Lesson 3优秀获奖教案

六年级上册Unit 5 Story corner 教学设计

教学主题

Story Corner 教材

重大版小学英语

册次、单元

六年级上册

单元课次

U5 Story Corner

课型

教学目标

综合运用

（故事教学）

1.知识与能力目标：

1）、能在具体的语境中理解并运用单词cross the river，deep, mill和句型Are you going to…? I’m going to…。

2）、能借助图片和动画读懂story corner 的故事，能用正确的语音语调朗读表演对话。

2. 情感态度目标：

1）学生喜欢读故事，并能够体验故事的乐趣，并积极尝试使用英语表达。

2) 通过本故事学习，懂得实践出真知的道理。

四、教学重、难点

学生能听懂故事大意，全体学生能在图片和教师的帮助下分角色朗读故事，绝大部分学生能表演故事。

五、教学过程设计（方法、手段、意图）

Step 1 Warming up 1. T: Hello! My lovely kids, let’s sing.（师生看视频唱歌，做动作）

[设计意图：活跃课堂气氛。复习本单元一般将来时，为故事学习作铺垫。]

2. T: What are we going to do? We’re going to learn a story. First, I’ll divide you into four groups . Group1, you’re white horse…(边说边出示小马)We’re

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going to have a PK. At last, the winners can get a mystery present.

Let’s see, where is the present? Aha, It’s over there.

Oh, there is a river. How can you get the present? Ss: 过河. T: Yes, you must cross the river. (出示词卡，教读“cross the river”.) 3.T: Boys and girls, can you cross the river?

Ss…. T: Maybe the river is deep.(出示deep,教读) ?

[设计意图: 通过如何拿到礼物引出本科重点词汇cross the river、deep，评价与生词学习相结合。] Step 2: Presentation 1. T: Maybe the river is deep. Maybe it’s not deep. It doesn’t matter. You can have a try.

Who crosses the river first will get the present. Come on, Children. 2. 初步感知

T:

T：Today，a friend, Baby horse, is coming here. Let’s watch a cartoon and answer the questions. Q1: Who are in the story? Q2: What is the baby horse going to do? (播放动画) T: Now, let’s check the answer.（抽生回答）

[设计意图:以动画片的形式呈现故事，学生借助动画整体感知故事,理解故事大意。] Step 3：Learn the story 1.Learn picture 1. （1）

T: Look, what does the mother horse say? （边做动作边说：Take this bag of wheat to the mill）

出示一袋小麦，学习wheat , a bag of wheat。

学习

mill. T: Now, follow the tape.（生跟读）

T: What does baby horse say?（生读

All right, mother.）

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[设计意图:让孩子借助图片,动作在情景中体验新知take…to…,wheat, mill ”和故事场景。

2.Learn Picture 2. Baby horse goes and goes, what does he see? (生回答：a river.) Children, if you are the baby horse? What do you think?

Read like baby horse with emotions. (抽生模仿baby horse) [设计意图:通过模仿Baby horse的声音、语气，感知故事，体验情感，也为后续故事朗读和表演做好铺垫。] 3.Learn Picture 3 T: The baby horse sees Aunt cow, he asks: (抽生读)

T: Aunt cow says:(和学生一起读对话，用动作理解just up to my knees.) T: Who will try? Read it. [设计意图：借助动作理解句子。] 4.Learn Picture 4&5 (1) T: A squirrel sees baby horse, does he agree with aunt cow? Look at picture 4 and 5. Read the dialogue by yourselves. (2) T: Now, let’s read the dialogue , who can be baby horse, who can be squirrel? [设计意图：自学，抽生读对话，感受人物情绪变化，为故事表演铺垫。] 5.T: Boys and girls, Why do the cow and the squirrel say differently? (抽生回答)

T:If you are the baby horse , what should you do? (抽生回答) T: Yes, if you don’t try, how do you know the river is deep or not. Children, you can have a

try.(出示：You try ,you can) [设计意图：通过假设学生自己是小马该怎么办，揭示实践出真知的道理.] 6.Learn Picture 6—8 T: At last, does the baby horse cross the river? Let’s look at Picture 6,7,8. Baby horse gets back home, what does mother say? T: Children, let’s read, I will be mother , you will baby horse, can you read?

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Let’s have a try. (和学生一起分角色朗读第6-8图) [设计意图：跟读再分角色朗读，为后面表演做铺垫.] 7.T: Finally, baby horse crosses the river. Children, everything needs trying by yourselves, because real knowledge comes from practice. [设计意图：小结故事，总结“实践出真知”的道理。] Step 4 Read the story.

1.T: Children, do you love the story? Let’s read the story with actions and emotions.(播放课件，生读故事.) 2.Retell the story I have so many pictures, you can choose one and stand in right order. Then, watch the picture and retell the story.

[设计意图:在之前朗读的基础上，学生选择图片按顺序复述故事，并配上动作，体验故事人物的情绪，为完整表演故事做铺垫。] Step 5 Act out the story.

T: Now, let’s act out the story. How many roles are there? Yes, four. Mother horse, baby horse, cow and a squirrel, Please look at the rules. 1.Show the rules. 2.Group work: Act the story out. in groups. 3.Share in class. [设计意图：小组清楚地、充分地操练后生动形象地表演整个故事

让学生快快乐乐的用英语做事。] Step 6. Assessment & homework 1. Children, can you give a name for the story?(学生自己为故事命名) 2.Make an assessment. T: Let’s look, which group is the winner ?

You can get the present.

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[设计意图:为故事取名,评价总结。] 3.Homework：

Read the story with actions and emotions.(3步) Try to act out the story with your friends. (5步) [设计意图:引导学生通过作业的完成进一步巩固新学内容，充分体验与朋友分享故事表演所给予的英语学习的快乐，分层作业，满足不同层次学生发展需要。] 六、教学评价

1. 评价内容：

评价内容：

1）学生对故事情景词汇和核心词汇的掌握方面。

2）学生对故事的朗读语气模仿方面。

3）学生学习的积极性、主动性、参与性。

4）学生对故事的表演方面。

5）小组的合作意识，互帮互助意识。

6）学生的想像力，发散思维方面。

2. 评价方法：

全班分成四个小组，课堂上利用一步一步过河的评价方式。

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