(实用)3b u2 a story time

《英语》（三年级上册）人非圣贤，孰能无过？过而能改，善莫大焉。

《左传》江缘学校陈思梅Unit 2 I’m Liu Tao!Story timeTeaching contents 教学内容Story timeTeaching aims and learning objectives 教学目标1能听懂、会读、会说句型: I’m… /Are you …? /Yes, I am./No, I’m not.2 能听懂、会读并有感情地表演故事。

3 能有效激发学生听说英语的兴趣。

Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1能听懂、会读、会说句型: I’m… /Are you …? /Yes, I am./No, I’m not.2 能听懂、会读和有感情地表演故事。

3 能有效激发学生听说英语的兴趣。

教学难点：能听懂、会读、会说句型: I’m… /Are you …? /Yes, I am./No, I’m not.Teaching procedures 教学过程Step 1 Warm up1 Sing a songT: Hello, children! Let’s sing a song first!2 Let’s say!T: Great! I’m sure you can greet our friends now!S: Hello, Sam./Good morning, Miss Li./afternoon, Su Hai.T: Good job!T: Look! Who is he? (PPT出现被遮挡的人物) Can you guess like this “Hi. Are you …?S: (用Hi. Are you ...?句型猜)T: (根据学生猜测的答案，点击Yes, I am.或No, I’m not.)Step 3 Story time1 Let’s watchT: Who does Mike see at school. Let’s watch the cartoon and find out. (播放动画)T: ho are they? Can you say their names?S: Yang Ling, Su Hai and Liu Tao.2 Let’s sayT: Mike是怎样确认新朋友的姓名的呢？朋友们又是如何回答的呢？读一读故事，找一找吧！S: (自读课文，找出句子Are you …? Yes, I am./No, I’m not.说一说)3 Let’s read!T: Let’s read the story now! (让学生跟录音朗读课文，注意模仿语音语调)4 Lt’s act!T: Let’s act the story.If you read fluently, you can get one star.If you can read fluently and beautifully, you can get two stars.If you can act it out with emotions, you can get thre stars.S: (分小组朗读和表演故事)Step 4Consolidation1 Summary当你确定对方的名字时，你可以说：Are you…?当别人问你是不是某人时，你可以这样回答：Yes, I am. / No, I’m not. I’m…2 Touch and guessT: Now let’s play a game. Here are he rules:游戏规则：四人一组，一位同学蒙上眼睛，用触摸的方法判断其他同学的身份，并用Hi.Are you…?说出自己的猜测。

《英语》（六年级上册）祸兮福之所倚，福兮祸之所伏。

《老子·五十八章》涵亚学校陈冠宇Unit 2 What a day!Story timeTeaching aims and learning objectives 教学目标1. 学生能初步能理解并且会听、会说、会读和会拼写单词短语：cloudy, rainy,sunny, windy 和会运用句型：It was sunny/cloudy/windy/rainy.和I/We/He/She brought/saw/flew…。

2. 学生能初步听懂并且会说、会读单词show, interesting, weather, high, honey, ant, bee, cloud, sky, rain。

3. 学生能初步感知动词过去式的不规则变化及读音。

4. 学生能初步感知天气表达的句型。

5. 学生能够对英语书写日记格式有一定的了解。

Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 学生能初步能理解并且会听、会说、会读和会拼写单词及词组：cloudy,rainy,sunny, windy 和会运用句型：It was sunny/cloudy/windy/ rainy. 和I/ We/ He/Shebrought/saw/flew…2. 学生能初步听懂并且会说、会读单词show, interesting, weather, high, honey, ant, bee, cloud, sky, rain。

教学难点：1. 学生对本课重点词汇的听、说、读、写。

2. 学生对本课天气表达的句型的掌握。

3. 学生对动词过去式的不规则变化的认读。

Teaching procedures 教学过程Step 1 Song timeT: Hello, boys and girls.S: Hello, Miss He.T: Do you like singing? Let’s enjoy the song How is the weather? (播放歌曲，学生欣赏歌曲并跟唱)T: How is the weather in thesong?S: It’s cloudy/ rainy. (学习新词，跟读，拼读)T: How is the weather today?S: It’s…(根据当天的天气情况回答，适时地学习sunny, windy等天气词汇)Step 2 Lead-inT: Well, boys and girls. Would you like to know something about me? Two days ago, I was in Shanghai. Do you know Shanhai? It’s a big and beautiful city. But now I am in Suzhou. It’s beautiful too. (复习w as以及ago) 2. T: Would you like to know more about me? Look at the screen, you canchoose one part to guess what Ilike. (呈现Food, Animals, Hobbies 三个话题)S: Do you like .../ You like ..., I think./ You like ..., right?T: Bingo! I like ... / Yes, you’re right.(在Food话题中引出本课相关单词jiaozi, honey)(在Animal话题中引出本课相关单parrot)(在Hobbies话题中引出I like writing diaries very much. 教diary—diaries)Step 3 Story time1. Learn how to write a diaryT: (出示杨玲的照片) This is Yang Ling. She likes writing diaries oo.(出示日记抬头部分)T: This is a diary of hers. What day is it today?S: It’s Sunday.T: What is the date? It’s the 20th of September. (渗透英文日记的书写格式)2. Skipping reading略读A. Look and sayT: Look at the pictures in the diary. What can you see in the picture?S: I can see …(根据学生的回答，教授新词in the sky, some drinks, black clouds) B. Look and matchT: Look at the pictures. Match the pictures and the sentences.(在此过程中教授动词过去式的特殊变化形式：go→went see→saw become→became fly→flew are→were)T: Read the sentences in the right orders.(学生按顺序朗读句子)3. Read and judgeT: Here are some sentences about the diary. Open your books and read the diary by yourselves. And then judge the sentences. (PPT呈现判断正误，在判断过程中即时教授新词a parrot show; bring→brought)4.Intensive reading精读(找出表达天气变化的句子，再过渡到事件变化的句子)(1) T: What was the weather like in the morning?S: It was sunny in the morning.T: What did they do?S: The children went to the park by bike.T: What did they do in the park?S: There was a parrot show in the park. They saw some interestingparrots.(2) T: How was the weather like then? (教授then)S: The weather became windy and cloudy.T: What did they do?S: They flew kites high in the sky.(T: It was windy, so they flew kites high in the sky, right? 教授high)(3) T: What was the weather like in the afternoon? (教授in the afternoon) S: There were black clouds in the sky. It rained.T: How were the children?S: They were hungry and wet.(4)T: Did the children bring lunch?S: Yes.T: What did they bring?S: They brought some jiaozi, some bread and honey and some drinks. T: Why were the children hungry?S: Because there were some ants and bees on the bread and honey. T: What a pity! So they could not eat their lunch. (教授can→could)5. Reading time(播放录音，跟读课文，先整体阅读，再分段阅读)6. T: What do you think of her day? Happy? Interesting? Terrible? Bad? (引出What a day! 这个句子可以应用在很多的场景中，它可以翻译为“多么糟糕的一天！”“多么忙碌的一天！”“多么美好的一天！”等根据上下文确定) T: Read the title together.7. Retell the diary (PPT呈现图文，学生复述课文)Homework 家庭作业1. Listen and read “Story time” three times.2. Try to retell the diary according to Yang Ling’s pictures.3. Copy the weather words and the verbs of past tense.4. Collect more words about weather.Teaching aids 教学准备PPT课件，单词卡片板书设计：Unit 2 What a day!Sunday, 20th SeptemberIt was sunny. go→went fly→flewcloudy. see→saw are→werewindy. become→became bring→broughtrainy.说课在本节课导入部分，以歌曲导入新知，让学生通过《How is the weather?》这首歌曲动画体会本单元天气词汇的意思，课前几分钟的歌曲学习不仅能带动学生课堂开始时的热情，也为后面的学习进行了铺垫。

一、Teaching contents教学内容：3B U6 A Story time二、Teaching aims and learning objectives教学要求：1. 能正确地听、说、读、写词汇class, bed, OK。

能正确地听、说、读词汇wake up, mum, o’clock, breakfast, dinner。

2. 能正确地运用对话中的日常用语和句型What time is it? It’s … o’clock. It’s time for …Hurry up.3. 能正确地理解、掌握对话内容，并能朗读、复述对话。

4. 能运用本课语言进行关于时间的问答、谈话。

三、Focus of the lesson教学重点：1. 句型：What time is it? It’s … o’clock. It’s time for …2. 词汇：clock, bed, OK, breakfast, dinner四、Predicted area of difficulty教学难点：1. 能正确地理解、朗读对话内容，并能在教师帮助下复述对话。

2. 词汇：class, bed, breakfast, dinner的读音。

五、Teaching aids教学准备：PPT、数字卡片、事先在黑板上画一个钟面、事先打好四线格。

六、Teaching procedures教学过程：Step 1 Warming up1. Game: Say the numbers one by one.2. Game: T shows the number cards and Ss say the numbers as fast as possible.3. Do Maths: 3+4=7, 1+5=6, 2+7=9T: Look at the board. What is 3 and 4? …Step 2 Presentation and practice1. clockShow a electrical clock by transferring the numbers. (PPT)T: Look at the clocks! Learn ‘a clock’. Say something about the clock: a clock, 3 clocks, a big clock, a small clock, a white clock, my clock …2. Learn ‘It’s … o’clock.’.T makes a model, compare the pronunciation of ‘a clock’ and ‘o’clock’, then ask Ss to say the time on the other two clocks.3. Learn ‘What time is it?’Game: Look and guess. Draw the time in the round clock. Ss read the sentence after T. Boys ask and girls answer. Then change.4. Guessing game: review and present ‘It’s time for …’(1) Show a picture of a nice old clock ‘Big Ben’. Ring it, and give Ss the clue, then Ss say‘It’s … o’clock’. (PPT)Clues: It’s time for class. It’s time for breakfast. It’s time for bed. It’s time for dinner.(2) Show the four pictures of class, breakfast, bed and dinner. Ask Ss to read the new wordsafter T.Step 3 Story time1. Look at the picture and answer:P1: Who is he? T: He is sleeping. It’s late. You can say? (Don’t sleep.) Wake up! Ask Ss say “Wake up!” loudly to LT.P2: He is late for school! Wake up! Yes? (No.) Ask Ss say “Hurry up!” loudly to LT.2. Listen and match: It’s … o’clock. It’s time for …Watch the cartoon and Ss check by themselves.Then check together. When checking, T: What’s for LT’s breakfast?3. Make it a timetable. Ss read it. T: It’s time for class. What time is it? Maybe it’s 8.Moral: A good timetable makes you successful.4. Reading practice: after T -> after a volunteer -> in groups -> group show5. Class reading work: Read together -> read in different characters.6. Act: in groups -> group show. (Ask one S to be the body clock.)7. Retell the story. (PPT): Ss try by themselves -> Check. (Add: It’s 6 o’clock. It’s time fordinner. LT has a hamburger, an egg, a pie, an apple and some milk. Wow it’s a big dinner.)Step 4 Summary1. T: 我们学习了怎样问时间，怎样回答。

五下英语第三单元story time Story Time: A Mysterious Journey。

Once upon a time, in a small village nestled in the countryside, there lived a young boy named Tom. Tom was an adventurous and curious child, always seeking new experiences and knowledge. One sunny afternoon, while exploring the attic of his old house, he stumbled upon a dusty, leather-bound book. It was titled "The Mysterious Journey."Intrigued by the book's title, Tom sat down on the creaky wooden floor and began to read. The story unfolded before his eyes, transporting him to a world of magic and wonder. The book told the tale of a legendary treasure hidden deep within a mystical forest. It described the forest as a place filled with enchanted creatures and secret passages.Unable to resist the allure of the story, Tom decided to embark on his own mysterious journey. He packed a small bag with essentials and set off towards the forest. As he entered the dense foliage, he could feel the air becoming cooler, and the sounds of nature grew louder. Tom was both excited and nervous, unsure of what awaited him.As he walked deeper into the forest, Tom encountered a talking squirrel named Sammy. Sammy was friendly and wise, and he offered to guide Tom through the forest. Together, they navigated through winding paths and crossed over babbling brooks. Along the way, they met a mischievous pixie, a graceful unicorn, and a wise old owl, who shared their wisdom and helped Tom on his journey.Days turned into weeks, and Tom's determination never wavered. He faced challenges and obstacles, but with the help of his newfound friends, he overcame them all. Finally, after what felt like an eternity, they reached the heart of the forest, where the legendary treasure was said to be hidden.In a clearing bathed in golden sunlight, Tom discovered a hidden cave entrance. With bated breath, he entered the dark cavern, his heart pounding with anticipation. As heventured deeper into the cave, he stumbled upon a chest covered in intricate carvings. With trembling hands, he opened it and gasped in awe at the sight before him.The chest contained not gold or jewels, but a collection of ancient books filled with knowledge and wisdom. It was a treasure unlike any Tom had ever imagined. He realized that the true treasure was not material wealth, but the knowledge and experiences gained on his journey.Filled with gratitude, Tom bid farewell to his newfound friends and returned home. Armed with the knowledge he had acquired, he became a storyteller, sharing his adventures and inspiring others to embark on their own journeys of discovery.And so, the story of Tom's mysterious journey became a legend in the village, passed down from generation to generation. It taught the importance of curiosity, perseverance, and the value of knowledge. And every time Tom shared his story, the listeners were reminded that the greatest treasures in life are often found in the most unexpected places.In conclusion, "The Mysterious Journey" taught Tom and the readers that life is an adventure waiting to be explored. It encouraged them to embrace curiosity, face challenges head-on, and seek knowledge and wisdom. Just like Tom, we too can embark on our own mysterious journeys, discovering treasures that are far more valuable than any material wealth.。