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教学内容：Unit 2 Boys and Girls Story Time
1. 指导依据说明
现代外语教育注重语言学习的过程，强调语言学习的实践性，主张学生在语境中接触、体验和理解真实语言，并在此基础上学习和运用语言（英语课程标准，2011）。以学生为主体，培养学生思维，感受英语学习的乐趣，引导学生用英语做事。在真正使用英语的同时，关注英语语言背后的文化内涵和蕴含其中的情感教育。
2. 教学背景分析
第一单元学习了家庭成员的称谓，第二单元开始学习单数的人称代词和物主代词。本单元的核心词汇与句型有friend, classmate, he, she, his, her, Who is…? He/she is … What’s his / her name? His/her name is … 在第二单元故事之前已经学习了第三单元，内容为描述朋友外貌特征。
本堂课是借班上课，对学生不是十分了解，也刚好借助这一真实生活情景相互熟悉。课前调查发现，学生对上述功能句的掌握层级比较明显，所以在课堂上需要适当提供分层的活动空间，让不同层次的学生都有所得。在与学生交流中发现，近一半的学生对课堂常用语存在理解困难，需要教师尽量使用简单句并适当提供中文翻译；另外学生间同伴合作的能力较弱，需要老师培养学生同伴合作的意识。
3. 教学目标分析
1. 能够借助录音、图片、文字及教师的讲解，读懂小故事，尝试合作表演小故事。 2. 在故事情境中复习有关询问和回答人物姓名的功能句：He/she is ... What’s his/her name? His/her name is …；了解What is that? 与Who is he/she? 的使用语境。初步体会语言在真实情境中的使用，培养学生语言能力。
3. 培养学生观察、想象、预测等思维能力，渗透与人初次交往时的基本礼仪。
4. 教学重点、难点分析
1. 教学重点：读懂本课的小故事，初步尝试表演小故事。 2. 教学难点：初步体会语言在情境中的使用。
5. 学习过程设计
Step 1: Lead-in 1. Rules of the class
T: Please listen carefully and speak actively. If you answer a question or show in the class, your group can get a special sticker. At the end of the class, all of your stickers will give you a big surprise. 2. Characters
T: Boys and girls, here is a very cute animal. Please guess. Who is it? Miss Rabbit. T: Miss Rabbit has a friend. Who is it? He is yellow. Quack, quack!
T: Miss Rabbit and Mr. Duck are good friends. They go to play outside. Shush … where are they?
Ss: They play in the park/forest.
设计意图：用简笔画及语言模仿引出本课的主人公兔子小姐和鸭子先生，鸟语花香的声音将孩子们带入故事发生的地点。通过充满悬念的评价方式和主人公介绍，在最短时间唤起学生注意力并激发学生兴趣，为后面活动作好铺垫。 Step 2: Story Time
1. Learn the picture and the story Pic1.
T: Wow, so beautiful! What can you see? (What is that?)
T: Elephant? Really? Maybe it is an elephant. What does it look like? S: It is green. It is big and strong, maybe it is a man or boy.
T: What does Miss Rabbit say? Who is he? It is very far away from us, you can’t see clearly.
T: Can you say it with surprise? If you have no idea at all, you may ask ...What is that? (1) Pic2---Pic5
Pic2. T: Look, it is coming. It is near to Miss Rabbit and Mr. Duck. What does Miss Rabbit say? Is he a boy? How does Miss Rabbit feel? Afraid. Can you read with the emotion? Pic3. T: It is close to us. What does Mr. Duck say? Is he a man? How does Mr. Duck feel? A little scared. How do you know that?
Pic4. T: What does Miss Rabbit say? Is he a tiger? How do they feel? Scared. If the tiger is coming, what will happen? The tiger may eat us.
T: Let’s try to Read P2—P5 quickly with emotion. (1. T: Miss Rabbit, Ss: Mr. Duck; 2. Pair work)
Pic5. No! Aagghh! Look, what happened to Mr. Duck? Fall down to the ground. How do they feel? Why? Terribly scared. Safe of dangerous? What do they want to do? (Escape, run for your life.) (If you and your friends are in danger, what should you do?) Please do it with emotion in pair.
T: The elephant shakes off the leaves and flowers. Can you shake off something like that? (2) Pic6.
T: Actually, who is he? Oh, he’s my friend. The duck is released. How does the elephant feel? How do you know that? Where is the rabbit? （She hides behind the stone. Because the rabbit doesn’t know him, still worried.） (3) Pic7-8.
T: She says “What’s his name?” His name is Tiny. Why is Miss Rabbit so surprised? Tiny, that means very small. It is humors. 设计意图：
1. 将部分图片整合后，学生以不同的节奏观察图片、感知语言、模仿语音，进而理解故事中人物情感，更好地培养了学生的读图能力和预测想象能力。
2. 对于较难的词汇tiny，用图片对比形式，帮助学生理解英美文化中名字特有的幽默感。
2. Read the story (1) Enjoy the cartoon (2) Listen, point and repeat. (3) Enjoy the book T: Now it’s time for you to enjoy the book by yourself. You can read in small voice 2 minutes. Please go ahead! 3. Act the story (1) Greeting---Pic8.
T: The Elephant meet Miss Rabbit for the first time. She is his new friend, what will the elephant say? Hello, hi, or nice to meet you! How about Miss Rabbit? (2) Model
T: I want to be Miss Rabbit. Who want to be the elephant Tiny? Who want to be Mr. Duck? Would you all be the director? (3) Practice and show
T: How many roles are there in the story? Miss Rabbit, Mr. Duck and the elephant Tiny, we also need a director. Four students in a group. Please role play, and you may show for the class later.