人教新起点小学英语二下 Unit4 Time Story Time 教案

Story Time
教学目标:
1.复习巩固时间的表达方式。
2.复习巩固有关活动或游戏的表达方式。
3.能够借助录音，图片，文字和教师的讲解读懂小故事，并能在教师帮助下尝试表演故事。
教学重点：
1. 能够借助录音，图片，文字和教师的讲解读懂小故事。
教学难点：
1. 学生对start, really, I’m late. I win! 的理解 。
2. 单词start的发音。
教学过程：
Step I Warm-up and Lead-in 热身和导入
1. Warm-up
a. Greetings
b. Students sing a song about time.
设计意图：通过询问时间，激活已有的知识，为学生接下来学习新知识做好了准备。
2. Lead-in
Write 11:50, 11:30, 11:20, 11:10, 11:00 on the blackboard and review the time.
Then, the teacher takes the advantage of time and draws the rabbit and the turtle.
设计意图:采用简笔画的形式由时间导入故事的主人公：兔子和乌龟，活泼有趣，迎合了低年级学生的性格特征。
Step II Pre-reading 阅读前
T: Look, it’s a sunny day. Rabbit and turtle are going to have a running race. Can you guess who wins
Students guess who wins. Then, the teacher shows the end of the story. And students guess who wins again.
Next, students watch the story and think about the questions.
Question 1: What animals are there in the story
Question 2: Who wins
设计意图：让学生带着问题去看故事，既能有效地帮助学生获得本课的重点，又锻炼了听力。同时，预设问题：为什么乌龟会赢？为接下来的精读故事做好了铺垫。
Step III While-reading 阅读中
1. (PPT) T: What time is it It’s time to go, go, go. So we can say “Let’s start!” (Do action)
The teacher teaches the sentence. Then, read it together.
设计意图：利用动作让学生来猜start的意思，并及时纠正发音，攻破教学难点。
2. Let students listen to the sound of Dog. Then, the teacher and students talk about the picture.
Possible dialogue:
T: What time is it What is Dog doing Does Rabbit want to play football So Rabbit says “Let’s play football.”
Ss: It’s 11:10. Play football. Let’s play football.
Next, students make a role-play and read this picture.
设计意图：播放狗叫声引出在踢球的小狗，复习教授时间和活动的句子。然后在脱离了图画的情况下，让学生进行角色朗读，加强文本的阅读。
3. The teacher shows Turtle and let students know Turtle is running.
T: Rabbit says byebye to Dog. He runs and runs. Suddenly, he sees a kite. Whose kite is it
Then, students review the time and activity. Next students make a role-play and read picture 3.
设计意图：教师表演小兔子在跑步的过程中看到了一只风筝，接着引出了小猴，引导学生询问时间并做动作复习fly the kite的短语。接着进行了文本的角色朗读，并逐图减少信息，加深学生对故事的印象。另外，每幅图都会提到一直在坚持跑的乌龟，为情感的升华做好铺垫。
4. The teacher shows Turtle again and let students know that he is running. Then, students look at TV and guess who Rabbit meets next.
Possible dialogue:
T: Angle is riding the bike. Can you ride a bike Let’s ask Angle the time, ok Let’s ride the bike, ok
Ss: Yes, I can. What time is it Let’s ride the bike.
Then, students look at PPT and make a role-play.
设计意图：采用“冰山一角”的形式引出了小天使，并让学生来扮演，为学生创建真实的语境来学习。接着，让学生看缺少时间和活动的文本PPT来进行角色扮演，为表演小故事打下了良好的语言基础。同时再一次提到了乌龟，情感目标体现在了文中。
5. The teacher shows Turtle again. Then, let students observe the picture and talk about it. The teacher does action and teaches the sentence.
Next, the teacher takes advantage of body language to teach the sentences “I’m late. I win”. Students do action and practice the pronunciation. At last, students make a role-play.
设计意图：再次提到一直在奔跑的乌龟，水到渠成地完成了情感目标。充分利用身体语言教授难点句子，通过小老师和录音的教授真正让学生成为课堂的主人，在快乐的氛围中学习新知识。
Step IV Post-reading 阅读后
1. Listen and repeat.
2. The teacher and students retell the story and play the “Dingdong” game.
3. Group work
The teacher and some students set an example first. Then, students act the story in groups.
设计意图：通过听音模仿，帮助学生养成良好的发音习惯。采用游戏的形式带动学生复述课文，再一次进行巩固，为下面的小组表演活动打下了基础。通过小组合作的活动，培养学生合作和创新的精神。
Step V Production 生成
The teacher asks students why they like Turtle. Then, let students understand the meaning of “keep on going”.
设计意图：点明主题，让学生通过小故事明白做任何事都要坚持到底的道理。
Blackboard Design 板书设计
设计意图：
设计一条比赛路线，真实再现龟兔赛跑的故事，让学生能够对故事的梗概一目了然，同时也利于他们对故事的复述和表演。重点句型的呈现，让学生对本节课的重点内容有一个充分的了解，加深印象。同时竞争机制也采用了赛跑的方式，密切结合了本课的内容。