教学日期

10.16

教学班级

二2班

备课时间

10.12

上传人

孙芳芳

备课组员

万雅丽

孙芳芳

使用时间

10.16

教材分析

Analysis of the Teaching Material

本课内容出自人教课标版二年级上册第三单元《My Friends》故事教学。希望学生能够能够借助录音、图片、文字及教师的讲解，读懂本课的小故事，并尝试在教师指导下表演故事。注重学生的能力培养，让学生在具体的语言情境中学习与理解。

学情分析

Analysis of the Target Students

二年级学生正处于英语学习的起始阶段，对英语充满好奇，但词汇量有限，表达能力尚需提高。因此，在教学过程中，教师应注重培养学生的英语学习兴趣，采用直观、生动的教学方法，帮助学生积累词汇，提高表达能力。

教学目标

Teaching Objectives

1、语言能力

能够借助录音、图片、文字及教师的讲解，读懂本课的小故事，并尝试在教师指导下表演故事。

2、文化意识：

能够在故事中感受人与自然中的相关关系

3、思维品质：

通过学习小故事体会朋友间真诚与尊重的重要。

4、学习能力：

通过本课的学习能够基本掌握故事的顺序并适当进行创新

教学重难点

Teaching Focuses and Difficulties

教学重点：能够理解和朗读故事，能够表演或创编故事。

教学难点：根据范例创编故事。

教学过程 Teaching   Procedures

师生活动

设计意图

Step1：Lead in & Warm-up

1. Let’s sing a song.

T: First, let’s sing a song to   review. (播放歌曲视频)

T: What is the song about?

S1: It’s about animals.

T: Right. It’s about animals.

2. Play a guessing game.

T: Let’s play a guessing game about animals.   This animal has long ears, red eyes and a short tail. It can run fast. What   is it?

S1: It’s a rabbit.

T: Great! It is a rabbit. Next one,   this animal is very big, strong and heavy. It has two big ears and a long   nose. What is it?

S2: It’s an elephant.

T: You are so smart. It’s an elephant. The   last one, this animal is very naughty. It’s thin. It   likes to climb trees and eat fruit. What is it?

S3: It’s a monkey.

T: Wonderful! It’s a monkey. Do you   like monkeys？

S1: I like monkeys. They are cute.

T: All right, today we are going to   read a story about a monkey and his friends.

Step2：Presentation

1. Before reading.

T: In the big, big forest, there live a lot of   animals. They often play together. They are friends. One day, Monkey is   looking for food. He is hungry. Suddenly, Monkey sees Panda, Rabbit and   Squirrel over there. Look, what are they doing?

S1: They are eating fruit.

T: Yes. What will Monkey say? Can you guess?

S1: I’m hungry. I want to eat bananas.

S2: The fruit are so yummy. How can I get some?

T: Good guess! Let’s listen to him. (播放两句音频)

T：I’m hungry. Oh, delicious… What happens next? What do you want to know about the story?

S1: Does Monkey eat the fruit?

S2: How does he get the fruit?

T: Good questions! Let’s watch the story together.

(播放故事视频)

T: Does Monkey eat the fruit?

S1: Yes.

T: Good. How does he get the fruit?

S2: He scares away the little animals.

T: Exactly. Let’s read the story.

While Reading.

Monkey wants to eat the fruit very much. He says:  

I’m hungry. Oh, delicious…

T: Look, what are they eating?

S1: They are eating bananas, apples and pears.

T: Are they happy together?

S2: Yes.

T: Why are they so happy?

S2: Because they are friends. They are sharing   fruit together.

T: Good. How do they share the fruit? Let’s listen. 

(播放音频)

T: What do they say?

S1: This is for you.

T: Good job!

T: Look at Monkey. What is he doing? Yes, he is   putting some leaves and branches on his body. What does he want to do?

S1:他想要打扮成一个大怪兽吓走这些小动物。

S2: He wants to eat the fruit.

T: Great! Let’s have a look.

T: Oh, who’s coming?

S1: Monster is coming.

T: Is it a real monster?

S1: No, it’s Monkey.

T: What does he say? Let’s listen. (播放音频)

T: Grrr! What a terrible sound! Why does he do   this? Let’s have a look. Look at the animals. How do they   feel?

S1: They are so scared.

T: Right. What do they do then?

S1: They run away quickly.

T: Yes. What do they say? Let’s listen to them.

(播放音频)

T: “Elephant, help! There is a monster!” They run to Elephant and leave all the fruit on the ground. What will   Monkey do? Look!

T: What is Monkey doing?

S1: He is eating an apple.

T: Yes. What does he say? Can you guess?

S1: So delicious.    S2: Yummy.

T: Good guess. Let’s listen! (播放音频)

T: Yummy! Monkey is eating happily. At the same   time, can the little animals find Elephant? Let’s take a look.

T: Oh, here they are! What are they talking   about? Let’s listen. (播放音频)

T: What are they talking about?

S1: They are talking about the monster.

T: What does the monster look like?

S1: He is big, tall and ugly.

T: Good!

T: The little animals come back with Elephant. Is   the monster still there? No, it’s Monkey! How do the animals feel?

S1: They are angry.

S2: They are surprised.

T: What does Elephant say? Let’s listen. (播放音频)

T: Look, he is Monkey. What will Elephant do   next?

T: Let’s look at Elephant’s face, he’s smiling. Is he hitting Monkey with his long   nose?

S1: No, he’s not.

T: Elephant is taking away the branches. And   Monkey yelled (播放音频)

T: How does Monkey feel?

S1: He’s scared.

T: Good！Does Monkey know that he’s wrong? 那么小猴子会不会意识到自己的错误呢？ Let’s take a look.    Look at Monkey’s face. Does he know that he is wrong? 

S1: Yes.

S2: 我认为小猴子应该很不好意思，还有点羞愧。

T: Right. What does he say? Can you guess?

S1: I’m sorry.

T: Good guess. Let’s listen. (播放 “I’m sorry.” 音频)

T：If you were his friends, what would you say?

S男: That’s OK.

T: Good boy! Look at the little animals. They are   giving a banana and an apple to Monkey. What do they say? Let’s listen. (播放后两句音频)

T：What do they say?

S3: That’s OK. We are friends.

After reading.

T: Do you like Monkey’s friends? Why?

S1: I like them very much. They are nice and   friendly.

Step3：Practice

Let’s read.

1. Do you like the story? Now it’s time to read it. Please listen and repeat. (听对话，逐句跟读。）

2. Can you read the story now? Good.

Let’s act.

1. This time, let’s try to act out the story. Look at the pictures.   Which one do you want to act out?

S1: I want to act out picture 3 with my friends.

T: OK. Let’s watch together.

Step4：Production

Now, let’s try to make up a new story. What do you think   of Monkey? 你觉得这是一只怎样的小猴子呢？

S1: 我觉得小猴子很淘气。

S2: He’s not very nice to his friends.

T: Exactly. If you were Monkey, what would you   do? 如果你是小猴子，你会怎样做呢？ Some students have made up new stories. Let’s have a look.

2.播放对话:

Monkey: Hi, friends! Nice to see you here.  

Panda: Hi, Monkey.

Squirrel: Nice to see you, too.

Monkey: Oh, I’m a little hungry now.

Rabbit: Let’s share together.

Monkey: Thank you!

T: What do you think of Monkey this time?

S: He is nice and friendly.

T: Great!

T: How about this time? Is Monkey nice? Let’s listen.

播放对话音频：

Monkey: Hi, friends! I have some flowers for   you.  

Squirrel: Thank you, Monkey.

Monkey: You are welcome.

Panda: Come and eat some fruit.

Rabbit: Here’s an apple for you.

Monkey: Thank you!

T: Is Monkey nice this time?

S1: Yes, he is very nice.

T: Good! If you were Monkey, what would you do?   You can make up a new story.

Step5：Summary & Wrap up

重点回顾：快速回顾本课所学的单词和句型，确保学生掌握。引领学生一起归纳本课所学的单词及句型。教师对学生的表现进行评价，看看哪个同学掌握得最好。

OK！That’s  all for   today. See you next time! Bye-bye!

设计意图Purpose：

采用英语故事导入的方式来复习和熟悉“animal”这一主题，取得了一定的成效。以生动有趣的故事开场，成功吸引了学生的注意力，激发了他们的学习兴趣。在故事的引导下，学生们自然而然地回忆起各种动物的名称和特征，为后续课本主题的学习奠定了良好的基础。这种导入方式不仅让复习过程变得更加轻松愉快，也使得学生能够更加顺利地进入课本主题的学习，提高了课堂教学的效率和质量。在今后的教学中，我可以继续探索更多富有创意的导入方式，以更好地激发学生的学习热情，提升教学效果。

设计意图Purpose：

在课本呈现环节，我运用情景创设的方式，让学生们充分了解故事背景。针对不同层次的学生，我设定了不同的要求。对于 A   层学生，要求他们能够准确、流利地朗读故事，通过朗读加深对故事内容的理解和记忆，提升语言表达能力。而对于 B   层学生，则要求他们能够跟着视频听懂故事，了解故事情节，在这个过程中逐步培养他们的听力理解能力和对英语的感知力。这样分层教学的方式，能够更好地满足不同学生的学习需求，让每个学生都能在自己的能力范围内取得进步，从而提高整体的教学效果。

设计意图Purpose：

在课本内容的熟悉与练习阶段，采用扮演的方式能够极大地激发学生的学习兴趣和参与度。对于 A 层学生，提出更高的要求，期望他们能够绘声绘色地表演，将故事中的角色生动地展现出来，这不仅考验他们的语言表达能力，还能锻炼他们的表演能力和创造力。而对于 B 层学生，要求相对降低，能够大概朗读课文并理解意思即可，让他们在朗读中巩固所学知识，逐步提升对课文的理解水平。通过这种分层要求的方式，让不同层次的学生都能在适合自己的任务中得到锻炼和提高，从而实现更有效的教学。

当堂练习

☑A类测试题：知识类，单元内容思考，教材内容测试题

□B类测试题：跨界知识融合

□C类测试题：知识运用类

1、能准确、流利地朗读哪幅图相应的内容，就在该图上画一个笑脸。

星级评价

2.能够仿照范例，表演或创编故事。

星级评价

设计意图：

基于“双减”目标和学生核心素养的培养，依据单元教材内容和教学课时，将作业设计为必做题（Need to do）和选做题（Choose to do）两种类型，分层式作业不仅关注学生的语言能力、学习能力、思维品质和文化意识等素养的发展，而且能引导学生在攀登式学习中逐步完成作业、达成核心素养整体发展的目标。

板书设计

My Friends

What does he look like?                                  I'm sorry.

He is big.                                                        That's OK.

He is ugly.

He is tall.

教学反思

在本节课的教学中，我采用了情景导入的方式，让学生仿佛亲临森林，感受小动物们的故事。这种方式有效地激发了学生的学习兴趣，使他们迅速进入学习状态。

在教学过程中，朗读、扮演和编故事等方式的运用也取得了较好的效果。朗读让学生熟悉了故事内容，提高了他们的语感和朗读能力。扮演则让学生更加深入地理解了故事中的角色，增强了他们的表现力和自信心。编故事环节充分发挥了学生的想象力和创造力，培养了他们的语言表达能力。

然而，在教学过程中也存在一些不足之处。首先，情景导入的时间可能过长，导致后面的教学环节时间紧张。其次，在学生扮演和编故事的过程中，我对学生的指导还不够细致，部分学生的表现还有待提高。最后，在评价学生的表现时，我应该更加注重多元化的评价方式，充分肯定学生的努力和进步。

针对以上问题，我在今后的教学中会更加合理地安排教学时间，确保各个教学环节都能顺利完成。同时，我会加强对学生的指导，提高他们的表演和创作水平。在评价学生时，我会采用更加多元化的方式，关注学生的个体差异，让每一个学生都能感受到自己的进步和成长。

重点学生关注

在培优工作中，朱冠錦、程梓妤等同学一如既往地展现出了卓越的学习能力和积极进取的态度。故事朗读环节，他们发音标准、语调优美，情感的注入更是让故事生动鲜活，仿佛将同学们带入了一个个奇幻的世界。当提出更高的要求，让他们进行故事表演和编写新故事时，他们迅速投入其中，朱冠錦同学凭借丰富的想象力和出色的表现力，将角色演绎得惟妙惟肖；程梓妤同学编写的新故事逻辑严谨、情节跌宕起伏，令人赞叹不已。我密切关注着他们的每一个进步，及时给予肯定和鼓励，同时也引导他们不断挑战自我，向更高的目标迈进。

而在辅弱方面，张博深、沈诗琪等同学一直是我重点关注的对象。他们在学习上虽然面临一些困难，但他们从未放弃努力。课堂上，我给予他们更多的关注，通过一对一互助的方式，为他们创造更多的学习机会。张博深同学一开始较为羞涩，不敢大声朗读，但在同学的耐心帮助和鼓励下，他逐渐变得勇敢起来，现在已经能够较为流利地读出简单的句子。沈诗琪同学在理解故事方面存在一定困难，我便引导她通过与同学交流讨论，逐步加深对故事的理解，如今她也开始尝试用自己的语言表达对故事的感悟。我时刻关注着他们的情绪变化和学习进展，不断调整教学方法和策略，以满足他们的个性化需求。

在今后的教学中，我将继续坚持培优辅弱的工作方针，充分发挥每个学生的优势，弥补他们的不足。对于培优的同学，我会提供更多具有挑战性的学习任务，激发他们的创新思维和探索精神；对于辅弱的同学，我将给予更多的耐心和关爱，帮助他们建立自信，逐步提高学习成绩。我相信，只要我们共同努力，每一位学生都能在学习的道路上绽放出属于自己的光彩。