2021-2022年二年級英語下冊 unit2 Lesson5教案 滬教牛津版

2021-2022年二年級英語下冊 unit2 Lesson5教案 滬教牛津版一、主要新授內(nèi)容(New contents)Lets enjoy - Guess 二、學(xué)習(xí)目標(biāo)(Objectives)1、學(xué)會運(yùn)用單詞little, 并能在描述中正確區(qū)分使用單詞have/has/is。2、整合舊句型對特征、能力、外表等其他方面進(jìn)行描述，嘗試自己編有關(guān)動物的謎語，來互相競猜。3、 通過說說謎語，互相猜猜，畫畫動物等多種形式，來介紹自己的動物好朋友，在同學(xué)中間交流分享。三、教學(xué)建議1、任務(wù)前期準(zhǔn)備階段（Pre-task preparation section） Pre-task Preparation是指我們要求學(xué)生運(yùn)用目的語（即所學(xué)的語言）之前，呈現(xiàn)給學(xué)生的新語言材料。也就是我們常說的：Input。在這個環(huán)節(jié)主要讓學(xué)生獲得對新語言材料的第一次感知。Activity 1 (Stomp and clap)（引入1）1、教學(xué)輔助(Aids)1) 字母卡片2) 單詞卡片2活動過程（Process）StepsContentsMethodsPurpose1Review the lettersShow the letter cards and read them. Stomp the vowels and clap the consonants.通過拍手、跺腳的身體運(yùn)動，來復(fù)習(xí)字母和其發(fā)音，既測試學(xué)生反應(yīng)速度，又從一開始就調(diào)動學(xué)生的積極性。2Review the soundsTeacher makes a sound of a letter and shows a word card. If the word including the sound, students clap and read the word. Or not students just stomp. Activity 2 （A song）（引入1）1、教學(xué)輔助(Aids)圖片2活動過程（Process）StepsContentsMethodsPurpose1Sing and actDid You Ever See A Clown (Sung to: 'Did You Ever See A Lassie?' )Did you ever see a clown, A clown, a clown?Did you ever see a clown Move this way and that?Did you ever see a clown Move this way and that?Move this way and that way, Move this way and that way. Did you ever see a clown Move this way and that? (Have child form circle. One child in middle should perform actions. Take turns.)從歌曲中了解馬戲團(tuán)里更多的角色，并讓學(xué)生唱唱做做，調(diào)動學(xué)習(xí)的積極性。2Make a new versionAllow the children to choose the focus of each verse (did you ever see dancing bear., did you ever see an elephant., did you ever see tightrope walker., etc)Activity 3 （A guessing game）（引入1）1、教學(xué)輔助(Aids)圖片2活動過程（Process）StepsContentsMethodsPurpose1Talk about a circus animalEach group chooses an animal and talks about it.Its and It can It has It likes to eat 讓學(xué)生學(xué)會互相合作學(xué)習(xí)，用集體的智慧描述一種動物。2GuessOthers guess what it is and point to the animal. Then repeat how it is. Look at the Its and It can It has It likes to eat 培養(yǎng)學(xué)生良好的聆聽習(xí)慣，通過復(fù)述，讓學(xué)生從中也能學(xué)習(xí)。2、任務(wù)中期實施階段（While-task procedure section） While-task Procedure，這是指語言技能的習(xí)得過程。其中分為機(jī)械性操練和意義性操練兩部分。機(jī)械性操練可以讓學(xué)生準(zhǔn)確地模仿、復(fù)說新授的語言，讓他們經(jīng)過從模仿到識記的過程，使新知識由感知、理解、模仿直到儲存。Activity 1 （Find the friends）（引入1）1、教學(xué)輔助(Aids)單詞卡片2活動過程（Process）StepsContentsMethodsPurpose1Say a rhymeHave, have, have, I have, You have.Has, has, has,He has, she has, it has.以兒歌形式，讓學(xué)生熟記生硬的語法知識。2Find the friendsTeacher sends the word cards (I, you, it, she, he) to students. Then put the word card (have, has) on the blackboard. Students try to stand in front of the right word card (have/has) and make a sentence. I/ You have He/She/It has 通過找朋友的游戲，讓學(xué)生學(xué)會運(yùn)用have/has，并根據(jù)實際情況造句，學(xué)會活用。Activity 2 （Say a rhyme）（引入1）1、教學(xué)輔助(Aids)紙2活動過程（Process）StepsContentsMethodsPurpose1Listen and drawAsk students listen to the rhyme and try to draw according to the rhyme.I have a house.My house is little.A rabbit is in my house.The rabbit is little, too. The rabbit is a little fat.She cant jump. 以兒歌形式了解little/ a little的使用區(qū)別，并以畫畫形式檢測學(xué)生的理解程度。2Talk about the rhymeTeacher talks about the rhyme and shows the picture he/she draws.3Read the poemRead the poem together and then try to make a new poem and draw a new picture. Activity 3 （Talk about friends）（引入1）1、教學(xué)輔助(Aids)1) 圖片2活動過程（Process）StepsContentsMethodsPurpose1Talk about friendsHave you got a friend? Who is he/she? Can you say something about your friend?Encourage students to introduce their friends.由說說自己身邊的好朋友，到猜猜說說自己的動物好朋友，由熟悉的介紹人的說段練習(xí)過渡到介紹動物，在層層遞近的過程中學(xué)生逐步形成知識的積累。2A guessing gameTeacher encourages students to guess: Who is my friend?I have a friend. He is tall and white. He goes Nay-Nay. He has four long legs so he can run fast. I can ride on him. He likes to eat grass. Who is he? (A horse)3Make a riddleEncourage students to make a new riddle to let others guess.I have a friend. He/ She is He/She has He/She can He/She likes to eat Look at my friend. Who is he/she?Activity 4 （A guessing game）（引入1）1、 教學(xué)輔助(Aids)(1) 電腦(2B-U2-16)(2) 屏幕2活動過程（Process）StepsContentsMethodsPurpose1A guessing gameShow some sentences that have been hidden. Divide the students into two parts. Each group may choose one sentence each time that helps them to find the answer (Who is my friend?). See which group is faster. e.g. I have a friend. He is yellow and brown.He is big and strong. He has a long tail.He can jump through the hoops.He can run fast.He likes to eat little animals.任意選擇一句句子，根據(jù)其特征來猜猜動物，通過將整段謎語切割成無數(shù)小句，降低理解難度，也發(fā)揮學(xué)生想象。同時通過兩組比賽，激發(fā)學(xué)生表達(dá)欲望。2Read the riddleAsk the whole class to read the riddle together. 通過整個謎語的朗讀，為學(xué)生自己說打好基礎(chǔ)。Activity 5 （Make a picture）（引入1）1、教學(xué)輔助(Aids)1) 電腦(2B-U2-17)屏幕2活動過程（Process）StepsContentsMethodsPurpose1Read and chooseStudents read a riddle and choose the parts of the animals body to make a new picture. Then guess what animal it is. (Divide the animal pictures into several parts of head, body, feet and tail.)根據(jù)謎語，將分割好的身體重拼，來看看是什么動物，并來說說動物，增加趣味性。2Talk about the animalEncourage students to say more about this animal.Activity 6 （Here I am!）（引入1）1、教學(xué)輔助(Aids)手指木偶2活動過程（Process）StepsContentsMethodsPurpose1Make a riddleEncourage students to make a riddle about a circus animal and others guess. 通過歌曲中互動的及時反饋，檢驗學(xué)生仔細(xì)聆聽程度，并讓全班參與猜猜學(xué)生編的謎語，擴(kuò)大操練面。2Sing a songThe whole class sings the song together. When the guessing animal is the finger puppet you have, you should stand up and answer by singing. e.g. Ss: Where is Tiger? Where is Tiger?S1: Here I am. Here I am. Ss: How are you today? S1: Very well, thank you.Ss: Run away. Run away. (Sing with different animals)3、任務(wù)后期完成階段（Post-task activity section） Post-task Activity，這是指經(jīng)過機(jī)械性操練和意義性操練，引導(dǎo)學(xué)生運(yùn)用他們所獲得的知識與技能來完成一個交際性的任務(wù)“task”，也就是語言的輸出：output。學(xué)生通過前兩個階段的學(xué)習(xí)，在知識和能力上已具備綜合新舊知識進(jìn)行交際的能力，教師可以根據(jù)學(xué)生的實際水平設(shè)計或選用提供的活動，使學(xué)生在相應(yīng)的盡可能貼近生活的語境中，正確有效使用習(xí)得語言，完成交際性的任務(wù)。Activity 1（Listen and draw）（引入1）1、教學(xué)輔助(Aids)1) 紙2) 蠟筆或彩色筆2活動過程（Process）StepsContentsMethodsPurpose1Make a riddle Invite a student to make a riddle of an animal. 在說說謎語，互相猜猜，畫畫動物中，來介紹自己的動物好朋友，在同學(xué)中間交流分享。2Listen and drawOthers try to listen and draw the animals on the paper. See who is right and who can draw well?Activity 2（Hide and seek）（引入1）1、教學(xué)輔助(Aids)圖片2活動過程（Process）StepsContentsMethodsPurpose1Hide and seekInvite two students to e to the front. Put a picture on the back of each student. Then each one who doesnt know what animal it is may ask questions to the class. Others can only answer “Yes./ No. ”e.g. Is she big? Has she two long ears? etc. 將動物圖片放在背后，利用學(xué)生急于想知道答案的心理，在游戲問答中使學(xué)生學(xué)會使用提問。2Play in groupsLet students play the game in four. Activity 3 (A miming game)（引入1）1、教學(xué)輔助(Aids)2活動過程（Process）StepsContentsMethodsPurpose1Mime and guessExcept for talking, the teacher may do anything (e.g. act, draw) to show how his/her friend is. Encourage students to guess: Who is my friend?老師不動口，在演演畫畫無聲的交流中，鼓勵學(xué)生多多開口。2Mime and sayTeacher acts again and invites the students to speak out how his/her friend is. 附件：媒體制作說明·2B-U2-16 出示謎語，每一句都被遮掉，點擊某一句句子的上面，就會出現(xiàn)這句話。I have a friend. He is yellow and brown.He is big and strong. He has a long tail.He can jump through the hoops.He can run fast.He likes to eat little animals.·2B-U2-17 將一些動物的身體分割成幾部分，可以任意拖動某一部分組成一個動物。附送：2021-2022年二年級英語下冊 unit2 Lesson6教案 滬教牛津版一、主要新授內(nèi)容(New contents)Main words: horse bear elephant tiger monkey pandaMain sentences: Look at the Its e here. Go there. e back. 二、學(xué)習(xí)目標(biāo)(Objectives)1、復(fù)習(xí)字母Aa-Qq，以及其在單詞中的發(fā)音。2、 對單詞的拼讀進(jìn)一步鞏固，使學(xué)生熟練地運(yùn)用Look at the Its 句型來介紹馬戲團(tuán)里的動物，同時能與舊句型整合對特征、能力等其他方面進(jìn)行描述。3、學(xué)生通過閱讀來作為補(bǔ)充，并從有選擇地模仿中學(xué)會更全面地介紹來介紹自己的動物好朋友，在同學(xué)中間交流分享，懂得動物是我們的好朋友。三、教學(xué)建議1、任務(wù)前期準(zhǔn)備階段（Pre-task preparation section） Pre-task Preparation是指我們要求學(xué)生運(yùn)用目的語（即所學(xué)的語言）之前，呈現(xiàn)給學(xué)生的新語言材料。也就是我們常說的：Input。在這個環(huán)節(jié)主要讓學(xué)生獲得對新語言材料的第一次感知。Activity 1 （Sing a song）（引入1）1、教學(xué)輔助(Aids)1) 磁帶2) 錄音機(jī)2活動過程（Process）StepsContentsMethodsPurpose1Sing a songLet's All Go to the Circus Today (Sung to: 'Mary Had A Little Lamb' )Let's all go to the circus today, The circus today, the circus today, Let's all go to the circus today And watch the animals play. See the lions jump through the hoops. At the circus today See the big seals spinning balls.At the circus today See the little dogs jump and twirl.At the circus today在歌曲的學(xué)習(xí)中逐步積累詞匯。2Talk about the animals in the circusTalk about the circus animals in the song. e.g. What can they do?Activity 2 (Whisper)（引入1）1、教學(xué)輔助(Aids)字母卡片2活動過程（Process）StepsContentsMethodsPurpose1Play a game: whisperTeacher quietly tells a letter， the sound or a word to the first student of the line. Then students tell one by one and see which line is the quickest. 通過傳音游戲來檢測學(xué)生字母、字母發(fā)音或單詞發(fā)音的正確性。Activity 3 （Say and act）（引入1）1、教學(xué)輔助(Aids)1) 音樂2活動過程（Process）StepsContentsMethodsPurpose1Listen and actWhile playing slow music, ask the children which circus animals would move slowly then have them imitate that movement (elephants).  Likewise, which animals would move very quickly?  Play fast music as children move like prancing horses, for example.以音樂讓學(xué)生動動說說，鼓勵學(xué)生更多的參與交流表達(dá)。2Listen and sayPlay the music again. While playing slow music, encourage the children to introduce a friend of a circus animal that moves slowly. So does the quick music. 2、任務(wù)中期實施階段（While-task procedure section） While-task Procedure，這是指語言技能的習(xí)得過程。其中分為機(jī)械性操練和意義性操練兩部分。機(jī)械性操練可以讓學(xué)生準(zhǔn)確地模仿、復(fù)說新授的語言，讓他們經(jīng)過從模仿到識記的過程，使新知識由感知、理解、模仿直到儲存。Activity 1 （The animals in the circus）（引入1）1、教學(xué)輔助(Aids)(3) 電腦(2B-U2-18)(4) 屏幕2活動過程（Process）StepsContentsMethodsPurpose1The animals in the circusShow pictures of animals to the children (pets, farm animals, jungle, etc).  Which animals would we find in a circus? 通過歸類，讓學(xué)生了解馬戲團(tuán)里哪些動物可以表演。2Listening Play a tape of animal sounds and allow children to identify the animals.Listen to the In the circus, I can/ cant hear the Activity 2 （Reading）（引入1）1、教學(xué)輔助(Aids)1)電腦(2B-U2-19)2)屏幕2活動過程（Process）StepsContentsMethodsPurpose1Read and matchLet students read the paragraph and match the pictures. 通過讀讀配對，讓學(xué)生更多了解動物能干些什么，對于不同層次的學(xué)生可以有不同要求，可開口說說，或理解即可。2Talk about the circus animalsWhat do you think of the circus animal?Which animal do you like best? Say something about it. Reading: The circus has lots of fun. Tigers can jump through hoops. Monkeys can stand on the heads. Bears can ride bicycles. Horses can gallop around in a circle. Lions can sit on a stool. Elephants can hold up one foot. Circus animals are clever but after the show, they are tired. Which animal do you like best? Match: (Pictures) Animals (Pictures) Action Tigers Monkeys Activity 3 （More about the circus）（引入1）1、教學(xué)輔助(Aids)1)電腦(2B-U2-20)2)屏幕2活動過程（Process）StepsContentsMethodsPurpose1More about the circusIntroduce more roles in the circus by reading 通過閱讀，了解馬戲團(tuán)里更多其他的角色，更全面地了解馬戲表演。2Read and matchMatch the pictures and the roles. 3Say and actIm a Im In the circus, I can Reading: Do you know who he is? (A picture) A strong man can lift barbells.(A picture) A tightrope walker can walk across a balance beam carrying an umbrella above their heads(A picture) A clown can make people laugh. (A picture) A trapeze artist can fly in the sky.(A picture) A ringmaster can introduce circus act. 3、任務(wù)后期完成階段（Post-task activity section） Post-task Activity，這是指經(jīng)過機(jī)械性操練和意義性操練，引導(dǎo)學(xué)生運(yùn)用他們所獲得的知識與技能來完成一個交際性的任務(wù)“task”，也就是語言的輸出：output。學(xué)生通過前兩個階段的學(xué)習(xí)，在知識和能力上已具備綜合新舊知識進(jìn)行交際的能力，教師可以根據(jù)學(xué)生的實際水平設(shè)計或選用提供的活動，使學(xué)生在相應(yīng)的盡可能貼近生活的語境中，正確有效使用習(xí)得語言，完成交際性的任務(wù)。Activity 1（Draw and write）（引入1）1、教學(xué)輔助(Aids)1) 紙2) 蠟筆或彩色筆2活動過程（Process）StepsContentsMethodsPurpose1Draw and writeLet students write something about a circus animal and ask another to guess what it is. The one who guesses may draw a picture to show the answer. 通過填填寫寫，降低學(xué)生寫謎語的難度。同時同學(xué)間的互動競猜，寫寫畫畫，也增加了趣味性。2Make a circusPut students drawing together to make a picture of circus. I have a friend. _ (He/She) is _._ (He/She) has _._ (He/She) can _._ (He/She) likes to eat _._Who is _ (He/She)?附件：媒體制作說明·2B-U2-18 在一個圓圈周圍出現(xiàn)一些動物的圖片，在圓圈中出現(xiàn)馬戲團(tuán)的場景，學(xué)生可以任意拖動動物的圖片進(jìn)入馬戲團(tuán)。·2B-U2-19 先出示閱讀的一篇文章，隨后出現(xiàn)動物和動作的圖片，學(xué)生可以任意配對。閱讀: The circus has lots of fun. Tigers can jump through hoops. Monkeys can stand on the heads. Bears can ride bicycles. Horses can gallop around in a circle. Lions can sit on a stool. Elephants can hold up one foot. Circus animals are clever but after the show, they are tired. Which animal do you like best? 配對: (Pictures) Animals (Pictures) Action Tigers Monkeys ·2B-U2-20 先出現(xiàn)以下的句子和一些馬戲團(tuán)里角色的圖片。隨后圖片打亂，與角色進(jìn)行配對。Do you know who he is? (A picture) A strong man can lift barbells.(A picture) A tightrope walker can walk across a balance beam carrying an umbrella above their heads(A picture) A clown can make people laugh. (A picture) A trapeze artist can fly in the sky.(A picture) A ringmaster can introduce circus act.