Story time公开课教学设计模版

三年级英语学科教案

第三单元 课题： My friends 第1教时 总第 个教案

执教者：施春娣

教学内容：Story Time ＆Fun Time

教学目标：

思考与调整：

1、能听懂、会读、会说goodbye, my friend, he’s, she’

s.

2、能听懂、会读、会说日常交际用语Goodbye,…

He’s/She’s… He’s/She’s my friend.

3、能正确地理解并朗读对话内容，在教师的引导和帮助下

尝试表演对话。

4、能初步运用本课所学的词汇和日常交际用语与人告别，

向他人介绍自己的朋友。

教学重点：

1、能在情境中理解friend一词的意义。

2、能理解Goodbye.这一交际用语的含义并知道如何在生活

中运用。

3、能理解对话内容，用正确的语音语调朗读对话。

教学难点：

1、能根据性别的不同，用He’s/She’s…来介绍自己的朋

友。

2、能在情境中初步运用本课所学的词汇和日常交际用语与

人告别，以及向他人介绍自己的朋友。

教学准备：PPT、头饰等。

教学过程：

Step1. Presentation and practice

1.Sing a song

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2. Free talk (T-S，S-S)

T: Good morning/Hi/Hello…

S1, 2, 3, 4: Good morning/Hi/Hello...

T: Good morning, class! Ss: Good morning…

（从个别到集体，从师生问候到生生问候，迅速拉近师生距离，为下面的新授做准备) 3．Lead-in T: Let’s play a game. Magic eyes. T:Well done! Do you still remember who they are in the magic eyes? S1: Liu Tao.

T: Yes, Liu Tao is my friend. Teach: friend. my friend. (开火车) T：he’s my friend. (渗透he’s) Anyone else? S2: Mike/ Yang Ling/ Su Hai. …(类推) T: So, Liu Tao, Mike, Su Hai and Yang Ling are my friends. Today we’ll learn Unit3 My friends. （通过“魔力眼”的趣味游戏，让学生快速辨认人物、单词以操练前几单元的旧知识，并巧妙过渡到本课课题Unit3 My friends,带读friends，注意/ds/的发音) Step2. Practice and production

1. Listen and order. T: This is a story about my friends. Let’s listen to it and order the correct number, ok? Ss: OK. T: Which is the first one? S1: c T: Which is the second one? S2: a T: Which is the third one? S3: d T: which is the last one? S4: b （通过听录音给图片排序，先让孩子们初步了解课文内容。）

思考与调整：

2.Watch and choose.

1)T: Good. Now, let’s watch the cartoon and answer

my questions. a.Who’s Mike’s friend? b.Who’s Yang Ling’s friend? Mike和Yang Ling是怎样向父母介绍自己的朋友的？

S1: Yang Ling. (贴板书) 2)T：How do you know? OK, let’s listen again. Teach: she’s a.read after me. b.She’s=She is (贴板书) T point at a student, Ss say together. She’s…(操练2-3个)

T: she’s…, she’s my friend. Ss say 2-3个

3)Work in pairs. She’s…, she’s my friend. T: Now, can you introduce your friend to me? Ss: She’s… she’s my friend. 4)T: OK, Who’s Yang Ling’s friend? S2: Mike. (贴板书) 5)T：How do you know? OK, let’s listen again. Teach: he’s a.read after me. b.he’s=he is (贴板书) c.I point at a student, Ss say together. he’s…(操练2-3个) T: he’s…, he’s my friend. Ss say 2-3个

d.Work in pairs. he’s…, he’s my friend. (学生自主归纳出用‘-He’s/She’s…-He’/She’s my friend.’向他人介绍我的朋友）

3.Ticking time. T: You did a good job. So, How many stars can you get?

Ticking time

I can use “he”

and

“she”.

我会使用“他”和“她”

4.Read the story T: Congratulations. Now, let’s read the story after the tape. Please pay attention to your pronunciation and intonation. 1)Read after the tape two times. 2)Read together. 3)Read in roles. a.Read after a leader (让学生仔细听，尽可能地模仿正确的语音语调。读对话

思考与调整：

时要提醒学生用手指着书上的句子逐句跟读) b.Read in roles (让学生在小组内分角色读，读出不同角色的感情色彩) 思考与调整：

c.Act in roles Step3. Progress. 1.Fun time Can you introduce your friend? Draw and say How many stars can you get?

Ticking time

I can talk about my

friends

我会谈论我的朋友们。

2.Song time T: Boys and girls, You did a good job. Let’s relax. Listen to a song

板书设计

Unit3 My friends

She’s… She’s my friend. He’s… He’s my friend.