Story time教学实录与评析

译林2011课标三年级起英语(四年级下册)

Unit 2 After school

Story time

Teaching contents 教学内容

Story time

Teaching aims and learning objectives 教学目标

1. 能初步听懂、会说、会读单词及词组:today, go and …, come and …, a football match。

2. 能初步听懂、会说、会读、会写单词:Sunday, Monday, Tuesday, Wdnesday, Thursday, Friday,Saturday。

3. 能初步听懂、会说、会读句型:I have … He/She has …We don’t have… What day is it today?及回答It’s… What a pity! All right.

4. 初步感知第三人称单数形式has的用法。

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. Free talk

2. Song time: Days of the week

【设计意图:用歌曲活跃课堂气氛,让学生在轻松愉悦的环境下进入本节课的学习,并由此话题引出接下来要学习的内容。】

Step 2 Presentation

1. T: Let’s play a game :

S: Sunday, Monday, English, on, in … (教授新词)

T: Guess : The first day of a week is …?

S: Sunday. (教授新词)

T: The next day after Sunday is…?

S: Monday. (教授新词)

T: There are seven days in a week. Listen! What day is it today?

T: Tuesday, Wednesday, Friday. (教授新词)

T: Yes. There are seven days in a week.

(呈现Learning tips: Monday缩写MON MON = Monday)

3. Free talk

T: What day is it today?

S: It’s… (板书句型,教授What day is it? It’s…)

T: What lessons do you have this morning?

S: We have …

T: What subjects do you like? Why?

S: I like … because…

T: (出示课程表) This is our timetable. What lessons do you have on Tuesday? S: We have …

T: What about Friday?

S: We have …

T: What do you do after school?

S: I …

T: Can you play football after school?

S1: Yes, I can.

T: Great! Let’s go and play football after school!

S1: All right.

T: Can you play football?

S2: No, I can’t.

T: Oh, what a pity! We can’t play football together. What do you do after school?

S2: I…

T: OK! Today, let’s learn Unit 2 After school.

【设计意图:让学生初步感知句型What day is it?及其回答,同时渗透句型I/We have … go and …为下一步学习进行铺垫。对话结束后,引出课题,由此进入story time的学习。】

Step 3 Story time

1. Watch and answer

(出示Liu Tao)

T: Look at this picture. Who’s he?

S: He’s Liu Tao.

T: What can he do?

S: He can play table tennis.

T: Good. What day is it today? (教授today)

Can Liu Tao play table tennis with his friends today?

Let’s watch the cartoon together. And try to find the answers. (播放动画) T: What day is it today?

S: It’s Wednesday. ( Wednesday = WED, 字母“d”不发音)

T: Can Liu Tao play table tennis with his friends today?

S: No, they can’t.

T: They can play table tennis on …

S: Saturday. (Saturday = SAT)

T: Because they don’t have any lessons on Saturday.

【设计意图:学生通过观看动画回答问题,整体感知课文。】

2. Read and match. (自读课文,并且连线)

(PPT呈现)

(教授match, swimming—swim)

【设计意图:在学习match和swimming时,补充词汇have a basketball match和have a skating lesson,引导学生活学活用,拓展知识面。】

T: So, we can say: On Wednesday, Mike has a football match.

(出示单词has,并且板书与教授。提醒学生第三人称单数后使用动词的第三人称单数形式)

T: What about Su Hai and Su Yang?

S: Su Hai has a swimming lesson.

Su Yang has a swimming lesson too.

T: So, Su Hai and Su Yang have a swimming lesson.

3. Listen and repeat

(听录音逐句跟读课文,鼓励学生模仿语音、语调。重点指导句子“What a pity!”的朗读。“All right.”这个句子学生在二年级的时候已经学过了,掌握得比较好,所以在这一环节用听说的形式检验学生的掌握情况。对于个别基础差的学生进行指导。)

【设计意图:精读课文句子,模仿语音、语调,进一步掌握课文中的句子和词汇。】4. L et’s read

(以小组为单位,选择一种喜欢的方式读一读课文。)

【设计意图:学生可以根据小组情况,自主选择齐读、分角色朗读或表演课文。在此过程中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

1. Retell

a. Fill in the blanks. (PPT呈现)

It’s

They don’t have

lessons on

So they will (将) go and play table

b. Read it together.

2. Show time

(1) T: I want to play basketball after school. S1, let’s go and play basket ball. S1: All right!

T: S2, let’s go and play basketball.

S2: What day is it today?

T: It’s Monday.

S2: Sorry, I can’t. I have a Maths lesson.

T: What a pity! How about Sunday? We don’t have any lessons on Saturday. S1 & S2: All right!

(2) T: Now please make a dialogue in groups of four and then act!

【设计意图:活动要求学生用所学的语言进行对话。活动对学生的语言提出了更高要求,期待通过合作与创新,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。】

Homework 家庭作业

1. Listen, read and recite Story time.

2. Copy and recite the new words: Sunday, Monday, Tuesday …

3. Make a new dialogue with your group members.

Teaching aids 教学准备(含板书设计)

教学准备:人物图片、头饰、多媒体课件。

板书设计:

说课

下面,我们来简要回顾一下实际教学环节中的活动设计:

Pre-reading 阅读前

在阅读前阶段,首先通过歌曲Days of the week引出星期名词,同时介绍小提示中的知识Monday = MON,并通过歌曲的演唱巩固新知。接下来用句型What day is it today? 向学生提问,让学生对新句型有初步的感知。在和学生谈论课程表之后引出话题:放学后做什么?由此自然进入Story time的学习。

这样的设计意图在于:1. 激发兴趣和积极性;2. 完成歌曲和星期名词的教学;3. 渗透句型教学What day is it? 和We have …阅读前的活动为Story time 的学习做好铺垫。

While-reading 阅读中

在阅读中阶段,设计了以下4个层次递进的活动:其中Watch and answer要求学生带着任务观看动画,达到整体感知课文的目的;Read and match要求学生

独立阅读课文并完成任务,旨在引导学生关注课文中的细节信息。这两个活动的

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,又设计了Listen and repeat和Let’s read这样两个朗读活动,重在培养学生正确的语音、语调,语感并进一步掌握课文中的句子和词汇。

Post-reading阅读后

阅读后阶段,设计了两个活动。首先,在学生理解故事的基础上,根据故事内容填空。此活动能进一步巩固本节课故事的教学。在学生完成练习中重点关注词汇has和any的填写。之后齐读,让学生站在讲述者的角度,从而对语言的理解和运用有更深的体会。最后的活动是让学生综合运用所学的语言进行组内表演。在此过程中,学生体会互助与分享,语用能力、合作能力和创新能力得到进一步提升。

最后,跟大家分享一下本节课中的几个“特别关注”:

1. 关注学生对文本的整体感知和细节信息的获取。

2. 关注文本的理解,指导学生如何用正确的语音、语调朗读。

3. 关注学生在活动中体验英语学习的乐趣。