Story time教学实录及点评

TOPIC PERIOD AIMS LANGUAGE Unit7 How much? DATE

The first period (Story time)

1. WORDS:

Enable the Ss master the words about the numbers :“shoes，socks，umbrella，

fan, twenty ,thirty , forty ,fifty” by listening, speaking, reading and writing.

2. STRUCTURES:

Enable the Ss master the sentence structures “How much is it/are they? It’s/They’re …yuan.”

3. FUNCTION: The Ss can use the sentence structures in their daily life to communicate with others. The Ss can use the sentence structures in their daily life to communicate with others to asking about prices. FOCUS AIDS

PROCEDURES CONTENTS 1. Warm up

Greetings CAI METHODS 1. T greets to the Ss as usual.

Good morning, boys and girls.

How are you today?

2.T talks about some daily structures like this: Hello, can I help you? What would you like? How many…would you like?

3.Ss should say out the words、phrases or PURPOSE

自由交谈使学生迅速进入学习英语的状态。同时复习旧知，为本课的内容作铺垫。

1. Pre-task Preparation 2. Free talk

3. Game: Good eyes

2. While-task procedures

1. Learn the new words: shoes, socks

2. Sell and buy

3. Show the title: unit7 How much

pictures as quickly as they can, when they see the picture of the big finger, they should shout and clap the hands: well done Before playing the game, teach the new phrase: well done.

In this way, I can help the Ss review the words about the clothes they have learned. 1.

PPT shows a menu of different things. Let the Ss discuss the things on the menu, and learn the new words: shoes

鞋子

socks

袜子

2.T: Oh, this is a charity sale, the things are good and cheap. What would you like? Ss: I’d like…

T: What about this umbrella? In this way, let the Ss know the new word and learn it.

3.Ss will be asked to sell the things and buy them with the partner: A: Can I help you? B: Yes, I’d like…

A: Anything else? B: …., please. 既能帮助学生巩固运动类单词，又能活跃课堂气氛。

分步教学，分解教学重点，突破教学难点。

引出课题，利用义卖这一

2. While-task procedures

2. While-task procedures 4. Learn the sentence structures:

How much is it/ are they?

It’s/ They’re…yuan.

5. Ask and answer

看一看课文,回答一些问6. Story time 题，巩固这些单词和句型。a.Show the picture, Ss look at it and say: who are 多读多背，让学生能正握6. Story time they? a.

Look and say: who are they? 得更好一些。

b.Ss will be asked to watch the cartoon and

b.

Watch and answer: What would answer the question: what would they like? they like?

c.Ss will be asked to listen to the tape and then c.

Listen and match: How much are match: how much is the umbrella? How much

they? are the shoes/socks?

4.T: Oh, I’d like these shoes, these socks and the umbrella. How much are they?

Show the title for the Ss, they will be asked to read and understand the meaning of the phrase.

5.T: How much are they? Let’s guess. a.Show the prices menu, Ss guess it according to the question: how much is it/ are they? by using the sentence: it’s/ they’re…yuan b.In this way, let the Ss learn the words: twenty, thirty, forty, fifty…

c.Ss ask and answer with the partner. A: How much is it/ are they? B: It’s/ They’re…yuan.

情景，学习句型，并通过一些操练让学生扎实的掌握句型。

d.

Listen, read and imitate

e. Read the story together

f. Act the story

d.Ss listen to the tape, read the story one

sentence by one sentence after the tape. 这能很好的帮助学生掌握

故事内容，也能提高学生e.Ss read the story together. 学习英语的兴趣。

f.Ss act the story in roles.

PROCEDURES CONTENTS

1. A summary:

How to sale?

METHODS 1.Let the Ss make a summary of the sentences: How to sale? a.Hi. Good morning. b.Can I help you? OK. c.Here you are

How to buy: a.I’d like ….

b.…is/ are very nice/cool….

c.How much are they? d.How much is it?

2.Work in groups with what you’ve learnt

today. Tell me how much you have in total? PURPOSE

3.Post-task Activities How to buy?

2. Work with groups

培养学生综合运用语言的能力，帮助学生更好的巩固所学内容。

Assignment 1. Listen and read the story, try to recite it. 2. Act the story in groups. 3. Tell your family what you have and how much you have today.

Unit 7 How much?

Can I help you?

How much is it/are they? I’d like ….

It’s / They’re … yuan.

shoes

five yuan Board Writing Teacher’s Reflection

umbrella

nineteen yuan socks

four yuan

教学是教与学的结合，而教学的根本目的还是学生的学。于是，课堂的教学设计都应以围绕学生为中心，把学生作为主体。然而，有时候这一理论实施起来却并非易事。这在我教授Unit 7 How much的数字单词时就体现地很清楚。

译林版4A Unit 7 How much这个单元，主要是教授学生对于几十和几十几的数字表达以及关于物品价格的询问。本身来说内容确实有一些难度。特别是数字的变化规律，他们都有些头疼。我先帮学生复习了以前学过的1-12的单词，告诉他们这些都是独单词，然后复习了13-19的单词，并且复习了这些单词的词缀都是teen，在复习13-19的基础上引出30-90的数字变化，即在之前的基础上把teen变为ty，但是要注意的是有几个特殊的，像thirty, fifty, eighty，尤其要注意的是40forty，14的拼写是fourteen，但是40的话要去u再加ty。这点虽然特别强调了，但是还是有很多学生都是直接在four后面加ty，而造成了错误。我总觉得这样的总结、对比，再出现新单词，学生应该更易掌握且不容易错。然而，事实恰恰相反，有的学生恰恰记住了那个错误答案。所以，是否有必要先去强调forty和fourteen的区别，再去记忆forty这个单词呢？现在想来，这样的做法也许是大错特错的。

人的记忆总是会很自然地去记住先进入我们大脑的东西，而对于后来的东西，即便是强调得再多，想要替换之前记忆的内容是相当困难的。也就是说，学生在学习时，因为他们先看到的是fourteen这个单词，所以他们根深蒂固地就记住了它的拼写前面是four，他们想当然地就会想到四十的拼写应该是fourty。一旦这样的意识在脑中形成，再让他们记住其实40应该是forty，那就很难了。即便你在那边说了上千次、上万次，还是有那么几个人就是顽固地记着fourty。