Story time公开课教学设计模版

译林版小学英语六年级下册 Unit6An interesting country (story time)第一课时教学设计

【课题】译林版小学英语 6B Unit6 An interesting country

【教材简解】

本单元的话题是关于一个位于南半球的主要英语国家——澳大利亚,教师可设计国旗图片和国家名称的连连看引入。课前可要求学生搜集一些关于澳大利亚的风土人情,包括图片和信息等,为课堂教学做准备。本单元的词汇除了动物和城市名词之外,还包括一些搜索动词,帮助学生获取有关澳大利亚的有效信息。为了方便教学和操练,师生可以运用思维导图。让学生在理解本单元的重要的语言知识点,并能够简单的复述课文。【目标预设】

1. 能听懂、会读、会说节日的单词:learn, find out, look for, Australia, kangaroo, koala, Sydney.

2. 能听懂、会读、会说查找信息方法短语:ask e-friend in Australia, ask Mr Green from Australia, read about Australia on the Internet, look for books and magazines about Australia

3.能熟练掌握本单元的重点句型是一般将来时陈述句的构成和用法。如:…will…并运用于日常真实语言情境下。

4.能正确的理解并朗读课文,在能够借助思维导图尝试复述课文内容。

5.鼓励学生查阅有关英国、美国、加拿大等其他主要英语国家的信息并和大家分享,以培养他们独立搜索信息的能力和口头表达能力。

【重点、难点】

1. 能正确的理解并朗读课文,在能够借助思维导图尝试复述课文内容。

2.培养学生独立搜索信息的能力和口头表达能力。。

【设计理念】

基础教育阶段英语课程的任务是:激发和培养学生学习英语的兴趣,使学生树立自信心,养成良好的学习习惯和形成有效的学习策略,发展自主学习的能力和合作精神;使学生掌握一定的英语基础知识和听、说、读、写技能,形成一定的综合语言运用能力。在小学英语新教材模块中,Story time是单元核心板块。它借助活泼生动的插图和有趣的故事情节, 通过简短的对话和有趣的小故事,让学生在自由阅读中获得知识,发展基本的英语听、说、读、写技能,初步形成用英语与他人交流的能力,促进思维能力的发展,同时提高学生的综合人文素养。

【设计思路】

Story time是一个相对完整的有语境的语言素材。它便于学生理解语言的意义,理解语言运用的具体情况。教师要充分利用这一资源重构教学内容,如利用故事呈现主要语言内容,利用故事开展语言实践活动,利用故事巩固和拓展所学内容,从而使学生整体理解故事,感受鲜活的语言,学会运用所学英语进行交际。在新教材Story time板块的教学中,教师要依据教材内容和学生的学习基础设定合适的目标,并在教学目标的调控下,通过创设整体情景,设计有层次的学习任务,帮助学生不断构建和完善话语体系,全面而有梯度地学习对话语篇,使学生在积极、主动的交际体验中,把学习内容逐渐内化到自己的知识体系中,提高学习效率。

【教学过程】

Step 1.Warm up(图片导入,引入新知)

1. Show a map

上课伊始,教师和学生打招呼之后,用多媒体呈现一幅世界地图图片,教师对学生说:

T: Hello, boys and girls. This is a map of the world. It is very big. Today I’ll introduce it to you. Can you say something about it? Please introduce some countries to us. Ok?

Ss: This is Russia, Canada, and People’s Republic of China, United States, and Mexico…

T: Look at here. I’ll introduce this country to you. Its name is Australia. It’s the only country that is surrounded by the sea. It’s a modern and big

country. It’s multicultural and immigrant.

【设计意图】通过一幅世界地图,打开学生学习的窗口,引入今天学习的主角——澳大利亚。它是一个被海洋环保的现代化和多元化的移民国家。

2.Enjoy a picture:“Let’s link”

教师介绍完澳大利亚在地图上的位置后,出示学生们爱玩的“连连看”游戏。教师对学生说:

T: Look at the white board. There are some National flags and names of the countries. Let’s link and enjoy the pictures together. Read the words loudly

and find out his friend as quickly as possible! It’s very interesting. 连连看内容如下:中国——China 美国——America 加拿大——Canada

日本——Japan 澳大利亚——Australia

【设计意图】通过连连看渲染学习氛围,复习五年级上册Unit6 (My e-friend)中的一些国旗和国家名称,介绍关于澳大利亚的国旗和英文国家名称。引导学生将分散的注意力集中起来,使学生迅速地进入角色,主动参与课堂教学。为下面新授内容做了铺垫,起到了承上启下的作用。

Step 2. Presentation(自主学习,整体感知语篇)

1. Watching time.(教师出示语篇的动画)

T: Watch the cartoon and answer my questions.

○

1How about Australia?

○

2Are they very friendly?

学生观看课文录像之后,师生对话如下:

T: How about Australia?

Ss: It’s an interesting country.

T: Today we will learn Unit6 An interesting country. Are they very friendly? Ss: Yes. People in Australia welcome visitors.

…

2. Free talk

T: I know Australia is very new for you. If you want to know more about Australia, What will you do to gather some information?

Ss: Read books; ask teachers; surf the Internet; go to the library…【设计意图】观看文本动画,整体感知故事内容。采用师生日常问答引入本课课题Unit6 An interesting country,教师提出“澳大利亚人民友好吗”这个问题,激活了学生的学习兴趣。然后教师提出一个开放性的问题,“怎样获取澳大利亚的信息?”学生进行头脑风暴,人人跃跃欲试。

3. Read by yourself and underline.(自读课文)

T: Right. Everybody wants to find out about this country. Now open your books and turn to page fifty—eight. How do they do before the lessons? Ready? Go! 师生根据快速浏览文本内容进行对话,对话内容如下:

T: What will Mike do?

S1: Mike will his ask e-friends in Australia.

T: What will Wang Bing do?

S1: Wang Bing will ask Mr. Green. He comes from Australia.

T: What will Liu Tao do?

S1: Liu Tao will read about Australia on the Internet.

T: What will Yang Ling do?

S1: Yang Ling will go to the library and look for books and magazines about Australia.

同桌操练上述句型: What will …do?

… will…

4.Read and judge(再读并判断正误)

○

1The children will learn about USA. ( )

○

2Mike has a friend in Australia. ( )

○

3Liu Tao reads about Australia on the books. ( )

5.Let’s imitate(注意模仿语音语调)

T: So well, now it’s time for listening. Please listen to the tape and try to imitate. Are you clear?

Ss: OK!

【设计意图】学生自学,快速浏览书本P58内容,划出搜索信息的方法。然后再精读P58内容进行判断正误。有助于提高学生的阅读理解能力。最后出示文本逐句读音,学生模仿跟读。

6.Free talk

T: Now, boys and girls, you know how to grasp information about Australia. What do you want to know about Australia? For example, I want to know some delicious and yummy food in Australia. I am a foodie.

Ss: Fruit; animal; plant; famous person; interesting things; places of interest; pop stars; singer; dancer; weather and so on.

T: So many questions! Because of the limited time, so today I’ll introduce some animals, sports, and cities to you.

7.Let’s discuss.

T: Open your books and turn to page fifty—nine. Please discuss the question with your desk mates. What do you think of Australia after reading?

Ss: It’s an interesting country.

T: Try to find out and underline some animals with your pencil. What are the animals in Australia?

S1: They are kangaroos and koalas.

T: A kangaroo has a bad that can feed baby kangaroos. Its fore legs are short, but it can jump so quickly. A koala looks like a small bear. Its fur is thick. It can sleep almost a day.

T: Next, Australian sports. What are the sports in Australia?

S2: They are Australian football games.

T: Australian football is different from Chinese football. It looks like an olive. Every player can kick it with your feet and hit it with your hands. T: What are the cities in Australia?

S3: They are Sydney and Melbourne.

T: Sydney is a famous and beautiful city. It’s famous about Sydney Opera House and Sydney Bridge. Its capital is Canberra. Almost half of the people live in these cities. Because Australia is big and modern

8. Let’s write.

9. Let’s imitate.

T: let’s imitate. Try to copy its pronunciation. Are you OK?

Ss: Yeah.

【设计意图】教师形式多样的活动,渗透文本内容,首先出示文本动画,在完整的

情境下整体感知文本,了解文本大意。然后将故事文本分成两部分来处理,用一系列小

问题,让学生在边听、边思、边说中不断获求新知。拓展和延伸课堂教学内容,同时还对学生进行了潜移默化的语言熏陶。

Step 3. Consolidation and practice(细读课文,巩固拓展语篇)

1. Choose one way to read the story time. (四人任选一种方式朗读)

2. Let’s check. (复述故事)

【设计意图】让学生运用思维导图复述课文,一方面可以检查他们对新知识的掌握情况,另一方面可以培养他们自己组织语言材料进行口语交际的能力,让他们能够学以致用,也使整个课文的处理呈现出层层推进,由浅入深,层次分明,课文的复述是本节课对学生提出的最高要求。思维导图帮助学生进行语段输出,锻炼了学生听说读写四个方面的能力。

Step 4. Assignment (文化渗透)

T: Here are some pictures of Australian animals. They are very cute and lovely. Please surf the Internet and gather some information after class. Next lesson, please introduce them for us.

Ss: All right!

T: Different countries have different characteristics.(不同的国家有不同的特色)

【设计意图】教师出示收集澳大利亚和中国的一些动物图片,对学生进行文化教育,引导学生课后搜集这些动物信息,下节课为我们继续做介绍,将课中内容延续至课后。

Step 5.Homework

1. Read the story time fluently and recite it following the mind map.

2. Preview the Grammar time & Fun time.

3. Surf the Internet about Australia and add the story.

【设计意图】听读是基础，家庭作业是课堂的延伸，通过作业让学生继续借助思维导图复述给组长听，读写是课后的延续，让学生书写思维导图上的重点短语，真正达到了学以致用的目的。

Step7 Blackboard design

板书设计:

Unit 6 An interesting country