译林2011课标版三年级起点《Story time》最新教案下载-漳州市优质课

2.Students can read and understand the following new words: goldilocks, house, forest, tired,too+adj;

3.Students can read and understand the sentence structure:There be…

教学难点：1. Students can grasp some proper reading ways;

Students can use their imagination when reading a story.

教学准备：pictures, ppt, word cards

设计理念：《英语课程标准》指出：义务教育阶段英语课程的总目标是：通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等方面整体发展的基础之上。语言技能和语言知识是综合语言运用能力的基础；文化意识有利于正确地理解语言和得体地使用语言；有效的学习策略有利于提高学习效率和发展自主学习能力；积极的情感态度有利于促进主动学习和持续发展。过五个方面相辅相成，共同促进学生综合语言运用能力的形成与发展。因此，教师的教学设计围绕语言能力、学习能力、思维品质和文化意识逐层展开，并充分考虑班级实际，力求在教学过程中鼓励学生参与、体验、合作、探究，培养学生的英语自主学习能力和探究精神，全面锻炼学生的听、说、读、写能力，从而培养他们的综合语言运用能力。

教学过程：

Step1 Warm up

Greeting

Showing the learning aims

The teacher shows the learning aims of this lesson on the screen:

T:If you have the golden ears, eagle eyes and super mouth, I think you can achieve the goal.

设计意图：在课前让学生充分了解本节课的学习目标，有利于学生明确学习任务，提高上课效率。

Listen and guess

Ask students to listen to the sound of the forest and guess what place is it?

S: forest.

Teach the new word: forest.

设计意图：利用森林里各种动物的叫声，激发学生想象能力和学习兴趣，并充分调动他们的英语思维。

Step2 Presentation

Let’s learn

Ask students to look and answer: who’s in the forest?

S: Goldilocks.

Teach the new word: Goldilocks.

Ask students to choose the correcting meaning of “Goldilocks”:

设计意图：培养学生用英语解释英语的能力，从而进一步培养学生的英语思维。

Then, present a house and teach the new word: house.

Next, ask students to guess: If you were Goldilocks, what would you say?

设计意图：教师旨在利用课文的留白部分充分激发学生的想象能力和学习兴趣，从而使得故事情节更加完整和精彩。

Watch and guess

Ask students to watch the cartoon and try to answer the following question: