Story time教学设计方案

4A Unit5 Our new home

第一课时Story time教学设计

金湖娃艺术小学叶红梅

一、教材分析

Unit5 Our new home第一课时是新版译林英语教材四年级上册的内容。本课时主要学习如何谈论家居物品以及物品的摆放的位置。我认为在教学时不能局限于本课单元家中摆设类的单词,可以结合之前学习的学习用品类,水果类,服装类单词,利用三年级下册第四单元学过的in、on、under、behind等方位介词,对物品的方位再次进行操练,从而让学生能够轻松自然地掌握本课所学习的寻找物品的语言,并能在日常生活中能与同学用本课学习的内容进行流利交流。

二、教学目标

1.能听懂、会读会说单词home, sofa, bedroom, kitchen, living room, come。

2.能用句型Where’s …? It’s … Where are …? They’re …来寻找物品,并尝试运用这些句型来谈论单复数物品的方位。

3.能正确地理解并用合适的升降调来朗读Story time,在老师的引导和帮助下能生动表演课文内容。

4.能通过对Story time的学习,感受到自己的物品要会自己整理和保管,激发起学生对物品对家的热爱。

三、教学重难点

1.学生能正确使用单复数表达:Where’s …? It’s …和Where are …? It’s …They’re …

2.能用句型Where’s …? It’s … Where are …? They’re …寻找物品。

四、教学准备

动感的多媒体课件,Su Hai,Su Yang和Mum的头饰,图片,小礼品。

五、学情分析

学生经过三年级的学习,有了一定的英语学习基础,能够应用简单的句子进行交流对话,大多数学生产生了浓厚的英语学习兴趣。也有小部分学生已失去了刚开始的兴趣,在学习时出现了应付的情况,缺乏积极主动性。另外在四年级更要注重培养学生良好的听、说、读、些英语的习惯。本单元的所学的in、on、under、behind方位词,学生在三年级下册第四单元已经学过,并学会初步运用:

Where’s……?It’s…… Where are……?They’re……询问物品的位置,因此在学习时学生会比较轻松。但是学生会对单复数物品方位上会出现错误,因此本单元的第一课时的教学重点和难点就在于对让学生熟练掌握用“Where……?”句型来询问单复数物体的方位。基于这样的思考,在备课的过程中,我设计了听歌曲将学生带入到英语的学习氛围中,接下来利用英语歌词中的“where’s……?”句型以及小鸟的玩具和学生一起来玩找小鸟的游戏。在游戏中复习以前学习过的句型,并渗透物品单复数的运用。第三,再将话题转入到身边的物体,让学生根据教师,课桌上的物品进行练习。将零散的重难点分别分散到三个环节当中进行操练,每个任务的设计突出一个教学重难点。这节课的备课思路,重在培养学生的灵活运用语言,并在学习的过程中能结合实际情况,自主生成语言运用。所以,在教学环节的设计上,主要创设情境以对话的形式进行练习巩固,没有过多的机械操练。

六、教学过程

Step 1 Warm up

课前热身:

1.Greetings

T:Good moring, boys and girls.

Ss:Good moring, Miss Zhu.

T:Nice to see you.

Ss:Nice to see you, too.

T:How are you today?

Ss:Fine, thank you. And you?

T:Good.

T:Do you like oranges?

Ss:Yes,we do.

(设计意图:练习日常用语,使学生很快进入英语课堂学习氛围之中,对接下来的课堂教学内容有整体的感知。)

2.播放动画和歌曲:Where is the bird?

T: Do you like singing?

S: Yes.

T: I like singing very much.Now,let’listen to the song and answer my question.教师播放动画歌曲:Where is the bird? 学生聆听歌曲。

T: Where is the bird?

S: It’s in the tree.

3.Play a game.

(1)T:Now,there’s a bird.(教师拿出小鸟玩具)

Let’s play a game. Where is the bird,OK?

T:Look! Where’s the bird?

Ss:It’s on the desk.

T:Now, it is not t here. Where’s the bird?(教师可将小鸟藏起来,进行问答游戏。在游戏过程中注重对学生已经学习的方位介词进行复习和巩固,)

(2)T:Now look at the picture. Where are the birds?(从单复数过渡,要提醒学生注意单复数的变化)

Ss:They’re in the tree.

(设计意图:语言学习的目的是为了运用,所以本环节我从学生身边的环境入手。让学生利用学习用品进行操练,从而让学生自然流利的运用本课所学语言。也为接下来的课文打好基础。)

PPT: Su Hai and Su Yang have a new home. There are many rooms in it. Come and look.

Step 2. Pre-reading

1.T:This is Su Hai and Su Yang’s new home. Today they are moving to it. Some workers are helping them.

PPT录音

(Welcome to our new home.Look, this is Su Yang’s bedroom)

2.教读bedroom

T :There is a bed in the bedroom.(大小声读bedroom)

a.What can you see in the bedroom? 教读clock

b.介绍Su Hai and Parents’ bedroom

(教Is it nice? Yes,it is./No, it isn’t)

c.T:Look at the picture. Where’s the clock?

Ss:It’s in the bedroom.

3.PPT展示图片录音介绍livingroom

T: We can sit here and watch TV. So we also can say “sittingroom”. There’s a sofa and table in it.(教读sofa, table)

Ask and answer.

4. PPT展示图片录音介绍kitchen

T: Is it a living room? We can cook food here, such as: chicken

(难区分kitchen, chicken注意发音和拼写)

5.Activities (Play a game)

Happy words. (单词闯关,看到单词或图片大声说出来,看到手势就说“Yes”) PPT播放:study bedroom sittingroom kitchen sofa ……

(由所学单词引入,一点就可以了)

(设计意图:做游戏活动来调动学生的学习兴趣,借游戏活动对刚才学习的单词进行巩固,并对表现好的学生进行鼓励。)

Step 3.Story time

1. Watch and tick

T:Su Hai and Su Yang are moving to their new home. What do you think of their new home?

S7: It’s nice.

T: I think so.I agree with you. Because the house is so big, Su Hai and Su Yang cannot find their things. They are looking for the things. Do you know what are they looking for? Let’s watch the cartoon and tick it.

2. Watch and answer

T: OK. I have some questions here. Let’s watch the cartoon again,and answer them.

学生回答,教师给予相对的评价。

3. Learn to read

T: Good imagination. Maybe. With your thinking, let’s learn to read the text together. Make some marks on your book just as I do.

Ss read it loudly.

T: Now, you work in pairs and choose your favourite way to read the text. Then dub it.

4. Try to dub.学生配音

5. Try to act

T: You are so familiar with the story now. I’ll ask some of you to act in front of the classroom. Which pair wants to try?

学生扮演扮演较好的有奖励(奖励有所区别)

(设计意图:文本教学是本课的重点.在语篇教学环节我采用看教学光碟了解课文大意,问题方式调查学生的文本掌握情况,跟读课文训练学生正确的语音语调,配音和表演环节都是既训练了学生的口头表达能力,也是对学生胆量的一种培养。教师的评价表扬更是给了孩子无限的动力。小礼品激发了学生的主动参与的欲望)

6.Activities (Play a game)

Good memory. ( 看看谁的记忆力好,记住物品原有位置)

共四幅图,两单两复,分别为in, on under, behind

1)T: Where’s ……? ( 板书)

S: It’s…

T: Where are…? (板书)

S:(help answer)They are…

2)D rill: Where…?(四幅图两两迅速操练,问答)

(设计意图:词不离句,句不离词。把单词教学和句型操练完美的结合,才能碰撞出火花。)

Step4 Consolidation

Show time

Let’s design our own

dream house! 设计自己的梦想家园。

a. Put different rooms in the empty house.

b. Present your dream home.

Step4 Homework

1. Copy the new words correctly.

2. Read after the tape loudly

3. Make up a new dialogue.