六年级 Baby Becky
（一）教学目标
1.知识与技能：
能够掌握故事大意
能够在图片和插图的帮助下读懂本课的故事
能够给故事的图片拟定小标题
能够在老师的帮助下简单复述故事梗概或片断
2.情感态度：
爱自己的妈妈，做力所能及的家务。
3.学习策略：
旧单词猜新意思，看图猜单词，浏览图片了解故事的主要内容。迅速找读故事的梗概信息。
（二）学生的分析：
本课的教学对象是小学六年级的学生。他们从三年级开始学习英语，已经掌握了一些
英语基础知识，并且具备了一定的语言组织能力。本课的内容对于他们来说比较简单。所以让他们先浏览图片，会有弊端，因为看明白了图片就知道故事的内容，也找到了故事的趣点，让他们在去读故事，也就没啥意思了。怎么解决呢？
（三）内容分析：
本课是六年级上册第6课的内容，六年级第一学期适用。是以故事的形式，再现学生在本单元学到的知识，帮助学生复习、巩固以及掌握所学知识的课型。
教学过程：
Step I.Class Opening. (2 minutes)
1.Greeting: Hello, boys and girls. How are you? Nice to meet you.
2.Look and answer.
T : Where is Mr. Smith and Li Ming?
T：Li Ming helps Mr. Smith dry the dishes.
T: Li Ming is eleven years old. He can help Mr. Smith.
T: Is he a baby or a boy?
T: Today we'll learn a story about the baby. What will happen in the story?
【设计思路：通过李明帮助史密斯先生的图片，为故事中Becky帮助妈妈打下伏笔。】
Step II:
1. Pre-reading activites :（3 minutes）
T: This is a baby and her mother. Where do they go in the house?
【设计思路：学生通过快速浏览图片，找到他们去过了哪里，图片有遮挡，让学生们猜得更有挑战性，对预测故事的内容就更激起了他们的好奇心。】
2. While- reading activites:（25minutes）
图一: listen to the tape of picture1 and answer.(3minutes)
What's her name?
What can she say?
What can she do?
【设计思路：了解故事的主人公，以及他想要帮助妈妈的这条主线。】
图二、三、四：In the kitchen , (12minutes)
What does Becky do in the kitchen?
What does Becky make with the dishes?
How does the mother feel?
How does Becky feel?
【设计思路：在厨房都干了些什么，让学生找到，dry the dishes, play with the dishes, open the fridge, cook eggs, play with the eggs,通过问感受让学生体会小孩子的捣蛋顽皮，和妈妈的无奈，担心和爱。】
图五、六：In the bathroom, read listen and judge(5minutes)（学生用双臂交叉表示错，双臂举过头顶表示对。）
( ) Becky is in the toilet.
( )Becky is tired.
( )Becky is clean now.
( )Becky wants a shower.
( ) There is no water in the bathroom.
【设计思路：通过判断了解故事的详细内容，让学生借助图片理解shower ,通过 every 和where 两个旧词来理解everywhere】
图七：in the living room(3minutes)
How does her mother feel?
What time is it?
T: Time to make dinner.
图八：in the kitchen(2minutes)
Is the kitchen clean?
Who did it ?
Who cleans the kitchen?
T:Her mum is tired. Does Becky help her mother? Can she?
T: Becky makes the rooms and her dirty. Her mother cleans the rooms and her.
T:What can you do to help your mother?
【设计意图：引导学生孝敬自己的父母。】
3. Post-reading activites.(10minutes)
Let's listen and read the story again.
A: Read the pictures and use the given verb to say something.(5minutes)
B：Retell the story if you're Becky.(5minutes)
河北省优秀的故事课教学设计供大家学习 参考
Step I Class Opening (5 minutes)
1. Greeting
T: Let’s begin our class. Hello, boys and girls. Nice to meet you.
2. Free talk
T: Hello! How do you feel now?
S: I feel …
T: Now I’ll show you a picture of Li Ming’s family. What can you say about Li
Ming’s family?
S: Li Ming’s father is a teacher. He is tall. He likes to cook…
T: What does your father do? Is he tall?
S: Li Ming’s mother is a doctor. She likes to go shopping…
T: Does your mother like to go shopping? ...
( 设计思路：通过谈论本单元学过的李明的一家，既复习了前面学过的内容，
同时在自由的师生谈话过程中，学生也能够自然而然地介绍自己的家庭信息。)
T: What do you like to do? Can you ask your friend?
S: I like to ______. He/She likes to ______.
2
英语 • 五年级上册
( 设计思路：通过同伴间互相询问这一问题，让课堂上每个学生都能开口说英语，
而后也可以练习人称的转化。)
3. Game: Do and Guess?
The volunteer chooses one of cards and does the action, others guess.
Phrases: ride bikes, go for a walk, watch a film, sit and cry, jump, have dinner
( 设计思路：通过“做与猜”的游戏复习了本课涉及到的动词词组，活跃气氛
的同时，让学生尽快地融入课堂，为下面的故事打基础。)
Step II New Concepts (25 minutes)
1. Lead in
T: Today my friend Maddy and her family are
coming to our classroom, do you remember
Maddy?
S: She is a monster. She is 99 years old. She is
5 metres tall. She lives in a big house with her
big family.
( 设计思路：通过PPT 图例介绍让学生自己说出Maddy 的个人信息。)
T: Can you guess how many monsters are there in Maddy’s family? Who are they?
T: Let me tell you a story. The name is: Maddy’s family.
( 设计思路：教师讲故事有利于学生整体感知语篇，提炼主旨大意。)
Match the words and pictures on the blackboard.
( 设计思路：考察How many monsters are there in Maddy’s family? 这一问题，并
出示Maddy 一家的贴图，将对应的成员名称贴到黑板上，此环节可检查学生
刚刚听故事的效果。)
2. Listen to the story.
Try to imitate the sentences.
3
教学设计
( 设计思路：听读可以纠正学生的读音，有益于学生模仿正确的语音语调, 通
过模仿发音指导学生流利的表达。)
3. Game: Guess, guess, who are they?
Read these cards: ride bikes, sit and cry, go for a walk, work, work in a park,
play jump-on-uncle, have fun together, watch a film, have dinner
The volunteers read the sentences on the paper.
She is a monster. She likes to sit and cry. Who is she?
He is a monster, too. He likes to ride bikes. Who is he?
He is a worker. He works in a park. Who is he?
She is a worker, too. She works. Who is she?
PPT:
They like to go for a walk. Who are they?
They like to play jump-on-uncle. Who are they?
Others guess. And please match the cards on the blackboard. This is Maddy’s _____.
He/She likes to ______.
( 设计思路：用游戏的方式对故事中的内容进行再次的巩固，相当于一个匹配
的练习。)
4. Listen to the story again.
Read the story quietly and check.
( 设计思路：通过学生再次听故事, 并且默读课文完成练习，给学生思考的时间，
并用谈话的方式检查学生练习完成的情况，了解学生对故事的掌握程度。)
Step III Consolidation (8 minutes)
1. Practice in groups.
( 设计思路：分层设计小组活动目标，进行复述的练习。)
4
英语 • 五年级上册
2. Activity: My family
T: That’s Maddy’s family. Please talk about your family with your partner.
( 设计思路：将所学知识运用到实际生活中，介绍自己的家庭成员。)
Step IV Class Closing (2 minutes)
1. Homework: Write a story about your family.
2. Introduce some English story books about love.
Charlotte’s web / Guess how much I love you / My Mum / My Dad
3. Song: Love song
( 设计思路：在课堂的结尾，给学生们介绍一些比较适合他们阅读的有关爱的
英文故事书，进行课外英语教学的渗透，最后在温馨的歌声中结束本堂课。)
Lesson6 Betty’s Clothes 姜家营中心小学 杨淑花 期盼同行参与讨论教学设计！
教学目标
知识目标 1.学生能够听懂和理解这个简单的故事。
2.学生能就故事进行提问和回答。
3. 学生能够用自己的语言分角色表演故事。
能力目标 在日常情境中注意观察，并用简单的英语对话
情感目标 在每天的生活中试着模仿和运用英语。
重点：
同知识目标1
难点：
理解第8幅图的句子的意思
教具：
教学光盘
教 学 过 程：
开始上课和复习Class opening and review
问候Greeting 复习上节课学过的衣服单词，复习一星期七天的知识。
课文导入Lesson hook:现在，我们来认识一位女孩，她叫Betty，她将要参加一个聚会。她到底穿什么衣服去呢?让我们从课文中找出答案吧!
看图片预测。
新概念New concepts: Story time: Betty’s Clothes
读前活动:看图讨论
看教科书，利用每一幅图讨论故事梗概。思考问题:
Where is the girl? What’s the girl doing?
What clothes are in the pictures? What are they talking about?
阅读活动:将故事从头到尾逐图过一遍，帮助学生理解故事情节。
Panel 1: What’s the girl’s name? What day is it? What is she going to do?
Panel 2: What colour are the shorts? What else can you see in the closet?
Panel 3: What colour are the trousers? What colour is the T-shirt? Does Betty like them?
Panel 4: What colour is the sweater? Does Betty like the sweater?
Panel 5: What colour is the shirt/skirt? When will Betty wear them?
Panel 6: What day will Betty wear this scarf?
Panel 7: What clothes does Betty decide to wear?
Panel 8: What do you want to wear at the party?
大声朗读:
1.教师范读，速度要慢，辅以动作和手势。适时解释个别不懂的单词。
2.播放光盘，学生大声跟读，读出韵味。
读后活动:
1.用汉语复述故事。
2.分角色表演故事。将全班分成8人一组(Betty和7件说话的衣服),给学生一些时间来练习语言和动作，然后在全班展示。
结束课堂教学:Good-bye!
板书设计：
Betty’s Clothes
On Monday shorts
On Tuesday trousers and T-shirt
On Wednesday sweater
On Thursday shirt and skirt
On Friday scarf
On Saturday dress
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