Story time教学目标设计

Teaching contents

教学内容

Story time Teaching aims and learning objectives

教学目标

1. 学生能够阅读理解故事内容。

2. 学生能够在理解的基础上表演故事。

3. 学生能够在表演的基础上，适当拓展改编故事为小短剧并进行表演。

Focus of the lesson and predicted area of difficulty

教学重点和难点

教学重点：1. 学生能够从整体上阅读故事并理解。

2. 学生能够语音语调正确地朗读对话，表演故事。

教学难点：学生能够阅读理解故事内容。

Teaching aids

教学准备

教学准备：人物卡片、头饰、食物图片、多媒体课件

Teaching procedures

教学过程

Step 1 Greeting & Warm up

1. Greeting

T: Hello, boys and girls. So happy to be your teacher, and I want to find some friends. If you are the same with me, please stand up and say “Me, too!” OK?

S: OK! T: I like dogs very much!

I can swim. I have an English book. Coffee is my favourite. I like listening to music. (遇到与老师相同的答案，学生起立说“Me, too!”)

2. Lead-in (Get into the context) T: You like listening to music. Now let’s enjoy! (播放《爸爸去哪儿》片段英文版) T: Do you like this TV show? Today, Season 3 is coming! And I’ll be the host Cici. Good morning, boys and girls! (PPT出现戴牛仔帽的Cici) S: Good morning, Cici!

T: Today I’ll take you to some places and let’s find food, OK? (PPT出现“找食物”) And when you find your food, please put it on your plate. 【设计意图：让学生初步进入《爸爸去哪儿》的情境，利用热播电视节目引发学生的共鸣，激发学生在课堂开始时的学习热情，也为下一步学习进行铺垫。整个环节用找食物来串联，找到食物就放入小组的盘子里，同时也为最终的呈现进行准备。】

Step 2 Presentation 1. Game Village (Play a game) A. Shout the name T: We are going to the game village. Let’s find food in the game! (PPT 呈现) If you see words or pictures, say it loudly and quickly! If you see the boxes, say Yummy! Yummy! (教师可以板书sandwich和hamburger并贴上相应图片) B. Guess the food T: In the game there are some boxes. Let’s guess what’s in it?

(学生根据提示猜测盒子里的食物)

答案：a cup of coffee

a glass of milk

some noodles T: Congratulations! (在黑板上贴出对应的食物图片) Don’t forget to put the food on your plate! C. Say a chant T: Now, I can make the food into a chant. Listen! Coffee, coffee, I’d like some coffee. Milk, milk,

I’d like some milk.

Noodles, noodles, They are very nice! (用刚刚的食物名称编成一段chant) T: Can you have a try? (板书关键句型I’d like …)

S: (Say the chant.)

D. One-min-non-stop talking

(一分钟说不停) T: Let’s have one-min-non-stop talking. You can ask freely. Let’s try!

I’d like a glass of milk. What would you like, S1?

S1: I’d like

… What would you like, S2? S2: …

T: Let’s practice in groups of four first.

T: OK, let’s do it! You should say loudly and quickly! (四人小组快速接龙问答) T: You are so great! Don’t forget to put the food picture on your plate. OK. Let’s move!

【设计意图：通过游戏初步呈现本课时所要学的单词和词组，明确学习目标，同时加以适当的图片板书，并利用已学词汇进行小诗的吟诵，视觉与听觉双重刺激。一分钟接龙提问，鼓励学生反复操练，培养语感。这一环节结束后再次将食物放入盘子，各小组进行自我奖励。】

2. Cartoon centre (Learn the story) T: We are going to have a rest and enjoy a cartoon!

Look at our friends, where are they? At the snack bar. (教师板书标题) T: What are they doing at the snack bar? What food can you find at the snack bar? Let’s watch and tick.

A. Watch and tick. T: All right. Time is up. Let’s check the answer. If the answer is right, let’s say “yes”; if the answer is wrong, let’s say “sorry”. Who can have a try?

S: I can find some hamburgers, sandwiches, noodles, coffee and milk. (也许会由多位学生共同回答出以上答案) T: OK, but what would each of them like? Let’s watch the cartoon again and try to match. B. Watch and match T: Mike would like …

Helen would like …

Dad would like …

Who can find the answer? Come and match.

【设计意图：任务型教学与学生活动相结合，Watch and tick活动让学生初步感知课文大意，Watch and match活动进一步进行细节处理，请学生上黑板演示，整体讲授与个别指导相结合。】

C. Read and answer T: Boys and girls, you know the story so well. Now, please open your books, read the story by yourselves and find how to ask as a host. S1: What would you like?

T: Yes, we can ask like this as a host. (板书What would you like?) Anyone? S2: What about you?

T: Yes, we can ask like this at the second time. (板书What about you?) Anyone? S3: Anything else? T: (板书Anything else?) Congratulations! You can ask so well and you can be a good host or a shopkeeper! Great! You can get some food now! 【设计意图：通过提问，帮助学生归纳整理出提供食物者询问的关键句。过关后再次往盘子里放食物。】

D. Read the story T: All right, you can understand the story and know the sentences so good. Now, it’s time for reading. Let’s read the story!

(1) Read after the tape T: First, let’s read after the tape. Please listen carefully and try to imitate. Learning tip: 跟读时请注意语气、语调、停顿哦。

【设计意图：听录音跟读，获取优质标准发音。】

(2) Read after the teacher! T: Now, please read after me. 【设计意图：跟老师读，进行局部修正及语音指导。】

(3) Read together T: Now, time for us to read together. 【设计意图：齐读，巩固听读效果。】

(4) Read in roles

T: Now, you can work in groups of four. If you read together, you can get a card. If you read in roles, you can get two. If you can act without book, you can get three! 【设计意图：分角色朗读，为表演铺垫。】

E. Sum up (Play a game) Big balloon (大气球)

(1) 如果回答正确，气球上升。当气球碰到白云则获胜。

Mike想要一些面条和一杯牛奶，他可以说：

I’d like some noodles and a glass of milk.

(2) 服务员想问顾客需要什么，可以说：

What would you like? Can I help you? What about you? Anything else? T: OK. Now you can get more food. Let’s have a look! Wow, you already have so many food! (所有小组举起他们的盘子，展示盘子里的食物图片) 【设计意图：在多次朗读文本的基础上进行总结、归纳。】

Step 3 Consolidation: Happy snack bar T: In the cartoon, Helen’s family go to the snack bar! Do you want to go?

S: Yes! T: Good! We are going to Happy snack bar! Look, our friends are here too. Let’s treat them! You can work in groups of four, use the food card you have and get help from the exercise paper! (教师可以先邀请学生一起做示范，进行角色扮演) T: Thank you, everyone. You know the story in this lesson, and know how to ask and answer in ordering food. Just have a try! OK, here comes your homework. Have a look. 【设计意图：前面每一个环节结束时，学生都会给自己小组的盘子加上一些食物，利用这些食物，加上爸爸去哪儿节目中人气小明星的头饰，在角色扮演中完成任务、拓展巩固。老师先进行示范，讲清要求，学生在模仿的基础上适当发挥。本

环节着重考查学生对本课时知识的掌握程度和实际应用能力。】

Homework

家庭作业

1. Listen, read and act the story. 跟读故事5遍并和朋友一起表演。

2. Find more words about food. 查找更多关于食物的单词。

3. Share your food with friends. 试着用今天所学的句型邀请你的小伙伴一起分享食物。