Story time第二课时教案

Unit 3 My friends 教学设计：

课前：贴心型思维导图底卡

Step1 ：Warming up

1.

Greeting （Today，we’re going to learn Unit 3 My friends. I have three tasks for you.）

2.

Three tasks: Task1: Group one, Stand up. Sing 《Are you Mike?》

Task 2: Let’s have a free talk.

T: Hi, I’m ….S1: Hi, / Hello, I’m…

T: Good morning. Are you…?

S2: Yes, I am.

T: Hello, are you….? S3: No, I’m not. I am…

Task 3: Magic eyes: as quickly as you can. Go! (You all did a good job!) Step 2：Pre-reading （So let’s play a guessing game.）

1.

Guessing game: T: Look. Who’s she?

(Ss: Miss Li)

T: Yes, you’re right. You can say: She’s Miss Li. (指引学生跟读)

点人读She , 强调She’s /z/ 结合动作zzz

点读

远指：She’s Miss Li. And who’s she? Su Hai. (操练句型)

T: OK. Go on, who’s she?

... S: She’s Yang Ling

T: We can also say She is Yang Ling. 读she’s＝she is （结合手势教读，分组练习she’s she is）

T: Next，Who’s he?

S1: Mike. S2: He’s Mike.

T: You can also say : He is Mike. (同法操练Liu Tao) 2. Try to find:

OK, guys. Can you tell me how to use he’s and she’s? Let’s read them. (Very clever)

Tips: 英语中，男他he, 女她she 3. Response quickly: Now I have some photos. If you are in it, please stand up. Let’s point and say. He’s …/ She’s … Ok? (wonderful) 4. My friend: Let’s guess: T: Who’s she? S: She’s Miss Li. T: Yes, she is Miss Li, a

beautiful lady. She’s my friend. (教读

friend. quiet & loud) (my friend 开火车读，go, go, go )

T: And look at the handsome man. Who’s he? S: He’s Mr Wang. He’s my friend, too.

So I can say Miss Li and Mr Wang are my friends.

Do you know what’s the difference? ( 手指friend和friends) (excellent!) 出示课题：

Unit 3 My friends. Boys twice, girls twice. 5. Talk about your friend: Now you know my friends. Can you introduce my friend to me?

Please work in pairs. Go…

Who wants to try?

(smart) Step 3 While –reading Let’s meet the friends in our book.

1. Look and answer: Who are they? (呈现课文配图) 贴思维导图字卡Miss Li, class, Mike, Yang Ling. 2. Watch and guess: What are they saying? （引导说出课文原文。跟读）

贴思维导图字卡Goodbye.

What other words do you know? 拓展Bye, Bye-bye. See you. 3. Listen and underline: Mike 是怎样向父母介绍自己朋友的? 仔细听，找出相关语句。

（贴思维导图句型She’s… She’s my friend）

Yang Ling是怎样向父母介绍自己朋友的? 仔细听，找出相关语句。

（贴思维导图句型He’s… He’s my friend）

4. Listen and repeat: It’s the reading time. Please pay attention to the pronunciation and intonation. (逐句点读，呈现升降调和朗读建议) 5. Read in groups: You can choose one way you like. (出示评价标准) Step 4 Post-reading 1. Dub for the story: Group1 Miss Li, Group 2 Mike, Group 3 Yang Ling (have a

change) 2. Let’s act the dialogue with creative ideas. (出示表演要求，分级评价) 评价（T-Ss, S-Ss）(通过师生评价和生生评价选出最佳编剧奖和最佳表演奖) 3. Let’s summarize the whole lesson: (Big Balloon游戏如果回答正确，气球上升

当气球碰到白云则获胜。)

1）老师告别你可以说：

2）向别人介绍刘涛你可以说：

3）向别人介绍你的朋友，可以说：

4）向别人介绍你的朋友苏海，可以说：

4. Moral education:

Everyone needs friends 教学反思：

本轮教研课的主题是思维导图引导下的story板块教学。教授story time时,整个活动设计的围绕 She’s… She’s my friend. He’s… He’s my friend.这几个重点句型展开。在课前热身阶段，我选择了《Are you Mike?》这首学生喜爱的chant，magic eyes游戏，以此营造英语学习氛围。然后通过guessing game等游戏活动巩固操练重点句型。用学生们喜欢的老师，身边的同学巩固操练句型。在课文对话呈现部分，我通过层层引导的问题和小组合作形式帮助学生理解对话内容。每次的表演环节都会令三年级的学生兴趣高涨，他们演绎的过程也是句型的内化、吸收和运用过程。拓展环节让学生在创设的真实情境中积极参与，大胆实践，既巩固所学的知识，也让学生充分体会他们所学内容的实用性。但我干预和预设的内容过多，学生们的思维没有被打开。在课文文本解读时，也没有注意到故事情境的完整性，忽视引导学生看图。表演文本部分的设计相对单一，可以引入一些更易操作的情境，让学生们有机会展示自己，源于课本而又高于课本。