6B Unit5 A party（Story time）教研课
新湖小学 费玲娜
教学内容
Unit5 A party（Story time） 教学课时
第1课时
教学目标
1.知识目标:
①能听懂、会说、会读和会拼写单词: clown, appear, put on, begin, ②能听懂、会说、会读和会拼写句型：What are you going to bring to the party? I’m going to bring some toys.Are we going to eat or play with the toys first? 2.能力目标:
通过课文重点语言知识点的学习，能理解课文内容，能自然流畅地给课文内容配音和表演。
教学重点与难点
教学重点：正确掌握，灵活运用将来时句型表达于真实情景中。
教学难点：能理解，正确朗读，表演Story time,并能自编类似情景。 教学准备及手段
1．教具准备：PPT课件，图片 2．教学准备：学生预习故事
3．板书准备：写好课题，句子卡片 教 学 过 程
Step 1Warming up 1.Free talk: What date is it?
What holiday is coming? （May Day） What holiday do you like？
What are you going to do on May Day?
Ss talks.2.What am I going to do on May Day? Can you gue? 引导学生提问：Are you going to …? （ppt3） 3.Play a game link,link(连连看)
4.Try to say：What are you going to do on Children’s Day？I’m going to.… What do we need for the party？We need….Step 2 Presentation and practice 1.What are the children going to do on Children’s Day? 2.Can you ask some questions about the party? (1)When are the children going to have the party? (2)Where are they going to have the party? (3)Who is going to take part in(参加) the party? (学生回答When? Where? Who?即可) 3.Watch and complete the form.4.Read and answer: (1)What are the children going to bring to the party?
(2) What are the children going to bring to the party? Learn the new words: clown [klaʊn]小丑 appear [əˈpɪə]出现
5.Read and choose Step 3 Consolidation 1..Read and repeat ad read together.2.Reading time.3.Match and say 4.True or false 5.Act out the story.Step 4 Homework 1.Listen to the tape and read the text three times.2.Talk about your plans for Children’s Day with your friends.板书设计： Unit 5 A party (story time) What are the children going to bring to the party? … is going to bring some …to the party.Are they going to eat or play with the toys?
Let’s have some fun.教学反思：
本课我教学的是Story time的语篇阅读教学。对于这节课，我有以下几面需要改进：
1．各班学生层次不一，学习能力较差的同学兴趣不高，甚至羞于参与课堂教学。针对这一情况，我没有很好的发挥小组合作的优势，让学生同桌交流，这样就可以让所有的学生都能参与课堂活动，以便各有所获。
2．整堂课中，缺乏对学生阅读方法和阅读习惯的培养。在逐步理解故事的过程中，可以分别让学生采用快速读、默读、跟读、朗读方式进行学习。而且在每一次的活动中，我应该让学生带着一定的任务去读，带有目的性，并规定用不同符号在文中画出答案，这样做的话，培养学生勾画、做批注的习惯。
3．对于高年级的学生而言，英语思维的发展重要性逐步凸显出来。我应该力图通过不同形式、不同层次的活动，跳出机械认读的学习方式，激活学生的思维，学生思维发展是一个长期训练的过程。
