Story time教案教学设计

梅岭小学西区校 2017 — 2018 年度第

一

学期研究课记载表

学科

英语

年级

三

执教者

邹红娟

教学日期

2017-12-10 教

学

设

计

一．单元目标

（一）

知识目标

1、能初步听懂、会说、会读Would you like…?/What about…?以及应答语Yes, please.和No , thank you。明白如何征询别人的意见。

2、能听得懂、会说、会读词汇：a pie，a cake，a sweet。

3、能听懂、会说、会读Nice to meet you.，并且明白回答是Nice to meet you, too. （二）

能力目标

1、通过课文表演与情景模拟，理解并掌握本课日常交际用语。

2、通过模仿课文录音的发音与语音语调，突破教学难点。

（三）

情感目标

1、通过学习，理解与新朋友的招呼方式及学会热情招待新朋友。

2、通过学习，了解绿色食物对人的好处。

二．课时目标：

1.完成story time部分的学习。学生能听懂文本内容及期所体现的语言含义. 2.在语境中学习词汇：a pie, a cake , a sweet。能正确朗读单词 ,能运用句型进行简单的描述. 3.了解一些生活中热情招待客人的句型。

三．教学步骤

Step1. Free talk. 1.

T: Hi, I’m Miss Zou. This is …. She is my friend. Can you introduce your friends? (学生介绍自己的朋友，教师适时地说：Nice to meet you. 引导学生回答：Nice to meet you, too. ) 2.

T: This is my pen. Look at my pen. What color is it? S: It’s red. T: Look at my red pen. (通过谈论身边的文具用品，帮助学生复习第五单元的内容) Step2. Learning aims. T: Today, we are going to learn Unit 7. We’re going to read, understand and act the story; we’ll learn some words about food; we’ll learn how to offer food in English. Boys and girls, are you ready? (和学生看一看本课的学习目标，让学生明白本课要完成哪些任务) Step3. Reading 1. Look, who is he? S: He is Mike. T: Who is she? S: She is Helen. She is Mike’s sister. 2.T: They are going to have a picnic. What do we need to have a picnic? 1

S: Juice, hamburger, sweets…

T: Yes, we need something to eat and something to drink. So, Mike and Helen are in a shop. Let’s have a look. What can they buy? Look, what’s this? S: It’s a hotdog/ sweet/ cake/ pie/ an ice-cream/egg. （创设野餐情境，让孩子自己去想需要带哪些东西，帮助孩子学习本课的词汇。）

3.

Let’s read the words. Follow me. 4.

What’s missing? 5.

Quick response Look at the pictures or words and say them quickly. （通过不同形式和孩子一起操练新学的单词）

6.

They are all delicious. Would you like them? Would you like an egg? Would you like an ice-cream?... (帮助孩子学会Yes， please. No, thank you.让孩子依据自己的爱好回答要还是不要。) 7.

Guess what Miss Zou would like. 8.

Say a chant. A cake, a cake. Would you like a cake? Please, please. Yes, please. A pie, a pie. Would you like a pie? Thank you, thank you. No, thank you. Step4. Reading comprehension 1.T: Look, they are Mike’s friends. They are having a picnic now. Watch the video and find out 1）How many children are there? 2）Who are they? (学生观看视频，对文章有初步的感知。找出答案) 2. They meet Helen for the first time. They are very friendly and they offer some food to Helen. Watch again. Try to answer: 1) What food do they offer to Helen? 2) What would Helen like? (再看视频，对文章的细节进一步体会) 3. Now， open your books. Please tell me How do they offer food? How does Helen answer. Step 4. Reading Now, please listen to the record and follow. Read together. Read in groups. Read in your own way. (通过跟读，齐读，分角色朗读的形式确保学生能正确朗读课文，然后让他们以

2

自己喜欢的方式去读课文) Step5. Show time Let’s act the story out。

Step6. Let’s act. Now, the picnic is over. Helen is in your house. How will you treat her to some delicious food. Make up your own story. Step 7.Summary Today, we learned some food. Do you know them? When we see somebody for the first time, what do we say? How do we offer people food? How should we answer? 1.紧扣单元整体设计，教学思路清晰，教学环节环环相扣，层次分明，重难点突出。同时老师善于创设问题情境，引导学生自主探究，合作交流，课堂气氛活跃，教学效果很好。

评

2.教师教态自然，课堂生动活泼，易于学生接受，学生学起来轻松，

课

活泼，很好地体现了教材的特点，整节课班级气氛活跃。

3.课堂的教学形式多样，学生的口语表达能力很强，训练有素。

情

况

3

今天，开设了Unit7Storytime部分的教研课。

总体来说，学生课堂纪律较好，师生配合较好。在今天的课堂上，学生的积极性很高，举手踊跃发言的学生很多，但有少部分孩子总是不举手，或是举手时非常犹豫，不够自信。因此在今后的课堂中，我将更关注那些不够自信，不敢自由表达的学生，帮助孩子变得更阳光，教

学

反

思

让他们通过在课堂上的发言来证明自己，相信自己。

三年级的学生对于游戏非常的感兴趣。今天，学习词汇时Guessing game及Quick response两个环节孩子变得很活跃，在愉快的气氛中顺利地将学到的词汇短语复习巩固了一遍。因此今后我将借鉴，思考各种有趣的游戏，将游戏与学习结合，让学生在轻松愉快中学习。

要充分相信并发掘学生的潜能。今天在介绍朋友时，课本中使用的只有指近物的指示代词this.但有孩子就把我以前上课时说的句子用了起来：“That is my friend.”

听课的老师对他非常赞赏。今天孩子们的表现让我感觉我应该更相信他们的潜能，把课堂时间更多地留给他们。

以后我要多借鉴，多思考，认真设计每节课，让孩子在课堂上不是被动消极地听，而是积极主动地去想，去问，去说，让孩子成为课堂的主导者。

备

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