三年級下冊Unit4MyFamily三年級下unit4storytime教案

1、Unit 4 Story Time教學(xué)設(shè)計(jì)成都市東坡小學(xué) 劉佳 【內(nèi)容來源】人民教育出版社（一起點(diǎn)）三年級下冊 Unit 4【主 題】My Famiy【課 時(shí)】第7課時(shí)：Story Time教學(xué)文本信息：一、教學(xué)設(shè)計(jì)意圖介紹小學(xué)英語故事課，可培養(yǎng)學(xué)生的思維能力?！罢Z言既是交流的工具，也是思維的工具”?！坝⒄Z課程應(yīng)成為學(xué)生在教師指導(dǎo)下構(gòu)建知識、發(fā)展技能、拓展視野、活躍思維、展現(xiàn)個(gè)性的過程”。由此可見，在小學(xué)英語教學(xué)中，教師要注重培養(yǎng)學(xué)生的英語思維能力。思維能力是指人們采用一定的思維方式對思維材料進(jìn)行分析、整理、鑒別、消化、綜合等加工改造，能動地透過各種現(xiàn)象把握事物內(nèi)在實(shí)質(zhì)聯(lián)系，形成新的思想，獲得

2、新的發(fā)現(xiàn)，制定出新的決策的能力。如今在小學(xué)英語教學(xué)中，片面重視考試，肢解課程體系的科學(xué)性和完整性，造成學(xué)生認(rèn)知結(jié)構(gòu)、知識結(jié)構(gòu)和能力結(jié)構(gòu)的殘缺不全。在英語課時(shí)有限的前提下，大部分教師把教學(xué)的重心都放在英語聽說讀寫的重復(fù)機(jī)械操練上，只強(qiáng)調(diào)學(xué)生對音義形和字詞句的掌握，往往忽視了培養(yǎng)學(xué)生的思維能力。語言環(huán)境的缺失是客觀存在的問題，中西方思維方式的區(qū)別、文化背景的差異，導(dǎo)致我們想達(dá)到英語再到思維再到英語的效果并非是一件易事。且大部分教師只把教學(xué)重心放在英語聽說讀寫上，只強(qiáng)調(diào)學(xué)生對音義形和字詞句的掌握，學(xué)生的思維能力更加無法得到訓(xùn)練和培養(yǎng)。所以老師們首先要理解思維能力的重要性，才能幫助學(xué)生更好地駕馭英語。

3、語言是人類特有的標(biāo)志。它不僅是人們交際的工具，也是思維的工具。語言與思維是相輔相成的。人的思維越深刻，其語言表達(dá)越明確。由此看來，小學(xué)英語教學(xué)一定要有內(nèi)在的思維性言語活動。只有兩者融合統(tǒng)一，才能有助于學(xué)生創(chuàng)新思維和創(chuàng)造能力的鍛煉和提高。我們英語教師應(yīng)該重視學(xué)生英語思維的訓(xùn)練與培養(yǎng)，提高學(xué)生的英語綜合運(yùn)用能力。本節(jié)課所選擇的教學(xué)內(nèi)容，圖文并茂、有趣生動?？勺龅剑河嗅槍π缘膯栴}進(jìn)行思維的引導(dǎo)，訓(xùn)練學(xué)生的深度思維；運(yùn)用啟發(fā)式教育，發(fā)展學(xué)生多方面思維；利用思維導(dǎo)圖，采用各種各樣的教學(xué)手段，培養(yǎng)學(xué)生的創(chuàng)新思維。因此，無論是教學(xué)目標(biāo)、教學(xué)內(nèi)容，教學(xué)手段，在Unit 4 My Family Story Ti

4、me這一課中都可以切實(shí)操作。 二、教學(xué)設(shè)計(jì)（一）Teaching aims and learning objectives教學(xué)目標(biāo)1Knowledge objective 知識目標(biāo)：(1) 深刻理解重點(diǎn)詞匯family 以及人物關(guān)系。(2)學(xué)習(xí)詢問人物關(guān)系的功能句：Are you our mother? 及其答句：Yes, Im your mother. objective 能力目標(biāo):(1)能夠借助圖片讀懂小故事。(2)了解蝌蚪到青蛙的成長過程。(3)嘗試著敘述故事。 objective 情感目標(biāo)：(1)在語言的學(xué)習(xí)中培養(yǎng)學(xué)生的興趣、建立自信心。(2)提高學(xué)生與人合作的能力，加強(qiáng)學(xué)生之間的友誼

5、。(3)體會媽媽對自己深深的愛，升華對媽媽的愛。（二）Key points and Difficulties 教學(xué)重難點(diǎn) points 教學(xué)重點(diǎn)(1）借助圖片讀懂小故事。(2）掌握學(xué)習(xí)詢問人物關(guān)系的功能句。 教學(xué)難點(diǎn)用第三人稱的方式敘述故事。（三）Teaching aids 教學(xué)工具課件、圖卡、詞卡（四）Teaching Procedures 教學(xué)過程Warm-up：Lets chant:“the family chant”T：Who is he ? Yes,he is Bill. this is his mother、father、aunt、uncle. This is Bills fami

6、ly.(設(shè)計(jì)意圖：用歌曲熱身，讓學(xué)生先全身動起來再思維動起來，并且復(fù)習(xí)family及人物關(guān)系)Lead-in：1.出示學(xué)生在上一節(jié)課Fun Time中完成的繪本作品，并帶領(lǐng)學(xué)生談?wù)?。T: I received your amazing! Look!This is one of your work. Whose family is it? Yes,this is dogs family.(出示狗的家庭圖片）. This is the dogs mother,dogs does the dogs mother look like?（設(shè)計(jì)意圖：用Bill的家庭自然引入到學(xué)生作品-狗的家庭，引導(dǎo)學(xué)生描

7、述小動物的特征，為后面描述青蛙媽媽打下鋪墊。）（一）預(yù)閱讀：謎語導(dǎo)入 1、猜謎游戲T：Here comes a new friend. Guess! What is it? It lives in the s black. It has a can swim. What is it? T:Yes, its a after a tadpole,they are tadpoles.（貼三個(gè)小蝌蚪)(用自然拼讀法教授單詞tadpole)T：Do you know the story about the tadpoles?(學(xué)生用中文說也沒有關(guān)系)Today we will learn Unit 4

8、story time (貼課題）(設(shè)計(jì)意圖：用猜謎的形式，形象有趣地揭示本課主題。)（二）前閱讀：預(yù)測故事頭腦風(fēng)暴：請學(xué)生猜測tadpole媽媽的樣子。T: Yes,they are looking for their mother.(貼mother詞卡、寫looking for)T：What does their mother look like? Can you guess?S: Its short. Its has big eyes. It can idea!(板書學(xué)生答案）T:So who is the tadpoles mother? Who knows? Yes,its the f

9、rog. But tadpoles dont know their mother. Can they find their mother,lets see.（設(shè)計(jì)意圖：通過播放動畫以及猜測蝌蚪媽媽的樣子，使學(xué)生初步理解課文）。（三）中悅讀：深入理解。 Picture 1: T：Where are the tadpoles? They are looking for their you guess what do the tadpoles say?T: Where is our mother? Look at is my is our ? Ok,Lets see who do they meet

10、?Picture 2:(1)T：Who is she?S:The Dog.（2）T: The tadpoles dont know their mother,they want to ask the dog if the dog is the can you guess what do the tadpoles say ?(3)Listen & check聽錄音驗(yàn)證答案。 (貼：Are you our mother?)(4)T:What does the dogs mother look like? Is it tall or short?Can you guess what does the

11、 dogs mother say ?（5）Listen & check 聽錄音驗(yàn)證答案。(板書：short) 過渡：Tadpoles think the dog is their mother ,but the dog says their mother is short . Where is their mother? they are swimming and swimming, (貼狗的圖片)(設(shè)計(jì)意圖：先預(yù)測再驗(yàn)證答案，培養(yǎng)解讀文本、思維拓展的能力。）Picture 3 :(1)T: Look! Whos she? S:She is a cat .T:Maybe the cat is

12、short,so they think the cat is their the cat swim?S:No.T: She cant you guess what does the cat say?(2)Listen & check 聽錄音驗(yàn)證答案(板書：swim) 過渡：Tadpoles think the cat is their mother ,but the cat says their mother can swim . Where is their mother? they are swimming and swimming, Picture 4：(1)T：Look! who is

13、 she? Whats she doing? Is the goose is their mother?Why or why not?(She can swim)(2)T：Look at the tadpole,it has grows 2 legs,yes or no? S：Theyare growing.Listen & check 聽錄音驗(yàn)證答案(板書：big eyes)(貼天鵝圖片） 過渡：Tadpoles think the goose is their mother ,but the goose says their mother has big eyes . Where is t

14、heir mother? they are swimming and swimming, Picture 5:T：Look! Who is she? Is she the little tadpoles mother? Why or why not? her eyes are do the snake say? GuessT：Look at the tadpole,it has grows 4 legs.（2）Listen & check 聽錄音驗(yàn)證答案(板書：green)過渡：Tadpoles think the sake is their mother ,but the goose say

15、s their mother is green. Where is their mother? they are swimming and swimming, （貼蛇的圖片)Picture6:(1)T：Who do they meet? What does she look like?Are they different now? T：They have no tail.(2)Listen & check聽錄音驗(yàn)證答案.Picture7:(3)T:Do the tadpoles find their mother? Can you guess what does the frog say? (

16、4)Listen & check聽錄音驗(yàn)證答案.總結(jié)：The tadpoles finally find their mother and they live happily.（設(shè)計(jì)意圖：通過圖片中關(guān)鍵信息，引導(dǎo)學(xué)生觀察并猜測故事內(nèi)容，訓(xùn)練他們的思維。）Listen to the tape and read the story.聽錄音，跟讀故事(1)播放動畫1st，再次感知故事內(nèi)容.T：Listen it again,have a better understanding of the story.（2）播放動畫2nd，引導(dǎo)學(xué)生模仿錄音的語音、語調(diào)。T：Open your book turn

17、to page 46,listen and the pronoucation and intonation of the sentenses.（設(shè)計(jì)意圖：層層深入的聽的練習(xí)，熟悉故事。為后面的語言輸出做鋪墊。）請生自主閱讀，有問題舉手，老師答疑。T：Read by yourself,if you have some questions please put up your hands.（四）后悅讀：知識拓展。1、Do a role-play 表演故事(1)師生師范老師和兩名學(xué)生扮演小蝌蚪，學(xué)生分為5組分別扮演不同動物。T:Ok,Let do the role m a tadpole(戴蝌蚪頭飾

18、）.Who want to be the tadpole?This group act the dogWhere is our mother?We want to find our mother.（分別給出狗、貓、天鵝、蛇、青蛙媽媽的頭飾，帶領(lǐng)學(xué)生一起扮演故事。）（2）分組表演學(xué)生8人一組分角色表演故事。T：Now,its your turn now. The rules: in your group. one character to have 3 minutes to prepare.Ok,lets do it!(教師巡視指導(dǎo)。）（3）全班展示請一到兩組學(xué)生到講臺前表演故事，并給予星星評價(jià)

19、。（黑板上進(jìn)行小組評比）（設(shè)計(jì)意圖：通過分組的角色扮演活動，培養(yǎng)他們的聽、說、與人合作的綜合能力。）2、Order the pictures 圖片排序?qū)W生4人一組，對圖片進(jìn)行排序，并試著用轉(zhuǎn)述對話的形式，進(jìn)行故事敘述。（1）師排好第一幅圖并示范第一幅圖的故事敘述。T：Lets do a game. “Im the Storytelling King”.Please order the pictures into the right order and try to tell the example,Look at these one is the 1st picture? Yes!I will

20、 tell you the story Of the little tadpoles want to find their they say:where is our mother?What will happen next?Its your turn now.(2)學(xué)生4人一小組進(jìn)行圖片排序。T:I will give you the rules: in the pictures into the right order. to tell the story of each picture. minutes to prepare.（3）請小組上臺排序，并進(jìn)行故事敘述，并給予星星評價(jià)。（設(shè)計(jì)意圖：讓學(xué)生模仿轉(zhuǎn)述對話的形式，并根據(jù)思維導(dǎo)圖的板書設(shè)計(jì)，鼓勵(lì)學(xué)生嘗試去講故事，訓(xùn)練學(xué)生的思維。）3、評價(jià)評選出得分最多的那一組每人獲得“花朵”獎勵(lì)。T：Who do you want to give ? What d