Story time优秀教案案例

Unit 3

Asking the way

（

Story time）

盱眙县马坝中心小学

王恩全

一、教学目标: 1. 在整体理解Story time的基础上听懂、会说、会读故事中出现的词汇：take, get on, get off, walk, turn right, turn left, traffic lights, ask … for help。

2. 基于故事听懂、会说、会读句型：How do I get to…?及其回答You can get on the metro/bus at …Station. Then, walk to/go along … Turn right/left at the traffic lights. You can see … on your right/left，并理解句型的意思。

3. 能较流利有感情地朗读故事，在教师的引导和帮助下尝试复述课文内容。

二、教学重点和难点：

教学重点：1. 能听、说、读大量地点短语与指路的动词短语。

2. 学生能够在理解的基础上较流利地朗读故事。

教学难点：1. 能够在理解课文的基础上复述去苏海家的路线。

2. 能在理解的基础上朗读故事,并能有礼貌地问路。

三、教学准备:

1. 教师准备：光盘，PPT，图片，板书；

2. 学生准备：自读故事，初步了解故事内容。

四、

教法：

直观教学法

情境教学法

设计理念：

小学英语教材本身内容贴近学生的生活和学习实际,一幅幅插图生动形象,富有情趣;一篇篇文字短小精悍,极富文化底蕴。教材中涉及的知识点也大多是我们日常生活中所遇到的,能经常运用的知识。这节课学的“问路”这一话题，非常贴近我们的生活，从理念上讲，这堂课的设计应该从生活出发。

设计思路：

本着从生活出发的原则，我将通过唱歌和学生聊天的方式，先营造一个英语学习的氛围，然后通过认识一些交通标识，讨论从家里来校，要经过哪些地方，怎么走，来进行语言输入，再通过分层学习课文操练新学句型和日常用语，最后通过一个拓展练习，将所学进行一个系统的整理，来实现语言输出。

五、教学过程：

1

Step1 Warm-up 1.

Sing a song

T：

Do you like singing? Let’s sing a song. You can sing very well..

【设计意图】播放兔子舞音乐，通过学生熟悉的音乐旋律，学习单词left

、

right。提前渗透

on your left 、 on your right既能起到课前热身的作用，又为文本的学习做了铺垫。

2、Free talk

T: Hello, boys and girls. Today let’s know more about each other. Please look at the pictures and key words then try to say something about me. (basketball/ on foot/ Eric) S1: S2: ….

S3: …

T: Good! Your English is good! Good try!

Good guessing! Boys and girls, listen to me please, My English name is Eric. My favourite sport is basketball ! I go to work on foot,sometimes by bus . This is me. Do you know me?

Ss: Yes. 2.T: Now I want to know more about you. What’s your hobby? How do you go to school? S1: …

S2: …

S3: …

【设计意图】通过师生互相了解更进一层，增进师生情感，同时也营造了一个英语的氛围，对五年级的学生来说，口语能力的培养也得到了体现。

T: Boys and girls, on your way to school, what can you see? S1: …

T: Good! You can see some buildings and so many people on your way to school, and I can also see a lot of traffic signs on my way to work. Look, here they are!(CAI show some traffic signs and some places.) But what are they ? T: What does this sign mean? Ss: Turn left.

2

T: What about this one? Ss: Turn right. T: Look at this sign. What does it mean? Ss: Go along this street. T: Good! All the traffic signs can show us the way. Let’s read them.

T: Good job! You know the signs well!

T:What place is this?

S1:...

【设计意图】从生活实际出发，通过认识交通标识和一些公共场所，解决本课中的一些新词汇和短句。这样的设计也有助于学生学会用英语表达、用英语思维。

Step2 Presentation

T: Su Hai has a new home on Moon Street. Yang Ling wants to visit Su Hai’s new home. Look! What’s she doing? (PPT呈现Story time图1) S: She’s calling Su Hai. T: Why?

S: She doesn’t know the way to Su Hai’s home.

T: Yes, so she’s asking the way to Su Hai’s new home. (引出课题：Asking the way) 1、Happy watching

( 1)Watch and answer:

T: If you were Yang Ling, how would you ask?

S: (自由回答) Where’s your home?/Is your home near …?/Can you tell me the way to your home?

T: How does Yang Ling ask the way? Let’s watch.

S: How do I get to your home, Su Hai? (教读) 【设计意图：培养学生捕捉信息的听力能力。】

(2)Watch and order:

T: How does Yang Ling get to Su Hai’s home?

3

Describe the way with “first, next, then, finally” in pairs.

First

Next

Then

And finally

A.She asks a policeman for help.

B.She gets on the metro. C.She turns right at the traffic lights. D.She gets off the metro.

S:

BDAC

T: Yes, first, she gets on the metro. Next, she gets off the metro. Then, she asks a policeman for help. And finally, she turns right at the traffic lights.

【设计意图：帮助学生整体感知故事，初步了解两种交通方式。用顺序副词连接句子，帮助学生理清思路，培养条理性。】

(3) Ask and answer

T: Can Yang Ling find the bookshop?

S: No, she can’t.

T: What does she do?

S: She asks a policeman for help. (新授ask … for help)

T: How does she ask for help?

S: (学生自读)

Excuse me, how do I get to the bookshop on Moon Street? (新授excuse me)

(4) Listen and choose

(

) a.She can take the

.

A. metro

B. bus (

) b. Which station can she get on?

A. At City Library Station

B. At Park Station

(学生选择后呈现句子和地图：She can get on the metro at Park Station and get off at City Library Station. 并带读。)

(

) c. What’s next to Su Hai’s home?

(教next to)

A.A library

B.A bookshop

Step3 Practice and consolidation 1.

Happy tasks （1）Read and underline the key sentences

4

读第一场景，画出文中问路的句子和圈出文中经过的地点

（2）Read the dialogue and find out the bookshop on the map.

读第二场景，找出正确的线路图并在图中标出Yang Ling乘地铁的路线。

【设计意图：注重学生文本阅读策略和技能的指导，用听录音、看图、标路线等形象方式帮助学生了解乘地铁的具体路线。】

( 3 ) Look and say

( 先用第一人称来描述,然后完成课本28页。) T: If you were Yang Ling, how do you get to Su Hai’s home?

(a) Discuss in pairs

(b) Check (4)

Happy matching（完成课本28页）

2、Happy reading（仔细听录音，注意模仿语音语调）

【设计意图：引导学生模仿录音，有感情地朗读文本，学习朗读过程中的语音语调、重读、弱读等朗读技巧的处理。】

3、Happy showing 4、Ticking time：I can fill.

A:Excuse me ,_____do I ______ to the cinema?.

B:Go______Mango Street, walk to Grape Street. Turn _____ at the traffic lights.Then go along

Grape Street,walk to the Orange Street.You can see the cinema on your ______. A: Thanks . B: Not ____all.

5

Step 4 Summary ：

(1)

How to ask the way: Excuse me, how do I get to …?

(2)

How to tell the way: You can take a metro. Get on the metro at … Station and get off at … Station. Then, walk to/go along … Turn right/left at the traffic lights. You can see the … on the right/left. Homework：

1. Recite Story time.

2.Practice using the sentences of asking and showing the way. 板书设计：

Unit 3

Asking the way

教后记：

本节课是第二单元的续写篇，在问路方式上对于绝大多数学生来说不是难点，难点在于on, off, at等介词的运用以及回答方式的灵活多样，所以教师在处理这方面问题的时候要多加引导，结合学生平时熟悉的地点类单词，多方面进行操练巩固。在警察的答语顺序方面，学生容易混淆，教师可以画一幅简易的地图在黑板上，帮助学生化难为简。教师也可以让学生画从家到学校的路线图，让其余的学生来描述，这样就增加了锻炼的机会，也让学生主动参与到学习中来。

6

7