把“Story time”教得有趣，读得有味，演得生动
——以PEP 4B Unit 4 At the farm Story time为例
浙江省桐乡市石门镇中心小学 戴娜
人教版英语PEP教材给每册每个单元C部分设计了Story time板块，里面有很多是很贴近我们生活的真实素材，学生很轻易就能进入情节，这比单一地去创设离学生很远不切实际的情境更简单易行。所以，将“story time”有效地利用到日常教学活动中来，使整个单元教学更紧凑、有序，再充分利用小学生想象力丰富、好奇心强的学习本能，让孩子们用可爱好听的声音演绎出来。不仅能够帮助学生巩固教材，提升语言综合利用能力，而且会让学生从中获益，得到学习英语的快乐和成就感，更加爱上英语。PEP 4B Unit 4 At the farm C Story time教学设计本单元围绕“farm”展开，主要学习一些有关动植物的单词与句子。本故事以对话的形式讲述了Zoom和Zip在农场上所见和一件趣事。主要语言点是What are those? Are those ...?及相应的问答，以及语句I like ....1、能听、说、认读turkey, mutton等单词和句型I love grass. 复习巩固有关蔬菜及农场动物的单词vegetable, cow, hen, sheep 及其复数形式，以及复数结构的句型What are those? They’re cows. Are those turkeys? No, they aren’t. They are hens.2、能够在图片的帮助下理解故事内容，并使用正确的语音、语调讲述或表演故事。3、通过参与性的活动，激发学生对英语学习的兴趣，培养学生的综合语言应用能力，达到学生乐于扮演的情感目标，并能感受语言的幽默性。1、能听、说、认读turkey, mutton等单词和句型I love grass.2、能够在图片的帮助下理解故事内容，并使用正确的语音、语调讲述或表演故事。2、了解一些与动物有关的英语习语，激发学生对英语学习的兴趣，培养学生的综合语言应用能力。Zoom、Zip、cow头饰，卡片，seewo课件等。1. 课前播放<The fruits and vegetables song>T: Good morning, boys and girls.Ss: Good morning, teacher.T : What’s the weather like today?T: Oh, I’m hot. I love ice creams. I like ice creams very much. Do you like ice creams?（出示教师吃冰激凌的照片）T: Hmm, ice cream is sweet and cold. Wow, look, a lot of food. I’m hungry. I like chicken and eggs. They are yummy. What about you? What food do you like? (屏幕呈现一些食物图片)S1: I like _________ . It’s /They are _________ .T: OK. You like these food, how about vegetables? What vegetables do you like?(屏幕呈现一些蔬菜图片)T: Good. I think eating more vegetables is good for our health.T: Look, where are the vegetables?（设计意图：歌曲热身，活跃课堂气氛。Free talk，复习之前学的单词，并为下一步教学做好铺垫。）Step 2: （蔬菜出现在农场上）Presentation and practice11. Look, there are many vegetables and animals on the farm. Are these hens?Ss: No, they aren’t. T: They’re not hens. They are turkeys. ( nurse monkey)跟读（设计意图：通过描述，让学生掌握两种动物之间的不同，也是对新词的一种操练。）出示奶牛的一个局部Let’s guess. What are those?T: Yes, they are./No, they aren’t.T: There are some cows on the farm. Let’s listen who are on the farm too?(播放录音) ‘Look at the vegetables. I love vegetables!’ ‘I don’t like vegetables.’T: Yes. You are so smart. Now Zoom and Zip are on the farm.Now you are Zip: ‘Look at the vegetables. I love vegetables! I love ____.’Now you are Zoom: ‘I don’t like vegetables. I don’t like _____. I don’t like _____. I don’t like ______.’
2. Then Zoom and Zip walk and walk. They go to the farm house.
Zip: They’re ________. I like them.Now you are Zoom, what will you say?Zoom: I don’t like cows. I like _______. It’s yummy/….Boys are Zoom, girls are Zip.3. T: Oh, here comes some animals. Are those turkeys?Ss: No, ______. They are _____. I like _____.Zip likes them, but Zoom….S1: I don’t like _____. I like ____ and _____.
4.（出现羊的叫声） Listen and guess, what are those?Zip: Yes, ______. _______.T: Does Zoom like sheep? Look at the picture.(羊肉图片)操练新单词muttonZoom: I don’t like _____. I like mutton. It’s _______.T: But I don’t like mutton. It’s yucky!
Step 3: Presentation and practice 21.T: What happened to Zoom and Zip?Let’s watch the video. After watching the video let’s answer two questions.Q1: What’s the weather like there?T: Yes. It’s sooooo hot. So they want to make a hat.Q2: What does the cow like? Grass (使用希沃课件四线三格书写功能)
Zip: It’s _____. Let’s make a ______.Cow: Me too! I love ______.
One is Zip, one is Zoom, the last one is the cow.T: That’s so funny. 邀请两组来表演。（设计意图：故事表演，角色扮演是学生最喜欢的环节，也是展示一节课成果的时刻，教师准备好Zoom和Zip的手偶，还有道具，更加增添了这节课的趣味性。）4. Let’s watch the whole video and repeat.5. Open your books then listen to the story again and repeat.
（设计意图：整个故事的表演相对来说难度较大，所以给学生一张故事的挖空纸，让学生复述，也可以做适当修改和展开，是在鼓励学生真正运用语言，真正做到了语言的意义操练。）
凌哥反反复复宣传自己的书写教学理念——渐进书写。凌哥不否定沪版牛津教材的正体，也不否定人教版教材的斜体，而是兼收并蓄，认为应当依据小学生的字形认知能力和肌肉控制能力，循序渐进地开展书写教学，从规范、端正，到流畅书写。并且为此设计了4款字体：
