2019-2020年二年級(jí)英語(yǔ)下冊(cè) Unit 3 May I speak to your mother教案 新世紀(jì)版.doc

2019-2020年二年級(jí)英語(yǔ)下冊(cè) Unit 3 May I speak to your mother教案 新世紀(jì)版一、教育目標(biāo)：1.學(xué)習(xí)正確使用校內(nèi)各種人物的稱謂，培養(yǎng)學(xué)生從小講禮貌的好習(xí)慣。2.教育學(xué)生要做個(gè)誠(chéng)實(shí)的孩子。二、知識(shí)目標(biāo)：（一）基礎(chǔ)目標(biāo)：1.學(xué)生會(huì)看圖說出: class teacher, headmaster, monitor, friend。2.會(huì)根據(jù)提供的圖片進(jìn)行句型操練 Is that your -?3.能正確讀寫字母Gg Hh Ii,并了解它們?cè)趩卧~中的發(fā)音。（二）發(fā)展目標(biāo)： 1.由Wonderland中的詞拓展學(xué)習(xí)校內(nèi)其他有關(guān)人物的英語(yǔ)稱呼，并能正確認(rèn)讀。2.能替換Grand Theatre中的語(yǔ)句，根據(jù)不同場(chǎng)合進(jìn)行提問并回答。（三）能力目標(biāo)： 1.能用英語(yǔ)進(jìn)行簡(jiǎn)單的電話交流。（四）情感、策略和文化等有關(guān)目標(biāo)：1.情感態(tài)度：在學(xué)習(xí)稱呼時(shí)，有意識(shí)地培養(yǎng)學(xué)生從小講禮貌的好習(xí)慣。2.學(xué)習(xí)策略：根據(jù)教學(xué)內(nèi)容和學(xué)生的學(xué)習(xí)能力對(duì)他們進(jìn)行優(yōu)化組合，使每個(gè)學(xué)生在小組活動(dòng)中都有發(fā)表自己看法的機(jī)會(huì)。3.文化目標(biāo)： 了解西方國(guó)家打電話時(shí)的常用說法。三、教學(xué)資源：Students book 2B P9P12Cassette 2B Unit 3Students workbook 2B P13P18Word and picture cards 2B Unit 3四、教學(xué)過程： 第一課時(shí)ProceduresContentsMethodsPurposePre-task preparationSay the missing numbers. 13_ _ 15 16 21_ 23 24 33_ 35 3646 _ 48 49Say the numbers in English.20 30 40 50 21 32 Game: Whos that?Write a number on a piece of paper. Then turn it over. Invite the students to guess what the number is by asking “Is that ?”.Review the numbersShow some figures pictures of the book, and let the students guess, “Is that Alice?”通過填寫缺失數(shù)字的活動(dòng)復(fù)習(xí)上節(jié)課的內(nèi)容。Guessing game是一種既簡(jiǎn)單又有效的游戲， 操作起來(lái)也很方便。這個(gè)游戲也為新課的引入做好鋪墊。While task procedures Task 1Show the picture of their class teacher and ask, “Is that your class teacher, Miss ?” Learn the new word: class teacher.Show the picture of Tommy. Ask, “ Is that your friend, Tommy?” Explain the Chinese meaning of the word: friend.Task 2Point to a student in the class and ask, “ Is that a girl/boy? Is that your classmate? Is that your friend? Is that your monitor?” Invite monitor e to the front and introduce: “This is your monitor, ”Show a picture of my family members. Students guess, “ Is that your ?” Then show the picture of our headmaster. Invite them to guess. Learn the new word: headmaster.Explain the difference between class teacher and teacherActivity: Draw and guess.通過看一看、猜一猜等活動(dòng)學(xué)習(xí)新單詞，營(yíng)造良好的氛圍。在小組合作中，學(xué)會(huì)發(fā)表自己的想法。Post-task activities Activity:Draw a person. Let the others guess who that is. “Is that your ?”Read after the tape.通過畫一畫、說一說這樣的活動(dòng)能夠有效地激發(fā)學(xué)生的學(xué)習(xí)興趣。第二課時(shí)ProceduresContentsMethodsPurposePre-task preparationRevisionInvite the others to guess, “Is that your father/mother/ aunt?”Show the picture of your family members and introduce them, “ This is my .”把所學(xué)的語(yǔ)句靈活運(yùn)用到實(shí)際生活中去，介紹自己的家庭成員。.While task procedures Task 1Listen to the story in Unit 3 and answer the questions:Whos Sandys class teacher?Who does she want to speak to, Sandys father or Sandys mother?GameActivity: May I speak to ?Pass the word on. “Dinglingling, May I speak to ” “Yes, this is ”Listen and answer the questions.To practise the way of giving/receiving a telephone.讓學(xué)生分工扮演成角色表演課本內(nèi)容,模擬實(shí)際生活運(yùn)用所學(xué)內(nèi)容，這對(duì)培養(yǎng)學(xué)生大膽仿說和拓展表演起到積極的作用。Post-task activities Activity:Repeat the dialogue and try to imitate the intonation.Act out the short play after learning. Make a new dialogue. 在小組中分配學(xué)習(xí)任務(wù)，以好帶差，互幫互學(xué)；教師在巡視學(xué)生學(xué)習(xí)時(shí)，對(duì)完成學(xué)習(xí)任務(wù)有困難的學(xué)生進(jìn)行個(gè)別點(diǎn)撥和輔導(dǎo)。對(duì)于學(xué)習(xí)有潛力的學(xué)生，可為他們提出更高一層次的學(xué)習(xí)要求。第三課時(shí)ProceduresContentsMethodsPurposePre-task preparationRevision:Recite and act out the story in Unit 3.Speak out the story.在表演的過程中復(fù)習(xí)課文，營(yíng)造了良好的學(xué)習(xí)氛圍。While task procedures Task 1Do the exercises on the exercise-book (page 13).Make your own rhymes. G for H for. I forTask 2Learn the song: The wheels of the bus go round and round.Show the letters: Hold a petition:Who sings well?通過大量的單詞朗讀不僅使學(xué)生牢固認(rèn)知字母，而且讓學(xué)生自然而然地總結(jié)出字母在這些單詞中的發(fā)音規(guī)則。在優(yōu)美的背景音樂里，讓學(xué)生操練語(yǔ)言，給學(xué)生帶來(lái)愉悅的感受，有效地為今后的學(xué)習(xí)積累句型。Post-task activities Task 1Do the exercises on the exercise-book.Review Unit 3每節(jié)課都為學(xué)生提供說話的機(jī)會(huì)，在說的過程中鍛煉他們的語(yǔ)言表達(dá)能力和思維能力。附送：2019-2020年二年級(jí)英語(yǔ)下冊(cè) Unit 4 Give me my bone(1)教案 新世紀(jì)版一、教學(xué)目標(biāo)：基礎(chǔ)目標(biāo)：認(rèn)識(shí)句型Give me , please. 能聽懂別人向你索要東西時(shí)所用的句子：Give me, please. 學(xué)會(huì)用Give me, please.向?qū)Ψ剿饕獤|西。發(fā)展目標(biāo)：在不同的情境中，用Give me, please. 編小對(duì)話與兒歌。教育目標(biāo)：引導(dǎo)學(xué)生在向別人索要物品時(shí)使用禮貌用語(yǔ)。二、教學(xué)過程ProjectiveContentMethodPurposePre-task preparationSong Whats this?Revision1. Sing the song. 2. Review the wordsBarbie doll , teddy bear , picture book , storybook復(fù)習(xí)上課時(shí)的內(nèi)容While-task procedureGive me, please.出示一系列文具圖片出示一系列玩具的圖片出示一系列水果的圖片出示一些列球類的圖片Give me a pencil, please.Here you are.Thank you.Youre wele.Hello, Tommy.Hello, Alice.Give me the teddy bear, please.Here you are.Thank you.I like apples, Mum. Give me the apple, please.Here you are.A nice apple. Thank you.Lets play pingpong, Mingming.Good idea. Give me a pingpong ball, please.Here you are.Thank you.說說已學(xué)過的文具，用簡(jiǎn)單的對(duì)話來(lái)引出Give me, please.用上課時(shí)的Barbie doll與teddy bear來(lái)操練句型，加強(qiáng)鞏固單詞。進(jìn)一步結(jié)合以前所學(xué)的句型，加強(qiáng)鞏固所學(xué)句型。引導(dǎo)學(xué)生用所學(xué)句型有禮貌地邀請(qǐng)朋友。Pose-task activitiesMake new dialogues (Show some pictures of food)Rhyme My breakfastMake a new rhyme.Homework.1.,Tommy , Birdie.Im Give me., please.OK.2. Say the rhyme.3. Make a new rhyme.Make sentences with Give me, please.Make new dialogues with Give me, please.Make new rhymes with Give me, please.提升要求，學(xué)習(xí)在情境中操練句型。作業(yè)的分層能給不同水平的學(xué)生得以發(fā)展。三、教學(xué)反思：英語(yǔ)作為一門語(yǔ)言的學(xué)習(xí)，教學(xué)中我們要始終遵循語(yǔ)言的教學(xué)規(guī)律，在課堂上盡量創(chuàng)設(shè)真是的語(yǔ)言環(huán)境，讓學(xué)生在貼近生活的語(yǔ)言環(huán)境中通過感知、體驗(yàn)、實(shí)踐和合作的方式實(shí)現(xiàn)任務(wù)目標(biāo)，形成和發(fā)展學(xué)生的語(yǔ)言運(yùn)用能力，并轉(zhuǎn)化成自身的技能。因此在本課時(shí)的教學(xué)中，我主要以創(chuàng)設(shè)情景，讓學(xué)生在情景中進(jìn)行交際的教學(xué)方法。形式是從師生問答到生生問答，從pair work 到group work。教學(xué)內(nèi)容是以舊知帶新知，由易到難，并在其中做一些提升。最后設(shè)計(jì)分層作業(yè)，讓不同水平的學(xué)生都得以發(fā)展。當(dāng)然，在本課教學(xué)中，我也發(fā)現(xiàn)了一些不盡人意之處，有待在今后教學(xué)中進(jìn)一步地調(diào)整與改進(jìn)。如：整堂課，由于我過多地注重了利用語(yǔ)言情景的創(chuàng)設(shè)、語(yǔ)言訓(xùn)練多樣化、培養(yǎng)學(xué)生的聽、說、讀的能力，而忽視了對(duì)學(xué)生學(xué)習(xí)習(xí)慣的培養(yǎng)。內(nèi)容提升的過程中，教室對(duì)于內(nèi)容的處理也不是很連貫，還有待于在今后的教學(xué)過程中不斷的改進(jìn)及完善。