Story time教学设计及说课稿

Unit 6 An interesting country

（story time 1st period）

1.Teaching aims and learning objectives教学目标：

1.掌握词汇：country、will、find out 、send、kangaroo 、koala 、Sydney。

2.理解并会运用“I'll....”表达自己将要做的事情。

3. 能理解story time内容并能探究、合作去查找获取所需信息。

4. 能意识到合作能力和开拓视眼的重要性并付诸于实际生活。

2.Focus of the lesson and predicted area of difficulty教学重难点：

1. 初步理解will构成的一般将来时用法。

2. 能理解story time内容并能探究、合作去查找获取所需信息。

3. 能锻炼运用英语及与他人合作的能力。

3.Teaching and learning methods教学方法:

合作学习法、活动教学法、自然法、游戏教学法

4.Analize students学情分析：

这个班从一到五年级都是用的牛津小学英语的学生用书，从六年级上学期教材改版启用了译林版英语后，对五年来一直学习牛津版英语教材的他们来说这是一个大转变和大挑战。然而孩子们很好地克服了困难，在平时教学中，我比较注重基础知识的积累，因此，本课教案设计前，我在询问了几位班级学生的前提下，弱化了本课的四会和三会单词教学处理，对welcome, visitor等词都是让学生自主消化掉了。（学生对learn ,will, welcome, 这些常用单词都较为熟悉，为了提高课堂效率，直接跳过。而对exciting与excited二词略带做了比较。）

“精彩的课堂决定于精彩的教学内容，精彩的教学内容又主要源于精彩的文本。”学生用书文本内容相对简单，我根据实际学情，对文本进行了适当扩充，使本堂课内容密度大，信息量足。我运用以旧带新，精讲多练原则，层次清楚、过渡自然，以了解澳大利亚为基点，突出了语言重点，分散了难点，思维过程层层递进，为进一步学习本课做了很好的铺垫。

5.Preparation教学具准备及辅助活动：

Look for some information aboutAustralia, exercise paper, PPT, Teaching procedures教学过程：

Step 1: Preparation

1 Greetings 2 Show the title "Unit 6 An interesting country",learn :country----countries And know what will we do this period. a .Pass three English tests b. Talk about plans with”I’ll…”

c. Talk about the interesting country d. Look for other interesting countries by reading or surfing 给出Tips: When we learn sth., what will we do? We should make a plan because time is limited. 【设计意图】明确学习内容，这样有利于学生的思维过程也会“有的放矢”。特别是tips，也在教学中不断渗透“预则立”的自主学习思想，教给学生学习的方法，意在养成终生学习的能力。

Step 2: Presentation

Finish three tests to see whether students can visit an English speaking country .Test 1: Words turn around; Test 2:IQ movement ; Test 3: Information collecting. Test 1: Words turn around. Match the country with nation and famous things to review old knowledge. T:Boys and girls, do you know these countries，

the famous places，people and language ?Let's match and say T: Congratuations! You passed it. 【设计意图】复习以前学过的国家、国籍、各国特色建筑，人民及语言知识，并作相应新知Culture time的渗透。

Test 2: IQ movement. 1. Write down your puzzles about Australia.（教师课前先在黑板划好线，请学生上来板书问题，到时候用其它颜色粉笔标注答案，学生未涉及的问题教师可以补充，从而使板书形成完整系统。）

.T: The name of this period is "An interesting country" is among the countries you saw just now. Guess Which is “An interesting country”?

Ss: It'sAustralia. T: Bingo. What do you want to know aboutAustralia? Would you please tell me your puzzles? And please write down on the blackboard. S1: Where is it? S2: What is the capital ofAustralia? S3: What is the specialty? S4: What's the weather like? S5: How are the people there? S6: What animals are there? S7: ...... 【设计意图】学生对这个有趣的国家一定有他们的好奇心，他们内心有自己想要了解的方面，因此让学生用积累的英语表达真实的想法，然后全班同学通过学习，探索、认知他们想要认识的澳大利亚，这样能激发孩子的求知欲，也能让他们品尝到解决问题的成就感。在教案设计过程中，我也预设了有些学生也许会生成课堂不能解决的问题，那么把这些遗留问题投放到课后的生活大课堂中，让他们真正能运用多种方法，解决各种难题。对孩子们而言，是一种探索能力的养成。

2. Think and say T: OK. We'll read about the map. Maybe we can answer puzzle 1.It's here, in Oceania. And how do you learn about Australia.教读：we‘ll=we will我们将

S1: I'll …… 教读Ill=I will 我将

S2: ..... T:同学们你们还知道其它will和人称的缩写形式吗？一起来说一说。

Tips: You’ll =you will

They’ll =they will

He’ll =he will

She’ll =she will

【设计意图】will的用法大多学生是有所了解的，这里我给出了句子框架及人称和will的缩写组合。学生思考如何学习了解澳大利亚的方式，并用I'll表达。学生竭尽所能思考各种解决问题的方法，意在培养学生语言能力，同时注重发散思维能力的养成。这一小段语言练习也起了承上启下的作用，也成了语言和文本的衔接点。

3. think and talk: T: The children in Miss Li's class will also learn about Australia next week .They want to find out(发现) about this country before the lessons. Look at the picture, think and talk. A: What will ______ do to find aboutAustralia? B: He’ll/She’ll___________.

【设计意图】插图是重要的教学资源，尤其是在文本信息简单易懂的本堂课中，插图起到的会话作用尤其明显。因此我设计了一个根据插图让学生大胆猜，大胆说的环节，旨在培养学生观察和说的能力。

4. Let's check T: Read the text. Let's check. tips: 快速浏览课文，碰到生词，可根据上下文推测其意。学习spend end send发送

T: Did you finish reading? Let's check.

Ss: Mike will ask his e-friend. Wang Bing will ask Mr. Green .Liu Tao will read aboutAustraliaon the Internet. T: Bright children, all are right. Do a report.

Children in Miss Li’s class will also______ ______Australianext week .They want to find out about this ______ before the lessons.

Mike ______ ask his e-friend inAustralia. She can send him some photos. ______ ______will ask Mr. Green .He comes fromAustralia. ______ ______ will read aboutAustraliaon the Internet. ______ ______ will go to the library and look for books and magazines aboutAustralia.

T: 为什么我们在三单后还是用了动词原形呢？

S: will是情态动词，后加动词原形。

【设计意图】从think and say,到think and talk,到全班check,到report，will的用法不断出现在了这4个环节，意在本课难点的化解和重点的突破。

5. Do exercise on Page 60.True or false

1. The children will learn aboutAustralia. _______

2. Mike wants to find some photos ofAustralia. _______

3. Wang Bing knows a woman fromAustralia. _______

4. Liu Tao has an e-friend inAustralia. _______

5. Yang Ling will read books aboutAustralia. _______

6.Australiais an interesting country. _______

T: Congratulations. You passed Test 2. Test 3: Information collecting

1.请四人一组，不得互看纸条。其中三人得到了一段澳洲的信息，你们只有通力合作，才能完成第四位同学的表格顺利通关哦，加油吧！

【设计意图】学生的学习过程应是亲自实践的过程，缺少学生主题参与的学习活动不利于知识技能提高。利用“信息沟”开展四人小组活动，通过团结协作共同完成“澳大利亚”信息表。在教学中，教师不是机械地执行教材，而是对教材进行创造性的二度加工，挖掘了课堂内容的深度，给教学注入了活力。在课上完成这一环节时，可以让学生将正确答案的文字划出，这样可以提高课堂效率，使学生加深对知识的理解。

2.Read and order:(教师领读) 排列三段话的顺序，使之成为一篇完整的短文。

( ) Hi, everyone. Do you like Australia? You will find many interesting things in Australia. Do you like animals? You will love our kangaroos and koalas. Sport-lovers will like Australian football games because they are very exciting.

Step3: Consolidation

1. Reading time T: Boys and girls, read the story time on P58-59 by yourselves. Choose a way you like, you can do PK, group or separate work.

【设计意图】通过几个层次的“读”的设计，学生获得充分锻炼，在阅读中培养学生的合作、自信品质，体会语言学习的快乐。

T: Find out: Why is Australia an interesting country? 【设计意图】前后呼应，再次点题，让学生各抒己见，探讨澳大利亚成为“an interesting country”的缘由。

T: Congratulations. You have passed three tests. You may have the ability to go abroad. 2. Look back T: Let's look back, after learning, we know... Finish unanswered questions after class. 【设计意图】教师只是课堂的引导者，学生才是学习的主体，把学习实践的过程交给学生，意在给学生留下自主探究空间。

T: Boys and girls, use your head and be a broader perspective in your daily life. 【设计意图】本堂课所有的设计意图都是根据学生们对澳大利亚人文、地理、风土人情这一好奇心展开的三次闯关，而本堂课的本质是以课堂为依托而进行的一次次的“思维冲击”和把思维转化成自己想要表达的英语语言。本节课所有的要点可以归结为“use your head”。在本堂课中，从学生提出的想要了解的澳大利亚的问题，到解决这一问题提出的方案，都不是死板的书本知识，而是一个探索、探究的过程，可以说整堂课就是一场思维迸发的运动。

3. Enjoy the video and know more aboutAustralia. 【设计意图】紧张的三个环节冲刺画上圆满记号，让学生们放松心情，认识澳大利亚的另一个美好层面，be a broader perspective..

Step 4: Homework Lever 1: Everyone must finish 1. Copy the new words in this period. 2. Write a passage aboutAustralia.

Lever 2: You can choose to finish 1. Look up dictionaries and surf the Internet, then write a passage about another interesting country. 【设计意图】近几年，不少教育专家和一线教师都在提出“关注学生整体”和“注重个体差异”。作业设计的层次性便是兼顾了学生整体和个别学生的发展。

Blackboard design板书设计：

Unit 6 An interesting country (1st period) Where is it? It's in Oceania

What is the capital ofAustralia? What is the specialty? What's the weather like? How are the people there?

What animals are there? There are kangaroos and koalas.