Story time第二课时教学实录

译林新版《英语》三（下）Unit7 On the farm 江苏省南通市如东县景安小学 丛秋慧 教学过程

Step 1.Warm up

T: Boys and girls, today we will go to a beautiful place.

Do you know where is it?...Yes, it’s a farm. Let’s learn Unit7 On the farm today. (The students read the title with the teacher) 【设计意图】通过学生对农场漂亮图片的欣赏，一句“卖关子”似的提问直接切入主题，充分激发学生的好奇心与学习欲望，将学生的注意力一下子牵引到本课农场活动的话题学习，为进一步的文本学习打下了良好的铺垫。

2.

Game time T:Boys and girls, do you know the farm? Let’s play a game. I’ll show you something. If it is on the farm, please clap your hands. If it is not on the farm, please say “No, no, no”. Clear? 【设计意图】采用Magic eyes的游戏创设农场情境，通过分辨图片里的事物农场是否具有来判断学生是否了解农场，既调动了学生参与课堂的积极性，营造了轻松活泼的课堂氛围，又培养了学生仔细观察、判断思辨等方面的能力。

Step 2.Presentation and practice 1.

Watch and answer

T:Boys and girls. Now we’ll visit the farm. Do you want to know “who is on the farm”? And “whose farm is it”?

Please watch the cartoon and answer my questions. 【设计意图】通过观看动画引导学生带着问题进入文本情境，整体感知故事文本。通过结合主要问题，让学生带着自主获取文本关键信息，有效培养了学生自主学习并理解文本的能力，充分凸显学生主体地位。

Check the answers. We know, there are three people on the farm. They are Liu Tao, Mike and Liu Tao’s grandpa. And it’s Liu Tao’s grandpa’s farm.

Now Let’s listen, what does grandpa say? He says: Nice to meet you, Mike. Welcome to my farm. Do you know “welcome”? （Teach: Welcome to…）

【设计意图】通过听音训练，引导学生主动获取文本对话中的主要语言点。让学生在初步感知文本的同时，在一定的语言情境中学习相关语言知识，学生乐意并有效接受，避免了相关词汇的枯燥机械学习。

2.

Listen and circle

T:Liu Tao, Mike and grandpa, they are on the farm. What are they talking about? Try to find the others things on the farm and circle the right answers. Let’s listen. 3.

Have a chant. T:（根据上一个环节选出的正确答案）Do you know what are they? Teach: pig(s), cow(s), apple(s), pear(s) Now you know the animals and fruits. We can have a chant! 4.

Read and underline T:It’s Mike’s first time to the farm. What questions does Mike ask? Please read in groups. Try to underline the questions of Mike.

Teach the sentence structures: What are these/those? They’re...Are these/those...?Yes, they are .No, they are... 【设计意图】通过听录音圈出主要语言词汇、儿歌巩固词汇、自读划出相关人物语言等形式，并在此基础上通过自主学习、教师引导让学生在一定的情境中学习本课相关词汇句型，让学生在一定的趣味性活动中轻松学习语言，从而提升自主生成语言知识的能力。

5.Guess and talk. I have some animal friends on the farm. Look! What are they? 引导学生用What are these/those? They’re的句型，同桌间猜测并说一说老师的动物朋友。

Can you guess what are my animal friends’

favourite fruit?引导学生用Are these/those...?猜测老师的动物朋友们最喜欢的水果是什么。

【设计意图】通过猜测并谈论老师的动物朋友以及动物们喜爱的水果，创设真实的生活交际情境，让学生充分操练本课所学的语言知识。这样的猜测并谈论的活动，既是对所学语言知识的应用，又是对学生“批判性”高阶思维的训练，学生会联系教师平时的喜爱进行合理的判断以及预测，同时展开丰富的语言表达。

6.Task 1: Let’s dub.

T:Boys and girls, do you want to visit the farm? I have two tasks for you. If you finish the tasks, you can visit the whole farm. Are you ready? First, let’s dub the cartoon.

7. Task 2: Read and act. T:Now please work in groups, read the story and act it out. If you act very well without the book, I may give you 3 flowers as a reward. If your action is correct without the book, I may give you 2 flowers as a reward. If you can act correctly with the book, I may give you 1 flower as a reward.

【设计意图】通过引导学生进行配音、表演这样喜闻乐见的活动，学生乐于参与，有效激发了学生参与课堂活动的积极性，让学生在活动中准确地理解文本信息。同时，教师通过三个不同层次奖励花朵的激励性评价手段，既让全体学生有着一种参与表演活动的自信，又激发学生有效准确表达的欲望。

Step 3.Production

1. Visit the farm.

T:Good job, boys and girls! You finished the tasks. Let’s visit the farm. Look! Grandpa’s farm is very big! What can you see? Please use the sentence “They’re...”to describe the things. Ready? Go! 2.

Design your own farm.

Do you want to have your own farm? Now you can design a farm in your group and introduce it to your group members.

Who can show your farm to us?（农场秀）

【设计意图】通过创设参观农场的情境，有效巩固了本课所学的语言知识。同时，通过让学生在小组内自主设计自己的农场，这样的活动具有极强的创造性，有效培养了学生小组合作学习的能力。在此基础上，让学生展开农场秀，有效拓展了学生的语言表达，在前期学习语言知识的基础上，达到准确丰富地语言输出，充分培养了学生“用英语做事情”的能力。

3.

Enjoy some pictures. Boys and girls, I love your farm so much. They are very beautiful. Let’s enjoy some beautiful views of others’ farm.（图片欣赏）Life is wonderful! I hope all of you could enjoy nature and enjoy our life! 【设计意图】在充分肯定学生自主设计的农场基础上，通过真实农场的图片欣赏，孩子们在惊叹于农场美景的同时，有机激发他们对大自然、对生活的热爱之情，渗透文化品格的培养。这样的设计，充分体现了“主题引领、语篇依托、学科育人、知行合一”的教学观。

VII. Homework 1.Act Story time with your friends and preview Fun time and Song time. 2.Try to introduce your own farm to your parents or friends.

3. Visit a farm if it’s possible.

【设计意图】核心素养下的小学英语教学强调学生综合运用语言能力提升，在课外作业中同样需要培养学生在实际生活情境中运用语言的能力。因此，课后作业中除了设计一定的书面作业外，还应适当设计一些表演、向父母英文推介等实践性作业，让学生在生活情境中反馈语言，从而切实提升学生的语言能力。

附板书设计

Unit 7 On the farm

What are these/those? They are…

pears

cows

Are these/those…?

Yes./No. They are…

apples

pigs