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2019年二年級英語下冊 Module 1 Unit 1《What can you see》教案 上海牛津版 Subject: 2B M1U1 What can you see? Ⅰ. 教材單元分析: 1． 學生情況分析 本單元是牛津小學英語（上海版）新教材2B的第一個單元，學生已經(jīng)過了一年半的英語學習，對新教材的模式以及學習要求也已基本適應,對教材上的四會單詞基本都能達到聽，說，讀，寫，拼背的程度；聽，說，運用所學句型，對話；能進行基本的日常用語交流；能掌握簡單的語法知識點，如單復數(shù)的區(qū)分，a, an的用法等。 2．教材分析 就本單元學習內容而言，學生對顏色類的單詞已掌握了red, green, blue, yellow，并達到四會的程度；orange, white這兩個單詞達到了三會的要求，已能運用What can you see? I can see… What colour is it? It is…. 單數(shù)形式進行問答交流，簡單陳述物體的顏色。 3． 單元教學目標分析 知識與能力 （1） 學生掌握顏色類的詞匯：purple, pink, black, brown （2） 學生能運用What colour are they? They are…這個句型來描述自己所看到一些物品的顏色。 2． 正確使用情態(tài)動詞“can”進行問答和交流 （3） 正確誦讀兒歌“rainbow”，注意使用正確的語音語調。 過程與方法 （1） 能運用所學新單詞進行說話練習 （2） 通過與老師、學生的對話，表演等培養(yǎng)學生的表達交流能力 （3） 通過對兒歌的改編，培養(yǎng)學生的創(chuàng)新思維和能力 情感態(tài)度與價值觀 培養(yǎng)學生對色彩的觀察能力，從而激發(fā)他們對自然界的熱愛, 對多彩生活的熱愛。 4． 教學策略分析 （1）興趣激勵法，通過兒歌的誦讀，表演，不同形式的操練方法等形式激發(fā)學生學習的興趣。 （2）循序漸進，由易到難，逐步推進，增加所學知識的再現(xiàn)率。 （3）創(chuàng)造機會，通過編對話，改編兒歌等形式激發(fā)學生的創(chuàng)新思維，增加語言的運用機會，提高說話能力，豐富語段。 (5) 創(chuàng)設情景教學，讓學生在情景中綜合運用所學知識。 Ⅱ. 教學實錄(2課時) Period 1 Title M1U1 What can you see? Look and learn Play a game Aims Basic aims: 1. Knowledge aims a. Read, pronounce and use the words: purple, pink, black, brown, white, orange b. Learn to say: What can you see? I can see… What colour is it? It’s… 2. Ability aims: a. Using the modal verb “can” to identify what one can see e.g. I can see a pear. b. Using Wh-questions to find out the colour of the object e.g. What colour is it? 3. Emotional aims: Help them find out the colours around us, and prompt them to know the word is colourful. Developing aims: 1. Using the modal verb “can” to identify what one can see the colour of the object e.g. I can see a yellow pear. 2. Using Wh-questions to find out the colour of the specific object e.g. What colour is the pear? Main points 1. Listening and pronouncing the words correctly. e.g. purple, pink, black, brown, white, orange 2. Using Wh-questions to find out the colour of the object e.g. What colour is it? Difficult points The usage of “a” and “the” in the sentence structure e.g. What can you see? I can see a pear. What colour is the pear? It’s yellow. Teaching aids Multi media Procedures Steps Contents Methods Purpose Pre-task preparation 1. Revision: letters 2. Greetings and talking Recite them together like this: Aa Aa –Bb Bb…Zz Aa apple- Bb bag…Zz zebra T—P e.g. How are you? What do you like? What can you do? 課前有節(jié)奏的誦讀字母兒歌，既可以活躍課堂氣氛，又可以復習上學期所學內容。 在逐步的引導交流中，能幫助學生再現(xiàn)已學知識，將其領進英語學習的氛圍中來。為新課做相應的準備。 While-task procedure 1. A song 3. Revision: Red blue green yellow 3. white orange 4. Whatcan you see? I can see… What colour is it? It’s… 5. purple pink black brown What can you see? I can see a . What colour is the…? It’s… Listen and watch the flash. After watching, have them answer my question: What colour can you see? To elicit: red, blue, green, yellow a. read and spell e.g. P1--I know “red”, red, red, r-e-d, red Ps-- red, red, r-e-d, red b. make the sentence e.g. I like red. My pencil is green. etc Have them guess what colour do I like. To elicit: white a. read and spell (a group by a group) b. think and remember white write a. Show a white ball, and tell them that it is magical; it can change into other things. Ask: What can it change into? To elicit: orange (橘子) b. read and spell (boys, girls) c.Ｔhe orange is . Point the orange, Ｔ: What can you see? What colour is it? a. answer the question b. read it together c. practice: Ｔ－Ｐs ?。衧－Ｔ girls-boys ①Let the ball change into the purple flower and the pink flower. T: what can you see? P1: I can see… T: What colour is it? P1: Ｉt is … To elicit: purple a. read and spell pur-ple pur p-u-r, ple p-l-e purple p-u-r-p-l-e (read it together, then read it one by one) b. Point the pink flower , and ask: Is it a purple flower? To elicit: pink c. guess the word: p in k d. practice the words: purple pink choose one word and say like this: pink pink I like pink. I like the pink flower. ②Let the ball change into two cakes, one is black, one is brown. a. T: What can you see? What colour is it? To elicit: black brown b. Teaching the words. Listen to my reading, and then read after me using different volume c. Read and spell by themselves, try to find the way to remember them. d. Make the sentences: The is black. The is brown. ③Quick response: Look at the screen, if they know, they can stand up and read them. ④ Have them look at the things on the screen, make the dialogue: What can you see? I can see… What colour is it? It’s… a. T and one student set an example b. P1-P2 c. Do the pair work. ⑤Tell them: I can see a flower. It is purple. = I can see a purple flower. a. Read it. b. Pair work What can you see? I can see… ⑥ Point the pink flower, And say: The flower is pink. Then point the purple one and ask: What colour is the flower? It is… a. read it b. pair work: What colour is the…? It’s… 通過flash歌曲來引出已學過的四個顏色類的單詞。 發(fā)揮學生的主動性。 用造句的形式來練習單詞，練習說話，可以培養(yǎng)學生的創(chuàng)新能力及競爭能力。 猜一猜，學生更有興趣。 讓學生通過聯(lián)想以前所學的單詞write來記憶white,同時可以糾正發(fā)音。 用魔術變東西這樣的形式可以吸引學生的注意力。 看圖說句子，可發(fā)揮學生想象，又可以趁此引出orange 的另一含義－橘黃色的。 繼續(xù)用變魔術的形式來引出，可激發(fā)學生的興趣。 通過分解音節(jié)，可以降低學生拼讀記憶單詞的難度。 根據(jù)發(fā)音猜單詞，為學生今后的語音學習打基礎，同時也能幫助學生記憶單詞。 通過簡短的說話練習，可操練到所學單詞，又可潛意識的告訴學生顏色類的詞前面不加the, a, an . 看著老師嘴唇聽發(fā)音，能讓學生準確的模仿出來。用不同的音量來讀單詞學生也很感興趣。 讓學生自主學習，找到一種適合自己的方法來記憶單詞，并可以教會其他的學生。 用快速反映這種形式來綜合操練顏色類的單詞。 將單詞和句子結合起來操練，學以致用。 適當拓展，讓學生對兩句合一句有個初步的了解。 拓展詢問具體物體顏色的問句，教會學生靈活運用所學知識。 Post-task activity Dialogues. Give some colours, objects, daily expressions and sentence structures, and then let them make the dialogues in pairs. e.g. red umbrella Good morning. Goodbye! --Good morning. --Good morning. --What can you see? --I can see an umbrella. --What colour is it? --It’s red. --Goodbye. --Goodbye. 讓學生自行選擇物品，顏色，日常用語，句子結構來編對話，能發(fā)揮他們的主觀能動性和創(chuàng)造性以及與他人的合作能力。 Assignment Homework 1. Copy the new words. 2. Find out the colours around us. 板 書 設 計 M1U1What can you see? purple pink black brown What can you see? I can see a flower. What colour is it? I can see a purple flower. It’s purple. What colour is the flower? It’s purple. 教 學 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 M1U1 What can you see? Look and say Say and act Aims Basic aims: 1. Knowledge aims a. Learn to say : What colour are they? They are… b. Using the modal verb “can” to identify what one can see e.g. I can see three rabbits. 2. Ability aims Using the key pattern “ What colour are they? They are…” to municate with others. 3. Emotional aims Encourage the pupils trying to talk with others bravely and politely. Developing aims: 1. Using Wh-questions to find out the special objects’ colours e.g. What colour are the rabbits? 2. Using the modal verb can to identify what one can see the colour of the object e.g. I can see two yellow pears. Main points 1. Using Wh-questions to find out the colours of objects e.g. What colour are they? 2. Using adjectives to identify colours e.g. They are white. Difficult points 1. Pronouncing “they” correctly; 2. Expressing the objects they can see correctly e.g. I can see three rabbits. Teaching aids Multi media Procedures Steps Contents Methods Purpose Pre-task preparation Rhymes Revision the words of colours. Talking Read the rhymes together. Read the word cards quickly. T--P (the main sentence structure is “What can you see? I can see.. What colour is it? It’s..”) 課前兒歌的誦讀能讓學生盡快進入英語學習的狀態(tài)。 復習上節(jié)課所學過的內容，可以了解學生的學習情況和掌握程度。 While-task procedure What colour are they? They are… what colour are the...? They are... What can you see? I can see the … ①Show an apple, Then ask several students: What can you see? I can see an apple. What colour is it? It is… ②Tell them this apple is on a small apple tree. After several days latter, it has eight apples. then ask: What can you see? I can see…(eight apples) What colour are they(他們)？ They are…(red). a. practice: they (read it in different patterns) b. pare: they are there are c. read the sentences: What colour are they? They are red. (read it after me, T-P, boys-girls, P –P) d.Have them practice the sentence “They are…” Look and say: e.g. It is an apple. It is red. They are apples. They are red. (T-P, T-Ps, P1-Ps) ③Add some things around the apple tree. Then have them choose one thing and make the dialogue using: What can you see? I can see… What colour are they? They are… ④ T: The apples are red. Are the rabbits red? What colour are the rabbits? They are… a. read b. pair work T: Yes. The rabbits are white. I can see the white rabbits. What can you see? I can see the . a. read b. pair work 用一個蘋果來引出本課的教學內容，先從單數(shù)開始。 通過蘋果樹的生長來引出復數(shù)的情況。 及時將兩個發(fā)音相似的易混淆的單詞拿出來辨別區(qū)分，避免學生因發(fā)音不準確而將兩個混淆。 在操練it的復數(shù)是they的同時，也將he/she進行舉例，讓學生全面掌握they 的含義。 通過在蘋果樹的周圍增加一些事物來形成一幅美麗的畫面，將范圍擴大，同時也增加了學生練習說話的機會。 拓展內容。可以提高部分學有能力的學生的知識面。 Post-task activity In the park Tell them this picture is a corner of a park. a.Then look at the whole park. Choose the things you like best to make dialogue with the desk mates. b. Make a short passage: In the park I am in the park. I can see a . It is . It is . I can see . They are . And I can see . I am happy. 再次放大范圍，增加操練機會；將單復數(shù)情況同時出現(xiàn)在一個畫面中，讓學生有所對比。 用兩種不同形式進行鞏固，學生可以根據(jù)自己的實際能力選擇作業(yè)。 Assignment Homework 1. Copy the new sentences. 2. Listen and follow in the cassette. 板 書 設 計 M1U1What can you see? What can you see? they(他們) I can see eight red apples. I can see eight apples. (個數(shù)+顏色+名復) What colour are they? What colour are the apples? They are red. They are red. 附送： 2019年二年級英語下冊 Module 1 Unit 2《Touch and feel》教案 上海牛津版 Subject: Module 1 Unit 2 Touch and feel Ⅰ.教材單元分析 學生情況分析： 我的學生們都是對英語有著比較濃厚的興趣，對新鮮事物有著強烈的好奇心，模仿能力也較強。通過一年半的《牛津英語》的學習，他們也養(yǎng)成了良好的英語習慣，主要表現(xiàn)在大多數(shù)能集中精力聽老師的講解，能在老師的引導下開展語言訓練，單詞也能做到熟練拼讀。但他們對于句子書寫還不夠熟練。 教材分析： 本單元主要教學的是觸摸后感覺的形容詞smooth, rough, hard, soft，并且通過詞與句的整和，正確的描述自己觸摸后的感受。在此單元之前，我們已經(jīng)學過描述Smell, Taste和See之后的形容詞nice ,yummy, 顏色，大小，高低，胖瘦等，本單元在對這些內容稍做復習的基礎上，引出單詞，并通過與句子的整和，變成簡短的對話作為本單元的重點。 單元目標分析： 知識與能力： 1.學生掌握生活物品詞匯：watch, bag 2.學生掌握描述觸摸特點的形容詞：smooth, rough, hard, soft 3.學生能運用Is it ...? Yes, it is. /No. It isn’t...來獲知物體的觸摸特點 4.學會命令別人觸摸的祈使句： Touch... 5.學生掌握生日時的祝賀語：Happy Birthday! 6.學會用2個以上的形容詞描述物品的特征 7.學會p, b在單詞中的基本發(fā)音 過程與方法： 1.通過教師的引導，鼓勵學生的發(fā)散性思維。 2.培養(yǎng)學生正確觀察，并用正確的形容詞描述物品的能力。 態(tài)度與價值觀： 1.培養(yǎng)學生愛護身邊公物的習慣。 2.引導學生體會他人的好意，并對別人的好意心存感激，愿意與人分享的情感。 3.激發(fā)學生學習英語的興趣。 教學策略分析： 1.為激發(fā)學生的學習興趣，教學中教師化身為魔術師，讓學生摸摸口袋，猜猜物品等方式，營造輕松的學習氛圍； 2.為了讓學生對學習內容有正確的理解運用，教學中充分挖掘、調動與生活相關的東西,如說說What is smooth? What is soft? 把學生已有的生活經(jīng)驗作為一種教育資源,實現(xiàn)生活經(jīng)驗與文本材料的整合。 3. 體現(xiàn)學生發(fā)展為本的教學理念，關注學生語言學習的整個過程，將新舊知識整合，單詞教學和句型教學整合，在加強聽說的前提下，結合讀寫，語言訓練的方式靈活多變。 Ⅱ.教學實錄（2課時） Period 1 Title Look and learn Look and say Aims Language aims: 1.To help the students master the names of the life goods. watch bag 2. To help the students master the adjectives of describing how objects feel soft smooth hard rough 3. To help the students master the imperatives to let someone touch Touch… 4. To help the students master the yes/no questions to inquire the characteristics of the objects Is it…? Ability aims: Through teachers guidance, encourage students divergent thought Trains the student to describe the goods ability with the correct adjective Emotional aims: Raises custom which the student takes good care of public property Developing aims: The …is smooth. The … is soft. Main points Using adjectives to describe how objects feel. e.g. soft smooth hard rough Difficult points Pronouncing the key words correctly.e.g. smooth, rough Understanding the key words e.g. soft smooth hard rough Teaching aids Power Point ; Objects ( bag, toy rabbit, porcelain rabbit…) Procedures Step Contents Methods Purpose Pre-task preparation Quick response. Chant “Tom’s rabbit” T and S eg.-- Smell the noodles. -- Nice, nice, nice. -- Taste the egg. -- Yummy, yummy, yummy…. Say a chant together: Tom’s rabbit is smooth and soft. Tom’s rabbit sits on the table and eats Tom’s soup. 師生互動的方式營造英語的氛圍，引導學生進入學習的狀態(tài)。 While-task procedure 1.Learn the new word: bag 2.Learn the words: soft, smooth Patterns: ... is soft. ... is smooth. Touch ... Is it ...? Yes, it is. 3.Learn the new word: hard, rough Patterns: Is it...? No, it’s ... 4.Learn the new word: watch 1.T acts the magician and says: Hello, I’m a magician. My name is Tom. Point to the big and soft bag and say: This is my bag. Read: Bag, bag, it’s a bag. B-a-g, bag, bag, bag. A big bag. Say the phrases with “bag” 2. T: Touch my bag. How is it? Read: Soft, soft, it’s soft. My bag is soft. Smooth, smooth, it’s smooth. My bag is smooth. Say: What is soft? What is smooth? When one says the rabbit, T takes the toy rabbit from the bag and says: Yes, the rabbit is soft. Touch this rabbit. Is it soft? Read: Touch this rabbit. Is it soft? Yes, it is. Pass the toy rabbit. Ask and answer. 3.T pats the bag and say: I have another rabbit in it. Guess: How is it? Let the students touch the porcelain rabbit. Read: Hard, hard, it’s hard. H-a-r-d, the rabbit is hard. Rough, rough, it’s rough. R-o-u-g-h, the rabbit is rough. 4.T shows the toy rabbit. S read: Touch this rabbit. It’s smooth and soft. Exercise 1: Look and say T shows the porcelain rabbit. Ask: Is it soft? Is it smooth? Read: Is it soft? No. It’s hard. Is it smooth? No. It’s rough. Read: Touch this rabbit. It’s rough and hard. 5.A voice appears. T: What is it? It’s my watch. Touch the watch and ask: Is it soft? Is it smooth? Show the watch. Read: Watch, watch, it’s a watch. Watch, watch, hard and smooth. 教師扮演魔術師的角色，從課的一開始就吸引學生的注意。 說說bag 的短語，有意識引導學生運用以前學過的形容詞和新單詞進行聯(lián)系，鍛煉學生運用能力。 自由發(fā)揮說說什么是軟的，什么是光滑的，鼓勵學生有創(chuàng)新的表現(xiàn)。 運用玩具兔和瓷兔之間的區(qū)別教授soft,smooth和 hard，rough幫助學生理解。 聲音的進入又一次讓學生產生疑問和興趣，順利進入單詞watch的教學中。 Post-task activity Look and say Make a dialogue Workbook pare the pictures and say the sentences. e.g. Touch this doll. The doll is soft. Touch this bicycle. The bicycle is hard. Choose one object. Work in pairs. Do Workbook P.6,8 用一一對應的圖片出現(xiàn)的方式有利于學生對所學形容詞意義的區(qū)別和運用。 Assignment Homework Copy the new words and sentences. 板 書 設 計 Module 1 Unit 2 Touch and feel bag Touch this rabbit. watch Is it soft? Yes, it is. smooth No. It’s ... hard rough