二年級(jí)英語(yǔ)上冊(cè) Unit 2 This is Danny Deer（Lesson1-2）教案 北師大版.doc

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Unit 2 This is Danny Deer 新課標(biāo)體現(xiàn)： 本單元主要是要求學(xué)生掌握在日常生活中如何運(yùn)用是什么，不是什么的問(wèn)答。會(huì)對(duì)陌生人問(wèn)物品名稱等。這些簡(jiǎn)單的對(duì)話是學(xué)生日常生活中可以常常用到的，這樣可以提高學(xué)生使用英語(yǔ)交流的機(jī)會(huì)和能力。 Teaching Aims: 知識(shí)技能： 1.Listening: 能聽(tīng)懂詢問(wèn)物品名子等的對(duì)話；指出圖，同學(xué)們可以說(shuō)出它的在英文中的單詞。 2.Speaking: 能在適當(dāng)?shù)恼Z(yǔ)境打招詢問(wèn)物品名稱；能在教師設(shè)計(jì)的語(yǔ)境中運(yùn)用本單元所學(xué)功能句，及應(yīng)答進(jìn)行會(huì)話。 3.Reading: 能正確、流利的朗讀課文對(duì)話及LOOK AND SAY中的對(duì)話；能正確讀出圖中物品的名子。 4.Writing: 能正確、規(guī)范地寫(xiě)本單元要求掌握的字母。 過(guò)程方法： 1.利用現(xiàn)有的電教設(shè)備資源，使學(xué)生可以更加直觀的對(duì)所要學(xué)習(xí)的內(nèi)容有整體了解，并且可以培養(yǎng)學(xué)生良好的發(fā)音習(xí)慣，為以后的學(xué)習(xí)打下基礎(chǔ)。 2.在教授對(duì)話的同時(shí)，把單詞或重點(diǎn)句型出示給學(xué)生，這樣可以使學(xué)生更方便于學(xué)習(xí)，掌握，和運(yùn)用。 3.在教學(xué)時(shí)多采取同學(xué)之間互相幫助的功能，可以加深同學(xué)之間的感情，還可以幫助班主任更好的完成思想道德教育工作。 Teaching Emphasis: 1.What is this? 及應(yīng)答. 2.重點(diǎn)詞匯： pencil, book, ruler, pencil box, eraser, pencil sharpener, ink, eggs, flowers, girl, hat. Teaching Difficulty: 1.字母無(wú)論從讀音還是寫(xiě)上來(lái)說(shuō)，對(duì)于二年級(jí)學(xué)生來(lái)說(shuō)都是較難掌握的，在單詞的學(xué)習(xí)中引出字母的學(xué)習(xí)。 2.在正確的環(huán)境里運(yùn)用詢問(wèn)物品名稱。 　　　　　　　　　　　　　　　 　　 Lesson one Teaching Aims: 1.The student can be understand the dialogue what’s mean. 2.The students like to learn English. 3.The students can be read the dialogue. Teaching Emphasis: 1. Review: How can use “What’s your name?” in dialogue. And answer it. 2. Emphasis sentence: This is…. This isn’t…. Teaching Difficulty: How can use “This is….” ”This isn’t….” in dialogue. Teaching Medium: Step 1: 1. Hold up mask for Lulu. Say, “This is Lulu.” Have the children say Lulu. Repeat this for Danny. Repeat several times, and have the children say the names. Step 2: T: Hold up mask for Mocky and say, “This is Mocky.” Have the children repeat the sentence after me. Repeat the procedure for all the other masks. Hold up each of the masks in turn, and say, “This is …” S: Make it. At last, hold up a mask but say nothing. Have the children make a sentence of their own. Step 3: T: Say, “stand up.” As you say this, stand up. Then have the children stand up. Repeat the procedure for Sit down. S: Let the children stand up and sit down in response. T: Repeat the procedure for Open your books. And Show me a pencil. Step 4: Open the books. T: Ask these questions about the pictures: Picture 1: Who can you see in the picture? What are they doing? What do you think they are talking about? Picture 3: What are Ann, Ken and Mocky doing? Picture 4/5: Who do they meet? Picture 6/7: Do they like him? Picture 8: Who does Mocky see? Picture 9: How does Mocky feel? Picture 10: Has Mocky made a mistake? Picture 11: What is happening to Mocky? Step 5: Story: The students read after the tape. Explain that people often say” Oh, no.” ”Come on!” “Super” Step 6: Homework: Explain that you want the class to tell their families about the new characters, Danny and Lulu. Lesson two Teaching Aims: 1.Understand the dialogue what’s mean. 2.The students like to learn English. 3.The students can be read the dialogue very expertly. Teaching Emphasis: 1. Review: How can use “What’s your name?” very expertly in dialogue. And answer it. 2. Emphasis sentence: This is…. This isn’t…. Teaching Difficulty: How can use “This is….” ”This isn’t….”very expertly. Teaching Medium: Step 1: Review: “Hello! What’s your name?” “ My name is …” Step 2: T: “This is … “ “This isn’t …” S: Introduce your good friend’s name each other. Step 3: T: Touch a book in the classroom. Make sure all the children can see it. Say, “A book.” Repeat for a pen. Play the tape and touch each object as you hear the words. S: Have the children look at the pictures at the top of page 16. Step 4: T: Show me a pencil and so on. S: Show it Step 5: T: What is this? S: This is a book and so on. Step 6: Play games: Have the children open their books at page 17. Drew their attention to the box at the top of the page. Point to each of the object in turn, naming them in English as you do so. Look at the picture; ask each pair in turn to give the English word for a missing object.