Story time教学内容

Unit7 On the farm Period 1 story time Teaching aims: By the end of the class, the students should be able to: 1. Understand, read and act the story. 2. Name some animals and plants on the farm. 3. Ask and answer about things on the farm Teaching importance: Understand, read and act the story.

Teaching difficulties: Ask and answer about things on the farm Teaching aids: PPT, pictures and words about things on the farm Teaching method: Multi-modal visual-audio teaching method Teaching procedures: 1. Enjoy a song -- Old MacDonald’s farm

展示图片，What’s on Macdonald’s farm?

What’s this? It’s a …

What are these/ those? They’re…

Are these/ those…? Yes, they’re …/ No. They’re…

2. Listen and answer Whose farm is it? (It’s Liu Tao’s grandpa’s farm.) 3. Let’s guess.

What’s on grandpa’s farm? Only one? Maybe some… 渗透复数

4. Watch and answer What’s on grandpa’s farm? Learn these words. (pigs/ cows/ apples/ pears) 5. Read and underline. How does Mike ask? 6. Learn to say. (1) T: How does Mike ask? (Listen and repeat/ listen and check) (Learn: “What are these/ those?” “They’re…”对比these和those) T: What else can they introduce? 1

S: Look at these … They’re …

(2) T: How does he ask in these 2 pictures? Fill in the blank. T: What else can he ask? What are these? What colour are they? Do you like them? …

(3) Try to say in pairs. 7. Listen and repeat. 8. Read or act. 9. My farm (1) T: Look, boys and girls. Look, I am a farmer. Welcome to my farm. Guess what’s on my farm. S: Are these/ those…? (2)Make a dialog in 4. One is a farmer, and the other 3 are visitors. 10. Homework (1) Read and recite story. (2) Design your farm and make a dialogue with your partners. Blackboard design:

Feedback: 1．

注重语言学习的情境性。

本课的伊始，我通过歌曲Old MacDonald had a farm.导入，创设了在农场上的情景，学习农场上的动物，并在这个过程中渗透目标句型。接着，进入Story time学习时，继续情2

景的沿用，让学生猜猜Mike的爷爷农场上有什么。再通过看对话学习目标句型。最后，通过“My farm”引导学生综合运用本节课做学以及之前的知识，在具体情境中进一步加深对学生关于该话题的语言能力培养。

2．

注重语言学习的梯度性。

我在讲授新知之前，不断做铺垫。通过歌曲、游戏、猜一猜、角色扮演等活动，渗透these, those 区别及农场上的动物、蔬菜和水果，为学生下一步理解课文，突破重难点打好基础。学生在各种多媒体的应用下，其语言学习呈螺旋性上升的状态。在不断学习、操练中，掌握原本复杂枯燥的知识点。

3．

注重语言学习的综合性。

在第一次教授本课时，只关注了课本内容的教学却忽视了与以往知识，如：颜色、喜好的联系，以及二年级关于蔬菜的词汇知识。语言学习不能如“小熊掰玉米”，学着忘着，教师应在教学中关注与以往所学知识的联系，只有在不断巩固与应用中，才能帮助学生真正提高。

3