Story time名师教学设计1

Unit 8 We’re twins! 苏州工业园区外国语学校 张思思 215021 课题:苏教版《牛津英语》三年级（下册）第八单元

教材简解: 本单元的核心教学内容是“认人”，其中以询问Who’s he/she? He’s/She’s a…为重点内容，主要涉及到的重要内容有：boy\girl\woman\man\等。“认人”是学生乐于讨论的话题，语言的交际性和实用性都比较强。而第一课时进行的是A部分的教学，属于语篇教学，上述的知识点都有所涉及。在教学过程中，主要通过各种教学方式让学生感悟语篇、理解语篇、运用语篇。所以在教学过程的设计上我比较注重从点到面、由浅入深，层层递进，最后达到理解和运用A部分语篇的效果。

目标预设: 1.能听懂，会说，会读单词：a girl a boy a man a woman uncle aunt。

2.通过学习story time，能正确理解并朗读对话内容，在教师的引导和帮助下尝试朗读对话、表演对话。

3.能在真实的情景中运用Who’s she/he? Who’s that girl/boy/man/ woman? He’s /She’s …

进行交流。

重点难点: 1.通过学习story time，能比较流畅地朗读对话，并能运用所学对话。

2.能在真实的情景中运用Who’s she/he? Who’s that girl/boy/man/woman? He’s /She’s…

进行交流。

设计理念: 遵循新课标中“以人为本，面向全体”的理念，设置学生最熟悉的场景。采用交际教学方法呈现单词和句型，运用任务型教学方法教授story time。让学生通过感知、体验、实践、参与、合作交流来实现任务目标。我在整个活动中只起一个活动者、组织者、指导者、参与者的作用，留足够的时间和空间给学生完成活动，使学生“为用而学、边用边学、学完就用”，充分发挥师生的互动作用。

设计思路: 课前打招呼然后出示我的家庭照片，向学生介绍了自己家人的情况，激发他们的兴趣，打破了传统的教学枯燥形式，让学生熟练的运用Who’s that …?

He’s/She’s...(家庭关系)句型来预知到课堂的先学内容，为下面的教学铺垫。接着通过电视剧人物关系把他们带入单词的学习，这个方法比较新颖，学生很容易吸收。在单词句型初步掌握的基础上引出story time,通过任务型教学法教授故事内容。让学生在故事中体会单词句型的运用。最后设计小游戏和编对话的形式，来实际运用所学知识，学以致用考察最后学生的知识掌握情况。

教学过程: Ⅰ.Pre-task activities Step1. Greeting T: Good morning, boys and girls! Ss: Good morning, teacher. T: Sit down, please! Ss: Thank you.

Step2. Lead-in T: This is my family photo. There are six people. Look, this is me! And this is my… you can guess! (让学生看照片说。) T: Ok, take out your family photos. Can you introduce your families? S1: Yes. This is my…

T: Thank you. [设计意图：这节课的生词是家庭人物关系。之前我们已经学过一些家庭成员的单词了，比如grandpa, grandma, father, mother, brother, sister等。通过以旧引新用旧知识来引出新单词，为下面新词的教学做铺垫。]

Ⅱ.While-task procedures Step1. words and sentence presentation A. uncle and aunt T: I say you guess! Father’s father.

S1: Grandpa. T: Mother’s mother.

S2: Grandma. T: You’re right, go on!

Who’s father’s /mother’s brother?

S3: Uncle. T: Yeah! You’re clever!

Teach: uncle (领读 板书) T: Who’s father’s / mother’s sister?

Ss: … (aunt) Teach: aunt (领读 板书)

B. girl and boy T: My family likes watching TV. This is .Have you watched it? (出示《家有儿女》剧照) Show the picture of Xiao Xue. T: Help me introduce, please! (请看过的学生来介绍) S1: She’s Xiao Xue. She’s a girl.

Teach: a girl (领读

板书) Show a picture of Xiao Yu. S2: He’s Xiao Yu. He’s a boy.

Teach: a boy (领读

板书) Show a picture of Liu Xing. S3: He’s Liu Xing. He’s a boy, too. Girls stand up and say: I’m a girl, one by one. Then together: We’re

girls. Boys stand up and say: I’m a boy, one by one. Then together: We’re

boys.

C. man and woman T: Who is he? S1: He’s Xia Donghai.

He’s Xiao Xue’s father.

T: He’s a man.

Teach: a man Show a picture of Liu Mei. T: Who help me ask? S2: Who is she? S3: She’s Liu Mei.

She’s Liu Xing’s mother.

T: She’s a woman.

Teach: a woman (man woman

读音不同，注意区别。)

D. Who’s she/he/that girl/boy/man/ woman? He’s /She’s…

T: Who can put the pictures under the words? T: Well done! Look at the blackboard, you can ask and answer in pairs. For example: Who is that girl/boy/man/ woman? She’s Xiao Xue.

Ss practice in pairs. [设计意图：第一次尝试用电视剧的形式呈现新单词和句型，学生很感兴趣。以生动的人物形象展现单词学生很快就能理解和接受。最后围绕电视人物进行单词与图片配对和问答的练习来巩固单词和句型的运用。]

Step2. story presentation A.

T: Who is this man (图片)? T: I think you don’t know. Watch my cartoon. He’s in my cartoon.

Ss：He’s Mike’s uncle.

T: Great! That’s an open day. Read the story time and tell me are

there any others coming to school? B.

Learning tips: 【默读】请划出重要信息，生词和生句。

T: Who is that woman（图片）? S: She’s Yang Ling’s aunt.

Show the pictures of Su Hai and Su Yang. T: Who are they? Ss: Su Hai and Su Yang. T: Who is Su Hai? Who is Su Yang? Read by yourselves,分出谁是Su Hai 谁是 Su Yang。

【小声读】猜一猜生词，生句的意思。

Su Hai and Su Yang look the same, why? Su Hai and Su Yang: We’re twins!

T: Twins？Follow me, look at two pictures. (出示两张双胞胎图片,让学生根据图片来理解单词。)

Teach: twins Read after the cartoon. 【大声读】注意模仿语音和语调。

Read the story time in roles, four in a group. 【分角色读】读出语音语调，表演生动。

[设计意图：在基本掌握单词句型的情况下，通过任务型教学方法教授story time。首先锻炼他们听力能力，以2个简单的问题让他们带题听课文。最后整体认读课文。] Ⅲ. Post-task activities Step1. play a game S1站上讲台，戴上眼罩，S2 跟S1 打招呼(可变声，让S1 猜起来有点难度，更有趣。)

Ss: Who is he/she? S1: He’s/She’s...

Ss: Yes, you’re right. /No, you’re wrong.

Step2. make a dialogue 刘星和同学达达在楼下公园看书，小雨从窗户探出头来喊刘星，达达问刘星, 他是谁？多大了？

请四人一组帮我把乱掉的对话排序。实物投影学生排好顺序的对话：

Xiao Yu: Hey! Liu Xing! Liu Xing: Shh! Don’t shout!

Da Da: Who is the boy? Liu Xing: He’s my brother.

Da Da: How old is he? Liu Xing: He’s eight.

Read the dialogue.

Ⅳ.Home works 1.

Listen to the tape and read after it three times.

2.

Copy the new words 4 times.

Ⅴ.Board writing

Unit8 We’re twins! —Who’s she/he? uncle aunt —He’s /She’s… boy girl man woman