2019-2020年二年級英語上冊 Unit11 In the forest教案 （新版）滬教牛津版.doc

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2019-2020年二年級英語上冊 Unit11 In the forest教案 （新版）滬教牛津版 1． 學(xué)生情況分析 本班學(xué)生是我從一年級跟上來的，大部分學(xué)生學(xué)習(xí)態(tài)度認真，并且對英語學(xué)習(xí)有濃厚的興趣，上課能積極舉手發(fā)言，積極動手動腦。但也有一些不良的習(xí)慣，比如上課時有同學(xué)會插嘴。有些同學(xué)的發(fā)音不太標準，帶有嚴重的口音，而且很難糾正。 2． 教材分析 本單元主題為In the forest, 主要教授學(xué)生四個新單詞fox, hippo, meat, grass和新句型Look at… It likes …為了培養(yǎng)學(xué)生連續(xù)說話的能力，可整合舊句型I’m … I can… I like… 進行語言訓(xùn)練。結(jié)合教材特點和學(xué)生的實際情況，將內(nèi)容放在情境中進行操練，在課堂中鞏固，加強課堂教學(xué)效率。 3．單元教學(xué)目標分析 知識與能力： （1） 四會單詞：fox, hippo, meat, grass （2） 能正確聽讀并表達句型：Look at me. I’m … I can… I like… （3） 能正確運用句型Look at … It likes…介紹動物。 （4） 能誦吟兒歌，理解句意，注意語音語調(diào)。 過程與方法 （1） 利用單詞發(fā)音規(guī)律學(xué)習(xí)新單詞，利用兒歌鞏固新單詞。 （2） 通過表演等形式培養(yǎng)學(xué)生英語表達能力。 （3） 通過對兒歌的改編，培養(yǎng)學(xué)生的創(chuàng)新思維和能力。 情感態(tài)度與價值觀 （1）關(guān)注學(xué)生情感，努力營造寬松和諧的教學(xué)氛圍，激發(fā)學(xué)生學(xué)習(xí)英語的興趣，在合作活動中互助共進。 （2）培養(yǎng)學(xué)生關(guān)愛動物的情感，激發(fā)他們保護動物的意識。 4． 教學(xué)策略分析 （1）情景創(chuàng)設(shè)法，讓學(xué)生在情景中綜合運用所學(xué)知識，提高說話能力，豐富語段。 （2）創(chuàng)造思維法，通過編對話，改編兒歌等形式激發(fā)學(xué)生的創(chuàng)新思維。 （3）溫故知新法，循序漸進，由易到難，逐步推進，增加所學(xué)知識的再現(xiàn)率。 Ⅱ.教學(xué)實錄（3課時） Period 1 Title Look and learn Say and act Aims Basic aims 1.Knowledge objectives: a. Learn to read and use the words: honey fox, hippo, meat, grass b. Learn to use key patterns to express one’s preference: I like… 2. Ability objectives: a. Identifying the imperatives. e.g. Look at the lion. b. Understanding how to express one’s preference e.g., I like grass. 3. Emotional objectives: To encourage the students to love animals. Main points 1. Listening and Pronouncing the key words correctly : honey, fox, meat, hippo, grass. 2. Using adjectives to describe appearances e.g. I’m grey. I’m big. Difficult points using the pattern to express animal. e. g. Look at me. I’m ___. I can ____. I like______. Teaching aids Multi-media Procedures Step Contents Methods Purpose Pre-task preparation 1. sing a song 《 Teddy Bear, Teddy Bear》 T play the flash Ss sing together 2. Greeting T ask –S answer What animal can you see? Do you like this bear? How is it? 在問答中復(fù)習(xí)所學(xué)知識，為新授作鋪墊。 While-task procedure 1. Learn: honey Say a rhyme Say and act 2. Learn: fox 3.Learn: meat Say and act Try to say 4. Learn: hippo Say a rhyme 5.Learn: grass I like grass. T: What does the bear like to eat? S: Ask bear: Bear, bear. What do you like? Elicit: honey Honey nice, honey good. Honey, honey, I love you. Look at me. I’m a bear. … T: Teddy has two good friends. Now, listen! Who is ing? S: Maybe _____is ing. Elicit: fox S: Read and spell a. Bear: Honey, please. Fox: No, I like meat. Elicit: meat b. read and spell s: Look at me. I’m… I can… I like… Say more animals T: Now, Guess! Who is ing? Elicit: hippo Read and spell Hippo, hippo, Big and strong. Hippo, hippo, I like you. Bear: Honey, please. Meat, please. Hippo: No, I like grass. Elicit: grass Read and spell S: read S: say and act the hippo 結(jié)合情境拓展單詞honey,并以兒歌的形式操練單詞，能有效的鞏固單詞。 猜猜來的動物，既復(fù)習(xí)鞏固了以前的動物單詞，又吸引了學(xué)生的注意力。 增加句型I can __.比上一環(huán)節(jié)增加了一定的難度，使操練有坡度。 兒歌操練，提高操練有效性。 通過對話形式再一次引出新授單詞，讓學(xué)生感受不一樣的單詞學(xué)習(xí)。 Post-task activity 1.Match and say 2.Say and act 1.Match the picture 2.say : I’m a … I like… Choose the animals you like best Say something about it 對今天的重點單詞和句型進行鞏固。 Assignment Homework 1. Listen to the tape.(page42) 2. Say something about the animal you like to your parents. 3. Copy the words. 板 書 設(shè) 計 M4U11 In the forest bear honey fox meat hippo grass 教 學(xué) 反 思 （建議從目標反思、過程反思、效果反思、改進意見等方面反思） Period 2 Title Look and say Aims Basic aims 1.Knowledge objectives: a. Review the animals b. Learn to say: It likes ______. c. Ask and answer: What does it like? It likes________. 2. Ability objectives: Using key patterns to describe what animals like to eat e.g. Look at the ______. It likes _______. 3. Emotional objectives: To encourage the students to love animals. Developing aims Learn to say: What does it like? It likes … Main points 1. Using imperatives to give simple instructions e.g. Look at the hippo. 2. Using wh-questions to municate with other people e.g. What does it like? It likes… 3. Using adjectives to describe an animal e.g. It’s small. It’s big. Difficult points 1. Using the formulaic structure to describe what an animal likes to eat. e.g. It likes gras. 2. Using key patterns and adjectives to describe an animal Look at the ______. It’s ______. It can _______. It likes ______. Teaching aids Multi-media Procedures Step Contents Methods Purpose Pre-task preparation Revision Introduce an animal Ask and answer: T: What animal can you see? What colour is it? What can it do? S: I can see a … It’s… It can… S: Look at the _____. It’s _____. It can ______. 通過問答，復(fù)習(xí)已學(xué)知識，為新授作鋪墊。 While-task procedure It likes… What does it like? Say a rhyme Guess T: Look at the lion. Do you know what does the lion like? It likes… It likes meat. Ss follow T T: show some pictures about the wild animals. S: It likes… T: You can ask me what does it like? Does, Ss follow T What does it like? Ss follow T T: show the pictures Ss ask and T answer Work in pairs to ask and answer. (s-s) Rhyme: Look at the hippo. It likes grass. Look at the monkey. It likes bananas. Look at the mouse. It likes rice. Look at the fox. It likes meat. Look at the tiger. It likes meat, too. T: It’s grey. It’s fat. It can swim. It likes grass. What is it? S: It’s a hippo. Elicit: Look at the hippo’s mouth. Wow! It’s so big! Work in pairs to act the dialogue. 機械性操練新句型并強化已學(xué)單詞。 由答句引出問句，降低了問句學(xué)習(xí)的難度。 概括本課的主要新授內(nèi)容，通過兒歌將其串聯(lián)，方便學(xué)生記憶。 通過猜一猜的方式，自然引出課文內(nèi)容，并通過對話形式鞏固句子。 Post-task activity 1.Make a riddle 2. Look and say It’s… It can… It likes… What is it? Work in pairs to make a riddle. Introduce one animal 進一步提高學(xué)生運用語言的能力。 Assignment 1.Listen to the tape.(page43) 2. Say something about the animal you like to your friend. 3. Copy the words. 板 書 設(shè) 計 M4 U11 In the forest Look at the ______. What does it like? It likes ________. Look at the ________. It’s _______________. It can _____________. It likes ____________. 教 學(xué) 反 思 （建議從目標反思、過程反思、效果反思、改進意見等方面反思） Period 3 Title Review Listen and enjoy Aims 1.Knowledge objectives: a. Learn to read and use the words: cute, hop, naughty b. Learn to say: I’m a … And I’m… I’m… And I can… 2. Ability objectives: Using key patterns and adjectives to describe an animal 3. Emotional objectives: To encourage the students to love animals. Help the students build their self-confidence in English learning Main points 1. Using key patterns and adjectives to describe: e.g. I’m a … And I’m… I’m… And I can… 2. Using several sentences to describe an animal Difficult points 1.read the rhyme correctly 2.make a new rhyme Teaching aids Multi-media Procedures Step Contents Methods Purpose Pre-task preparation Revision Ask and answer(T-S) T: show some pictures Ask: What’s this? What colour is it? What can it do? What does it like? S-S 快速問答復(fù)習(xí)舊知 While-task procedure Rhyme Fox Rabbit Monkey Listen and enjoy 1.T: Now, listen! Ask and answer some questions (T-S) Read the sentences Look at me. I’m a fox, fox, fox. And I’m nice, nice, nice. I’m orange, orange, orange. And I can run, run, run. 2. T: What’s this? S: It’s a rabbit. T: How is it? Elicit: cute S: read T: What can it do? Elicit: hop S: read S: say and act I’m a rabbit, rabbit, rabbit. And I’m cute, cute, cute. I’m white, white, white. And I can hop, hop, hop. 3.T: Look, this is a monkey. Elicit: naughty What can it do? S: ask the monkey Elicit: I can swing, swing, swing. S: say and act the monkey 4. T: show the flash S: read the rhyme I’m a fox, fox, fox. And I’m nice, nice, nice. I’m orange, orange, orange. And I can run, run, run. I’m a rabbit, rabbit, rabbit. And I’m cute, cute, cute. I’m white, white, white. And I can hop, hop, hop. I’m a monkey, monkey, monkey. And I’m naughty, naughty, naughty. I’m brown, brown, brown. And I can swing, swing, swing. S: choose one animal Say and act 聽一聽狐貍說的話，通過問答自然引出第一段兒歌。 讓學(xué)生說一說，做一做，激發(fā)他們學(xué)說兒歌的熱情。 利用flash出示整篇兒歌，吸引學(xué)生的注意力。 選擇自己喜歡的動物來模仿說兒歌，強化學(xué)習(xí)內(nèi)容。 Post-task activity Make a rhyme T: show some pictures S: make new rhymes I’m a _____,_____,______. And I’m _____,_____,____. I’m _____,______,______. And I can _____,____,____. 改編兒歌，既鞏固所學(xué)句子，又拓展了學(xué)生的創(chuàng)新思維。 Assignment 1.Listen to the tape.(page44) 2. Say the rhyme to your friend. 3. Choose one animal to make a new rhyme. 板 書 設(shè) 計 M4 U11 In the forest 教 學(xué) 反 思 （建議從目標反思、過程反思、效果反思、改進意見等方面反思） 附送： 2019-2020年二年級英語上冊 Unit12 In the street教案 （新版）滬教牛津版 Ⅰ.教材單元分析 1． 學(xué)生情況分析 三個班都是我從一年級就接任的班級，學(xué)生上課表現(xiàn)欲強，積極舉手，整個班級學(xué)習(xí)氣氛都較活躍。對于字母的學(xué)習(xí)，一年級就教了，所以掌握情況良好，現(xiàn)已開始拼背單詞。存在主要問題為：1.因為字母教的早，所以寫的不耐心，出現(xiàn)潦草現(xiàn)象。2.后進生學(xué)的比較吃力，因為內(nèi)容設(shè)計的較難，好學(xué)生學(xué)到的很多，差生學(xué)的吃力。 2． 教材分析 本單元主要教學(xué)單詞flower, tree, pick, climb.句型Don’t….通過詞與句的整合，讓學(xué)生運用所學(xué)詞匯來描述在特定場合應(yīng)遵守的規(guī)則。學(xué)生之前已學(xué)句型：What can you do?本單元在對這些內(nèi)容稍作復(fù)習(xí)的基礎(chǔ)上，引出單詞、句型的教學(xué)，并通過新舊句型的整和，編成簡短的對話作為語言訓(xùn)練的重點。為了培養(yǎng)學(xué)生連續(xù)說話的能力，可整合舊句型What can you do? 進行語言訓(xùn)練. 3．單元教學(xué)目標分析 知識與能力： 四會單詞: flower, tree. 能正確聽讀并表達句型: Don’t…. 能表演對話, 并掌握句型: Don’t…. I’m sorry. 能聽說讀寫26個字母. 過程與方法 通過教師的引導(dǎo)，能自編簡單的兒歌來學(xué)習(xí)運用新單詞。 通過同桌對話、小組表演等形式培養(yǎng)學(xué)生英語表達交流能力。 通過讓學(xué)生做小調(diào)查，培養(yǎng)學(xué)生用英語交際的能力。 情感態(tài)度與價值觀 （1）關(guān)注學(xué)生情感，努力營造寬松和諧的教學(xué)氛圍，激發(fā)學(xué)生學(xué)習(xí)英語的興趣，在合作活動中互助共進。 （2）培養(yǎng)學(xué)生在大眾面前大膽描述自己或?qū)Ψ降哪芰Α? 4． 教學(xué)策略分析 （1）循序漸進，由易到難，逐步推進，增加所學(xué)知識的再現(xiàn)率。 （2） 面向全體學(xué)生,切合學(xué)生的現(xiàn)狀,力求滿足不同類型和不同層次學(xué)生的需求,使每個學(xué)生獲得不同程度的發(fā)展。 （3）加強對學(xué)生學(xué)習(xí)方法的指導(dǎo), 體現(xiàn)學(xué)生發(fā)展為本的教學(xué)理念，關(guān)注學(xué)生語言學(xué)習(xí)的整個過程，將新舊知識整合，單詞教學(xué)和句型教學(xué)整合，鼓勵學(xué)生說多句，培養(yǎng)學(xué)生連續(xù)說話的能力。 （4）采用TPR全身反應(yīng)法，調(diào)動學(xué)生多種感官，唱一唱，聽一聽，說一說，畫一畫，小組之間做做小調(diào)查，激發(fā)學(xué)生的參與性與主動性。 Oxford English 2A M4 U12 （1） Content 2AM4U12 Look and learn Aims 1. To learn the new words: flower tree climb pick 2. To use imperatives to give simple instructions. e.g.: Don’t pick the flowers. Language focus To get to know the rules in the street. Teaching aids media, mask, cards, etc. Procedures Step Teacher’s activities Students’ activities Purpose Pre-task preparation 1. Sing a song. 2. Quick response. 3. Say a rhyme . 1. Sing a song. 2. Quick response. 3. Say a rhyme. 利用歌曲，讓學(xué)生進入學(xué)習(xí)狀態(tài)。 While-task procedure 1. To teach :flower ① To elicit: T: Can you draw ？Yes，I can draw ，too. I can draw a flower. Look. What can you see? (Show a picture and the word.) ② Read the word ③ Show the media and say. e. g：Flower, flower. I can draw a flower. Flowers, flowers. Smell the flowers. Nice, nice, nice. 2. Teach: pick ① To elicit : T: Look at this media. He can pick the pears. He can pick the peaches. ( show the word) ② Read the word ‘pick’ ③ Chant. E g: Pick, pick. Pick the ____. Pick, pick. Pick the flowers. 3. To teach: Don’t … ①To elicit : T: In the street, Can we pick the flowers? In the park, can we pick the flowers? So you can say: Don’t pick the flowers. T-S S1-S2 G1-G2 B-G ②T: Look at the sign. What does the sign mean? Yes, The sign means ‘Don’t pick the flower’. ③ Look. In the street, we can’t pick the flowers. We can’t … So we can say: Don’t… (run, ride, skip…) 4. To teach: tree ①To elicit : What’s this? （Show the picture and word.） ②Read: tree ③Make some sentences. 5. To learn: climb ①To elicit : ②Read: climb ③ Show the phrase and read it :climb the tree. ④ T: Ben is climbing the tree. We can say:_______ ⑤Look at the sign and say ①Listen and answer T-S ② Read it. ③ Say. ① Look and Listen. ② Learn: pick ③ Learn: Pick the___. Pick the flowers. ① Answer Follow the teacher and Say: Don’t, don’t. Don’t pick the flowers. Work in pairs. ② Look and say. ③T-S G1-G2 S1-S2 B-G Work in pairs. ①Answer ② Read: tree ③Make some sentences. ① ②Read: climb ③ Read the phrase. ④ Say: --Don’t climb the tree. --I’m sorry. ⑤ Look and say: Don’t climb the tree. 以舊引新，自然過渡 聯(lián)系實際生活，對學(xué)生的語言量進行適當(dāng)?shù)臄U充以達到在生活中的運用。 層層深入，機械操練，突破難點。 聯(lián)系生活，讓學(xué)生聽說體驗。 情景體驗，讓學(xué)生把握重點，突破難點。 由扶到放，從不同角度反復(fù)操練，突出重點、突破難點。 拓展性操練，給學(xué)生運用的時間與空間。 從學(xué)生已有基礎(chǔ)出發(fā)，讓他們自己拓展。 情景與標志配合運用，加深印象。 Post-task activity 1. Listen and repeat 2. Look and choose. 3. Look and say. 4. Act out the dialogue. 1. Listen and repeat. 2. Look and choose. 3. Look and say. 4. Act out the dialogue. 讓小朋友在看一看、選一選、讀一讀、演一演中加強對本課的鞏固。 Assignment 1. Read the text and recite it. 2. Find the rules in your school. 板 書 設(shè) 計 2A M4U12 In the street Don’t…. pick flower climb tree 教學(xué) 反思 2A M4 U12（2） Content 2AM4U12 Enjoy a story In the park Aims 1. To use imperatives to give simple instructions. E g: Don’t pick the flowers. 2. To make some signs and play a game. 3. To get to know the rules in the street and in the park. Language focus The usage of the key pattern Don’t… Teaching aids media, mask, cards, etc. Procedures Step Teacher’s activities Students’ activities Purpose Pre-task preparation 以舊帶新，為新授準備。 While-task procedure 1. To teach: Don’t… ① To elicit: T: What can you do in the street ？What can’t you do in the street? ②T: Look at them. You can say to them. (Show the picture and the media.) ③ T: Let’s make some signs for the street. Look. --Draw. -- Colour. -- Cut. ④ Stick the signs and say. 2. Teach: beautiful ①To elicit : (Show the picture of a park.) T: Look at this park. I like this park. It’s big. It’s nice. Do you like this park ？ Why? (Show the word ‘beautiful’) ② Read the word ③Chant. E g: Beautiful, beautiful. The___ is beautiful. 3. To teach: Don’t pick the flowers, Danny. ①To elicit : T: Look at the flowers. How beautiful! Do you like the flowers? Yes, I like the flowers. Danny likes the flowers, too. Now he wants to pick the flowers. Can he pick the flowers? We can say to Danny. “Don’t pick the flowers, Danny”. T-S S1-S2 G1-G2 B-G ②Listen and repeat Picture2 ③ Act (Picture1、2) 4. To teach: cry ①To elicit : Look. What is Danny doing? He’s crying. He’s sad. （Show the picture and word.） ②Read: cry ③T: Why is Danny crying? Listen and look. ④Listen and repeat --Oh! What’s this? --It’s a bee. ⑤‘Help! Help！’ Danny is afraid of a bee. He’s running. It’s dangerous. What can we say to Danny？ ⑥ He’s crying. We can say: Don’t cry, Danny. ⑦ Listen (Picture3-6) ①Listen and answer T-S ② Say and act : --Don’t… --I’m sorry. (Work in pairs.) ③ Say and act. Make a sign by self. ④ Stick the signs on the picture and say. ① Listen and repeat: I like this park. It’s big. It’s nice. ② Read: beautiful ③ Say the chant: Pick the flowers. ① Answer Say: Don’t pick the flowers, Danny. Work in pairs. ②Listen and repeat Picture2 ③ Act ①Answer ② Read: cry ③ Listen and look. ④ Listen and repeat. Work in pairs. ⑤ Say: Don’t run, Danny. ⑥Say: Don’t cry, Danny. ⑦Work in pairs 層層引入，為學(xué)生提供拓展的機會。 實際操作，培養(yǎng)興趣。 聯(lián)系實際生活，在真實的環(huán)境中加大語言量，并達活用目的。 情景引入，整合新舊知識。 培養(yǎng)學(xué)生聽的能力，養(yǎng)成用英語思維的習(xí)慣。 設(shè)置懸念，引起學(xué)生探究的興趣。 重現(xiàn)舊知。 讓學(xué)生在情景中運用Don’t…. 通過聽，訓(xùn)練學(xué)生的語感，同時整體把握故事內(nèi)容。 Post-task activity 1.Act out the story 2. Look and choose. 1. Act out the story 2. Look and choose. 學(xué)生通過讀一讀、演一演中達到學(xué)以致用的目的。 Assignment 1. Read the story and act out it. 2. Find the rules in the street and in the park. 板 書 設(shè) 計 2A M4U12 In the park Don’t…. pick beautiful run cry 教學(xué)反思 w 2A M4 U12 （3） Content 2AM4U12 In the street Aims 1. To use imperatives to give simple instructions. e.g.: Don’t pick the flowers. 2. To learn the letters: Xx, Yy, Zz. 3. To learn the words: box, yellow, zoo. Language focus The usage of the key pattern Don’t… The pronunciation and writing of letters: Xx, Yy, Zz. Teaching aids media, mask, cards, etc. Procedures Step Teacher’s activities Students’ activities Purpose Pre-task preparation 1. Sing a song. 2. Quick response. 3. Look and say. 4. Act out a story. 1. Sing a song. 2. Quick response. 3. Look and say. 4. Act out a story. 再現(xiàn)學(xué)過的字母、句子，為新授準備。 While-task procedure 1. To teach: Don’t… ① To elicit: T: What can’t you do in the street ？What can’t you do in the park? ②T: Look at them. You can say to them. (Show the picture and the media.) (Work book P46) ③ Look, listen and say. (Work book P47) ④ Listen and judge. (Work book P49) ⑤ Look and circle. 2. Teach: Xx ① To elicit : (Show Xx ) ② Read ‘Xx’ ③ (Show word ‘box’ ) Read “b-o-x” ④ Write “X x ” 3 . Teach: Yy ①To elicit : (Show Yy ) ②Read ‘Yy’ ③(Show word ‘yellow’ ) Read ’y-e-l-l-o-w” ④ Write “W w ” 4. Teach: Zz ①To elicit : (Show Zz ) ②Read ‘Zz’ ③(Show word ‘zoo’ ) Read ’z-o-o’ ‘z-e-b-r-a’ ④ Write “Zz“ 5. Teach: Rhyme Listen and repeat. ① Listen and answer T-S ② Say and act : --Don’t… --I’m sorry. (Work in pairs.) ③ Look, listen and say. Work in pairs。 ④ Listen and judge. ⑤ Look , say and circle. ① Listen and repeat: ②Read ‘Xx’ ③ Read ’b-o-x” ④ Write “X x ” ① Listen and repeat: ②Read ‘Yy’ ③ Read “y-e-l-l-o-w” ④ Write ”W w “ ① Listen and repeat: ②Read ‘Zz’ ③ Read ‘z-o-o’ ‘z-e-b-r-a’ ④ Write “Zz “ Listen and repeat. 整合教材，加大學(xué)生的語言量。 聽、說、寫，鞏固已學(xué)的知識。 培養(yǎng)學(xué)生聽讀的習(xí)慣。 聯(lián)系單詞，培養(yǎng)拼讀單詞的能力。 從口頭到書面，強調(diào)書寫筆順和格式。 實際運用. Post-task activity 1.Look and read the letters. 2.Look and match. 3.Listen and write. 1.Look and read the letters. 2. Look and match. 3. Listen and write. 學(xué)生通過讀一讀、演一演中達到學(xué)以致用的目的。 Assignment 1. Read the story and act out it. 2. Write “ Xx,Yy, Zz”. 板 書 設(shè) 計 2A M4U12 In the park Don’t…. X x box Y y yellow Z z zoo 教學(xué)設(shè)計