Unit 3 What would you like? Part C Story Time 教案
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| 名称 | Unit 3 What would you like? Part C Story Time 教案 |  | |
| 格式 | zip | ||
| 文件大小 | 275.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2019-12-01 16:15:56 | ||
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Unit 3 Story Time教学设计
设计主题
Story time
一.本课亮点
1、评价形式新颖，学生自评、同伴互评、同伴辅助与教师评价等不同策略相结合，同时注意与教学内容、即时教学反馈巧妙联系，展现形成性评价的促学功能。
2、通过小组合作开展自学——互学——展学活动，发挥学生主体作用，培养学生自主学习能力。
3、在故事教学中渗透阅读策略指导。
二.教学目标
1、 知识、技能目标：
①、自学、互学掌握生词、句子，了解故事大意。
②、培养学生口头表达，准确流利地朗读故事。
③、小组合作表演故事。
2、学习策略目标：
①、培养学生阅读策略。
②、培养学生自主、互助、合作学习精神
情感态度目标：
①、让学生感受食物来之不易，学会珍惜粮食。
②、让学生感受到故事带来的快乐，并培养热爱阅读的习惯。
三.教学重点、难点分析
教学重点：学生能够掌握故事中的生词和句子；能够了解故事大意并能准确流利地朗读。
教学难点：学生能够有秩序地开展自学与互学的活动；掌握自我评价、同伴互评与辅助的方法；小组合作有感情，有动作地表演故事。
四.教学过程设计
课前准备：分组并展示评比栏 “First，Let’s divide into six groups; and you should try your best to get the gifts. clear? ”
步骤一：Preview
1. 热身活动warm-up
① 师生问候Greeting.
② 出示本课目标Today, we are going to learn unit3 story time. In this class, we have four goals:“ understand、cooperate、read、act” ready?;
③ 游戏，快速复习词汇。Now, Let’s play a game, OK, are you ready? Yes or no? Yes, let’s play a game! At first, we should read the rules.
游戏规则：快速读出屏幕上闪现的单词，看谁读得又快又对，当出现沙拉时，全班同学拍手两下。
④ 活动：Visit Joy’s farm. 复习句型。
Look! this is Joy’s farm. Welcome to my farm, sweeties. Do you want to visit my farm? Yes or no? Yes, Let’s go!
Wow, there are so many vegetables and fruit. I’d you like some bananas. What would you like to eat?
S1 : Apple.
S 2: Banana.
T :Today, my friends come to my farm. Who are they? Yes, they are Zoom and Zip. What are they doing here? Maybe there is a little story. Do you like stories?
设计意图：通过游戏激趣，复习梳理旧知，拓宽学生思维空间，为后面教学做好铺垫；同时进入主人公 Zoom和Zip，自然过渡到“story book”引出故事。
步骤二：Presentation
1. 问题导学 questions to guide
① 引出故事书，Let’s listen the tape, watch teh pictures and think about what they are talking about. Ready? Go!
Please listen and answer this question.
What are they talking about?
（出示学习策略1：借助图片，获取信息。）I have a tip for you，you can get information from the pictures.
看图，听故事，并抽答
设计意图：指导学生带着问题听故事，通过学习策略学会借助图片获取信息并初步感知故事。
② Now, I’ll show you a cartoon about this story.Let’s watch with questions:
A: What would Zoom like to eat？
B: What are they doing？
（出示学习策略2：借助视频，获取信息。）I have a tip for you，you can get information from the cartoon.
设计意图：指导学生带着问题看故事，通过学习策略学会借助视频获取信息并再次感知故事。
2. 自学、互学 self –study and learn each other
① 默读故事，勾画生词，并自学。
Sweeties, please take out this paper. Yes, now please read this story by yourselves, and circle the new words. You can use the word list. Clear? 1min Let’s go!
（出示学习策略3：借助词汇表、字典等方式学习新知。）
② 互学。
Let’s discuss now，Learn from each other.
组内互助学习。
收集本组难词，并上台圈出来。
③ 收集本组难词，全班交流学习，小老师教读。
Who want to be the little teacher?
设计意图：首先开展层级教学，当有个体、小组不能解决的问题，归纳收集，然后全班开展学习活动，这样就能充分尊重学生的生成问题，体现“一切以学生为本，以学生的能力发展为本”的教学思想。”
步骤三：Practice
1. 理解推理 understanding and reasoning
We have learned this story, but can you really understand this story? Let me check：
How to make a salad？
还原故事，让学生对打乱的故事语句进行排序，启发学生联系上下文推理并想象，并抽答，板书。
设计意图：在学生学习认知基础上建构整体故事框架，通过这个活动引导学生理解文意，并能根据上下文对故事语句进行排序，同时培养学生英语逻辑思维能力。
2. 朗读操练 reading to practice
① 听音跟读 Very good！You are so wonderful！ Now，stand up, please! Ready? (听音跟读，老师示范动作)
② 分组操练 Let’s read the story in your favorite way .
③ 分组展读Any group want to showing your reading? And I have a request for our little audiences, you should give your opinions after their reading, understand?
设计意图：尊重学生的阅读和学习爱好，让学生能通顺、流利地朗读故事，在朗读操练中正音，并巩固新知。通过带动作读，有感情的读，激发学生角色感。
步骤4：Production
小组表演 team performance
The story is so funny,alright? Let’s act it in your group. But, we should read the rules at first. 4 Ss read, 2 Ss act. You can choose one part all the whole story.let’s see, if you read well you can get a gift, if you act well, just like.(教师示范)，you can get much more gifts.
Clear ? Let’s prepare, go!
(准备表演)
It’s your time to act.
小组合作，表演故事。
小组展示“Who want to try? Ready go!
How many vegetables you give yourselves? Thank you!
Sweeties, who are the best actor.
设计意图：让学生展开想象表演故事，每一个孩子都能亲身体验并参与其中，培养学生创造性思维和口头表达能力，让学生在互助互学中共同进步，乐于展示，感受英语故事学习的乐趣。
步骤5：情感教学 Affect
Sweeties, look. Here is a poem, I know you have learned the Chinese edition, let’s enjoy the English edition.
Look at their hunger eyes and sweaty back, we should cherish food and respect the farmers. Can you do this? Yes, I believe you can!
步骤6：课堂小结 sum-up
OK, sweeties let’s check yourselves whether did your best in this class or not? If you dissatisfy with yourselves or Joy what suggestions can you make? Let’s finish this leaning log.
步骤7：家庭作业 (Homework)
OK, here is the homework for you.
① (All) 回家为爸爸妈妈做一份沙拉。
② (Part) 尝试改编故事，并有感情地表演故事。
Sweeties, look! Which group has the biggest salad. Yes, group X is the winner. Congratulations! Here is your gift!
OK, class is over. Goodbye sweeties 。
五、板书设计
设计主题
Story time
一.本课亮点
1、评价形式新颖，学生自评、同伴互评、同伴辅助与教师评价等不同策略相结合，同时注意与教学内容、即时教学反馈巧妙联系，展现形成性评价的促学功能。
2、通过小组合作开展自学——互学——展学活动，发挥学生主体作用，培养学生自主学习能力。
3、在故事教学中渗透阅读策略指导。
二.教学目标
1、 知识、技能目标：
①、自学、互学掌握生词、句子，了解故事大意。
②、培养学生口头表达，准确流利地朗读故事。
③、小组合作表演故事。
2、学习策略目标：
①、培养学生阅读策略。
②、培养学生自主、互助、合作学习精神
情感态度目标：
①、让学生感受食物来之不易，学会珍惜粮食。
②、让学生感受到故事带来的快乐，并培养热爱阅读的习惯。
三.教学重点、难点分析
教学重点：学生能够掌握故事中的生词和句子；能够了解故事大意并能准确流利地朗读。
教学难点：学生能够有秩序地开展自学与互学的活动；掌握自我评价、同伴互评与辅助的方法；小组合作有感情，有动作地表演故事。
四.教学过程设计
课前准备：分组并展示评比栏 “First，Let’s divide into six groups; and you should try your best to get the gifts. clear? ”
步骤一：Preview
1. 热身活动warm-up
① 师生问候Greeting.
② 出示本课目标Today, we are going to learn unit3 story time. In this class, we have four goals:“ understand、cooperate、read、act” ready?;
③ 游戏，快速复习词汇。Now, Let’s play a game, OK, are you ready? Yes or no? Yes, let’s play a game! At first, we should read the rules.
游戏规则：快速读出屏幕上闪现的单词，看谁读得又快又对，当出现沙拉时，全班同学拍手两下。
④ 活动：Visit Joy’s farm. 复习句型。
Look! this is Joy’s farm. Welcome to my farm, sweeties. Do you want to visit my farm? Yes or no? Yes, Let’s go!
Wow, there are so many vegetables and fruit. I’d you like some bananas. What would you like to eat?
S1 : Apple.
S 2: Banana.
T :Today, my friends come to my farm. Who are they? Yes, they are Zoom and Zip. What are they doing here? Maybe there is a little story. Do you like stories?
设计意图：通过游戏激趣，复习梳理旧知，拓宽学生思维空间，为后面教学做好铺垫；同时进入主人公 Zoom和Zip，自然过渡到“story book”引出故事。
步骤二：Presentation
1. 问题导学 questions to guide
① 引出故事书，Let’s listen the tape, watch teh pictures and think about what they are talking about. Ready? Go!
Please listen and answer this question.
What are they talking about?
（出示学习策略1：借助图片，获取信息。）I have a tip for you，you can get information from the pictures.
看图，听故事，并抽答
设计意图：指导学生带着问题听故事，通过学习策略学会借助图片获取信息并初步感知故事。
② Now, I’ll show you a cartoon about this story.Let’s watch with questions:
A: What would Zoom like to eat？
B: What are they doing？
（出示学习策略2：借助视频，获取信息。）I have a tip for you，you can get information from the cartoon.
设计意图：指导学生带着问题看故事，通过学习策略学会借助视频获取信息并再次感知故事。
2. 自学、互学 self –study and learn each other
① 默读故事，勾画生词，并自学。
Sweeties, please take out this paper. Yes, now please read this story by yourselves, and circle the new words. You can use the word list. Clear? 1min Let’s go!
（出示学习策略3：借助词汇表、字典等方式学习新知。）
② 互学。
Let’s discuss now，Learn from each other.
组内互助学习。
收集本组难词，并上台圈出来。
③ 收集本组难词，全班交流学习，小老师教读。
Who want to be the little teacher?
设计意图：首先开展层级教学，当有个体、小组不能解决的问题，归纳收集，然后全班开展学习活动，这样就能充分尊重学生的生成问题，体现“一切以学生为本，以学生的能力发展为本”的教学思想。”
步骤三：Practice
1. 理解推理 understanding and reasoning
We have learned this story, but can you really understand this story? Let me check：
How to make a salad？
还原故事，让学生对打乱的故事语句进行排序，启发学生联系上下文推理并想象，并抽答，板书。
设计意图：在学生学习认知基础上建构整体故事框架，通过这个活动引导学生理解文意，并能根据上下文对故事语句进行排序，同时培养学生英语逻辑思维能力。
2. 朗读操练 reading to practice
① 听音跟读 Very good！You are so wonderful！ Now，stand up, please! Ready? (听音跟读，老师示范动作)
② 分组操练 Let’s read the story in your favorite way .
③ 分组展读Any group want to showing your reading? And I have a request for our little audiences, you should give your opinions after their reading, understand?
设计意图：尊重学生的阅读和学习爱好，让学生能通顺、流利地朗读故事，在朗读操练中正音，并巩固新知。通过带动作读，有感情的读，激发学生角色感。
步骤4：Production
小组表演 team performance
The story is so funny,alright? Let’s act it in your group. But, we should read the rules at first. 4 Ss read, 2 Ss act. You can choose one part all the whole story.let’s see, if you read well you can get a gift, if you act well, just like.(教师示范)，you can get much more gifts.
Clear ? Let’s prepare, go!
(准备表演)
It’s your time to act.
小组合作，表演故事。
小组展示“Who want to try? Ready go!
How many vegetables you give yourselves? Thank you!
Sweeties, who are the best actor.
设计意图：让学生展开想象表演故事，每一个孩子都能亲身体验并参与其中，培养学生创造性思维和口头表达能力，让学生在互助互学中共同进步，乐于展示，感受英语故事学习的乐趣。
步骤5：情感教学 Affect
Sweeties, look. Here is a poem, I know you have learned the Chinese edition, let’s enjoy the English edition.
Look at their hunger eyes and sweaty back, we should cherish food and respect the farmers. Can you do this? Yes, I believe you can!
步骤6：课堂小结 sum-up
OK, sweeties let’s check yourselves whether did your best in this class or not? If you dissatisfy with yourselves or Joy what suggestions can you make? Let’s finish this leaning log.
步骤7：家庭作业 (Homework)
OK, here is the homework for you.
① (All) 回家为爸爸妈妈做一份沙拉。
② (Part) 尝试改编故事，并有感情地表演故事。
Sweeties, look! Which group has the biggest salad. Yes, group X is the winner. Congratulations! Here is your gift!
OK, class is over. Goodbye sweeties 。
五、板书设计