Story time优秀教学设计

Unit2 In the library Period 1

Teaching contents: Story time 译林小学英语三年级下册Unit2 In the library Story time，主要讲述了刘涛在图书馆做了一系列不文明的事，杨玲劝阻了他并对其提出相应建议的故事。本节课需要教学的单词是shout, run, eat, talk, sleep以及library, 主体句型是祈使句的否定句Don’t …

Teaching aims:

知识目标：

1.

能初步听懂、会读、会说和会拼写动词run, eat, shout, talk, sleep. 2.

能听懂、会读、会说祈使句的否定句Don’t…。

3.

能初步听懂、会说、会读词组in the library. 技能目标：

1.

通过本课的学习，学生能够表演这篇课文。

2.

学生能用句型Don’t…给他人提建议。

情感目标：通过本课的学习，让学生懂得在公共场所应该遵守的基本文明礼仪，引导学生做一个讲文明的孩子。

Teaching focus: 知识目标：

1.

能初步听懂、会读、会说和会拼写动词run, eat, shout, talk, sleep. 2.

能听懂、会读、会说祈使句的否定句Don’t…。

3.

能初步听懂、会说、会读词组in the library. 技能目标：

1.

通过本课的学习，学生能够表演这篇课文。

2.

学生能用句型Don’t…给他人提建议。

Teaching difficulties: 1.

单词shout, library, sleep, don’t等的正确发音。

2.

通过本课的学习，学生能够表演这篇课文。

Teaching preparation: PPT, WB

Teaching steps: Step1: Warming up

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1.

Greetings

2. Play a game“Magic eyes”

Rules: 1. If you see a picture or a phrase, read it out and act it. 2.

If you see a tiger, shout 'Ahh'! Teach: shout Ss: Play this game 设计意图：上课伊始，玩一个学生喜闻乐见的游戏“Magic eyes”，既活跃了课堂气氛，也复习了第一单元学过的课堂指令。我比较巧妙地将本节课要教学的单词shout融入于该游戏中，做一个提前渗透，为后面理解文本降低难度。并且由最后一个指令Open the book过渡到在图书馆看书，顺势揭题，比较自然。

Step2: Presentation and practice 1.

Pre-reading (由游戏最后一幅图片，open the book导入新课) T: We open the book and read the book in the classroom. Look, Yang Ling is reading a book. Where is she? Is she in the classroom? S: No. T: Yes. She is in the library. Teach: library

li-bra-ry (分音节教学)

in the library T：（揭题）Today, we will learn Unit2 In the library T: Look, Yang Ling is reading a book about the hare and the turtle(龟兔赛跑). Do you want to know the story? Let’s have a look. Look, this is the hare and the turtle. (介绍乌龟和兔子) PPT逐一呈现龟兔赛跑这个故事的图片，教学新单词run, shout, sleep. P1 T: One day, the hare(兔子)and the turtle(乌龟)have a running race(跑步比赛)in the forest(森林里).

Teach: run

P2 T: The hare can run fast(跑得快). But the turtle can’t. Let’s shout to the turtle, OK? S: Turtle, turtle, run, run, run! P3 T: At first, who runs faster, the hare or the turtle? S: The hare. P4 T: So the hare thinks he can win the race. Look, the hare is sleeping.

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Teach: sleep T: But the turtle keeps running. P5 T: Look, the turtle will arrive the end soon. The hare is still sleeping. What can you say to the hare? S: Don’t sleep. P6 T: At last, who wins, the hare or the turtle? S: The turtle.

T: Yes, you are clever! The turtle is the winner.

设计意图：考虑到三年级的学生英语基础还比较薄弱，作为语篇教学如果把所有的单词和句型都放在课文中解决难度比较大，且有点枯燥。为了使课堂更具有趣味性，也出于分解本课重难点的目的，我在课文已有情景的基础上加入了杨玲看龟兔赛跑故事的情景，从中教学两个新单词run，sleep。其实学生对该故事也不陌生，但是听英语版的故事还是头一回，在该过程中学生能锻炼自己的听力理解能力，在师生的互动中能对故事做出一定地预测。有了该环节的铺垫，后面的课文学习将会轻松一些。

2. While-reading T: OK, this is the end of the story. Do you like this story? Yang Ling likes it very much. She reads very carefully and quietly. At that time, a boy comes in. Who’s he?

S: He’s Liu Tao. T: Liu Tao is very happy to see Yang Ling. He is shouting“

Hello, Yang Ling!”

(听录音)

T: Look, there’s a sign on the wall. What does it mean? It means “ Don’t shout”.(出示标志) Teach: Don’t shout.

T: So can Liu Tao shout in the library? S: No. T: Yes, Liu Tao can’t shout in the library. Anything else? What can’t Liu Tao do in the library？Next, let’s watch a cartoon and tick the right pictures.

Task1: Watch and tick Tips: 观看动画，找一找刘涛在图书馆不能做哪些事。(CAI出示Tips) Ss: Watch the cartoon. 反馈

T: What can’t Liu Tao do in the library？(根据学生的回答教学单词) S: Picture A.

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T: You’re right. Liu Tao can’t shout in the library. Anything else? S: Picture B. T: Liu Tao can’t run in the library. Anything else? S:…

Teach: eat

talk

sleep Practice the new words: ①

Do with me. ②

I say you do. 设计意图：在整体感知课文板块，我需要学生看动画后找出刘涛不能在图书馆做的事并教学剩下的两个新单词eat, talk，其余三个新单词带读加深印象。这五个新单词都为实意动词，可以配上动作，我根据三年级孩子喜欢模仿的特点，设计了do with me , I say you do的游戏环节，巩固操练这些新单词。

Task2: Learn the text T: Liu Tao can’t shout, run, eat, talk or sleep in the library. What does Yang Ling say? Let’s read the story together. ①P1 T: Look at Liu Tao, he is very happy. He is shouting.“

Hello, Yang Ling!”

Who can shout? Who can shout better? (请学生模仿刘涛) T: Liu Tao shouts in the library, is it good? S: No. T: So what does Yang Ling say? S: Don’t shout . CAI出示：Shh! Don’t shout Liu Tao. (指导朗读) T: OK, please read with your partner. One is Liu Tao, the other is Yang Ling. Who can try? Practice: 同桌分角色朗读Picture 1. ②P2 T: Look, Liu Tao is running to Yang Ling, What does Yang Ling say? S: Don’t run, Liu Tao. (指导朗读) ③P3 T: Look, what’s this in Liu Tao’s hand? S: It’s a sweet. T: Liu Tao and Yang Ling are good friends. He wants to give the sweet to Yang Ling. What can he say? S: Would you like a sweet, Yang Ling? T: Would Yang Ling like the sweet? Yes or no? S: No. T: So Yang Ling will say…

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S: No, thank you. T: Why? S: Don’t eat. T: Yes, don’t eat here.

Teach: here 这里

Don’t eat here. = Don’t eat in the library. T: Let’s read. Boys Liu Tao, girls Yang Ling. Practice:分男女生读Picture 3. ④P4&5 T: Look, Liu Tao is not happy. He is talking to himself:“

Don’t shout, don’t run, don’t eat.”(指导朗读) T: Look at Yang Ling, what does she say?

S: Shh! Don’t talk.（指导朗读）

⑤P6&7 T: Liu Tao can’t shout, can’t run, can’t eat, can’t talk. He has nothing to do. So he has to sleep. Can he sleep in the library?

S: No.

T: So who can be Yang Ling？

S: Don’t sleep, Liu Tao.（学生填空）

T: If you are Liu Tao, what will you say? S: I’m sorry. T: So will Liu Tao. Look, he says“

I’m sorry”. Practice: S-S读Picture 6&7.

Summary

T: From the text we know Liu Tao shouts, runs, eats, talks and sleeps in the library. But the library is a public place. So Yang Ling stops him and says “ Don’t shout, don’t run, don’t eat, don’t talk and don’t sleep. Would you like to give him some advice? Let’s say a chant.

Shout, shout, don’t shout. Don’t shout in the library. Run, run, don’t run. Don’t run in the library. Eat, eat, don’t eat. Don’t eat in the library. Talk, talk, don’t talk. Don’t talk in the library. Sleep, sleep, don’t sleep. Don’t sleep in the library.

设计意图：在细读课文板块，我带领学生逐一阅读课文图片，每幅图片设计相

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关问题引导学生回答刘涛和杨玲说的话，在此过程中特别关注学生的朗读情况，结合故事情境指导学生的朗读，为下面的读课文和表演课文打下基础。课文理解结束一节课已经过半，为了再次活跃课堂气氛，我设计了给刘涛提建议的环节，并将建议编成一个chant，朗朗上口，也较好地巩固了重点句型Don’t…

Step3: Consolidation and Production T: Thanks for your advice. Liu Tao will not do these things in the library again. Next let’s read the text after the computer. 1. Read the text.

①

Read the text after the computer. ②

Read after the teacher. ③

Read in pairs( 同桌分角色读) 2.

Let’s act.

3.

Look and judge. T: Liu Tao did some wrong things in the library. What about the students in class? I took some photos, please look and judge, good or not good.

①T: Look at this photo, the girl is eating the orange, good or not good? S: Not good. T: What can you say to her? S: Don’t eat.

②

T: In the photo, the students all sit straight and listen to the teacher carefully. So in class, you should sit straight and listen to the teacher carefully too. ③

T: Don’t talk in class. You can talk after class.

④

T: In class, if you want to answer questions, you should sit straight and put up your hands, you can’t say it freely.

⑤

T: Don’t sleep in class. After school, you must do your homework quickly and go to bed early in the evening. You should have a good rest.

⑥

T: We should read English carefully and loudly in class, and we should read English carefully and loudly at home too. So today’s homework: …

设计意图：在课文巩固环节，主要是各种形式的朗读，跟录音读，跟老师读，再分角色朗读，让学生把课文读得非常熟练，并在读的过程中再次强调语音语调。学生经过熟练地朗读，能比较好地表演课文。语言学习的最终目的是为了运用。在拓展环节，我给学生展示了一些英语课堂的照片，让学生来判断某些行为的好与坏，并提出建议，并适时进行情感教育，升华主题。

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Step4: Homework 1.

Listen to the tape, read the text carefully and loudly at least 5 times. 2.

Preview Fun time, Sound time & Song time. 设计意图：由情感教育巧妙过渡到家作布置，比较自然。

WB:

Unit 2 In the library

shout.

run.

Don’t

eat.

talk.

sleep.

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