Story time主要内容及教案内容

Unit 7 On the farm 教学目标

1. 理解课文

2. 理解并掌握故事中的语言点，4个单词apple，pear，pig, cow, 2种句型What are these/those?

Are these…? 3. 培养学生发散性思维的能力，学习联想和思考

4. 培养学生对本课语言项目的综合语言运用能力

教学准备

1. 教师准备：PPT

一袋苹果

一袋梨

一顶草帽

Mike/Liu Tao头饰

2. 学生准备：预习课文

教学过程

Step1. Greetings T: Nice to meet you. Ss: Nice to meet you too.

Step2. Play a game Rules: Look at the pictures. If you can read it, please read it. If you see a cow, please say ‘Wow’.

Step3. Pre-reading 1. 铺垫

apple (1) What’s this? It’s an apple. Teach: apple (2) What are these? They’re apples. Teach: these , apples

(3) 师指远处一袋水果：Are those apples too?

Open it. No. They’re pears. Teach:

those

pears

2. T: Where are the fresh fruits from?

They’re from a farm. PPT: farm图

3. Topic (1) T: Today we’re going to this unit, unit 7 On the farm

(2) Ss读课题

4. T: Whose farm is it?

Grandpa’s! Listen! What is Grandpa saying? “Welcome to my farm.”

模仿

5. Do you want to go to the farm? (Yes.)

Mike has got the chance.

Step4. While-reading

1

1. Watch cartoon, answer: What can Mike see on the farm?

pigs

cows

apples

pears

2. Watch cartoon again, question: How does Mike ask?

What are these?

What are those?

Are these apples?

Are those apples too?

3. Underline Mike’s questions. 练习读

看朗读记号

4. Watch the pictures in the story carefully and read the story, find the answers Who answered these questions? Can you imitate? 刘涛回答时模仿小猪

爷爷回答时模仿奶牛

爷爷自豪地说苹果

刘涛回答梨

5. 跟读

point and read 练习读

齐读

6. Act

PPT画面有农场图片

Step5. Consolidation 1. Brain storm What else are in Grandpa’s farm?

There are some other things in Grandpa’s farm. Listen and guess. 听音猜

学习chicken, duck, orange

2. Make a dialogue T: “A You” is an alien. he doesn’t know a lot of things on the earth. Once by a chance, he knows Liu Tao, and comes to Liu Tao’s Grandpa’s farm. What happened then? Use what you have learnt to make a dialogue.

Step6. Homework: 1. Listen, read and recite the story. 2. Copy the story and translate.

教后反思：

1、有两个环节在学习方法上再重新处理一下可能效果会更好，How does Mike ask?让学生看书，找一找，划一划。这一环节设计时我让学生看的动画片，但其实这个问题挺简单，看书

2

就可以了。第二个环节，Who answered Mike’s questions? How to answer? 设计时我让学生看书看课文插图寻找答案，如果改成让学生来看动画寻找答案，可能会更加容易体会人物的表情、动作。

2、整节课的容量还是有点大。其实，作为平时的随堂课来说，我更倾向于把前面的句子模仿以及单词的教学做得再扎实一点，为后面的表演——也就是学生的输出打牢基础。但是，因为是研讨课，预设中觉得这些内容挺简单，可能很快会学会，所以就多想了一个环节，就是啊呦与刘涛对话的环节，从课堂效果看，我对学生的估计还是不够，学生的表演输出效果我是不太满意的，因为学生参与率不高，只有一些成绩好的敢举手上来表演。不知道是因为换了学习环境怯场了？不敢举手了？还是没学会？

3、因为多种原因，这节课没有试教，试教一下应该会提前发现教案设计的一些问题。

4、学生的预习不够充分。当我展示实物的时候，他们依然只会用中文“这是两个梨”来回答，说明没有提前好好预习。

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