Story time教案及板书设计

五烈镇小学集体备课用纸

时间：April

地点：多媒体教室

主备人：

程冬平

课题：Unit4

课时：period 3

教学目标：

1. 能理解Cartoon time部分的意思，并能配合此部分内容进行表达。

2. 能对照Ticking time的三个目标进行客观的自我评价。

3. 能综合运用本单元学到的单词和句型谈论自己身边事物的位置。

4. 能初步把自己表达的内容在老师的帮助下写下来。

教学重难点：

1. 能理解Cartoon time部分的意思，并能配合此部分内容进行表达。

2. 能综合运用本单元学到的单词和句型谈论自己身边事物的位置并能写下来。

教学准备：pictures ,

tape

record ,

CDs 教学流程：

教学方法

设计意图

讨论修改

Step 1 Warm up Hide-and-seek T: Hello, boys and girls. S: Hello. T: How are you today? S: Fine, thanks. T: Boys and girls, today let’s play a game. It’s called hide-and-seek.

T: Who wants to hide first? Step 2 Cartoon time 1. Watch the cartoon T: Boys and girls, do you like this game? S: Yes. (PPT显示cartoon time P1) Look, who are they?

S: They are Bobby and Sam. T: Well, we have two friends. They like this game, too.

T: Yes. They are playing hide-and-seek, too. Bobby

hides and Sam seeks, right? So where is Bobby? Let’s

watch the cartoon.

T: (停在最后一个画面) So where is Bobby now?

S: It’s on the table.

T: Who wins? 谁赢了呢？

S: Sam. 2. Read and say

T: Yes. Sam wins. Now please open your books and read

this story. It’s on your book, Page … When you are 阅读cartoon reading, try to remember what they say.

time部分，记一T: Now close your books. (PPT逐图显示) Who can be 记每一幅图中的Sam/Bobby?

对话

S1: One, two, three …

S2: Where’s Bobby?

指导兴奋的语气

S3: Ah, he’s behind the door.

指导失望的语气

S4: OH, it’s not Bobby.

S5: Where’s he?

指导兴奋的语气

S6: Wow! A cake!

指导得意的语气

S7: Ha! Ha! Here you are, Bobby!

注意语气哦！

T: Now read the story in pairs.

3. Do the dubbing T: Now can you dub for the whole story together? 4. Act the dialogue T: Sam wins. So, it’s Bobby’s turn to seek Sam. What happens now? Can you imagine their words and act it out?

动画角色扮演Sam配音

PPT显示连环画，学生为连环画配话并汇报

Step 3 Ticking Time & Checkout time 1. Self assessment T: Boys and girls, I think you did a good job just now. But did you do a good job for the whole unit? Let’s check it out. Look! (PPT显示3个目标及中文) We have three targets in Unit 4. They are …

S: I can use “where” to ask questions.

S: I can use “in”, “on”, “under” and “behind”.

S: I know the sound of the letter “d”.

T: You can see the Chinese meaning here. So now it’s your ticking time. Please open your books and turn to Page 29 and tick it. T: Finished? Who gets three stars?

T: OK. Now can you ask some questions using where?

T: And the next one, who gets three stars?

Well, let me check. (把东西放在某处) Where’s …?

T: And the third one, who gets three stars?

Well, can you remember any words with the sound [d]? 2. Listen and draw T: OK. Stop. Now it’s checkout time. Open books on Page 29—Checkout time. A Listen and draw. Let’s listen and draw on the book. Take out your pencils and rubbers. Ready? Go. 3. Look, find and say T: Books closed. After the exercise, let’s play a memory game. I’m going to show you a picture, and you have 5 second to remember where things are. Ready?

T: Now here are the questions. Ask and answer in pairs, and I will show you the right answers later. T: Now let’s check if you have the right answers.

小组内互相问答，并请2至3个同学做老师向全班提问, 老师再总结成陈述句

Step 4 Task 1. Talk about the things in the classroom T: Boys and girls, you’ve learnt very well in Unit 4. Let’s see if you can use them very well. It’s time to talk about some real things, like the things in this classroom. T: What can you see here? T: Well, let’s talk about the things her, OK? Here’s what you can say. (PPT显示句子) 2. Write about the things in the classroom

T: Now it’s time to write about the things in the classroom. Here I have three examples. Try to finish them now.

T: Now it’s your turn to write. If you need any help, just put up your hands, and I will help you with the spelling.

作业设计：

1. 读Cartoon time对话5遍。

2. 如果Ticking time没有达到3颗星要求，有针对性的进行改进练习。

3. 和会说英语的家人或朋友谈一谈身边物品的位置，试试写下来。（不会拼的单词查字典）

教学反思：

备课组组长：