Story time教学设计范文

六年级上册

第二单元

第1课时

教案

Teaching contents

教学内容

Story time

Teaching aims and learning objectives

教学目标

1. 学生能初步理解并且会听、会说、会读和会拼写单词短语：cloudy, rainy, sunny, windy和会运用句型：It was sunny/cloudy/windy/rainy.和I/We/He/She brought/saw/flew …。

2. 学生能初步听懂并且会说、会读单词show, interesting, weather, high, honey, ant, bee, cloud, sky, rain。

3. 学生能初步感知动词过去式的不规则变化及读音。

4. 学生能初步感知天气表达的句型。

5. 学生能够对英语书写日记格式有一定的了解。

Focus of the lesson and predicted area of difficulty

教学重点和难点

教学重点：

1. 学生能初步能理解并且会听、会说、会读和会拼写单词及词组：cloudy, rainy, sunny, windy和会运用句型：It was sunny/cloudy/windy/ rainy.和I/We/ He/She brought/saw/flew …。

2. 学生能初步听懂并且会说、会读单词show, interesting, weather, high, honey, ant, bee, cloud, sky, rain。

教学难点：1. 学生对本课重点词汇的听、说、读、写。

2. 学生对本课天气表达的句型的掌握。

3. 学生对动词过去式的不规则变化的认读。

Teaching procedures

教学过程

Step 1 Song time T: Hello, boys and girls.

S: Hello, …

T: Do you like singing? Let’s enjoy the song

How is the weather? (播放歌曲，学生欣赏歌曲并跟唱) T: How is the weather in the song? S: It’s cloudy/rainy. (学习新词，跟读，拼读) T: How is the weather today? S: It’s

…

(根据当天的天气情况回答，适时地学习sunny, windy等天气词汇) 【设计意图：让学生体会天气的表达方法，带动学生在课堂开始时的学习热情，同时也学习了天气词汇，为下一步学习减少了障碍。】

Step 2 Lead-in 1. T: Well, boys and girls. Would you like to know something about me? Two days ago, I was in Shanghai. Do you know Shanghai? It’s a big and beautiful city. But now I am in Suzhou. It’s beautiful too. (复习was以及ago)

【设计意图：利用简单的两句话，区分时态的不同，为Story time的学习做铺垫。】

2. T: Would you like to know more about me? Look at the screen, you can choose one part to guess what I like. (呈现Food, Animals, Hobbies三个话题)

S: Do you like …?/You like .., I think./You like …, right?

T: Bingo! I like …/Yes, you’re right.

(在Food话题中引出本课相关单词dumplings, honey) (在Animals话题中引出本课相关单词parrot) (在Hobbies话题中引出I like writing diaries very much.教diary—diaries) 【设计意图：设计信息沟，调动学生的兴趣猜测关于老师的信息，解决了一些简单的相关词汇，同时很自然地引出Story time。】

Step 3 Story time 1. Learn how to write a diary T: (出示杨玲的照片) This is Yang Ling. She likes writing diaries too. (出示日记抬头部分) T: This is a diary of hers. What day is it today?

S: It’s Sunday.

T: What is the date? It’s the 20th of September. (渗透英文日记的书写格式) 【设计意图：星期和日期的学***时的教学中逐步渗透，每天点滴的认读学习，通过日积月累学生就能熟练掌握。】

2. Skipping reading 略读

A. Look and say T: Look at the pictures in the diary. What can you see in the picture? S: I can see …

(根据学生的回答，教授新词in the sky, some drinks, black clouds)

【设计意图：学生通过观察图片初步了解日记内容，同时解决了部分词汇，为进一步完成日记打下基础。】

B. Look and match T: Look at the pictures. Match the pictures and the sentences.

(在此过程中教授动词过去式的特殊变化形式：

go→went

see→saw

become→became

fly→flew

are→were)

T: Read the sentences in the right orders. (学生按顺序朗读句子) 【设计意图：通过图片和句子匹配，学生了解了日记的大概内容，这个环节动词过去式的发音是难点。让学生将句子重新排序整理，有助于加强学生理解文本的能力。】

3. Read and judge T: Here are some sentences about the diary. Open your books and read the diary by yourselves. And then judge the sentences. (PPT呈现判断正误，在判断过程中即时教授新词a parrot show及bring→brought) 【设计意图：学生泛读日记，通过对日记的初步理解作出句子判断，体现学生对文本的理解能力，同时培养学生正确阅读文本的习惯。】

4.

Intensive reading 精读

(找出表达天气变化的句子，再过渡到事件变化的句子)

(1) T: What was the weather like in the morning?

S: It was sunny in the morning.

T: What did they do?

S: The children went to the park by bike.

T: What did they do in the park?

S: There was a parrot show in the park. They saw some interesting parrots. (2) T: How was the weather like then? (教授then)

S: The weather became windy and cloudy.

T: What did they do?

S: They flew kites high in the sky.

(T: It was windy, so they flew kites high in the sky, right? 教授high) (3) T: What was the weather like in the afternoon? (教授in the afternoon)

S: There were black clouds in the sky. It rained.

T: How were the children?

S: They were hungry and wet. (4) T: Did the children bring lunch?

S: Yes.

T: What did they bring?

S: They brought some dumplings, some bread and honey and some drinks.

T: Why were the children hungry?

S: Because there were some ants and bees on the bread and honey.

T: What a pity! So they could not eat their lunch. (教授can→could)

Time In the morning Then In the afternoon Weather sunny windy& cloudy rainy Activities went to the park and saw a parrot show flew kites high in the sky

went home, hungry and wet 【设计意图：学生再次阅读Yang Ling的日记，详细了解了他们那天的活动和状况，进一步巩固了用动词过去式来进行口语交际的能力。】

5. Reading time (播放录音，跟读课文，先整体阅读，再分段阅读)

6. T: What do you think of her day? Happy? Interesting? Terrible? Bad?

(引出What a day!，这个句子可以应用在很多的场景中，它可以根据上下文翻

译为“多么糟糕的一天！”“多么忙碌的一天！”“多么美好的一天！”等)

T: Read the title together. 【设计意图：让学生根据对整篇日记的理解来判断题目的意思，有助于他们更好地理解这句话，从而运用到以后的学习中去。】

7. Retell the diary (PPT呈现图文，学生复述课文)

Homework

家庭作业

1. Listen and read Story time three times. 2. Try to retell the diary according to Yang Ling’s pictures.

3. Copy the weather words and the verbs of past tense. 4. Collect more words about weather.

Teaching aids

教学准备（含板书设计）

教学准备：PPT课件、单词卡片

板书设计：

Unit 2

What a day! Sunday, 20th September

It was sunny.

cloudy.

windy.

rainy.

go→went

fly→flew

see→saw

are→were

become→became

bring→brought

教后：

在本节课导入部分，以歌曲导入新知，让学生通过“How is the weather?”这首歌曲动画体会本单元天气词汇的意思，课前几分钟的歌曲学习不仅能带动学生课堂开始时的热情，也为后面的学习进行了铺垫。此部分所用的“How is the weather?”歌曲为网络资源，教师可以根据自己的需要调整歌曲，也可以选用四年级下册Unit 5中的歌曲“A sunny day”。

接下来采用猜谜的形式教学本课中的部分词汇。通过猜测关于老师的信息，解决了dumplings, honey, parrot等词汇，同时很自然地引到了本课的主题——日记。在日记学习部分，让学生先通过观察图片，描述图片内容，初步体会日记，既调动了学生的好奇心，同时也为接下来文本的学习作了铺垫。整篇日记的学习分成了三个环节：略读——泛读——精读。在第一个略读环节，学生们通过匹配图片和语句，初步了解那天发生的事情；同时引导学生学习部分动词过去式及其读音。在泛读环节学生通过阅读进行判断，逐渐提高对学生学习文本的要求。最后的精读使学生进一步理解这篇日记，同时能运用所学句型表述当天的经过。层层递进的阅读要求，培养了学生自主学习的能力，同时引导了学生掌握正确的阅读方法。最后教师通过提问，顺利点题，让学生通过自己对整篇日记的理解去猜测题目“What a day!”的意思，在学习过程中也渗透了英文日记的书写格式。