Book1 Unit5 story time
Unit 5 She's my mother Story time(教案)
三上Unit5 She’s my mother Story time单元课时：第二课时教学分析：What: 苏海在公园遇见刘涛，介绍各自家人、询问对方家人的对话语篇。
Why: 通过公园相遇的生活情境呈现不同的家庭结构，引发学生在对话理解后了解更多的家庭关系和成员，如父母、兄弟、姐妹，在第一课时的学习的基础上丰富对家庭的认知，回应Big question What makes a family.How: 故事的语言由三部分组成How to introduce, How to ask, How to greet?分别对应遇见朋友及其家人这一交际情境下的“主动介绍自己家人”“主动询问对方家人”“礼貌问候互动”三个子情境。
重难点在于运用Who’s he/she? He’s/She’s...准确指代谈论的对象。
拓展比对第一课时学习的mum dad和本课时的mother father的语用差别。
教学目标：通过本课时的学习，学生能够：1.在故事阅读中认识刘涛和苏海的家人，理解mother, father, brother, sister并准确地说出人物关系。
2.梳理介绍家人及询问他人身份的语言，准确运用This is ... Who’s he/She? He’s/She’s...合作表演情境对话。
3.在翻牌问答游戏中谈论彼此的家人，了解不同的家庭结构并感知互相介绍家人的快乐。
教学重难点：1.整体理解Story time并在情境中得体介绍家人。
2.辨析he/she的人物指代特点，准确运用Who’s he/she? He’s/She’s ...询问并回答他人身份。
整体思路：教学通过Meet three Animal families--Meet finger family--Meet Liu Tao’s family -- Meet Su Hai’s family -- Meet our families串联。
借助人物头饰介绍Bobby, Sam, Tad和他们的父母，复习卡通板块，唤醒旧知的基础上，通过歌曲学习不同的家庭称谓，整体感知核心词汇，改编歌曲巩固所学；接着进入课文学习，通过勾选、圈画、划线等阅读活动理解对话、梳理语言；延续故事情境，模拟苏海介绍刘涛认识自己父母的对话，初步尝试合作运用语言交际；最后，关联学生实际，在信息沟的翻卡游戏中迁移所学，运用Who’s he/she? He’s/She’s...了解彼此的家庭关系，鼓励学生进行更多的语言输出如He’s nice...教学流程：Step1 Pre-reading1.Talk and ReviewT: In the cartoon time, we meet three animals. They are...Ss: Bobby, Sam and Tad.T: Who are in their families? Let’s review and introduce.(Ss act as the animals and introduce: Hi, I’m... This is my.../ She’s my ...)2.Sing and learnT: From their introduction, we can find Dad and mum can make a family. Here’s a song about them. Let’s sing along.(Ss sing along.)T: Look at the finger family. Who are in the finger family?(Ss look at the picture and learn father, mother, brother, sister, baby one by one.) T: Now, let’s make a new song for them.(Ss work in groups and sing about the members in the finger family.)【设计意图：从复习导入话题，在唱歌的任务中学习单元核心词汇，并在认识手指家庭的情境中意义理解词汇，TPR活动巩固单词，创编歌曲，意义操练。
五年级上册英语教案-Unit 5 What do they do 第一课时Story time. 译
五年级上册英语教案-Unit 5 What do they do 第一课时 Storytime教学目标•学生了解并能够使用新单词及短语：doctor, nurse, postman, police officer, teacher, farmer, fireman, artist, guitarist, actor •学生能运用所学职业词汇进行简单的日常对话•学生能够听懂和朗读课文中的对话，理解其意义•学生能够使用一些疑问句进行简单的提问和回答教学重点•所学职务词汇的掌握•意义的理解与语音语调的模仿教学难点•职业词汇以及疑问句的运用教学准备•教学PPT、多媒体教具•单词表教学步骤Step 1: Warming-up老师与学生们打招呼，询问他们的职业及其特点。
并提醒学生们职业名称对于英语学习的重要性。
Step 2: Pre-listening通过图片呈现不同职业的工作状态引导学生们表达其想象中各个职业的特点。
Step 3: Listening播放课文 Story time 音频，并配合图片展示。
老师可重复播放，也可边播放边解释一些生词。
Step 4: Post-listening老师手画黑板，告诉学生们今天课程要学习一些新的职业名称。
学生们一起过单词，老师说出职业，学生们喊出其名称。
教师可将单词表发给学生，让学生自己尝试说出来，巩固单词记忆。
Step 5: Practice老师提出几个问题，让学生们在同桌之间进行交流。
如：What does a postman do? What does a teacher do? 学生两两交流，尝试用所学单词进行回答和提问。
Step 6: Extension按照学生个体情况，适当安排一些延伸上的练习。
包括单项选择题，配对题等。
教学评估本节课的评估标准为：在学生掌握了职业名称和相对应的英语单词后，学生能够进行日常对话，并回答一些简单问题。
课后作业•复述进入职业名称的新单词。
牛津译林版五上U5第1课时(Story time)教案
五年级上册第五单元第1课时教案Teaching contents教学内容：Story timeTeaching aims and learning objectives教学目标：知识目标：1. 能听懂、会说、会读和会拼写单词teacher, teach, write, work, doctor, help, worker2. 能听懂、会说、会读单词writer, at home, sick, people, factory3. 能听懂、会说、会读和会写关于职业的第三人称句型的问与答What does he/she do?He’s/She’s a ...4. 能掌握动词teach，write，work，help，make的第三人称单数形式，并能初步运用句型What does ... do? He’s/She’s a ... He/She... 来讨论Story time中涉及的职业并进行相关描述。
能力目标：1. 学生能够使用重点句型来讨论职业名称和工作内容。
2. 学生能阅读并理解故事。
情感目标：培养学生对职业的认识以及对各种职业的尊敬。
Focus of the lesson and predicted area of difficulty教学重点和难点：教学重点：1. 在故事情景中阅读和理解句型What does he/she do? 及其回答He’s/She’s a teacher/writer/ factory/ worker/ …2. 能整体到局部再到整体的理解故事内容。
3. 能用正确的语音语调朗读故事。
4. 能尝试运用句型What does Mike’s/Su Hai’s father/mother do? He’s/She’s a ..来讨论Storytime的故事。
教学难点：1. 单词sick, factory, writer, people单词的读音2. 在故事情景中正确朗读和理解What does he/she do? 及其回答He’s/She’s a teacher/writer/ factory/ worker/…3. 通过教学活动初步了解主语是第三人称单数动词的变化形式。
人教版五年级英语上册《Unit5CStory-time教案》
Unit5 C Story time教案单元主题：There is a big bed课型：故事课一、教学目标(一) 语言知识1. 能够阅读、理解故事内容。
2. 能够复习巩固方位介词beside, over, between以及there be句型。
3. 能够借助语境理解busy, naughty, poor, catch, kick等单词的意思。
(二) 语言技能1. 能有感情地朗读故事并借助板书复述故事。
2. 能针对故事人物实行评价，发展综合语言使用水平。
(三) 情感态度培养学生的环保意识和养成乐于助人的良好习惯。
二、学情分析五年级的学生已经积累了一定的语言词汇及句型，能用英语实行简单的交际。
学生学习语言的兴趣浓厚，乐于模仿，积极尝试。
所以，在教学中，教师要引导学生体会故事的情感，积极思维，结合生活经验，调动已有知识实行表达，培养学生综合使用语言的水平。
三、教学重难点重点：能够理解故事内容，复习巩固方位介词beside, over, between以及there be句型。
难点：1. 能够借助板书复述故事内容。
2. 能针对故事中的人物发表自己的看法。
四、教具准备白板课件、板书人物图片、单词卡片、评价图片。
五、教学过程Step1: Warm-up1. Greetings and evaluation.2. T: Today I will divide you into two groups. Let’s have a match between each other.3. Enjoy a song: Where is Mr Monkey?4. Brainstorm.T: Can you think of any words begin with the letter “u” (under), “b” (beside, between, behind), “i” (in, in front of), “a” ( above), “o” (on, over).5. Find and say.T: Look at the picture, there is a can hiding in it. Let’s find where is it?It’s behind the dog. It’s in front of the house. It’s between the house and the tree. It’s over the bridge.Step2: Presentation1. Lead-in.T: Where is the can now? There is a can beside the river. How does he feel?He is sad.2. Watch the story and answer.(1) T: Why is the can sad? What happens to him? Now let’s watch the story.(2) T: He can’t find his home. He is poor. So he is crying for help.Can you help me? I want to go home.3. Read the story and find the main characters.T: Do you want to know more about can’s story? Read the story by yourselves and find the main characters.T: Who are the main characters?Ss: The poor can, bird, the naughty bear, rabbit, monkey, two fish and Zoom.4. Who helps the can? Who doesn’t help the can?5. Learn the story picture by picture. (解析文本)T: Why don’t they help the can? Let’s go into the story.(1) T: Why doesn’t the bird help the can? How does it say?Ss: Sorry, I’m busy. (使用白板的动画消失功能提示孩子bird很忙，听音模仿bird的语音语调。
五年级上册英语说课稿-Unit 5《TV Shows》(Story Time)｜人教(新起点)
五年级上册英语说课稿－Unit 5《TV Shows》（Story Time）｜人教（新起点）一、教学背景：本说课是针对五年级上学期英语课程中的Unit 5《TV Shows》（Story Time）进行的，本单元主要是为了培养学生的英语听说能力和阅读能力，让学生了解电视节目，提高学生的综合运用能力。
二、教学目标：1.学生能够听懂、口头表述并理解本单元所学的重点单词和句型。
2.学生能够大致了解英语电视节目的种类并能够掌握相关的英语表达。
3.学生能够运用所掌握的语言知识和表达方式，自主完成有关电视节目的英语口语和书面表达。
三、教学重难点：1.教学重点：本单元中所涉及的单词和句型的掌握。
2.教学难点：学生需要自己独立掌握有关电视节目的英语表达方式。
四、教学内容和教法：1. 教学内容：本单元中的重点单词和句型如下：单词：•TV shows: 电视节目•news: 新闻•sports: 体育•soap opera: 肥皂剧•comedy: 喜剧•game show: 游戏秀•cartoon: 卡通片句型：•What TV shows do you like? 你喜欢什么电视节目？•I like… 我喜欢…•My favorite TV show is… 我最喜欢的电视节目是…2. 教法：本认为需要采用如下教法：课前准备：老师将把电视机带进教室，并将电视机桌面上提高。
在电视显示屏上展示不同类型的电视节目。
为了在教室里展示电视节目，老师还需要准备相关录像带和光盘。
导入活动：老师可以将电视机打开，并让学生观看使学生对电视节目有一定的了解和认识。
学习活动：1.学生自我介绍，并谈论其最喜欢的电视节目，并运用到目标语言中。
2.老师可分组让学生们分享自己喜欢的电视节目，以此来熟悉相关的英语表达方式。
3.老师可以播放一些电视节目录像带，让学生了解各种电视节目的类型。
4.应用与拓展：学生可以编一个电视节目介绍，以此展示其掌握情况。
人教版五年级英语上册Unit5 Story time
The can is on the grass beside the river. He wants to go home.
But the bird is busy. He can't help him.
There is a can beside the river. He is sad. Can: Can you help me? I want to go home. Bird: Sorry. I’m busy.
Look and say 看图讲故事
本节课我们陪着易拉罐经历了一次不算快乐的旅 行的小故事，感悟到无论外边有多好，都不如自己的 家温暖。我们要用心关爱我们的家人，来回报家人对 我们的爱。还要记住不要乱扔垃圾，要分类投放垃圾。
1. 读故事给朋友或家长听。 2 试着用英文简单讲述故事给伙伴听。
Unit 5 There is a big bed
PEP 五年级上册
课时 7
Story time
Read in front of between above on
beside behind in under There is...it? It's a can.
No, they are late for school. Rabbit: Come on! We’re late for school.
Poor can!可怜的易拉罐！
Where is the can now? The can falls between two fish.
fall[fɔːl]跌落 Can the fish help him？ Yes. They give it to Zoom.
快快长大：垃圾分类不乱扔
Unit 5 Signs第一课时(Story time)(说课稿)- 2022-2023学年英语六年
Unit 5 Signs 第一课时 (Story time) 说课稿一、教材分析本节课是英语六年级上册 Unit 5 Signs 的第一课时，主要内容是通过阅读故事 The Lion and the Mouse 学习故事的主要内容和情节，培养学生听、说、读、写的综合语言运用能力，使学生能够理解故事的情节，并且能够运用学过的词汇和句型进行故事的复述。
本节课的教材包括教材原文、PPT 和教师手册。
二、教学目标1.语言知识目标：•了解故事 The Lion and the Mouse 的情节；•掌握单词 lion, mouse, saw, trap, help, thanks；•能够使用所学单词和句型复述故事。
2.学科能力目标：•培养学生的阅读能力，理解故事的情节；•培养学生的口语表达能力，能够使用所学单词和句型进行故事复述。
3.情感态度目标：•培养学生的爱好好奇心和阅读习惯；•促进学生积极向上的情感状态，激励学生勇于面对困难和挑战。
三、教学重点和难点1.教学重点：•学习故事 The Lion and the Mouse 的情节；•掌握单词 lion, mouse, saw, trap, help, thanks；•能够使用所学单词和句型复述故事。
2.教学难点：•帮助学生理解故事的隐含意义；•培养学生的口语表达能力，运用所学知识复述故事。
四、教学方法1.给学生提供足够的阅读材料，引导学生进行分析和总结。
2.利用多媒体技术，通过图片和动画的形式，直观生动地呈现故事情节。
3.利用视听辅助教具，帮助学生进行语言环境模拟。
4.利用教师和学生的互动，帮助学生加深理解，更好地掌握所学知识。
五、教学过程设计1.导入（5分钟）引入故事 The Lion and the Mouse 的主题，并呈现图片，帮助学生理解故事的主要人物和背景。
2.新课讲解（15分钟）教师通过PPT指导学生理解故事的情节，帮助学生学习新词汇：lion, mouse, saw, trap, help, thanks，并进行多次口语模仿，巩固学生对单词的理解和词汇运用能力。
Unit 5 Story time(教学设计)-五年级英语上册(译林版三起)
1.Words:cook, doctor, driver, farmer, nurse,policeman, teacher, worker
2.Sentences: -What does your father do?
-He is a ......
-He......
-What does your mother do?
Step VI:Homework
1.Read and try to recite the story.
2.Write a short passage to introduce your parents’jobs.
通过布置作业巩固复习本节课单词以及句型。
板书设计：Unit 5 What do they do?
After watching the video.
T:Who can share with us your answer?
S1:Mike’s father is a teacher.
S2:Mike’s mother is a writer.
S3:Su Hai’s father is a doctor.
五年级的学生，经过几年的英语学习，差距也有所明显。所以在授课时，针对基础较好的学生，以引导兴趣为主，继续保持学习英语的热情。针对学困生，从基础进行培养，让学生从基础出发，先树立学生的自信心。
教学
工具
PPT，课文视频，音频
教学
方法
任务教学法，游戏教学法，合作探究法
教学过程
学习任务
教学活动
设计意图
Part 1：
3.Linking
T:Like the words in a sentence
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A.………. B. ………..C.…………D.…………
b.Listen again and check the answers
A. fish B. rice C. Coke D. ice cream
Ss try to recite what Zoom says “I’d like some fish, some rice, some Coke and some ice cream.”
Then read by yourself five times loudly.
2.Tell the story to your parents in English or in Chinese.
课前热身帮助预热氛围，将课堂带入主题。
复习已学的食物单词，为新授环节铺垫。
从记忆挑战游戏引入教授2个新单词。
Guest: Sure. Here you are.)
5. Story Time
a.One day, Zoom is hungry. He goes to a restaurant and wants to buy something to eat.
T plays the record. Ss listen to the tape 2 times and answer.
Book1Unit5Let’seat!
PartCStory time
Lin Ningchuan
LubeiPrimary School
Teaching aims:
1. Knowledge aims:
a. Ss can listen, readandunderstandthestory.
b. Ss canlisten, say and readwords and expressions.
b.Teach “Coke” & “ice cream”
2.Revision “I’d like some …, please.”
a.T points to the food and asks “Look!What would you like?
Coke or ice cream?”
Ss answer “I’d like somecoke/ice cream/…, please.”
T tells Ss “A contented mind is a perpetual feast!”
Its Chinese meaning is知足常乐莫贪心.
Step4. Consolidation and Extension
Show time:Greedy Zoom
Ss work in3, one is Zoom, one is the waiter, one is the cat.
what they have learnt in life.
3. Emotion aim:Ss will know “A contented mind is a perpetual feast!”
Teaching important and difficult points:
1.Ss can listen, say and read words and expressions.
Make a new story and act it out.
(e.g.Zoom: I’d like somecoke, please.
Waiter: Here you are.
Zoom: I’d like some ice cream, please.
Waiter: Sure.
Zoom: Can I have some juice, please?
T says “Sure. Here you are.”
b. Game: Roll the Snowball(滚雪球)
The first student says “I’d like somecoke, please.”
Thesecondstudent should say “I’d like somecokeand..., please.”
Teaching aids：CAI,cards & picturபைடு நூலகம்s about foodetc.
Teaching procedures:
Purposes
Step1. Warm-up
1. Free-talk between T and Ss.
e.g.How are you?
I likefish.Do you like fish?
e.g.A:I'd like some Coke, please. /Can I have some Coke, please?
B:Sure. Here you are.
b. Ss will develop their abilities of watching, listening, saying and using
……
3. Teach “Sure. Here you are.”
a.T hasa restaurantand Ss wants to buy something to eat.
Ss can ask “Can I have some milk/…, please?”
T gives the milk to the student and says “Sure. Here you are.”
c.Listen and repeat sentence by sentence
d.Watch the VCDand read the story
e.Discuss: Can Zoomeat the fish? Why?
T lets Ss think of what can they say to Zoom.
师生对话，滚雪球游戏不断反复巩固已学句型，在句型中操练新授单词。
创设客人点餐，服务员为客人服务这么一个日常真实的情景，带入教学新的表达方式Sure. Here you are.
带着问题听录音，锻炼学生获取关键信息的能力。
抛出问题，解决问题，揭示故事所蕴含的寓意。
如课堂时间空余，可适当给学生自由发挥的空间，创编新故事，把语言真正用起来。
2. Sing the Song “Let’s have a picnic today” together.
Step2.Revision
1.T shows some cards about food, Ss read quickly.
2.MemoryChallenge
Some foodappearson PPT 3 seconds, then disappears.
b. teach “Sure. Here you are.”
4.Pair work:A waiter and a guest
Ss work in 2 and make a new dialogue. One acts a waiter. The other acts a guest.
(e.g.Waiter: Can I have some milk, please?
e.g.ice cream/ Coke
A: I'd like some Coke, please. /Can I have some Coke, please?
B: Sure. Here you are.
2. Ability aims:
a.Ss canexpress what they want to eat or drinkand know how to answer.
Waiter: Here you are.
Zoom: Can I have somecake, please?
Waiter: Here you are.
Zoom: Oh, no! Myice cream!)
Step5. Homework
1.First listen and repeatthe story atP55fivetimes.
Ss say what they remember..
Step3. Presentation and practice
1.Teach “Coke” & “icecream”
a.A bottle of coke and an ice-cream appear 3 seconds, then disappear.
e.g.ice cream/ Coke
A: I'd like some Coke, please. /Can I have some Coke, please?
B: Sure. Here you are.
2.Ss can express what they want to eat or drink and know how to answer.
Bb Design: