Story timeppt课件课堂实录

Unit8 We’re twins! 教学内容：Story time (Period1) 教学目标：

1. 能听懂、会说、会读、会写词汇:uncle,aunt,man,woman,boy,girl,baby,twin. 2. 能听懂、会说、会读句型: Who is he/she? Who’s this/that…?并能用He’s/She’s…来回答。

3. 能正确地理解并朗读课文内容，并能在教师的指导下表演课文。

4. 能用Who’s…?来询问人物的身份，并会用He’s/She’s…来回答。

教学重点：

1. 能听懂、会说、会读、会写词汇: man,woman,boy,girl,baby,twin. 2. 能听懂、会说、会读句型: Who is he/she? Who’s this/that…?并能用He’s/She’s…来回答。

3. 能正确地理解并朗读课文内容，并能在教师的指导下表演课文。

教学难点：

1. 能用正确的发音说词汇：man,woman,boy。

2. 能用Who’s…?来询问人物的身份，并会用He’s/She’s…来回答。

教学准备：

PPT，单词卡片，道具

教学过程: Step1. Warming up 课堂开始之前，播放歌曲视频：Who is he? 1. Greetings:

T: Good morning, boys and girls.

Ss: Good morning, Miss Feng. 2. T: Today we’re going to meet a new friend. (PPT呈现一个公主和城堡)

Do you want to know something about her?

Ss: Yes!

T: Now let’s listen.

(播放录音，让学生听取新朋友的信息，使他们集中注意力，并锻炼其听力。)

T: OK. What’s her name? S1: She’s Lucy. T: Yes. How old is Lucy? S2: She’s ten. T: Good. What colour does Lucy like? S3: She likes blue. (提醒学生说likes) T: Great! Boys and girls, Lucy likes playing games. Do you want to play a game with her? Ss: Yes! T: OK, now let’s play a game.—Magic eyes. (用游戏调动学生的学习兴趣，并在游戏中复习一些家庭成员的单词以及介绍别人和询问别人身份的句型。)

Step2. Presentation 1

T: Good job! Look, today is the castle’s open day.（教授open day）

Do you want to go and have a look? Ss: Yes! T: But the castle is very far. If you can complete the tasks set by Lucy, you can get a magic map to the castle.

(营造去城堡开放日的主线，设置任务得到地图，在任务中教授词汇和句型。) 1. 教授词汇和句型

Task1: Let’s guess. (1)

Who is he? He’s _____. (PPT呈现人物图片和句型，遮去部分人物身体) (粘贴板书，并引导学生用He’s …来回答。) S：He’s Liu Tao.

(先用简单的热身一下。) (2)

Who’s this boy? He’s____. He’s Tim’s _____.

(PPT呈现人物图片和句型，

遮去部分人物身体) (教读并粘贴板书who’s，this，强调一下this这个单词。) T: Look at this word, boy.

教读: boy

toy/ɔɪ /

(做酷的动作，表现得像个男孩。用学生熟悉的单词来帮助学生正确发音。粘贴板书。) 操练：Ⅰ. Read one by one.

Ⅱ. Boys stand up and say “ I’m a boy.”

T: Who’s this boy?

S: He’s Mike. He’s Tim’s brother.

T: Yes, you’re right. Let’s read the sentence together.

(回答出人物名字以后，进一步介绍人物的身份，拓展学生的思维。男女生分开读，帮助学生区分两个单词。) (3)

Who is she? He’s _____. (PPT呈现人物图片和句型，遮去部分人物身体) (粘贴板书，并引导学生用She’s …来回答。) S：She’s Su Hai.

(先用简单的热身一下。) (4)

Who’s this girl? She’s____. She’s Mike’s _____.

(PPT呈现人物图片和句型,遮去部分人物身体) T: Look at this word, girl.

教读: girl

bird, shirt/ɜ: /

(做可爱的动作，表现得像个女孩。用学生熟悉的单词来帮助学生正确发音。粘贴板书。) 操练：Ⅰ. Read one by one.

Ⅱ. Girls stand up and say “ I’m a girl.”

T: Who’s this girl?

S: She’s Helen. She’s Mike’s sister.

T: Yes, you’re right. Let’s read the sentence together.

(回答出人物名字以后，进一步介绍人物的身份，拓展学生的思维。男女生分开读，帮助学生区分两个单词。) (5)

T: Now please look at these girls and these boys. What can you find?

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(PPT呈现两对双胞胎图片)

S: 他们长得一样。

T: Yes, so they’re twins!

教读: twin

in, it, window/ɪ /

T: Twin, twin, twins.

(用手势让学生更清楚twin是表示一个人，twins是表示两个人。用学生熟悉的单词来帮助学生正确发音。) 操练：Ⅰ. Read one by one.

Ⅱ. Girls read and boys read.

T: So today we’re going to learn Unit8 We’re twins! (教读课题并粘贴板书。) (6)

T: Look at this baby. A baby boy or a baby girl? Why? (PPT一个婴儿的图片和一些洋娃娃)

S: She’s a girl. She has some dolls.

T: Yes, you’re so smart! Look at this word, baby.

教读: baby

cake, make/eɪ /

(拿出道具奶瓶，用可爱的声音说

“I’m a baby.”

用学生熟悉的单词来帮助学生正确发音。) 操练：Ⅰ. Read one by one.

Ⅱ. Invite someone to read.

Ⅲ. Chant:

My cousin is a baby.

She likes this teddy.

She looks very happy. (用不同的方式来操练，让学生尽快掌握单词。粘贴板书。) (7)

T: Everyone, look! Is he a boy or a man? Choose A or B? (PPT呈现人物图片

和A、B两个选项,遮去部分人物身体)

S: Choose B.

T: Yes, he is a man. Why? How do you know?

S: 因为他戴了领带。

T: Good! Because he wears a tie. Look at this word, man.

教读: man

can, that/æ /

(做强壮的动作，表现得像个男人。用学生熟悉的单词来帮助学生正确音。粘贴板书。) 操练：Ⅰ. Read one by one.

Ⅱ. Read in groups. T: Who’s this man? He’s____. He’s a _____.

(PPT呈现句子)

S: He’s Mr Green. He’s a teacher.

T: Excellent! Let’s read the sentence together. (回答出人物名字以后，换种方式进一步介绍人物的身份，拓展学生的思维。) (8)

T: Look! Is she a woman or a girl? Choose A or B? (PPT呈现人物图片

和A、B两个选项,遮去部分人物身体)

S: Choose A.

T: Yes, she is a woman. Why?

S: 因为她穿了高跟鞋。

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T: Great! Because she wears high heels. Look at this word, woman.

教读: woman

wolf /ʊ / policeman /ə/ (做照镜子化妆的动作，表现得像个女人。用学生熟悉的单词来帮助学生正确音。粘贴板书。) 操练：Ⅰ. Read one by one.

Ⅱ. Read in groups. T: Who’s that woman? She’s____. She’s _____.

(PPT呈现句子，教读that并粘贴板书)

S: She’s Miss Li. She’s beautiful.

T: Wonderful! Let’s read the sentence together. (回答出人物名字以后，换种方式进一步介绍人物的身份，拓展学生的思维。) Task2: Let’s chant. (1)

T: Now let’s have a chant. (PPT呈现chant)

My family

I am a girl.

You are a boy.

My father is a man.

My mother is a woman. 操练：Ⅰ. Read after the teacher.

Ⅱ. Read with the music. (2)

T: Can you make a new chant? I give you 30 seconds to prepare.

(挖去一些空，PPT呈现一些家庭人员和新授的单词，帮助学生思考) (用chant的形式巩固了新授单词，并且让学生在自己创作的过程中梳理句型，学会表达。) Task3: Let’s say. T: Now try to say the whole sentence according to the pictures with boy/girl/man/woman/baby. (PPT逐个呈现Who’s, this，下面出现女孩的图片，学生说girl，然后让学生把整句句子连起来说一遍。接下来只切换图片，让学生判断图片人物然后说整句句子，操练Who’s this…？的句型。一遍过后，将this切换成that，继续切换图片，让学生操练Who’s that…？的句型。) (保持其他内容不变，切换一项内容的形式可以让学生很好地操练到句型；图片的转换也是让学生在区分并回忆新授单词，进行进一步的巩固。)

T: Good job! Now you have the magic map. But we still have to wait for some time. I heard that Yang Ling’s school has an open day too. Let’s go and have a look first, OK?

Ss: OK.

2.

Story time 课文教学

T: Look, Yang Ling and Mike are talking about this man and this woman.

(1)

Listen and answer听录音回答问题

A.

Who’s this man? He’s Mike’s _____.

(出示图片) S: He’s Mike’s uncle. T: Can you spell uncle? 4

S: Yes. U, n, c, l, e, uncle. T: That’s right. He’s Mike’s uncle. Let’s read and spell “uncle”, one, two. B.

Who’s this woman? She’s Yang Ling’s _____.

(出示图片) S: She’s Yang Ling’s aunt. T: Can you spell aunt? S: Yes. A, u, n, t, aunt. T: That’s right. She’s Yang Ling’s aunt. Let’s read and spell “aunt”, one, two. (用听力的形式让学生说出图片中的男人和女人是谁，锻炼了学生的听力；uncle和aunt是以前学过的单词，所以采用让学生试着拼写出来的形式。) (2)

Watch and answer看动画回答问题

T: Who’s this girl? Is she Su Hai? Please watch and answer. (出示苏阳图片) She’s _____. She’s _____’s _____. (PPT呈现) S: She’s Su Yang. She’s Su Hai’s sister. T: Yes. Su Yang is Su Hai’s sister. Look at Su Hai and Su Yang. They are twins.

(播放课文动画，学生带着问题看动画，能让注意力更加集中。) (3) Let’s read阅读课文

A. T: Now let’s read after the tape. Please pay attention to the pronunciation and intonation.

(跟录音一句一句地读课文，模仿语音语调，培养语感。)

B. T: Nice! Next, let’s read together.

(齐读课文，检查学生对课文的理解和掌握情况。) (4) Show time表演时间

T: Wonderful! Now let’s act. Please work in groups and try to act the story. If you can act vividly, you can get a star. Two minutes to prepare. Let’s start. T: OK, time’s up. It’s show time. Eyes on me. Who can try? Ss: Let me try. (请三到四组学生上台表演，并根据表演的情况奖励小星星，激励学生表演。)

Step3. Consolidation

T: You are so great! Now let’s do some practice. 1. Let’s practise

T: Please take out your pictures of your family. Work in pairs and ask and answer. You can use these sentences. (1)

A: Who is he/she? B: He’s/She’s …(He’s/She’s my…) (2)

A: Who’s this boy/girl/man/woman/baby? B: He’s/She’s …(He’s/She’s my…) (小组合作，巩固并初步运用新学知识。)

T: OK, time’s up. Eyes on me. Who can try? Ss: Let me try.

(请三到四组展示自己画的family tree，并进行对话。)

2. Complete a dialogue 完成对话

T: OK, boys and girls, it’s the time for the castle. Are you ready?

Ss: Yes! 5

T: This is the castle. Look at the castle. It’s so big. You can see many people. You want to know them, so you ask Lucy. Now take out your paper. Please work in pairs. Choose a part to complete a dialogue with your partner. Two minutes to prepare. Let’s start.

(PPT呈现人物及其身份，同时出示A、B两组对话。任选一组，运用所学知识，根据图片内容完成对话。)

T: Time’s up. Now let’s check the answer. (首尾呼应，你来到城堡的开放日去参观城堡，见到了一些人，于是询问Lucy他们的身份，因而产生了对话。在完成对话的过程中，既能让学生运用到今天所学的内容，又能让学生在情境中体会句型。两人合作完成，降低了难度。)

3. Let’s enjoy 欣赏

T: Next, let’s enjoy some pictures of twins. (PPT播放双胞胎照片，包括龙凤胎照片，以及异卵双胞胎的照片，让学生更清楚双胞胎的种类。) T: Boys and girls, family is very important. Please love and cherish your family.

Step4. Homework T: Class, you did a good job today. Here’s your homework.

1. Read the text three times and try to act it out. 2. Ask and answer questions about family with your friends.

3. If you have a twin brother or a twin sister, what will you do? (阅读并表演课文，巩固课文内容。用新学知识与朋友进行问答练习，操练了句型和词汇，并锻炼了学生的英语交流能力，将英语运用到现实生活中。让学生发挥想象，如果自己有一个双胞胎的兄弟或姐妹的话会做些什么？) T: OK, time’s limited. That’s all for today. Class is over. Goodbye, class.

Ss: Goodbye, Miss Feng.

Blackboard design:

Unit8 We’re twins! Who’s he/she?

He’s/She’s…

Who’s this/that…

boy

girl

baby

man

woman (图片)

we’re = we are Teaching reflection: 这节课的主题是在学校开放日的时候Yang Ling和Mike在互相询问对方的家人，并且将Su Hai和Su Yang这对双胞胎认错。于是我也设置了一条城堡开放日的主线，用双胞胎公主之一的Lucy设置任务提供城堡地图的形式来教授单词和句型。学生们在猜、游戏和歌谣中学习，从头到尾兴致很高，也能积极参与。得到地图后，我用因为还没有到城堡的开放时间，所以先去Yang Ling学校的开放日看看，过度到课文。教授课文的时候，我采用听录音回答问题和看动画回答问题的形式，让学生理清了课文的主要内容。在读和演过后，我让学生用自己画的家人的画分小组进行句型的操练。到了城堡后，学生又在情境中进行了一个书写的训练，将本科的重点知识巩固了一遍，并且将Lucy的双胞胎妹妹Lily引出，又一次呼应了主题。接下来我播放了一些双胞胎的图片，让学生知道双胞胎有好几种。最后我呼吁学生热爱并且珍惜自己的家人，并布置作业。

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整堂课上下来比较流畅，我也用了自己的创意，设置了一些有趣的操练环节。在教授过程中，我也采用了不同的形式，最后学生掌握情况还不错。课堂中，我延续自己的一贯风格，注意运用主线，注重音标教学和动作教学，课堂氛围活跃。但是也有一些地方值得改进，比如在Let’s say的环节，让学生直接看图片说出man，woman等还要念一整句话的时候，一小部分学生反应得稍微慢了些。可以多留些时间让学生思考，先请学生举手回答，然后再一起读。还有在最后的书写环节中，虽然我已经在图片中将人物的身份和姓名标好，完成对话也是采用的填空形式，但是有的学生还是不是很清楚应该怎么做。我想我可以带着学生先把A组的对话完成，做个示范，然后让学生自己完成B组，这样会更容易一些。

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