C优质课教学设计

Unit4 Where is my car? Story time教学设计

鄂州市新民街小学 徐薇

一、教材分析：

第四单元以“Where is my car?”这一话题为纲，主要学习了句型：Where is…? Is it…? 为功能句型展开的的教学活动。学习了介词in, on,under的用法。本课时为本单元的C部分Story Time，本部分的教学功能为通过活泼、幽默、风趣的小故事，使学生在A、B两部分学习的基础上，为学习能力较强的学生提供语言拓展内容，并达到分层次教学的目的。将本节课的定位为故事阅读课。

二、学情分析: 三年级的孩子刚刚开始学习英语，没有太多的语言积累，但是本单元的话题是学生比较熟悉和感兴趣的，且接近学生的生活，学生喜爱并且善于模仿、表演，但是他们有意注意的时间较短，经历容易分散。所以在教学过程中老师应注重营造愉悦、欢快的学习氛围，运用多种游戏、活动增强学生参与的广度和深度，使他们在亲身体验中进行有效学习，保持他们学习的欲望和兴趣，让他们在玩中体验、玩中创造，同时在教学中注意潜移默化地渗透阅读课的教学策略和学习方法，培养他们热爱生活、乐于合作的情感教育。

三、教学目标

(一)知识目标：

1. 能够全面参与本课时主要单词：in, on ,under, behind并能达到听、说、认读。能理解单词hide and seek的含义。

2.能听懂、会说句型Let’s play hide and seek….

(二)能力目标：

1.能在图片和情境的帮助下理解故事，并能用正确的语音语调朗读故事；

2. 根据故事的情景进行角色表演；

3. 能在语境中初步运用主句型来交流信息。

（三）情感态度、文化意义、学习策略

1．培养学生热爱生活、快乐生活、善于合作的意识，培养学生爱干净爱劳动的好习惯。

四、教学重点

1. 理解故事意义，并能用正确的语音语调朗读故事；

2. 能灵活运用主句型来交流信息。

1

五、教学难点：

1.复习本单元知识，巩固句型和单词。

2.在语篇中运用单词，并能表演故事。

六、教具准备：

1.相应的单词卡片和头饰。

2.课件、录音带

七、评价：

采取多种形式的过程性评价。

八、教学过程：

Step1. Warm –up 课前热身，唱英文歌曲 Hello 1.

Hello, boys and girls. Do you want to sing a song? Yes or no? So, before our class, let’s sing a song.

2.

After the song, ask student to find where is my toy car? And lead in the song ：Where is my toy car? And sing together.

(设计意图：通过歌曲和游戏，将学生带入到英语学习的氛围中来，给他们在课前就创造一个轻松愉快的学习氛围。) T: Wow! An interesting song!

Yes? Oh! It’s time for our English class. Are you ready?

OK! Let’s begin our class. Good morning, boys and girls! Step2. Pre-reading 1.

播放声音，让学生猜一猜。What is this? Where is the cat? T: A new friend will come to our classroom, what is this? Where is the cat? Who can tell me? S: It is on, in under…. T：Wow! Great! You got it. (设计意图：运用生动有趣的游戏，吸引学生的注意力和兴趣，同时复习A和B部分的句型，为后面的故事学习做铺垫) 2.

做游戏，Where is the ball? Guess,

展示三幅图片，让学生猜球在哪里？继续复习，in, on, under, behind 2

3.

考眼力，让学生根据图片说出单词，boat, car, map, cap, ball, 继续巩固B部分的单词和句型。

4.

引出Hide and seek

并教授。

T: Now let’s play a game hide and seek . Do you know the meaning of hide and seek? You can speak in Chinese. Ss: 捉迷藏。

讲解Hide and seek

的连读。

How to read together? We should read just like this: Hide and seek! Please read just like this! Wow! You read so well! Give me a five! （设计意图：培养学生重读、连读、弱读的能力。感受英语语言抑扬顿挫的优美。）

Step3. In-reading

1.Our friends Zip and Zoom are playing hide and seek, too. Look! 2.1）

Step1：Preparation

（1）. 快速浏览课文，找出游戏中，谁在藏，谁在找？

（2）．Zip and Zoom are playing hide and seek. What does Zip say when she invites Zoom to play this game? Listen carefully. What does Zip say? Oh! You got it! Great! Can you try to read the sentences? What tone should we read? Like this or like this? （设计意图：带着问题读故事，可以帮助学生更好的理解故事的内容，同时也可以让学生更专注于听，问题的层层递进，可以发展学生的思维，为后面的表演做铺垫。）

2）. Step2：Hide （1）T: And in this step, it’s time to hide. What does Zoom say when Zip is hiding? Please open your books and read the story and try to find our the answer. T: Have you got the answer?

(呈现答案

教读:ready.) 3

ready

ready

Are you ready? (找学生读) T:

Can you try to imitate? （设计意图：在上一步老师循循善诱，学生理解的基础上，再听一遍录音，看看是不是如学生所说的语音语调？让学生通过模仿地道的语音语调，提高口语水平。）

⑶

Step3：seek T: In this step, Zoom will seek for Zip. Where does Zoom seek? What does he say? 教读讲解:behind. What’s the meaning? Look! The cat is …the chair. Step4.

Post-reading

1.

Let’s enjoy the story. 2.

Let’s listen and imitate. Please pay attention to the pronunciation and intonation. 3.

Well, boys and girls, do you know how to read a story? When we read a story, we should pay attention to the five points.

(设计意图：对学生阅读方法和学习策略进行指导)

4.

Please read by yourself

Pay attention to the voice, intonation, speed, strong and weak forms, and the liaison. You should read it correctly, fluently and affectionately.

5.

Please read the story in pairs. Then we’ll act it out. Show time. Please read in pairs and pay attention to the intonation and read it affectionately.

Three minutes later, I will ask you to perform it.（通过表演让学生的综合能力得到提升）

6.

Let’s play. Well, boys and girls. Is this game interesting? Do you want to play this game? Look! The four words are very naughty, they want to play game with you. Can you challenge yourself? 4

Now, I will give you a modal. 7.

Let’s retell the story. Ask students to retell the story sentence by sentence. 8.

Let’s play another game, hide and seek , ask students to guess where is the…? Is it ….? The other students say yes or no.

(设计意图：让学生分组练习对话，并表演这个故事，最后在捉迷藏游戏中巩固和复习故事中的重点句型，帮助学生更好的理解故事的内容) Step5.

Sum up What did you learn in this class? Happy time flies. Can you tell me what you have learnt today? Chinese may OK! Step6.

Extension

Show two pictures, ask student to compare the pictures: one is dirty and the other is clean.

Then answer the question: where is the toy car? Can you find a toy car in the picture? And ask students to keep our room clean. (设计意图：通过图片来对比干净的房间和脏乱的房间，培养学生爱干净爱劳动的好习惯) Step7.

Homework.

⑴Retell this story to your friends and parents.

⑵Tell your parents and friends the position of something in your bedroom in English. 5