《 Story time》教案（通用2篇）

《Storytime》教案篇1

storytime教案

unit2goldilocksrushedoutofthehouse

period2readingandvocabulary

teachingcontent:readingandvocabulary

teachingaimsanddemands:

1.languageknowledge:

newwords:rush,try,destroy,unhappy,asleep,return,cry,point,without,lookaround

keystructures:pastsimpleregularverbs.(重点)

2.togetinformationfromthereadingmaterial.(难点)

3.attitudes:developthegoodhabitofreadingstories.

learningstrategies:communicativeapproach.

teachingaids:multi-media(taperecorder,video,ohp,handout)

teachingprocedures:

parti:revision

1. helpstudentstorevisewhatis learntinperiodoneofthismodule.

showthemsomepicturesaboutthenewwordsinlastperiod.havethess.spellthemchorallyandindividually.

2. revisepastsimpleregularverbs

be-was/were   

listen-listened

talk-talked

watch-watched

knocked/picked/ walked/counted/decidedetc.

partii:preparation

task1:learnthenewwords.

directions:labelthepictureswiththewords.

(1).readthroughthewordsonthescreen.havethess.repeatthemafteryou.

(2).readthewordsseparatelyandhavethemrememberthem.

(3).makesomesentenceswiththewords.

(4)callbacktheanswersfromthewholeclass.

task2:saywhathappenednextingoldilocksandthethreebears.

directions:

(1).readthefourpossiblenexteventsgiven.elicitsomemorefromthess,andnotethemontheboard.

(2).pairthesstodecidewhattheythinkhappened.

(3).elicitsuggestionsfromtheclass.acceptanythingtheygive.

partiii:scanningandskimming

1.task:readthepassageandnumberthepicturesinthecorrectorder.

directions:

stepone:theteacheraskthesstolookatthepicture(a)firstandtellwhathappened.(thethreebearsreturnedfromtheirwalk.)

steptwo:ssreadthepassageandnumbertheother4pictures.

stepthree:callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswers

2.task:readthepassageandmatchthesentenceswiththepicturesinactivity3.

directions:

stepone:firstmakesurethessunderstandwhattheyshoulddo.ssreadthepassageanddoactivity3onpage59individuallyandcheckwithapartner.

steptwo:callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswers.

3. task:checkthetruesentencesinactivity4.

directions:

stepone:readthroughthesentencesandmakesurethessunderstandwhattheymean.ssdoactivity4onpage59individuallyandcheckwithapartner.

steptwo:callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswers

partiv:dealingwithexpressions:

1. thetwobigchairswereuncomfortable.二张大椅子不舒服.

uncomfortable是由comfortable加否定前缀un构成的.

unfriendly不友好的

unhappy  不愉快的

2. verysoonshewasasleepagain.她很快就在上面睡着了.

asleep是形容词,表示“睡着的”意思.gotobed是动词短语,表示动作“上床睡觉”,但不一定睡着.

i’mtired.i’mgoingtobed.  我累了,要上床睡觉.

hefellasleepinthecar.     他在电视机前睡着了.

3. mychairinpieces!我的椅子都碎了.

4. theydidn’tnoticegoldlocksatfirst.他们一开始没有注意到金凤花姑娘,

atfirst开始 它的反义词组是atlast.eg.

weallwenttohomeatlast.我们最后都回家了.

partv:languageuse

1.exercise4onpage116inthewb.

direction:ssdoitbythemselves.let’sseewhocanfinishitassoonaspossible.thendiscussinpairsandfinallysharetheiranswerswiththeclass. 

2.givethestudentssometimetorecallwhatthey’velearnedinthisclass.

partvi:homework:retellthetext.

partvii:atest:exercise9onpage122inthewb.

period3:writing&aroundtheworld&moduletask

teachingcontent:writing&aroundtheworld&moduletask

teachingaimsanddemands:

1.writingskill:tojoinsentenceswith“first,next,then”and“finally”.improvethestudents’writingability(难点).

2.tolearnaboutfairytales.

3.tosummarizeandconsolidatepastsimpleregularverbs.(重点)

4.attitudes:developthegoodhabitofreadingstories.

learningstrategies

top-downandinteractiveapproachanddosomeexercises.

teachingaids:multi-media(taperecorder,video,ohp,handout)

teachingprocedures:

parti:revision

task:helpstudentstorevisewhatwaslearntinlastmodule.

directions:

(1).revisethewordsandphrases.

(2).putthess.inpairstoretellthetext.

partii:writing

1. task:numberthesesentencesinthecorrectorderinactivity6

directions

stepone:runthroughtheexampleswiththess.inactivity5andmakesurethattheyunderstandthem.

steptwo:askthesstonumberthesentencesindividuallyandchecktheiranswerswithafriend.

stepthree:callbacktheanswersfromthewholeclass.

stepfour:readthemloudly.

2. task:writethestoryofgoldilocksandthethreebears.

directions

stepone:givethemsomeexamplesandmakesurethattheyknowwhattodo.

steptwo:askthesstocompletethestory.thenexchangebooksforapeercheckforlanguageaccuracy.

stepthree:callbackafewexamplesfromthewholeclass.

stepfour:thensummarize

partiii:aroundtheworld

task:learnsomethingaboutfairytales

directions

stepone: askthess.tolookatthedifferentpicturesaboutsnowwhiteandmickeymouseetc..

tellthess.someknowledgeaboutthem.

steptwo:readthetextandansweranyquestionsthesshave.

partiv:moduletask

tellingastory

directions:

1. activity3onpage61.askthess.totalkaboutwhattheycansee.

2.letthesswrite sentencesaboutthepictures.thenputthesentencestogethertomakeastory.

3.circulateandmonitortheirproduction.

4.letthe ssreadtheirstoriestotheclassmatesorputthemuponthewall.

note:letthesslookatitwhentheyhaveasparemoment.

partv:recalling

recallwhatwehavelearnedtoday.

partvii:atest

doex.1onpage120andhandinimmediately.

partviii:homework:dotheself-assessmentonpage123.

《Storytime》教案篇2

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-up

Freetalk

T:Doyoulikeanimals?What’syourfavoriteanimal?Whatareyourhobbies?Whatare…’shobbies?

【设计意图】

II.Lead-in

1.Teachershowssomepicturesofcuteanimals(apuppyisplayingaball;akittyissleeping;amonkeyiseatingbanana;asquirreliseatingnuts),thenasksstudentsthefavoritefoodoftheseanimals,whichleadstothehobbiesofsquirrel,thestoryofsquirrel.

2.Teachertellsastoryandasksaquestion

T:Thereisasquirrelfamilyintheforest.Oneday,thelittlesquirrelaskeditsgrandpa,whyisthesquirrel’stailbushy?Grandpathentoldthelittlesquirrelastory.

III.Presentation

Teachertellsthestoryandleadsstudentstolookatthepicturesoastobetterunderstandtheplotofthepicture.

1.Teachertellstheplotofpicture1withtheaidofpicture,TPR.

2.Teacherillustratespicture2,leadsstudentstowatchthefacialexpressionsofthemonkeyKing,andasksquestions:

T:DoesMonkeyKinglikethesegifts?

T:Cantheygetfoodfromhisforest?

T:Zacishungry.Heneedssomefood.ButtheMonkeyKingdoesn’tlikethesegifts.Whatcanhedo?

3.Teacherexplainspicture3andasksquestionaboutmonkey’sinterest.

T:WhataretheMonkeyKing’shobbies?DoestheMonkeyKinglikeZac’smusic?.

4.Teacherelicitstudents’thinkingaboutthechangeofthesquirrel’stailbyaskingquestionT:WhyisZacsohappy?

5.Teachertellspicture5and6,instructingstudentstocatchthemainidea.

IV.Practice

1.Studentslistentothetape.

2.Studentslistentothetapeandreadafterit.(Teacherpresentspicture1,2)

T:IfyouwereZacorMonkeyKing,whatwouldyousay?

小学英语教师资格面试—《StoryTime》教案

S:MaybeZacwouldsay…MaybeMonkeyKingwuldsay…

3.Reorderthesentencesaccordingtopicture1,2(参见下面课文)

()Helikessinginganddancingverymuch.

()ThentheMonkeyKingletsthemgetfoodfromhisforest.

()Zaclivesinaforest.

()EverydaythesquirrelshavetogivetheMonkeyKinggifts.

4.Makedialogues

小学英语教师资格面试—《StoryTime》教案

5.Matchthetextswithpictures.

6.Carefulreadingquestions:whyisthesquirrel’stailbushy?

a.Thesquirrelfallsoffthetree,andthetailbecomesbushy.

b.Tailcandomanythings.Itcankeepwarm,keepbalanceandtalkwithothers.

根据选择结果回应故事结局：Isthestorytrue?No,itisn’t,butit’sveryinteresting.

V.Consolidation

1.TeacheractsasZactogetherwithastudentactingasMonkeyKingasarolemodelforstudents.Thenstudentsactthestoryinpairs.

2.TeacherplaysanEnglishvideocliptointroducethefunctionofsquirrel’stailbrieflytobroadenstudents’horizon.

VI.Summary

VII.Homework