Story time教学设计及教案分析

课题:5A Unit1 Goldilocks and the three bears 课时: The first period ( Story time，Look and order, Think and say) 教学目标：

（一）知识目标：

1.能够听懂、会说、会读故事中出现的词汇：Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of ；【版权所有：21教育】

2. 能够听懂、会说、会读句型：There is … There are… 并理解句型的意思；

3. 能够听懂、会说、会读日常用语：What a beautiful…! This … is too…

（二）能力目标: 1. 学生能够阅读并理解故事；

2.

学生能够在理解的基础上表演出故事；

3.

学生能够改编故事并试着表演出来。

（三）

情感目标：

让学生体会到阅读故事的乐趣，培养学生阅读的兴趣。

教学重点: 1.

能够从整体上阅读故事并理解故事；

2.

能够语音语调正确地朗读故事、复述故事。

教学难点：

能够根据课文内容创编剧本并表演。

教学准备:

1.教师准备：PPT，三副碗勺，熊掌道具，词汇卡和图片，板书。

2.学生准备：听5遍Story time 录音。

教学过程:

一、Pre-reading 1. Free talk T: OK. It’s time for class! Are you ready?

Ss: Yes. T: Good morning, everyone! Ss: Good morning, xxx.

T: Boys and girls, tell me, what do you like doing at home?

S1: I like… （学生个别回答，老师及时回应）

T: Children, do you like reading stories? Ss: Yes. T: Good. Today our class will read a story together. Are you excited?

Ss：

Yes!

2.Listen and guess T: Great! First, Let’s go to a place. Try to guess: what place is it? I’ll give you some clues. Now look, it’s very big and beautiful. There are many trees and flowers. There are some streams. Many wild animals live here. What place is it?

S1: A forest. 提示学生可以用中文回答。

T: Good. Let me show you a picture of forest.

（Teach: forest）Have you ever been to a forest?

Ss: No. T: Well, don’t be sad. Here I got a video about forest. Do you want to take a look?

Ss: Yes!

T: OK. Let’s watch it. After watching, tell me, what can you see in the forest? 全班看视频。

3.

Look and say T: OK. Is the forest beautiful?

Ss: Yes, it is. T: What can you see in the beautiful forest？

S1: I can see a …

S2: I can see some …

T: Good! Look at this picture.

There are many trees in the forest. Let’s read the sentence. 全班跟读句型2遍。

T: Now, look, there are… in the forest. Who can try?

让学生模仿例句说说There are …

二、While-reading 1. Watch and answer T: Wow, there is a girl in the forest. Right? 学生跟读句子2遍。Who is this girl? What is her name? Let me tell you. Her name is Goldilocks. (Teach: Goldilocks) Oh, it’s so surprising. Goldilocks is in the forest. What does she see in the forest?

Ss: She sees a big house. (Teach: house)

T: Yes. Look at Goldilocks.（拿出人物图片）She’s very happy.（贴板书）Because she sees a big house.(贴板书) How does she think about this house? Let’s listen. （音频：What a beautiful house!）Is it a nice house?

Ss：Yes. T: Now, read it together. （指导朗读）

T: In the forest, there is a house. Whose house is it? Maybe it's … Can you guess?

S1: Maybe it’s …’s house.学生猜一猜。

T: OK. Here’s a video. After watching, tell me, whose house is it? 学生看视频。

T: Is the story interesting? Ss: Yes, it is. T: OK. Answer my question. Question1: Whose house is it?

Ss: It’s the three bears’

house. T: Right! It’s the three bears’ house. What will happen to Goldilocks and the three bears? Today we’ll read this story. And the name of the story is :（揭题，全班读题目2遍）

2. Read and answer T: Now please open your books and turn to page6, read the story by yourselves, then, answer my question: What is in the house? 让学生自读故事思考问题。

T: What’s in the big house?

提示学生用There is / are 回答。

T: In this big house there are three beds. There are three bears. There are/is…

总结学生的答案并引出：And also there is some soup. Follow me: soup. (Teach: soup) 提示学生注意soup是不可数，some soup。

T: Goldilocks is in the house. What time is it? Look, there’s a clock.

Ss: It’s twelve. T: Yes. It’s 12 o’clock. It’s time for lunch. And how is Goldilocks?

Ss: She’s hungry and thirsty.（贴板书）

T: What’s on the table?

S1: There is some soup.及时纠正学生发音或be动词。

3. Look and guess T: Look at Goldilocks. Guess, which soup does she like? Does she like this soup? (PPT显示三碗汤)

学生逐一回答。T: She doesn’t look happy in these two pictures, right? What’s wrong with this soup? Let’s listen to her. (音频：This soup is too cold.) 指导学生模仿跟读2遍，重点重复too cold. T: And what’s wrong with this soup? (同法读too hot). And how about this soup? (Teach: just right) 指导学生3句话连在一起读1遍。

T:Look, boys and girls. I have some soup for you. Oh, I’m hungry and thirsty. I’m going to eat the soup. This soup is too cold. This soup is too hot. This soup is just right. 教师示范表演喝汤的三种感觉。Do you want to be Goldilocks and have a try here? 请2-3位学生分别上台模仿表演。

T: After eating the soup, Goldilocks is very tired.（贴板书）What’s in the room now?

S1: There are three beds in the room. 指导读2遍。

T: Look at the three beds. Are they the same?

Ss: No, they aren’t. T: How is this bed? Listen. 教师敲击讲台。Oh, it’s very hard. (Teach: hard) What about the second bed? Listen. 播放音频音效。Oh, it is soft. (Teach: soft)

教师拿出熊掌道具

Look, I have a toy bear claw. How is it? 让学生捏一捏试一试并形容：It’s soft.

T: OK. Look at the picture, if you were Goldilocks, What would you say?

S1: This bed is too…

学生个别说完，全班跟读三句话。

T: Oh, this bed is just right, so Goldilocks will have a sweat dream in this bed, I think. 出音效“Help! Help!”How is she now? Is she happy?教师肢体语言提示。

Ss: No.

T: She is afraid now. (Teach: afraid) Why is she afraid? Read the story, then, tell me. 学生自读故事并思考问题。

T: Because there are three bears in front of her. (Teach: in front of)

Now, look at me. I am standing in front of you. And you’re very happy. But, if there is a tiger or a lion standing in front of you, would you be happy?

Ss: No!

T: Of course not. You must be afraid.

T: What did the bears say?

Ss: Who are you?

T: Goldilocks shouted:

Ss: Help! Help! 解释意思。让男生和女生分角色读一读最后一幅图，教师指导afraid情绪。

4. Look and order T: Now I’d like you to read the whole story again, and try to put the pictures in the correct order. 指导学生完成书上第8页的排序. PPT出示答案，学生描述每副图片。

T: Let’s read the short passage together. 5. Reading time T: Very good. This time, let’s read the story after the computer. 学生跟电脑齐读故事，教师指导朗读。

T: OK. This time, you can read in a group. 四人一组自由读。

T: Now let’s read it together. Try to remember the story. (Picture1, 学生齐读一遍填入所缺单词，同法练习后面的图片) 三、Post-reading 1. Retell the story T: Children, do you like this story?

Ss: Yes. T: Maybe you can tell the story to your parents. This time, try to retell the story. I’ll give you some pictures and sentences. You can look at the blackboard too. First, let’s try together. 对照PPT或板书全班复述故事。

Now you can use your own language to retell the story, and also you can say something more. OK? I’ll give you some minutes. 四人一组练习。

2. Make a short play and act it out T: Wow, do you think it’s a lovely story? You can tell the story now, but I still have a question about this story. At last, does the girl arrive home safely? We don’t know. Here I have an ending of the story. Let’s see if you like it or not. 教师给出一种结局示范。

Goldilocks is afraid. She runs away. The bears run faster than her. They catch her and eat her.

Do you like it?

Ss: No!

T: Me neither. It’s so sad. We all want a happy ending. So, what will happen at last? What’s your idea? Maybe Goldilocks and the three bears become friends. 学生发挥想象，给出一个美好的结尾。

T: Oh, I like the ending. The next day, Goldilocks and her friends visit the house again. What will happen? I want you to discuss in groups, and try to act the story. OK?

Ss: OK. 学生分组练习表演故事。

T: Do you like their happy story?

Ss: Yes. T: Do you like today’s story?

Ss: Yes. T: You can read many interesting stories after class. Reading is great fun. 四、Homework 1.

Copy the new words. 2.

Read the story and try to tell it to your parents.