Story time教案设计（一等奖）

A party （Story time）

一、Warming-up T: Boys and girls, are you ready for class? Ss: Yes! T: Are you happy today? Ss: Yes! S1: And you? T: Oh! I’m happy, too. Thanks for asking. I think from the picture, you already know what we are going to learn today, right? This is a…

Ss: A party. T: That’s right. This is what we are going to learn. Everyone knows what a party is. But have you been to a party? (设计意图：从图片上同学们已经可以猜出今天的课题，所以直接呈现了。) S1: A Halloween party. T: Oh, you have been to a Halloween party.

(学生没有学过have been，所以可能没有听懂，教师要适时引导。) T: Anyone else? S2: My friend’s birthday party. …

T: Congratulations to those who have been to a party. For those who haven’t been to a party, don’t worry, because we are going to have a party tomorrow. Hooray! Do you want to come to my party? Ss: Yes! (Free talk, 为后面的号召大家参加明天的派对做铺垫。)

T: So, what are you going to bring to the party? S1: I’m going to bring some drinks. S2: I’m going to bring some fruit. S3: I’m going to bring some toys.

…

(板书并出示参加派对所需物品。后面的环节里，有一个学生偷偷提示我，balloon这个单词我写错了。对策后面提到。)

二、Presentation

Part 1: T: Good! But before the party, we can invite more friends to our party.

Look! Who are coming？

Ss: They are Mike, Su Hai, Yang Ling and Liu tao. T: Yes, but they seem to be planning something. They may have no time for our party. Let’s listen carefully and find out what they are doing, ok? Ss: Ok!

(以“邀请”文中的人物来参加派对为由，让学生认真听录音。) ) 听完后：

T: So, what are they doing? S1: They are having a party. T: Good! And when are they having a party? S2: On Children’s Day. T: Good. Now please watch the video and answer the questions. 1.Where are they going to have the party?

2. Who is going to take part in the party? 3. What are the children going to bring to the party?

看完视频后：

T：

Now, Can you underline the answers to these questions on your books? Ok? Ss:

Ok. 1.

T: Ok. The first question: Where are they going to have the party?

The next one: Who is going to take part in the party? The last one: What are the children going to bring to the party? (出示PPT，

以表格的方式来填空完成对课文的大概理解) T：

Good. More questions for you. True or false.(一共有六题，速度稍微快一点)

Part 2: T: Now let’s learn the text. First, let’s read after the tape, ok? (在跟读的过程中，有错的地方要及时纠正。) T: Now please choose one of the ways to learn the text. Read it by yourself, read after one partner, read it together in a group of six, or play the roles. (学生读完以后，选出一组齐读的。读完以后鼓励他们要大声读。因为他们是京剧班的学生，所以要求他们的声音要有平时练声时那种气势。) （第二组是一个同学领读。在学生朗读时，突然有个同学发现了黑板上我的板书balloons这单词少了一个o.于是，在学生读完以后，我首先肯定了领读的学生，然后指出他读得不是很完美的地方，并板书“Look at”和“I don’t know”，指出他没有连读和爆破的地方并且告诉他们，每一个人都可能犯错，并让学生找一找黑板上有没有错误。学生指出后，我借机订正balloons, 并趁机进行教育：

We all make mistakes. Don’t be afraid of making mistakes. We learn from mistakes.）

三、Consolidation: Act out the story. (同样，学生表演完了以后要适时评价。比如：别人对你讲话时要注意眼神交流，要注意面对着别人。)

四、情感教育

以他们京剧班平时的演出照片和其他国家处于战乱的孩子的照片对对比没让学生感受我们今天幸福生活的不易。

T: I like your performance, and I like your happy faces on the stage. You are really happy, happy,

happy.(一边翻动PPT，出现的是他们的开心的笑脸，突然出现一张战乱中的照片。）Oh! This is not a happy face. She is sad, and she is holding a baby, crying. 再展示一张小孩举起手来的照片。This little child is putting his hands up because he thinks the one who is taking his photo is shooting him. I don’t want to be a bummer, because it is a party today. But I just want you to know, compared to them, we are living in such a safe country. We should treasure it and be happy.

教学反思：由于时间仓促，有些话说得不是很流利。对自己较为满意的地方是，每个环节在设计上能做到环环相扣、能适时给予评价和指导。在对待自己课堂上的错误时，能利用学生的错误来纠正自己的错误并趁机进行教育。我的体会是，我们在课堂上不要哦畏惧错误，有了错误要临场发挥，借机教育学生。在情感教育方面，用学生平时的照片与战乱中的小孩的照片来做对比，让学生感受到震撼，从而更珍惜生活，热爱生活。

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