Unit 3 My friends C Story time 教案（含反思）
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| 名称 | Unit 3 My friends C Story time 教案（含反思） |  | |
| 格式 | zip | ||
| 文件大小 | 174.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2019-11-21 09:25:42 | ||
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文档简介
Unit 3 My friends! Part C Story time教学设计与反思
教学目标
1. 复习本单元所学的关于描述人物特征的词汇和句型。
2. 能根据所听内容，判断图片与所听内容是否相符。
3. 能将图片与相应的短语连线。
4. 能读懂“Story time”部分的故事，通过故事让学生懂得要互相帮助的道理，并达到复习本单元所学知识的目的。
5. 总结本单元所学的主要句型和词汇，培养学生整理所学知识的意识和能力。
教学重难点
重点
1. 有关描述人物特征词汇的学习。
2. “Story time”部分故事的理解。
3. 本单元所学知识的总结。
难点
总结复习本单元所学的主要知识，培养学生对总结、整理知识的兴趣。
一、热身复习
活动1. 师生互相问候
教师语言设计：Good morning, boys and girls. How are you? I’m fine, thank you.
活动2. 播放歌曲 “Friends”，组织学生跟唱。
教师语言设计：Show me your hands. Let’s clap and sing a song “Friends”. Great! You can sing verywell.
活动3. 猜谜。教师做动作，学生猜是什么动物。
教师语言设计：Now let’s play a guessing game. I do the action, and you guess what animal is it, OK? Yes, rabbit. Great, cat. Good, dog. Wonderful, monkey. You did a good job. One point for boys and one point for girls. And today you’re going to have a competition between boys and girls. So try your best and be the winner.
【设计意图】通过唱歌，创设轻松自由的英语学习氛围。歌曲 “Friends”紧扣本节课主题，为后面的故事学习做好铺垫。通过猜谜游戏，激发学生学习积极性，并且复习旧知，为后面故事的学习奠定基础。
二、 语言呈现
活动1. 利用Guessing game, 引出本节故事的主人公Ms. Rabbit，让学生讨论他们所熟悉的关于兔子的故事，进而引出本节将要学的故事Ms. Rabbit and the turnip.
教师语言设计：Look! Who are they? Yes, Zoom and Zip. Zoom and Zip have a good friend. Do you want to know who is it? So please guess. It has two long ears. It has two red eyes. And it has a short tail. What is it? Yes, rabbit. You’re so clever.
So do you know any stories about rabbit? So today we’re going to learn a story about Ms. Rabbit and a turnip.
活动2.创设故事开始前情境（课本第一幅插图），引出并操练句型 “Wow! It’s so big!”. 同时引导学生关注Ms. Rabbit的表情和心情，从而带着正确的情感模仿句型。
教师语言设计：One day, Ms. Rabbit is hungry. And look, there is a big turnip. What does she say? Let’s listen. “Wow! It’s so big!”Is she happy? Yes.
活动3.播放课文第一、二两幅插图动画，学生看完后回答：Can she pull it up? ( / ) 然后核对答案。教授句型 “Oh, it’s too big. I can’t pull it up.”并操练（注意pull it up连读指导）。同时也引导学生关注Ms. Rabbit这时的表情与心情，并带着正确的情感模仿句型。
教师语言设计：There’s a big turnip. But can Ms. Rabbit pull it up? Let’s listen and find out. Ms. Rabbit said, “Oh, it’s too big. I can’t pull it up.” Is she happy now? No, she’s upset.
活动 4. 引导学生对Ms. Rabbit应该怎么办进行猜测（侧重提醒学生Ms. Rabbit有很多朋友），听音引出句型“Come on, friends. Please help me.”并操练。
教师语言设计：Look, Ms. Rabbit is in trouble. She can’t pull it up. But we know she has many friends, right? So if you’re Ms. Rabbit, what will you do? Yes, ask friends for help. How does she ask for help? Let’s listen.
活动 5. 播放课本第三、四、五、六幅插图动画，学生看完回答问题：Who comes for help?& Can they pull it up? 然后核对答案时，引出句型“We’re coming!”“I’m strong. Let’s work together.”
教师语言设计：Great. Monkey, dog, cat, Zip and Zoom. Did you remember who comes first? Is it Zoom? No. So who come first? Yes. Monkey, dog, cat and Zip. They said, “We’re coming.” One, two, three, pull! Can they pull it up now? No, they can’t. So at this time, Zoom is coming. He said, “I’m strong. Let’s work together.”
活动 6. 创设台风“莫兰蒂”过后一片狼藉，人们一起救灾的情境，帮助学生理解句型 “Let’s work together.”
教师语言设计：Now the typhoon is coming. Look, many things are destroyed. But after typhoon, let’s work together. The flood… Let’s work together. Our classroom is also dirty. Let’s work together.
活动 7. 播放课本动画，学生画出最喜欢的句子，引导学生关注寻求和给予帮助的四个句子
教师语言设计：Now please listen again and circle sentences you like best. As for Miss Cai, I like “Come on, friends.Please help me.” Because when we ask fo help, we can say like this. I also like “We’re coming. Let’s work together.” Because when we can offer help, we can say like this.
活动 8. 学生思考并给故事拟标题，并适时进行情感教育（朋友之间应互相帮助，懂得寻求帮助，也应给予帮助。患难见真情等。）
教师语言设计：Boys and girls. After learning the story. Can you make a title for it? Never mind. I can give you some choices. Which one is better？ Yes. Ms. Rabbit and her friends. Because it is with the help of friends, Ms. Rabbit can pull the turnip up. So friends are so important. And here are some tips for you.
活动 9. 听音模仿跟读。指导学生可边跟读边加入肢体动作，增强记忆与理解。
教师语言设计：Now let’s listen and imitate. Please pay attention to your tone and intonation and add your body language.
【设计意图】通过学生熟知的故事引出话题，然后通过对文本的层层解读，让学生充分理解文本内容，了解并熟悉故事的内容，为后面故事的表演做好充足的准备。在引导孩子模仿跟读操练时，侧重引导学生根据故事情节理解故事人物的情感，并运用正确的语气语调进行模仿，在这一过程中，学生更进一步了解故事的情节和内容。同时，创设符合学生生活实际的情境，让学生理解新知中较难理解的句子。第二遍听音画出学生最喜欢的句子，引导学生理解寻求帮助和给予帮助的句子，突出故事的真谛。最后让学生给故事拟标题，升华故事的内涵。
三、语言操练
活动1. 读一读，连一连。核对答案。
教师语言设计：Take out this paper. Please read and match. Now let’s check the answers.
活动2. Memory game.
教师语言设计：Now let’s play a memory game. Please say as quickly as you can.
活动3. Sing a song. (自编)
教师语言设计：Let’s sing a song. Pull it up. Pull it up. Hei yo, hei yo, pull it up. Hei yo, hei yo, pull it up. One, two, three, pull it up. Come on and work together. Hooray!
【设计意图】读图连线，考查学生对故事内容的程度。记忆游戏加强学生对故事的理解，也为后面故事的表演做好充足准备。利用熟悉的歌曲“拔萝卜”旋律，自编歌谣，让学生在开心唱歌的同时，也巩固了本故事的重点句子。
四、语言运用
活动1：Role play.
(1) 师生示范，教师带上Rabbit Bob头饰，邀请几位学生上台共同表演示范。
教师语言设计: Boys and girls, let’s do a role play. Now I’m Rabbit Bob. Who will be Monkey/Cat/Dog/Zip/Zoom? You, please. Let’s say 1,2,3, action!
(2) 生生示范
教师语言设计: Now who will be Rabbit Bob/ Monkey/Cat/Dog/Zip/Zoom? You did a good job.
(3) 小组上台表演反馈
教师语言设计: Time’s up! I will call some groups to show. You did a good job. I’m so proud of you.
活动 2. 学生发挥想象，小兔子会把turnip怎么样。
教师语言设计: Now plese fly your imagination. What will Ms. Rabbit do with the turnip? Yes, maybe she will invite her friends to her home and have a party. Maybe…
活动 3. Listen and number
教师语言设计: As we know, Ms. Rabbit has many friends. And we have many friends. Here they come. Who are they? Let’s listen and number.
活动 4. 唱歌 “Friends”
教师语言设计: Now let’s clap hands and sing a song “Friends”. You can sing very well!
活动 5. 小结
教师语言设计：Today we’ve learned a warm story about Rabbit and her friends. Make more friends and be a real friend.
活动5. 布置家庭作业
教师语言设计：(1) Listen and imitate (2) Make a poster of your schoolbag and introduce your schoolbag to your friends and family
活动7. 总结评价，结束课堂
教师语言设计：Let’s see who is the winner. Boys. Congradulations! Girls are also wonderful. That’s all for today. Class is over. See you!
【设计意图】小学生乐于表演是天性，考虑到学生学习的兴趣与认知特点，让学生以小组表演故事，充分调动他们运用英语进行故事表演的积极性。学生在玩玩演演中学习与运用英语。表演完故事后让学生想象故事的结局，培养学生的想象能力。
板书设计:
教学反思：
本节课为故事表演课，故事为学生所熟悉的“小兔子拔萝卜”。从最开始的Guessing game导出主人公Ms Rabbit, 借着提问学生“Do you know any stories about rabbit?”让学生回忆知道的与兔子相关的故事，导出“小兔子拔萝卜”为本课将学习的内容。接着根据故事的发展经过，层层设计教学内容，分散难点，突出重点，循序渐进，让学生跟着主人公Ms Rabbit一起体验故事的经过。学习完故事后，让学生给故事选个标题，不仅检测孩子是否理解故事的内容，还升华了主题Ms Rabbit&her friends，突出朋友的重要性。在操练环节，通过读一读，连一连，将故事图片与句子连线，检测孩子对故事大意的理解。再通过Memeory game和Sing a song(拔萝卜旋律)加深孩子对故事内容的理解，为最后的故事表演做准备。语言运用环节为故事表演，由于孩子天生爱表演，对小兔子拔萝卜故事又不陌生，再加上语言呈现环节中通过多种操练方式，如分组朗读，开火车，大小声等对语言进行反复练习，多种游戏反复操练，学生最终还是能很好地将故事表演出来，做到比较好的输出。孩子们在做做玩玩演演中，不仅学习了目标语言，理解了故事内容，还真真切切体会到了学习英语的乐趣。本课的不足之处在于在课堂时间控制上，还有些不到位，孩子自行练习的时间有点不太充足。另外，教师在课堂指令上，还可以更清晰些。
教学目标
1. 复习本单元所学的关于描述人物特征的词汇和句型。
2. 能根据所听内容，判断图片与所听内容是否相符。
3. 能将图片与相应的短语连线。
4. 能读懂“Story time”部分的故事，通过故事让学生懂得要互相帮助的道理，并达到复习本单元所学知识的目的。
5. 总结本单元所学的主要句型和词汇，培养学生整理所学知识的意识和能力。
教学重难点
重点
1. 有关描述人物特征词汇的学习。
2. “Story time”部分故事的理解。
3. 本单元所学知识的总结。
难点
总结复习本单元所学的主要知识，培养学生对总结、整理知识的兴趣。
一、热身复习
活动1. 师生互相问候
教师语言设计：Good morning, boys and girls. How are you? I’m fine, thank you.
活动2. 播放歌曲 “Friends”，组织学生跟唱。
教师语言设计：Show me your hands. Let’s clap and sing a song “Friends”. Great! You can sing verywell.
活动3. 猜谜。教师做动作，学生猜是什么动物。
教师语言设计：Now let’s play a guessing game. I do the action, and you guess what animal is it, OK? Yes, rabbit. Great, cat. Good, dog. Wonderful, monkey. You did a good job. One point for boys and one point for girls. And today you’re going to have a competition between boys and girls. So try your best and be the winner.
【设计意图】通过唱歌，创设轻松自由的英语学习氛围。歌曲 “Friends”紧扣本节课主题，为后面的故事学习做好铺垫。通过猜谜游戏，激发学生学习积极性，并且复习旧知，为后面故事的学习奠定基础。
二、 语言呈现
活动1. 利用Guessing game, 引出本节故事的主人公Ms. Rabbit，让学生讨论他们所熟悉的关于兔子的故事，进而引出本节将要学的故事Ms. Rabbit and the turnip.
教师语言设计：Look! Who are they? Yes, Zoom and Zip. Zoom and Zip have a good friend. Do you want to know who is it? So please guess. It has two long ears. It has two red eyes. And it has a short tail. What is it? Yes, rabbit. You’re so clever.
So do you know any stories about rabbit? So today we’re going to learn a story about Ms. Rabbit and a turnip.
活动2.创设故事开始前情境（课本第一幅插图），引出并操练句型 “Wow! It’s so big!”. 同时引导学生关注Ms. Rabbit的表情和心情，从而带着正确的情感模仿句型。
教师语言设计：One day, Ms. Rabbit is hungry. And look, there is a big turnip. What does she say? Let’s listen. “Wow! It’s so big!”Is she happy? Yes.
活动3.播放课文第一、二两幅插图动画，学生看完后回答：Can she pull it up? ( / ) 然后核对答案。教授句型 “Oh, it’s too big. I can’t pull it up.”并操练（注意pull it up连读指导）。同时也引导学生关注Ms. Rabbit这时的表情与心情，并带着正确的情感模仿句型。
教师语言设计：There’s a big turnip. But can Ms. Rabbit pull it up? Let’s listen and find out. Ms. Rabbit said, “Oh, it’s too big. I can’t pull it up.” Is she happy now? No, she’s upset.
活动 4. 引导学生对Ms. Rabbit应该怎么办进行猜测（侧重提醒学生Ms. Rabbit有很多朋友），听音引出句型“Come on, friends. Please help me.”并操练。
教师语言设计：Look, Ms. Rabbit is in trouble. She can’t pull it up. But we know she has many friends, right? So if you’re Ms. Rabbit, what will you do? Yes, ask friends for help. How does she ask for help? Let’s listen.
活动 5. 播放课本第三、四、五、六幅插图动画，学生看完回答问题：Who comes for help?& Can they pull it up? 然后核对答案时，引出句型“We’re coming!”“I’m strong. Let’s work together.”
教师语言设计：Great. Monkey, dog, cat, Zip and Zoom. Did you remember who comes first? Is it Zoom? No. So who come first? Yes. Monkey, dog, cat and Zip. They said, “We’re coming.” One, two, three, pull! Can they pull it up now? No, they can’t. So at this time, Zoom is coming. He said, “I’m strong. Let’s work together.”
活动 6. 创设台风“莫兰蒂”过后一片狼藉，人们一起救灾的情境，帮助学生理解句型 “Let’s work together.”
教师语言设计：Now the typhoon is coming. Look, many things are destroyed. But after typhoon, let’s work together. The flood… Let’s work together. Our classroom is also dirty. Let’s work together.
活动 7. 播放课本动画，学生画出最喜欢的句子，引导学生关注寻求和给予帮助的四个句子
教师语言设计：Now please listen again and circle sentences you like best. As for Miss Cai, I like “Come on, friends.Please help me.” Because when we ask fo help, we can say like this. I also like “We’re coming. Let’s work together.” Because when we can offer help, we can say like this.
活动 8. 学生思考并给故事拟标题，并适时进行情感教育（朋友之间应互相帮助，懂得寻求帮助，也应给予帮助。患难见真情等。）
教师语言设计：Boys and girls. After learning the story. Can you make a title for it? Never mind. I can give you some choices. Which one is better？ Yes. Ms. Rabbit and her friends. Because it is with the help of friends, Ms. Rabbit can pull the turnip up. So friends are so important. And here are some tips for you.
活动 9. 听音模仿跟读。指导学生可边跟读边加入肢体动作，增强记忆与理解。
教师语言设计：Now let’s listen and imitate. Please pay attention to your tone and intonation and add your body language.
【设计意图】通过学生熟知的故事引出话题，然后通过对文本的层层解读，让学生充分理解文本内容，了解并熟悉故事的内容，为后面故事的表演做好充足的准备。在引导孩子模仿跟读操练时，侧重引导学生根据故事情节理解故事人物的情感，并运用正确的语气语调进行模仿，在这一过程中，学生更进一步了解故事的情节和内容。同时，创设符合学生生活实际的情境，让学生理解新知中较难理解的句子。第二遍听音画出学生最喜欢的句子，引导学生理解寻求帮助和给予帮助的句子，突出故事的真谛。最后让学生给故事拟标题，升华故事的内涵。
三、语言操练
活动1. 读一读，连一连。核对答案。
教师语言设计：Take out this paper. Please read and match. Now let’s check the answers.
活动2. Memory game.
教师语言设计：Now let’s play a memory game. Please say as quickly as you can.
活动3. Sing a song. (自编)
教师语言设计：Let’s sing a song. Pull it up. Pull it up. Hei yo, hei yo, pull it up. Hei yo, hei yo, pull it up. One, two, three, pull it up. Come on and work together. Hooray!
【设计意图】读图连线，考查学生对故事内容的程度。记忆游戏加强学生对故事的理解，也为后面故事的表演做好充足准备。利用熟悉的歌曲“拔萝卜”旋律，自编歌谣，让学生在开心唱歌的同时，也巩固了本故事的重点句子。
四、语言运用
活动1：Role play.
(1) 师生示范，教师带上Rabbit Bob头饰，邀请几位学生上台共同表演示范。
教师语言设计: Boys and girls, let’s do a role play. Now I’m Rabbit Bob. Who will be Monkey/Cat/Dog/Zip/Zoom? You, please. Let’s say 1,2,3, action!
(2) 生生示范
教师语言设计: Now who will be Rabbit Bob/ Monkey/Cat/Dog/Zip/Zoom? You did a good job.
(3) 小组上台表演反馈
教师语言设计: Time’s up! I will call some groups to show. You did a good job. I’m so proud of you.
活动 2. 学生发挥想象，小兔子会把turnip怎么样。
教师语言设计: Now plese fly your imagination. What will Ms. Rabbit do with the turnip? Yes, maybe she will invite her friends to her home and have a party. Maybe…
活动 3. Listen and number
教师语言设计: As we know, Ms. Rabbit has many friends. And we have many friends. Here they come. Who are they? Let’s listen and number.
活动 4. 唱歌 “Friends”
教师语言设计: Now let’s clap hands and sing a song “Friends”. You can sing very well!
活动 5. 小结
教师语言设计：Today we’ve learned a warm story about Rabbit and her friends. Make more friends and be a real friend.
活动5. 布置家庭作业
教师语言设计：(1) Listen and imitate (2) Make a poster of your schoolbag and introduce your schoolbag to your friends and family
活动7. 总结评价，结束课堂
教师语言设计：Let’s see who is the winner. Boys. Congradulations! Girls are also wonderful. That’s all for today. Class is over. See you!
【设计意图】小学生乐于表演是天性，考虑到学生学习的兴趣与认知特点，让学生以小组表演故事，充分调动他们运用英语进行故事表演的积极性。学生在玩玩演演中学习与运用英语。表演完故事后让学生想象故事的结局，培养学生的想象能力。
板书设计:
教学反思：
本节课为故事表演课，故事为学生所熟悉的“小兔子拔萝卜”。从最开始的Guessing game导出主人公Ms Rabbit, 借着提问学生“Do you know any stories about rabbit?”让学生回忆知道的与兔子相关的故事，导出“小兔子拔萝卜”为本课将学习的内容。接着根据故事的发展经过，层层设计教学内容，分散难点，突出重点，循序渐进，让学生跟着主人公Ms Rabbit一起体验故事的经过。学习完故事后，让学生给故事选个标题，不仅检测孩子是否理解故事的内容，还升华了主题Ms Rabbit&her friends，突出朋友的重要性。在操练环节，通过读一读，连一连，将故事图片与句子连线，检测孩子对故事大意的理解。再通过Memeory game和Sing a song(拔萝卜旋律)加深孩子对故事内容的理解，为最后的故事表演做准备。语言运用环节为故事表演，由于孩子天生爱表演，对小兔子拔萝卜故事又不陌生，再加上语言呈现环节中通过多种操练方式，如分组朗读，开火车，大小声等对语言进行反复练习，多种游戏反复操练，学生最终还是能很好地将故事表演出来，做到比较好的输出。孩子们在做做玩玩演演中，不仅学习了目标语言，理解了故事内容，还真真切切体会到了学习英语的乐趣。本课的不足之处在于在课堂时间控制上，还有些不到位，孩子自行练习的时间有点不太充足。另外，教师在课堂指令上，还可以更清晰些。