Story Time第一课时评课稿

一、教学目标

1.能够通过录音图片理解故事大意。

2.能够通过文字和老师的帮助阅读故事。

3.能够在图片和文字的帮助下表演进而创编故事。

二、学情分析

本节课的授课对象是三年级学生，学生的学习能力和情感能力快速发展，他们具有爱模仿、爱表演的特点，并且愿意表达自己的思想。学生在二年级里学过一些课外活动的表达方式，这为学生学习本课提供了帮助。

三、重点难点

教学重点：

1、学习理解故事。

2、朗读故事并表演故事

教学难点：

表演故事并对同学的表演作出合理评价

四、教学过程

4.1第一学时

4.1.1教学目标

1.能够通过录音图片理解故事大意。

2.能够通过文字和老师的帮助阅读故事。

3.能够在图片和文字的帮助下表演进而创编故事。

4.1.2学时重点

1.学习理解故事。

2.朗读故事并表演故事

4.1.3学时难点

?表演故事并对同学的表演作出合理评价

4.1.4教学活动

活动1【导入】Warm

up 1) Say the chant of Unit3 T asks, “What activities did you hear in the song?”

Ss answer, “Dance, draw pictures, play chess, sing songs, read books, play sports.”

设计意图：通过本单元chant复习本单元活动的词组。

2) Review the words and function sentences in this Unit. T asks, “What other activities do you know?”

Ss answers, “Play ping-ping, play football…”

Game：Act and say

T: Now, I say the words, you do the action.（示范3个）

T: I do the action, you say the words.（示范另外3个）

T: 1 S say the words, another do the action; 1 S acts，another guess the activities.

3) Review the sentences T: Today is Wednesday. Iam going to do Yoga after school. What are you going to do after school?

T: Let me guess what are you going to do? Are you going to …

S: Yes. /No. T: Let’s see what’s other child going to do after school.

设计意图：复现与本单元有关活动的短语及功能句，为语言表达打基础。

活动2【讲授】Lead

in 1) First perception of the story T: Here is the hero of the story. We don’t know his name; let’s give

him a name. …“Blue”. How does he look like? (观察最后一幅图) Is he happy? Why?

What is he going to do? Can he be successful? 设计意图：呈现最后一幅图片，通过教师的提问，学生初步感知故事，给主要人物起名字，解决部分生词，为下面的活动做好铺垫。

2) Holistic perception of the story T: Try to read the story by yourselves. Mark the words you don’t know.

设计意图：学生自己读故事，画出难点，教师后面进行难点突破。

活动3【讲授】Presentation Pic1: Who are they? What are they going to do after school? Pic2: Who are they? What’s in Blue’s hand? What does the girl bring? What does she going to do? Pic3: Who are they? What’s in Blue’s hand? What is the boy holding? What are they going to do after school? Pic4: Who are they? What’s in Blue’s hand? What is the boy holding? What are they going to do after school? Pic5: Who are they? What’s in Blue’s hand? What does the boy bring? What does he going to do?

Pic6: Can you tell me why he is not happy? 设计意图：通过图片环游的方式，给其他人物起名字，为表演做铺垫，逐图的进行深入理解。

活动4【练习】Practice 1) Ss watch the story, Ss read the story. 2) Play the record, Ss look the pics and follow, T leads the Ss to imitate the tunes. 3) Ss hold a lot of things to read the last sentense. 4) Partners role-play the story. 设计意图：大量的读故事（自己读、同伴读、与老师读），为下面的表演故事做铺垫。

活动5【活动】Production 1) Listen to the story, Ss read and act. 2) T and some Ss act the story. 3) Group work. Ss in a group to act the story. (T shows some suggestions) 设计意图：教师示范给学生一个模板，在真正学生表演前，教师告诉学生可以打破模板，给后进生一个标准，给予能力强的孩子足够的空间去发挥。

4) Show time Group show. Other Ss watch the acting. Finish the evaluation paper. T：

Try to evaluate others’act. 设计意图：采取同学互相评价的方式，学生既会认真听别组同学的表演，又可以改进自己组的表演。

活动6【作业】Homework T: What do you think of the boy? Can you give him some advice? Pretend you are the boy. What are you going to do after school? 设计意图：通过表演和制作新的故事，让学生进一步体会故事的含义，同时也能进一步更好的使用本单元的功能句。