Story time教案设计范例

译林小学英语五上 Unit7 At weekends教学设计

[课题] 译林小学英语五上 unit7 “At weekends” story time 第一课时

[教材简解] 本课主要围绕周末活动这一话题展开，旨在通过此话题的讨论，引导学生珍惜时光。重点学习涉及周末活动的相关句型和短语。在教学中，教师可充分利用四下Unit2 After school和五上Unit4 Hobbies的已学旧知开展学习活动。利用图片、体态语言，创设情境，引导学生理解和运用所学的句型及词汇，使教学内容与学生生活紧密结合，提高学生实际运用语言的能力。

[教学目标]

1. Students will be able to new words“at weekends, grandparents, play with, very much, chat, Internet, go to the cinema” and sentence pattern“What do you do at weekends? I always\usually\often\sometimes . . .”

2. Students will be able to improve their abilities of listening and speaking and develop their sense of cooperation. 3. Students will be able to set a correct sense of valuing time. [重点、难点] 1. To master the new sentence patterns and words about weekend activities. 2. To read the Story time fluently and act it out. [设计理念] 根据英语新课程标准，让学生在真实的情境中学习、理解和运用语言。本课教学设计采用以下几种方法：情景教学法、任务型教学法、直观教学法、交际法、多媒体教学法。在会话教学中采用丰富的表情和适当的手势，鼓励学生大声说，说清楚，培养学生口头表达能力。在小组合作中鼓励学生大胆的说，及时得到纠正，增强了学生的自信心，激发学生的学习兴趣，使学生学会与他人合作。本课以“周末活动”为教学切入口，对日常生活中学生感兴趣的活动展开延伸，使学生积极参与实践，学习和运用英语。

[设计思路] 由看小视频切入，从兴趣入手，带着学生边看边听，激发学习热情，创设良好的英语学习氛围，为课文学习作铺垫。由谈论外国小朋友周末活动展开本课话题，引入到新知识的学习中。从而把所学的语言运用到实际的任务中去。使学生学会综合运用语言的能力和树立正确的价值观。

[教学过程] Step 1 Warming-up

1.Watch a flash which shows what foreign children do at weekends. What do they talk about? How are their weekends? 2.Have a look at the goals for this lesson [设计意图：通过观看视频，既能活跃课堂气氛，调动学生的积极性，又能很好地导入课题At weekends及本节课所需掌握的重点。] Step 2 Presentation and drill

1.

Look, say and read

T: Look at these pictures and every picture say one phrase. (show Ss nine pictures ) [设计意图：通过观看图片说词组，检查的预习情况，并进一步让学生了解本节课要学到的知识点。] 2.

Listen, repeat and match T: Listen to the tape and choose the correct words then match them. 1.

always 2.

usually 3.

often 4.

sometimes [设计意图：通过听，让学生初步感受新单词。] 3.

Look and say T: Here’s a picture in which there are four activities, please say one adverb of frequency below it. [设计意图：通过说，巩固这四个频率副词的用法。] 4.

Guess and check Ask two students to dub the dialogue before class, now let others guess who they are and point out the advantages and disadvantages. [设计意图：通过这一活动，鼓励学生用于质疑并初步了解课文。] 5.

Skim and underline T: Now skim the text and underline the phrases. What does Mike do at weekends? [设计意图：训练学生快速阅读并能抓住关键点的能力。] 6.

Scan and circle What do Su Hai and Su Yang do at weekends? [设计意图：训练学生寻读的能力。] 7.

Listen and answer T: Then what about Helen? What does she do at weekends? Listen and answer the questions. [设计意图：训练学生听的能力。] 8.

Enjoy reading a. Listen and repeat b. Read in roles c. Little teacher [设计意图：采用不同形式的阅读方式，培养学生对英语阅读的兴趣，让他们大胆发出声来。] 9.

Retell the story T: Now it’s time for you to retell the story.

[设计意图：通过让学生不同形式地读，达到复述课文的能力。] Step 3 Consolidation Write a short passage about weekends My weekends

___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ____________________________________________________________ ____________________________________________________________ [设计意图：通过写自己的周末活动，巩固本节课所学，并训练学生的写作能力] Step 4 Homework 1.

Copy the new sentence patterns and words twice. 2.

Write a passage about your family’s weekends.

Blackboard design Unit 7 At weekends

visit grandparents play with the cat

chat on the Internet always>usually>often>sometimes

have dancing lessons play football with Liu Tao What do you do at weekends?

go to the cinema I always\usually\often\sometime s . . . fly a kite have a picnic have dinner with grandparents