故事教学同课异构教学设计2

1、故事教学同课异构教学设计 2Mary and three bears【教学目标】知识目标：1. 学习掌握词汇：forest ， soup ， hard ， in front of，afraid ，run away2. 掌握 There is/are 3. 能听懂，会说和会读日常用语： This . is This . is . too.能力目标：1. 能听懂包含 There be 句型的简短对话和短文。2. 能熟练朗读课文内容，并尝试复述课文内容。 情感目标：通过课文内容，尝试讲这个故事给家人听。 通过对本课的学习，了解更多的英语故事并从中有所收获。【教学重点】1. 理解并掌握故事内容，能初步

2、表演对话。【教学难点】1. 能正确理解和运用 There be 句型。2. 能比较流畅的朗读对话，并在掌握对话的基础上，运用本课所学语言讲述故事， 情景重现。【课前准备】1. 教具准备：多媒体教学课件，图片，相关道具2. 板书准备：写好课题： Unit1 Mary and three bears【先学提纲】1. Try to read the new words and the phrases 查查工具书，拼一拼，并写出它们的的发音和中文意思1. forest2. soup 3. hard 4. soft5. afraid读一读，猜一猜（猜测下列内容在语境中的含义）three bowls of

3、 soup in front ofrun away2. Try to read quickly and silently 初读课文，试着回答下列问题1. What are Mike and Yang Ling doing ？2. Where is Mary ？3. What s on the table ?3.英语小知识In front of 与 in the front of 的区别。在英语中，当修饰不可数名词的时候，前面不能直接加上数量词，应用几片/几碗/几杯.等来修饰，如：a bowl of rice 一碗米饭 a glass of juice一杯果汁a piece of paper 一

4、张纸 a bar of chocolate 一条巧克力【教学过程】Step1 Preparati on1.Enjoy a song : Three bearsT: The three bears are so cute. Do you like them?S: Yes.（设计意图：这首歌的主角是三只熊，本节课讲述的是Mary和三只熊的故事。轻松 活泼的氛围能让学生们的注意力都集中起来，为本节课的教学做好铺垫。）T: Yang Ling and Mike are reading a storybook about the bears. In the story, there are three

5、bears and a girl, her nameis Mary. Let s enjoy the English story Mary and three bears （设计意图 : 介绍故事背景和故事的主人公，引出课题）2.Check the homeworkThis story happened in the forest. （先学提纲）TeachforestT: Can you try to read these new words?（ 先学提纲以小组比赛的方式来抢答， 依次呈现 ）Forest 森林 soup 汤 hard 硬的Soft软的 in front of在前面afraid

6、 害怕的（邀请个别同学起来读，教师及时评价并纠错）（设计意图：检查学生对新单词的掌握情况。）Step 2 Presentation & PracticeT: 出示图片 Look, this little girl is Mary. Shes in the forest, There aremany trees and flowers. Mary plays in it happily. Suddenly，she find abeautiful house.T: Look, there is a house. It is beautiful.6. T: Do you want to know w

7、hats in the house?S: Yes!T: Me too. Let s look at a picture, and find out whats in the house. OK?S: OK!（ 出示图片 ）T: What s in the house?（ 用 There be 句型描述房间里出现的物品，抢答 ）S: There is S: There areS: There are three bowls of soup on the table.T: Yes. There are three bowls of soup. （贴图片并板书 three bowls of soup

8、）。 Teachbowl and soup（ 学生如果会说，可让学生来做老师，教给其他同学。 ）（英语小知识：不可数名词数量的表达方法）T: How about the soup? Let s listen!（ 播放声音片段 ） S: This soup is cold. （请学生回答的同时进行板书 ）This soup is cold too.This soup is hot.（设计意图：借助图画，让学生直观感受，引出本节课的话题 , 练习本节课的重点： There be 句型。通过让学生做“小老师”、比赛等形式，调动学生的积极性，给学 生创设自我表现的空间，使学生有一种成就感。）T：Aft

9、er Mary drinks the soup, she feels tired. So she goes into the bedroom. Whats in the bedroom? Nowlet s watch the cartoon again ，then answer the questions.1 What s in the bedroom ？2 Where are the three bears ？3. How does Mary feel ？ T：Are you ready?（ 播放视频 ） Ss: Yes!T：Is it interesting？Ss: Yes.T：Can y

10、ou answer the questions?Ss: Sure.T：What s in the bedroom?S: There are three beds in the bedroom.T: That s right. There are three beds in the bedroom.How about the three beds? Can you circle the answer ？S: OK.T: How about these three beds? （ 出示图片 ）This bed is Teachsoft and hardT: Can you show me whic

11、h one is soft？Which one is hard ？（出示道具）（设计意图： 动画片是学生们最喜爱的， 通过动画，学生们能直观理解 soft 和 hard 的区别。运用道具，能让他们切身感受，同时也练习了句型Thisis和新单词。让学生们现学现用，巩固新知）T: Mary chooses a bed to sleep An hour later, Mary wakes up. There are three bears.T: Where are the bares? Can you choose an answer?Ss:T: What s the meaning of in f

12、ront of ?Do you know the difference between in front of and in the front of？（ 出示道具，帮助理解 ）T：Is Mary afraid of the bears?Ss: Yes.T: Can you act this word? （ 学生表演 ）T: Good! Thank you!Now you know afraid means（在学生回答的过程中，将的关键内容进行 板书）（设计意图：直观呈现是最直接有效的方法，做些相应的动作与表情，既有趣又便 于理解。）Read and judgeT: Are you clear

13、 about the story?S: Yes.T: There are somesentences, Can you read them and judge them true or false.And correct the sentences ？1 There is a house in the forest.?2 Mary is not hungry, but she is tired.3 The three bowls of soup are for the bears.?4 There are three hard beds in the room.5 Mary is not af

14、raid. （设计意图：通过判断改错，检查学生对课文的掌握情况，同时对课文加深印象）Step 4 Production1.Listen and repeat 抽读，分角色朗读，对于比较难读的句子或单词进行重点模仿跟读 （设计意图：通过朗读课文，检查学生是否掌握新单词，纠正学生不规范的语音语 调）2. Read and writeT: Weve read the story several times. Shall we do some exercise?S: All right.T: Then let s fill in the blanks.There is a beautiful in t

15、he forest. In the house, I can see bowls of soup on the table. I m and . I like the soup. three beds in the room. I m. I sleep in the bed. Whose house is this? It s the three bears!（做完以后进行小组讨论，得出正确答案）（设计意图：通过全文阅读，建立整体语感。让学生对故事内容重新回顾一遍，为 下一步的复述课文做好准备）Step 5 ProgressRetell the storyT: There are some pictures of the story. Can you repeat the story when you looking at these pictures? Let s have a try, ok?（出示课文图片）S: Ok.Ss： Mary is in the forest （学生跟据黑板上的图片提示描述，其余同学认真倾听，然后同其进行评价。 ）（设计意图：看图说话，测试学生对所学新知的综合运用能力，同时锻炼学生的口 语表达能力。）Re