2019-2020年二年級英語 Unit3 Who’s that (1)教案 北師大版.doc

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2019-2020年二年級英語 Unit3 Who’s that (1)教案 北師大版 教析分析： 本課是《先鋒英語》2A第三單元，主要學習Cathy, Tommy, No, poor等單詞。會運用句型Who’s that? That’s … . 根據(jù)《英語課程標準》精神，強調(diào)課程從學生的學習興趣、生活水平出發(fā)，倡導體驗、實踐、參與、合作與交流的學習方式和任務型的教學途徑，綜合運用語言的能力。本課教學力求讓學生在拓展運用的過程中，達到用比較準確的語言進行表達交流。并在學生學習過程中及時進行評價，與學生的評價有機結合，培養(yǎng)和激發(fā)學生學習的積極性，促進學生綜合運用語言的能力，并幫助他們建立學習的成就感和自信心。 學習目標： 1、認知目標：能正確認讀單詞：Cathy, Tommy, No, poor等單詞。 2、能力目標：能熟練運用Who’s that? That’s… 等句型，并能做出正確的回答。 3、情意目標：激發(fā)學生學習興趣，培養(yǎng)學生語言表達能力，增強學生自信心及團結協(xié)作精神. 課 型：語言實踐課。 教學準備：課文中人物圖片，單詞卡片，錄音機等。 教學過程： 模式結構 教學步驟 教師活動 學生活動 設計意圖 熱身激情 1.Greetings. 2.Sing the song.When you’re happy. 3.Review。 Hi, boys and girls.Do the actions and sing,Hold up the Ken(Ann) mask. Encourage the pupils to say. Hello! Miss Li.Sing together.Look and say.S: This is Ken.This is Ann.Practice. 通過問候、唱歌等活動方式，調(diào)動學生學習積極性，將注意力轉移到課堂上來，通過復習舊知識與新知識有所銜接。 情意呈現(xiàn) 1.Study the new words.(Cathy, Tommy, no, poor) The same way to study other words. 2.Study the new sentences.. 3.Play a game: Show the Cathy mask and say:This is Cathy. Read: Cathy,Cathy,CathyShow the Tommy mask.Ask two children to act.Point one of the children and ask: Who’s that?Encourage the children to answer: That’s Tommy.Show other masks ask and guess. Read after the teacher.Greet to Cathy:Hi! Cathy!Greet to Tommy.S1: Hello! Cathy!S2: Hi! Tommy!Read after the teacher.Practice.Point the other child. Ask and answer::S1:Who’s that?S2:That’s Cathy.One child turn back to the class and wear the mask.Ss: Who’s that?S1: That’s Mocky?S2: No.S3:That’s Cathy. …Until the answer is right. 這是本單元新單詞教學及相應的句型教學,為下一步的課文教學打下基礎. 自主模仿 Practice:Modeling dialogue. Divide the class into five sections. Give each section a role in the conversation. Listen and follow in their books.Perform actions as they repeat.The whole class acts the dialogue, with each group saying the corresponding.Remind them to point to the corresponding pictures as they do so. 通過聽錄音、看教學掛圖，感受真實的生活情景，為下一步的學生玩演提供了真實的語言。 協(xié)同玩演 Practice：Let’s talk: Ask the children to practice.Give a model.Give some help. Act it outS1: Hi! Ken.S2: Hi! Mocky.S1: Who’s that?S2: That’s Cathy.S3: Hello! Cathy.S1: Who’s that?S2: That’s Tommy.S4: Hi! Tommy.Ss: Let’s play. OK?Ss: OK! 通過讓學生模仿課文中主要人物進行對話練習。讓他們充分運用所學知識，展示自己的學習成果。 運用拓展 Design a scene, ask the children to act. Give a model.Show a family picture.Ask: Who’s that?Answer: That’s my father. (mother, brother…) Act it out.One child hold up the family picture. The others ask and he(she) answer. 根據(jù)上課內(nèi)容設計一個對話練習，讓學生對知識更進一步的理解和拓展。 板書設計： Who’s that? That’s Cathy. Who’s that? That’s Tommy. 教學反思: 本課內(nèi)容比較簡單，主要是學會向別人詢問不認識的人是誰，并向別人打招呼。但學生對于Who’s this?和 Who’s that?的用法容易混淆。學生比較習慣用This is…作回答。教師還必須加強這方面的練習，讓學生明確this和 that的不同表達含義。另外，Cathy的發(fā)音要注意強調(diào)，教學這個單詞時讓學生看著老師的口形發(fā)音，反復練習。 附送： 2019-2020年二年級英語 Unit3 Who’s that(3)教案 北師大版 ⑴教學目標 ①知識目標：Who’s that? That’s … . He’s from … . ②能力目標：Listen, look and say. ③情感目標：對外國文化感興趣，樂于探究。 ⑵教學重難點：Know the meaning of the contextual. ⑶教學過程： 1. Warm-up Practice greetings. Review the structures This is … and This isn’t … . Use the masks. 2. Model the dialog Put the character masks along the blackboard ledge. Stand at the side of the room. Choose one child to be your helper. The helper points to each mask in turn. For each mask you ask, “Who’s that?” Model the answer. That’s …. Repeat for other five masks. 3. Introduce new characters Display the Cathy and Tommy masks on the other side of the room. Encourage the children to ask, “Who’s that?” and reply, “That’s … .” repeat for the other mask. Have the children ask and answer the question in pairs. 4. Talk about the story Have the children look at the pictures carefully and answer these questions: Who’s that? What are they doing? Who are the new friends? What happened to Mocky? 5. Story Now play the tape. At the end, explain that we say Oh! Poor Mocky! Because he fell down. Poor here means “unlucky” or “unfortunate”. Give the word in Chinese for Ouch! Ask the children to repeat the phrases with plenty of expression, “Oh! Poor Mocky!” “Join us.” and “Ouch!”. Play the tape twice more. At the end, encourage the children to say, “Oh! Poor Mocky!” “Join us.” And “Ouch!” each time. 6. Homework Try to act out the conversation with your partners. 7. 教學反思 Lesson 2 ⑴教學目標 ①知識目標：Who’s that? That’s …. He’s from …. America, China, Canada, Britain, Japan ②能力目標：Listen, read and sing. ③情感目標：對外國文化感興趣，樂于探究。 ⑵教學重難點：Recognize the national flags ⑶教學過程： 1. Warm-up. Review the difference between this and that. Use the masks and some objects (pencil, ruler, eraser, etc.) 2. Learn to say Have the children look at the national flags on the characters’ T-shirts. Ask them if they can tell where they are from. Explain to the children that you want them to touch the character whose name they hear when you play the tape. Play the tape, pausing after each character’s name. Check the children are touching the correct pictures before moving on. Choose four helpers to stand in front of the class. Add the Wang Ling’s mask to the collection and give each helper a mask. Ask the class to name each character. Replay the tape and have children repeat after you. 3. Listen to this Have the children say out each character’s name. Play the tape and number each picture. Play the tape again and check their answers. 4. Let’s sing Read the words to the children, pointing to each word. Play the tape and encourage the children to join in by singing, humming or clapping. Play the tape again and again, have the children sing along with it. 5. 教學反思 Lesson 3 ⑴教學目標 ①知識目標：This is … . That is … . Jj, Kk, Ll, Mm, Nn ②能力目標：Listen, read and talk. ③情感目標：大膽地在生活中運用英語交際。 ⑵教學重難點：the sound of J，K，L，M，N ⑶教學過程： 1． Warm-up Have the children put on their English name cards. Ask the children to say their English names in turn. 2. Talk together Display your copy of the page and read the words in the speech bubbles aloud, pointing to each word as you say it. Read the words again, and have the children repeat them after you. Encourage the children to touch the words as they say them. Organize a speech chain, where children substitute their English names and the name Tommy and Cathy for those that are underlined. 4. Listen and number Ask, “Who’s that?” Have the children touch the matching picture. Then ask, “Where is he/she from?” Play the tape, have the children write the number beside each picture as they listen to the tape. The whole class listen again and check the answers. 5. Sound and letters. Write the letter Jj on the board. Then repeat, “This is the letter E. Can you find the word that begins with J in Uncle Booky’s ABC?” Check that the children have found it. Say, “jeep.” Have the children repeat the word. Point to the written word. Encourage all the children to say the word aloud as they touch it in their books. Repeat the procedure that was used to introduce the letter Kk, Ll, Mm, Nn. 6. Homework Trace over the letters Jj, Kk, Ll, Mm, Nn of Uncle Booky’s ABC and color the pictures. 7. 教學反思 Lesson 4 ⑴教學目標 ① 知識目標：Who’s that? That’s … . That isn’t … . ②能力目標：Listen, read and write. ③情感目標：樂于模仿，敢于開口，積極參與，主動請教。 ⑵教學重難點：The correct writing of Jj, Kk, Ll, Mm, Nn ⑶教學過程： 1. Write the letters Say, “Watch me write the letter Jj.” Stand with you back to the class. Write J in the air, using large arm movements. Have the children do the same. Repeat for the small letter j. 2. Have the children turn to “Trace and copy”. Have the children trace over half of the capital Js. On the next line, they should write capital Js by themselves. Repeat for the small letter j. 3. Follow the same procedure for Kk, Ll, Mm and Nn. Tell the children that they will finish tracing over the letters for homework. 4. Listen for the letters. Draw the children’s attention to the pictures at the bottom of the page. Display your page. Point to each picture in turn and say the matching word, for example, kangaroo. Now play the tape. As the children listen to each word they should point to its beginning letter. Without the tape, have the children point to each picture in turn and say the beginning sound. Have the children trace the letters beside pictures. 5. Uncle Booky’s Blackboard Hold up the Who’s this? Drill card and read it to the children, pointing to the words as you read them. Repeat the procedure with the Who is that? Drill card. Point to the ’s in Who’s and remind the children that the apostrophe mark shows that a letter has been left out. Select two children to hold up the drill cards, facing the class. In the same way, review That’s and That is, selecting another two children to hold up the cards. Practice the structures with the masks. 6. Touch and say Tell the children that you will name each character in the picture and that you want them to tell you if you make a mistake. Give the wrong name, and try to elicit, “That’s isn’t (Ken). That’s (Ken).” You can also ask, “Who’s that?” If time allows, children could repeat the activity in pairs or small groups. 7. 教學反思 Lesson 5 ⑴教學目標 ①知識目標：Who’s that? That’s … . That isn’t … . ②能力目標：Listen, read and chant. ③情感目標：在富有韻律的歌謠中，體驗英語的趣味。 ⑵教學重難點：Chant fluently. ⑶教學過程： 1. Read, check and color. Point to the three sentences beside the first picture. Explain to the class that two sentences are correct, and one is not. Point to the first picture and read the first sentence, “This is Ann.” Ask if this is correct. Repeat for the other two sentences. Repeat for the other three pictures. Have the children open their books at page 34. Read the sentences again, and have the children check the correct sentences. 2. Let’s chant Use pictures or real objects to review the following words: girl, kite, hand, jacket, lemon. Make sure the children can say these things when given a picture or a real object. Read the rhyme to the children, pointing to each word. Play the tape for the whole rhyme. Have children listen and point to the words and the matching pictures on the page. Play the tape again and have children join in, encouraging them to hum or clap with the rhyme. Have children point to the pictures in their book as they listen to the tape again. They can also add some actions and act the rhyme out. 3. Structures Introduce the That isn’t and That is not drill cards. Hold up the That isn’t drill card and read it to the children, pointing to the words as you read them. Repeat the procedure with the That is not drill card. Explain that both structures mean the same. Have the children do a class drill, using all possible binations. 4. Homework Have the children color the pictures. 5. 教學反思 Lesson 6 ⑴教學目標 ①知識目標：Who’s that? That’s … . That isn’t … . ②能力目標：Listen, read and do. ③情感目標：對英語讀物有興趣，樂于探究。 ⑵教學重難點：Read the story ⑶教學過程： 1. Warm-up Chant along with the tape. 2. Uncle Booky’s Story time Have the children look at the picture carefully first. Play the tape, have the children try to guess the meaning of the new words. Read the story after the tape. 3. Extension Discuss “How to be a good student” in your group. 4. Self-assessment Have the children do this part in pairs by themselves. They should assess themselves according to their own situation. Children should be encouraged to pare their results with and learn from each other. For the first activity, in pairs, one child points to a picture, the other says the name and then checks the box that below. Then they switch their roles. For the second activity, children work in pairs and circle all the letters they have learned from Unit 1 to Unit 3. Have them pare with each other and check the answer. 5. Game “Simon says” Use this game to review the classroom mands （Stand up. Sit down. Open your books.）and the vocabulary in Unit 2 （desk, book, pen, pencil, eraser, ruler）. 6. 教學反思