Story time教学活动设计方案

译林小学英语

五上Unit3 Our animal friends(storytime)教学设计一.教材简解:

本篇教学设计以《小学英语课程标准》(2011年版)为依据,素材源于译林版小学英语五年级上册Unt3 Our animal friends中第一课时story time.本单元话题是宠物,本课时主要学习句子I/ they have…..He /She/ It has…,分别描述了四种小动物的外貌特征和行为能力。要求学生在第一课时会听、说、读这些句型,以及在适当的情景中正确运用,引导学生在运用语言中学习语言,并能够创造性地使用语言。

二.目标预设:

By the end of the class, the students should be able to:

1.Listen 、say、read the words and sentences:a body、a wing、or、a tail、one …the other、write、an arm、a leg; l/ they have… He /She/ It has…

2.Try to retell the story with emotions and make some riddles.

3.Understand the storytime and try to use reading strategies to deconstruct the story independently.

4.Cultivating students' love for animals

三.教学重点难点:

教学重点:

1.Listen 、say、read the words and sentences:a body、a wing、or、a tail、one …the other、write、an arm、a leg; l/ they have… He /She/ It has…2.Try to retell the story with emotions and make some riddles

教学难点:

1. Try to retell the story and try to use reading strategies to deconstruct the story

independently.

四.设计理念:

新课程标准强调课程从学生的学习兴趣、生活经验和认知水平出发,倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径。把学生作为学习的主体,结合本课内容,创设任务,使学生自然地融入到英语学习中,建构知识技能,并设计不同的教学活动,使不同层次的学生都能得到提高。

五.设计思路:

1.本单元的话题是谈论宠物,在story time板块中Nancy /Mike、 LiuTao 和SuHai分别描述了四种小动物的外貌特征和行为能力,基于学生对于知识的理解和运用能力,教师引导示范学习 Nancy和Mike动物之后,在学生掌握学习方法的基础上,尝试自学3、4两段.

2.五年级学生争强好胜的心理较强,发挥这一优势,我采用多种活动形式,贯穿整个课堂教学活动,充分调动学生的学习积极性。

六.教学准备:

PPT、相关习题

七.教学过程:

Step1:Warm up

1. Enjoy a beautiful song.

2T:Are we ready for class?

Ss:Yes.

T:Good afternoon,class.

Ss:Good afternoon.Miss Song.

3.Play a game“Say and Clap”

4.T:Good job.This game is about animals,This lesson we’ll talk about our animal

friends.(出示课题).

Step2:Pre-reading

1.T:I have an animal friend.Guess ,what is it?

Ss: dog,cat,rabbit……

2.T:Look,It has short legs.(teach “leg”)

It has a big body.(teach “body”)

It has two arms.(teach “arm”)

It has……(eyes,ears,mouth)

(图上圈出eyes,ears,mouth让学生尝试用It has……句型练习)

3.T:Now,what is my animal friend?

Ss:bear

T:It’s in our classroom.Can you find it?

(利用实物,更直观地带着同学们用It has…… 齐说一遍)

Step3:While-reading

1.T:Nancy/Mike/LiuTao and SuHai also have their animal friends.

Listen. “What animal friends do they have?”(do and check.)

2.T:OK.Let’s learn about Nancy’s animal friend.Please open your books at page26.There are three questions here.Please read paragraph1 silently and underline the answers.

Q1:What colour are the two fish?

(teach:one…the other…)

Look at these pictures and say:There are…under…

One is…the other is…

Q2:What do they have?

(teach:tails/no…or)

Q3:What can they do?

3.(1)Read paragraph2 and try to finish the table.

(2)Try to say something about Mike’s animal friend according to the picture. 4.LiuTao’s animal friend

(1)Please look at the picture and try to choose.

(2) Try to say something about LiuTao’s animal friend according to the picture. 5.SuHai’s animal friend

T: Try to talk about SuHai’s animal friend in four according to the pictur e and key sentences.

6.Try to imitate.

7.Read freely.

(1)Read loudly.

(2)Try to remember the body parts while you’re reading.

Step4:After reading

1.Think and write

2.Guess two riddles

3.Can you make a riddle?(请同学说,其他同学猜)

4.Enjoy some pictures about animals

Step5:Homework

Step6:Blackboard design

八．教学反思：

基于新课标视角，本着交流与合作、自主创新思路，创设了以上教学情境，引导学生在运用语言中学习语言，并能够创造性地使用语言。

本节课以一首欢快的歌曲开始，不仅帮助同学们回忆起以前学过的关于身体部位的单词，同时活泼轻松的歌曲，激发了学生学习兴趣，更活跃课堂气氛。接着以游戏say and do顺理成章地新授了单词并揭示了本课主题。然后以同学们很喜欢的绘本形式进入文章的阅读，图文匹配，形式新颖，同学们在动手、

动脑、

动耳的同时轻松地获取了文章的大意,都能以饱满的状态进入对文本的学习。通过What animal friends does Nancy have?What colour?What can they do?这几个问题,帮助学生们理清了行文思路,在此基础上,引导学生们自主完成Mike 的动物朋友,在学生掌握学习1、2幅图方法的基础上,小组合作讨论3、4幅图,充分体现了学生的自主学习。在通过模仿、自由读、Guess riddles几个环节的呈现,并和同学们共同总结出how to describe animals,使得最后的环节顺利进行。

我认为本节课的亮点是:通过讨论-阅读-指导-讲述等高质量的输入,发展学生综合性的思维能力、组织能力、表达能力和表演能力。另外,在本节课中,教师始终将话语权交给学生,体现了以学生为主、教师为辅的教学理念。但同时,在最后一个环节中,若能在多给孩子们一点时间讨论,效果会更好。