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2019-2020年二年級(jí)英語(yǔ)上冊(cè) Unit6 My hair is short Period1教案 （新版）滬教牛津版
Language focus:
The usage of nouns to identify parts of a body
The usage of possessive adjectives to describe people
Language skills:
Listening
Identifying the key words by listening to the pronunciation
Understanding how to use possessive adjectives to describe people
Speaking
Pronouncing the words, phrases and sentences correctly
Using key patterns to describe people
Students Book
Pre-task preparations
1. song
2. Game: I say, you do
Point to your face and have the students respond quickly.
While-task procedures
1. Review “eye”, show an eye and ask
T: What is it? “a” or “an”? (Add one eye) How many eyes?
2. Review “nose”, “mouth” and “ear”
2. A chant
3. Review “face”, show some words which are pronounced as a |ei|.
T: Can you read? What is the missing letter?
4. Show faces, elicit “happy face and sad face”
T: This is a … happy face. What about this face?
5. Teach “round, long and square” and “my face is…”
T: How is this face? Is it big? Is it small? It looks like a ball. How is this one? Is it short? Is it round?
6. Teach “hair”
(1) Missing letter “ha__ __”
(2) Teach “l(fā)ong hair, short hair, white hair and brown hair.” And have students to say “my hair is…”
T: How is your hair? Can you say something about your hair? For example …
(4) Have the students say something about their own hair and classmates’ hair. (Fill in the blanks.)
7. Flash
Have the students Make a dialogue to say something about hair using “my hair, your hair”.
8. About me using “my”
T has a self-introduce, and then asks the students to use possessive adjectives to describe themselves.
T: This time, you can introduce yourselves; say something about your head, hair, mouth and eyes.
Have the students to introduce themselves using “my”.
8. Quick response to elicit “head”
(1) Elicit “weather”
(2) Rhyme
(3) Teach “my head _____.” T: My head is big. What about your head?
(4) Do pair work to practice “my head, your head”.
9. Teach
(1) Show Giant, practice “my… is/are…”
T: Can you say something about Giant?
(2) Show the description about a girl. Encourage the students to talk about their friends using “your”
T: Do you know who is she?
10. Encourage the students to talk about their classmates.
Post-task activities
Reading
Have the students read the passage. Then encourage the students to finish the questions.
Reflection
1. Most of the new words the students have learned when they were in Grade One. So I teach some words for them, especially the adjectives such as hearted-shaped, square and so on. I aim to wide the students’ volume of the words.
2. I invite the students to introduce themselves in order to us the adjectives reasonably. Though they can’t say it thoroughly correct, they have dear to say more words.
3.
4. 附送：
2019-2020年二年級(jí)英語(yǔ)下冊(cè) Unit8 Are these tomatoes(1)教案 北師大版
eaching contents :
Vocabulary:
Are, these, they’re, tomatoes, those, beans, mushrooms, they, cabbages, aren’t, onions, potatoes, cucumbers, cauliflower, peppers, eggplants
Structure:
What are these\those?
They’re (beans).
Are these\those beans?
Yes, they are.
No, they aren’t.
Period 1
一、 Greetings.
二、 Presentation.
Step 1 Model the dialog.
Take out the pictures of apple, pear, banana and the others.
Hold up the picture of pear and ask, “What’s this?”
Have the children answer. Repeat this for apple and banana.
Repeat several times, and have the Ss say the names.
Hold up the apples and ask, “What are these?”
Have the children answer. Repeat this for the bananas and pears.
Repeat several times, and have the Ss say the names.
Hold up other things and ask, “What are these?” Have the Ss repeat the sentences after me.
Then, repeat the procedure for all the other things.
Read the sentences together.
Step 2 Talk about the story.
T:Open your books.
Show them what to do.
Repeat the things and have the Ss open their books at page 14 and 15.
Step 3 Ask these questions about the pictures :
Picture 1: Who can you see in the picture?
Picture 1: What are they doing ?
Picture 3: What is Mocky holding?
Picture 9 : How does Mocky feel?
T: Now we are going to hear what the characters said.
Play the tape. Have the Ss look at the pictures, as the tape is play.
Have the Ss roleplay the dialog using the masks.
Step 4 Homework.
Tell your family the English names for the vegetables.
教學(xué)后記：
以活動(dòng)形式復(fù)習(xí)，激發(fā)學(xué)生興趣，學(xué)生在活動(dòng)過(guò)程中復(fù)習(xí)、鞏固舊知識(shí)，效果較好。學(xué)生對(duì)故事部分的內(nèi)容掌握較好，基本都能互相開(kāi)展對(duì)話(huà)詢(xún)問(wèn)，并能做出相應(yīng)的回答。但學(xué)生對(duì)于重點(diǎn)句型不太熟練，有待加強(qiáng)練習(xí)。
Period 2
一Greetings.
二Presentation.
Step 1
Hold up the card, say “These are pens” Have the Ss repeat.
Repeat the activity using all the cards.
Touch a book in the classroom. Make sure that all the Ss can see it Say , This is a book. Repeat it for a pen. And These are pens.
Hold up one of the cards and say:“ What are these?” Have the Ss read after me.“These are books.” Make sure the Ss say the final \s\ in They are books.
Explain to the Ss that, when we talk about more than one thing, we usually add an s at the end of the word.
Step 2 Words to learn.
T: Open the books.
Point to each of the objects in turn, naming them in English as I do so.
Play the tape, have Ss touch the picture as they hear each vegetable’s name.
Have Ss read the words after the teacher.
Read the names again, then read it in pair.
Step 3 Listen to this.
T: Open your book.
Draw the Ss’ attention to the top of the page.
Read the words slowly, pointing to each word as I say it.
Have the Ss repeat Ken’s question, then point to the picture.
Step 4 Sing the song.
Use the cards of the vocabulary being reviewed.
Hold up the card for potato, Say “Are these potatoes?” Elicit “Yes, they are.”
Now hold up the card again and ask : Are these beans?” Elicit, “No, they aren’t”.
Repeat these procedures for the other cards. These new structures will prepare the Ss for the song.
Play the tape, listen to the song.
Then, play the tape once again. Sing this song together.
Sing the song in group.
Step 5 Homework.
教學(xué)后記：
學(xué)生學(xué)習(xí)積極性較高，大部分學(xué)生都能積極參與課堂，特別是在學(xué)習(xí)歌曲部分，大部分學(xué)生都能積極參與課堂活動(dòng)，課堂氣氛活躍。
學(xué)生語(yǔ)音還有待加強(qiáng),對(duì)于復(fù)數(shù)的發(fā)音,學(xué)生還存在一定的難度。
Period 3
一Greetings.
二Presentation.
Step 1 Review:
Hold up the card of beans, point to it ask, Are these potatoes”? Give the answer, No, they aren’t.
Introduce No, they aren’t. Explain that aren’t and are not mean the same thing.
Step 2 Talk together
T: Open your books on page 18.
Display the copy of the page. Point to the picture:
T: Now we can read what they said.
Have Ss repeat the words as they point to the picture in the books.
Repeat the procedure for the other pictures.
Listen to the tape, and touch the picture as you hear the words.
Step 3 Listen and number
Draw the Ss ‘ attention to the bottom half of the page. Explain that you want them to listen and number.
Play the tape, one sentences at a time, have Ss listen and number.
Step 4 Sounds and letters.
Draw Ss ‘ attention to the top of the page.
Play the tape for taxi and tomatoes, ask, Do these words have the sound\t\?
Play the tape again and have the Ss say the words aloud.
Repeat the procedure for \d\ words.
Step 5 Match the sounds
Have the Ss open their books, draw the Ss ‘ attention to the pictures, and ask What’s this/? Elicit the word from the Ss.
Match the sounds and let Ss color them.
Step 6 Homework.
Color the pictures on page 18 and 19 in different
Read the words and sentences.
教學(xué)后記：
大部分學(xué)生都能積極參與課堂活動(dòng)，課堂氣氛活躍。對(duì)字母的認(rèn)識(shí)也有所提高。個(gè)別中下生的課堂紀(jì)律還有待加強(qiáng)，設(shè)法提高他們的學(xué)習(xí)積極性。
Period 4
一、Greetings.
二、Presentation.
Step 1 Review the words.
Take out the pictures and use the sentences: What are these? Are these…?
Step 2 Let ’ s chant
Say out the words that we have reviewed.
Read the rhyme to the Ss, point to each word. Tell the Ss that they are going to learn a rhyme.
Play the tape for the whole rhyme and have Ss listen and point to the words and the matching pictures on the page.
Play the tape again and have the Ss join in.
T :Point to the pictures as you listen to the tape.
They can add some actions and act it out in-group.
Step 3 Check the correct answer.
Ask Ss to say the words in the picture.
Show Ss my book, point at one picture and Ask Ss to say the word.
Hold up the following flashcards and ask Ss to say them.
Ask Ss to check the correct answer, make sure they have done this.
Repeat all the procedures for the other pictures.
Step 4 Homework
Color the picture on page 22.
Chant to their families.
教學(xué)后記：在教學(xué)chant 部分，學(xué)生能通過(guò)實(shí)物顯示，很快就理解了它所表達(dá)的含義，而且很快就能掌握了。讓學(xué)生來(lái)比賽誰(shuí)的速度能最快，這樣也可以調(diào)動(dòng)部分中下生的積極性，但速度方面還需要加強(qiáng)訓(xùn)練。
Period 5
一、Greetings.
二、Presentation.
Step 1 Trace the words
Hold up the card for tomatoes, ask What are these? Answer, These are tomatoes.
Have the Ss open the books at page 20.Draw their attention to the Trace and copy activity.
Step 2 Read and match.
Point to each picture in turn and say the matching word.
Play the tape, as the Ss hear each word they should point to the words..
Without the tape , have the Ss point to each picture in turn and say the words.
Have Ss trace the words beside the pictures.
Step 3 Uncle Book’s Bb.
Hold up the“ These are ”card and read it to the Ss, point to the words as you read them.
Repeat the procedure with other sentences.
Step 4 Guess and say.
Have the Ss practice saying the sentences from the previous activity.
Put the Ss in pair, The two Ss mix their cards with the picture facing down. Ss A puts his\her hand on one card and ask student B to guess.
Continue unit all the cards are flipped over. Then the two Ss change their roles.
Step 5 Uncle Booky’s storytime.
Tell the Ss that they going to listen to a story.
Play the tape, ask the Ss to listen to the story.
Have the Ss open the books, and look at the pictures, ask them to look for the familiar words in the book.
Have the Ss read the story silently, encourage them to try to guess the meaning of unfamiliar words.
Tell the story together.
Step 6 Homework
Tracing and writing the words.
教學(xué)后記：
通過(guò)guessing game來(lái)復(fù)習(xí)句子和單詞，學(xué)生興趣較大，但是學(xué)生的書(shū)寫(xiě)要加強(qiáng)，叫學(xué)生用圖畫(huà)來(lái)做一份salad，對(duì)故事很快就理解了。
Period 6
一、Organization:
1 Play a guessing game.
2 Greetings.
二、Revision:
Chant it together.
三、Presentation and practice
1. Have the Ss read the story silently, encourage them to try to guess the meaning of unfamiliar words.
2. Tell the story together.
Step 2 Play Bingo game.
1.Call out the different words and the Ss find the correct picture .
2.The Ss circle the word when they hear the teacher call it out .Then call out “Bingo’’ each time they have circled a full column down their Bingo boards.
3.At the end of the game, review all the words.
Step 3 Flashcard game
1.Put the Ss in pairs. Have each pair mix cards together and then spread them face down on the table.
2.The first child who call out “snap”, and the correct word , keeps the two matching cards. The Ss continue playing until there are no cards left on the table. The winner is the child with the most cards at the end of the game.
3.If the child calls “Snap” by mistake ,other player takes the pair of cards.
Step 4 Self-assessment
1.Have the Ss do this part in pairs or in groups by themselves.
2.Ss should assess themselves according to their own situation.
2.Check the answer.
四.Homework.
Read Part A B , and the new words and sentences.
教學(xué)后記：
1． 游戲形式復(fù)習(xí)能激發(fā)學(xué)生興趣，學(xué)生在活動(dòng)過(guò)程中復(fù)習(xí)、鞏固舊知識(shí)，效果好。
2． 在開(kāi)展活動(dòng)游戲時(shí)，由于班級(jí)人數(shù)較多，因此有點(diǎn)難調(diào)控，很難時(shí)刻關(guān)照到每一位學(xué)生身上。
3． 學(xué)生在新學(xué)復(fù)數(shù)的發(fā)音時(shí)，受單數(shù)的發(fā)音影響，很容易忽略了\s\的發(fā)音，這是一個(gè)重點(diǎn)中的難點(diǎn)，應(yīng)該設(shè)法解決。
2019-2020年二年級(jí)英語(yǔ)上冊(cè) Unit6 My hair is short Period1教案 （新版）滬教牛津版.doc
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