Story Time教学设计及课堂实录

成都市锦江外国语小学

Teacher’s Lesson Plan of

Chengdu Jinjiang Foreign Language Primary School

学科Subject：____________Enlish________________

年级Grade：

____________3_____________________

教师Teacher：___________李晓娇_________________

李晓娇

执教者

课题

教学内容简析

教学

目标

教学

重点

教学

难点

Unit4

Family

story time

时间

2018.5 学科

英语

年级

三年级

本单元的故事学习是孩子们熟悉的故事小蝌蚪找妈妈，找妈妈的过程中遇到了狗、猫、鹅、蛇，最后，小蝌蚪通过这些动物描述的帮助顺利的找到了妈妈，小蝌蚪也变成了青蛙。小蝌蚪找妈妈的过程，也是小蝌蚪变成青蛙的过程，明暗两条线，

1、能借助图片读懂单元小故事，并在教师指导下进行复述。

2、能够通过学习小故事，了解蝌蚪到青蛙的成长历程。

能借助图片读懂单元小故事，并在教师指导下进行复述。

能借助图片读懂单元小故事，并在教师指导下进行复述。

学生虽然对小蝌蚪找妈妈的故事内容较为熟悉，但基于英语的情景和本单元的重点词汇和功能句型，对学生而英语思维学情

分析

的培养仍有很大的空间，三年级三班的大部分学生自信、积极，但在词汇量的积累上有所欠缺，在教学设计的过程中应多为孩子搭建脚手架，提供语言支撑，让学生在自然的情境中运用语言。

教学准备

教学设PPT 单词卡片、图片

教学流程

设计意图

计

一、热身(Warm-up)

Greetings 二、导入(Lead in)

1、 T:You know in this unit,we are 以旧知带入新知

talking about... Ss:Family.

T:Yes,here are sonme animal families for you.What are they？

（PPT呈现动物家庭图片，学生回答）

2、T:How about this one? It is

black.It has big eyes.What is it? 猜一猜激发学生兴Ss:Maybe it’s a... T：It’s a tadpole. 趣

三、新课呈现(Presentation)

1、整体输入故事

T：look，there are many tadpoles 整体感知故事

in the pond.What are the going to

do? Ss:They are going to...

T:Today we are going to enjoy the story 《Tadpoles look for

mothers》.

（教师播放故事视频一遍）

T：Do they find their mother?

Ss:Yes. T:Who is their mohter? 激发学生思考

Ss: the frog （教师出示青蛙和蝌蚪的对比图片）

T:they look different.Are you sure?

Ss:Yes. T:Ok,let’s back to the story

and check it. 2、逐图分析故事

播放第一幅图. T:What do they say?

Ss:Where is our mother? T:What else do they say?You can in

Imagine.

S:......

教学设计

播放第二幅图

T:Who do they meet? Ss: They meet dogs.（板书）

T：What do they say? Ss:Excuse me.Are you our mother?

T:Tadpoles are very polite.so

they say “Excuse me”. (教师对Excuse me 的使用场合稍释）

T：What does the mother dog say? Ss: The mother dog says your

mother is short.(板书）

T:They go on swimming... 播放第三幅图

T:Who do they meet now? Ss:They meet the cat.(板书）

T：What do they say? Ss：Excuse me.Are you our mother?

T:The cat says... Ss:No.Your mother can swim.(板书）

T：What animal can swim?

Ss:..... T:Do they find mother this time?

④出示第四章图片

T:What do they ask? Ss: the goose.

T:Why? Ss:The goose can swim.

(出示对话框，学生补充对话）

T:The goose says their mother has

Ss:big eyes. T:What do the tadpoles look like

now?

Ss:... T:They are almost the frog.

⑤播放第五幅图

T:What does the snake say?

Ss:Your mother is green.(板书）

T:They lost again.What do they feel?

Ss:...

T:But they never give up.They keep

swimming. ⑥出示第六幅图图片

T:Look at this picture.Do they find

their mother? Ss:Yes. 根据学生自己理解T:What do they feel now? Ss:... 有感情朗读

T:Can you read it with your understanding?

Ss:......

⑦播放第7幅图

The family of frogs are together.

Tadpoles become frogs. 3、跟读故事，自读展示。

4、讲述故事。

T:Can you tell the story? Ss:Yes.

(教师PPT展示绘本故事）

教师引导学生共同讲第一幅图。

T:Do you want to try? Ss:Yes. (学生小组合作完善故事） 学生小组展示故事

四、故事拓展

T：Tadpoles find their mother frog. Look,What’s this? Ss: 蚕

T:I know you are rasing the silk worm nowadays.Who is their mother? S:飞

饿

T:moth T：Do you know caterpillar? T: Who is their mother? Ss: butterfly. T:You can choose one to do a performance. (教师出示可能用到的词句）

四、Homework

小组合作制作绘本故事，画一画，写一写，讲一讲，演一演。

作业

设计

小组合作制作绘本故事。

（可以选择：画一画，写一写，讲一讲，演一演。）

教学反

思