Story time教学实录及点评

《In class》教学设计

一、教材解读:

本单元的主要教学内容是祈使句。通过教Open the window, please. 及否定句Don’t open the door.两种句式,让学生掌握“请别人干某事”和“叫别人不要干某事”的英语表达方法。

教师可以用动作、表情和手势帮助学生理解这些表示命令、请求、建议的句子,并要求学生能在一定的情景中熟练地运用这些祈使句。本单元的词汇以动词及动词词组为主,教师可通过具体动作来演示这些动词,给学生以感性认识。

本课时为单元整体教学后的第三课时即PartE、F、G、H综合版块的教学。通过英语小诗、字母发音、文章对话等的学习,进一步巩固本单元新知及提高学生爱阅读、爱表达英语的能力。

二、重点难点:

1.熟练掌握祈使句的肯定形式“…, please.”和否定形式“Don’t…”。

2.理解并熟练朗读E部分短文。

三、教学目标:

1.学生能熟练地听懂、会说、会读E部分短文。

2.能了解辅音字母r和s在单词中的读音。

3.会诵读歌谣Don’t be late again.

4.激发学生学习兴趣,发展学生听、说、读、写各方面的能力。

5.培养学生讲文明,懂礼貌的情感。

四、过程设计:

Step 1 Warming ups:

1.Greetings:

Good morning. How are you?

2.Free talk and revision:

T: Boys and girls, do you like playing games?

Ss: Yes.

T: Shall we play games now?

Ss: OK.

1) T: The first game is ‘Simon says’.

Look at the role. If I say ‘Simon says stand up’, you can stand up. But if I only say ‘Stand up’, don’t stand up. Or, you will be out. Can you understand?

Ss: Yes.

T: OK. Let’s play the game now.

2) T: This game is interesting. Let’s do another game: Magic eyes. Please read the words quickly.

3) T: They are the new words we have learned in this Unit. Can you write them? Please finish the sentences on the paper now.

1. R_____ the new words, please.

2. Don’t w_____ the words.

3. D_____ some milk, please.

4. Don’t c____ the door.

5. O____ the door, please.

6. Don’t e___ an apple, please.

Check the answers,spell the words and read the sentences together. 【设计意图】:两个有趣的小游戏拉开了本课的序幕,既活跃了课堂气氛,让学生在最短的时间内进入英语的学习状态,又及时巩固了前两课时学习的动词、动词词组及祈使句。

Step 2 Presentation and practice:

1. T: Boys and girls,can we eat apples now?

Ss: No.

T: Why?

(引导)S: Because we are in class now.(揭题)

T: So, what can you say?(教师做摇手状并提示Don’t…)

S: Don’t eat apples in class.

2. T: Yes. In class, we can sit on the chair and read the new words.

But look at the rabbit. Is it sitting on the sofa?

S: No. It’s standing on the sofa.(引导,PPT提示现在进行时的意思和正确表达。)

T:What can you say to the rabbit?(教师做摇手状并出示哭脸符号提示) S: Don’t stand on the sofa.

PPT呈现句子: Don’t stand on the sofa.

T: Who can read the words: stand sofa

Learn: /S/ Read and write it.

T: Can you remember in which other words that we have learned, ‘s’pronounced /s/?

Ss: sit seven sorry some …

T: Good. You can write them on the paper after class.

Now, let’s say the sentence to the rabbit again.

Ss: Rabbit, rabbit, don’t stand on the sofa. (注意语音语调

rabbit rabbit )

【设计意图】:上课时我们应该坐在座位上认真听讲,但一只顽皮的兔子却站在沙发上,这种行为既危险又不文明,通过让学生告戒兔子‘Don’t stand on the sofa.’既复习感受了祈使句的否定句型,也学习了字母s的发音/s/。同时,我为本课设计的情景也正由这只顽皮兔子的行动主线展开。

3. T: Dear rabbit, sit down, please. Have an English class with us, please.

Oh, look, where is it now?

S: It’s on the sofa.

PPT呈现on the sofa

T: There is not only one rabbit. Its friends are on the sofa, too. How many rabbits are there?

S: Seven.

PPT呈现seven rabbits

T: What are they doing?

S: They are running.

PPT呈现are running

T: Who can read the sentence?

S: Seven rabbits are running on the sofa.

T: Good. Pay attention to the words: rabbit run

What’s ‘r’ pronounced in the two words? Are they the same?

S: Yes. They all pronounced /r/. (引导学生通过读找出答案)

Learn: /r/ Read and write it.

T: Now, I will write some words. Can you find out that in which word ‘r’ is not pronounced /r/?

板书: write umbrella rubber Mr mother

S: Mr mother

T: You are right. Boys and girls, you can write the words in which that ‘r’ pronounced /r/ after class.

T: Now, let’s read the sentence again. Slowly / quickly

【设计意图】:抛出几个问题,让学生在图片中找到答案,并由这几个答案中的短语组成一

个新的完整的句子,又通过模仿兔子快速跑快速读句子,慢跑慢读句子,让学生在真实的情景语境中感知句子。字母r的发音也由学生通过读和感知自己找出答案,培养了学生勇于探讨的精神。

4. T: Can they run on the sofa?

Ss:No.

T: Let’s say it to them together.

Ss: Rabbits, rabbits, don’t run on the sofa.

5. T: Oh, naughty rabbit. Look at the picture, where is it now?(呈现E部分挂图)

S: It’s on the desk.

T: Where is the desk?

S: It’s in David’s bedroom.

T: David and his father are in the bedroom. Perhaps he should go to bed.

So, what can we say to the rabbit?

Ss: Go, go, go, rabbit. Don’t run on the desk. (动画,兔子跳下桌子跑出卧室)

T: Look, what’s this on the desk?

Ss: It’s a puzzle.

T: Look, I have a puzzle in my hand. Do you like puzzles?

Ss: Yes.

T: Shall we do the puzzle now?

Ss: No.

T: Don’t do the puzzle. Because we are in class now.

Learn: do the puzzle

T: Can David do the puzzle now? I don’t know.

Please open your English books and turn to pager sixty-five. Read the dialogue in part E silently, and write the answers on the paper.

Qs: 1). What’s the time?

2). Can they do the puzzle now? Why?

Check the answers and read together follow the tape.

T: Close your books. Look, this is David’s dairy. If you can fill the blanks, I will give you some pieces of the puzzle. You can do it after class. (Learn: give )

It’s____ ____, I want to do __ ___.But my ____ says ‘it’s too ____. ’I say ‘good____’ and go to____.

Ask some students to fill the blanks and give them the presents. T:David goes to bed. But he can’t fall asleep. What will he do? Now, listen carefully and try to finish the diary.

My father turns_____ the light and closes the ____. But I can’t fall

asleep. I still want to do the ____.So; I get up and turn ____ the light. I go to bed___ 11:25 and get up at____. It’s time for ____.Oh, my God! I’m ____!

Check the answers and read together.

PPT提示It’s time for class. = It’s time to have class.

【设计意图】:第一步让学生带着问题去自学文章,培养学生的求知欲和阅读能力。第二步让学生跟着录音读,培养学生模仿读的习惯。接着,让学生通过填写大卫的日记,及时了解和巩固学生对文章的理解和掌握情况。最后,我加入自编的日记后续,并通过听力练习,实现了英语课堂中对学生听、说、读、写能力的培养。同时,日记的最后提到大卫早上上学迟到,也巧妙的过渡到H部分小诗歌的学习。

6. T: Hurry up, David. It’s time for class. Let’s ask him:

Ss: David, David. It’s time for class. But you are late. (PPT呈现句子It’s time for class. But you are late.)

David(机): Sorry. I’m late.

Mr Green(机): That’s all right.

PPT: C in and c the door. (让学生根据首字母提示完成句子) S: Come in and close the door.

PPT: Don’t be l again.

S: Don’t be late again.

T: Now, I can make the sentences into a rhyme. Listen:

One, two, three, four,

Come in and close the door.

Five, six, seven, eight,

It’s time for class, but you are late.

Nine, ten, nine, ten,

Don’t be late again.

T: Do you like it?

Ss: Yes.

T: Fist, who can give the rhyme a title?

S: Don’t be late again

T: Perfect. Stand up, please. Let’s say the rhyme together. ( 教师和学生一起拍手打节拍读)

T: Say it again. (加上音乐节奏)

【设计意图】:小诗的学习我一改常态,没有直接为学生呈现整个内容,而是根据大卫迟到这个情境,引导学生说出部分句子。师生共同完成小诗内容后再由学生讨论加上标题。所以,在完成小诗后一起读的环节中,每个学生都表现的非常兴奋和积极,节奏感十足的音乐更是为朗读效果增色不少。小诗板块是对孩子语感培养的有效方式之一。我们的重点应放在对孩子口语表达的训练,培养孩子的语音意识,同时也培养他们读英语的美感。

7. T: Boys and girls, don’t be late for class.

And in class, please listen carefully. But look at the rabbit. It’s not in David’s bedroom. But what is it doing now?

S: It is drawing a kite in the book.

T: Can you draw in the book?

S: No.

T: Let’s write a new rhyme to the rabbit.

Don’t draw again

One, ____ , _____, _____

R____ the words and don’t d_____.

Five, ____,______,_____

It’s time for c____, but you are drawing a k____.

Nine, _____,______,____

Don’t d____ again.

【设计意图】:在书上小诗的原型基础上,通过情境和引导,鼓励学生自编新的小诗,达到了资源二次利用的效果,提升了学生对英语小诗韵律的感知水平,也培养了学生的发现和创新意识。

Step 3 Consolidation:

1. T: Oh, rabbit. You are so naughty. You run on the sofa and draw in the book.

I don’t want to play with you.

Now, let’s give it some suggestions.

Ss: Don’t stand on the sofa.

Don’t run on the sofa.

Don’t run on the desk.

Don’t draw in the book.

【设计意图】:在这里呈现在课堂中出现的兔子站在沙发上,在沙发上跑,在大卫桌子上跑及在书上乱画的图片,让本课的情景主线再次完整清晰的出现在学生面前,并再次巩固了本单元中的重点句型祈使句的用法。

2. T: Do you want to play with the rabbit, boys and girls?

Ss: No.

T: Why?

S: It’s too naughty.

T: Do you want to play with Bobby?

S: Yes. Bobby is cleaver and lovely.

T: Look, Liu Tao is playing with it now. There is a bone in Liu Tao’s hand. How can Bobby eat the bone?

(PPT呈现动画, 提示学生在观看时注意刘涛的语气和表情变化。)

T: Oh, if Bobby can give the cap to Liu Tao, it can get the bone. How clever!

Open your books and read follow me.

Read and act. (注意模仿刘涛的语气和表情)

【设计意图】:读的能力在学习一门语言中是至关重要的, 不仅要要求学生读对读准字词,也要强调读的语音语调。所以在这里,我特别强调要模仿着读,让学生真正感受到语言的真实性和生活化。

Step4 Production:

T: This story is very interesting.

Boys and girls, do you like stories?

Ss: Yes.

T: Do you know the story: The little rabbits?(PPT呈现故事的相关图片)

Ss: Yes.

T: Now, six students make a group. One of you can act the mother, three of you can act the children, the other two students should act the wolf and the aside.

Practice and act in groups.

【设计意图】:在模仿书上刘涛读之后我又通过学生熟悉的童话故事《小兔乖乖》自创了篇英语小文章。让学生分组分角色练习并表演对话,并及时的指导动作和语音语调。这个环节充分调动了学生参与的积极性,激发了学生小组内合作互助精神和小组间竞争的意识。同时,故事的内容也再次巩固升华了本单元的重难点知识。

T: You did a good job today. Please remember the sentences:

Study while you study,

Play while you play,

That is the way,

To be study and gay.

学习认真,

玩耍开心,

娱乐学习,

开心乐呵。

Step 5Homework:

1.总结所学过的含有/s/ /r/ 的单词.

2.调查发现在校园内文明和不文明的现象和标语。

Designs:

Unit8 In class

/s/ seven sofa do the puzzle

/r/ rabbit run give me

Seven rabbits are running on the sofa.

附:

The little rabbits

M—the little rabbits’ mother

W—the wolf R—the little rabbits A— aside(旁白)

M: Don’t open the door. Don’t open the windows.

Copy the new words and draw a dog for me at home.

R: All right. Goodbye, Mum.

A: The wolf is coming and knocking at the door.

W: I’m your mother. Open the door!! Open the windows!!

R: No! You’re not my mother. Go, go, go!

A: Mum is coming and knocking at the door.

M: Open the door, please.

R: All right. Mum. Sit down, please. Drink some water, please. M: Thank you.

五、特色简析:

我为本课创造了一个顽皮兔子的形象,通过它的行动路线展开了本课各个环节的学习。各个环节都能够注意自然过渡,在新知呈现的过程中能细致到位,并及时加入练习进行巩固,利于学生掌握。在课堂中,我注重激发学生求知欲,鼓励学生发现问题,解决问题,把课堂充分交给学生。同时,我把教材进行了重新整合,加入了多个自编的内容,在学习巩固的同时也全面提升了学生在英语听、说、读、写各方面的能力。整堂课学生表现积极,求知和竞争的意识都很强烈。特别是在最后的表演环节中,很多平时不爱表现的学生也都能以饱满的热情参与其中,将本课目标达到预期水平。

六、效果说明:

随着对单元整体教学思考的深人,有效落实综合版块的教学越来越受到重视。进行综合版块教学时,如何优化版块的功能,培养学生的语言运用能力,体现教学的层次和梯度,达成单元教学的总体目标,是教师们应思考和探索

的重要课题。

1.体现板块功能,发挥各板块在单元教学中的作用。

综合版块中既有语音训练,活动项目,又有歌曲歌谣和阅读材料。教师要正确明白各个板块的功能特点,设计的教学活动要尽量做到“到位而不越位”。阅读板块的定位就在阅读与理解,如:我安排了带着问题读文章,完成David的日记来巩固对文章的理解。游戏活动环节要激发学生的语言,所以我特别强调要模仿读。语音和小诗板块是对孩子语感培养的有效方式之一。我们的重点应放在对孩子口语表达的训练,培养孩子的语音意识,同时要培养他们读英语的美感。

2.理清课堂主线,将各板块有机整合。

我们综合板块的教学很容易出现一个问题:那就是主线不明确。虽然每个部分都教了,但是显得很零散,没有一个完整的教学思路。要想使得我们的教学有完整性,我们可以在板块之间寻找内在的联系,也可以围绕一个主题,将相关的板块串联起来,使得一节课条理清楚,环环相扣,体现一个整体性。所以,我为本课设计了一个顽皮兔子的形象,并以它的活动路线作为贯穿全文的主题。

3.强化语言输出,提高学生的综合语言运用能力。

《英语课程标准》指出:英语课程要面向全体学生。课程还特别强调要关注每位孩子的情感,激发他们学习英语的兴趣。使他们在学习过程中发展综合语言运用能力。在综合板块我们要强化学生的语言输出,提高他们的综合语言运用能力。所以,我改编了《小兔乖乖》这个童话故事,让学生在读读、演演的同时感受英语学习的乐趣和体会成功的喜悦。

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