do.

T: OK. Now, let’s make a fruit salad! Let’s peel and cut them. And here’s some salad dressing. (简单的处理水果,加入沙拉酱即可) The fruit salad is OK now! S1, S2, S3: Great! Look at our fruit salad!

S: How nice!

T: This time, you need to work in groups of four. Let’s make fruit salads!

Step1: In groups of four, talk about your fruit.

Step2: Make a simple fruit salad.

Step3: Show your fruit salad to your classmates. (学生四人小组先通过对话了解各自的水果,再共同制作简单的水果沙拉并展示给全班同学)

T: Excellent, boys and girls. You did a good job today. You can have your salad after class!

【设计意图:活动要求学生用所学的语言进行对话。在对话时,学生要合作完成制作沙拉的任务,使学生真正体会用英语做事情的乐趣。活动对学生的语言提出更高要求,期待通过创新、合作,共同将这节课所学内容以自己的方式演绎出来,课堂气氛再次升至高点。】

Step 5 Picture time

T: I have some nice pictures of fruit salads and let’s take a look!

You can use many kinds of fruits to make fruit salads. You can create trees, children or even a toy train with fruit. Are they nice?

S: Yes!

【设计意图:学生在课堂上制作的水果沙拉比较简单,因此在活动后,让学生欣赏一些漂亮的水果沙拉图片,感受西方饮食文化的魅力。】

Homework 家庭作业

1. Listen and read the story. Try to recite it.

2. Make a fruit salad with your parents. Try to use the sentences we learned today.

Teaching aids 教学准备(含板书设计)

教学准备:人物图片、头饰、练习纸、各种水果、沙拉酱、小刀、盘子、多媒体课件

板书设计:Unit 2 Let’s make a fruit salad!

说课

一、整体情景创设

本节课围绕制作水果沙拉展开话题。学生先了解组内成员准备的水果种类,在学习Story time之后,小组合作对话并制作简单的水果沙拉。这是学生感兴趣的话题,他们乐于参与,乐于交流,乐于分享。学生通过完成制作沙拉这一任务,真正体会用英语做事情的乐趣。

二、教学流程与设计意图

下面,我们来简要回顾一下教学环节中的活动设计:

Pre-reading 阅读前

在阅读前阶段,我设计了四个前后相连的活动:首先我通过歌曲Apple round, apple red引出苹果,在和学生Free talk时,询问他们喜不喜欢苹果以及各种水果;接下来通过游戏Magic eyes复习水果单词并教授生词banana、grape、mango和pineapple,游戏中水果的数量从单数变为复数,复习名词复数的表达方式。然后,用句型“Do you have …?”向学生提问,让学生对新句型有初步的感知;之后通

过Guessing game让学生用新句型猜一猜我的包里有什么水果;游戏后,告诉学生我要用这些水果制作水果沙拉,然后自然进入Story time的学习。

这样的设计意图在于:1.创设整体情境;2. 激发兴趣和积极性;3. 导入相关话题:fruit salad;4. 渗透句型教学:Do you have …? ;5.为Story time的学习做好铺垫。

While-reading 阅读中

阅读前的热身后,我们的学习进入主体部分——阅读中阶段。本阶段中,我设计了以下五个层次递进的活动:

1. Watch and circle 学生带着任务观看动画,整体感知课文;

2. Read and match 学生独立阅读课文并完成任务,关注课文中的细节信息;

(以上两个活动的设计,核心在于“阅读并理解故事”。在理解后,为了更有效地加强语言输入,我又设计了以下朗读与表演的活动。)

3. Listen and repeat 听录音跟读课文,重在培养学生正确的语音、语调,进一步掌握课文中的句子和词汇;

4. Read together 鼓励学生用正确的语音、语调进行整体性朗读,培养学生的语感;

5. Act story time 教师组织学生六人一组,自主选择齐读、分角色朗读或表演课文。这一任务是帮助学生复习、巩固课文的最佳方式,如果学生能将故事内容进行脱稿表演是对自身能力的又一次提高。

Post-reading阅读后

阅读后阶段,我设计了两个活动。首先我鼓励学生利用自带的水果,仿照课文进行对话。在对话中,学生要合作完成制作沙拉这一任务,让学生真正体验用英语做事情的快乐。在活动中要避免只对话不制作沙拉的非真实情景,也要避免只专注于制作沙拉,忽略了语言交流。所以在教师示范过程中,要尽可能多的和三位同学进行交流,谈论水果,展示水果沙拉。而制作沙拉的过程则越简单越好,要突出语言交流的过程。

第一个活动结束后,让学生欣赏一些精致的水果沙拉图片,希望学生能够感受到西方国家在饮食文化上的独特魅力。

最后,跟大家分享一下本节课中的几个“特别关注”:●关注学生对文本的整体感知和细节信息的获取

●关注文本的理解,指导学生如何用正确的语音、语调朗读●关注学生在活动中体验用英语做事情的乐趣

Unit 2 Let’s make a fruit salad （练习纸） Task1 Watch and circle 观看动画，并尝试圈出他们谈论的水果吧！

Task2 Read and match 自读课文，将下列的人物和各自的水果连线吧！