Story time教学目标设计

教学内容

教学课时

Unit5 How old are you? (Story Time) 共

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教材版本

课

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译林版

语篇课

1. 能听懂、会读、会说、会书写单词one, two, three, four, five, six, seven, eight, nine, ten. 教学目标

2. 能听懂、会读、会说日常用语How old are you? I’m …This is for you. Here you are. Thank

you. 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模仿、表演课文内容。

1. 能听懂、会读、会说、会书写单词one, two, three, four, five, six, seven, eight, nine, ten. 教学重点

2. 能听懂、会读、会说日常用语How old are you? I’m ….This is for you. Here you are. Thank

you. 教学难点

教学准备

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模仿、表演课文内容。

玩具实物、导学案、数字卡片

教

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Step 1

Free talk T: Hello, boys and girls. Are you ready for English class? Ss: Yes. I’m ready. T: Well, good morning, class. Ss: Good morning, Miss wei. T: Nice to meet you. Ss: Nice to meet you, too. T: How are you? Ss: I’m fine, thank you. And you? T: I’m fine, too. T: Look, what’s this? S1: It’s a toy bear. T: How lovely! Here you are. S1: Thank you. T: Not at all. T: Hello, Daisy. Is this your rabbit? S2: Yes, it is. T: How lovely! S2: Thank you. 【设计意图】在对话中渗透本课时的重点句型，帮助学生理解句子的含义，为下阶段教学打好基础。

Step 2

Let’s check 1.

Enjoy a song T: OK. Let’s enjoy a song. If you can sing, please follow it. 教师和学生一起边听歌曲边做动作。

T: What’s in the song? 修注栏

注意对话的完整性，教师的示范一定要到位，只有这样学生才能模仿的好。

Ss: One, two….ten. T: Bingo. There are some numbers. Let’s count together. 学生一排一排操练，one-two-three-…，比一比哪组的学生反应最快。

2.

Magic eyes 教师快速呈现数词1-10，最后出现two six T: Yes, it’s two six.I'm Lily, and I’m 26. (教师出示名片帮助学生理解) 学生在听歌曲时，给他布置任务，注意听其中出现的数字，这样学生就不会走神了。

Name: Lily

Photo

Age: 26

Tel: 15205217513

QQ: 123839856

T: How old are you?

S1: I’m nine.

T: How old are you?

S2: I’m ten.

T: How old are you?

S3: I’m eight.

T: So today we’ll learn Unit 5 How old are you? Well, read after me, “How old are you?”

T: Hello, ...

S: Hello, Miss Sun.

T: How old are you ?

S: I’m nine/ ten.

T: Well, let’s see something interesting. 指导学生注意[Tip] How old are you?可用来询问他人的年龄，但在外国，年龄对他们来说是一种隐How old are you?私，是秘密，所以如果你在路上跟外国人打招呼的时候不可以随便问他的年龄哦！

的适用范围，普及T: So in western countries, can you ask me "How old are you?" 文化知识。

Ss: No.

T: Yes, it's impolite, it's a secret. But you can ask your partner "How old are you?"

学生在小组内开火车一问一答：“How old are you? I’m…How old are you?....”

T: Excellent! Are you happy?

Ss: Yes.

T: Good. Someone is happy, too.

【设计意图】在教授完新句型后，让学生在小组内互相学习，学得快的学生教学得

慢的学生，互相带动，减轻教师的任务量，同时学生教学生的效果也不比老师教学

生的效果差，有时学生学得更快，小组比赛，一个接一个的反复问答，这样每个学

生都得到了说英语的机会。

Step 3

Presentation 1.

Story time

(1) 学习Story time

A. Look and answer T: Look, Who are they?.

Ss: Mike, Helen, Tim.（教师黑板贴人物）

T: What questions will you ask them?（你想问他们什么问题呢？）

S1: How old are you?

S2: Where are you?

T: Me too. I want to know these, too.

B. Watch and answer T: Now first let's watch the cartoon and find the answer" How old is Mike/ Helen/ Tim ?" , 对课文的处理环OK? 节多样，看图回T: Mike is...

答，看动画回答，S: Nine. 自读课文连线等，T: Helen is...

Eight 单一的形式学生

Tim is...

Two

(学生将相应的数字贴到黑板上) 会疲倦失去兴趣，C. Watch and answer again 多样的形式学生T: We know Mike is nine, Helen is eight, Tim is two. But do you know where are they ? 很喜欢，参与活动

Let's watch the cartoon again , then answer these questions, OK? 的积极性也就高Q1: Where are they ?

了。

Q2: What does the woman say to the children?

由Q1 引出

toy museum 玩具博物馆

（Ss read并且出示Tip）

由Q2 引出

Here you are. 给你。

Here you are. =This is for you.

D. Read and match T: Boys and girls, there are many toys in the toy museum, do you know which toy is for

Mike, which is for Helen, which is for Tim ? Now read the story and do the match , OK?

Ss: OK.

学生上台将三个玩具分别贴到相应的人物旁。

T: Let’s check. This dog is for Helen. / This robot is for Mike./ This panda is for Tim.

(学生练说This...is for...) T: OK, boys and girls. Look at the blackboard, and look at these cards, can you make a

sentence like this? For example, Tim is two. This panda is for Tim. Like this, who can

try ?

S1: Mike is nine. This robot is for Mike.

T: How clever!

S2: Helen is eight. This robot is for Helen.

T: How pretty!

E. Read after the tape T: Now it’s our reading time, let’s read after the tape, pay attention to your pronunciation.

【设计意图】进入课文学习时任务设计的层次明显，先看图—看动画找年龄—看动

画找地点—读和连线—跟读录音，层层递进，由看到听，学生能够整体感知文章的

大意，在此基础上进入课文的句子学习，学生易于接受。

F. Acting time T: Well done. How beautiful! Now it’s our acting time. Work in groups and act the story

out.

G. Extension T: Boys and girls, after reading the dialogue, do you have any questions about this story ?

Oh, I have a question. Why is the robot for Mike, not for Tim? Why is the panda for

Tim, not for Helen. Now please look at the picture carefully, then help me to solve the

problem, OK? Ss中文回答。

T: Yes. You are a clever boy/ girl. Because the robot and the dog are for the children of the ages from 6-10, Mike is nine, and Helen is eight. So the robot and the dog are for them. But the panda is just for the children of the ages from 2-5, Tim is only two, so he gets the panda. Now are you clear, yes or no? [Tip] 当你为别人选购物品时，你要考虑他们的年龄、性别、兴趣爱好。

Step 4

Consolidation T: Look, here’s a shop. We have a toy car, a robot, a doll, some flowers and so on. You can make a dialogue in your group. First let’s read the rules: 在小组内，一人扮演售货员，其余人扮演顾客，注意顾客的年龄最好不同喔！

T: You may use: Welcome

欢迎

Would you like a/an...?

你想要什么？

What about...?

...怎么样？

What colour is it? ...是什么颜色的？

How old are you?

你几岁了？

This is for you.

这是给你的。

Here you are.

给你。

How lovely!/nice!/Great!

真可爱啊!/真漂亮啊!/好极了！

Thank you.

谢谢你。

Not at all.

不客气。

教师播放背景音乐，学生小组合作讨论并汇报。

【设计意图】在学生掌握了本课的课文后，设计了一个提升环节，既是对课文的一个巩固，同时又是能力提升，考察学生综合运用言语的能力。

Step5

Exercise 1. Writing Time T: Good boys and girls. We often get present from our parents and friends, also we should give presents to them. Look, presents can be a book, a doll, a hug, a smile, a helping hand, a telephone call…And also presents can be your hard working. Your good speaking, good listening, good reading and good writing. T: Now it's time for you to give presents--Write the numbers correctly and clearly. [Tip] 在四线格内抄写下列数词，注意在抄写单词时，要边拼边写喔！

每组推选一名学生代表上黑板书写数字1—10，其他学生在本子上抄写，并请小组长

批改。

T: Great! Your hand writing is very nice. Thanks for your presents. 2. Learning tip T: Boys and girls, I give you a present. That is knowledge.

[Tip] Numbers are around us. Use these numbers in your daily life.在日常生活中使用这些数词，我们可以用英语说一说电话号码、门牌号和车牌号码等。

Look, this is my name card. Can you read the numbers? 教师介绍自己的名片，和学生一起读出号码。

【设计意图】在本课上，前面已经设计了听、说、读的环节，在课的最后加入写的训练，学生各项能力都得到了训练，三年级加入了对学生书写字母和单词的要求，故在课上适当的书写可以集中学生的注意力和良好的书写能力。

对话的创编要注意合情合理，表演时动作要大方得体，语义通顺。

注意书写姿势的指导。

Step6

Homework 1. Read Story time after the tape three times. 2. Read and spell the new words, and copy them in your exercise books twice. 3. Make a Name Card for yourself, and introduce it in English.

Unit5

How old are you?

English Corner

Mike

nine

robot

How lovely!

Toy Museum

Helen

eight

dog

Here you are.

Tim

two

panda

salesgirl

四线格

板书设计

本节课的内容是3B Unit5 How old are you的Storytime学习。课前我认真分析了学情，了解了学生实际学习情况，在课堂教学中我采取以下多种教学活动设计，试图激发学生的学习兴趣，在实际的课堂操作中我有收获，也发现了诸多不足。

在课堂教学一开始，我让学生采用小组读、分角色朗读、个别读，这些操练的方式在平时的课堂教学中一直在用，所以在实际的课堂教学中起到的效果比较明显，学生能够紧跟老师的指令进行操练，起到了明显的效果。

在本堂课的教学中，利用图片、贴纸和夸张的表情以及丰富的肢体语言来吸引学生的眼球。在本课时的教学中我还根据知识掌握的重点，设计了一个数字头脑风暴以及Quick mind将活动与本堂课中所有的重要知识融汇其中，增强教学的直观性和趣味性，以有效地激发学生的学习兴趣，加深对所学单词与句型的理解。

让所教授的词汇与句型有机地形成整合一个整体。从实际的课堂效果来看，学生能够在教师创设的情景中愉快地学习英语，学生较好地掌握了本堂课的知识。