Unit 4 Time Story Time 教案 （含反思）
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Unit 4 Time Story Time教学设计
一、教学内容：
本课时学习的主题是通过乌龟和兔子赛跑这条主线让学生了解并掌握如何询问时间并作答。通过本课时学习，学生能够根据故事情节的发展，结合小兔子遇到的不同动物的时间及活动，学习龟兔赛跑的故事，并有感情的朗读故事及表演故事。在龟兔赛跑的过程中通过兔子在路上的所见所闻，让学生在故事中能够有所感悟，了解小乌龟如何能取得胜利，并体会到应该像小乌龟一样具有坚忍不拔的精神。
我将本课教学设计意图以兔子在路上的所见所闻故事形式展现出来，通过情景练习，注重学生语言知识及语言运用能力的培养，最终达成本课的教学设计意图。
二、教学目标：
（一）知识目标：
1.学生能够复习、巩固本单元涉及的有时间的词汇和句型.
2.学生能够根据故事情节的发展，结合小兔子遇到的不同动物的时间及活动，学习龟兔赛跑的故事，并有感情的朗读故事及表演故事。
（二）能力目标：
1.通过师生问答、听力练习、小组互练、小组表演的方式体会故事情感和语感。
2.通过带头饰表演的活动激发学生的兴趣，培养他们主动的表达的
愿望。
3.让学生在故事中能够有所感悟，了解小乌龟如何能取得胜利，并体会到应该像小乌龟一样具有坚忍不拔的精神。
三、重点、难点：
重点：
1. 熟练运用表示时间的词汇及句型。培养学生的阅读理解、朗读故事以及表演故事的能力。
2. 在阅读过程中训练学生养成细心观看画面，借助画面理解句子，勤于动脑思考的好习惯。
难点：
1. 故事中关键词汇的发音：start, late, win, turtle.
2. 故事的分角色表演。
四、教学准备：多媒体课件、自制单词卡等。
五、教学过程
Step 1: Preparation
1、Let’s chant
【设计意图】To close the relationship between the teacher and students.
2、Free talk通过师生问答谈论故事中的人物形象。
【设计意图】To lead to the topic-time;
To lead in the story about the race between rabbit and tortoise;
To emphasize the difference;
To analyse the two characters first;
To activate previous knowledge about the story.
Step 2: Pre-reading猜谜游戏：Now ,let’s play a guessing game.
T: Who are they
S1: A rabbit and turtle.
Ss think about the appearance and ability of turtle and rabbit.
T: We know that rabbit can run ... and jump...
Ss: Very fast! Very high!
T: But the turtle is very ... (do action)
Ss: Small and short.
T: He can’t run as fast as rabbit. But they have a running race.
T: Who will win the race Let’s see how the story goes.
【设计意图】To lead to the topic-time.
To lead in the story about the race between rabbit and tortoise.
To emphasize the difference.
To analyse the two characters first.
To activate previous knowledge about the story.
Step 3: In-reading
Picture Walk
1、Picture 1：Race starts T shows the pictures of a forest.
T: Look, where are they
S1: They are in the forest.
T: Listen, the rabbit says ...
(T plays the audio)
Ss imitate and show the talk.
T: Well done! Before the race, Tortoise asks ...
(T plays the audio)
T: What time is it Who can tell me？
Ss: It’s 11 o’clock.
T: Sharp eyes! There is a clock on the tree. What will Rabbit say
Ss predict. T plays the audio. Ss imitate the talk.
T: But who does the Rabbit meet on the way
【设计意图】
To predict the story from the place, character and time；
To guide students to observe the time in the clock；
To promote students to predict the animals that the rabbit will meet in the race.
2、Picture 2： Meets the dog
T: Wonderful! Look! At first, the rabbit jumps very high and runs super fast. But where is the turtle
(T plays the sound of the steps)
Ss: Yes.
T: Great. Little turtle still tries her best to keep on ...
Ss: moving.(say together)
【设计意图】
To arouse students’ interest in the plot;
To promote students to cooperate in pairs to predict the talk between the monkey and rabbit;
To illustrate the mental condition of the rabbit;
To highlight the persistence quality of the turtle.
4、Picture 4：Meets the angel
T: Then, the rabbit runs to a mountain. Suddenly, he hears a sound.
Ss: The bicycle.
T: Maybe someone is riding the bike. Who is she
Ss guess.
T shows the Angel.
T: Oh, it is Angel. The rabbit loves riding the bike so much. But he is on the race. So he asks one more time. (T plays the audio)
T: Let’s guess the time.
S1: It’s 11: 30.T plays the audio and check answers.
(T writes down the time in a worksheet)
T: Can you guess, this time, what will Rabbit do A or B
Ss share different ideas.
T: The rabbit thinks it’s still early. So he says ...
T: Oh. He still wants to play first. This time, let’s work in pairs to practice.Ss practice the talk in pairs.
【设计意图】
To highlight the persistence quality of the turtle;
To cultivate students’ predicting ability by inferring from the context;
To make the predicting part more interesting through a vote game;
To guide Ss to use key sentence pattern: What time is it
5、Picture 5：Nervous about the race
T: Now, after riding the bike for a long time. He thinks about the turtle. What will she say this time
S6: What time is it
T plays the audio. Ss imitate.
T plays the audio. Ss write down time.
T checks answers.
T: So unbelievable! It’s 11: 50 now! . If you were Rabbit, what will you say
Ss give ideas.
T plays the audio and check.
T: This time, how does Rabbit feel Is he happy He is very nervous. Maybe he can’t win the race.
Ss imitate and show the talk.
【设计意图】
To check time comprehension;
To promote students to guess the response from the rabbit.
6、Picture 6： Be late for the race
T:Look! He starts to run as fast as he can. But ... Ss watch the video.
T: Who wins the race at last
Ss: The turtle.
T: See, this time, is the rabbit still happy Why
S1: No. He is sad. He is crying. Because he loses the race.
Ss practice in pairs to repeat.
【设计意图】
To emphasize the feeling-nervous. (has changed)
Step4.Post-reading
1. Watch and imitate
T: This is the story we learned today. Do you like it Let’s watch the video and imitate with actions and emotions, OK Then, I will invite some of you to show!
2. Dubbing TimeT invites some students to play the story.
【设计意图】
To guide Ss to observe the picture (rabbit’s facial expression and body language):
To illustrate the feeling-sad. (has changed):
To experience the characters’ feelings.
3.Think about the story
(1).Why can't the rabbit win this time
T: Boys and girls, who can tell me, Why can't the rabbit win this time S1: Because .......
(2).Why can the turtle win this time
T: Yes. But why can the turtle win this time
S2: He doesn’t play like the rabbit.
T concludes: That’s right. That is to say, he focuses only on one thing -that is running to the end.
T guide Ss to think: Also, we all know that the little turtle cannot run as fast as the rabbit. But does she stop
Ss: No.
T: Yes. Once start, she never stops. She tries the best to keep on ....
(3) If you were the rabbit, would you play
(4) If the rabbit didn’t play all the time, who will win Why
【设计意图】
To help students think about the reason why rabbit loses the race and why tortoise wins (in comparison):
To highlight the core value conveyed.
4.Continue the story
T: So do you want to give the rabbit another chance
Ss: Yes!
T:Nice. See, the story goes on ...they are going to have the second race! This, who will they meet on the way What time is it What will they say Ss work in groups (4 students) to create the story. (with the help of the worksheet).
T walks around and gives some guidance. Ss show the story.
T: Wow, I’m so impressed by your new story.
【设计意图】
To give scaffold (animals pictures and useful expressions)for students.
Step5.Progress
1.Conclude the topic value
T: So, in the second race. Who wins
Ss: The rabbit.
T: Who can tell me why the rabbit can win
S1: He doesn’t play.
T concludes: Yes, he doesn’t waste time in playing around. That is to say, he cherishes the time.
Ss read out the saying. (in music)
T: No matter you are the students like the rabbit or the turtle, I hope you can always cherish time. Also, focus on one thing and try your best to keep on moving!
2. Homework
T: This is the story we learn today. What have you learned from the story
T: Wonderful. Let’s see the homework. T shows the homework and gives guidance.
【设计意图】
To summarize the value and encourage students;
To review the name of the story;
To explains the homework in details.
板书设计：Unit4 Time Story Time
SL Unit 4 Time二年级下册 Unit4 Time Story Time评测练习
姓名班级________
一、将单词和对应的数字连线。
40 15 30 13
fifteen thirteen forty fourteen
二、选出不是同一类的单词。
（ ）1. A. morning B. afternoon C. time
（ ）2. A. hot B. sunny C. rainy
（ ）3.A. cold B. season C. warm
（ ）4. A. eleven B. five C. time
（ ）5.A. fourteen B. favourite C. fifty
三、阅读理解。
I get up at 6:30. I have breakfast at 7:00. Then I go to school at 7:20. I have class at 8:00.I have lunch in the canteen at 11:30. School is over at 4:50 in the afternoon. I go home at 5:00. In the evening, I read books and go to bed at 9:00.
（ ）1. I go to school at_______.
A. 6:30 B. 7:00 C. 7:20
（ ）2. I have lunch_______.
A. in the canteen B. at 12:00 C. in 11:30
（ ）3. 1 go home at_______
A. 4:50 B. 5:00 C. 6:00
（ ）4. 1 go to bed at_______
A. 9:50 B. 10:00 C. 9:00
课后反思
在教学过程中，通过多媒体呈现，以及歌曲的学习，学生已经能够掌握本课的重点内容即时间的问答，并能在实际情景中进行运用。我以Free talk的形式引出故事背景，并引导学生进入故事的学习。在本节课的教学中，为了降低教学难度，我以兔子和乌龟的奔跑速度这一问题为头脑风暴，展开探讨式教学，为学生营造英语故事学习的氛围。其中最成功的地方是通过图片环游的方式，以龟兔赛跑为一条主线，以听觉，视觉不同的感官呈现方式帮助他们理解、领会故事情节的发展，调动了学生学习积极性,整个课堂气氛活跃，学生的热情较高。在故事学习时，我采用引导启发式的教学方式帮助学生学习知识，培养学生听故事、理解故事、复述故事的能力。整节课感觉上得比较流畅，学生在我逐步引导下也越来越积极，活跃；在检查反馈环节中，绝大部分学生都能较好地掌握故事，理解故事寓意。最让我感到欣慰的是学生在 Pair work和 Team work中表现出来的互帮互助和合作意识。较好的学生能带动较差的学生掌握本课的内容。这节课虽然讲的还可以，但是，在应用拓展环节中由于故事创编有一定难度，因此，学生的积极性虽然很高，但是仍有部分学生并没有完全融入本环节。在评课时，有些老师也提出了这点。如果再教学这节课，我会更好地把握好每个环节的教学。加强学习操练和运用，并留更多的时间给学生练习，完成小组活动任务，更好地培养学生综合运用语言的能力。
在今后的教学中，我会不断总结课堂得失，更多考虑学生的接受能力，寻找更适合他们的教学方式，争取取得更大的进步。
一、教学内容：
本课时学习的主题是通过乌龟和兔子赛跑这条主线让学生了解并掌握如何询问时间并作答。通过本课时学习，学生能够根据故事情节的发展，结合小兔子遇到的不同动物的时间及活动，学习龟兔赛跑的故事，并有感情的朗读故事及表演故事。在龟兔赛跑的过程中通过兔子在路上的所见所闻，让学生在故事中能够有所感悟，了解小乌龟如何能取得胜利，并体会到应该像小乌龟一样具有坚忍不拔的精神。
我将本课教学设计意图以兔子在路上的所见所闻故事形式展现出来，通过情景练习，注重学生语言知识及语言运用能力的培养，最终达成本课的教学设计意图。
二、教学目标：
（一）知识目标：
1.学生能够复习、巩固本单元涉及的有时间的词汇和句型.
2.学生能够根据故事情节的发展，结合小兔子遇到的不同动物的时间及活动，学习龟兔赛跑的故事，并有感情的朗读故事及表演故事。
（二）能力目标：
1.通过师生问答、听力练习、小组互练、小组表演的方式体会故事情感和语感。
2.通过带头饰表演的活动激发学生的兴趣，培养他们主动的表达的
愿望。
3.让学生在故事中能够有所感悟，了解小乌龟如何能取得胜利，并体会到应该像小乌龟一样具有坚忍不拔的精神。
三、重点、难点：
重点：
1. 熟练运用表示时间的词汇及句型。培养学生的阅读理解、朗读故事以及表演故事的能力。
2. 在阅读过程中训练学生养成细心观看画面，借助画面理解句子，勤于动脑思考的好习惯。
难点：
1. 故事中关键词汇的发音：start, late, win, turtle.
2. 故事的分角色表演。
四、教学准备：多媒体课件、自制单词卡等。
五、教学过程
Step 1: Preparation
1、Let’s chant
【设计意图】To close the relationship between the teacher and students.
2、Free talk通过师生问答谈论故事中的人物形象。
【设计意图】To lead to the topic-time;
To lead in the story about the race between rabbit and tortoise;
To emphasize the difference;
To analyse the two characters first;
To activate previous knowledge about the story.
Step 2: Pre-reading猜谜游戏：Now ,let’s play a guessing game.
T: Who are they
S1: A rabbit and turtle.
Ss think about the appearance and ability of turtle and rabbit.
T: We know that rabbit can run ... and jump...
Ss: Very fast! Very high!
T: But the turtle is very ... (do action)
Ss: Small and short.
T: He can’t run as fast as rabbit. But they have a running race.
T: Who will win the race Let’s see how the story goes.
【设计意图】To lead to the topic-time.
To lead in the story about the race between rabbit and tortoise.
To emphasize the difference.
To analyse the two characters first.
To activate previous knowledge about the story.
Step 3: In-reading
Picture Walk
1、Picture 1：Race starts T shows the pictures of a forest.
T: Look, where are they
S1: They are in the forest.
T: Listen, the rabbit says ...
(T plays the audio)
Ss imitate and show the talk.
T: Well done! Before the race, Tortoise asks ...
(T plays the audio)
T: What time is it Who can tell me？
Ss: It’s 11 o’clock.
T: Sharp eyes! There is a clock on the tree. What will Rabbit say
Ss predict. T plays the audio. Ss imitate the talk.
T: But who does the Rabbit meet on the way
【设计意图】
To predict the story from the place, character and time；
To guide students to observe the time in the clock；
To promote students to predict the animals that the rabbit will meet in the race.
2、Picture 2： Meets the dog
T: Wonderful! Look! At first, the rabbit jumps very high and runs super fast. But where is the turtle
(T plays the sound of the steps)
Ss: Yes.
T: Great. Little turtle still tries her best to keep on ...
Ss: moving.(say together)
【设计意图】
To arouse students’ interest in the plot;
To promote students to cooperate in pairs to predict the talk between the monkey and rabbit;
To illustrate the mental condition of the rabbit;
To highlight the persistence quality of the turtle.
4、Picture 4：Meets the angel
T: Then, the rabbit runs to a mountain. Suddenly, he hears a sound.
Ss: The bicycle.
T: Maybe someone is riding the bike. Who is she
Ss guess.
T shows the Angel.
T: Oh, it is Angel. The rabbit loves riding the bike so much. But he is on the race. So he asks one more time. (T plays the audio)
T: Let’s guess the time.
S1: It’s 11: 30.T plays the audio and check answers.
(T writes down the time in a worksheet)
T: Can you guess, this time, what will Rabbit do A or B
Ss share different ideas.
T: The rabbit thinks it’s still early. So he says ...
T: Oh. He still wants to play first. This time, let’s work in pairs to practice.Ss practice the talk in pairs.
【设计意图】
To highlight the persistence quality of the turtle;
To cultivate students’ predicting ability by inferring from the context;
To make the predicting part more interesting through a vote game;
To guide Ss to use key sentence pattern: What time is it
5、Picture 5：Nervous about the race
T: Now, after riding the bike for a long time. He thinks about the turtle. What will she say this time
S6: What time is it
T plays the audio. Ss imitate.
T plays the audio. Ss write down time.
T checks answers.
T: So unbelievable! It’s 11: 50 now! . If you were Rabbit, what will you say
Ss give ideas.
T plays the audio and check.
T: This time, how does Rabbit feel Is he happy He is very nervous. Maybe he can’t win the race.
Ss imitate and show the talk.
【设计意图】
To check time comprehension;
To promote students to guess the response from the rabbit.
6、Picture 6： Be late for the race
T:Look! He starts to run as fast as he can. But ... Ss watch the video.
T: Who wins the race at last
Ss: The turtle.
T: See, this time, is the rabbit still happy Why
S1: No. He is sad. He is crying. Because he loses the race.
Ss practice in pairs to repeat.
【设计意图】
To emphasize the feeling-nervous. (has changed)
Step4.Post-reading
1. Watch and imitate
T: This is the story we learned today. Do you like it Let’s watch the video and imitate with actions and emotions, OK Then, I will invite some of you to show!
2. Dubbing TimeT invites some students to play the story.
【设计意图】
To guide Ss to observe the picture (rabbit’s facial expression and body language):
To illustrate the feeling-sad. (has changed):
To experience the characters’ feelings.
3.Think about the story
(1).Why can't the rabbit win this time
T: Boys and girls, who can tell me, Why can't the rabbit win this time S1: Because .......
(2).Why can the turtle win this time
T: Yes. But why can the turtle win this time
S2: He doesn’t play like the rabbit.
T concludes: That’s right. That is to say, he focuses only on one thing -that is running to the end.
T guide Ss to think: Also, we all know that the little turtle cannot run as fast as the rabbit. But does she stop
Ss: No.
T: Yes. Once start, she never stops. She tries the best to keep on ....
(3) If you were the rabbit, would you play
(4) If the rabbit didn’t play all the time, who will win Why
【设计意图】
To help students think about the reason why rabbit loses the race and why tortoise wins (in comparison):
To highlight the core value conveyed.
4.Continue the story
T: So do you want to give the rabbit another chance
Ss: Yes!
T:Nice. See, the story goes on ...they are going to have the second race! This, who will they meet on the way What time is it What will they say Ss work in groups (4 students) to create the story. (with the help of the worksheet).
T walks around and gives some guidance. Ss show the story.
T: Wow, I’m so impressed by your new story.
【设计意图】
To give scaffold (animals pictures and useful expressions)for students.
Step5.Progress
1.Conclude the topic value
T: So, in the second race. Who wins
Ss: The rabbit.
T: Who can tell me why the rabbit can win
S1: He doesn’t play.
T concludes: Yes, he doesn’t waste time in playing around. That is to say, he cherishes the time.
Ss read out the saying. (in music)
T: No matter you are the students like the rabbit or the turtle, I hope you can always cherish time. Also, focus on one thing and try your best to keep on moving!
2. Homework
T: This is the story we learn today. What have you learned from the story
T: Wonderful. Let’s see the homework. T shows the homework and gives guidance.
【设计意图】
To summarize the value and encourage students;
To review the name of the story;
To explains the homework in details.
板书设计：Unit4 Time Story Time
SL Unit 4 Time二年级下册 Unit4 Time Story Time评测练习
姓名班级________
一、将单词和对应的数字连线。
40 15 30 13
fifteen thirteen forty fourteen
二、选出不是同一类的单词。
（ ）1. A. morning B. afternoon C. time
（ ）2. A. hot B. sunny C. rainy
（ ）3.A. cold B. season C. warm
（ ）4. A. eleven B. five C. time
（ ）5.A. fourteen B. favourite C. fifty
三、阅读理解。
I get up at 6:30. I have breakfast at 7:00. Then I go to school at 7:20. I have class at 8:00.I have lunch in the canteen at 11:30. School is over at 4:50 in the afternoon. I go home at 5:00. In the evening, I read books and go to bed at 9:00.
（ ）1. I go to school at_______.
A. 6:30 B. 7:00 C. 7:20
（ ）2. I have lunch_______.
A. in the canteen B. at 12:00 C. in 11:30
（ ）3. 1 go home at_______
A. 4:50 B. 5:00 C. 6:00
（ ）4. 1 go to bed at_______
A. 9:50 B. 10:00 C. 9:00
课后反思
在教学过程中，通过多媒体呈现，以及歌曲的学习，学生已经能够掌握本课的重点内容即时间的问答，并能在实际情景中进行运用。我以Free talk的形式引出故事背景，并引导学生进入故事的学习。在本节课的教学中，为了降低教学难度，我以兔子和乌龟的奔跑速度这一问题为头脑风暴，展开探讨式教学，为学生营造英语故事学习的氛围。其中最成功的地方是通过图片环游的方式，以龟兔赛跑为一条主线，以听觉，视觉不同的感官呈现方式帮助他们理解、领会故事情节的发展，调动了学生学习积极性,整个课堂气氛活跃，学生的热情较高。在故事学习时，我采用引导启发式的教学方式帮助学生学习知识，培养学生听故事、理解故事、复述故事的能力。整节课感觉上得比较流畅，学生在我逐步引导下也越来越积极，活跃；在检查反馈环节中，绝大部分学生都能较好地掌握故事，理解故事寓意。最让我感到欣慰的是学生在 Pair work和 Team work中表现出来的互帮互助和合作意识。较好的学生能带动较差的学生掌握本课的内容。这节课虽然讲的还可以，但是，在应用拓展环节中由于故事创编有一定难度，因此，学生的积极性虽然很高，但是仍有部分学生并没有完全融入本环节。在评课时，有些老师也提出了这点。如果再教学这节课，我会更好地把握好每个环节的教学。加强学习操练和运用，并留更多的时间给学生练习，完成小组活动任务，更好地培养学生综合运用语言的能力。
在今后的教学中，我会不断总结课堂得失，更多考虑学生的接受能力，寻找更适合他们的教学方式，争取取得更大的进步。