Story time评课稿

4B Unit 3 My day (Story time) 南京市栖霞区幕府山庄小学

王梦云

一、教学目标

By the end of this lesson, Ss should be able to: 1.listen, read and use some expressions about daily activities; 2.listen, read and use the sentence patterns: When do you ...? I ... at .. to talk about one’s day;

3.understand, read and act the story in Story time; 4.know how to arrange a day reasonably. 二、制定依据（教材、学情分析）

1.教材分析

本单元的主题是谈论一天的作息安排。Story time呈现了Mike一天的作息安排，呈现了一些日常活动类表达，以及如何用When do you ...? I ... at ...来谈论自己的一天。

2.学生分析

学生已经对数字类表达和活动类表达有一定储备，并在上一单元Cartoon time提前感知了When do you ...? I ... at ... 教师可从复习数字入手，呈现整点和非整点时间表达，并导入如何用When do you ...? I ... at ...谈论各时间点对应的活动安排。

三、教学过程

1.Free talk T: Good morning, boys and girls. S: Good morning, Miss Wang. T: What day is it today? S: It’s ...

T: What lessons do you have this morning? S: I have ... T: What subjects do you like? Why? S: I like ... It’s/They’re ...

T: When do you get up this morning?

S: I get up at ... 【设计意图：通过Free talk的形式与学生打招呼、交流，在课堂的一开始就激发了学生“表达”的欲望，并且复习了如何询问课程和周几，激活学生的思维，为接下来的学习做准备。】

2.Play a game T: Now let’s play game. Please say what you see loudly, OK?

Present time expressions: 7

40

7:40

6

30

6:30

9

15

9:15 Present expressions about activities: good morning; have breakfast; have lunch; good afternoon;good evening; have dinner; go home; go to school; When do you get up?

【设计意图：建立数字与时间的关系，引导学生明白如何表达非整点时间；呈现活动类表达，激活旧知，为后续学习做准备。】

3.

My day A.

T-S talk T: I usually get up at 6:30. When do you get up every day? S: I get up at ... B.

S-S talk S1: When do you get up? S2: I get up at ... C.

Teach new words T: I usually get up at 6:30 in the morning. What do I do at 6:30 in the evening? S: Have dinner/watch TV/... T: Yes! I usually watch TV at 6:30 in the evening.

T: And what do I do at 7:00 in the morning? S: Have breakfast/go to school/... T: Wonderful! I usually have breakfast at 7:00 in the morning.

D.

My day T: Look! This is my timetable. Can you ask me some questions? S: When do you go to school/ have lunch/ go home/ have dinner/ go to bed?

T: I usually go to school/ have lunch/ go home/ have dinner/ go to bed at ... E.

Your day T: This is my day. How is your day? Let’s ask and answer in pairs.

S1: When do you ...? S2: I ... at ... 【设计意图：通过谈论教师的一天过渡到谈论学生的一天，创设真实有效的情境，对学生的提问层层引导，自然呈现活动类表达和关键句型：When do you ...? I ... at ...】

4.

Story time T: We’ve talked a lot about our days. How about Mike’s day? Today let’s be Mike and help him introduce his day. OK? A.

Watch and choose T: How does Mike describe his day? Time, place or person? S: Time. T: Great! Mike introduces his day according to time. Mike’s day has three parts. What are they? S: In the morning/afternoon/evening. T: Well done! And pay attention to the sound of the.

B.

Listen and match T: Now you are Mike. What do you do in the morning? Let’s listen and match.

S: I get up/ go to school/ have lunch at 7:00/ 7:40/ 12:00. C.

Read and fill T: Good job! What do you do in the afternoon? Let’s read paragraph 2 and fill in the blanks in pairs. You can ask and answer with When do you ...? I ... at ... Activity have two lessons

go home

Time in the afternoon 4:00

5:30

S1: When do you play football/ go home/ do your homework? S2: I play football/ go home/ do my homework at 4:00/ 4:40/ 5:30. D.

Look and say T: Nice! How about your evening? Let’s talk about the three pictures and complete the passage. S: I usually have dinner at six fifteen. I watch TV at seven. I go to bed at nine every day. 【设计意图：以上四个活动从Story time的文本出发，以任务型教学分段学习，从教师引导到学生自学，具有层次性和逻辑性，还原了学生真实的学习过程。】

5.

Listen and read T: Now let’s read after the tape and try to imitate the pronunciation and intonation.

6.

Happy reading T: Now you can read in groups. You can read in roles, read after one, read together or read in other ways. 7.

Retell the story T: Now if you were Mike, can you choose one part to introduce your day? 【设计意图：在文本学习之后，通过跟读、分组读等不同方式朗读的途径帮助学生更加熟悉语言文本，给学生更多的机会进行语言操练；通过让学生扮演Mike，选择一个时间段来介绍，锻炼学生的语言输出能力，检验学习效果。】

8.

Discuss T: What do you think of Mike’s day? Happy? Funny?

S: I think Mike’s day is ...

T: I thin Mike’s day is meaningful, because he arranges his day in a reasonable way.

So let’s enjoy every day and cherish our colourful life!

【设计意图：最后的环节让学生根据Mike的活动，谈谈他的一天过得怎么样。学生能够各抒己见，教师于无形中渗透享受生活，合理安排时间的情感教育，给本节课画上了圆满的句号。】

9.

Homework A.Read and try to recite the text with actions.

B.Talk to your partners about your day. C.Preview Fun time and Cartoon time. 四、板书设计

in the morning

get up

7:00

go to school

7:40

have four lessons

have lunch

12:00 in the afternoon

have two lessons

play football

4:00

go home

4:40

do homework

5:30 in the evening

have dinner

6:15

watch TV

7:00

go to bed

9:00

五、教学反思

本节课为四年级下册Unit 3 My day (Story time)的教学，主要是教会学生如何用When do you ...? I ... at ...描述自己的一天。对于我的教学，我进行以下两点思考：

一、注重分层教学

Story time主要介绍了Mike的一天，我在教学中有意识地将文本分为三部分进行教学，体现教学的逻辑性和层次性。我首先设计了watch and answer活动，通过让学生观看动画，找出Mike是按什么顺序介绍自己的一天，达到整体感知的目的。在接下来的in the morning, in the afternoon, in the evening三部分教学中，我分别设计了listen and match, read and fill, look and say三种不同形式的活动开展教学，避免了教学过程中的单一和枯燥。另外，我有意识地逐步放手给予学生更多自主学习的空间。在in the morning环节，我手把手引导学生聆听、匹配并汇报，达到示范的目的。在接下来的两个环节，我提供学生更多自主阅读、小组讨论的机会，培养他们独立自主的学习能力。

二、变换拓展形式

本节课的拓展环节，我采用了复述形式，即引导学生扮演Mike，根据板书选择一个时间段来介绍。现在看来这种设计还是过于简单了，没有真正达到拓展的目的。实际上，我可以变换拓展形式，譬如将一人介绍变为两人对话，这样拓展就不再是干巴巴的“一言堂”了。我们可以请一个学生扮演Mike，另一个学生采访Mike，以“When do you ...? I ... at ...”展开对话，这样既复习了文本内容，也巩固了重点句型，又丰富了拓展形式。

如何分解并实现教学目标一直是我们教学设计的重中之重，我们在教后不妨多去思考自己哪些环节设计巧妙，促成了目标的达成；哪些环节略显冗余，对实现目标可有可无。常常问问自己这样的问题，我们的教学才会清晰有效。