Story Time课件配套优秀教案案例

教学活动设计

一、

Greeting 1、

Do you like reading books? 2、

3、

What book do you like? I like reading Harry potter. It is interesting. It is exciting. But I don' t like reading the science book. It is too boring.

4、

How about Mocky? What book does Mocky like? 二、

text 1、

Last Sunday,Ann、ken and Mocky went to went to the book store. What did they buy? 2、

3、

Let's watch this story. Answer the question and learn the story. Picture1:Where are they now? Does Ken\Mocky like the animal story? Why? Picture2:What book is it? Does Ann\Mocky like the comic book? Why? Picture3:What book is it? Do they like the science book? Why? Picture 4: How much is it? Can they buy it? Why? Picture 5: What book are they looking at? Picture 6: What's the name of the book? Picture 7: Do they like the e-book? Why?

Picture 8: Why can't Mocky read the e-book? Picture 9: Why does Mocky look happy again? 4、Teacher retell the story. 5、Read the story follow the tape 三、Do exercises: Listen and Number

四、Open the books and read the story 五、Activity

I like _____. It is _______.

I do not like ______. It is _______. 板书设计：

books animal books comic books Ken\Ann interesting more interesting Mocky boring more boring science books the most interesting,the most expensive e-book

exciting, interesting,difficult 教学活动反思

教学设计主要从阅读活动入手。因为阅读是一项重要的人文活动，既是学习语言的基础，也是必要途径。以小组合作为基础，共同学习，全员参与。主要目标是让学生在自主阅读中学会领会与理解。学生在思考、交际的过程中逐步培养他们运用语言的能力。

表现比较突出的是：

一是平时基础较好的同学在课堂活动中充分交际，不仅把课内知识加以整合，而且还融会他们课外知识的展现。

二是导入环节活动运用上单元刚刚学习过的有关运动方面的知识直接引入新课的学习。过程简洁，学生易于构建新的知识体系。另外在呈现各种图书的过程中，既是对已经学习过的知识的复习再现，又是对新故事中再次出现这部分词、句的加深理解，为学习故事、降低理解阅读故事难度作了有利的铺垫。

三是小组讨论学习故事环节活动设计，学生阅读讨论充分，体现小组合作意识和互助精神。而且讨论的问题涉及具体明确，有透射力，为学生理解故事起到辅助作用。

四、通过板书的设计，我特意安排了一个复述课文的活动，让学生通过听老师讲，到和老师一起讲，最后到独立讲故事。这个板书至始至终都起到很好的作用，清晰明了。复述这个活动也安排得很好，学生们从不懂到了解，到逐步会读到会表达，逐层深入，应该说学生复述活动的设计，板书起到了至关重要的作用。