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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(chǎn)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 附送： 2019年二年級英語下冊 Unit 7 Can I help you教案1 牛津譯林版 教材分析：本單元的主要教學內容是“購物”和jacket,dress,shirt,blouse四個服裝類單詞?！百徫铩笔呛⒆觽兪煜ず透信d趣的話題。教學中，教師應該積極創(chuàng)設“購物”的情景，讓學生在情景中學、在情景中用，使學生在學習英語日常交際用語的同時能充分地感受到語言的生活氣息、進而增強學生學習英語的熱情。在進行A部分對話教學時，教師要結合生活實際，在對話的操練中適當使用一些學生已經(jīng)學過的食品、文具、水果等類詞匯，使購物的內容更豐富，購物的情景更真實，使學生的思維更活躍，興趣更濃厚。 學情分析：為使學生掌握更多的單詞,這一單元補充了三個單詞. The first period 教學內容： 2B 第七單元第一課時，書A部分 教學目標： 1、能聽懂Can I help you?并會用I’d like…作出應答，語音語調正確。 教學準備： 多媒體 圖片 教學過程： Step1.Preparation. 1.Greetings. 2.Say a rhyme. 3.Free talk. How are you?/How old are you?/Do you like…?/What do you have?/What lessons do you have? Step2.Presentation. 1.Present: T:Boys and girls,I have some clothes here.Do you remember how to say them in English? Ss:Yes. T:Let’s have a try.（逐一出示coat,sweater,T-shirt,skirt）What is this?（順勢將衣服掛在黑板上的掛鉤上。） Ss:It’s a coat/… T:（出示jacket）What is this? Ss: … 教學生詞jacket。 T：（在黑板上衣服的上方標上“服裝店”字樣，并在衣服旁貼上Wang Bing,WangBing’smother和Salesgirl的人物頭像。）Look!Wang Bing and his mother are in the clothes shop. What does Wang Bing want to buy?Let’s listen to the tape.（播放本課對話錄音。） Step3.Practice. 1.Listen. 個性化設計及反思 共享資源 2.Listen and repeat. 3.Read in groups. 4.Ask and answer in pairs. Step4.Consolidation. 進一步拓展對話內容。 Step5.Homework. Read the sentences five times. The second period 教學內容： 2B 第二單元， 第二課時（Look and learn） 教學目標： 能聽懂、會說、初步認讀單詞jacket,dress,shirt,blouse,發(fā)音正確。 教學準備： 圖片 單詞卡片 多媒體 教學過程： Step1.Preparation. 1.Greetings. 2.Free talk. How are you? How old are you? What do you have? 3.Revision. Ask and answer. Step2.Presentation. 1.Present: T:Boys and girls,look .I have some clothes.Do you want to know what they are? Ss:Yes. T:(出示T-shirt )What’s this? Ss:It’s a T-shirt. T: (出示shirt )Is this a T-shirt? Ss:No. T: It’s not a T-shirt. It’s a shirt. 教學生詞shirt. ⑴.Read one by one. ⑵.Read in groups. 2.The same as the following words: dress, ,blouse. Step3.Practice. 個性化設計及反思 1.Listen and repeat. 2.High and low voice. 3.Have a guess:Which is in my hand? Step5.Homework. Read the words five times. The third period 教學內容： 2B 第二單元， 第三課時（Say a rhyme.） 教學目標： 1.四會jacket,dress,shirt,blouse五個服裝類單詞. 2.會說歌謠Zip.zip,zip,發(fā)音正確。 教學準備： 圖片 單詞卡片 多媒體 教學過程： Step1.Preparation. 1.Greetings. 2.Enjoy a song: My clothes. 3.Free talk. How are you? How old are you? What do you have? Do you like… 3.Revision. Revise the words of Unit2.. Step2.Presentation. 1.Enjoy the rhyme. 2.Read the words. 3.Say after the tape. 4.Say the rhyme together. Step3.Practice. 1.Listen. 2.Listen and repeat. 3.Say and act. Step4.Homework. Say the rhyme for their parents. 個性化設計及反思 The fourth period 教學內容： 2B 第二單元， 第四課時（補充的三個單詞） 教學目標： 能聽懂、會說、初步認讀單詞tie,belt,vest,發(fā)音正確。 教學準備： 圖片 單詞卡片 多媒體 教學過程： Step1.Preparation. 1.Greetings. 2.Enjoy a song: My clothes. 3.Free talk. How are you? How old are you? What do you have? Do you like… What do you want to be? Step2.Presentation. 1.Present the words. 2.Play games: A:Listen and repeat. B:High and low voice. C:Listen and guess. Step3.Practice. 1.Listen. 2.Listen and repeat. 3.Spell the new words. Step4.Consolidation. Spell the words. Step4.Homework. 1.Copy the new words. 2.Spell the words. The fifth period 教學內容： 個性化設計及反思 共享資源 2B 第二單元， 第五課時（書D部分和活動手冊） 教學目標： 1.復習本單元的知識點。 2.和小朋友一起完成活動手冊. 教學準備： 圖片 單詞卡片 多媒體 教學過程： Step1.Preparation. 1.Greetings. 2.Sing a song: My clothes. 3.Free talk. How are you? How old are you? What do you have? Do you like… What do you want to be? Step2.Revision. 1.Recite the sentences. 2.Spell the words. 3.Say the rhyme. Step3. Presentation. 1.Act and say. 2.Listen and number. 3.Listen and tick. 4.Read and circle. 5.Colour,act and say. Step4.Consolidation. Spell the words. Step4.Homework. 1.Copy the words. 2.Spell the words. 3.Listen and repeat Unit7 four times. 個性化設計及反思