Story time优质课教学设计

Unit4 I can play basketball（Story time）教案

Teaching aims: 1.

Ss can read and understand and act the story. 2.

Ss can grasp the key words and phrases like.”basketball, have a try, play, can,well”. 3.

Ss can know something about basketball. 4.

Ss can generally talk about what they can do. Teaching key points: 1.

Ss can read and understand the story. 2.

Ss can grasp the key words and phrases like.”basketball, have a try, play,can, well”. Teaching difficult points:

Ss can generally talk about what they can do. Teaching aids:

a basketball, ppt, pictures Teaching procedures: Step1 Warming-up 1.

Let’s ask T: Hello, boys and girls. Today I am your new English teacher today. Do you want to know something about me? Ss: Yes. T: You can ask me some questions.

设计意图：在这里学生通过自主提问了解老师的信息，提高课堂交互性，同时提升学生灵活运用旧知的能力。

2.

Let’s play Say ‘Yeah, Yeah, Yeah’ if you think it is true.

Say ‘No, No, No’ if you think it is false.

T: I can shout loudly. I can run. I can swim. I can jump. I can play table tennis. 设计意图：通过游戏激发学生兴趣，活跃课堂氛围，同时为新知的学习构建桥梁。

Step2 Presentation 1.

Let’s guess What is it? T: It is brown. It is round. Yao Ming can play it. Ss: Basketball. T: Yes. So today we will learn”Unit4 I can play basketball”. 2.

Let’s talk A: Can you play basketball? B: Yes, I can./ No, I can’t. A: Have a try. 先教师借助篮球与学生进行对话展示，然后两人一组进行自由对话。

设计意图：通过这个环节帮助学生初步感知can的用法，渗透story time中重点句型和短语的理解，为接下来的阅读奠定基础。同时，篮

球这一辅助工具也能帮助活跃课堂氛围，使学生进行自然的输出。

3.

Let’s ask T: Ok, just now, we talk about if you can play basketball. How about Mike, Wang Bing and Liu Tao. Look at this picture. What do you want to know about them? S1: Can Mike play basketball? S2: Can Wang Bing play basketball? S3: Can Liu Tao play basketball? 设计意图：提问是课堂教学必不可少的环节，是发挥教师主导作用、凸显学生主体地位的重要手段，学生的问题意识和提问能力是思维的起点和动力。在这里引导学生对图片自主提问，激发学生问题意识与探究精神，从而进一步提高学生发现问题、分析问题、解决问题的能力。

4.

Let’s watch Can Wang Bing play basketball?

Can Mike play basketball? Can Liu Tao play basketball? 设计意图：通过这三个问题帮助学生整体感知文本。

5.

Let’s say 1)

Can Wang Bing play basketball?

Yes, he can. 2)

Can Mike play basketball?

Yes, he can. He can play basketball very well. 教授well,并引导学生边表演边说

设计意图：引导学生理解文章细节，同时将朗读技巧和动作指导相结合，为学生创设真实有趣的情境，使学生在语境中接触、体验和理解真实语言。

3）How about Liu Tao? 自读文章，划出答案

Can Liu Tao play at first(首先)? A.

Yes, he can.

B. No, he can’t.

Can Liu Tao play at last(最后)? A.

Yes, he can.

B. No, he can’t.

T：Can Liu Tao play at first? Ss: No, he can’t. 引导学生体会Liu Tao的心情，同时说一说演一演。

T: What do you want to say to Liu Tao? S1: Don’t be sad. S2: Have a try. S3:... T：Can Liu Tao play at last? Ss: Yes, he can. 引导学生体会Liu Tao后来的心情，同时说一说演一演。

设计意图：通过重点阅读Liu Tao的信息，体会他从不会打篮球的失落到尝试后成功的喜悦，通过感知情感的变化提升学生朗读的质量。

同时，通过What do you want to say to Liu Tao?这个问题，引导学生学会帮助他人，鼓励他人。

6.

Let’s talk What do you learn from Liu Tao? 7.

Listen and repeat 听录音，复述跟读

设计意图：训练学生的听力，同时通过录音引导学生注意语音语调。

Step3 Practice 1.

Happy Reading 1)

Read together 2)

Read in groups of three. 设计意图：通过不同的方式，操练巩固对文章的朗读，强化本节课的重点。

2.

Show Time 引导学生表演故事

1. 语音语调正确。

2. 语音语调正确，充满感情。

3. 声情并茂，配合动作。

Step4 Consolidation 1.

Let’s imagine Liu Tao can play basketball now. Look, Tim comes to the playground. What will happen then四人一小组，展开想象，编一段故事，并表演出来。

设计意图：通过对Story time情境的延伸，引导学生将课堂所学的重点句型和词汇迁移到其他情境，达到活学活用的效果，提高了学生的综合语言运用能力。

2.

Let’s enjoy Enjoy a video about basketball Basketball is a kind of sports. It is very popular in American.Many Chinese are good at basketball. Yao Ming is a basketball star. He can play basketball very well. 设计意图：简单介绍篮球的背景知识，提升学生的文化意识。

Step5 Homework 1.

Read and recite the story. 2.

Ask what your friends and parents can do.