Story time教学设计(第二课时)

四年级上册

第三单元

第1课时

教案

Teaching contents

教学内容

Story time

Teaching aims and learning objectives

教学目标

1. 能听懂、会读、会说：thirteen, fourteen, fifteen。

2. 能听懂、会读、会说日常用语：What do you have?、I have …、How many …do you have?。

3. 能正确地理解并朗读故事内容，在图片和语言提示下表演故事。

4. 能初步运用本课所学的词汇和日常用语谈论拥有的物品及其数量。

Focus of the lesson and predicted area of difficulty

教学重点和难点

教学重点：1. 句型的教学。

2. 从整体上阅读故事并理解。

3. 用正确的语音语调朗读对话，表演故事。；

教学难点：1. 对于句型的掌握。

2. 用正确的语音语调朗读故事。

Teaching procedures

教学过程

Step 1 Greeting & Warm up

1. Greeting T: Hello, boys and girls. S: Hello, Vivian. T: Hi! How are you today? S1: I’m fine./I’m good …

2. Sing a song T: Do you like singing? S: Yes, we do.

T: Let’s sing a song. OK? S: OK!

T: Good. Here we go. Ready? Go.

How many fingers do you have? Let’s count!

(老师带着学生边做动作边跟唱歌曲) 【设计意图：通过歌曲营造轻松愉悦的课堂气氛，并通过“数数手指头”复习数词并渗透本节课将要教授的重点句型How many …do you have?为后面的教学铺垫。】

Step 2 Presentation 1. Let’s count

T: Well, boys and girls. How many fingers do you have? S: Ten! T: Great! Let’s count from 1 to 12. OK?

S: OK! (学生从1数到12) 2. New numbers

T: You counted very well. Now, look! Here are some pandas. How many pandas? S1: Thirteen. T: Right. Please read after me. Thirteen.

S: Thirteen. (新授数词thirteen，同法教授数词fourteen) T: And today I’ve got some stickers for you.

(新授单词sticker/stickers) T: How many stickers? Can you count? S2: Fifteen. T: (新授数词fifteen) 【设计意图：通过数数复习旧知，自然教授三个新的数词和课文所涉及的生词sticker，为后面的故事教学降低难度。】

3. Read the numbers T: Let’s read the three numbers together. S: (跟读) Step 3 Story time 1. Look and say T: I’ve got some stickers today. One of our friends has some, too. Look at this picture. Who are they?

S: They are Mike, Liu Tao, Helen and Yang Ling. (PPT出示课文图片，教师带领学生观察图片并展开讨论) 2. Watch and answer T: Who has the stickers? Let’s watch the cartoon. And try to answer the question.

Who has 15 stickers? (PPT播放课文动画) T: Who has 15 stickers? S: Helen has 15 stickers. 3. Listen and fill

T: Let’s listen to the story again. Please try to fill in the blanks.

What does Mike have? How many? (PPT出现表格，播放故事音频，学生试着完成表格) T: What does Mike have? S: Mike has some toy cars. T: How many toy cars does Mike have? S: Thirteen. 【设计意图：帮助学生整体感知课文，整理课文要素。】

4. Read and learn T: “How many” is used to ask the amount of things.

T: Now, please read the sentence after me.

(PPT中出示重点句型，教师简单讲解、领读；学生试着理解、跟读) 【设计意图：引导学生进一步掌握句型。】

5. Read the story

a. Listen and repeat. (听录音，重复句子后跟读课文，鼓励学生模仿录音中的语音语调) b. Read after the teacher. (读之前PPT展示语音语调需注意之事项) c. Read together. (PPT标注升降调) 【设计意图：通过精读课文句子，模仿语音语调，理解文中人物的情感变化。】

d. Read by yourselves and try to think. (自读课文并思考) 【设计意图：引导学生自读领会课文中新句型，培养他们联系上下文理解的能力和自学能力。】

Step 4 Consolidation 1. Try to remember T: Discuss in pairs and try to remember the text. (同桌讨论回忆课文并填空) 2. Act the story T: You really did a good job in this story time. It’s Show time for you. Can you act the story? Prepare it in groups of four. Then come to the blackboard to act it out. (教师组织学生四人一组，表演课文。) 【设计意图：表演课文可以帮助学生复习、巩固课文，学生带着头饰，将故事内容进行脱稿表演是提高学生语言能力和学习兴趣的最佳方式。】

3. Make a short play and act it out T: I know you can act the story very well. Now I’ll give you a big challenge. Look here. Can you make a short play? This time, you need to work in groups of four. Please take out your own stuff, and make a short play with your group members. (四人一组，将课文内容改编成自己的短剧，教师给出开头与结尾的提示，以供参考) —Look at my _______. They’re _______.

—How many _______ do you have?

—_______ —Do you have any _______? Yes, I do. How many? _______

—Do you have any _______? No, I don’t. What do you have? I have _______.

—Can I have a look? _______

—Can I have one? _______

T: Excellent, boys and girls. Wonderful jobs you did today. I can see you can play, you can read and you can act!

S: Yeah! 【设计意图：将课文按照自己的想法进行改编，对学生提出更高要求，期待通过创新、合作，共同将这节课所学内容以自己的方式演绎出来，学生有话可说，有话想说，课堂气氛再次升至高点。】

Summarize 1. 数字13~15

Thirteen, fourteen, fifteen 2. 当你想知道对方有什么，可以问：

What do you have? 3. 当你想询问对方拥有物品的数量时可以问：

How many … do you have? 4. 当你想看一看对方东西，征求意见时可以说：

Homework

家庭作业

1. Listen and read the story and try to recite it.

2. Invite your friends to your house, show your personal collection and write down your dialogue.

Teaching aids

教学准备（含板书设计）

教学准备：人物卡片、贴纸、多媒体课件、学生自带表演道具

板书设计：

Unit 3

How many?

说课

一、教学流程与设计意图

让我们来简要回顾一下实际教学环节中的活动设计：

Pre-reading 阅读前

在阅读前阶段，我设计了两个层次递进的活动。首先，利用一首欢快的英文歌曲自然揭示出今天的课堂主题——How many?。其次，通过数数的问答，新授课文中所涉及的部分新单词，为后面的故事教学铺垫。

While-reading 阅读中

How many cars do you have?

Liu Tao Thirteen.

Yang Ling

What do you have?

I have some stickers.

13 thirteen Can I have a look? Mike 14 fourteen

Helen 15 fifteen

阅读前的热身后，我们的学习进入重要的主体部分—阅读中阶段。本阶段中，我设计了以下7个前后相连的活动：

1. Look and say 学生们看图了解故事背景，并激发其对文本的猜测；

2. Watch and answer 学生带着问题和预测观看卡通，了解故事整体信息；

3. Listen and fill 了解大意后，学生再听一遍故事，根据细节信息进行填空；

可以看出以上三个活动的设计核心在于“阅读并理解故事”。理解后，为了更有效地加强语言的输入，我又设计了以下四个朗读活动；

4. Read and learn 对主要句型进行强化训练，进一步理解和掌握重点知识；

5. Read the story 听录音跟读，强调模仿，归纳语调规则，旨在培养正确优美的语音语调；

6. Read together 学生齐读，增强朗读自信并培养语感；

7. Read and find 学生自读并思考，锻炼他们联系上下文理解的能力和自学能力；

显而易见，以上几个紧密联系的活动的设计主旨都在于分层次有效地进行语言输入。

Post-reading阅读后

阅读后阶段，通常我们认为是语言输出阶段。考虑到四年级学生爱说、爱表演的特点，我设计了以下三个活动：

1. Try to remember 同桌讨论，回忆课文，加深理解和记忆；

2. Act the story 学生围绕课本表演；

3. Make a short play and act it out 学生利用自己带来的物品，将课本对话改编成一个完整的小剧本并表演。

这样的设计意图在于：

1. 针对不同层面的学生，设计不同的输出方式，以巩固对文本的学习；

2. 创设平台，学生使用目标语进行综合性语言输出。

最后，跟大家分享一下本节课中的几个“特别关注”：

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关注不同层面的学生在英语课堂上的发展

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关注学生对课文的整体感知和细节信息的获取

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关注学生的过程性体验

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关注对话的理解、朗读和表演指导