2019年二年級(jí)英語(yǔ)下冊(cè) Module 1 Unit 1《What can you see》教案 上海牛津版.doc

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2019年二年級(jí)英語(yǔ)下冊(cè) Module 1 Unit 1《What can you see》教案 上海牛津版 Subject: 2B M1U1 What can you see? Ⅰ. 教材單元分析: 1． 學(xué)生情況分析 本單元是牛津小學(xué)英語(yǔ)（上海版）新教材2B的第一個(gè)單元，學(xué)生已經(jīng)過了一年半的英語(yǔ)學(xué)習(xí)，對(duì)新教材的模式以及學(xué)習(xí)要求也已基本適應(yīng),對(duì)教材上的四會(huì)單詞基本都能達(dá)到聽，說，讀，寫，拼背的程度；聽，說，運(yùn)用所學(xué)句型，對(duì)話；能進(jìn)行基本的日常用語(yǔ)交流；能掌握簡(jiǎn)單的語(yǔ)法知識(shí)點(diǎn)，如單復(fù)數(shù)的區(qū)分，a, an的用法等。 2．教材分析 就本單元學(xué)習(xí)內(nèi)容而言，學(xué)生對(duì)顏色類的單詞已掌握了red, green, blue, yellow，并達(dá)到四會(huì)的程度；orange, white這兩個(gè)單詞達(dá)到了三會(huì)的要求，已能運(yùn)用What can you see? I can see… What colour is it? It is…. 單數(shù)形式進(jìn)行問答交流，簡(jiǎn)單陳述物體的顏色。 3． 單元教學(xué)目標(biāo)分析 知識(shí)與能力 （1） 學(xué)生掌握顏色類的詞匯：purple, pink, black, brown （2） 學(xué)生能運(yùn)用What colour are they? They are…這個(gè)句型來(lái)描述自己所看到一些物品的顏色。 2． 正確使用情態(tài)動(dòng)詞“can”進(jìn)行問答和交流 （3） 正確誦讀兒歌“rainbow”，注意使用正確的語(yǔ)音語(yǔ)調(diào)。 過程與方法 （1） 能運(yùn)用所學(xué)新單詞進(jìn)行說話練習(xí) （2） 通過與老師、學(xué)生的對(duì)話，表演等培養(yǎng)學(xué)生的表達(dá)交流能力 （3） 通過對(duì)兒歌的改編，培養(yǎng)學(xué)生的創(chuàng)新思維和能力 情感態(tài)度與價(jià)值觀 培養(yǎng)學(xué)生對(duì)色彩的觀察能力，從而激發(fā)他們對(duì)自然界的熱愛, 對(duì)多彩生活的熱愛。 4． 教學(xué)策略分析 （1）興趣激勵(lì)法，通過兒歌的誦讀，表演，不同形式的操練方法等形式激發(fā)學(xué)生學(xué)習(xí)的興趣。 （2）循序漸進(jìn)，由易到難，逐步推進(jìn)，增加所學(xué)知識(shí)的再現(xiàn)率。 （3）創(chuàng)造機(jī)會(huì)，通過編對(duì)話，改編兒歌等形式激發(fā)學(xué)生的創(chuàng)新思維，增加語(yǔ)言的運(yùn)用機(jī)會(huì)，提高說話能力，豐富語(yǔ)段。 (5) 創(chuàng)設(shè)情景教學(xué)，讓學(xué)生在情景中綜合運(yùn)用所學(xué)知識(shí)。 Ⅱ. 教學(xué)實(shí)錄(2課時(shí)) Period 1 Title M1U1 What can you see? Look and learn Play a game Aims Basic aims: 1. Knowledge aims a. Read, pronounce and use the words: purple, pink, black, brown, white, orange b. Learn to say: What can you see? I can see… What colour is it? It’s… 2. Ability aims: a. Using the modal verb “can” to identify what one can see e.g. I can see a pear. b. Using Wh-questions to find out the colour of the object e.g. What colour is it? 3. Emotional aims: Help them find out the colours around us, and prompt them to know the word is colourful. Developing aims: 1. Using the modal verb “can” to identify what one can see the colour of the object e.g. I can see a yellow pear. 2. Using Wh-questions to find out the colour of the specific object e.g. What colour is the pear? Main points 1. Listening and pronouncing the words correctly. e.g. purple, pink, black, brown, white, orange 2. Using Wh-questions to find out the colour of the object e.g. What colour is it? Difficult points The usage of “a” and “the” in the sentence structure e.g. What can you see? I can see a pear. What colour is the pear? It’s yellow. Teaching aids Multi media Procedures Steps Contents Methods Purpose Pre-task preparation 1. Revision: letters 2. Greetings and talking Recite them together like this: Aa Aa –Bb Bb…Zz Aa apple- Bb bag…Zz zebra T—P e.g. How are you? What do you like? What can you do? 課前有節(jié)奏的誦讀字母兒歌，既可以活躍課堂氣氛，又可以復(fù)習(xí)上學(xué)期所學(xué)內(nèi)容。 在逐步的引導(dǎo)交流中，能幫助學(xué)生再現(xiàn)已學(xué)知識(shí)，將其領(lǐng)進(jìn)英語(yǔ)學(xué)習(xí)的氛圍中來(lái)。為新課做相應(yīng)的準(zhǔn)備。 While-task procedure 1. A song 3. Revision: Red blue green yellow 3. white orange 4. Whatcan you see? I can see… What colour is it? It’s… 5. purple pink black brown What can you see? I can see a . What colour is the…? It’s… Listen and watch the flash. After watching, have them answer my question: What colour can you see? To elicit: red, blue, green, yellow a. read and spell e.g. P1--I know “red”, red, red, r-e-d, red Ps-- red, red, r-e-d, red b. make the sentence e.g. I like red. My pencil is green. etc Have them guess what colour do I like. To elicit: white a. read and spell (a group by a group) b. think and remember white write a. Show a white ball, and tell them that it is magical; it can change into other things. Ask: What can it change into? To elicit: orange (橘子) b. read and spell (boys, girls) c.Ｔhe orange is . Point the orange, Ｔ: What can you see? What colour is it? a. answer the question b. read it together c. practice: Ｔ－Ｐs ?。衧－Ｔ girls-boys ①Let the ball change into the purple flower and the pink flower. T: what can you see? P1: I can see… T: What colour is it? P1: Ｉt is … To elicit: purple a. read and spell pur-ple pur p-u-r, ple p-l-e purple p-u-r-p-l-e (read it together, then read it one by one) b. Point the pink flower , and ask: Is it a purple flower? To elicit: pink c. guess the word: p in k d. practice the words: purple pink choose one word and say like this: pink pink I like pink. I like the pink flower. ②Let the ball change into two cakes, one is black, one is brown. a. T: What can you see? What colour is it? To elicit: black brown b. Teaching the words. Listen to my reading, and then read after me using different volume c. Read and spell by themselves, try to find the way to remember them. d. Make the sentences: The is black. The is brown. ③Quick response: Look at the screen, if they know, they can stand up and read them. ④ Have them look at the things on the screen, make the dialogue: What can you see? I can see… What colour is it? It’s… a. T and one student set an example b. P1-P2 c. Do the pair work. ⑤Tell them: I can see a flower. It is purple. = I can see a purple flower. a. Read it. b. Pair work What can you see? I can see… ⑥ Point the pink flower, And say: The flower is pink. Then point the purple one and ask: What colour is the flower? It is… a. read it b. pair work: What colour is the…? It’s… 通過flash歌曲來(lái)引出已學(xué)過的四個(gè)顏色類的單詞。 發(fā)揮學(xué)生的主動(dòng)性。 用造句的形式來(lái)練習(xí)單詞，練習(xí)說話，可以培養(yǎng)學(xué)生的創(chuàng)新能力及競(jìng)爭(zhēng)能力。 猜一猜，學(xué)生更有興趣。 讓學(xué)生通過聯(lián)想以前所學(xué)的單詞write來(lái)記憶white,同時(shí)可以糾正發(fā)音。 用魔術(shù)變東西這樣的形式可以吸引學(xué)生的注意力。 看圖說句子，可發(fā)揮學(xué)生想象，又可以趁此引出orange 的另一含義－橘黃色的。 繼續(xù)用變魔術(shù)的形式來(lái)引出，可激發(fā)學(xué)生的興趣。 通過分解音節(jié)，可以降低學(xué)生拼讀記憶單詞的難度。 根據(jù)發(fā)音猜單詞，為學(xué)生今后的語(yǔ)音學(xué)習(xí)打基礎(chǔ)，同時(shí)也能幫助學(xué)生記憶單詞。 通過簡(jiǎn)短的說話練習(xí)，可操練到所學(xué)單詞，又可潛意識(shí)的告訴學(xué)生顏色類的詞前面不加the, a, an . 看著老師嘴唇聽發(fā)音，能讓學(xué)生準(zhǔn)確的模仿出來(lái)。用不同的音量來(lái)讀單詞學(xué)生也很感興趣。 讓學(xué)生自主學(xué)習(xí)，找到一種適合自己的方法來(lái)記憶單詞，并可以教會(huì)其他的學(xué)生。 用快速反映這種形式來(lái)綜合操練顏色類的單詞。 將單詞和句子結(jié)合起來(lái)操練，學(xué)以致用。 適當(dāng)拓展，讓學(xué)生對(duì)兩句合一句有個(gè)初步的了解。 拓展詢問具體物體顏色的問句，教會(huì)學(xué)生靈活運(yùn)用所學(xué)知識(shí)。 Post-task activity Dialogues. Give some colours, objects, daily expressions and sentence structures, and then let them make the dialogues in pairs. e.g. red umbrella Good morning. Goodbye! --Good morning. --Good morning. --What can you see? --I can see an umbrella. --What colour is it? --It’s red. --Goodbye. --Goodbye. 讓學(xué)生自行選擇物品，顏色，日常用語(yǔ)，句子結(jié)構(gòu)來(lái)編對(duì)話，能發(fā)揮他們的主觀能動(dòng)性和創(chuàng)造性以及與他人的合作能力。 Assignment Homework 1. Copy the new words. 2. Find out the colours around us. 板 書 設(shè) 計(jì) M1U1What can you see? purple pink black brown What can you see? I can see a flower. What colour is it? I can see a purple flower. It’s purple. What colour is the flower? It’s purple. 教 學(xué) 反 思 (建議從目標(biāo)反思、過程反思、效果反思、改進(jìn)意見等方面反思) Period 2 Title M1U1 What can you see? Look and say Say and act Aims Basic aims: 1. Knowledge aims a. Learn to say : What colour are they? They are… b. Using the modal verb “can” to identify what one can see e.g. I can see three rabbits. 2. Ability aims Using the key pattern “ What colour are they? They are…” to municate with others. 3. Emotional aims Encourage the pupils trying to talk with others bravely and politely. Developing aims: 1. Using Wh-questions to find out the special objects’ colours e.g. What colour are the rabbits? 2. Using the modal verb can to identify what one can see the colour of the object e.g. I can see two yellow pears. Main points 1. Using Wh-questions to find out the colours of objects e.g. What colour are they? 2. Using adjectives to identify colours e.g. They are white. Difficult points 1. Pronouncing “they” correctly; 2. Expressing the objects they can see correctly e.g. I can see three rabbits. Teaching aids Multi media Procedures Steps Contents Methods Purpose Pre-task preparation Rhymes Revision the words of colours. Talking Read the rhymes together. Read the word cards quickly. T--P (the main sentence structure is “What can you see? I can see.. What colour is it? It’s..”) 課前兒歌的誦讀能讓學(xué)生盡快進(jìn)入英語(yǔ)學(xué)習(xí)的狀態(tài)。 復(fù)習(xí)上節(jié)課所學(xué)過的內(nèi)容，可以了解學(xué)生的學(xué)習(xí)情況和掌握程度。 While-task procedure What colour are they? They are… what colour are the...? They are... What can you see? I can see the … ①Show an apple, Then ask several students: What can you see? I can see an apple. What colour is it? It is… ②Tell them this apple is on a small apple tree. After several days latter, it has eight apples. then ask: What can you see? I can see…(eight apples) What colour are they(他們)？ They are…(red). a. practice: they (read it in different patterns) b. pare: they are there are c. read the sentences: What colour are they? They are red. (read it after me, T-P, boys-girls, P –P) d.Have them practice the sentence “They are…” Look and say: e.g. It is an apple. It is red. They are apples. They are red. (T-P, T-Ps, P1-Ps) ③Add some things around the apple tree. Then have them choose one thing and make the dialogue using: What can you see? I can see… What colour are they? They are… ④ T: The apples are red. Are the rabbits red? What colour are the rabbits? They are… a. read b. pair work T: Yes. The rabbits are white. I can see the white rabbits. What can you see? I can see the . a. read b. pair work 用一個(gè)蘋果來(lái)引出本課的教學(xué)內(nèi)容，先從單數(shù)開始。 通過蘋果樹的生長(zhǎng)來(lái)引出復(fù)數(shù)的情況。 及時(shí)將兩個(gè)發(fā)音相似的易混淆的單詞拿出來(lái)辨別區(qū)分，避免學(xué)生因發(fā)音不準(zhǔn)確而將兩個(gè)混淆。 在操練it的復(fù)數(shù)是they的同時(shí)，也將he/she進(jìn)行舉例，讓學(xué)生全面掌握they 的含義。 通過在蘋果樹的周圍增加一些事物來(lái)形成一幅美麗的畫面，將范圍擴(kuò)大，同時(shí)也增加了學(xué)生練習(xí)說話的機(jī)會(huì)。 拓展內(nèi)容?？梢蕴岣卟糠謱W(xué)有能力的學(xué)生的知識(shí)面。 Post-task activity In the park Tell them this picture is a corner of a park. a.Then look at the whole park. Choose the things you like best to make dialogue with the desk mates. b. Make a short passage: In the park I am in the park. I can see a . It is . It is . I can see . They are . And I can see . I am happy. 再次放大范圍，增加操練機(jī)會(huì)；將單復(fù)數(shù)情況同時(shí)出現(xiàn)在一個(gè)畫面中，讓學(xué)生有所對(duì)比。 用兩種不同形式進(jìn)行鞏固，學(xué)生可以根據(jù)自己的實(shí)際能力選擇作業(yè)。 Assignment Homework 1. Copy the new sentences. 2. Listen and follow in the cassette. 板 書 設(shè) 計(jì) M1U1What can you see? What can you see? they(他們) I can see eight red apples. I can see eight apples. (個(gè)數(shù)+顏色+名復(fù)) What colour are they? What colour are the apples? They are red. They are red. 附送： 2019年二年級(jí)英語(yǔ)下冊(cè) Module 1 Unit 2《Touch and feel》教案 上海牛津版 Subject: Module 1 Unit 2 Touch and feel Ⅰ.教材單元分析 學(xué)生情況分析： 我的學(xué)生們都是對(duì)英語(yǔ)有著比較濃厚的興趣，對(duì)新鮮事物有著強(qiáng)烈的好奇心，模仿能力也較強(qiáng)。通過一年半的《牛津英語(yǔ)》的學(xué)習(xí)，他們也養(yǎng)成了良好的英語(yǔ)習(xí)慣，主要表現(xiàn)在大多數(shù)能集中精力聽老師的講解，能在老師的引導(dǎo)下開展語(yǔ)言訓(xùn)練，單詞也能做到熟練拼讀。但他們對(duì)于句子書寫還不夠熟練。 教材分析： 本單元主要教學(xué)的是觸摸后感覺的形容詞smooth, rough, hard, soft，并且通過詞與句的整和，正確的描述自己觸摸后的感受。在此單元之前，我們已經(jīng)學(xué)過描述Smell, Taste和See之后的形容詞nice ,yummy, 顏色，大小，高低，胖瘦等，本單元在對(duì)這些內(nèi)容稍做復(fù)習(xí)的基礎(chǔ)上，引出單詞，并通過與句子的整和，變成簡(jiǎn)短的對(duì)話作為本單元的重點(diǎn)。 單元目標(biāo)分析： 知識(shí)與能力： 1.學(xué)生掌握生活物品詞匯：watch, bag 2.學(xué)生掌握描述觸摸特點(diǎn)的形容詞：smooth, rough, hard, soft 3.學(xué)生能運(yùn)用Is it ...? Yes, it is. /No. It isn’t...來(lái)獲知物體的觸摸特點(diǎn) 4.學(xué)會(huì)命令別人觸摸的祈使句： Touch... 5.學(xué)生掌握生日時(shí)的祝賀語(yǔ)：Happy Birthday! 6.學(xué)會(huì)用2個(gè)以上的形容詞描述物品的特征 7.學(xué)會(huì)p, b在單詞中的基本發(fā)音 過程與方法： 1.通過教師的引導(dǎo)，鼓勵(lì)學(xué)生的發(fā)散性思維。 2.培養(yǎng)學(xué)生正確觀察，并用正確的形容詞描述物品的能力。 態(tài)度與價(jià)值觀： 1.培養(yǎng)學(xué)生愛護(hù)身邊公物的習(xí)慣。 2.引導(dǎo)學(xué)生體會(huì)他人的好意，并對(duì)別人的好意心存感激，愿意與人分享的情感。 3.激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。 教學(xué)策略分析： 1.為激發(fā)學(xué)生的學(xué)習(xí)興趣，教學(xué)中教師化身為魔術(shù)師，讓學(xué)生摸摸口袋，猜猜物品等方式，營(yíng)造輕松的學(xué)習(xí)氛圍； 2.為了讓學(xué)生對(duì)學(xué)習(xí)內(nèi)容有正確的理解運(yùn)用，教學(xué)中充分挖掘、調(diào)動(dòng)與生活相關(guān)的東西,如說說What is smooth? What is soft? 把學(xué)生已有的生活經(jīng)驗(yàn)作為一種教育資源,實(shí)現(xiàn)生活經(jīng)驗(yàn)與文本材料的整合。 3. 體現(xiàn)學(xué)生發(fā)展為本的教學(xué)理念，關(guān)注學(xué)生語(yǔ)言學(xué)習(xí)的整個(gè)過程，將新舊知識(shí)整合，單詞教學(xué)和句型教學(xué)整合，在加強(qiáng)聽說的前提下，結(jié)合讀寫，語(yǔ)言訓(xùn)練的方式靈活多變。 Ⅱ.教學(xué)實(shí)錄（2課時(shí)） Period 1 Title Look and learn Look and say Aims Language aims: 1.To help the students master the names of the life goods. watch bag 2. To help the students master the adjectives of describing how objects feel soft smooth hard rough 3. To help the students master the imperatives to let someone touch Touch… 4. To help the students master the yes/no questions to inquire the characteristics of the objects Is it…? Ability aims: Through teachers guidance, encourage students divergent thought Trains the student to describe the goods ability with the correct adjective Emotional aims: Raises custom which the student takes good care of public property Developing aims: The …is smooth. The … is soft. Main points Using adjectives to describe how objects feel. e.g. soft smooth hard rough Difficult points Pronouncing the key words correctly.e.g. smooth, rough Understanding the key words e.g. soft smooth hard rough Teaching aids Power Point ; Objects ( bag, toy rabbit, porcelain rabbit…) Procedures Step Contents Methods Purpose Pre-task preparation Quick response. Chant “Tom’s rabbit” T and S eg.-- Smell the noodles. -- Nice, nice, nice. -- Taste the egg. -- Yummy, yummy, yummy…. Say a chant together: Tom’s rabbit is smooth and soft. Tom’s rabbit sits on the table and eats Tom’s soup. 師生互動(dòng)的方式營(yíng)造英語(yǔ)的氛圍，引導(dǎo)學(xué)生進(jìn)入學(xué)習(xí)的狀態(tài)。 While-task procedure 1.Learn the new word: bag 2.Learn the words: soft, smooth Patterns: ... is soft. ... is smooth. Touch ... Is it ...? Yes, it is. 3.Learn the new word: hard, rough Patterns: Is it...? No, it’s ... 4.Learn the new word: watch 1.T acts the magician and says: Hello, I’m a magician. My name is Tom. Point to the big and soft bag and say: This is my bag. Read: Bag, bag, it’s a bag. B-a-g, bag, bag, bag. A big bag. Say the phrases with “bag” 2. T: Touch my bag. How is it? Read: Soft, soft, it’s soft. My bag is soft. Smooth, smooth, it’s smooth. My bag is smooth. Say: What is soft? What is smooth? When one says the rabbit, T takes the toy rabbit from the bag and says: Yes, the rabbit is soft. Touch this rabbit. Is it soft? Read: Touch this rabbit. Is it soft? Yes, it is. Pass the toy rabbit. Ask and answer. 3.T pats the bag and say: I have another rabbit in it. Guess: How is it? Let the students touch the porcelain rabbit. Read: Hard, hard, it’s hard. H-a-r-d, the rabbit is hard. Rough, rough, it’s rough. R-o-u-g-h, the rabbit is rough. 4.T shows the toy rabbit. S read: Touch this rabbit. It’s smooth and soft. Exercise 1: Look and say T shows the porcelain rabbit. Ask: Is it soft? Is it smooth? Read: Is it soft? No. It’s hard. Is it smooth? No. It’s rough. Read: Touch this rabbit. It’s rough and hard. 5.A voice appears. T: What is it? It’s my watch. Touch the watch and ask: Is it soft? Is it smooth? Show the watch. Read: Watch, watch, it’s a watch. Watch, watch, hard and smooth. 教師扮演魔術(shù)師的角色，從課的一開始就吸引學(xué)生的注意。 說說bag 的短語(yǔ)，有意識(shí)引導(dǎo)學(xué)生運(yùn)用以前學(xué)過的形容詞和新單詞進(jìn)行聯(lián)系，鍛煉學(xué)生運(yùn)用能力。 自由發(fā)揮說說什么是軟的，什么是光滑的，鼓勵(lì)學(xué)生有創(chuàng)新的表現(xiàn)。 運(yùn)用玩具兔和瓷兔之間的區(qū)別教授soft,smooth和 hard，rough幫助學(xué)生理解。 聲音的進(jìn)入又一次讓學(xué)生產(chǎn)生疑問和興趣，順利進(jìn)入單詞watch的教學(xué)中。 Post-task activity Look and say Make a dialogue Workbook pare the pictures and say the sentences. e.g. Touch this doll. The doll is soft. Touch this bicycle. The bicycle is hard. Choose one object. Work in pairs. Do Workbook P.6,8 用一一對(duì)應(yīng)的圖片出現(xiàn)的方式有利于學(xué)生對(duì)所學(xué)形容詞意義的區(qū)別和運(yùn)用。 Assignment Homework Copy the new words and sentences. 板 書 設(shè) 計(jì) Module 1 Unit 2 Touch and feel bag Touch this rabbit. watch Is it soft? Yes, it is. smooth No. It’s ... hard rough