Story time教学内容分析

学校

常州市朝阳桥小学

课

题

Unit7 Summer holiday plans (storytome) 学科

教时

英语

第1教时

班级

执教

人数

日期

一、教学目标：

1、学生能整体感知，理解对话，能正确、流畅地朗读对话，并尝试对话表演。

2、学生能在故事情景中学习Hong Kong, Taipei, Disneyland, Ocean Park等。

3、学生能在文本中理解并初步运用一般将来时will结构的疑问句句型：Where will

…

go for the holiday? How long will …stay there? Will … ?等来询问别人的假期计划，并能在情景中使用一般将来时表达假期计划。

4、通过本课的学习，引导学生享受旅行，更加热爱生活。

二、制定依据：

1. 内容分析

本单元的话题为“假期旅行计划”，这个话题对学生来说并不陌生，许多学生都有生活经验的积累。本单元的重点语言点时一般将来时will结构的疑问句句型。学生已经学过be going to 结构的用法，并在前一单元学过will的陈述句句型，这些都为本单元的学习打下了基础。

本课为storytime板块，是本单元的第一教时，是一节对话性文本材料的语篇教学课。故事中涉及的词汇主要有“Hong Kong, Taipei, Disneyland, Ocean Park等。”涉及的重点句型是will结构的疑问句句型：Where will

…

go for the holiday? How long will …stay there? Will … ?等。本课的核心内容是通过视听、阅读、对话、猜测等方式理解文本内容、并在此基础上进行模仿朗读、复述或表演。在学习的过程中，让学生逐渐清晰如何询问及交流假期计划，同时，引导学生更加享受旅行，更加热爱生活。

2. 学生分析

本班有45名学生。经过三年的英语学习，学生在英语学习上的差距较大，大多数学生对学习英语较感兴趣，能主动参与学习活动。但也有少数学生学习习惯较差，学习基础薄弱，参与学习活动的热情不高，不善于主动表达。

学生的学习困难可能主要在询问他人假期计划时灵活运用will结构的疑问句型以及表达自己的假期计划。本课试图在开放的情景中，通过猜测、梳理信息、捕捉资源，不断培养学生的阅读能力，并通过朗读、对话、复述、表演等方式提高学生的语用能力。

教 学 过 程

教学环节

教师活动

1.

Play the cartoon《Let’s travel》

Step 1 Warm up 2.

When do you usually go travelling? Read: Summer holiday plans

1．Q：Where will you go for the Answer and try to tell the

summer holiday? cities .

Step 2 know about the cities. Introduce these cities.

3、Show the children Q: What are they talking about?

1. Q: Where will they go for the Watch the cartoon and

holiday? number the pictures.

整体呈现语篇,培养学生在完整的情景中初T ask some questions to check the

answer.( Where /Will / What Listen and answer about…) together. Step 3 While- reading

to different cities this holiday. about their plans? stay in London?”What about you?

their plans. Now let’s read and try

reason.

cities.

cities.

Listen and answer 通过询问学生计划，了解一些城市情况，再引入到课文中的四有经验和知识，了解内容。

Show some pictures about four

Think and answer 学生活动

Watch the cartoon 设计意图

通过动画歌曲及生活化的对话，逐步引入到本课的主题：

Summer holiday plans

Q: Where is it? What do you Say something about the 个城市，激活学生已pre-reading

Read: Hong Kong

Taibei

Know more about the 更多有关这些城市的Talk about their plans 步感知文本,并获取关to …Yang Ling will…”

发学生已有的知识储备，教师及时捕捉学生生成的资源进行聚类板书，逐步丰富询问假期计划的话语结构。

Let Ss talk about their plans together“Mike will go 键信息的能力。

2 Q: We know the children will go

What else do you want to know about their plans.

I want to know “How will Mike

Try to ask some questions 通过开放性问题，激3、T：You want to know more about Read and fill in the form.

to find the answers. (1)

How long will Mike stay in London? Guess: What will he do there? (2)

Where will Yang Ling visit in Beijing? (3)

How will Su Hai feel there? Learn: Ocean Park

Disneyland (4)

Will Liu Tao go to Taipei with his family?

4、Let Ss choose one of their plans to make a dialogue. 5、T : I think their plans are wonderful. What do you think about their plans.

1. Read the dialogue 2. Let Ss to finish the task. A: read in roals. Step 4 Post-reading

holiday? 1. Listen and read the story time. Step 5 B: Retell their plans in group. C: Act out their plans.

Talk about their plans will….”

Amswer the question. Learn the new Words.

Make a dialogue in pairs

Ss think and answer.

学生自主阅读，进一步了解文本细节，并通过猜测性问答丰富文本内容。

学生尝试用生成的语言，进行编对话，体现用结构过程。

发散学生思维，收集学生资源，聚类板书评价性语言。

通过跟读、模仿，培养学生语感。使学生形成正确的语音语根据学生差异安排不同层次任务，让每个学生都有所发展。

通过开放式延伸让学生体会主人公感情。

通过课后作业培养良好的听说习惯。巩固课堂语言知识，为下节课做准备。

“

xx will go to …,he

Read the text

act.

Choose one task to read or 调。

3、

What will they do after the Ss think and say. 2. Try to act the story with your friends.

Unit 5 signs

Where will

┅go for the holiday?

How long will xx stay there? 学生生成问题

Homework 3. Make a plan for your summer holiday.

板书设计

They’re wonderful. 学生资源。

反思重建