Story time公开课教案（教学设计）

Teaching plan for Unit 7 On the farm (Story time)

Teaching objectives: Of language skills: Students are able to 1)

understand the story while listening 2)

ask and tell things 3)

read the new words according to spelling rules 4)

perform the story Of language knowledge: Students can 1)

pronounce the new words such as cow, pig, according to simple spelling rules 2)

read the sentences in the story with appropriate intonation and stress 3) understand and read the new words:farm, these, they, are, pig, those, cow, apple, pear 4) use the plural form of a noun 5) get farmiliar with the sentences following:

What are these/ those?

They’re…

Are these/ those…? Yes. They’re…/ No. They’re…

Of Attitudes to Learning: Students can:

1)

get to know a farm with interest. 2)

Imitate happily 3)

Open their mouth bravely and participate actively Of cultural awareness Students can have a general idea of what a farm is.

Teaching key points: Students can

1)

read and act out the story 2)

ask and tell things

Difficult points: The pronunciations of the new expressions The intonation and stress of sentences in the text

Teaching aids: A computer and a projector

Teaching procedures: Step 1 Lead-in 1. Have students talk about their plans for the coming summer holiday. Ask students whether they would like to visit a farm. Show students what a farm is like. T: The summer holiday is on the way. Do you have a plan for the holiday? What will you do during it? (have students talk about their holiday plans.) T: Many students travel to some places during the vacation. If you have a chance, would you like to visit a farm? Do you know what a farm is like?

(present students with pictures of different farms. Have students know what a farm is like.) 2. Lead students to the topic of this unit. T: We have seen pictures of farms, do you like them? The topic of this unit is ‘On the farm’.

(Have students read the title of the unit.)

Step 2

Story time 1.

study for new words and new sentence patterns Lead students to learn the new words and new sentence patterns in the text. 1) what are these/ those?

They’re pigs/ cows/ apples/ pears. T: (present students pictures of Liu Tao and his grandpa.)

Look, who is the boy? Who is the old man?

Ss: Liu Tao and…(have students know the old man is Liu Tao’s grandpa.) T: Liu Tao’s grandpa owes a farm. Do you want to visit it? T: This is the farm of Liu Tao’s grandpa. What can you see?

(show a picture of a farm ) Ss: Some houses, animals and fruit trees. T: (show the picture of a pig)

Look, What’s this?

Ss: It’s a …(Tell students it’s a pig(猪) Have students read the new word ‘pig’ several times.) T: (show the picture of some pigs) What are these? Ss:…

T: (help students answer the question)

They’re pigs.

它们是

猪

（Have students chant the following: This, this, what’s this? Pig, pig, it’s a pig; These, these, what are these? Pigs, pigs, they’re pigs.）

T: (show the picture of a cow.)

What’s this? Ss: It’s a …

T: (help students tell the answer) It’s a cow(奶牛).

(teach students read the new word several times) T: (Show the picture of some cows)

What are those(那些是什么？)

Ss: They’re cows.(它们是奶牛)

（Have students chant the following: That, that, what’s that? A cow, a cow, It’s a cow; Those, those, what are those? Cows, cows, they’re Cows.）

T: (show the picture of some apples) What are these ?

Ss: They’re apples.

它们是

苹果

T: (show the picture of some pears)

What are those?

Ss: They’re…

T: (help Ss tell)

They’re pears.

它们是

梨子

（Have students chant the following in pairs: These, these, what are these? Apples, apples, they’re apples；Those, those, what are those? pears, pears, they’re pears.）

2) Are these...? Yes. They’re…. / No. They’re…

T: (show the picture of some lovely pigs.)

Are these pigs?

这些是猪吗？（Are these…? 这些是…吗？）

Ss: Yes. T: Yes. They’re pigs.(是的，它们是猪)

T：(show the picture of some cows.)

Are those pigs?

那些是猪吗？（Are those…? 那些是…吗？）

Ss: No. T: No. They’re cows.(不，它们是奶牛。) （Play a game with students. Present students with pictures of animals made by the shade of one’s hand，such as birds, dogs, and pigs . Have students guess what animals they are, using ‘Are these/ those …?’）

2.

understanding the story

Lead students to the story in story time and understand it. T: Besides us, someone is also visiting grandpa’s farm. Do you want to know who he is?

Let’s watch the cartoon of the story time. Try to remember what he or she sees on the farm.

(have students watch the cartoon.) T: Who is visiting grandpa’s farm? Ss: Mike. T: (present students with pictures of animals and fruits) Can you circle what he sees on the farm?

(have students tell the names of animals and fruits) 3.

Reading

T: Do you want to visit grandpa’s farm again with Mike?

Ss: Yes. T: Ok, you can watch the cartoon again.This time you should say what they say after the CD, can you? Ss: Yes. (Have students read each sentence of the text after the CD. Meanwhile, have them act out part of the story.)

Grandpa, this is Mike. (First have the class read the sentence after the CD. Then have several students read it individually. Have the class repeat it at last. ) Nice to meet you, Mike. Welcome to my farm. (Have the class read the two sentences. Have some students act as grandpa, saying the two sentences. Have the class repeat the sentences.) Nice to meet you.

(Have the class repeat the sentence after the CD. Remind students to pay attention to the stress on the word ‘you’.) What are these? (Have the class follow the CD to read the sentence. Have students focus on the stress on ‘these’

Have the class repeat it group by group.) They’re pigs. (have students read together and pay attention to the stress on ‘pigs’) What are those? (have students read the sentence in fluency group by group.) They’re cows. (have students read it flently.) (Have students work in pairs, acting out the part of the story consisting of the four sentences: What are these? They’re pigs. What are those? They’re cows. Have some pairs show their performance. ) Are these apples?

Yes. They’re apples. Are those apples too? No. They’re pears. (Have the class read the four sentences sentence by sentence. Have students work in pairs, acting out this part of the story.)

Have the class read the whole story. Have the class read the story from their memory. 4. Acting out the story Have students work in groups of three, acting out the whole story. Have several groups perform in the front.

T: Are you clear about the story?

Ss: Yes. T: Work in groups of three and act it out.

Step 3

After-reading activity

1. A game- look and guess

Have students play a game, using ‘Are these/ those...?’to guess what the animals they see are.

2. What farms overseas are like?

Present students with pictures of farms overseas. Give a simple introduction to them. Make

students have a general idea of them.

教后反思：

本节课可省去新句型操练环节，句型熟悉和理解可放在story 朗读和表演中进行。

在涉及新单词和新句型展示时，教师语速可放慢些，语调更抑扬顿挫些。

课堂用语可更简单，配合表情、手势让学生领悟。