人教版（新起点）二年级下册-Unit 1 Playtime-Story Time-ppt课件-(含教案)-公开课-(编号：31183).zip

Story time：warm up and review Review Review Review Review Review Review Story time 1.who can you see in the picture? 2.where are they? 3.what will Monkey say? 4.what will happen（发生）next? what can Monkey do? what will dog say? who is coming? what will she say? Is the penguin happy now? We learn that: Everyone has his own talent! Story Line Can you ride a bike? Play football? Can you Fly a kite？ Make a snowman？ I can swim！ Can you make a model plane? Listen and Read 1.Finger, point and listen. 2.Finger, point and read. 3.Read togerther. Perform Time The end Teaching goal 教学目标教学目标 At the end of the class, students can: 1.Understand the story by recording, pictures, words and the explaining of the teacher 能够借助录音，图片，文字和教师的讲解，读懂本单元的小故事 2.Perform the story by teachers help. 并能在老师的帮助下尝试表演故事 Important and difficult point of teaching 教学重难点教学重难点 1.How to let all of the students describe the story. 能让孩子们在学完故事后用自己的话复述（难点） 2. Master the functional sentences: Can you / yes, I can/ No, I cant 掌握本单元的功能句： Can you / yes, I can/ No, I cant. （重点） Core training point 核心训练点核心训练点 Can you make a model plane/ride a bike/ play football/fly a kite/ make a snowman/ swim. Learner analysis 学习者分析学习者分析 1. The learners are in the second grade ,according to the learning before the class, students master these phrase: make a model plane/ride a bike/ play football/fly a kite/ make a snowman/ swim 本课的学习者为二年级的学生，经过前面的学习，学生已初步掌握了 make a model plane/ride a bike/ play football/fly a kite/ make a snowman/ swim 几组词汇，对功能句型也初步了解。 2. Students can simply use those words and can reply some simple sentences. But they just can not understand the “can” “can not” deeply. 学生能初步运用已学过的单词和句型进行简单的机械阅读与回答，对 can、cannot 的内涵意义理解不深入。 3. All the students have interest in the pair work and game, but the value of the activities is to master the key sentences and key words, so we should make the sense of the game. 学生对互动环节和游戏环节非常感兴趣，但互动的意义在于练习，同学们 对其认知有待提高。 Teaching prepare 教学准备教学准备 PPT、教学卡片，教学卡纸，视频，教学评价表格，板书样式设计图 Teaching process 教学过程教学过程 Content of course Activity designDesign idea 设计意图设计意图 1Warm up1.Sing the song of the first lesson , review the words and functional sentences. 2. Teacher hold the words cards and let students to read and focus. Review the key words and functional sentences. 复习本单元的重点单词与重点功能句 型，为故事的理解做铺垫。 2Story learning 1.Let all the students watch the movies. 2.P1: lead students focus on the first picture: who can you see in the picture? Where are they? What is monkey doing? What will happen next? Can you guess? P2：What is monkey doing? Can you ride a bike ? Sorry, I cant. 3.P3:who is coming? (贴上企鹅的头 像) P4:do you like kite? P5: do you like the snowman? （通过问题与对话过程，依次贴 上关键短语，补充完整故事版图） PS:Focus on the penguin, from 3 to 5 pictures, the penguins head from up to down, 4.Give them one minute to prepare the dialog ,each group have one chance to perform. They should meet the demands of teachers. 5.P6：look, penguin cannot do many things ,but he can swim! Q: Is penguin happy now? R: 1.Understand the story as a whole 整 体呈现故事 2.By asking questions ,let students know the main roles and the happening 认识主要角色以及呈现故事的开头 3.Feel the change in penguins mood,deeply understand the story.感受 企鹅心情逐渐变的沮丧的过程，为后 面的表演对话做铺垫。 4.this is the process from put in to put out,deeply understand the story. 表演 对话的过程，便是达到知识从输入到 输出的目的，由此可检测出同学们的 掌握情况。 5.according to the picture and questions,let student know that the penguin can swim.and he is very happy at last. 通过图片的呈现和动画的制作，既 复习了功能句型，也锻炼了孩子们观 察图片的能力，完成故事。 3Story line Teacher and students make out the story line together： Let students make the story line and revive the whole story to master the story deeply. 对故事的整合,使同学们对功能句型 和短语有更近一步的巩固，使对故事 掌握更牢固。 4Listen to the recordin g 1.listen to the story, let student point. 2.scan the story, familiar the story 3.think about the story, what can you learn from the story. 4.Teacher play the recording, let students point out the sentences and read along with it. Focus on the listening and read，grape the whole story 从听和读着手，先指 着听对话，再指着跟读文章 ，最后 通读全文，通过不同层次的听读练习， 对文章进行立体全面的熟悉, 5Perform the story 1.Teacher lead to students play the roles. Teacher play monkey, invite other two students to play Lucky and Angel, the other students play penguin. 2.Invite some groups to perform the story. make the lesson interesting 把所学关键知识点通过表 演的方式进行内化，达到知识的输入 与输出。 Teaching reflection 准备过程中： 由于没有一个模块性的标准，在准备英语教具的时候，都不太顺畅，基 本上都是临时补充缺漏的东西。这次以后，会更加的有经验，列一个提纲出 来，尽量做到准备工作细致。 课堂后： 1. 整体设计上，活动过程需要加入更多的情景设计，让整堂课显得更为一 体。 2. 故事的讲解，英文点出题意，并不能更好向同学表达，适当的对故事的 升华做一点中文的解释，让同学们更加明白其中的寓意。 3. 课堂的语言，尽量做到精简易懂，不拖泥带水，衔接语言要自然流畅。 4. 知识的拓展部分做得不够，故事中的句型要做到更大范围的扩展。 5. 每个故事都有自己的主题，要给自己的故事做一个主题上的总结。 6. 任何故事的讲解，离不开语言环境的情景创设，合理的把故事融入一个 创设性的语言环境中很重要。 Blackboard design I CAN SWIM Monkey: make a model plane Lucky: can you ride a bike Angel: Penguin :I can swim. 1234 Play football Fly a kite Make a snowman