小学英语闽教版五年级上册《Story Time》公开课优质课教案比赛讲课获奖教案
Story Time Scared(教学设计)闽教版英语五年级上册1
Story Time: Scared 教学设计一、学情分析五年级的小学生好奇、好动、爱表现、善模仿，对于新鲜事物，对陌生语言的好奇心能激发他们对外语的兴趣。
经过两年的英语学习，他们具有较强的模仿力、表现力，并能说出一些简单的句子。
为了符合学生这一特定生心理特点，本教学设计通过“巧设情景、即学即用”的方式，利用多种直观教具和现代化教学手段，力求满足不同类型不同层次学生需求、鼓励学生大胆使用英语，为他们提供自主学习和相互交流以及充分表现和发展自我表现的空间，并努力营造宽松、民主、和谐的教学氛围，培养持续的学习兴趣。
二、教材内容分析本课是闽教版小学英语五年级上册教材最后的补充部分Story Time,是一篇故事，未编入Unit 中。
新课标中的二级目标描述中提到能听懂简单的配图小故事；能在老师的帮助下表演小故事或童话剧。
本课教学在教授语言知识的基础上更应注重学生理解并在情境中运用语言的能力。
故事中句型较为简单，主要以…want to…和May I…？为主，而这两个句型又是旧知，其次生词量不多，主要有：kangaroo, elephant, angry和scared。
教材整体而言较为简单，符合五年级学生的认知水平。
三、教学目标：◆语言知识目标1.通过故事学习，巩固学习句子：（1）…wants to ….（2）May I go with you?（3）Mr. Elephant gets very angry.（4）Mr. Cat, Mr. Dog and Miss Kangaroo are all scared.2.学习故事中出现的新单词:kangaroo，elephant, angry，scared，对它们的音和义有初步的了解。
3.帮助学生认真模仿故事中不同人物的语音、语调，养成良好的发音习惯。
◆语言技能目标1.能在图片的帮助下，理解故事的大致内容。
2.能根据录音材料表演故事。
3.能根据图片叙述故事的主要情节。
五上unit8storytime第一课时教案.docx
课题 Unit8 At Christmas (Story time) Period 1 教学吋间教学目标 1. 知识目标： 1） 能听懂、会读、会说、会写词汇：buy, next, put, look, early. 2） 能听懂、会读、会说、会写句型与日常交际用语：First/Next/Then/Finally,-•- 3） 能听懂、会读、会说词汇：Christmas, present, Christmas tree, Father Christmas, pretty, thing, Christmas Eve, stocking, wait for, finally, Christmas Day, turkey, pudding, all, have a good time. 4） 能灵活运用Buy, put 等动词及短语描述圣诞节的有关活动和习俗。
2. 技能目标：1） 培养学生的英语阅读能力，让学生了解学习英语小故事的步骤。
2） 旋用First/Next/Then/Finally,---些列表示先丿口顺序的副词结构。
3 •情感目标:1） 培养学生学习英语的兴趣，提高学生阅读英语故事的兴趣。
2） 让学生了解西方圣诞节相关习俗，培养学生跨文化交际能力。
教学重难点 1•教学重点：词了匸：buy, next, put, look, early.句型：First/NextTThen/Finally, ---- 系列表示先后顺序的副词结构。
2.教学难点：1） First/Next/Then/Finally, --- 系列表示先后顺序的副词结构。
2） 能灵活运用Buy, put 等动词及短语描述圣诞节的有关活动和习俗。
学源教资 PPT 教 学 过设计流程二次修改 Step 1: Listen to the songs (上课前听) PPT: Play some songs about Christmas. (We wish you a Merry Christmas) Ss: Try to sing together. Step 2: Free talk 1. T : Do you like this song? Ss:... T: When do people usually sing it, do you know? Ss:… T: Yes. They sing it at Christmas.引出课题：At Christmas 2. learning aims: T: Today we will learn a story about Christmas. And these are your程learning aims. I hope you can read, understand and act this story・And you can use first, second, then and finally to talk about Christmas. Step3: Presentation:1.T: At Christmas, people usually sing the Christmas songs. Do you know anything else about Christmas? Let's play a game together. magic eyes. What can you see in the pictures? Please hands up an tell me. Let's see who has the magic eyes.PPT:出示模糊图片或者动图：Christmas tree, present, Father Christmas, stocking, turkey, pudding （学生说到那个词就点触发器, 这个图片变成清晰的.老师手拿单词卡片教授这个词汇，教完贴在黑板上）2.T: Now I know you can say several things about Christmas. But what people do at Christmas, do you know? You can say like this, at Christmas, people・・・ For example: at Christmas, people make nice cards.Step 4 Story time1 ・ Watch and orderT: I think you know what people do at Christmas. What about our friend Mike and his family? What do they do? Here are four pictures・Lefs watch the video and put them in the correct order.PPT:图a 图B图c 图dFirst 图Next 图Then 图Finally 图T: Ok, we watched the story just now. Mike and his family have a lot of fun in the story.（简单点一下have a lot of fun 的意思）They do many interesting things. What do they do at first? Do you get it? Which is the first one?T: Oh, you're right. And which picture is the next one?T: Great! And what do they do then?T: Yes, cool. What do they do finally?T: Of course・ Your answers are all right. You did a good job.2.Listen and match:1）T: Now we know the orders of pictures. And, look, here are some sentences of the pictures. Let? s listen to this story and match the pictures with the right sentences・PPT呈现。
闽教英语五年级上册Story Time Scared 优秀教案
闽教英语五年级上册Story Time Scared 教学目标◆语言知识目标1.通过故事学习，巩固以下两种句型：（1）Miss Kangaroo wants to do….（2）May I…?2.通过故事学习，学习以下两个句子：（1）Mr.Elephant gets very angry.（2）Mr.Cat, Mr.Dog and Miss Kangaroo are all scared.3.学习故事中出现的新单词，对它们的音和义有初步的了解。
4.帮助学生认真模仿故事中不同人物的语音、语调，养成良好的发音习惯。
◆语言技能目标1.能在图片的帮助下理解故事的大致内容。
2.能根据录音材料表演故事。
3.能根据图片叙述故事的主要情节。
◆情感态度告诉学生遇事不可莽撞冲动，对人要以礼相待。
教具准备1.单词、词组的图片和卡片。
2.小狗、袋鼠、小猫、大象的头饰各一个。
3.课文的六幅挂图。
4.小狗、袋鼠、小猫、大象、熊猫的图片。
教学过程Step 1 Warming up1.师生之间互致问候。
2.教师播放录音，全班学生模仿唱歌曲：Old MacDonald Has a Farm.Step 2 Review1.复习有关动物的单词。
（1）教师说：“Old MacDonald has a farm. There are many animals on the farm. What are they?”（2）教师出示各种动物的图片和卡片，复习有关动物的单词。
（3）教师表演，学生猜动物，并拼读单词。
2.复习happy, smile等单词，引出angry和scared的教学。
（1）PPT上出示一幅美丽森林的图片，一只可爱的小兔子在吃胡萝卜。
教师说：“There is a rabbit in the forest. She has some carrots. So she is very happy.”复习单词happy, smile。
五年级story time说课稿
五年级上册Unit5 Part C Story time说课稿尊敬的各位领导、老师，大家好，一、说教材（一）教材分析：本节课是五年级上册第五单元story time故事教学。
故事呈现的是一个易拉罐的“旅行”故事。
本单元中学过了There be句型和方位词的使用。
学生除了复习巩固本单元的核心语言，还可以通过图片和上下文理解sad，kick，over，busy，naughty，poor，catch，等单词的意思。
通过该故事的学习让学生能从整体上理解故事情节，根据角色表演出故事。
能让学生知道帮助人并要养成保护环境的好习惯。
(二)教学目标1、复习巩固本单元核心词汇beside，between,能在语境中理解本课新词：sad,kick,over，busy，naughty,poor，catch。
2、能够在图片的帮助下理解故事内容，能够在教师的帮助下表演故事。
3、通过故事让学生养成乐于助人的良好习惯，逐渐形成环保意识。
（三）教学重点、难点：根据本组训练重点和学生实际，我认为本课的教学重难点为：教学重点：能让学生从整体上理解故事情节，根据角色表演出故事。
能让学生知道帮助人并要养成保护环境的好习惯。
教学难点：1、本故事中生词over、can、naughty、busy、kick、fall、、poor、late for的理解。
2、故事的表演。
我是这样突出重点、突破难点的，阅读是学生的个性化行为，不应该以教师的分析来代替学生的阅读实践。
所以在设计本课时，我创设了多种读的途径进行朗读训练。
如自由读、个别读、学习对子互相听读、看图听录音读、分角色朗读等多种形式贯穿始终，读中悟、悟中读，把读层层引向深入，让学生在读中深入体会。
（四）学情本节是第五单元的最后一节故事教学。
学生已经学了there is句型和表方位的词。
平时故事教学不作为重点，学生在表演上也会有所困难。
本节课一定要体现出故事的趣味性，让学生被吸引后主动的表现。
二、教法我们知道“教学有法，但无定法，贵在得法。
《Revision 2》(Story Time)省优获奖 省一等奖教案 人教新起点五年级上册
Revision2 Story Time教学设计【内容来源】人民教育出版社（一起点）五年级上册Revision2【课时】Story Time一、教学目标1. 能够在教师的引导下，借助图片和其他阅读策略读懂本单元的故事，回答故事后的问题，并尝试复述故事。
2. 能够通过学习小故事，了解同学和朋友间的友情。
二、教学建议A. Let’s read.1. 呈现故事(1) 出示第一幅图，讨论如下问题：Who is she? What is she doing?(2) 在学生明确答案：She is making an invitation.后，出示第五幅图，回答问题：Why does she make an invitation?根据问题，预测故事发生的背景。
(3) 导入故事，教师可使用如下语言：Joy wants to invite her friends to her birthday party. Now let’s look at what happens on her birthday?(4) 教师逐一展示故事图片，同时播放故事录音，学生初步感知故事大意。
(5) 学生独立阅读故事，并回答问题：What does Joy do for her birthday? What is An dy’s present?2. 图片环游，理解故事细节教师讲述故事并借助问题引导学生继续深入观察图片，理解文字含义。
图1：What will Joy do on her birthday? 教师书写板书have a party。
图2：What does Andy want to do for Joy’s birthday?教师可以让学生观察此图，说一说Andy都想到过哪些礼物。
教师书写板书buy a special present。
图3：What TV show does Andy watch? What does Andy want to buy? Why? 教师书写板书talking about a toy dog, buy a toy dog和cute。
小学英语闽教版五年级下册《Story Time》省级名师优质课教案比赛获奖教案示范课教案公开课教案
小学英语闽教版五年级下册《Story Time》省级名师优质课教案比赛获奖教案示范课教案公开课教案【省级名师教案】1教学内容分析本课教学内容源自闽教版小学英语五年级下册。
“Three Little Pigs”是孩子们喜闻乐见的小故事,中文版不同版本的《三只小猪》的故事孩子们已耳熟能详。
相对于中文版篇幅,这是浓缩型的小故事,编者将此故事进行提炼,用简练的语言呈现,但相对于小学五年级的大部分学生而言,他们能准确意会故事所传递的情感,但对故事呈现的语言的接受还是有一定的难度。
因此,以图为主导,提炼关键信息引导学生学习语言、掌握阅读技巧、发展思维能力至关重要。
2学生情况分析小学五年级学生经过将近三年的英语学习已掌握一定的听、说、读、写技能,具备了一定的语言积累,如已掌握序数词first, second,third及表示情绪happy,scared的词,具备一定的自主探究(自学)能力,大部分学生能够运用所学的语言知识进行简单的交流,喜欢说唱、表演,有较强的模仿能力和竞争意识,能积极地参与课堂教学活动。
3教学目标1.语言知识目标(1)能听懂、认读、会说单词:straw, stick, brick,quick, said, build,built, came, could, br eak, broke.等。
(2)学习故事中的语言描述,能区分并运用几组特殊的过去式:say-said,build-built,come-came,bre ak-broke, can-could.(3)能理解、会说短语:easy and quick, difficult and slow, not strong, broke in, could not break in等。
2.语言技能目标(1)能听懂故事并理解故事大意。
(2)能用故事中的语言或自己的语言回答相关问题。
(3)能在板书及图片的帮助下,复述故事、表演故事。
3.学习策略目标(1)能带着问题有目的地听故事,获取、甄别和归纳信息。
小学英语译林版五年级上册Unit5 《Story time》省级名师优质课教案比赛获奖教案示范课教案公开课教案
小学英语译林版五年级上册Unit5 What do they do?《Story time》省级名师优质课教案比赛获奖教案示范课教案公开课教案【省级名师教案】1教学目标1. 知识目标:1) 能听懂、会说、会读和会写单词teacher, teach, write, work, doctor, help,worker;2) 能听懂、会说、会读单词writer, at home, sick, people, factory;3) 能听懂、会说、会读和会写What does he/she do? He’s/She’s a …;4) 能掌握动词teach, write, work, help, make的第三人称单数形式,并能初步运用句型What does … do? He’s/She’s a … He/She …来讨论Story time中涉及的职业并进行相关描述。
2. 能力目标:1)学生能够使用重点句型来讨论职业名称和工作内容;2)学生能阅读并理解故事。
3. 情感目标:培养学生对职业的认识以及对各种职业的尊敬。
2学情分析本单元是询问职业和工作内容,比较贴近学生的生活,而且他们在二年级的时候学过有关职业的句型What is your father/mother?,并且知道一些职业的名称,如teacher, doctor, nurse, cook, worker等。
在课堂上,我从引导学生描述身边教师的工作内容着手,自然导入课题之后,让学生听录音,了解Su Hai和Mike父母的职业,并在问题的引领下学习生词,在处理生词时,尽量以旧带新,帮助学生掌握读音和字形。
在对课文进行口头复述和笔头练习之后,在音乐游戏中学习更多的职业单词,完成Story time的整体教授,最后欣赏音乐连环画,并且进行连环画自创,介绍家人的职业和工作内容。
3重点难点根据读音掌握生词,并能运用句型进行职业和工作内容的问答,特别是工作内容的三单形式表述。
5A Unit 5《 Story time》单元教学设计-优秀教案
五年级上册第五单元第1课时教案Teaching contents 教学内容Story timeTeaching aims and learning objectives 教学目标知识目标：1. 能听懂、会说、会读和会写单词teacher, teach, write, work, doctor, help, worker。
2. 能听懂、会说、会读单词writer, at home, sick, people, factory。
3. 能听懂、会说、会读和会写What does he/she do? He’s/She’s a…。
4. 能掌握动词teach, write, work, help, make的第三人称单数形式，并能初步运用句型What does …do? He’s/She’s a… He/She …来讨论Story time中涉及的职业并进行相关描述。
能力目标：1. 学生能够使用重点句型来讨论职业名称和工作内容。
2. 学生能阅读并理解故事。
情感目标：培养学生对职业的认识以及对各种职业的尊敬。
Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 在故事情景中阅读和理解句型What does he/she do? 及其回答He’s/She’s ateacher/writer/ factory/worker/ …。
2. 能从整体到局部再到整体的理解故事内容。
3. 能用正确的语音语调朗读故事。
4. 能尝试运用句型What does Mike’s/Su Hai’s father/mother do? He’s/She’s a …来讨论Story time的故事。
教学难点：1. 单词sick, factory, writer, people单词的读音。
2. 在故事情景中正确朗读和理解What does he/she do? 及其回答He’s/She’s ateacher/writer/ factory/worker/ …。
小学英语闽教版五年级上册StoryTime教学设计
小学英语闽教版五年级上册StoryTime教学设计【名师授课教案】1教学目标一、语言知识目标:1.通过故事学习,能听、读、说以下句子:(1)Miss Kangaroo wants to do….(2)May I…?(3)Mr.Elephant gets very angry.(4)Mr.Cat,Mr.Dog and Miss Kangaroo are all scared.3.学习故事中出现的新单词:kangaroo,angry,scared并对它们的音和义有初步的了解。
4.帮助学生认真模仿故事中不同人物的语音、语调,养成良好的发音习惯。
二、语言技能目标:以话题为线索,通过整体感知语境,借助PPT、图片理解和叙述故事,并能分角色表演故事。
三、情感目标:通过事故教学,渗透遇事不可莽撞冲动,对人要有礼貌。
2学情分析五年级的学生经过两年的英语学习,已经具备了一定的英语阅读能力。
本课是闽教版小学英语五年级上册的故事教学,围绕“话题”利用PPT设置问题,通过教师的引导和学生的自主理解进行教学。
教师利用PPT创设情景,让学生根据插图叙述故事,通过听录音分角色表演故事,培养学生的自主和合作学习能力,提高学生的英语朗读、叙述以及表演能力。
本课的设计力图打破传统的教学流程,体现“整体呈现,分步训练”的故事教学要求。
让学生先整体感知,在故事的具体情景中学习、巩固、运用新的语言知识。
3重点难点教学重点和难点1、能听懂会说以下句子:(1)Miss Kangaroo wants to do…(2)May I …?(3)Mr. Elephant gets very angry.(3)Mr. Cat, Mr. Dong and Miss Kangaroo are all scared.2、初步理解课文故事内容、能根据录音材料分角色表演故事、能根据图片叙述故事的主要情节。
4教学过程教学活动1【导入】Step 1 Warming up。
(英语教案)闽教版小学英语五年级上册教案
闽教版小学英语五年级上册教案能够在真实情景中在教师的帮助下理解对话大意，会使用见面打招呼、自我介绍的日常用语。
一起看看闽教版小学英语五年级上册教案!欢送查阅!闽教版小学英语五年级上册教案1一、教学分析：Let’s talk局部主要是会话学习。
通过Miss White和学生第一次见面打招呼的情景，提供学生要学习的核心句型Hello/Hi, I’m … 要求学生能理解对话大意，能正确理解对话大意，能用正确的语音语调朗读对话，能在语境中运用Hello/Hi跟别人打招呼并用I’m …介绍自己。
本课时的学习内容在儿童英语有相关的学习单元，学生对打招呼和简单的自我介绍有初步的了解。
本课为接下来的询问对方对话学习打下根底。
这是正式学习英语的第一节课，对培养学生的学习兴趣，激发英语学习热情尤为重要。
Let’s play局部让学生在游戏活动中稳固练习所学问候语及自我介绍用语。
Let’s sing局部通过学唱歌曲“Hello!〞，让学生感知英语学习带来的快乐。
二、教学目标：1.知识目标：听懂、会说Hello./Hi.Im….2.能力目标(1)能够在真实情景中在教师的帮助下理解对话大意，会使用见面打招呼、自我介绍的日常用语。
(2)能够按照正确的语音、语调及意群朗读对话，并能进行角色表演。
能够听懂、会唱歌曲“Hello〞。
(3)能够在情境中运用Hello!Hi!与别人打招呼;能够在情境中运用举行I’m...自我介绍。
3.情感、文化目标(1)情感态度：培养学生乐于开口，敢于开口讲英语的习惯，激发学生想学、乐学英语的兴趣和愿望。
(2)文化目标：了解中西方名字的不同形式。
三、教学重、难点：1.重点：主要是见面打招呼和自我介绍的会话学习，使学生在不同的生活情景中听懂、会说Hello./Hi.Im….2.难点：自我介绍用语I’m … 的发音不容易到位，学习起来较难，教师要适时纠正，切不可挫伤孩子的学习积极性。
四、教学过程：教学设计参考个性化备课Step 1 Preparation1. Free talkT: Hello, boys and girls.I’m….I’m your English teacher.(PPT教师作简单自我介绍)Welcome to my English class!2. Introduce English教师用交谈的方式与学生讨论一下英语的作用以及学习英语的意义。
小学英语译林版五年级上册Unit1《Story time》省级名师优质课教案比赛获奖教案示范课教案公开课教案
小学英语译林版五年级上册Unit1 Goldilocks and the three bears《Story time》省级名师优质课教案比赛获奖教案示范课教案公开课教案【省级名师教案】1教学目标1.能利用泰微课《there be句型》来学习本课的难点,培养观察、分析和解决问题的能力。
2.能听懂、会说、会读单词:forest,hard,soft,afraid,in front o和句型:There is …. There are ….3.能初步理解课文,了解并且说出故事大概的内容。
4.能充分运用身边的泰微课资源,并且把泰微课资源网站作为学习英语句型、难点的平台。
2学情分析本节课为第一课时,本单元讲述的是一则故事:金发女孩和三只熊,在这中间出现了几个表示状态的词:hungry、thirsty、tired、afraid,因此在课文的处理时,我抓住这一条情感主线,即How is Goldilocks?既学习了课文,又让学生理解了金发女孩的感受。
本单元重点句型是There be句型,我将以培养学生用英语进行交流的能力为教学目标,以语言运用为中心,给学生创造一个开放、真实、平等、和谐的交流环境,在熟练掌握句型的基础上,不光让学生用所学语言说、演,而且能运用,让学生在参与、协作、交流中展示自己的才能,让他们充满自信、感受成功。
五年级的课本教学需要学生可以流利地将故事情节简要复述出来,而我正想培养学生提取文章关键信息的能力。
小组讨论之后很快就可以将课文复述出来,这也是利用了小组合作改变传统英语课堂中“教师讲,学生听;教师问,学生答”这种单一的教学方式,使学生有了更多的主动学习的机会。
在教学中,我要注重知识的连贯性,设计难易得当的任务,充分给学生提供合作的时间,培养他们大胆用英语交流的能力。
3重点难点1.读懂、看懂泰微课《there be句型》,运用于生活实际场景中。
2.能正确读单词forest, hard, soft, afraid和会说句型There be。
部编小学英语五年级上《Story Time》PPT课件 一等奖新名师优质公开课获奖比赛人教
Thank you!
happy
hopeful
充满希望的
Why is Peter very happy when he goes to the pet shop again?
绪论
on sale $32
He goes to the shop to see the puppy again. It is still there, but now there is a sign: “On sale, $32”. Peter is very happy.
Story Time
绪论
pets
宠物
puppy
kitten hamster
rabbits
parrots
turtles
Peter And The Puppy
绪论
eager
渴望的
Peter goes to see a cute brown puppy every day after school. He likes the puppy very much. He wants to buy it.
Let's act.
绪论
Act as Peter
who can help me?
How does Peter get the rest（剩余的） money?
绪论
His mum gives him two dollars for an ice-cream. He doesn’t buy one. His father gives him five dollars for washing the car. He just needs three more dollars.
Maybe the puppy runs out of the cage, it is lost.
小学英语五年级上册Story Time 说课稿
Unit 2 TeachersStory Time (Teaching Design)Experimental Primary School of Chengdu Economic andTechnological Development Zone1.GreetingsHello everyone. My name is Xie Huilan. It’s my great pleasure to share my teaching design with you. Today I am going to talk about Story Time of Unit 2 Teachers.Well, I will present this lesson from these 5 parts.Teaching Material& StudentsTeaching Aims, key points& difficultiesTeaching Methods & Learning StrategiesTeaching ProceduresSummary2 .Teaching material & StudentsFirstly, let’s focus on the analysis of teaching material .This lesson is from PEP Primary English, Book 5A, Story Time of Unit 2 Teachers.Here is the story. It’s a funny story about two teachers and the ir students. I’ll talk about the first period of this lesson which includes three parts:1.Let’s read. 2.Put the sentences in order.3 Retell the story.As we know, this lesson is the last part of this unit. Therefore ,the function of this lesson is to review and consolidate the key words and functional sentences of this unit in the form of the short story, and develop the students’ thinking and reading abilities in the process of story reading.After analyzing the teaching material, I’d like to talk about the students.The students are in Grade 5. Before studying this lesson, They have learned some key words and functional sentences about talking about the teachers , it will be easy for them to understand the story . So we should give them more chances to think and guide them to master more useful reading strategies.3 .Teaching aims, key points and difficulties.N ow I’ll talk about the aims/ key points/ difficulties. As you can see , there will be 3 aims of this lesson.Language knowledge aims:Use some key words and functional sentences of this unit correctly in story reading. Language skills aims:1.Students can understand the story with the help of the pictures and other reading strategies.2. Students can think more about the story.Emotional aims:By learning the story, students can respect the teachers and cherish what they have now.And, there will be 2 key points: 1.Understand the story.e some key words and functional sentencesof this unit correctly in story reading.The difficult point will be think more about the story and express bravely.4. Teaching methods and Learning strategiesOn the basis of teaching content and the the students’ situation, I will mainly use Picture Tour and Task -based Approach in this lesson. The reading of this story will be a Shared Reading between the teacher and students. I will share my idea on the basis of respecting students’ ideas, and guide them to construct the story with the help of well -designed questions and tasks.For the students, they will predict the story , communicate and cooperate with their classmates to understand the story and finish the reading tasks.5.Teaching proceduresNow let’s move on to the teaching procedures. There are five steps.Warm- up / Lead- in /Presentation / Consolidation/ Summary& Homework.Step 1. Warm-upHere is a guessing game for the students. Look at the picture and guess: Who is he? I will tell them he’s one of their teachers. I will break the way of teachers always ask and the students always answer in most English classes, let the students task some questions about him, and I will answer their questions. This game is a brainstorming too, it can help the students review some questions which they have learned in this unit or before and learn to ask. And it also can arouse the students’ inte rests.Step2 Lead -inAfter this, it will be the lead-in part. I will show the two teachers of the story, and tell the students they are Miss Kitty and Mrs Tiger. Ask them to pay attention to their names Kitty and Tiger. Then ask them to describe “what are they like”. The purpose is to review the key words and sentences which they have learned .Meanwhile they can guess two teachers’ characters.Then the students will predict: What will happen among Miss Kitty, Mrs Tiger and the students. They will imagine and make their own stories. Maybe they will make some funny stories.Step 3 PresentationNow, we’re here in step 3. Presentation. As we know, this lesson is a funny story, so at first, I will not present the whole story to the students. According to the storyline, I will divide the story into 3 sections. and guide them to read the story Section by section . In this way , the students will have more chances to predict, to ask and to think.Section A, I will guide the students to look at the pictures from Picture 1 to Picture 2 , then ask them some questions about the pictures. It’ll help them get some useful information about the story and develop the habit of watching pictures carefully.I think the students can easily get the answers, so I want them to think more. I’ll ask them: Would you like to be a student in this class? Why or why not? The students will try to express their own ideas.Section B, Firstly, I will focus on picture 3. I will ask the students to guess What happened to Miss Kitty? and ask them “If your teacher does not come to school, howdo you feel? What will you do? Guide the students to solve problems in their real life .Then , I will focus on picture 4 to Picture 6.The students will learn these 3 pictures by themselves.There will be 2 tasks for them.1.Find out the differences between Miss Kitty and Mrs Tiger.( Discuss in two and underline the key words on their books.)2.Make a dialogue for Picture 5.This chart can help the students finish task 1 quickly and efficiently, and it can stress the key points of this lesson.In task 2,they will create some words for Mrs Tiger and the students, it’ll be very interesting.The last Section, Section C. At first ,the students will predict what’s the end of the story, then answer the questions about the picture. And I will ask them : Do you like the end of the story? Can you give a different end to the story?These questions are open-ended questions, no right or wrong, the students just express their ideas.After reading the story section by section, the students can enjoy the whole story now. They will listen and follow the video ,then read it together. I will pay more attention to their pronunciation and intonation.Step 4. ConsolidationHere are two activities.1. Put the sentences in order.Then they will try to retell the story. It’ll be easy for them to retell it with the help of the mind map on the blackboard.2.Role - play : Choose one section to act it out. They will work in four and try to create the story.Step 5 Summary and HomeworkAt last, I will ask them: 1. What do you learn from this story? 2 Do you have any other questions? These two questions will help the students revise what they have learned from the story ,and achieve the emotional aims .The third question(Is Mrs Tiger a good teacher? Why or why not? ) can develop the students critical thinking. I’ll guide the students to realize Mrs Tiger is a good teacher too, we should respect her.Homework: “Teachers, I want to say.”(Write to your teachers)Watch a short video about their own teachers ,then write to one of their teachers after class. Here are all the steps for proceduresHere is my prediction. I think Rome was not built in a day, for the students who did n’t achieve the aims , I will give them more encouragement and opportunities in future classes.7. Summary.As we all know, to tell you how to fish is much more useful than just give you fish. So in this lesson, I have the students not only answer the questions, but also ask the questions. in this way ,they will learn to ask. And as you can see, Thinking Quality is a very important part in English Subject Key Competencies, so I try my best to give more chances to the students to think. Many ways of thinking will break though the difficulties of this lesson and make them more creative and imaginative. Maybe therewill be some mistakes in their expression, but never mind, thinking and speaking bravely are the best.So that’s all for my teaching report, thank you for listening.。
小学英语人教版五年级Unit1Classmates《Story Time》省级名师优质课教案比赛获奖教案示范课教案公开课教案
小学英语人教版五年级上册Unit 1 Classmates《Story Time》省级名师优质课教案比赛获奖教案示范课教案公开课教案【省级名师教案】1教学目标通过卡片游戏,学生能够用英文解释本单元学过的表示人物性格的单词。
通过预测、带问题阅读、查找信息、讨论交流等方式,学生能够理解故事大意及细节信息。
在理解故事的基础上,学生能够具体介绍故事中某个人物性格及原因。
2新设计通过不同思维层次的提问设计,引导学生理解故事大意并学会人物性格分析。
3学情分析经前测调查,本班五年级学生都没有野外露营的经历,但是通过其它渠道对露营都有一些了解,对于这一内容的故事学习还是第一次接触,具有一定的好奇心和学习欲望。
关于人物性格的用语及表达学生已经在本单元前几课时学过,学生已经能够就熟悉的人物谈论其性格,并能够和人物所做的事情做简单关联。
4重点难点教学重点:理解故事大意。
教学难点:对故事中人物性格的分析及概括。
5教学过程1【导入】Warming－up1.Guessing game:Show Ss the words about personalities.Give some riddles about personalities. Ss read and guess.学生读句猜谜→个别生给出谜语、其余学生猜词2.Free-talkWho is … in our class? You have different personalities.You have known each other very well, because you often do many things together. I often go to the park with my classmates. What do you often do together?Do you often go camping with your classmates? (pic)【设计意图】利用卡片游戏,通过学生解释与猜测活动复习本单元表示性格的核心词汇,夯实单词的意义理解,激活学生的知识储备。
小学英语闽教版三年级下册《Story Time》省级名师优质课教案比赛获奖教案示范课教案公开课教案
小学英语闽教版三年级下册《Story Time》省级名师优质课教案比赛获奖教案示范课教案公开课教案【省级名师教案】1教学目标◆语言知识目标1.学习故事中的主要词汇。
如:bell, old, young,kill,put on等。
2.学习故事中主要情节的语言。
如:We can put a bell on the cat.Can you put a bell on the cat?No, I’m too....Who can put a bell on the cat? What shall we do?◆语言技能目标1.能在图片和动作的提示下听懂故事并做出适当的反应。
2.能在图片的帮助下理解故事的大致内容。
3初步感知故事的主要情节,能读出重点句子。
◆情感态度It is easy to propose impossible remedies.说些不可能的办法总是很容易的。
Be brave and wise to solve the problems .勇敢、机智面对问题。
2新设计1. 避免先入为主的说教,训练发散性思维。
.2. 故事教学的情节讲述与整体教学有机统一。
3. 童话视角与现实视角的顺利切换与不同思维。
3学情分析经过近一学年的英语教学,学生已经掌握一定词汇、句型、简单英语表达等知识,具备了一定的学习技能;学生对英语学科的热情足,兴趣高,除了简单模仿,学生还有了表演、拓展、创造等更高欲望;遗憾的是,由于一些地区差异等客观原因,学生课外投入本学科时间有限,水平不够,对课堂的发挥造成影响。
4重点难点掌握涉及的重点词句,整体把握故事。
We can put a bell on the cat. 是本课教学需突破的一个难点。
5教学过程5.1第一学时。
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小学英语闽教版五年级上册《Story Time》公开课优质课教案比
赛讲课获奖教案
1教学目标
一、语言知识目标:
1.通过故事学习,能听、读、说以下句子:
(1)Miss Kangaroo wants to do….
(2)May I…?
(3)Mr.Elephant gets very angry.
(4)Mr.Cat,Mr.Dog and Miss Kangaroo are all scared.
3.学习故事中出现的新单词:kangaroo,angry,scared并对它们的音和义有初步的了解。
4.帮助学生认真模仿故事中不同人物的语音、语调,养成良好的发音习惯。
二、语言技能目标:
以话题为线索,通过整体感知语境,借助PPT、图片理解和叙述故事,并能分角色表演故事。
三、情感目标:
通过事故教学,渗透遇事不可莽撞冲动,对人要有礼貌。
2学情分析
五年级的学生经过两年的英语学习,已经具备了一定的英语阅读能力。
本课是闽教版小学英语五年级上册的故事教学,围绕“话题”利用PPT设置问题,通过教师的引导和学生的自主理解进行教学。
教师利用PPT创设情景,让学生根据插图叙述故事,通过听录音分角色表演故事,培养学生的自主和合作学习能力,提高学生的英语朗读、叙述以及表演能力。
本课的设计力图打破传统的教学流程,体现“整体呈现,分步训练”的故事教学要求。
让学生先整体感知,在故事的具体情景中学习、巩固、运用新的语言知识。
3重点难点
教学重点和难点
1、能听懂会说以下句子:
(1)Miss Kangaroo wants to do…
(2)May I …?
(3)Mr. Elephant gets very angry.
(3)Mr. Cat, Mr. Dong and Miss Kangaroo are all scared.
2、初步理解课文故事内容、能根据录音材料分角色表演故事、能根据图片叙述故事的主要情节。
4教学过程
教学活动
1【导入】Step 1 Warming up。