Story time教案教学设计

译林版小学英语（三年级起点）上册

Unit 1

Goldilocks and the three bears 一、教学目标:

1.语言目标：

（1）能听懂、会读、会说单词：bear, forest, there, soup, just right, hard, soft, afraid, really, then , find, their，语音语调正确。

（2）能听懂、会读、会说日常交际用语There is ... There are...Help!语音语调正确。

（3）能正确朗读、理解、表演Story time，语音语调正确。

2.技能目标：

（1）能听懂、会读、会说单词：bear, forest, there, soup, just right, hard, soft, afraid, really, then , find, their，语音语调正确。

（2）能听懂、会读、会说日常交际用语There is ... There are...Help!语音语调正确。

（3）能正确朗读、理解、表演Story time，语音语调正确。

3.情感目标：

了解在中国流行喝茶、在西方国家流行喝咖啡的文化。

二、教学重点与难点：

1.教学重点：

（1）能听懂、会读、会说单词：bear, forest, there, soup, just right, hard, soft, afraid, really, then , find, their，语音语调正确。

（2）能听懂、会读、会说日常交际用语There is ... There are...Help!语音语调正确。

（3）能正确朗读、理解、表演Story time，语音语调正确。

2.教学难点：

（1）单词：能听懂、会读、会说单词：bear, forest, there, soup, just right, hard, soft, afraid, really, then , find, their，语音语调正确。

（2）句型：There is ... There are...Help的正确并熟练运用

（3）了解在中国流行喝茶、在西方国家流行喝咖啡的文化。

三：教学准备：

PPT/CAI/板书/教具

四、教学过程：

Step 1 Free talk 1) 新学期开学，教师跟学生热情问候

T: Welcome back to school, boys and girls. Nice to see you again.

Ss: Nice to see you again.

2) T: Boys and girls, did you read any books in summer holiday?

S1:Yes. / No.

T: Good. Today we will read a story together. Are you excited?

Ss: Yes!

Step 2 Presentation 1) (PPT播放小鸟流水声轻音乐)T: Great! First, Let’s go to a place. Try to guess: What place is it? I’ll give you some clues. Now look, it’s very big and beautiful. There are many trees and flowers. There are some birds. Listen, they’re singing. Many animals are here. Maybe it’s their home. What place is it?

S1: A forest. 提示学生可以用中文回答。

2) T: Good. Let me show you a picture of forest.[设计场景教授：forest

短语：in the forest（Teach: forest）Do you like this forest?

Ss: Yes.

3) T: Here I got a video about the forest. Do you want to take a look?

Ss: Yes!

T: OK. Let’s watch it. After watching, tell me, what is this story about? 全班看视频。

Ss: 姑娘和三只熊

T: Yes, it is about a girl and three bears. Look at the girl. Her hair is gold. People call her

Goldilocks. The name of this story is

4) 揭示课题：Goldilocks and three bears[揭示课题：Goldilocks and three bears ] Where does Goldilocks meet the three bears what happened to them? Now look at these pictures and arrange them.

教师播放故事录音，指导学生完成书上第8页的排序. 5）教师出示图片，图片下面加文字。One day, Goldilocks is bored. She goes to a ________. A. a zoo

B. a park

C. a forest T: 学生根据提示选择forest 2) T: What can you see in the beautiful forest？

S1: I can see a …

S2: I can see so

me …

3) T: Good! In the forest there are many trees. What else can Goldilocks see?

Ss: 一个房子。

T: Right. She sees a big house. (Teach: house) 教师之前学过的mouse, trousers进行过渡教授house 教师在板书上出示第一幅图片和文字介绍

Goldilocks is in the _______. There are many ______ in it. And there is a ________, too.

1)T: If you see a house in the forest. What will you do? 教师引导学生根据自己的经验思考

T: Some of you like goldilocks. You are very curious so you want to go into the house and have a look. Now please read the story by yourselves and answer: What can Goldilocks see in the house? 2) 揭示答案

soup, beds Yes. There is some soup on the table. There are three beds in the room. 教师板书并带领学生朗读。

3）

教师播放课文录音：Goldilocks is in the house. She is hungry and thirsty. There is some soup on the table. So she wants to eat it. Does she like this soup? (PPT显示三碗汤[教学重难点：too hot

Too hard

Just right 正好

]) 学生逐一回答。T: She doesn’t look happy in these two pictures, right? What’s wrong with this soup?

引导学生自读并尝试表演—学生代表表演

--教师播放录音学生模仿。

4）T: After eating the soup, Goldilocks is very tired.（贴板书）What’s in the room now?

[重点词汇hard硬的，反义词soft ] S1: There are three beds in the room. 指导读2遍。

T: Look at the three beds. Are they the same?

Ss: No, they aren’t. T: How is this bed? Listen. 教师敲击讲台,感觉疼的感觉。Ouch, it’s very hard. (Teach: hard)

What about the second bed? Listen. 播放音频音效。Oh, it is soft. (Teach: soft)

教师拿出毛绒玩具

Look, I have a toy. Touch and feel it. 让学生捏一捏试一试并形容：It’s soft.

T: OK. Look at the picture, if you were Goldilocks, What would you say?

S1: This bed is too…

学生个别说完，全班跟读三句话。

5) T: Oh, this bed is just right. This bed is not too hard or soft. so Goldilocks will have a sweet dream in this bed, I think.

6) 出音效“Help! Help!”How is she now? Look at her face. she is crying. 教师肢体语言提示。

T: She is afraid now. (Teach: afraid) Why is she afraid? Read the story, then, tell me. 学生自读故事并思考问题。

7）T: Because there are three bears in front of her.[区分

in front of 和

between\ beside的区别

in front of 在。。。前面

Between 在。。。中间

Beside在。。。旁边

] (Teach: in front of)

Now, look at me. I am standing in front of you. And you’re very happy. But, if there is a tiger or a lion standing in front of you, would you be happy?

Ss: No!

T: Of course not. You must be afraid.

8) T: What did the bears say?

Ss: Who are you? T: Goldilocks shouted:

Ss: Help! Help! 解释意思。让男生和女生分角色读一读最后一幅图，教师指导afraid情绪。

Step 3 Production 1.1) T: Very good. This time, let’s read the story after the computer. 学生跟电脑齐读故事，教师指导朗读。

2) T: OK. This time, you can read in a group. 四人一组自由读。

3) T: Now let’s read it together. Try to remember the story. (Picture1, 学生齐读一遍填入所缺单词，同法练习后面的图片)

T: This time, try to retell the story. I’ll give you some pictures and sentences. You can look at the blackboard too. First, let’s try together. 对照PPT或板书全班复述故事。

4）学生5人一组朗读故事

5）学生戴头饰分角色朗读故事

T: At last, does the girl arrive home safely? We don’t know. Here I have an ending of the story. Let’s see if you like it or not. 教师给出一种结局示范。

Goldilocks is afraid. She runs away. The bears run faster than her. They catch her and eat her.

Do you like it?

Ss: No! T: Me neither. It’s so sad. We all want a happy ending. So, what will happen at last? What’s your idea? Maybe Goldilocks and the three bears become friends. 学生发挥想象，给出一个美好的结

尾。[本课重点：理清课文故事大意，读懂故事情节，让学生尝试复述

] Step 4 Homework 1.Listen to the story and read it correctly and fluently. 2.Retell the story to your friends or your family. Copy the new words and phrases. Step7 Blackboard design:

Unit One Goldilocks and the three bears There is+单数/不可数名词…

…is too…

There are+复数名词…

…are too…

there’s= there is

You can have some…

I’m hungry.

They’re in the..

Where are the cakes? Really?

There aren’t any…

Tina

Bobby

教学反思：

第一单元的话题是谈论客观存在的人或事物，教学重点是“there be +名词+地点状语”的句型，表示某地有某物。但本单元的文本形式是一种新的课型，绘本与文本集合的故事。学生从未接触过这种类型的文本，我也没有教过这样的文本。在故事的内容中，出现教学重点

“there be +名词+地点状语”的句型，同时有一些生词。为此，我进行了以下几点尝试：

1、利用时间带学生一起预习，熟悉文本。

我的要求是，让学生自己结合图片来理解文本，生词不用会读，第一遍，自己读，第二遍可以和同桌讨论。通过反馈，发现学生基本能理解文本的故事大意。

2、继续布置课后的预习作业。

这项作业的重点是，生词的读音和意思。由于有光盘，不少学生家里有电脑并且可以上网通过百度来搜索，让他们自由选择不同的方式来预习。课上进行反馈，有一些同学已经会读，大部分都已经知道生词的含义。

第二项预习作业是，完成书上的排序。由于有了课上的集体预习，和生词的预习，这项作业，对于大部分学生来说，是可以完成的。

3.

重点解决Goldilocks , house , soup , just , soft , front , 的读音。因为学生已经能够理解文本的故事大概，所以，可以在读音的指导上，多花些时间了。学生自己可以读的，让学生自己来教，特别难的，我进行读音分解教学，或者通过以前学过的单词结合进行教学、如just 与

jump 结合，

soft 与

hot 结合教学，通过重点元音字母的读音教学，学生能自己读这些简单的单词了。

4上完课，也发现一些需要改进的地方：

1、运用多种方式，进一步激发学困生的学习热情。

只有部分学生学会的课堂，是不完美的，只有让全体学生都有收获，都有进步，

才是真正有实效的课堂。因此，我今后会继续发挥小组合作的作用，运用同桌讨论，一帮一等形式，提高学困生的上课效率，从而提高整个课堂的效率。

2、板书的设计，应更精细些，充分发挥板书辅助教学，提高课堂效率的作用。

3、尽量少进行或不进行课前的集体预习活动，真正发挥学生的主体作用。