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Unit2 C Story time重庆公开课教案授课教师：重庆市南岸区天台岗小学校屈洁一、教学目标1. 能运用适合的阅读方法理解故事内容。
如：勾画、联系上下文猜测、看图理解等。
2. 通过多种形式阅读，准确地感受故事的文化，理解同地域的季节差异，正确、流利、声情并茂地朗读故事，表演故事。
3. 学习在文中提炼关键信息，整理信息，感受思维导图。
利用关键词、句，能全班一起对本课内容进行复述。
4. 在小组活动中，尊重、互助、敢于表达，发挥每个人的优势。
5. 能综合运用本课、本单元和以往所学内容，充分考虑各个节日的季节情况，表达观点，集思广益，策划小组满意的庆祝活动。
二、学情分析1. 学生年龄特点分析五年级学生大概11岁左右，这个年龄段的学生对很多事情有自己的打算和想法，学会了自己安排时间和活动，渴望得到他人的尊重，已初步形成了一定的学习态度，并且伴随着主体意识的觉醒，自我意识、自我主张、自我控制能力进一步加强。
所以我们应充分尊重他们，在教学设计时，本课通过讨论、表演等活动，注重趣味性、挑战性、启发性，鼓励他们充分地表达自己观点，让他们在小组中，在班级中实现自我价值。
2. 学生知识和能力分析五年级下期的学生，通过两年半的英语学习，已有一定的基础，很多学生已经养成了良好的听、说、读、写习惯，积累了不少的语言，与本单元季节相关的天气的形容词，衣服、水果、食物等名词及运动项目等动词，也学过谈论喜好的一些句型Do you like …? What do you like? 有了这些基础，加之本单元的学习和谈论，为他们本课的学习奠定了很好的基础。
学生通过前面几个课时的学习，准确说出表示四季的单词以及用句型描述自己喜欢的季节，能表述自己的喜好和原因。
本课时的故事教学，旨在通过阅读，提高学生语言的综合理解能力和运用能力。
在故事中体验地球各地因时差不同而存在的差异，拓展学生的知识面。
但每个学生的学习情况有所差异，所以采用了分层要求，以合作学习的形式，发挥个人与团队的相互促进作用，通过营造平等、互助、尊重、欣赏的小组氛围，形成积极的学习氛围。
Unit2 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Unit2 Teachers【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,完成故事后的练习题,并尝试复述故事.2. 能够通过学习小故事,懂得尊重师长,懂得要珍惜自己所得到的,懂得感恩.二、教学建议1. 热身和导入(1) 教师听一听学生对于教师这个职业有什么想法：What is your ideal teacher likeDo you want to be a teacher Why or why not(2) 与学生交流如果故事中的情境出现在现实生活中,他们会有什么想法：Imagine you are a teacher. Your students are very naughty: they always play in your class and don ,t listen to you. What will you doTomorrow you ,re going to have a Chinese lesson, but your Chinese teacher can ,t come to school and give you the lesson. How do you feel Why ...This is a story about a teacher and her students. Let ,s read it.2. 呈现故事教师出示故事图片第|一、二幅,请学生讨论预测故事内容.学生没讨论到的地方,教师可以以提问的形式引导学生继续预测故事内容：Who is she What does she teach What is she like Is she pretty Look at the students, what are they doing Would you like to be a student in this class Why or why not ...They are naughty in the class. They don ,t listen to the teacher. Will the teacherbe angry What will happen next Will she shout at the students ...3.图片环游,详细理解故事(1) 学生自己看书读故事,完成故事后的练习.(2) 学生听录音播放故事,再一次理解故事内容.(3) 教师请一名学生在投影上分享自己的课后练习答案.(4) 教师带着学生一幅图一幅图地提问并讲解故事.图1: What ,s the name of this teacher What is she likeThis teacher ,s name is Miss Kitty. She has straight black hair. She is a young and funny teacher.图2: Look at her students. They are playing. They shout and throw paper in her class. And they never listen to Miss Kitty. They are very naughty. What do you think of her students图3: One day, Miss Kitty does not come to school. What happened Can you guessThe students are so happy. They play in the classroom. Nobody reads their books.图4: Who is Mrs Tiger What ,s she like Why does she come into the classroom Mrs Tiger is an old woman. She has curly grey hair, and she is not friendly or kind. She comes here to teach them.图5、6: When the students cannot answer the questions and when the students are not quiet, what does she do What about the kids , feelingsMrs Tiger shouts. The students feel very sad. They say, "We want Miss Kitty back! We will be good. We will always listen!〞图7: Guess what the end of the story is. What do the students sayMiss Kitty comes back! The students are very excited and say "Miss Kitty, we will be good now! We will study hard! Please don ,t let Mrs Tiger come back!〞(5) 学生跟录音读故事.4. 表演故事(1) 学生四人一组活动.分工合作,根据图片准备复述故事.(2) 请一组学生展示,根据图片复述故事.三、备选活动改编表演：学生自愿组成4 -5人一组,将故事改编成对话形式.两名学生分别扮演老师Miss Kitty和Mrs Tiger ,其他学生扮演学生.在课本的语言根底上,学生可以自由设计故事中教师与学生的语言和动作来表演故事.【板书设计】【教学反思】第二课时Unit1 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Unit1 Classmates【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,答复故事后的问题,并尝试复述故事.2. 能够通过学习小故事,了解每个人都有各自不同的性格特征,懂得欣赏他人的优点.二、教学建议1. 热身和导入(1) 热身教师出示几幅大小、形状不同的帐篷的幻灯片给学生欣赏.在欣赏中与学生交流：T: Do you know what these areS: They ,re tents. This tent is small, because it ,s for only one person. This tent is very big, because it ,s for three people ...教师还可以不断提问延伸讨论的话题.可参考的问题有：Have you got a tent Can you put up tents Does your family often use your tent when you go out or have picnics Have you been to camp and sleep in a tent for a night(2) 导入结合以上的讨论,导入故事的主题：This is a story about going camping. Let ,s read it.2. 呈现故事教师出示故事的第|一幅图片,引导学生对故事进行提问并预测故事内容：Who are they Where are they What will they do ...3. 图片环游,详细理解故事(1) 教师将故事图片打乱顺序放在黑板上.同时也发给每位学生一套故事图片.播放录音,学生听故事,按顺序在桌子上摆图片.(2) 第二遍听故事后,教师引导学生核对故事图片顺序.例如：I heard "in a boat〞, "teaching me how to fish〞, so I think this picture is number 2 ... 并按故事开展的顺序将黑板上的图片正确排列,学生也同时修改自己的图片顺序.(3) 教师发给每位学生一套故事文字,学生看图片找出对应的文段,将文段摆在对应的图片下.(4) 第三遍听故事,核对图文是否能对应.在此环节中教师对故事中学生不理解的词汇和表达等内容进行讲解,并提问：图1: There ,s a tall man wearing a pair of glasses. Who is he "I〞am at the camp, please look at the photo, who am I What do I look like图2: Jill is one of my classmates. What is she good at图3: What do we have for dinner While we are cooking dinner, what is Jack doing图4: Do they like eating the fish Do you eat out with your friends like them图5、6: After dinner, what do they do What do you think of John Can you sing and dance in front of your classmates like Mary图7、8: It is time for bed. What happens What do you think of Tom Do the students like their teacher, Mr White Do you like him ...学生答复以上问题,以了解他们是否理解了故事内容.(5) 学生自己完成课后练习,在问题旁边写出答案.(6) 请一名学生展示自己的答案,读给大家听.教师做指导,其他学生一起边听边用红色的笔修改自己的答案.4. 进一步熟悉故事(1) 教师播放录音,学生模仿录音跟读故事.(2) 请八名学生分别读每幅图片下的文段,教师指导朗读.5. 表演故事(1) 学生四人一组,分工合作复述故事.(2) 请几组学生展示小组合作成果,根据图片复述故事.三、备选活动教师可以选择适宜的环节放这个故事的动画版给学生欣赏. 【板书设计】【教学反思】。
