人教版（新起点）二年级下册-Unit 4 Time-Story Time-ppt课件-(含教案+视频)--(编号：c062d).zip

1、Unit4 The Rabbit and the Turtle Chengdu Mochi Academy Primary School Yang Bizhen What time is it? What time is it? Look, listen and chant.swf ride a bike 11:10 play football fly a kite 11:00 11:50 ride a bike fly a kite 11:30 11:20 play football The rabbit and the turtle.qsv ? ? ? ? 11:00 11:50 11:3

2、0 11:20 11:10 What time is it? Its 11:00. Lets start! Turtle,turtle,why do you run so slowly?hahaha Its 11:10. Lets play football. What time is it? Its 11:20. Lets _. What time is it? fly the kite Its 11:30. Lets _ What time is it? ride the bike. Oh,really? _ now? Its 11:50. What time is it Oh,Im la

3、te! I win! 11:0011:00 11:1011:10 11:2011:20 11:3011:30 11:5011:50 11:00 11:50 11:30 11:20 11:10 Play football fly the kite ride the kite Pride goes before a fall.-the Bible (骄兵必败。圣经） 1 AnalysisAnalysis ofof TeachingTeaching MaterialMaterial （教材分析）（教材分析） This is the 4th period of this unit. The theme

4、 of this unit is “Time”,which belongs to the second grade English published by Peoples Education Press. The lesson focuses on talking about story-“race between the rabbit and the turtle” in which activities are closely related to students real life,and in accord with students cognitive level,aiming

5、at letting students grasp the story plot,retell the story and then try to play roles as rabbit,turtle,dog,monkey and angel with the help of the teacher, the pictures,the video and the chant. AnalysisAnalysis ofof StudentsStudents （学情分析）（学情分析） The objects of this lesson are students in Grade 2. Stude

6、nts in this phase has already learned expressions of how to ask time and give corresponding answers utilising sentence pattern:What time is it?Its.Moreover,they have learnt the story of “The Race between Rabbit and Turtle” in Chinese class.Thus they must have mastered some skills of time-learning an

7、d fully prepared to learn the lesson cognitively. However,elementary school students lack the ability of systematic autonomous language learning and some students have no confidence of English learning. Therefore, it requires teachers to set up the tasks from easy to the advanced to guide them. What

8、s more, elementary school students tend to focus on image thinking because of the absence of the mature, abstract, and logical thinking, thus teachers should design various interesting, fun and relaxing activities to sustain students interests and attention. 2 Knowledge Aims ( (知识目标知识目标) ) 1) Studen

9、ts can identify and say the expressions of the story:What time is it?Its./Lets./ 2) Students can vividly pronounce modal particle:Oh! Really?/Oh!Im late./I win! Ability Aims ( (能力目标能力目标) ) 1)Ss will be able to extract the information about time, activities,story plot from reading material. 2)Be capa

10、ble of retelling the story. TeachingTeaching AimsAims ( (教学目标教学目标) ) Emotional Aims ( (情感目标情感目标) ) 1)Enjoy the happiness of English reading. 2)Be active and cooperative in team work,enjoy the sense of achievement in coopeartion. 3)Be modest to others. KeyKey pointspoints ( (教学重点教学重点) ) 1)Students ca

11、n identify and say the expressions of the story:What time is it?Its./Lets./ 2)Students can vividly pronounce modal particle:Oh!Really?Oh!Im late.I win! DifficultDifficult PointsPoints ( (教学难点教学难点) ) 1)The expressions of activities:Lets.&the modal particle:Oh!Really?/Oh! Im late!/I win! 2)Enable all

12、of my Ss to retell the story smoothly and correctly. TeachingTeaching ApproachesApproaches ( (教法教法) ) The Communicative Teaching Method The Situational Teaching Method The Total Physical Response Teaching Method LearningLearning MethodsMethods ( (学法学法) ) The Cooperative Learning Method The Communica

13、tive Learning Method TeachingTeaching Aids(Aids(教具教具) ) Textbook,Flash, Video ,Pictures,Cards, Power Point,Multimedia, Blackboard 3 Teaching procedures Teaching content Teachers activities Students activities Teaching purpose Step1 Review& Warm-up Unit4 Lesson 1A 1. Show a clock, asking what time it

14、 is. 2. Sing and act the chant. 3. Game: Flash words 1.Think and answer the question. 2.Sing and act the chant. 3.Show the flash words in limited time. To review what theyve learnt before Step2 Pre-reading (Lead-in) A preset scene of the forest and the main scence 1. Lead students to observe a pictu

15、re of some animals: Q: What animals can you see? 2.Show students a video clip concerning “the Rabbit and the Turtle”. 1.Observe the picture and answer the questions. . 2.Watch the video,think about what will happen between the rabbit and turtle . 1. to catch students attention and arouse their inter

16、ests. 2.to liven up the lesson and lead in the topic - The Rabbit andtheTurtle in real situation. 4 Q:What will happen between the rabbit and the turtle? 3.Present the 1st picture and last picture of the story. Q1:Is the rabbit happy?(p1) Q2:Is the rabbit happy? Q3:Is the turtle happy?(P2) 4.Listen

17、and talk:Why is the rabbit sad? 3.Think and talk about their idea. 3.to predict the story Step3 While- reading (Presentation of the story) Story plot 1.Read and match:present the main scene as a whole. 2.Show the story and play tape picture by picture. P1: The conversation between the 1.Read pictues

18、 and complete match. 2.Read the story step by step and analyse the personality and reason why the rabbit loses in the race. 1.to extract the main information. 2.to present the story interestingly in a clear clue and deepen the understandin -g of the story. 5 rabbit and the turtle:Its 11:00. Lets sta

19、rt. P2: The conversation between the rabbit and dog:Its 11:10. Lets play football. P3: The conversation between the rabbit and monkey. P4 : P5 The conversation between the rabbit and angel. P6: The ending of story:the turtle wins the race,the rabbit is very sad. 1.Play the tape 3.Listen to the tape

20、and try to imitate the intonation,stress pronunciation. 4.Think and fill in the blanks. 3.Cultivate the ability of analysis. 4.Enhance the authentic Pronunciatio -.n and analyze the change of rabbits and turtles mood. 6 Step4 Post-reading (Practice) 1.Practice1: Listen and match. 2.Practice2: Listen

21、 and point. 3.Practice3: Read and say./Act and guess and tell the rules of time map. 2.Lead students to imitate the pronunciation, stress,intonation. 3.Present picture about activity expressions and modal particle, then act them telling Ss to guess. 1.Listen and complete time map. 2.Listen and point

22、. 3.Read the pictures and say expressions loudly. Look at teacher and guess the meaning of action. Consolidate key points . Step5 Production &Assignmen t Story-retelling Role-play Summary 1. Draw a route of rabbits experience in the story and retell together with Ss. 2.Make students form a group of

23、5,encourage Ss to show. 3.Activate Ss to share what they have learnt from the story. 4.Assign homework. 1.Retell the story according to picture route. 2.Retell the story while acting the story in groups. 3.Talk about what they have learnt from the story. 4.Role play as turtle,rabbit,dog to examine S

24、s ability of transforming the input through listening and reading into output by speaking. 7 ,monkey,Angel in groups. Blackboard design Main Scene Assessment 8 Time Map Teaching reflection Based on Cultivation of the English key competence:Language Competence(语言能力)、Thinking Quality(思维品质)、Learning Co

25、mpetence(学习能力) and American educator Dewery（杜威） s natural learning ideas,my teaching design has adopted following teaching theory: learning in doing,learning for using. First,I helped Ss to realize teaching objectives:1)Students can identify and say the expressions of the story:What time is it?Its./

26、Lets.2)Students can vividly pronounce modal particle:Oh!Really?Oh!Im late.I win!After class,my Ss can identify and speak the target words&expressions about how to ask time , give corresponding answer and connect it with daily activities.Most of my Ss can retell the whole story vividly according to t

27、he “Time Map”. Second,in the learning process,my Ss enjoyed the Situational learning atmosphere to taste the happiness of English reading, enjoyed the sense of achievement in coopeartion.and connected the story with their actual learning and life,which can enhance their understanding of 9 the story

28、more deeply:1.Pride goes before a fall.(骄兵必败。)2.Be modest to others instead of be proud.3.Dont look down upon others shortcomings.etc.During the teaching procedure,the task design has embodied the English learning key competence. Third, I have built ladders for my students step by step, Besides, I have taken a formative assessment as rabbit and the turtle. But how to strengthen all of Ss confidence still needs exploring and studying.