Story time第一课时教学设计

三年级下册

Unit2

In the library.案例分析

I. 教学目标：

1.知识目标：

1).能够听、说、理解、使用本课出现的几个动词shout/ run/ eat / talk/ drink/ sleep; 2).能够正确理解、运用祈使句的否定形式Don’t···。

2．能力目标：

1).能够正确的运用Don’t```.这个句型去制止不文明行为；

2).增进学生之间交流合作表演能力。

3．情感态度目标：

1).让学生了解遵守公共秩序的重要性；

2).帮助学生树立“犯错不可怕，但要勇于改正”的正确价值观。

II. 教学重、难点：

重点：正确运用动词shout/ run/ eat / talk/ drink/ sleep及发音；

难点：熟练掌握句型Don’t```. 并能运用在实际情况中。

III.

课前准备：

1. CAI课件；

2. 画有课文角色的头饰；

3. 印有本课重点句型的卡片和磁铁；

4. 在最后表演环节需要使用的写有地名的卡片。

IV.

教学过程：

一：Greetings. T: Are you ready for my class? S: Yes! 二：Free talk T: Good! Look! There are many teachers sitting around us. Could you say “Hi” to them? S: Hi. 设计意图：作为一堂大型的公开课，无论学生还是执教老师或多或少会有紧张的情绪，通过和听课老师的互动，既可以安抚情绪，还能为接下来的导入做铺垫，可谓一举两得。

T: Do you know why they are here? S:···

T：Yes! We are having an open class. So, what class are you in? S：In English class. T：In English class, what can you do?

S：Sing English songs. S：Read English books. S：... T：What can’t you do?

S：Eat. S：Drink. S：... 设计意图：通过两个简单的问题“英语课上可以干什么？”“不可以干什么？”让学生根据自己经验来思考课上可以做的和禁止做的事情。这样一来，学生不仅复习了之前学过的动词，对课上的“规矩”也有了进一步的认识，为下面的“图书馆里的秩序”做铺垫。

T：Oh! Do you eat in class? S：No! T: How about you? S: No. T：You are good students. After class, what can’t you do? Let’s have a look at the video. Please find out “what do they do”. (放录像：录像中大都是校园常见的不文明显现) T：Ok. What do they do? S：Run. Eat. Litter.

Slide.

Skate. Shout...(教读shout、eat、run)

设计意图：整理录像中出现的行为（动词）

T：Is it good or bad? S：Bad T：When you see someone is shouting. You should stop him like this. (PPT Shout—Don’t shout)

设计意图：既然这些行为是不文明的，引导学生要予以制止，那么就要用到本课的重点句型Don’t```.

T：How about this one? (PPT 出示

drink，教读drink) S：Don’t drink.

设计意图：借助PPT中出现的公共标志来操练否定句Don’t```. 在熟练掌握后，引导学生说出常见的公共标志以及它们出现的地点。

T：You know they are public signs. Where do you ever see the public signs? S：School.

Hospital.

Park... T：We can also see them in the library.

In the library, what can you do? S:···

T: In the library, what can’t you do?

S:···

T：Do you follow these rules? S：Yes. 设计意图：既然提到了图书馆，那么就顺水推舟地让学生思考“图书馆里，哪些事情可以做？”“哪些事情是禁止做的？”强化学生的公共意识，为下面进行的课文呈现做铺垫。

三：Presentation 1. 整体呈现

T：Good students. How about Liu Tao and Yang Ling? Let’s watch the carton. Please

find out “What does Liu Tao do?” and “What does Yang Ling say?” (放卡通) T：What does Liu Tao do?

What does Yang Ling say? 设计意图：通过播放配套卡通让学生初步理解课文大意并回答问题。

T：If I were Yang ling. And I said like this(用严厉地口气读Don’t shout.) Am I polite? S：No. T：How to be polite? We just need a word! S：Please.

设计意图：要批判地看待课本，文中Yangling在制止LiuTao时并没有使用礼貌用语，所以，在此，我们设计了一个“如果我是杨玲”的假设，并用严厉地口吻将YangLing的话重复一遍。学生自然而然地发现这样是不礼貌的做法，可以加上一个“please”可以使否定变得更有礼貌，更人性。

T：Bingo. We should add “please” this magic word. Like this

(指黑板上的句子) Don’t shout , please.

T：What about this one? (指黑板) S：Don’t run, please.

T：We can also put “please” here (please, don’t eat).

Please 转换练习。

2. 补全对话

T：Now, you are more polite than Yang Ling. Now, Let’s complete the dialogue.

(PPT出示课文图片，学生根据图片完成对话) （picture 4. 出示Don’t shout. Don’t eat.）

T：What is he doing? S：Talk. T：Yes. He is talking. But why does he talk like this? Does he think it over or complain? S：... T：Why? S：... T: I think so. He complains. Let’s listen to him again. Pay more attention to his tone. Who can read like him?

S：...

设计意图：通过多次地听及后来的模仿“LiuTao自言自语”这一部分，让学生体会LiuTao不情愿的心情、态度。也正是因为他不停地“talk”才有了下面的问题。这样一来，“Don’t talk, please.”就出现地那么顺理成章，合情合理。

T：What should YL say? S：Don’t talk, please.

T：Look at Liu Tao’s face. What does he feel? S：Not happy. / Sad. / Bored. 设计意图：在深挖文本方面，除了听，我们还要仔细观察。比如，在此，我们就让学生仔细观察刘涛的表情，通过这一观察，学生很容易发现了刘涛现在是很不高兴，很无聊的。于是，便有了下面一个举动：sleep。

T：Yes, he is bored. Then he goes to ``` S：Sleep.

T：If you were Yang Ling, how to say? S：Don’t sleep, please.

T：What does Liu Tao say? S：I’m sorry.

T：Is he really sorry? S: Yes. T: Let’s have a look at his face before and now. I think he is really sorry this time.

T: 当你认识到自己错误的时候，你应该真诚地说：

S：I’m sorry.

设计意图：通过刘涛前后两次表情的对比，我们发现最后一张图片上的刘涛脸上露出了羞愧的表情，由此我们知道了刘涛同学这回是真的认识到自己的错误了。并引导学生更深刻地理解“I’m sorry.”的意思。

T：Now let’s read the dialogue after the tape. Before you read, have a look at the tips.

TIPS：

1. pay more attention to LiuTao’s tone；

2. in the library, please talk in the low voice；

设计意图：虽然是一个简单的读书的环节，也不能忘记提醒孩子们读书时要注意的方面。如：语气、礼貌用语等。

3. Read after the tape. 4. Read in roles. 5. Work in pairs. 6. Act out. T：Look! You are a good actor! Are you Liu Tao in your daily life?

S: No. T: Who do you want to be? Why? S: Yang Ling.

T：Why? S：... T：Yes. Because she follows the rules. She stops the bad behavior. But please be more polite. T：What about Liu Tao? Is he a good student? S：No. T：Why? S：... T：But does he feel sorry at last? S: Yes. T: So, Liu Tao knows his mistakes and apologized. So, he’s still a good student but his behavior is not good. Just like the girl in the video. Let’s have a look.

设计意图：文本的学习已经结束了，但是在这儿，我选择了再次问题“你愿意当杨玲？还是刘涛？为什么？”绝大多数的孩子都会选择“当杨玲”，因为她是一个遵守公共秩序的好孩子。但是请不要忘记了：刘涛虽然犯了错误，但是他知错能改，仍然是个好学生。以此来引导学生“知错能改，善莫大焉”的基本的价值观。

四．Production

1. Practice

(放“吃饱就睡”的video) T：She eats then sleep. Is it good or bad? S：Bad. T：Why S：... T: Oh. What should she do? S: ... T：Let’s wake her up.

S：Don’t sleep, please.

设计意图：通过自制的动画让学生进行Don’t···句型的实际操练。

T：Sponge Bob is waking up his friend, too. Let’s have a look.

(放海绵宝宝video) T：Are they good? S：No T：Why S：Shout T: It’s right to wake up his friend but they shouldn’t shout.

T: If you were Bob, how would you say? S：···

设计意图：再次通过海绵宝宝的不文明制止，强化please的重要性。

2. Brain storm T：All of you are fantastic.

You follow the rules. Let’s have a look: do they follow the rules? What should you say? Answer me as quickly as you can. 设计意图：游戏环节的设置不但能够巩固已学的知识，还能活跃课堂气氛。

3. Make a dialogue T：You know the rules. Look! They don’t know the rules. I need five students: a bear/ a manager /a father/ a mother and a child. Give you 3minutes to discuss. How to make a dialogue.

(学生表演) T: Take out the paper please. You’ve got the picture about public place, According to the place, make a dialogue with your partners. Think about what shouldn’t we do, and then write down. T: Now show me your dialogue.

(学生表演.) 设计意图：学生自己设计情景，自己编写对话，对孩子们来说既是挑战也是对本课句型、单词的活学活用。

4. Swear T：At first, we watched the video. Do you still remember Liu Taos in our school? Please be good students of XG Primary School! Let’s swear with them.

I swear （我宣誓）：

I won’t shout ! I won’t fight !

(不大声喧哗！不追逐打闹！) Study hard ! Follow the rules !

(努力学习！自觉遵守公共秩序！) Try to be a good student! (争做文明的小标兵！)

From(宣誓人): ···

设计意图：通过激昂高亢的“宣誓”，让学生在心底牢记做一个文明的少先队员！

五．Homework. 1.

Read the text after the tape for 3 times. 2.

Design some signs for our classroom.

3.

Make cards about public signs，and send them to your

parents or

friends, tell them to follow the signs.(

2 and 3 just choose one to finish.) 设计意图：作业分层布置，学生可以根据自己的实际情况完成适合自己的作业。

六．教后反思

由free talk 引入本堂课的主题what can we do? What can’t we do?让学生自己说出在学校可以做的事情和不允许做的事情，通过联系实际引出本课文中刘涛和杨玲在图书馆的做法。通过一系列的追问，挖掘，把文本吃透。另外以批判的角度再次审视教材，又将please加入进去，让学生们变得更有礼貌，使得课堂人文气息更加浓厚。