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1、Unit 2 Boys and Girls StoryTime 教學(xué)設(shè)計(jì) 所教年級(jí)：二年級(jí)上 教學(xué)內(nèi)容：Unit 2 Boys and Girls Story Time 1. 指導(dǎo)依據(jù)說明 現(xiàn)代外語教育注重語言學(xué)習(xí)的過程，強(qiáng)調(diào)語言學(xué)習(xí)的實(shí)踐性，主張學(xué)生在語境中接觸、體驗(yàn)和理解真實(shí)語言，并在此基礎(chǔ)上學(xué)習(xí)和運(yùn)用語言（英語課程標(biāo)準(zhǔn)，2011）。以學(xué)生為主體，培養(yǎng)學(xué)生思維，感受英語學(xué)習(xí)的樂趣，引導(dǎo)學(xué)生用英語做事。在真正使用英語的同時(shí)，關(guān)注英語語言背后的文化內(nèi)涵和蘊(yùn)含其中的情感教育。 2. 教學(xué)背景分析 第一單元學(xué)習(xí)了家庭成員的稱謂，第二單元開始學(xué)習(xí)單數(shù)的人稱代詞和物主

2、代詞。本單元的核心詞匯與句型有friend, classmate, he, she, his, her, Who is…? He/she is … What’s his / her name? His/her name is … 在第二單元故事之前已經(jīng)學(xué)習(xí)了第三單元，內(nèi)容為描述朋友外貌特征。 本堂課是借班上課，對(duì)學(xué)生不是十分了解，也剛好借助這一真實(shí)生活情景相互熟悉。課前調(diào)查發(fā)現(xiàn)，學(xué)生對(duì)上述功能句的掌握層級(jí)比較明顯，所以在課堂上需要適當(dāng)提供分層的活動(dòng)空間，讓不同層次的學(xué)生都有所得。在與學(xué)生交流中發(fā)現(xiàn)，近一半的學(xué)生對(duì)課堂常用語存在理解困難，需要教師盡量使用簡單句并適當(dāng)提供中文翻譯；另外學(xué)生間同

3、伴合作的能力較弱，需要老師培養(yǎng)學(xué)生同伴合作的意識(shí)。 3. 教學(xué)目標(biāo)分析 1. 能夠借助錄音、圖片、文字及教師的講解，讀懂小故事，嘗試合作表演小故事。 2. 在故事情境中復(fù)習(xí)有關(guān)詢問和回答人物姓名的功能句：He/she is ... What’s his/her name? His/her name is …；了解What is that? 與Who is he/she? 的使用語境。初步體會(huì)語言在真實(shí)情境中的使用，培養(yǎng)學(xué)生語言能力。 3. 培養(yǎng)學(xué)生觀察、想象、預(yù)測等思維能力，滲透與人初次交往時(shí)的基本禮儀。 4. 教學(xué)重點(diǎn)、難點(diǎn)分析 1. 教學(xué)重點(diǎn)：讀懂本課的

4、小故事，初步嘗試表演小故事。 2. 教學(xué)難點(diǎn)：初步體會(huì)語言在情境中的使用。 5. 學(xué)習(xí)過程設(shè)計(jì) Step 1: Lead-in 1. Rules of the class T: Please listen carefully and speak actively. If you answer a question or show in the class, your group can get a special sticker. At the end of the class, all of your stickers will give you a big sur

5、prise. 2. Characters T: Boys and girls, here is a very cute animal. Please guess. Who is it? Miss Rabbit. T: Miss Rabbit has a friend. Who is it? He is yellow. Quack, quack! T: Miss Rabbit and Mr. Duck are good friends. They go to play outside. Shush … where are they? Ss: They play in the

6、 park/forest. 設(shè)計(jì)意圖：用簡筆畫及語言模仿引出本課的主人公兔子小姐和鴨子先生，鳥語花香的聲音將孩子們帶入故事發(fā)生的地點(diǎn)。通過充滿懸念的評(píng)價(jià)方式和主人公介紹，在最短時(shí)間喚起學(xué)生注意力并激發(fā)學(xué)生興趣，為后面活動(dòng)作好鋪墊。 Step 2: Story Time 1. Learn the picture and the story Pic1. T: Wow, so beautiful! What can you see? (What is that?) T: Elephant? Really? Maybe it is an elephant. What does it

7、 look like? S: It is green. It is big and strong, maybe it is a man or boy. T: What does Miss Rabbit say? Who is he? It is very far away from us, you can’t see clearly. T: Can you say it with surprise? If you have no idea at all, you may ask ...What is that? (1) Pic2---Pic5 Pic2. T: Look, it

8、 is coming. It is near to Miss Rabbit and Mr. Duck. What does Miss Rabbit say? Is he a boy? How does Miss Rabbit feel? Afraid. Can you read with the emotion? Pic3. T: It is close to us. What does Mr. Duck say? Is he a man? How does Mr. Duck feel? A little scared. How do you know that? Pic4. T: W

9、hat does Miss Rabbit say? Is he a tiger? How do they feel? Scared. If the tiger is coming, what will happen? The tiger may eat us. T: Let’s try to Read P2—P5 quickly with emotion. (1. T: Miss Rabbit, Ss: Mr. Duck; 2. Pair work) Pic5. No! Aagghh! Look, what happened to Mr. Duck? Fall down to the

10、 ground. How do they feel? Why? Terribly scared. Safe of dangerous? What do they want to do? (Escape, run for your life.) (If you and your friends are in danger, what should you do?) Please do it with emotion in pair. T: The elephant shakes off the leaves and flowers. Can you shake off something

11、like that? (2) Pic6. T: Actually, who is he? Oh, he’s my friend. The duck is released. How does the elephant feel? How do you know that? Where is the rabbit? （She hides behind the stone. Because the rabbit doesn’t know him, still worried.） (3) Pic7-8. T: She says “What’s his name?” His name

12、is Tiny. Why is Miss Rabbit so surprised? Tiny, that means very small. It is humors. 設(shè)計(jì)意圖： 1. 將部分圖片整合后，學(xué)生以不同的節(jié)奏觀察圖片、感知語言、模仿語音，進(jìn)而理解故事中人物情感，更好地培養(yǎng)了學(xué)生的讀圖能力和預(yù)測想象能力。 2. 對(duì)于較難的詞匯tiny，用圖片對(duì)比形式，幫助學(xué)生理解英美文化中名字特有的幽默感。 2. Read the story (1) Enjoy the cartoon (2) Listen, point and repeat. (3) Enjoy the book

13、 T: Now it’s time for you to enjoy the book by yourself. You can read in small voice 2 minutes. Please go ahead! 3. Act the story (1) Greeting---Pic8. T: The Elephant meet Miss Rabbit for the first time. She is his new friend, what will the elephant say? Hello, hi, or nice to meet you! How ab

14、out Miss Rabbit? (2) Model T: I want to be Miss Rabbit. Who want to be the elephant Tiny? Who want to be Mr. Duck? Would you all be the director? (3) Practice and show T: How many roles are there in the story? Miss Rabbit, Mr. Duck and the elephant Tiny, we also need a director. Four stude

15、nts in a group. Please role play, and you may show for the class later. 設(shè)計(jì)意圖： 1. 通過預(yù)測大象接下來的語言，給學(xué)生提供思維的空間，同時(shí)滲透認(rèn)識(shí)新朋友時(shí)的基本禮儀。 2. 在合作表演的故事情境中，檢測并加深對(duì)故事的理解，體會(huì)如何詢問或回答關(guān)于人物姓名的問題。 Step 3: Play Time（備選層級(jí)活動(dòng)） 1. Let’s guess (1) Friends in the park T: Miss Rabbit and Mr. Duck have many friends in the pa

16、rk. Let’s see who they are. Ss: Who is…? What’s his/her name? Ss: That/he/she is… His/her name is… (2) Friends around us T: Melody has a friend. She is a girl. She is thin. She is pretty. Who is she? Yes. She is Ms. Yin. Who are your friend? 2. Big surprise T: As for your great performa

17、nce, each group has many cards. Put the cards together in a special order, you will get a surprise—a new friend. Please named it and put your surprise on the blackboard. E.g. Group1: He is a dog. His name is Lucky. He is big. He is very cute, I like it. 3. Know more about names T: In differen

18、t situation, people ask names in different ways. For examples: May I have your name? Your name! Excuse me, could I have your family name? 設(shè)計(jì)意圖： 1. 如果學(xué)生前半部分掌握較好，可以適當(dāng)提高難度，進(jìn)行備選拓展活動(dòng)。 2. 延伸故事情景場景，猜測公園里的更多動(dòng)物朋友和人；再進(jìn)一步衍生, 通過服裝、通過外貌等特征猜測某位老師或同學(xué)的朋友。 3. 教師在猜測中為學(xué)生創(chuàng)設(shè)情境練習(xí)語言，同時(shí)進(jìn)行人物描述詞匯的輸入和喚醒，最終引導(dǎo)孩子學(xué)生用小語段介紹自己

19、的朋友。 4. 評(píng)價(jià)方式體現(xiàn)多樣化與過程性，將小組活動(dòng)的拼圖與課堂內(nèi)容相聯(lián)系，增強(qiáng)趣味性與時(shí)效性。通過富有多重意義的拼圖，也讓學(xué)生感受到個(gè)人對(duì)小組的貢獻(xiàn)，小組合作的力量，多個(gè)小組的力量，滲透人與動(dòng)物為友，人與自然為友的樂趣。 Step 4：Homework 1. Try to know one of your parents’ friend. 2. Check for more interesting things about asking and giving names in different culture. 設(shè)計(jì)意圖： 1. 為了能在恰當(dāng)?shù)那榫爸谐醪絾柎鹑宋镄?/p>

20、名，滲透了小部分問答名字的中西文化差異。 2. 開放的課后延伸為不同層級(jí)學(xué)生的學(xué)習(xí)提供了引導(dǎo)。 6. 板書設(shè)計(jì)： 7. 教學(xué)特色與反思： 在課本故事的童話情境中，使用了擬人的手法，小兔子和小鴨子看到由遠(yuǎn)及近走來的龐然大物，不知道是誰，但感覺是比較有力量的男性，逐漸心生怕意，猜測時(shí)這樣詢問： .Who is he? Is he a boy/man/tiger…?在日常生活中，不知道遠(yuǎn)處的東西是什么的情況下，猜測或詢問時(shí)可以使用這樣的語言：.What is that? Is that a …?如果知道是人，但不知男女的情況下（例如屋外忽然有人敲門），可以使用的語言有Who i

21、s it?或者猜測較遠(yuǎn)或近處的某人是誰時(shí)用Who is that/this?；如果確定了性別，但不知道姓名或具體是誰時(shí)，可以使用Who is he/she? Is he/she …?在本課故事教學(xué)之后，可以再次結(jié)合本故事中的語言，進(jìn)行適當(dāng)?shù)那榫巴卣古c語言擴(kuò)充，增加更多真實(shí)語言情境幫助學(xué)生理解感受語言的真實(shí)使用。 本節(jié)課的主要教學(xué)特色有： 1. 基于教材，不限于教材，更貼近生活語境。在讓學(xué)生理解故事語言的同時(shí)，增加了猜測動(dòng)物、人物，描述同學(xué)、老師、拼圖等不同的語言情境。 2. 基于語言，不限于語言，更關(guān)注語言能力?；诠适轮械幕竟δ芫?，預(yù)測故事情節(jié)，并通過猜測人物和動(dòng)物影像、通過人物和動(dòng)物等特征的描述和猜測等激發(fā)學(xué)生思維，用語言來做事。 3. 基于評(píng)價(jià)，不限于評(píng)價(jià)，更注重核心素養(yǎng)。每次回答問題或者深度參與課堂，都會(huì)為小組贏得一片拼圖，每組獲得的拼圖集合成一個(gè)神秘的人物或者動(dòng)物或者花草氣球等裝飾物。學(xué)生可以嘗試用本課的語言去描述他們的拼圖成果。最終7個(gè)組的拼圖呈現(xiàn)在黑板上，形成了故事人物、身邊同學(xué)、動(dòng)畫人物、大自然的大家庭。所有的Boys和Girls 共同享受快樂的時(shí)光。將過程性的評(píng)價(jià)與個(gè)人參與、小組合作、班級(jí)合作、語言練習(xí)與創(chuàng)作、思維品質(zhì)、學(xué)習(xí)能力和文化意識(shí)等相結(jié)合。 7 / 7