Unit 3 Story time教学设计及教案分析

English 2B (Oxford Shanghai Edition)

Module 4

Unit 3

Story time

Theme：A girl and three bears I、单元教学目标

【语用任务】

能在A girl and three bears故事语境中，能够运用I am…介绍自己I wan t… /I wan t to…I (don’t) like…表达自己的需要和喜好。要求语音基本准确，表达较为流畅。

A. Language knowledge (语言知识)：

1、

在语境中学习和熟练运用核心词汇: hungry, thirsty, bread, milk

2、在语境中学习和熟练运用句型I am … 来表达自己的感受。

3、在语境中熟练运用句型I want …/ I want to…来描述自己需要的东西。

B. Language skills (语言技能)：

Listening: 1、通过语音能正确识别本单元的核心词汇：hungry, thirsty, bread, milk并理解其含义

2、能听懂核心句型：I am...以及I want…/ I want to…

Speaking: 1、在语境中能够熟练地说出核心词汇：hungry, thirsty, bread, milk

2、在A girl and three bears的故事语境中，能熟练地运用核心句型：I want some…/ I want to…

Reading: 1、能熟练地朗读词汇：hungry, thirsty, bread, milk

2、能熟练地朗读句型：I am...以及I want…/ I want to…

Writing: 能够正确书写本单元的核心词汇：hungry, thirsty, bread, milk

C. Language use (语言应用)：

在故事情境中，学生能够运用I am…表达自己的感受并结合I wan t… /I wan t to…表达自己想要的东西和想干的事情。

D. Affection and attitudes (情感态度)：

通过本单元的学习，学生在创设的语境中，激发对表演的兴趣，培养与人为善，宽容他人的态度。

II、Module 4 Unit 3分课时教学目标

课时

话题

语用任务

语言知识与技能

1、能在语境中感知、理解核心词汇能在A girl and three bears故事语境中初步hungry,

thirsty,

bread, milk的音、义、形。

情感目标

2、能在A girl and three bears故事语境初步感知故事前半段，激发学习兴趣和故事表演欲。

第A girl and 中感知、理解核心句型I am…介绍自己I 了解故事内容，能够简一three wan t… /I wan t to…I (don’t) like…表达自课bears(Ⅰ单介绍自己，表达自己时

)

己的需要和喜好。

的需求。要求语音基本3、能在语境中初步运用句型准确，表达基本达意。

How/Too/So…!表达自己的情感。

能在A girl and three

1、在第一课时的基础上，能自主运用bears故事语境中深入核心词汇hungry，thirsty，tired来表达第

A girl and 了解故事内容，能够简感觉。

二three 单介绍自己，表达自己2、能够在语境中熟练使用核心句型I 课时

bears (Ⅱ) 的需求。和同伴表演故want to do …来描述想要做的事。

事内容。要求语音基本3、能在第一课时的基础上，在语境中熟准确，表达基本达意。

练运用句型I am…介绍自己I wan t… /I wan 在创设的故事文本语境中，通过二课时的学习，激发和培养阅读英语故事的兴趣和能力，学习与人为善，宽容他人的品质。

t to…I (don’t) like…表达自己的需要和喜好。

3、能理解并表演完整的故事文本内容。

III、单课教学文本与教学过程

Period 1

A girl and three bears(Ⅰ) 第一课时再构主文本：

Hello! I’m Lucy.I am tall and nice.I have two big eyes and long hair.I can ride a bicycle.I like singing and dancing. One day, Lucy go to the forest. She is lost (迷路). She is crying. Lucy: I’m hungry, thirsty and tired. Look! A nice house!

(Wow! So much food in it! One the table, there is some milk.) I am thirsty. I want some milk. Mmmm…I like the milk.

How nice! (Lucy can see some bread and soup too.) I’m hungry.

I want some bread and soup. Er…I don’t like the soup.

Too cold！

(Look! A bed! Touch it! It’s soft.)

I’m tired.

I want to sleep. Wow! I like the bed. So soft！

预输出文本：

I am…

I wan t… /I wan t to…

I (don’t) like…

How/Too/So…!

Teaching Plan :单课教案

Procedures Contents 1. To show some pictures of their learned fairy story

Pre-task preparations

2. Story A boy and a wolf

3. Lead in the main character: Lucy Q1: Who’s the girl?

1. Show the whole 1. Enjoy the story and story Q: Where is Lucy?

2.

While-task procedures Show beginning part answer: She is in the forest.

the 2 Follow the teacher

通过提问引导呈现故交代故事发生的地点原因，让学生在朗读的过程中加深情感体验。

通过大问题引出故事主推进做铺垫。

事，整体感知故事内容。

2. Say and act

3. Listen and answer Methods 1. Review the story Purposes 呈现学生已知故事图片，唤醒旧知，激发学习兴趣。

通过复现旧知引入新知学习。

呈现故事导入文本，提问引入主要人物，通过角色扮演加以巩固。

3. (She can see a 3. Enjoy the rest part of the 线及核心单词，为文本逐步

house in the forest. story and answer: She walks into the

house) Q: How is she? 4. Part One She is thirsty, hungry and tired. 4. Part One 通过图片及提问逐步引出故4.1 Q1: What can Look at the picture and 事主体第一部分的学习，并Lucy see on the answer the question 通过儿歌及表演加以巩固。

table?

Q2: How is she? 4.2 Read a chant

4.2 Chant 4.4 Say and act 5. Part Two&Three 1. Play the audio

2. Chant 3. 4. Show Act out Two&Three students 6. Chant 4.3 Listen and enjoy 4.3 Show the video 4.4. Say and act 5. Part Two&Three 1. Listen and guess How is Lucy? 2. Make a new chant Part 3. Read and follow 4. Say and act with 6. Read a chant 整体呈现儿歌，体会儿歌的节奏与韵律，丰富学生语言表达。

1. Show the whole story

2. Show a table

Post-task activities

3. Given the key patterns I’m …..

I want…..

….! I (don’t)

like….

How/So/Too….

4.

Listen and ask Q: Who’s coming?

Assignment 1. Read the story ★

2.

Retell the story to your friends or parents★★

1. Read and follow

blanks

3. Retell the story

4.

Listen and guess 2. Read and fill in the 通过朗读整体感知复现文本。

通过填表培养学生提炼信息能力，并为语言整体输出做铺垫。

复述故事，提高学生语用能力实现语言综合输出。

设置悬念，激发学生对第二课时学习兴趣。

通过猜谜引入故事主体第二、第三部分的学习，通过儿歌跟读表演等形式体会主人公的情感。

Blackboard-

2B M4U3

A little girl

writing

feelings

thirsty

milk

How…!

hungry

I want…

bread

Too…!

soup

tired

bed

So…!

Period 1

A story of clothes(Ⅰ)

—Birthday gifts 第二课时再构主文本：

(It is evening. The three bears are coming home. They are sad.) Papa Bear:

I’m so thirsty. Oh, my milk! Where is my milk? I want to drink some milk.

Mama Bear: I’m very hungry. Look at my bread. Where is my bread? I want to eat. I’m so sad.

Baby Bear:

Oh, I’m so tired. I want to sleep. Look! A girl is on my bed.

(Lucy is awake. She can see three bears. They are lovely.) Lucy: I’m very thirsty. I drink some milk. I’m so sorry.

Papa bear: That’s all right. You can drink my milk.

Lucy: I’m very hungry. I eat some bread. I’m so sorry.

Mama bear: That’s all right. You can eat my bread. Lucy: I’m very tired. I sleep on the bed. I’m so sorry.

Baby bear: That’s OK. You can sleep on my bed.

Lucy: You are so kind. Thank you very much. (Lucy is very happy. The three bears are very kind. They are good friends now.)

预输出文本：

I am…

I wan t… /I wan t to…

I (don’t) like…

How/Too/So…!

Teaching Plan :单课教案

Procedures Contents read a chant

Methods Purposes 通过有节奏的儿歌进入课堂氛围，营造宽松的学习气氛。

通过表演故事的前半段让学生快速进入故事主题，唤起学生对故事的回忆。

1. Encourage Ss to 1. Say a chant about Lucy. 2. Act out Lucy

Pre-task 2，Let Ss to act out

(Feedback period 1) 3.Guess

3,Guess:Who’s coming? 1,Watch the whole 1,The three bears are story and ask

2,A bears

Part One: and teach Where is …?

2,Show a chant

again and ask How is Papa bear? How is Baby bear?

dialogue 1. Part Two: Part Two: Part One:

new one.

3,Learn:want to I want to drink/eat/sleep…

the story.

song: coming home. 2.Sing a song: Three Three bears Who’s coming?

preparations period 1 of the story.

让学生带着问题去听，激发他们学习的主动性。

以听力的方式引出故事对话文本，通过小熊表情的变化来吸引学生。

以儿歌的形式操练新词通过模仿故事中小熊的语调来阅读故事，增加阅读故事的兴趣。

汇，增加课堂趣味性。

1,Listen to dialogue 1 1,Listen to dialogue 1. 2,Say a chant and make a While-task procedures 3,Listen dialogue 1 I’m thirsty/hungry/tired.

How is Mama bear? 4.Read dialogue 1 follow 4.Let Ss to read 在分段理解故事内容的1,Show dialogue 2 1,Watch the end of the 过程中学习语言知识，巩固操

and ask: sad? 2,

Teach: A:I’m so sorry.

B: That’s all right.

That’ O.K.

A: You are so kind. much. 3, Say and act. story and answer. 练新词汇和新句型，培养学生的语用能力。

呈现主体结构，让学生自主实现语言输出，达到情感目标。

Are the three bears

2,Complete and dialogue between Lucy and the three bears.

3,Say and act.4. Introduce

Thank you very the shirt 1,Let Ss to read the 1,Read the story follow the whole story nicely.

Post-task activities

2,Role play 2,Act out the whole story. bears flash. 通过文本的听与读进一复习巩固故事中小动物步巩固课堂所学。

们对自己漂亮的衣服的介绍。

呈现完整的故事，通过读生体验到宽容他人，会使我们更快乐的体验，落实情感目标。

A little girl and three kind 故事和表演故事的形式，让学1. Read the whole story nicely. ★

Assignment 2. Try to act out the story “A little girl and three kind bears” on our English Stage this Friday. ★★

2B M4U3

A little girl and three

kind

bears

Thirsty

I want …

Papa bear Blackboard- Lucy

hungry

I want to …

Mama bear writing

tired

Where is …?

Baby bear

I’m so sorry.

That’s all right.

You are so kind. Thank you very much.

That’s O.K.