五年级-StoryTime-说课稿
2018-03-13 09:12阅读：
说课稿
西安师范附属小学 赵靓
今天我说课的内容是人教版的PEP 五年级上册Unit4 Story
time,学习蛇与老鼠之间发生的故事。我说课的内容主要分为以下几点：
一、 说教材：
《Story
time》位于人教版五年级上第四单元第6课时，是在第四单元主要句型Can
you
…?的基础上，在情境中的运用。新英语课程标准指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。
《新课标》倡导任务型教学模式，即让学生在教学活动中参与和完成真实的教学任务，从中体验学习的快乐。因此我采用“任务——探究——创造”型教学方法，让学生在有趣，开放式的语言环境中，学会观察，思考，讨论和总结，在“用”中发展思维能力、创新意识和各种语言应用能力。
二、教学目标：
这是一节故事教学课，围绕老鼠被蛇捕捉，但又机智逃脱，避免被吃掉的故事展开。在第四单元前几课时中，学生已经能用“
What can you do?
Can you …?”进行询问,
五年级的学生能听懂会说主要动词sing，dance,
swim等主要动词。本课时的主要内容为在情境中使用语言，能达到学语言用语言的目的。根据这一安排和学生的整体认识水平，从知识教学、能力培养等方面考虑，我确立本课时的教学目标为：
1、知识目标：能听、说、读、写单词“tasty
food”，“lake”，
“throw”和“silly”。
2、能力目标：能在创设的实际情景中运用句型“What can you
do?”，“Can you / sing / dance / swim /
…?”，“wait a minute”, “I can do things for
you.”并能于实际情境交际中灵活运用；能完成对“story
time”中人物语音语调的模仿；能用自己的语言续编故事
3、情感目标：
能运用所学句型进行对话表演和口语交际，激发学生学习英语的兴趣，培养学生自主学习、合作学习的意识和能力。
三、教学重、难点
本课时的教学重点是：
1. 能听、说、读、写单词及短语“ tasty
”，“lake”，和“throw
…into …”。
2. 能在创设的实际情景中灵活运用句型“What can you
do?”，“Can you / sing / dance / swim /
…?”，“wait a minute”, “I can do things for
you.”。
教学难点是：利用教材提供的对话情景，体会语境，完成故事创编。
四、说学情、教学方法
学情分析：
由于学生已学过类似的对话，我打算以故事教学、图片环游的对话的形式讲授新知识。
教具准备：卡片，多媒体，视频，歌曲
教学方法： 讨论法，讲授法，演示法，练习法
五、说教学程序：
为实现以上目标，我是这样设计教学过程的：
Step
1、热身和复习（Warming-up and
review）
1. Free talk
T: Good afternoon, everyone. How do you feel
today?
Ss: Fine, thank you.
T: Do you like animals? Which animal do you like
best?
Ss: I like …
T:
XXX(教师点名学生)，What’s
your favorite animal? Why?
Ss: My favorite animal is….Because ….
2. 听动物叫声歌引出蛇和老鼠
T: Now let’s listen to an animal sounds song.
(教师放动物叫声歌，学生轻声跟着吟唱)
T: Can you find out how does rat sound?
Ss: Squeak, squeak, squeak.
T: And how does rat sound?
Ss: Hiss, hiss, hiss.
T: Bingo! You are so smart. Today we are going to read a
story about rat and snake.
Step 2、新授 (New
Presentation)
1. 故事发生之前
呈现一张故事发生背景的图片,让学生观察图片
T: Oh, look! Boys and girls. One day, there is a rat. His
name is ….Now you can give him a name! What’s his
name？
Ss: Peter/Jerry …
T：Ok，we
call him ….He is walking in the garden.
T：(教师指向花)What
are they?
Ss: Flowers.
T：You bet! There are so many
beautiful flowers.
T：Look at his face. He is
___________.
Ss: He is happy/smiling….
T: What is he doing?
Ss: He is picking some flowers.
2. 故事发生时
1）Picture 1
T: Here comes another animal.Can you guess what is
it?
(教师一点点呈现蛇的全图)
Ss: It’s a snake.
T: What’s the snake like?
Ss: He put his tongue out of his mouth. He is
hungry.
T:Wow! You have sharp eyes.
T: Now let’s see what the snake is thinking.
(教师播放录音)
T: I’m ….
Ss: hungry
T: Here comes some … food.
Ss: tasty
T: Now I can ….
Ss: eat.
教师用多媒体课件先让学生观察、而后听音，继而老师与学生用对话的方式，带领学生完成蛇此时的内心独白内容，即听音内容。
T:Do you want some tasty food? Fish is tasty for a cat. Bone
is tasty for a dog. These food are the tasty for human
beings.(教师一边指着图，一边说These food).So , tasty
means
….
Ss: Yummy/delicious.
T: Yes, it is!
2）Picture 2
(教师带领学生做picture
tour)
T: Look! What happen?
Ss: The snake catches Jerry.
T: Yes! They look at each other. Maybe they are talking about
something. What are they talking?
Ss: …
T: Let’s listen.
(听完之后教师呈现文字对话在PPT上，并联系、创设学生已熟知情境)
3）Picture
3，picture 4
在呈现Picture
3，picture
4的内容前让学生predict,给出问题：
T: What can rat do? Guess ！
（播放截录好的视频,再次呈现阅读问题）
①What can rat
do?
②Does the rat sing for snake?
③Does the rat dance for snake?
Ss:①He can sing and
dance.
②Yes, he does.
③No, he doesn’t.
T: How does the rat feel now?
Ss: He is scared.
T: And how does the snake feel now?
Ss: He is happy.
T: Great!
(让学生体会主要人物的情感变化之后，集体模仿读音，男生女生分角色集体有感情地朗读)
4）Picture 5
（呈现新知之前，先让学生联系上下文预测故事接下来的情节）
T: What will happen next?
Ss: …
T: Now let’s see together.
(学生看完视频之后，再呈现picture
5,给出空，让学生尝试答出）
T: Let me see. There is a _____ near. Can you
______?
(老师模仿snake的语音语调，略带夸张地读出)
Ss: lake
Ss: swim
T: No! Don’t ______me______ the lake, please!
Ss: throw me into
T：Yes！
(切换到下一张PPT)
T: Look at this naught baby. He throws dog into
box.
(教师一边说一边播放动画)
T: Look at me ! I throw this chalk into box.
(教师一边说一边将粉笔扔进盒子里)
T:So，throw into means:
Ss:扔进、丢进
5）Picture 6
呈现picture 6
之前先呈现阅读问题
T: Can rat swim? Can you guess?
S1: Yes, he can.
S2: No, he can’t.
T: OK, let’s see what
happen.(教师播放截录好的短视频)
T: Can rat swim?
Ss: Yes! He swims away.
T: Ha-ha, how does the snake feel?
Ss: He feels angry/mad/regretted.
T: How does the rat feel?
Ss: He feels happy/free.
Step 3、巩固与延伸
(Practice)
1.整体呈现视频让学生听读、模仿
T: Let’s see the whole video. You can read in a low
voice.
2.Role play.(Pair work)
T: Now four students in one group. You can practice with your
partner, 2 minutes. And then you will give us a show in front of
the class. Let’s start!
(教师走下讲台巡视指导学生练习)
T: Finish?
Ss: Yes!
T: Who can come here and give us a show?
(邀请2-3组同学上台表演，并给予及时反馈与鼓励)
3. Let’s reorder.
教师呈现打乱顺序的故事情节图片，让学生重新排序。Check
the answer ：6,2,5,3,4,1.
Step 4、小结与拓展
1.课堂小结
T: Here I have three questions for you .
Q1:Which character(人物) do you like?
Why? Ss:…
T: Q2, Give a tittle of this story.
Ss:…
T: Q3, What can you learn from this story?
Ss:…
2. 提高拓展(Group work)
T: Can you guess what will happen after the rat swims
away?
Ss:…
T: Here are three situations below. You can choose one to
make up a new story.
情景一：Snake can swim. He swims fast. And finally
snake catches the rat again. The rat wants to
escape(逃脱)from snake . What will
happen?
情景二：Rat swims away. But one day, rat and snake
meet again in the forest. What will happen?
情景三：…imagine it！What
will happen?
Now six student in one group. Now go and find you partner.
Group members can make up a story
together.（教师一边询问纷发彩色卡纸）
让学生上台展示
3.Homework
① Retell the story;
② Make up a new story.
