《 Story time》教案（通用2篇）

《 Story time》教案 篇1

　　story time教案

　　unit 2 goldilocks rushed out of the house

　　period 2 reading and vocabulary

　　teaching content: reading and vocabulary

　　teaching aims and demands:

　　1. language knowledge:

　　new words: rush, try, destroy, unhappy, asleep, return, cry, point, without, look around

　　key structures: past simple regular verbs. (重點(diǎn))

　　2.to get information from the reading material. (難點(diǎn))

　　3. attitudes: develop the good habit of reading stories.

　　learning strategies: communicative approach.

　　teaching aids: multi-media (tape recorder, video, ohp, handout)

　　teaching procedures:

　　part i: revision

　　1. help st udents to revise what is  learnt in period one of this module.

　　show them some pictures about the new words in last period. have the ss. spell them chorally and individuall y.

　　2. revise past simple regular verbs

　　be-was/ were   

　　listen-listened

　　talk- talked

　　watch- watched

　　knocked/ picked/  walked /counted/ decided etc.

　　part ii : preparation

　　task 1 : learn the new words.

　　directions: label the pictures with the words.

　　(1). read through the words on the screen. have the ss. repeat them after you.

　　(2).read the words separately and have them remember them.

　　(3).make some sentence s with the words.

　　(4) call back the answers from the whole class.

　　task 2 :say what happened next in goldilocks and the three bears.

　　directions:

　　(1). read the four possible next events given. elicit some more from the ss, and note them on the board.

　　(2). pair the ss to decide what they think happened.

　　(3).elicit suggestions from the class. accept anything they give.

　　part iii: scanning and skimming

　　1.task: read the passage and number the pictures in the correct order.

　　directions:

　　step one: the teacher ask the s s to look at the picture(a) first and tell what happened.( the three bears returned from their walk.)

　　step two: ss read the passage and number the other 4 pictures.

　　step three: call back the answers from the whole clas s, having individuals read out the answers

　　2. task: read the passage and match the sentences with the pictures in activity 3.

　　directions:

　　step one: first make sure the ss understand what they should do. ss read the passage and do activity 3 on page 59 individually and check with a partner.

　　step two: call back the answers from the whole class, having individuals read out the answers.

　　3. task: check the true sentences in activity 4.

　　directions:

　　step one: read through the sentences and make sure the ss understand what they mean. ss do activity 4 on page 59 individually and check with a partner.

　　step two: call back the answers from the whole class, having individuals read out the answers

　　part iv : dealing with expressions:

　　1. the two big chairs were uncomfortable. 二張大椅子不舒服.

　　uncomfortable是由comfortable 加否定前綴un 構(gòu)成的.

　　unfriendly 不友好的

　　unhappy   不愉快的

　　2. very soon she was asleep again.她很快就在上面睡著了.

　　asleep是形容詞,表示“睡著的”意思. go to bed是動詞短語,表示動作“上床睡覺”,但不一定睡著.

　　i’m tired. i’m go ing to bed.   我累了, 要上床睡覺.

　　he fell asleep in the car.      他在電視機(jī)前睡著了.

　　3. my chair in pieces! 我的椅子都碎了.

　　4. they didn’t notice goldlocks at first.他們一開始沒有注意到金鳳花姑娘,

　　at first 開始  它的反義詞組是at last. eg.

　　we a ll went to home at last. 我們最后都回家了.

　　part v: language use

　　1. exercise 4on page 116 in the wb.

　　direction: ss do it by themselves .let’s see who can finish it as soon as possible. then discuss in pairs and finally share their answers with the class. 

　　2.give the students some time to recall what they’ve learned in this class.

　　part vi: homework: retell the text.

　　part vii: a test: exercise 9 on page 122 in the wb.

　　period 3: writing & around the world &module task

　　teaching content: writing & around the world &module task

　　teaching aims and demands:

　　1.writing skill: to join sentences with “first, next, then” and “finally”. improve the students’ writing ability (難點(diǎn)).

　　2. to learn about fairy tales.

　　3. to summarize and consolidate past simple regular verbs. (重點(diǎn))

　　4. attitudes: develop the good habit of reading stories.

　　learning strategies

　　top-down and interactive approach and do some exercises.

　　teaching aids: multi-media (tape recorder , video, ohp, handout)

　　teaching procedures:

　　part i: revision

　　task: help students to revise what was learnt in last module.

　　directions:

　　(1). revise the words and phrases.

　　(2).put the ss. in pairs to retell the text.

　　part ii: writing

　　1. task: number these sentences in the correct order in activity 6

　　directions

　　step one: run through the examples with the ss. in activity 5 and make sure that they understand them.

　　step two: ask the ss to number the sentences individually and check their answers with a friend.

　　step thre e: call back the answers from the whole class.

　　step four: read them loudly.

　　2. task: write the story of goldilocks and the three bears.

　　directions

　　step one: give them some examples and make sure that they know what to do.

　　step two: ask the ss to complete the story. then exchange books for a peer check for language accuracy.

　　step three: call back a few examples from the whole class.

　　step four: then summarize

　　part iii: around the world

　　task: learn something about fairy tales

　　directions

　　step one:  ask the ss. to look at the different pictures about snow white and mickey mouse etc..

　　tell the ss. some knowledge about them.

　　step two: read the text and answer any questions the ss have.

　　part iv: module task

　　telling a story

　　directions:

　　1. activity 3 on page 61. ask the ss. to talk about what they can see.

　　2. let the ss write  sentences about the pictures. then put the sentences together to make a story.

　　3. circulate and monitor their production.

　　4. let the  ss read their stories to the classmates or put them up on the wall.

　　note: let the ss look at it when they have a spare moment.

　　part v: recalling

　　recall what we h ave learned today.

　　part vii: a test

　　do ex.1 on page 120 and hand in immediately.

　　part viii: homework: do the self-assessment on page 123.

《 Story time》教案 篇2

　　一、教學(xué)內(nèi)容及教學(xué)目標(biāo)

　　本節(jié)課為第四單元第六課時的故事教學(xué)。講述的是老松鼠給小松鼠講松鼠尾巴變濃密的故事。

　　教學(xué)目標(biāo)：通過閱讀趣味故事，復(fù)習(xí)鞏固本單元所學(xué)元，增加學(xué)生語言的輸入。能理解故事內(nèi)容、能朗讀故事，能恰當(dāng)提取并運(yùn)用故事中的語言。

　　二、教學(xué)重難點(diǎn)

　　重點(diǎn)：理解、朗讀并表演故事。

　　難點(diǎn)：觀察、發(fā)現(xiàn)小松鼠尾巴的作用，理解文本傳遞的信息。

　　三、教學(xué)過程

　　I. Warm-up

　　Free talk

　　T: Do you like animals? What’s your favorite animal? What are your hobbies? What are …’s hobbies?

　　【設(shè)計意圖】

　　II. Lead-in

　　1. Teacher shows some pictures of cute animals (a puppy is playing a ball; a kitty is sleeping; a monkey is eating banana; a squirrel is eating nuts), then asks students the favorite food of these animals, which leads to the hobbies of squirrel, the story of squirrel.

　　2. Teacher tells a story and asks a question

　　T: There is a squirrel family in the forest. One day, the little squirrel asked its grandpa, why is the squirrel’s tail bushy? Grandpa then told the little squirrel a story.

　　III. Presentation

　　Teacher tells the story and leads students to look at the picture so as to better understand the plot of the picture.

　　1. Teacher tells the plot of picture 1 with the aid of picture, TPR.

　　2. Teacher illustrates picture 2, leads students to watch the facial expressions of the monkey King, and asks questions:

　　T: Does Monkey King like these gifts?

　　T: Can they get food from his forest?

　　T: Zac is hungry. He needs some food. But the Monkey King doesn’t like these gifts. What can he do?

　　3. Teacher explains picture 3 and asks question about monkey’s interest.

　　T: What are the Monkey King’s hobbies? Does the Monkey King like Zac’s music?.

　　4. Teacher elicit students’ thinking about the change of the squirrel’s tail by asking question T: Why is Zac so happy?

　　5. Teacher tells picture 5 and 6, instructing students to catch the main idea.

　　IV. Practice

　　1. Students listen to the tape.

　　2. Students listen to the tape and read after it. (Teacher presents picture 1, 2)

　　T: If you were Zac or Monkey King, what would you say?

　　小學(xué)英語教師資格面試—《 Story Time》教案

　　S: Maybe Zac would say… Maybe Monkey King wuld say…

　　3. Reorder the sentences according to picture 1,2 (參見下面課文)

　　( ) He likes singing and dancing very much.

　　( ) Then the Monkey King lets them get food from his forest.

　　( ) Zac lives in a forest.

　　( ) Every day the squirrels have to give the Monkey King gifts.

　　4. Make dialogues

　　小學(xué)英語教師資格面試—《 Story Time》教案

　　5. Match the texts with pictures.

　　6. Careful reading questions: why is the squirrel’s tail bushy?

　　a. The squirrel falls off the tree, and the tail becomes bushy.

　　b. Tail can do many things. It can keep warm, keep balance and talk with others.

　　根據(jù)選擇結(jié)果回應(yīng)故事結(jié)局：Is the story true? No, it isn’t, but it’s very interesting.

　　V. Consolidation

　　1. Teacher acts as Zac together with a student acting as Monkey King as a role model for students. Then students act the story in pairs.

　　2. Teacher plays an English video clip to introduce the function of squirrel’s tail briefly to broaden students’ horizon.

　　VI. Summary

　　VII. Homework