Story time教学设计内容推荐

4A Unit5 Our new home (Story time)简案

兴化市景范学校

钱井兰

教学目标：

1. 能听懂、会读、会说bedroom, living room, kitchen, bathroom, sofa。

2. 能听懂、会说、会读、会初步运用句型Where’s the/my…? Where are the/my…? 并且会用It’s…和They’re…

来回答。

3. 能理解故事大意并有感情地朗读。

4．大胆表达，能自信大方地表演，并能正确评价自己的语言学习。

教学重难点：

1. 阅读、理解文本，并能体会故事的surprising ending。

2. 能认读理解新单词和正确运用句型Where’s the/my…? Where are the/my…? 并且会用It’s…和They’re…

来回答。

3. 能流利准确地朗读单词和句子，并进行表演。

教学准备：多媒体课件、板贴、自主预习单等

教学课时：第一课时

教学过程：

Step1 Pre-reading 1.Warm up:Enjoy a song ‘In my home’. 2.Play a game:Magic eyes. Play the game to check the students’ preview. 3.Lead in topic. (1) Guide the students to learn the new words about rooms. (2) Guide the students to play a game:Say what you see. Step2 While-reading 1.

Watch and tick. What are they looking for? 2.

Read and learn.

Guide the students to practise: Where is the/my…? It’s…. Where are the/my…? They are…. 3.

Look and guess. Where is Su Yang’s white cap? Help the students guess like this: Is it in the…? 4.

Read and act Encourage the students to read the last sentence with emotion. 5. Read story time. (1)Read after the tape. (2)Dub in roles. Step3 Post-reading 1. Show time. Task 1: Read together. Task 2: Read in roles. Task 3: Act it out. 2. Ticking time. (1) I can name some rooms and household things in Su Hai’s home. (2) I can use “Where’s…? Where are…?” to talk about Su Hai’s home. (3) I can read and act the story. Step4 Homework

1. Read the dialogue and recite. 2. Design your dream home.

板书设计：

Where is the/my…? It’s…. Where are the/my…? They are…. Is it in the…?

备课回望：

本节课是四年级上册Unit5 Our new home的第一课时教学内容Story time.学生能听、说、认读bathroom,bedroom,living room,kitchen,sofa等单词并能在实际情景中加以运用，学会使用句型Where’s the/my…? Where are the/my…? 并且会用It’s…和They’re…

来回答。

课前，我给学生准备了预习单，让学生通过跟读纳米盒或光盘，读准课文下面的八个单词，并理解意思，让学生跟读Story time课文并思考：What happened to Su Hai and Su Yang? 在课堂教学的设计上，我将整节课分为Pre-reading,While-reading和Post-reading三个环节。Pre-reading环节，目的是扫除阅读的障碍，课前我利用歌曲‘In my home’引入本课情境，帮助学生集中注意力。上课伊始，通过游戏Magic eyes检查学生单词的预习情况，避免了预习检查的枯燥，同时这些单词又为下面的课堂作准备。然后直接进入本课的主题，借助图片，在师生的问答互动中，教学本课的房间和家具新词，帮助学生从音、形、义的角度感知、理解单词。

While-reading环节从学生预习的问题出发，借助动画，整体感知课文，完成五个任务：1.Watch and tick 勾出苏海和苏阳寻找的物品；2.Read and learn 重点操练句型Where’s the/my…?It’s…

和Where are the/my…? They’re…

3.Look and guess 鼓励学生运用句型Is it in the…? 来帮助苏阳找帽子；4. Read and act让学生读和表演文章的surprising ending.5. Read story time.通过听录音跟读，分角色配音等方式，再一次帮助学生熟悉文本，规范发音。

Post-reading环节将任务分级，以学生为中心，让他们根据自己的情况，自主选择阅读或表演。最后鼓励学生回顾本课所学，在与同伴的互评中扬长补短。