2019-2020年二年級英語下冊 2B Unit2 At the zoo教案 蘇教牛津版.doc

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2019-2020年二年級英語下冊 2B Unit2 At the zoo教案 蘇教牛津版 一．教學(xué)目標(biāo)： 1．能聽懂特殊疑問句What do you like?并能用I like…表達(dá)喜歡某物，語音語調(diào)正確。 2．能聽懂、會說、初步認(rèn)讀monkey, bear, tiger, lion和panda五個動物類單詞，發(fā)音正確。 二．教學(xué)重點(diǎn)： 能聽懂、會說、初步認(rèn)讀monkey, bear, tiger, lion和panda五個動物類單詞，發(fā)音正確。 三．教學(xué)難點(diǎn)： 能聽懂特殊疑問句What do you like?并能用I like…表達(dá)喜歡某物，語音語調(diào)正確。 四．課前準(zhǔn)備： 教具準(zhǔn)備 1課文圖片、錄音磁帶或多媒體光盤。 2多媒體課件。 3動物的圖片。 板書準(zhǔn)備 預(yù)先寫好課題Unit 2 At the zoo 五．教學(xué)過程： A Free talk 1.T: Do you like winter? S1: Yes, I do. T: Do you like winter? S2: No, I don’t. The Ss ask and answer in pairs. 2.Sing the song: Season’s song. B Look and learn 1.課前讓每個孩子制作一個自己喜愛的動物頭飾，要求會說這個動物的英文名稱。教學(xué)時，通過問候、自我介紹等情景的創(chuàng)設(shè)復(fù)習(xí)舊知、引入新詞。這樣的活動有利于幫助孩子在單詞讀音與單詞所代表的動物之間建立起較為牢固的聯(lián)系。 2．（小動物圖片）T: What can you see? S1: I can see a panda. T: Do you like pandas? S1: Yes, I do./ No, I don’t. 用同樣的辦法教monkey, tiger, bear, lion. C Practice 1 T: Do you like pandas? S1: Yes, I do. T: Do you like bears? S2: No, I don’t. T: What do you like? S2: I like tigers. 2. Play a game課件：聽聲音猜動物 D. Consolidation: Do a survey 1.Review the new words: tiger, bear, monkey, lion, panda 2.The Ss do the survey. 3.調(diào)查結(jié)束后做一個統(tǒng)計匯總，如Who likes tigers?學(xué)生根據(jù)各自的調(diào)查結(jié)果，快速報出班上同學(xué)的姓名。 E Assign homework 1.熟讀單詞tiger, bear, monkey, lion, panda,并能正確區(qū)別。 2．聽錄音，理解課文。 教學(xué)反思： 第二課時 一．教學(xué)目標(biāo)： 1．能聽懂特殊疑問句What do you like?并能用I like…表達(dá)喜歡某物，語音語調(diào)正確。 2．能使用特殊疑問句What do you like? 向他人詢問喜歡某物，語音語調(diào)正確。 二．教學(xué)重點(diǎn)： 能聽懂特殊疑問句What do you like?并能用I like…表達(dá)喜歡某物，語音語調(diào)正確。 三．教學(xué)難點(diǎn)： 能使用特殊疑問句What do you like? 向他人詢問喜歡某物，語音語調(diào)正確。 四．課前準(zhǔn)備： 教具準(zhǔn)備 1課文圖片、錄音磁帶或多媒體光盤。 2多媒體課件。 3動物的圖片。 板書準(zhǔn)備 預(yù)先寫好課題Unit 2 At the zoo 五．教學(xué)過程： A Revision T: Boys and girls, do you remember the rhyme ’I am a cow ’ 老師帶領(lǐng)學(xué)生邊做動作邊說歌謠，借此復(fù)習(xí)學(xué)生學(xué)過的動物類單詞dog, cat, cow, pig, duck. T: What am I now?(教師表演猴子抓耳撓腮的動作。) Ss: Monkey. T: I like monkeys. Do you like monkeys? S: Yes, I do./ No, I don’t. T: What do you like? S: I like… B Learn to say T: Boys and girls, look at these animals on the farm. What are they?(教師呈現(xiàn)一張農(nóng)場圖，上面有各種有趣的動物。) Ss: They’re…（學(xué)生自由說出圖片的內(nèi)容） T: I like cats. What do you like? S: I like…提醒學(xué)生用單詞的復(fù)數(shù)形式 C Practice 1.Listen and read. 2.The Ss read in teams, then by themselves. D. Consolidation: T: (給出幾個話題) Animals Seasons Colours Fruits Food and drinks 請學(xué)生選擇其中的一個話題，設(shè)計一個合情合理的場景，編一段對話。 S1: Hello, Sue! What’s that? S2: It’s a balloon. S1: What colour? S2: It’s blue. S1: Do you like blue? S2: No, I don’t. S1: What colour do you like? S2: I like yellow. E Assign homework 1.熟讀單詞tiger, bear, monkey, lion, panda,并能正確區(qū)別。 2．在聽的基礎(chǔ)上模仿錄音，爭取能背誦課文。 教學(xué)反思： 第三課時 一．教學(xué)目標(biāo)： 1．能使用特殊疑問句What do you like? 向他人詢問喜歡某物，語音語調(diào)正確。 2．會說歌謠Five little monkeys. 二．教學(xué)重點(diǎn)： 會說歌謠Five little monkeys. 三．教學(xué)難點(diǎn)： 能使用特殊疑問句What do you like? 向他人詢問喜歡某物，語音語調(diào)正確。 四．課前準(zhǔn)備： 教具準(zhǔn)備 1課文圖片、錄音磁帶或多媒體光盤。 2多媒體課件。 3動物的圖片。 板書準(zhǔn)備 預(yù)先寫好課題Unit 2 At the zoo 五．教學(xué)過程： A Free talk T: Do you like winter? S1: Yes, I do. T: Do you like winter? S2: No, I don’t. T: What do you like? S2: I like monkeys. The Ss ask and answer in pairs. B Learn a rhyme. 1.T: What can you do? S1: I can run. T: What can the monkey do ? S1: It can jump. 2 listen to the tape. 引導(dǎo)學(xué)生完整地聽兩遍歌謠，體會其中的含義和幽默。 1. Five little monkeys Jumping on the bed. One falls down And bumps his head. 聽錄音跟讀、打拍子跟讀、歌謠接龍、分層表演等多種形式帶領(lǐng)學(xué)生朗讀歌謠。 4．在學(xué)生充分理解大意，并能夠較好的朗讀的基礎(chǔ)上，引導(dǎo)學(xué)生用其他小動物進(jìn)行替換或改編，也可以將jumping換成running, dancing 等。 D. Do some exercises a. Listen and circle. b. Listen and tick. c. Read and circle. d. Look and say. E Assign homework 1.熟讀單詞monkey\ tiger\panda\bear\lion并能正確區(qū)別。 2．在聽的基礎(chǔ)上模仿錄音，爭取能背誦課文。 3．會說歌謠Five little monkeys. 教學(xué)反思： 附送： 2019-2020年二年級英語下冊 2B Unit2 In the circus教案1 滬教牛津版 Teaching aims: 1) Locate specific information in response to simple instructions. 2) Use imperatives to give simple instructions. 3) Learn the sentences: e here. Go there. e back . Education aims: Foster the thought of loving animals. Difficult points: Using imperatives to give simple instructions. Materials: Cassette 2B and cassette player. Animal masks Teaching procedures: Pre-task preparation 1) Sing a song ‘Follow me’ 2) Daily Talk. 3) Listen, repeat and act. e.g. T: Stand up. S: Stand, stand, stand. Stand up.(With actions.) While task procedure 1) Learn: e here. (1) Say ‘e here’ and do a motion. Invite students to copy you. (2) Say ‘e here,…(Student’s name).’ Invite some students to stand with you. (Give them hint to make sure they understand the meaning and do the correct action.) (3) Write the sentence on the board and then read. (4) Check the pronunciation and intonation. (5) (Invite one student to play Spotty.) Say: ‘Look, Spotty. Let’s ask him to stand with us.’ Students stand in front of the class say: ‘e here, Spotty.’ Add ‘Spotty’ after ‘e here.’ On the board. (6) Say a rhyme. e.g. e here. e here. e here, Spotty. (Change with student’s name.) 2) Learn: Go there. (1) Say ‘That’s the door. Go there.’ And point to the door. (Repeat several times.) Invite students to say and act like you. (2) Say ‘Go there, …(student’s name).’ Students go there including Spotty. (3) Write the sentence on the board and read (4) Sing a song. e.g. Go there, Spotty …(Using the old music) 3) Learn: e back. (1) Say ‘e here, …’ ‘Go there, …’ Then say ‘e back.’ (2) Write the sentence on the board and then read. (3) Say and act, students copy you. 4) Invite students to do the actions to the various mands. 5) Open the student’s book to page 7. Play the cassette. Ask students to listen and repeat. 6) Work in pairs. One mands and the other does the actions. Then let them change roles. Post-task activities 1) Play a game: ‘We’re good friends.’ Invite some students to play some animals. e.g. Miss Pig, Mr. Duck Let other students to choose the animal friend to play games. e.g. e here, Miss Pig. ( O.K.) Go there, Miss Pig. (O.K.) … ( First make an example with one animal.) 營造輕松愉快的課堂氣氛。 聽、說、演，在愉悅的氛圍中復(fù)習(xí)祈使句。 以動作讓學(xué)生理解意思，鍛煉學(xué)生用英語思維。 注重學(xué)生的語音語調(diào)。 兒歌是學(xué)生最喜歡的訓(xùn)練形式之一，因此也是最有效的。 舊譜填新詞，讓學(xué)生在歡樂的歌聲中鞏固新知。 以游戲訓(xùn)練新知，使學(xué)生全身心地投內(nèi)入。同時也培養(yǎng)學(xué)生對動物的喜愛。 Teaching essay Period 2 Let’s learn Teaching aims: 1) Learn the words: horse, bear, elephant, tiger, monkey, panda. 2) Pronounce words properly. Education aims: Foster the thought of loving animals. Difficult points: Using nouns to identify animals. e. g. bear, elephant Materials: Cassette 2B and a cassette player. Wookbook 2B page 6. Animal masks. Teaching Procedure: Pre-task preparation 1) Sing a song: ‘MacDonald’s farm’ 2) Daily Talk. While-task procedure 1) Learn the word: panda (1) Show a box. Say ‘There’s an animal in the box. Guess the animal. It is fat. It is black and white. It likes to eat bamboo. What is it?’ (2) Hold up a toy panda and slowly say the word ‘panda’. Students listen and repeat. (3) Show the word card and picture card, then say it. (4) Check the pronunciation. (5) Invite students to put on the masks. Act out the panda and say: I am a panda. 2) Learn: elephant (1) Act out an elephant, invite students to guess what animal it is. (2) Show the picture card and word card, students listen and repeat. (3) Say a rhyme. e. g. Five little elephants in a row. Five little elephants say ‘Hello’ ‘Oh,’ says one elephant, ‘I must go.’… 3) Using the same way to learn horse, bear, tiger, monkey. 4) Play the cassette. Students listen and repeat. 5) Sing a song. ‘Can you tell me what this is’。 Post-task activities 1) Put up the picture and word cards on the board in random order. Match them. 2) Listen and judge. Teacher points to the pictures (word cards) and say words. Students listen and judge. 3) Say rhymes e. g. Horse, horse, horse. I am a horse. 4) Play a guessing game. ‘What’s in the box?’ 動物歌曲把學(xué)生帶入動物世界。 以猜的游戲引出新單詞，激發(fā)學(xué)生的興趣。 通過教師生動的表演引出動物名詞，富有兒童情趣。 有趣的兒歌是鞏固新知最有效的方法之一。 運(yùn)用多種形式鞏固新知。 Teaching essay Period 3 Let’s talk Teaching aims: 1) Learn the sentences: Look at the… It’s… and… 2) Use imperatives to draw attention to something. 3 ) Use adjectives to describe animals. Education aims: Foster the thought of loving animals. Difficult points: Use imperatives to draw attention to the animals and describe them. Materials: Cassette 2B and a cassette player Word and picture cards (animals) Wallchart 2B Animals Teaching Procedures: Pre-task preparation 1) Sing a song. ‘Colours’ 2) Say a rhyme and act. ‘Five little elephants in a row.’ 3) Show animal masks and ask ‘Hello, who am I?’ Students say animals. 4) Stick picture and word cards on the board. Students say aloud the animals. While-task procedure 1) Teach: Look at the … It’s…and … (1) Say ‘ Look at the bear’ and point to the bear. Ask ‘ Is it big? What colour is it? Is it big and brown?’ to elicit: It’s big and brown. Students say the sentence after you. (2) White on the board and read. (3) Say the other animals. (4) Practice: T: Look at the …(Point to the animals.) S: It’s … and … (5) Invite more able students to point and say ‘Look at the …’ (6) Write and read: ‘Look at the …’ (7) Work in pair. S1: Look at the … S2: It’s … and … 2) Tell the story like this: Today is May’s birthday. Father took may to the circus. (Sing a song about animals )May had never been to one before, but she had seen one on television. She was surprised to see many animals. Do you know what animals she saw? (Show the Wallchart cover the animals in the picture with paper.) Invite students t o guess. e. g. S: A/An … T: What colour is it? Is it big or small? S: It’s … and … 3) Play the cassette. Listen and repeat. Post-task activity 1) Work in pairs to talk about the wallchart. 2) Play a game. Put the animals in the box. Say: ‘There’s a bear (…) in it Guess, What colour and what size is it?’ S: It’s … and … (The toys will be the prizes.) Consolidation Workbook page 5:Listen and write the correct number in the box. 戴面具表演動物來復(fù)習(xí)動物名詞，富有兒童情趣。 設(shè)置語言環(huán)境，讓學(xué)生在一定的語言環(huán)境中學(xué)說句子。 以故事和歌曲引出課文，使學(xué)生在生動的情景中進(jìn)行語言訓(xùn)練，培養(yǎng)學(xué)生的交際能力。 注重增加學(xué)生的語言信息量，提高學(xué)生運(yùn)用語言的能力。 運(yùn)用激勵原理提高學(xué)生的興趣。 Teaching essay Period 4 Basic aim: 1.Using nouns to identify things. . .. e.g. pencil, quilt. 2. Learning the letters: Pp , Qq. Difficult point: Writing the letters Materials: pictures,word cards,recorder. Pre-task preparation 1. Sing a song. <> 2. Say a rhyme Apple,apple.p,p.bag,bag,b,b. 3. Ask and answer e.g. What do you see? 4. Revision: a. Read the letter cards. b. Match the capital letters and small letters. c. Listen and choose the correct letter. While-task procedure 1. To learn “pencil” a. Show students a pencil T: What do you see? P: pencil b. Show the word card for “pencil” and read c. Say a rhyme Pencil,pencil,I can see.Pencil,pencil,for you and me. 2. To learn the letter “Pp” a. Show alphabet cards “Pp” T: Pencil begins with the sound “p” b. Read after the teacher c. Listen and choose the letter (p&b,p&d,P&D,P&B.) d. Write the letters with the fingers 3. To learn “quilt,Qq” (the same way) 4. Have a rest Sing a song: <> 5. Play the cassette a. Students listen and repeat b. Say a rhyme Pencil,pencil,I can see.Quilt,quilt,for you and me. P p Pp I can see,Qq Qq for you and me. 6. Write the letters a. Ask student say how to write b. Teacher write the letter on the board. c. Students try to write in their exercise Post-task Activities 1. Play a game (Which alphabet is in the box?) 2. Match the capital letters and small letters… 使學(xué)生快速調(diào)整心態(tài)，進(jìn)入學(xué)習(xí)英語的狀態(tài)。 復(fù)習(xí)舊知，為新知作鋪墊。 用實物引出pencil，激發(fā)學(xué)生興趣。 有節(jié)奏的說唱英語，為培養(yǎng)學(xué)生良好的語音語調(diào)打下基礎(chǔ)，復(fù)習(xí)所學(xué)內(nèi)容，活躍課堂氣氛。 調(diào)節(jié)課堂氣氛。 猜的游戲能激發(fā)學(xué)生的好奇心，提高學(xué)習(xí)的積極性。 Teaching essay Period 5 Let’s play Guess Who’s my friend? Basic aim: 1. Using connectives to link two adjectives. e.g. She is little and white. 2. Asking “Wh-’’questions to find out specific information about a person. e.g. Who is she? Developing aims: 1. Learn other words. e.g. tail,short. 2. Make a riddle. Materials: cassette,player,toys,masks. Teaching procedure: Per-task preparation 1. Sing a song <> 2. Ask and answer Who are you? Who’s he? Who’s she? Who’s your English teacher? 3. Match the picture cards and the word cards 4. Talk like this e.g. Look at the bear. It is big and brown. 5. Guessing game. (What is it?) e.g. It is black and white. It is fat. It likes to eat bamboo. While-task procedure 1. Guess an animal riddle T: It is little and white. It has two red eyes and two long ears. What is it? Ps: rabbit T: Yes, she’s my friend. 2. To learn “my friend” a. Say a rhyme Friend, friend, my friend. She’ my friend. 培養(yǎng)學(xué)生的聽力和語言能力，刺激他們先前所學(xué)的知識，為新課做準(zhǔn)備。 有游戲引出新授知識，激發(fā)學(xué)生興趣，易于掌握新知。 b. Try to say 3. To learn “Who’s she?” a. Ask “Who’s she?” to elicit “She’s a rabbit.” b. Ask and answer. (T-P) (P-P) 4. Describe the animals a. Point and say T: She has two black eyes and two small ears. c. Give students some words (tail.long,short, bid, small,yellow.) d. Students try to say 5. Play the cassette a. Students listen and follow. (one sentence by one sentence) b. Repeat after the tape. c. Practise reading the riddle with the students. Post-task activity 1. Divide students into groups of three. Make a riddle Group1 (horse) Group2 (panda) Group3 (tiger) Group4 (elephant) 2. Say and guess Invite the groups to read their riddle to the class. The rest of the class guess what the animal is. Consolidation: Workbook page7. 增加語言密度。 猜的游戲鞏固新的知識。 Teaching essay Period 6 Song Basic aim: 1. Using imperatives to draw attention to something e. g. Look at the bear. 2. Using adjectives to describe animals e. g. It’s big and brown. Developing aims: 1. Rhyme 2. Like animals, like nature. Materials: Cassette, player, pictures, masks. Teaching procedure: Pre-task preparation 1. Sing a song. <> 2. Read the picture cards of all the animals in this unit. 3. Match the picture cards and the word cards. 4. Guessing game.(T-P) (P-P) Who’s my friend? e.g. I have a friend. She is little and white. She has two red eyes and two long ears. Who’s she? 5. Point and say e.g. Look at the bear. It is big and brown. While-task procedure 1. To learn “The… ,too.” a. T: Look at the horse. Big and brown. Look at the bear. Big and brown. Or say “The bear, too.” b. Students try to say 2. To learn “I like them all.” a. Say and act T: I like a horse. I like a bear. I like an elephant. I like them all. (Wave arm to indicate all the pictures.) 使學(xué)生很快調(diào)整情緒，進(jìn)入學(xué)習(xí)英語的狀態(tài)。 說說猜猜，培養(yǎng)學(xué)生的口頭表達(dá)能力。 實物演示，感官刺激，激發(fā)興趣，引出新知。 b. Say a rhyme I,I,I,like,like,like,them,them,them,all,all,all,I like them all. c. Students say and act. 3. To learn “How about you?” a. T: How are you? P1:Fine,thanks. T: How about you? Fine, thanks. b. Try to say. 4. Read the words of the song slowly. Look at the bear. Big and brown. Look at the horse. The elephant, too. I like them all, How about you? 5. Play the cassette a. Students listen and follow. b. Girls sing it through c. Boys sing and girls act. Post-task activity 1. Sing and act The class into three groups. Give each group a picture card of animal,(bear, horse, elephant.)Students can all sing the song, but when it es to an animal word, only the group with that animal’s picture card can sing. For example, all the students sing “Look at the”, but only the bear group can sing the word “bear”. They should hold up picture card when they sing the word. 邊說邊演，符合兒童特征，培養(yǎng)學(xué)生的語音語調(diào)和表演能力。 運(yùn)用各種形式來sing a song。 通過表演，使學(xué)生進(jìn)一步理解和鞏固所學(xué)知識。帶上頭 Teaching essay