Story time,a thirsty bird
A thirsty bird
It is hot. The bird is very thirsty.
Water!
The bird can see a bottle.
The bottle is tall and thin.
The bird cannot drink the water.
I have a good idea!
（阅读每一部分的内容。）
Step2 Put the different parts together
（将不同的内容结合起来，注意 上下文的联系。）
Step3 Read the story
（试着读故事。）
The bottle is… tall and thin.
A. The bird cannot drink the water. B. The bird can drink the water.
What's his good idea?
The bird can see some little stones.
cannot _____ drink the water.
The bird can see some little _______. stones The bird can drink the water now. He is ______. happy
Step1 Read the contents of each part
The bird can see some little stones.
Look! The bird can drink the water now. He is happy.
Choose one paragraph, and read it.
(选择自 bird is very thirsty ______. The bird can see a _____ bottle . The bottle is tall and thin. The bird
Module 1 Unit 3 Period 3 A thirsty bird 教学设计
What：本课时语篇为Enjoy a story部分的一篇故事A thirsty bird，内容围绕着乌鸦展开，在炎热的天气，乌鸦十分口渴，在寻找水的路上发现一个瓶子，但是却喝不了水，于是它想办法将石头放进瓶子里，最终喝到了水。
Why：作者通过描述乌鸦喝水的故事，使学生思考如何面对负面情绪和困难，引导学生树立遇到困难不放弃并主动思考解决问题的意识。
After learning about the story, what do you think of the bird? Maybe some of you think the bird is clever or nice.Yes. I think so. Loolike a letter W, Yes! Its story tells us “where there is a will, there is a way. ”
This time, I prepare a very wonderful video for you. Let’s watch together.When you are watching, please think about these two questions. Number 1: How is the weather? Number 2: Where is the bird?
设计意图：
本阶段学习活动旨在帮助学生在迁移的语境中，创造性地运用语言，交流其他喝水的办法，发展语用能力，思考如何面对负面情绪和困难，引导学生树立遇到困难不放弃并主动思考解决问题的意识。
设计意图：
本阶段学习活动旨在帮助学生在故事语境中理解故事，掌握故事大意，学习故事中的核心语言。学生在教师的指导下，通过观看故事视频以及阅读故事，从大意到细节逐步理解故事内容。在词汇学习中，学生在教师指导下发展拼读能力，积累并拓展词汇，学生通过跟读和听录音模仿，进一步理解故事内容，内化语言，为语言输出奠定基础。
牛津上海版四上Unit3《Areyouhappy》word教案
牛津上海版四上Unit3《Areyouhappy》word教案4a Module 1 Getting to know youUnit 3 Are you happy?●单元教学目标：一、知识目标：1. 能在对话和故事文本中明白得并运用本单元的核心词汇：happy, sad, hungry, full, thirsty, tired， bird, see, drink2. 能运用句型 How are you? Are you …? Yes/ No. I’m…交流表达心情感受。
能用Have some …It’s too bad.等句型，表达自己的关心或安慰。
3. 能在发音及拼写单词的过程中，把握元音字母e/i:/的发音规律。
二、能力目标：1. 能用所学词句，与同伴交流自己或他人的心情感受，并给予关心或安慰。
2. 通过快速阅读，把握文本的要紧内容。
3. 通过完成“阅读能笔记”，能把握文本的具体信息，复述故事。
4. 能依照人物的心情变化，用正确的语音语调朗读文本。
三、情感目标：1. 能关怀别人的心情感受，并给予关心或安慰。
2. 能明白得故事的寓意，并在困难面前，为自己加油，调整心情。
●单元整体设计：通过本单元的学习，学生能用I can/ cannot…等句型讲述发生的情况，并用happy，sad，hungry，full，thirsty，tired等等表达自己的心理感受，并说说行动变化，如Then, I have some…等，完成“心情留言板”，明白得生活中家人与同伴的关爱给我们带来温顺；负面情绪时，学会自我鼓舞也能让自己积极向上为了达成单元语用任务，在第一课时，引导学生在有关Ben和Kitty一天的经历的语境中，感知、明白得情况的发生和人物的心情，并用Have some…表达自己的关怀与关心。
引导学生体会与他人分享欢乐，获得关心的幸福感第二课时，要求学生在第一课时感知、初步运用词汇、句型的基础上，能在特定的故事语境中进行深入运用，形成更丰富的表达。
4AM1U3教学设计
4A M1 U1 教学设计四、教学过程教师活动学生活动复习第一二课时所学语音呈现chantAre you happy? Yes, I am.Is Ben sad? Yes, he is.How are Kitty and Ben? They are tired and hungry.How is Kitty? She’s full.在第二课时布置的家庭作业-调查家庭成员情感的基础上，设计Think and say的内容，训练学生阅读能力。
Q1：My brother has a newQ2：My mother wants to drink a lot of water . How is she?Q3：My father works at night. How is he?Q4: My sister eats a lot of apples, bananas and oranges. How is she?播放小鸟的叫声，师问：What is it?让学生思考：How is the呈现小鸟可能出现的心情。
播放课文flash整体呈现内容。
出示图片的句子。
Picture1：播放小鸟独白：Hello! I’m Mr Bird. Look at the sun. It shines and shines. It is happy. But I’m thirsty. I’m tired too.听完小鸟的独白后，出示问题：How is the bird? 出示两个答案让学生Picture3：出示图片3，播放小鸟说的接下来让学生小组讨论:Picture4:出示图4，让学生观看小鸟的主意是什么，What’s the bird’s idea? What can he do? (He can see some little stones. He can put the stones into the bottle.)接下Picture5:出示图5，播放小鸟的独白：I’m happy. I can drink the water. 提问：How is the bird?写一写。
牛津上海版(三起)四年级上册英语Module 1 Unit3 Are you happy 优秀教学设计
I eat two hamburgers. I am ________.
I can't fly a kite. I am __________.
I am__________. I want a big cake.
I am _________. I want some water.
本课导入环节借助一首英文儿歌以及情境填空，在将学生带入英语学习氛围的同时又复习上课所学重点表达feeling的四会单词。在单词学习环节我利用自然拼读规则对单词读音进行归类运用。让孩子们在复习旧知的同时，能拼读出新学词汇。语篇教学方面,我注重了对语篇的整体理解。运用瓶子、小石头、小鸟图片等道具创设情境,让学生在真实语境中感知故事,加深对课文的理解。再示范标准的录音材料，让学生跟读。小组合作环节，让学生先完成教师布置的内容，再选择自己想展示的内容。
Homework:
1. Listen to and read the story on Student’s Book page 12.
2. Tell the story to your friends or parents
在情境中复习重点词汇：happy sad thirsty full hungry tired
3． look 、listen and guess
What is it?
It’s a crow.
This is a _______.
The bird is ______.
He can __________.
While-task procedures:
1.Look and say
Ss watch the picture carefully,and answer the following questions
四年级英语教材栏目说明及建议
四年级英语教材栏目说明及建议郇王小学刘丽丽教材通过选取符合学生生理特点和心理特点的素材，采用适当的表现形式，为学生提供具有生活性、时代性和文化性的课程内容，激发和培养他们学习英语的兴趣、增强他们的自信心和求知欲，是他们掌握一定的英语语音、词汇、句型等语言基础知识，发展听、说、读、写技能，从而初步形成用英语与他人交流的能力，掌握科学的学习方法，养成良好的学习习惯，树立团队合作的意识和乐于接受世界优秀文化的开放意识，促进心智发展。
1、本套教材以“学习者为中心”作为教材编写指导思想。
教材设计充分考虑学生的心理特点、知识结构和已有经验，旨在激发他们的学习兴趣。
2、本套教材采用“模块建筑式”编写体系。
3、本套教材以“话题—功能—结构—任务”为主线，设计和安排大量形式多样、语境真实、趣味性强的语言实践活动。
模块分述Listen and say :该栏目为主要学习内容,以活泼生动的情景为依托,呈现了新授和复现的句型.这些基本句型(含新授内容)均列在栏目标题下方,其目的之一是提示学生学习重点,目的之二是供教师把握教学重点.建议教师合理安排新授内容的导入,学习与运用,帮助学生了解其含义和用法,并创建贴近学生生活的情景帮助学生生活活用.Look and learn: 该栏目为主要学习内容，以呈现生词为主，辅之同类单词的复现与归纳。
建议教师带领学会正确朗读这些单词，帮助他们理解其含义，并结合本单元的基本句型在实际交际情景中运用。
Say and act:该栏目是在学习Listen and say的基础上，为语言学习提供新的情景，使学生通过通过角色扮演巩固所学知识，并适当拓展少量词汇和句型。
如果时间和学生能力允许，教师可以利用这个活动，鼓励学生以对子活动、小组活动和表演形式进行学习反馈。
Enjoy a story/read a story:该栏目是以配图小故事的形式进行语言学习的巩固和拓展。
建议教师从激发学生的兴趣出发，帮助他们理解故事大意，进而体会到英语学习的乐趣。
人教版PEP五年级上册《unit-4-story time》教案
人教版PEP五年级上册《unit-4-story time》教案一. 教材分析《Unit 4 Story Time》是人教版PEP五年级上册的一篇文章，主要讲述了一个关于动物们比赛跑的故事。
通过这个故事，学生可以学习到有关动物的词汇，如panda, tiger, rabbit等，以及一些动词短语，如run fast, jump high等。
同时，学生还可以了解到不同动物的特点，如熊猫爱吃竹子，老虎跑得快等。
本节课的内容与学生的日常生活紧密相连，有利于激发学生的学习兴趣。
二. 学情分析五年级的学生已经具备了一定的英语基础，能够听懂并朗读简单的英语故事。
此外，他们对动物充满了好奇，喜欢听故事，具有强烈的学习兴趣。
然而，部分学生在发音和词汇方面还存在一定的问题，需要教师在教学中给予关注和指导。
三. 教学目标1.知识目标：学生能够听懂、会说、会读本节课的生词和句型，了解故事的内容。
2.能力目标：学生能够运用所学知识进行简单的交流，如介绍自己喜欢的动物和原因。
3.情感目标：学生能够关爱动物，保护环境，培养良好的生态意识。
四. 教学重难点1.重点：学生能够听懂、会说、会读本节课的生词和句型，了解故事的内容。
2.难点：学生能够运用所学知识进行简单的交流，如介绍自己喜欢的动物和原因。
五. 教学方法1.情境教学法：通过设定故事情境，让学生在真实的环境中学习英语。
2.任务型教学法：通过完成各种任务，让学生在实践中掌握英语知识。
3.游戏教学法：通过趣味游戏，激发学生的学习兴趣，提高学生的学习积极性。
六. 教学准备1.教材：人教版PEP五年级上册《Unit 4 Story Time》。
2.多媒体设备：投影仪、电脑、音响等。
3.教具：动物卡片、图片等。
七. 教学过程1.导入（5分钟）教师通过播放歌曲《Old MacDonald Had a Farm》引导学生进入农场动物的主题，激发学生的学习兴趣。
2.呈现（10分钟）教师展示故事图片，引导学生看图说话，概括故事内容。
上海教育出版社牛津英语4A教案Unit3
I’m happy.
S2：You want some
water.
You are thirsty.
…
课时教学设计尾页
当堂学业测评或当堂达标检测
A．Have B．Look C．am
D．happy E．How
1．are you?
2．some water?
3．Isad.
4．Are you?
5．Are you?
Swim, swim, swim well
T：I’m tired. Are you tired?
Do some and practice.
Ⅱ、Presentation
1．Learn the story.
Show a toy crow.
T：The crow is thirsty.
He wants to drink the water can
（）2．What’s your name?
（）3．Do you have any brothers?
（）4．Who’s that?
（）5．How old are you?
A. I’m Dam. B. That’s my mother.
教
学
目
标
（三维）
了解e在单词中的发音，听、说、读、写单词bird, see, drink
在情境中理解，并简单讲叙小故事<A thirsty bird>
通过学习任务，帮助学生巩固，综合运用本单元知识。
教学
重点
与
难点
重点：了解字母e在开音节单词中的发音。
难点：祈使句Have some…后接名词用法。
使用教材构想
T：I want some water …
Unit3 A thirsty bird 说课稿
Unit3 A thirsty bird 说课稿一、说教材1、教材分析本教材比较贴近学生的生活，符合小学生的年龄、心理特征和语言教学规律，具有很强的科学性。
小学英语教学更加重视对学生学习兴趣的培养，鼓励学生敢于开口、乐于开口说英语，在实际生活中学以致用。
《A thirsty bird》这一课主要讲大家熟悉且比较感兴趣的小故事。
2、教学目标(1)知识目标：1、能够正确的听、说、读、写单词thirsty、bottle、drink.2、能理解并口头运用所学句型The bird is thirsty. The bottle is tall and thin. I have a good idea.(2)能力目标：能在图片的帮助下复述简单的小故事。
(3)情感目标：激发学生学习英语的兴趣，培养学生乐于开口、积极参与的学习态度，告诉学生在遇到困难时，要善于想办法。
3、教学重点和难点：(1)能听懂、会说、会读和会拼写单词thirsty、bottle、drink.(2)能在图片的帮助下复述简单的小故事。
4、教具：多媒体课件、图片二、说教法、学法1、说教法：本节课我运用了导入法、直观法、情景法等教学法，鼓励学生通过体验、实践、合作和探究等方式发展综合运用英语的能力。
(1)导入法本课学习的是关于乌鸦喝水的内容，教师让学生看图讨论，找到切入点，并引出一些常用交际语，What is it？What colour is it？等，从而引导学生进入新课学习。
(2)直观法在呈现新单词时，我运用课件图片，和肢体语言来和学生共同学习新单词。
(3)情景法针对课文中所提供的情景，在图片和肢体语言的帮助下，让学生带感情模仿乌鸦见到水并想出好办法的语调。
尤其模仿I have a good idea. 时，效果较好。
2、说学法：(1)拼读单词法在读单词的基础上给学生一定的读音拼读规律。
如thirsty的读法，让学生在听中感知、在听中模仿、在听中学习。
《Story time课件》小学英语译林版三年级起点三年级下册18685.ppt
Guess: What’s in the picture?
Look！A bird!
How beautiful!
Where’s the bird?小鸟在哪里？
(Where is)
It’s on the book.
Where’s the bird now? It’s in the desk.
Where’s the bird? It’s under the chair.
under your desk in my desk
behind the door
in the tree
Read and say 尝试读一读课文吧！
美丽的
Look! A bird!
How beautiful!
要注意读出故事中人物的心情哦！
Read and say
Where’s the bird? It’s under your desk.
Where is the bird at last（最后）?
A. The B. The C. The
is in the
.
is in the
.
is in the
tre. e
Watch and choose
Watch and choose
Where is the bird at last（最后）?
A. The B. The C. The
Task 2 Happy train
.
your It’s on chair
It’s on your chair.
Task 2 Happy train
my
.
It’s in desk
It’s in my desk.
2024年山东济宁中考英语真题及答案
2024年山东济宁中考英语真题及答案注意事项：1.本试卷共10页，考试时间120分钟（含听力20分钟），共100分。
2.答题前，考生务必先核对条形码上的姓名、准考证号和座号，然后用0.5毫米黑色墨水签字笔将本人的姓名、准考证号和座号填写在答题卡相应位置。
3.答选择题时，必须使用2B铅笔填涂答题卡上相应题目的答案标号，如需改动，必须先用橡皮擦干净，再改涂其它答案。
4.答非选择题时，必须使用0.5毫米黑色墨水签字笔在答题卡上书写。
务必在题号所指示的答题区域内作答。
5.考试结束后，将本试卷和答题卡一并交回。
选择题（共45分）一、听力选择（共15小题，满分15分）（一）请听录音中八组短对话。
每组对话后有一个小题，从题中所给的A、B、C三个选项中，选出与对话内容相符的图片或能回答所给问题的最佳答案。
（每组对话读两遍）1.What did the man pick this morning?A. B. C.2.What does the boy do to protect the environment?A. B. C.3.How should the woman get to the library?A. B. C.4.What does the man think of Alan?A.Creative.B.Careful.C.Hard-working.5.How is the weather now?A.Hot.B.Cold.C.Warm.6.Who often helps Tom with his study after school?A.His teachers.B.His parents.C.His friends.7.How does the woman probably feel now?A.Happy.B.Excited.C.Worried.8.What does the man mean?A.The job is easy for Amy.B.Amy can’t do the job well.C.Anybody can do the job.（二）请听录音中两段较长的对话。
【人教版(新起点)】小学英语五年级上册精品教案：Unit 3《Animals》(Story Time)教学设计
Unit3 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Unit3 Animals【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，完成故事后的表格，并尝试借助表格内容进行故事复述。
2. 能够通过小故事学习，懂得每个人都有自己的优点和缺点，要能正确认识自己，扬长避短。
二、教学建议1.热身和导入(1) 播放Fun Time C项歌曲，学生跟唱，复习本单元有关动物的词汇。
(2) 想一想，说一说说与教师描述相反意思的话，即教师就一种动物的特征进行描述，学生举出相反的例子，以此巩固所学新词汇。
如：T: The mouse runs fast.S: The panda runs slowly.T: The elephant is big.S: The bee is small.T: The butterfly can fly.S: The fish can swim.T:The pig is white.S: The dog is black.(3) 读前活动：导入故事主题教师先介绍一下自己喜欢的动物并说明理由，如My favourite animal is the dolphin because it is cute. 然后让学生分组自由发言，相互介绍自己喜欢的动物并说明理由。
例如：S1: My favourite animal is the monkey because it is cute.S2: My favourite animal is the elephant because it is big and strong....教师巡视并随机与学生交流。
活动结束后，教师提出假设问题并让学生分组进行讨论，记录结果：Just now you told us your favourite animals and your reasons. Now let’s suppose you are a cat. What’s your favourite animal? Why? Now you are a dog. What’s your favourite animal? Why?讨论结束后，教师收集学生讨论结果，或用实物投影，或板书讨论结果，与学生共同分享，并导入本单元的故事主题：Let’s see what the dog’s or the cat’s favourite animal is. Why?2. 读中活动：学习故事(1) 呈现、感知故事①引导学生观察第一幅图，尝试思考以下问题：What do you see in this picture? What are they talking about?②学生两人一组进行讨论，讨论后大胆猜测：Maybe it is a story about a cat and a dog. They are friends ...③学生带着自己的预测，快速浏览故事，初步感知故事大意。
小学英语《StoryTime》教案
⼀、教学内容及教学⽬标本节课为第四单元第六课时的故事教学。
讲述的是⽼松⿏给⼩松⿏讲松⿏尾巴变浓密的故事。
教学⽬标：通过阅读趣味故事，复习巩固本单元所学元，增加学⽣语⾔的输⼊。
能理解故事内容、能朗读故事，能恰当提取并运⽤故事中的语⾔。
⼆、教学重难点重点：理解、朗读并表演故事。
难点：观察、发现⼩松⿏尾巴的作⽤，理解⽂本传递的信息。
三、教学过程I. Warm-upFree talkT: Do you like animals? What’s your favorite animal? What are your hobbies? What are …’s hobbies?【设计意图】II. Lead-in1. Teacher shows some pictures of cute animals (a puppy is playing a ball; a kitty is sleeping; a monkey is eating banana; a squirrel is eating nuts), then asks students the favorite food of these animals, which leads to the hobbies of squirrel, the story of squirrel.2. Teacher tells a story and asks a questionT: There is a squirrel family in the forest. One day, the little squirrel asked its grandpa, why is the squirrel’s tail bushy? Grandpa then told the little squirrel a story.III. PresentationTeacher tells the story and leads students to look at the picture so as to better understand the plot of the picture.1. Teacher tells the plot of picture 1 with the aid of picture, TPR.2. Teacher illustrates picture 2, leads students to watch the facial expressions of the monkey King, and asks questions:T: Does Monkey King like these gifts?T: Can they get food from his forest?T: Zac is hungry. He needs some food. But the Monkey King doesn’t like these gifts. What can he do?3. Teacher explains picture 3 and asks question about monkey’s interest.T: What are the Monkey King’s hobbies? Does the Monkey King like Zac’s music?.4. Teacher elicit students’ thinking about the change of the squirrel’s tail by asking question T: Why is Zac so happy?5. Teacher tells picture 5 and 6, instructing students to catch the main idea.IV. Practice1. Students listen to the tape.2. Students listen to the tape and read after it. (Teacher presents picture 1, 2)T: If you were Zac or Monkey King, what would you say?⼩学英语教师资格⾯试—《 Story Time》教案S: Maybe Zac would say… Maybe Monkey King wuld say…3. Reorder the sentences according to picture 1,2 (参见下⾯课⽂)( ) He likes singing and dancing very much.( ) Then the Monkey King lets them get food from his forest.( ) Zac lives in a forest.( ) Every day the squirrels have to give the Monkey King gifts.4. Make dialogues⼩学英语教师资格⾯试—《 Story Time》教案5. Match the texts with pictures.6. Careful reading questions: why is the squirrel’s tail bushy?a. The squirrel falls off the tree, and the tail becomes bushy.b. Tail can do many things. It can keep warm, keep balance and talk with others.根据选择结果回应故事结局：Is the story true? No, it isn’t, but it’s very interesting.V. Consolidation1. Teacher acts as Zac together with a student acting as Monkey King as a role model for students. Then students act the story in pairs.2. Teacher plays an English video clip to introduce the function of squirrel’s tail briefly to broaden students’ horizon. VI. SummaryVII. Homework。
小学英语《StoryTime》教案
⼀、教学内容及教学⽬标本节课为第四单元第六课时的故事教学。
讲述的是⽼松⿏给⼩松⿏讲松⿏尾巴变浓密的故事。
教学⽬标：通过阅读趣味故事，复习巩固本单元所学元，增加学⽣语⾔的输⼊。
能理解故事内容、能朗读故事，能恰当提取并运⽤故事中的语⾔。
⼆、教学重难点重点：理解、朗读并表演故事。
难点：观察、发现⼩松⿏尾巴的作⽤，理解⽂本传递的信息。
三、教学过程I. Warm-upFree talkT: Do you like animals? What’s your favorite animal? What are your hobbies? What are …’s hobbies?【设计意图】II. Lead-in1. Teacher shows some pictures of cute animals (a puppy is playing a ball; a kitty is sleeping; a monkey is eating banana; a squirrel is eating nuts), then asks students the favorite food of these animals, which leads to the hobbies of squirrel, the story of squirrel.2. Teacher tells a story and asks a questionT: There is a squirrel family in the forest. One day, the little squirrel asked its grandpa, why is the squirrel’s tail bushy? Grandpa then told the little squirrel a story.III. PresentationTeacher tells the story and leads students to look at the picture so as to better understand the plot of the picture.1. Teacher tells the plot of picture 1 with the aid of picture, TPR.2. Teacher illustrates picture 2, leads students to watch the facial expressions of the monkey King, and asks questions:T: Does Monkey King like these gifts?T: Can they get food from his forest?T: Zac is hungry. He needs some food. But the Monkey King doesn’t like these gifts. What can he do?3. Teacher explains picture 3 and asks question about monkey’s interest.T: What are the Monkey King’s hobbies? Does the Monkey King like Zac’s music?.4. Teacher elicit students’ thinking about the change of the squirrel’s tail by asking question T: Why is Zac so happy?5. Teacher tells picture 5 and 6, instructing students to catch the main idea.IV. Practice1. Students listen to the tape.2. Students listen to the tape and read after it. (Teacher presents picture 1, 2)T: If you were Zac or Monkey King, what would you say?⼩学英语教师资格⾯试—《 Story Time》教案S: Maybe Zac would say… Maybe Monkey King wuld say…3. Reorder the sentences according to picture 1,2 (参见下⾯课⽂)( ) He likes singing and dancing very much.( ) Then the Monkey King lets them get food from his forest.( ) Zac lives in a forest.( ) Every day the squirrels have to give the Monkey King gifts.4. Make dialogues⼩学英语教师资格⾯试—《 Story Time》教案5. Match the texts with pictures.6. Careful reading questions: why is the squirrel’s tail bushy?a. The squirrel falls off the tree, and the tail becomes bushy.b. Tail can do many things. It can keep warm, keep balance and talk with others.根据选择结果回应故事结局：Is the story true? No, it isn’t, but it’s very interesting.V. Consolidation1. Teacher acts as Zac together with a student acting as Monkey King as a role model for students. Then students act the story in pairs.2. Teacher plays an English video clip to introduce the function of squirrel’s tail briefly to broaden students’ horizon. VI. SummaryVII. Homework。
2019人教版(新起点)英语五上Unit 3《Animals》(Story Time)教学设计
Unit3 Story Time教学设计【内容】人民教育出版社（一起点）五年级上册Unit3 Animals【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，完成故事后的表格，并尝试借助表格内容进行故事复述。
2. 能够通过小故事学习，懂得每个人都有自己的优点和缺点，要能正确认识自己，扬长避短。
二、教学建议1.热身和导入(1) 播放Fun Time C项歌曲，学生跟唱，复习本单元有关动物的词汇。
(2) 想一想，说一说说与教师描述相反意思的话，即教师就一种动物的特征进行描述，学生举出相反的例子，以此巩固所学新词汇。
如：T: The mouse runs fast.S: The panda runs slowly.T: The elephant is big.S: The bee is small.T: The butterfly can fly.S: The fish can swim.T:The pig is white.S: The dog is black.(3) 读前活动：导入故事主题教师先介绍一下自己喜欢的动物并说明理由，如My favourite animal is the dolphin because it is cute. 然后让学生分组自由发言，相互介绍自己喜欢的动物并说明理由。
例如：S1: My favourite animal is the monkey because it is cute.S2: My favourite animal is the elephant because it is big and strong....教师巡视并随机与学生交流。
活动结束后，教师提出假设问题并让学生分组进行讨论，记录结果：Just now you told us your favourite animals and your reasons. Now let’s suppose you are a cat. What’s your favourite animal? Why? Now you are a dog. What’s your favourite animal? Why?讨论结束后，教师收集学生讨论结果，或用实物投影，或板书讨论结果，与学生共同分享，并导入本单元的故事主题：Let’s see what the dog’s or the cat’s favourite animal is. Why?2. 读中活动：学习故事(1) 呈现、感知故事①引导学生观察第一幅图，尝试思考以下问题：What do you see in this picture? What are they talking about?②学生两人一组进行讨论，讨论后大胆猜测：Maybe it is a story about a cat and a dog. They are friends ...③学生带着自己的预测，快速浏览故事，初步感知故事大意。
三年级英语U4Story time 教案
三年级英语U4Story time 教案三年级英语u4storytime教案第4单元鸟在哪里？storytime常州市第二实验小学刘娜佳teachingcontents教学内容storytime教学目标和学习目标1.能听懂、会读、会说beautiful,tree,bird,under,desk,behind,on,chair。
2.能听懂、会读、会说where’s…?it’sin/on/behind/under…，并进行简单问答。
3.能正确地理解并朗读课文。
教学重点：能够正确理解和阅读课文。
教学难点：能准确认读单词beautiful,behind和chair，能初步运用where’s…?和这是罪/开/。
问答。
teachingprocedures教学过程step1greeting&warmup1.greetingt:你好，男孩女孩们。
你好，丽莎。
t:很高兴见到你。
s:我也很高兴见到你。
2.sayarhymet:doyoulikerhymes?firstlet’ssayarhymeinmyclassroomicansee.（再弹一遍童谣。
）【设计意图：通过儿歌活跃课堂气氛，为引出课文部分的故事背景做铺垫。
】3.talkaboutthingsintheclassroomt:whatcanyouseeintheclassroom?s:i cansee…t：（黑板写字台/椅子/黑板/钟/窗/门/…）t:桌子/椅子s:desk/chair.(集体朗读)t:whereisyourdesk/chair?s:这是伊斯梅德斯克这是我的头发hereismydesk./异端邪说。
[设计意图：通过谈论课堂上看到的内容来学习新词汇。
]step2storytime1.lookandlearnt:看，什么样的餐厅？（PPT展示图片）s:abirdt:yes,abird.(ppt呈现单词)howistheb ird?s:thebirdisnice/pretty/beautiful/…(老师板书)t:sowhatdotheysaywhentheyseeabird?s1:hownice!s2:howbeautiful!s3:it’snice!s 4:…t:现在我们听好了。