1、1 AnalysisAnalysis ofof TeachingTeaching MaterialMaterial （教材分析）（教材分析） Thisis the 4thperiod of this unit. The theme 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
2、” in which activities are closely related to students real life,and in accord with students cognitive level,aiming 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 c
3、hant. AnalysisAnalysis ofof StudentsStudents （学情分析）（学情分析） The objects of this lesson are students in Grade 2. Students 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
4、 “The Race between Rabbit and Turtle” in Chinese class.Thus they must have mastered some skills of time-learning and 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
5、English learning. Therefore, it requires teachers to set up the tasks from easy to the advanced to guide them. Whats 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,
6、 fun and relaxing activities to sustain studentsinterests and attention. 2 TeachingTeaching AimsAims ( (教学目标教学目标) ) Knowledge Aims ( (知识目标知识目标) ) 1) Students 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!
7、Im late./I win! AbilityAims ( (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)?e capable of retelling the story. Emotional Aims ( (情感目标情感目标) ) 1)Enjoy the happiness of English reading. 2)?e active and cooperative in team work,enjoy
8、 the sense of achievement in coopeartion. 3)?e modest to others. KeyKey pointspoints ( (教学重点教学重点) ) 1)Students 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! DifficultDifficult PointsPoints ( (
9、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 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
10、Response Teaching Method LearningLearning MethodsMethods ( (学法学法) ) The Cooperative Learning Method The Communicative Learning Method TeachingTeaching Aids(Aids(教具教具) ) Textbook,Flash, Video ,Pictures,Cards, Power Point,Multimedia, ?lackboard 3 Teaching procedures Teaching content Teachers activitie
11、s Students activities Teaching purpose Step1 Review& Warm-up Unit4 Lesson 1A 1. Show a clock, asking what time it is. 2. Sing and act the chant. 3. Game: Flash words 1.Thinkand answerthe question. 2.Sing and act the chant. 3.Showthe flash words in limited time. Toreview what theyve learnt before Ste
12、p2 Pre-reading (Lead-in) Apreset scene of the forest and the main scence 1. Lead students toobservea picture of some animals: Q: Whatanimals can you see? 2.Show students avideoclip concerning “the Rabbit and the Turtle”. 1.Observethe pictureand answerthe questions. . 2.Watchthe video,think about wha
13、t will happen between the rabbit and turtle . 1.tocatch students attention and arousetheir interests. 2.to liven up thelesson and lead in thetopic -The Rabbit andtheTurtle inreal situation. 4 Q:Whatwill happen between therabbitand the turtle? 3.Present the 1st picture and last pictureofthe story. Q1
14、:Is the rabbit happy?(p1) Q2:Is the rabbit happy? Q3:Is the turtle happy?(P2) 4.Listenand talk:Why is the rabbit sad? 3.Thinkand talk about their idea. 3.to predict the story Step3 While-readin g (Presentation of the story) Story plot 1.Readand match:present the main scene as a whole. 2.Show the sto
15、ry andplaytape pictureby picture. P1: The conversation betweenthe 1.Read pictues andcomplete match. 2.Read the story step by step and analysethe personality and reasonwhy the rabbit loses in the race. 1.toextract themain information. 2.topresent thestory interestingly inaclear clueand deepen the und
16、erstandin -gofthe story. 5 rabbitandthe turtle:Its 11:00. Lets start. P2: The conversation betweenthe rabbitand dog:Its 11:10. Letsplay football. P3: The conversation betweenthe rabbitand monkey. P4: P5 The conversation betweenthe rabbit and angel. P6: Theendingof story:theturtle wins the race,the r
17、abbitisvery sad. 1.Play the tape 3.Listen to the tape and try to imitatethe intonation,stress pronunciation. 4.Think and fill in the blanks. 3.Cultivate the ability of analysis. 4.Enhance the authentic Pronunciatio -.nand analyzethe changeof rabbitsand turtles mood. 6 Step4 Post-reading (Practice) 1
18、.Practice1: Listenand match. 2.Practice2: Listenand point. 3.Practice3: Readand say./Actand guess and tell the rules of time map. 2.Lead students to imitate the pronunciation, stress,intonation. 3.Present picture aboutactivity expressionsand modal particle, thenactthem tellingSsto guess. 1.Listenand
19、 completetime map. 2.Listenand point. 3. Read the pictures and say expressions loudly. Lookat teacherand guessthe meaningof action. Consolidate key points . Step5 Production &Assignmen t Story-retelling Role-play Summary 1. Draw a route ofrabbits experience in the story and retell together with Ss.
20、2.Make students form a group of 5,encourage Ss to show. 3.Activate Ss to share what they have learnt from the story. 4.Assign homework. 1.Retellthe story according to picture route. 2.Retellthe storywhile acting the story in groups. 3.Talkabout what they have learnt from the story. 4.Role play as tu
21、rtle,rabbit,dog ,monkey,Angel in groups. toexamine Ss ability of transforming theinput through listening and reading into outputby speaking. 7 ?lackboard design Main Scene Assessment Time Map 8 Teaching reflection ?ased on Cultivation of the English key competence:Language Competence(语言能力)、Thinking
22、Quality(思维品质)、Learning Competence(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 identifyandsaytheexpressionsofthestory:What
23、timeis it?Its./Lets.2)Studentscanvividlypronouncemodal 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 acc
24、ording to the “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 cooperation and connected the story with their actual learning and life, which can enhance their understanding of
25、the story more deeply:1.Pride goes before a fall.(骄兵必败。)2.?e 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, ?esides, I have taken a formative assessment as rabbit and the turtle. ?ut how to strengthen all of Ssconfidence still needs exploring and studying.
