Unit6 Story Time 教案（表格式）

教学基本信息
课题 Unit 6 My Home Story time
学科 英语 学段 中 年级 三 下
相关领域 故事表演课
教材 书名： 新起点 出版社：人民教育出版社 出版日期：2011
1.指导思想与理论依据
《学业标准与教学指导》：现代外语教育注重语言学习的过程，强调语言学习的实践性，主张学生在语境中接触、体验和理解真实语言，在此基础上学习和运用语言。教师应该指导学生，通过体验、实践、参与、探究和合作等方式，发现语言规律，逐步掌握语言知识和技能，不断调整情感态度，形成有效的学习策略。教师更应该给学生创设比较真实的语境，让学生在语境中体验语言和运用语言。
2.教学背景分析
教材分析:My Home：介绍自己的家，表达家庭成员正在不同房间里进行的活动。主情境图Lesson 1 以词汇教学为主。living room, bedroom, kitchen,bathroom, study, dining room。 Lesson 2 以功能句教学为主。What are you doing I am …ing. Where is … … is in the …room.What is he/she doing He/She is …ing.Lesson 3 以阅读策略培养为主，并初步渗透写作能力。Let’s Spell 语音和拼读相结合。Let’s Check检测和评价。Fun Time 介绍话题相关的文化知识或其他学科知识，学生作品范例，手工制作，歌曲等等。Story Time 学习一只宠物猫在主人家的各个房间里制造的麻烦。三年级故事特点：一、二年级的故事词句少，图片多，学生以读图为主。三年级的故事文字内容增加，但句式相似。学生情况分析1.二年级下册 Unit 6 My Week：学习了一周七天的词汇2.三年级上册 Unit 4 Pets：学习了一些宠物的名称，能简单描述动物的外貌特征。3.三年级下册 Unit 5 Family activities：学习了现在进行时时态，能够描述家庭成员的特征用现在进行时表达家庭成员在家里进行的各种活动,谈论家庭成员正在做什么。4.我们三年级的孩子活泼好动,善于模仿,乐于表现,英语学习兴趣浓厚。5.他们有拼读单词,认读句子的能力。他们能借助图片读懂故事,能小组合作学习,从故事中提取信息。
3.教学目标(含重、难点)
教学目标:1.能够借助图片理解故事大意。2.能够朗读小故事,在思维导图的支持下复述小故事。3.能够通过了解宠物在主人家的生活细节,丰富有关动物的知识,养成热爱动物的情感,同时培养宽容、接纳他人的情感。4.能够小组合作表演小故事。重点:
1.学生们在老师的帮助下获取故事主要信息,理解故事大意,能利用思维导图复述故事。2.培养学生阅读策略,提高阅读兴趣。难点:1.使学生尝试借助图片,视频和上下文的联系了解生词trouble、be careful、make a mess的词义。2.学生同伴合作,理解和表演knocks over the coffee, plays with the bubbles, pulls down the juice and fruits, pulls down the clothes等动词。
4.教学过程与教学资源设计
教学过程：Warming upHave the students watch the video and sing the song about the animals doing different things in different rooms and do the actions to the music.让孩子们看视频唱有关动物在不同的房间做不同事情的歌曲，并且随着音乐做动作。【设计意图】借助视频和图片复习以前学过的房间单词和动作单词，理解现在进行时的意义和用法。二、Pre-reading 1.Have the students guess the story.T：Now, it’s our story time.Today let’s learn a new story. Who/What’s the story about (A person or an animal A boy or a pet Please choose one. ）Why do you think it’s about a cat 【设计意图】让学生去猜测今天要讲的故事，活跃课堂起氛，激发学生的学习兴趣，发展他们的猜测思维。2.The teacher draws the picture.T:What can you see from the cover of the book What is the cat doing Is it sad/happy 【设计意图】老师用简笔画画出猫咪玩毛线球，让学生的注意力一下子集中在有趣的画面中。让学生看着图片来描述小猫，老师提出问题，让学生回答，活跃了课堂气氛，提高了学生的注意力。3.T: What do you want to know about this story The teacher writes the students’ questions on the blackboard.Who is the story about When does the story happen Where does the story happen What happens to the cat What things does the cat do What is the cat’s name？Whose cat is it Is it he or she 【设计意图】鼓励孩子们去提出问题，培养学生的质疑思维和猜测的思维能力。三、While-reading1.T: What’s the cat’s name Whose cat is it Is it he or she Have the students read the story quickly and find the answers. T: How do you know the cat’s name Which picture tells us 【设计意图】让孩子们快速阅读故事找出答案并说明是通过哪张图片找到的答案。培养孩子们的阅读技巧，从故事中找答案。2.Have the students read the story and answer the questions:T: Why does Lily call the cat Trouble Do you know the meaning of make trouble Have the students watch the video to understand the meaning of “make trouble”.T: What trouble does he make Like the dog in the video Hurt a baby Show the pictures to help the students to understand the meaning of “make a mess”.【设计意图】让孩子们借助视频和图片来理解 make trouble 和 make a mess。3.Have the students read the story and answer the questions:When does he make a mess Where does he make a mess The teacher sticks the words Monday, Tuesday, Wednesday, Thursday, Friday, Saturday on the blackboard.Have the students read the story and finish the table in groups.Who Trouble When MondayTuesdayWednesday Thursday Friday SaturdayWhere What making a mess【设计意图】让学生小组内读故事,合作学习，提取故事信息,完成思维导图,对故事进行充分的理解。4.Have the students watch the video and check up their answers.【设计意图】让学生观看故事的视频,检查和改正自己提取的信息,进一步去理解故事。T:What mess does he make in different rooms Have the students look at the pictures and understand the story.T: What day is it Where is Trouble What is Trouble doing What mess is he making What will Lily say What will Trouble say 【设计意图】老师出示图片讲授补充的动词词组knocking over the coffee, playing with the bubbles, pulls down the juice and fruits, pulls down the clothes, knocking over the ink.帮助学生充分理解故事，增加Lily和Trouble的语言，使内容更丰富，使故事更生活化。老师和学生进行对话互动，理解故事，体会语言。6.Have the students read the story after the video.【设计意图】让学生跟读故事的录音，体会原汁原味的英语，模仿语音语调。Read the book together.让学生们一起大声朗读故事，自己去体会语言，体会故事。Have the students read the book by themselves.让学生自己大声朗读故事，自己去体会语言，体会故事。四、after-reading1.Have the students play the story in groups.【设计意图】让学生小组内选择一幅图片，表演故事。让孩子们在表演故事中感知语言和体验语言。2.T: Trouble makes trouble at home.She makes a mess in different rooms .She is very ... Can we give the story a title 【设计意图】让学生给故事加个题目，进一步理解故事。培养孩子们的概括能力。3.T: Why does Trouble like making trouble？Trouble is lonely at home. She wants to play with somebody. But there is no one at home.On Sunday, Lily is at home.What will Lily do Have the students answer the question.【设计意图】提出问题让学生思考：猫咪为什么老在家里捣乱， 把家弄脏弄乱？培养孩子们分析的思维能力。4.T:Do you have a pet What do you often do with your pet Show some pictures about kids taking care of their pets.【设计意图】出示班里孩子们平日跟宠物活动的照片，引导孩子们要陪伴宠物，爱护宠物。5.T: If you were Lily, What would you do 让学生讨论来续编故事,如果我们是猫咪的主人,我们在周末应该做什么。培养他们的想象和创新的思维能力。6.Play the video and have the students make friends with animals, love them and care of them.【设计意图】放光盘,引导孩子们应该关心和爱护动物。
板书设计： Who Trouble When MondayTuesdayWednesday Thursday Friday SaturdayWhere What making a mess
Trouble Cat
Written by Lily