Story timeppt配套的板书设计及意图

Unit 2

What a day! Teaching contents ：Story time（the first period）

Teaching aims ：

1. 学习Story time中的单词：cloudy, rainy, sunny, windy ，show, interesting, weather, high, honey, ant, bee, cloud, sky, rain.和会运用句型：It was sunny/cloudy/windy/rainy.和I/We/He/She brought/saw/flew …

2. 学生能够掌握英语日记的书写格式，并对相应的天气状况进行准确表达。

3. 学生能巩固一般过去时态的语法结构，理解过去式的规则与不规则变化及读音，理解Yang ling的日记内容。

Teaching keys and difficulties: Teaching keys: 1. 学生能掌握四会单词及词组：cloudy, rainy, sunny,

windy和会运用句型：It was sunny/cloudy/windy/rainy.和I/We/He/She brought/saw/flew …

2. 学生能初步听懂并且会说、会读单词show, interesting, weather, high, honey, ant, bee, cloud, sky, rain. Teaching difficulties: 1. 能熟练听、说、读、写本课的四会单词及词组。

2. 能对相应的天气状况进行准确表达。

3. 能理解过去式的规则与不规则变化及读音，理解Yang ling的日记内容。

Teaching procedures

Step 1

Free talk T: Hello, boys and girls. S: Hello, …

T: Let’s talk about the weather, OK? S:OK!

T: How is the weather today?(多媒体展示几张天气的图片，sunny, windy, cloudy, rainy) S: It’s …

(学习sunny, windy, cloudy, rainy等天气词汇,跟读，拼读)

Step 2

Extensive reading 1. Learn how to write a diary T: Who is she? (出示杨玲的照片) S: …

T: What’s in her hand?

S: It’s …

T: Let’s guess: What does Yang ling like doing?

S: She likes writing diaries. T: How to write a diary in English? S: …

(渗透英文日记的书写格式,三部分：date, weather and special things.) 2. Skipping reading

(1)Let’s read Yang ling’s diary quickly .Answer: What’s the date?

(讲解日期读法和写法，跟读）

(2)Watch the carton and answer the following question: What was the weather like? （再次呈现sunny ,windy, cloudy, rainy）

Step 3

Intensive reading

Find out special things in Yang Ling’s diary.

1. Read Paragraph1 and 2,answer the following questions. (1) What was the weather like in the morning? (2) What did they do? (3) What did they do in the park? 2.Read Paragraph 3 and 4, answer: T: How was the weather like then?

S: The weather became windy and cloudy. T: What did they do? S: They flew kites high in the sky.

T: It was windy, so they flew kites high in the sky, right? (教授high) T: Could they eat their lunch? Why? S:…

3.Read the rest paragraphs of the text,answere T: What was the weather like in the afternoon?

S: There were black clouds in the sky. It rained.（教授black clouds）

T: How were the children? S: They were hungry and wet.(教授hungry and wet) 4.由天气变化多端,自然揭题What a day！

(这个句子可以应用在很多的场景中，它可以根据上下文翻译为“多么糟糕的一天！”“多么忙碌的一天！”“多么美好的一天！”等)

(在此过程中教授动词过去式的特殊变化形式：

go → went

see →saw

become →became

fly →flew

are →were bring →brought)

Step 4 Consolidation 1. Read after the recording. 2. Do the Ex: Correct the right order. 3. Do the Ex: True or False. 4. Fill in the blanks about the Story time. 5. Retell the story:

It was on the twentieth of September. In the morning, it was …

We

went… We saw…

Then, it become… We flew… We

brought…

We saw

some… We could not

…

In the afternoon, there were

…

It … We were

…

Step 5 Homework

1. Copy the new words and the past tense of verbs. 2. Read and retell the Story time.

3. Write a diary in English. 4. Finish some exercise. 板书设计：

Unit 2

What a day! Sunday, 20th September

It was sunny.

went to the park and saw a parrot show

cloudy.

flew kites high in the sky

windy.

saw some ants and bees

rainy.

black clouds, hungry and wet

钱涧方

Unit 2

What a day -----Story time 教学反思：

本堂课是Story time 的第一课时，通过谈论天气，引入本单元主题—日记。我把日记分为三部分：date, weather, special things.接下来按照此顺序展开教学。让学生感知日记，既调动了学生的好奇心，同时也为接下来文本的学习作了铺垫。课文的阅读学习分成了泛读——精读。在泛读环节，通过询问date 和weather，初步了解那天发生的事情；同时引导学生学习部分动词过去式及其读音。在泛读环节学生还通过阅读进行判断，逐渐提高学生对学习课文的要求。最后的精读使学生进一步理解这篇日记，同时能运用所学句型表述当天所发生的

事情。通过泛读，精读，加强了学生阅读策略的养成，培养了学生自主学习的能力，同时引导了学生掌握正确的阅读方法。最后我通过提问，自然揭示课题含义，让学生通过自己对整篇日记的理解去猜测题目“What a day!”的意思，在学习过程中逐渐渗透了英文日记的书写格式。通过听、说、读、写的学习方式巩固了学生对一般过去时态结构的理解。我在教学的过程中创设有趣的情境，通过各种活动和任务，将知识由浅入深，让不同层次的学生能够在本节课中有所收获。

不足之处：学生做练习的时间相对较少，部分学生不能掌握练习的具体要求；学生对日期的写法与读法还有相当大的难度，需要课后加以强化。