故事教学设计兴华朱政

1、EEC四年级下Lesson 7 Where's the post office?故事教学设计哈尔滨市兴华小学朱政 教学目标1. 技能目标：能听懂理解故事中人物对话；能模仿录音能朗读对话能扮演故事中的人物表演部分对话；2. 知识目标：理解问路、指路用语：-Excuse me，where is the post office?-Well, I dont know./ It's over there.理解邮局职员和顾客对话语言：-May I help you? -I want to send this to China.-OK. -How long does it take?-It

2、takes about 10 days.3.学习策略：培养学生的预测、理解大意和细节、在语境中猜测词意、句意的学习策略。4. 文化意识：了解英美邮局的样子。5. 情感态度：了解与运用邮局与远方亲人、朋友联系的方式。教学流程Lesson 7 Going to the Post OfficePre-listeningI. Background knowledge:I want to send these things, where should I go?（ letter, postcard, package ）This is the post office in China, America,

3、and England.Our lesson now is about going to the post office. 【设计意图：能够唤起学生有关于邮局这个话题的已有生活经历，对接下来的故事教学有很好的铺垫作用。】II. Look at the pictures. Talk about the pictures：Please open your book to page 88. Look at the picture. What can you see in the picture?Now look at picture on Page 90.What can you see in th

4、is picture?Then lets have a look at the last one.Where are they now? 【设计意图：这个环节是听故事之前的读图活动，学生和小组的同伴交流故事图片中的信息，为后面听力理解做了充分的准备，降低了听力理解的难度，同时也潜在地激发了学生继续学习的动机和欲望。】III. Predicting: 1. Where are they going? 2. What are they going to do?Please talk about these two questions with your face partner.Who would

5、 like to tell us your predictions?【设计意图：在预测环节中，学生对故事大意进行预测，同伴把彼此对故事情节的预测结果相互交流分享。】While-listening:IV. Setting up the FrameworkNow we will listen to the dialog. And see if our predictions are correct. And with your books closed, because youre learning to listen. Where are they going? How about if you

6、 talk with your shoulder partner?【设计意图：在听故事大意的时候让学生把书合上，学会认真听是十分必要的，听前要有明确的目的性。】V. Putting Details in the Framework1. Now we will listen for a second time for the details. (Listen to P88)l Does Li Li know where the post office is?l Does Ken know where the post office is?OK. Please talk about it with

7、 your face partner.Then what do they do? (listen again)2. Now lets move on. (Listen to P90)l Do they find the post office?l Where is the post office?OK. Please talk about it with your face partner.3. Lets listen to the third picture.l What does Li Li want to do? OK. Please talk about it with your sh

8、oulder partner.Today is June 9th . l When will the package get China?【设计意图：理解故事中的细节问题，分图听，采用提问听音交流汇报的形式进行。在问题的设计上采取type1 question 和 type2 question相结合的方式，层次性强，面向全体，并能有效的反馈学生听力理解的程度，及时调整教学。】Post-listeningVI. Dialog DiscussionI want you to find new partners. Someone has same number different color, sta

9、nd up quickly. Find your partners.Now you are in a new group. Here are 3 questions. Group one and two, question1.Group three and four, question2.Group five and six, question3.Questions:1. Li Li is a Chinese girl. She is studying in an English speaking country now. She wants to send a package to Chin

10、a. What do you think in Li Lis package? Why?2. Now you are Li Li. Fathers Day is coming. What do you want to send to your father in China?3. Do people often go to the post office to send a letter or a package in China now? If not, what do people usually do to communicate with their families or frien

11、ds in other city or country?【设计意图：讨论环节，将学生重新分组，研讨和故事内容紧密相关三个话题，从故事情节猜测到节日话题拓展再到情感与生活的体验和挖掘。】VII. PracticeNow lets listen carefully and fill in the blanks. 1. What does Li Li ask? What does Ken answer? Ken: Hi, Li Li. Li Li: Hi, Ken. _? Ken: Well, _. Oh, _. _.Now lets chant.2. What does Ken ask? What

12、 does the policeman answer? What does Li Li say? (passage with blanks) Now lets chant.3. What does the clerk say? What does Li Li say? (passage with blanks) Now lets chant.4. Do you want to read in roles? Please read in groups of four.5. Would you like to act it out?【设计意图：练习强调层次性，首先让学生能够在跟读的前提下，根据故事情境回忆对话语