二年级英语story time教学教案.docx
English and its history主讲人:熊琦20xx/4/10Teaching contentsSeasons Story TimeDescription ofstudentsPrimary school students, Grade 2Teaching objectivesCognitive Objectives:1 .借助录音、图片、文字及讲解读懂本单元故事。2 .尝试表演故事。Teaching main points and difficulties1. Main point：读懂故事，理解故事的内涵。1. Difficulty:能使用 Merry Christmas! Here is a.for you.功能句。Teaching procedureSt印sTime(min)InteractionpatternsTeacheractivityStudentactivitySkills1Warm叩4Wholeclasswork1. Let's listen a song.（播放本 lesson2补充歌曲）2. OK, Let see some pictures.（呈现 有关花生的图片）3. 呈现花生实物，提问：What can1. Listenig to the radio.2. TalkingListenin gyou do with the peanuts?2Whole1.呈现 P1。提问：Who are they?L举手展LookingLeadin10classwork(angel cock)2. Angel has some peanuts, too.Angel give Cock the peanuts.What will Cock do with them?Can you guess?示2. Talking3Whole1.呈现Pl对话，提问：what theReadingPresenclassweather like? (yes, it warm.)andSaytationworkWhat about red bag inside?ing2.呈现P2,提问：Who is he?（指着 monkey), he is Cock's friend.What is Monkey doing? (OK, he is20flying a kite.)Monkey wants to plant the peanutswith Cock? (No, why?)3. Day after Day(呈现 P3),提问：What's the season? (summer, how doyou know?可用中文简述）What does Cock say?Monkey want to do that? (No, whyhe want to swim?)4 .呈现 P4,提问:what the season? (指着天空和草地)Now, what does Cock say?Can you guess Monkey's answer? (No, not me)What does Monkey want to do? (play football)5 .呈现 P5, look at the picture. What 's the season? Why?1) What's on the table? (peanut)2) What does Monkey want to do? / 3) Do you agree with he? If you're Cock, what will you say? (No, not you)6. So, now, angel comes. He say to Monkey : No pain, No gain.1) How does he feel now?(可用中 文简述)2) Do you want to be the “monkey” ?4Practice10Wholeclasswork1.1) Listening to the radio.2) Following the radio. (sentence by sentence注意人物语气)2. 1) Role play (working in pairs)2) Show in platform.(2-3groups)Saying4,Assi gnme nt1AssignmcntSayingBlackboard-Writing:Story Time 1234Introspection：首先，是对教材的深入挖掘及理解上，还欠缺。一堂展示课，是要针对 教材的听、说、读、写以及内涵意义等方面逐个去推敲，考究。不仅仅是将一堂课的结 构建立起来就行，更重要的是在结构的基础上要给这一结构进行内涵的丰富。第二，是对教案的深入实践方面，一堂好课是磨出来的。由于时间关系，试讲的次数较少。没能充分地把教案多“跑几次，导致自身对教案的熟悉掌握程度不高。进而 导致对课堂的掌握及生成性问题应对还不够好。第三，是对板书的建立程度上，本课是故事情境阅读，是学生对故事的理解与语音 语义的建构。在熟悉文本之后，学生要对文本进行自主理解，板书的就显得尤为重要。 赛后，根据教研员的指导与自己上课的经历来看，本次课的板书还存在偏差，主要表现 为结构的建立还不够明显与完整。学生在对整篇文本的理解上就可能出现问题。再者板 书的逻辑梳理上还存在问题，学生的理解性导向可能会出现偏差。第四，是课堂的用语过渡用语上应该适合学生的学段特点，同时应该更具体，明了。 让这两种语言能更具操作性。
