冀教版二下-Unit 1 Back to School-Lesson 2 What Do You See -ppt课件-(含教案+视频+素材)--(编号：00126).zip

Brown Bear, Brown Bear, What Do You See? By Bill Martin Jr Pictures by Eric Carle Lets sing d r Phonics time b c og f at cklb ownrb orseh irdduck Sight word time I see . . look at me ing Sight word time what do you see? Lets learn earb Lets learn eepsh Lets learn oldgishf Lets learn erteach Lets learn children Lets chant Children, children, what do you see? I see a brown bear looking at me. Children, children, what do you see? I see a black sheep looking at me. Children, children, what do you see? I see a goldfish looking at me. Children, children, what do you see? I see a teacher looking at me. Cover reading Cover reading Lets read I see a red bird looking at me. Brown Bear, Brown Bear, What do you see? Lets read Brown Bear, Brown Bear, What do you see? Brown bear, Brown bear, What do you see? I see a yellow duck looking at me. I see a red bird looking at me. Red Bird, Red Bird, What do you see? Lets read Brown Bear, Brown Bear, What do you see? Brown bear, Brown bear, What do you see? Red Bird, Red Bird, What do you see? I see a blue horse looking at me. I see a yellow duck looking at me. Yellow Duck, Yellow Duck, What do you see? Lets read Yellow Duck, Yellow Duck, What do you see? I see a green frog looking at me.I see a blue horse looking at me. Blue Horse, Blue Horse, What do you see? Lets read I see a purple cat looking at me. Blue Horse, Blue Horse, What do you see? I see a green frog looking at me. Green Frog, Green Frog, What do you see? Lets read I see a white dog looking at me. Green Frog, Green Frog, What do you see? I see a purple cat looking at me. Purple Cat, Purple Cat, What do you see? Lets read I see a black sheep looking at me. Purple Cat, Purple Cat, What do you see? I see a black sheep looking at me. I see a white dog looking at me. White Dog, White Dog, What do you see? Lets read White Dog, White Dog, What do you see? I see a goldfish looking at me. I see a black sheep looking at me. Black Sheep, Black Sheep, What do you see? Lets read I see a teacher looking at me. Black Sheep, Black Sheep, What do you see? I see a goldfish looking at me. Goldfish, Goldfish, What do you see? Lets read I see children looking at me. Goldfish, Goldfish, What do you see? Teacher, Teacher, What do you see? a I see a teacher looking at me. Lets read Teacher, Teacher, What do you see? I see children looking at me. Children, Children, What do you see? Lets read Children, Children, What do you see? a yellow ducka blue horse a purple cata white dog and a teacher looking at us. Thats what we see. We see a brown beara red bird a green frog a black sheepa goldfish Lets watch Watch a video of the story and try to read after it. Read aloud Read after the video. Group work Work in group of 4 and read the story. Lets act 老师提问 “What do you see?”, 全班同学根据台上同学的头饰运用 “I see . looking at me.”回答。 Lets share 4人小组内通过问答分享 自己的画，要求运用句型 : I see . looking at me. Our eyes do not show a lack of beauty, but a lack of observation. 世上不是缺少美， 而是缺少发现美的眼睛。 Homework 1.观看课后微课视频 2.和父母分享今天所学 的绘本故事Brown Bear, Brown Bear, What do you see? 绘本阅读课教学设计绘本阅读课教学设计 一、教学内容分析一、教学内容分析 本节课选取了 Eric Carle 的绘本故事 Brown Bear, Brown Bear, What Do You See?，同时它也是我校阅读校本课程教材中的内容。整个绘本故事的内容主要 包含了颜色和动物的单词，符合小学低年段 I 级读物特征：词汇量合适，句型 简单、重复，有节奏感，适合学生唱读。由于课堂时间有限，学生已提前借助 课前的 2 个微课复习了绘本中的 Sight words 和 Phonics 单词：what, do, I, you, see, me, at, look, black, brown, yellow, red, blue, green, white, purple, bird, duck, dog, cat, horse, frog。而本课课上的朗读操练部分，实际意图仅为检查并再次复 习巩固，为接下来的绘本阅读教学打下基础，提高课堂效率。 二、教学对象分析二、教学对象分析 二年级的学生活泼，富有好奇心，喜爱小动物，对故事感兴趣。在课堂上， 对歌曲动画相关的活动环节参与度较高，但注意力的持续时间不长。另外，学 生对 Sight words 以及 Phonics 有一定的积累，但拼读能力不强。 三、教学目标三、教学目标 （一）语言能力 1、能认读新单词：bear, sheep, goldfish, teacher, children 和运用句型：I see . looking at me； 2、能够理解绘本故事的大意； （二）学习能力 1、能运用自然拼读技巧拼读生词； 2、能借助图片和声音对故事的发展进行推测； （三）思维品质 能够结合生活实际运用句型描述所见，培养拓展性思维； （四）文化品格 能够学会感受生活，发现生活中的美并与他人分享所见。 四、教学重、难点四、教学重、难点 （一）教学重点：1.本课的生词及重点句子；2.对绘本的理解； （二）教学难点：重点句型：I see . looking at me 的运用。 五、教学理念及方法五、教学理念及方法 （一）教学理念： 1. 采用 SPP 阅读入门教学模式 SPP 指的是 Sight words, Phonics 和 Picturebook。SPP 阅读模式是结合 220 个常见词（Sightwords）的复现学习，根据字母及字母组合语音规则 （Phonics）教学为中心，配以相应的绘本（Picturebook）阅读加以理解、巩 固、提升，着力于学生阅读解码能力的英语阅读素养的培养的教学模式。 2. 践行我校课题研究理念 本校英语教师以英语“美润”阅读校本教材为载体，在“SPIN”这一策略 理念下将微课融入阅读教学，通过学习 Sight word 和 Phonics 快速提高学生的 阅读能力，让孩子通过阅读培养良好的行为习惯，提高综合语言运用能力。 （二）教学方法： 1. 动作教学法：在低年级英语教学中，用具体形象的手势、动作来辅助英 语学习，激发学生学习兴趣，提高学习效果； 2. 听说法（Audio-lingual Teaching Approach）：低年级的学生主要强调听 说能力，而听说法主要以句型为中心，强调通过反复的句型结构操练来培养学 生的口语听说能力，适合二年级的学情特点。 六、教学手段六、教学手段 PPT、视频、单词卡片、黑板 七、教学过程七、教学过程 （一）Lead in 1. Lets sing: A picture of me 【设计意图：通过歌曲吸引学生注意，引起学生兴趣，从而带动课堂氛围 并复习句型“What do you see? I see.”】 （二）Pre-reading 1. Phonics time Ask Ss to read the words by applying Phonics 【设计意图：让学生运用自然拼读法复习巩固与本故事相关的已学单词】 2. Sight word time Ask Ss to read the words 【设计意图：让学生通过整体认读复习巩固与本故事相关的已学常见词】 3. Lets learn T asks Ss: What do you see? Let Ss try to answer with: I see . (looking at me). 【设计意图：教师通过问答的形式呈现绘本里的重点短语和句子、引出新 单词：bear, sheep, goldfish, teacher, children，并借助图片和自然拼读法 教授新单词】 4. Lets chant 【设计意图：通过小诗的形式把新单词放入句型中，让学生反复操练，为 接下来的绘本阅读做准备】 （三）While-reading 1. Cover reading 【设计意图：通过阅读封面介绍绘本的作者，标题等基本信息，增加学生 对本绘本的了解，帮助学生养成良好的阅读习惯】 2. Lets read Ask Ss to predict the plots of the story with the help of pictures or sounds 【设计意图：让学生借助图片和音频对故事的发展进行推测，不仅能增加 课堂趣味性，也能在呈现完整绘本故事的同时培养学生的推测能力】 1. Lets watch Ask Ss to watch the video of the story 【设计意图：通过视频，让学生对整个绘本故事的大意有更深的理解】 （四）Post-reading 1. Read aloud Ask Ss to read after the video 【设计意图：让学生跟视频朗读绘本故事，加深学生对整个故事的记忆】 2. Group work Ask Ss to read the story in group of 4 【设计意图：让学生在小组合作的氛围下朗读绘本故事，训练学生的口语 能力并通过小组学习培养合作精神】 3. Lets act Ask Ss to retell the story by acting 【设计意图：让学生尝试对故事进行角色代入，加深学生对绘本故事的记 忆，感受阅读绘本的乐趣】 4. Lets share Ask Ss to share their pictures by applying “I see . looking at me.” 【设计意图：鼓励学生结合生活实际运用重点句型，培养学生的拓展性思 维和创作能力】 （五）Summary 1. 思想升华 分享名言：Our eyes do not show a lack of beauty, but a lack of observation. 【设计意图：鼓励学生学会感受生活，发现生活中的美并与他人分享所见】 （六）Homework 1. 观看课后微课视频 2. 和父母分享今天所学的绘本故事