Unit 2 Colours C Story time 教案
一、Teaching aims
1. Enable the students to know and understand the story.
2. Enable the students to read and act the story correctly and skillfully.
3. Enable the students to know the rules in the park.
4. Enable the students to love plants in their daily life.
二、Teaching key points
1. Enable the students to know and understand the story.
2. Enable the students to read and act the story correctly and skillfully.
三、Teaching difficult points
1. Enable the students to know the rules in the park.
2. Enable the students to love plants in their daily life.
四、Teaching aids
PPT, flowers, a sign of “Don’t pick the flowers”.
五、Teaching process:
Step 1: Before reading
1. Greetings.
2. Brainstorm: colour
T: When I see the word “colour”, I think about a story of colours. Would you like to read it?
Step 2: While reading
1. Pic 1
(1) Who are they? What else can you get from this picture?
(2) Zoom and Zip meet in the park. What might they talk?
(3) Listen and enjoy.
(4) Read it together.
(5) Act it in pairs.
2. Pic 2-4
(1) What happened next? What might Zoom say?
(2) Wow! Flowers! (Pay attention to the plural form of “flower”.)
(3) Can you guess what might happen next?
(4) Enjoy a video and check it out.
(5) Show time.
3. Pic 5-6
(1) Pic 5: How does Zoom feel now? Why?
(2) Pic 6: Is Zoom happy now? Why?
(3) Try to act Zoom and Zip in pairs.
Step 3: Post reading
1. Enjoy a video of the story.
2. Read the story together.
3. Process Drama: Think about the ending of the story and act it in pairs.
4. Different rules in the park.
5. Enjoy a poem. Let’s follow the rules.
Step 4: Homework
☆ Follow the tape to read the story.
☆☆ Tell the story to your parents.
☆☆☆ Add the ending of the story and act the story with your friend.
Unit 2 Colours C Story time 说课稿
Good morning, everyone. Today I’d like to introduce my teaching procedures. There are 4 steps:
Step1 Before reading
Step2 While reading
Step3 Post reading
Step4 Homework
Step1: Before reading
I am thinking about to use two steps to lay the bases for the reading later.
First, I will talk to the pupils to greet with them. Good morning. How are you today?
Second, I will do brainstorm. I will show the word “colour” and let the pupils think about it and then say anything about colours. After that, I will say when I see the word “colour”, I think about a story of colours. Would you like to read it?
(The purpose of these two steps is to lay a good basis for pupils to read the story later and arouse their interest in the story.)
Step2: While reading
There are six pictures in the story. I will principally move on according to the sequence of the story while using different reading skills.
Picture 1
First, I show pupils the picture and ask them who they are and then let them think about other information from the picture. Then I will ask them what they might talk in the park. (This step is just like the entrance question to lead pupils to get down to the story.)
Second, I will play the video and let the pupils enjoy it and follow it to read it together. After that, it’s time for them to act the dialogue. (These steps are used to help pupils to imitate the dialogue and grasp the usage of the sentences.)
Picture 2 and Picture 3
I put up a transition question like this: Look at Zoom. What will happen next? What might Zoom say? If pupils can say the sentence: Wow! Flowers! I will show it and let them pay attention to the plural form of “flower”. (It is not so important within the whole story, so I won’t take too much time on it. But I will highlight the plural form of flower.)
Picture 4
I will put up a similar transition question like this: Can you guess what might happen next? Next I will play the video to check the answers. Then pupils may have 30 seconds to prepare for drama performance. (Imagining can help pupils to divergent thinking. Drama performance can help pupils to use English well. )
Picture 5 and Picture 6
Here I use the method of comparison to ask the pupils the same question: How does Zoom feel? Why? Then I will guide pupils to say the sign. (This is set to develop their detailed reading ability.)
Step 3 Post reading
Now it is time to listen to the whole story and feel it. (It is good for pupils to experience the story and have a better understanding of it.)
A story is finished, but the story is not really finished. The pupils can think deeply about it. So I ask the pupils to put an ending to the story and then act the whole story in pairs. (This is a little bit hard for the pupils. They’ve never done that before, so I will give them 5 minutes to do it and then we will discuss for a while during the class. I think this is a nice way to improve their critical thinking.)
After that I will show other rules in the park and then let them enjoy a poem about it. (This step is set to broaden the pupils’ knowledge.)
The last step is homework. According to the students’ learning level, I set up three different kind of homework:
L1: Follow the tape to read the story.
L2: Tell the story to your parents.
L3: Add the ending of the story and act the story with your friend.
This is all my teaching design for the lesson. Thank you for your attention.
课件21张PPT。人教PEP小学英语三年级上册Unit2 Colours
C Story time Colour Brainstorm.a storyColour songGood morning,
Zip.1Good morning,
Zoom.It’s a nice day. Zoom and Zip meet in the park.Wow! Flowers!
.23Zoom sees a lot of __________.flowers4Don’t pick the flowers!Zoom picks some flowers.
He is very happy.Good morning,
Zip.1Good morning,
Zoom.It’s a nice day. Zoom and Zip meet in the park.Wow! Flowers!
.23Zoom sees a lot of flowers.4Zoom picks some flowers.
He is very happy.Pair work.?Talk about the ending of the story with your partner.
Show TimeGood morning,
Zip.1Good morning,
Zoom.It’s a nice day. Zoom and Zip meet in the park.Wow! Flowers!
.23Zoom sees a lot of flowers.4Zoom picks some flowers.
He is very happy.Signs we see.Don’t .…Don’t pick the flowers!
Please love the plants!Homework1. Follow the tape to read the story.
2. Tell the story to your parents.
3. Add the ending of the story and act the story with your friend.
