Story time教学设计模板

牛津小学英语4AUnit3 How many?

（第一课时Story time教学设计）

设计理念：

根据英语新课程标准，本课是以学生“能做某事”为目标，即能通过本课的学习学生能够运用所学词汇和句型来谈论玩具，充分利用图片、实物、多媒体等直观手段引导学习，调动学生的积极性，达到所学即所用的目的。

一、

教学内容

牛津小学英语4AUnit3 How many? 第一课时Story time 二、

教学目标

（一）知识目标

1.能听懂、会读单词sticker thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen。

2.会说、会读、会运用本单元句型：How many…do you have? /What do you have? /Can I have a look？/Can I have one? 3. 有感情地朗读并能初步表演对话内容。

（二）能力目标 学生能运用所学句型讨论玩具。

（三）情感目标

愿意用英语进行交流，愿意分享

（四）学习策略

通过两两对话、小组对话等活动谈论玩具，从而达到掌握所学语言知识的目的。

五、教学方法

本节课借助多媒体，运用情景、直观、活动等方法创设教学情景，使学生在情景中学习运用语言的能力。同时在民主愉快的氛围中学习语言。

六、教学重点与难点

1、会读单词thirteen, fifteen,

2、能初步表演对话内容

3、学生能运用所学句型讨论玩具。

七、教学准备：

1．玩具小汽车、不同种类贴纸、图片

2．多媒体（PPT）。

八、教学过程

Step1 Warm-up T:Good morning,boys and girls.Today I’m your new teacher.So happy to meet you here.I bring some presents

for you today.(Show toy cars) Do you like my toy cars?If you do a good job today,I’ll give my toy cars to you,OK?Now I’ll divide you into four groups.Group1,Group2… The winner will get my presents. (设计意图：玩具汽车是本课讨论的内容之一，通过这个礼物调动学生积极性，把全班分成四组，通过竞争机制来完成教学任务，提高学生的“士气”) Step2 Presentation

1、Now I’d like you to know something about me.My English name is Jane.There are three people in my family.Look,I have a son,he is eight years old,he likes toys very much.He has some toys.Look,what toys does he have?(学生看图回答) S1：Toy dogs and toy cars T:How many?One,two or three?(通过手势让学生初步明白How many 的意思) T：Do you like toys?Today we will talk about toys.(板书本课的主题Toys)Look, I have some toys.Guess :What do I have? I have some stickers.I have an apple sticker,a bird sticker,a train sticker，I can stick the stickers on the blackboard) ( 设计意图：让学生猜老师的袋子里的贴画引出新词sticker,介绍小鸟贴画、火车贴画、边慢慢说边在黑板上,引导学生自然地跟着老师后面说sticker这个新词) T：How many stickers do I have?(板书本单元主题：How

many?)Let’s count. Ss:One,two,three…

T:Thirteen.I have thirteen stickers (设计意图：通过数老师的stickers,引出新词thirteen，学生就能明白13的意义，老师引导学生正确读这个词) T：Look,I have some stickers.Do you have any stickers?What do you have?How many?Can I have a look?How beautiful/nice/… Can I have a look? (设计意图：这里利用学生带来的玩具和他们进行一个简单的Free talk,对本节课的句型进行渗透，让学生在真实的场景中了解这些句型的用法) 2、T：I have some toys,you have some toys,look,Mike and Helen have some toys,too.Guess:What do they have?.. Let’s watch.(看课文动画, 回答问题) T:What toys does Mike have? What toys does Helen have? S1：Toy cars.S2:Stickers(在黑板上贴Mike，Helen 头像和toy cars,stickers 图片) 3.T：How many toys do they have?Read the story by yourself and circle the answer)（在黑板上贴Fifteen,Thirteen）

(设计意图：学生自读课文，圈出数字13和15，老师在这里再次引导学生正确读出thirteen这个词，强调teen的读法，再通过sister和big这两个词来让学生试着读出fifteen这个词，通过旧词的读音，学生能正确读出新词，增加了他们的自信心)。

T:You are very smart,can you try to read these words?

(thirteen,fourteen,fifteen,sixteen,seventeen,eighteen,nineteen) (设计意图：在读出13、15后，让学生自己读其他数字单词，学生很容易地读了出来，这样做训练了学生地思维能力) 4.Let’s read. (学生模仿跟读课文，注意语音语调的模仿) 5.T：Does Yang Ling like the stickers?Can you find the sentences on your book? Ss:Can I have a look? They are very beautiful.

Can I have one? T:Yang Ling like the stickers very much.Who can read like Yang Ling?（学生有感情地模仿杨玲读这三个句子）

T:Look,I have some stickers,Do you want to have a look?Do you want to have one?

Can you try to ask? ( 设计意图：先进行情感渗透，让学生先模仿杨玲读，然后通过跟老师要贴画来练习这三个句子，学生很喜欢这些贴画，在轻松愉快的氛围中既练习了句子又得到了礼物。) 6.Read in groups (设计意图：给学生一个朗读的评分标准，根据朗读情况小组可以得到不同数目的stickers,通过竞争机制让小组同学进行积极地合作，同时stickers 作为本课的新词始终贯穿本节课，让学生在情境中熟练地掌握这个词) Step 3 Consolidation 7.Show your toys to Mike. T:Look at the picture.Where are the boys and girls?Are they at school ? S:No,they are at Mike’s house. T:We know Mike has some toys at home,and I think you must have many toys at home.Right?Now please invite Mike to your house and show him your toys.What will you say? How do we talk about toys? （1）You want to show Mike you toys ,what will you say? S1：Look at my toys. （2）

Mike wants to have a look at your toy cars.What should he ask?

S2:Can I have a look?...

板书本节课地句型：What do you have?How many…s do you have?Can I have a look? Can I have one? T:Please work in pairs,invite Mike to your house and show him your toys.These sentences may help you.(出示一个对话模版) ( 设计意图：这个活动既是对重点句型的运用也是对本课重点句型的一个总结，让学生回顾本节课需要掌握的内容) 8.Show your toys. T:Boys and girls ,now it’s toy show time.Please take out your toys and show them to your classmates.Please work in groups of four and show your toys to each other.( 学生拿出事先带来的玩具,在小组展示) （设计意图：学生用学过的句子来互相展示他们喜欢的玩具，在真实的情境中交流，提高了他们交流的主动性，并在小组活动中学会分享）

T:Let’s count the stickers together.Which group is the winner?

Group1,How many stickers do you have?... So Group 2 is the winner.Congratulations.These toy cars are for you. (设计意图：以Stickers贯穿本课，最后通过问：How many stickers do you have? 再次运用本课句型，评出冠军，送出toy cars)

Step 4 Homework 1.Read the story after the tape. 2.Do a survey.(Page 20) (设计意图：让学生继续模仿录音读，继续熟悉课文并训练语音语调。完成书上的调查表，让学生课后继续在生活中运用所学知识，达到所学即所用的目的) 板书设计：

How many? Toys Mike

toy cars

thirteen Helen

stickers

fifteen Group1 2 3 4

贴

stickers What do you have? How many …s do you have? Can I have a look? Can I have one?

九、教学反思

本节课的重点内容围绕孩子感兴趣的话题: 玩具展开的，因此创设真实的情境，对提高孩子学习本节课的积极性是很重要的。我因此在上课开始引入竞争机制，给他们看最终奖品toy cars,

让他们比赛看哪组获得的stickers最多，就可以得到这个奖品，让孩子首先感受到“玩具”的氛围。通过向老师介绍他们自带的玩具，向Mike介绍他们的玩具，和同学们之间互相展示自己喜欢的玩具来展开活动，让他们能学以致用。通过跟老师要stickers来操练句型，学生的积极性很高。同时在这些情境中，学生自然体会到了书中人物所表达的喜欢的情感，在交际的时候也会带着感情地去问：Can I have a look?/Can I have one?They’re very beautiful. 等等。当然，本节课也有一些不足之处，比如教师力求面向全体学生，但仍有少部分后进生跟不上教学节奏。教师若能在学生自由操练时，优先辅导这部分学生，帮助他们更好地掌握新课内容，本节课的教学效果会更佳。