2019年二年级英语下册 Module 1 Unit 1《What can you see》教案 上海牛津版.doc

2019年二年级英语下册 Module 1 Unit 1Whatcan you see教案 上海牛津版Subject: 2B M1U1 What can you see?. 教材单元分析:1 学生情况分析本单元是牛津小学英语（上海版）新教材2B的第一个单元，学生已经过了一年半的英语学习，对新教材的模式以及学习要求也已基本适应,对教材上的四会单词基本都能达到听，说，读，写，拼背的程度；听，说，运用所学句型，对话；能进行基本的日常用语交流；能掌握简单的语法知识点，如单复数的区分，a, an的用法等。 2教材分析就本单元学习内容而言，学生对颜色类的单词已掌握了red, green, blue, yellow，并达到四会的程度；orange, white这两个单词达到了三会的要求，已能运用What can you see? I can see What colour is it? It is. 单数形式进行问答交流，简单陈述物体的颜色。3 单元教学目标分析知识与能力（1） 学生掌握颜色类的词汇：purple, pink, black, brown（2） 学生能运用What colour are they? They are这个句型来描述自己所看到一些物品的颜色。2 正确使用情态动词“can”进行问答和交流（3） 正确诵读儿歌“rainbow”，注意使用正确的语音语调。过程与方法（1） 能运用所学新单词进行说话练习 （2） 通过与老师、学生的对话，表演等培养学生的表达交流能力（3） 通过对儿歌的改编，培养学生的创新思维和能力 情感态度与价值观培养学生对色彩的观察能力，从而激发他们对自然界的热爱, 对多彩生活的热爱。4 教学策略分析（1）兴趣激励法，通过儿歌的诵读，表演，不同形式的操练方法等形式激发学生学习的兴趣。（2）循序渐进，由易到难，逐步推进，增加所学知识的再现率。（3）创造机会，通过编对话，改编儿歌等形式激发学生的创新思维，增加语言的运用机会，提高说话能力，丰富语段。(5) 创设情景教学，让学生在情景中综合运用所学知识。. 教学实录(2课时)Period 1TitleM1U1 What can you see? Look and learn Play a gameAimsBasic aims: 1. Knowledge aimsa. Read, pronounce and use the words: purple, pink, black, brown, white, orangeb. Learn to say: What can you see? I can see What colour is it? Its2. 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 points1. Listening and pronouncing the words correctly. e.g. purple, pink, black, brown, white, orange2. Using Wh-questions to find out the colour of the objecte.g. What colour is it?Difficult pointsThe usage of “a” and “the” in the sentence structuree.g. What can you see? I can see a pear. What colour is the pear? Its yellow.Teaching aidsMulti mediaProceduresStepsContentsMethods PurposePre-task preparation1. Revision: letters2. Greetings and talkingRecite them together like this:Aa Aa Bb BbZzAa apple- Bb bagZz zebraTPe.g. How are you? What do you like? What can you do?课前有节奏的诵读字母儿歌，既可以活跃课堂气氛，又可以复习上学期所学内容。在逐步的引导交流中，能帮助学生再现已学知识，将其领进英语学习的氛围中来。为新课做相应的准备。While-task procedure1. A song 3. Revision: Red blue green yellow3. white orange4.Whatcan you see?I can seeWhat colour is it?Its 5. purple pink black brownWhat can you see?I can see a .What colour is the?ItsListen and watch the flash.After watching, have them answer my question: What colour can you see? To elicit: red, blue, green, yellowa. read and spell e.g. P1-I know “red”, red, red, r-e-d, redPs- red, red, r-e-d, redb. make the sentencee.g. I like red.My pencil is green. etcHave them guess what colour do I like. To elicit: whitea. read and spell(a group by a group)b. think and rememberwhite writea. 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.he orange is .Point the orange,: What can you see? What colour is it?a. answer the questionb. read it togetherc. practice:ss girls-boysLet the ball change into the purple flower and the pink flower.T: what can you see?P1: I can seeT: What colour is it?P1: t is To elicit: purplea. read and spell pur-plepur 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: pinkc. guess the word:p in kd. practice the words: purple pinkchoose one word and say like this:pink pinkI like pink.I like the pink flower.Let 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 brownb.Teaching the words.Listen to my reading, and then read after me using different volumec.Read and spell by themselves, try to find the way to remember them.d.Make the sentences:The is black.The is brown.Quick response:Look at the screen, ifthey know, they can stand up and read them. Have them look at the things on the screen, make the dialogue: What can you see?I can seeWhat colour is it?Itsa. T and one student set an exampleb. P1-P2c. Do the pair work.Tell them:I can see a flower.It is purple.= I can see a purple flower.a. Read it.b. Pair workWhat can you see?I can seePoint 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?Its通过flash歌曲来引出已学过的四个颜色类的单词。发挥学生的主动性。用造句的形式来练习单词，练习说话，可以培养学生的创新能力及竞争能力。猜一猜，学生更有兴趣。让学生通过联想以前所学的单词write来记忆white,同时可以纠正发音。 用魔术变东西这样的形式可以吸引学生的注意力。看图说句子，可发挥学生想象，又可以趁此引出orange 的另一含义橘黄色的。继续用变魔术的形式来引出，可激发学生的兴趣。通过分解音节，可以降低学生拼读记忆单词的难度。根据发音猜单词，为学生今后的语音学习打基础，同时也能帮助学生记忆单词。通过简短的说话练习，可操练到所学单词，又可潜意识的告诉学生颜色类的词前面不加the, a, an .看着老师嘴唇听发音，能让学生准确的模仿出来。用不同的音量来读单词学生也很感兴趣。让学生自主学习，找到一种适合自己的方法来记忆单词，并可以教会其他的学生。用快速反映这种形式来综合操练颜色类的单词。将单词和句子结合起来操练，学以致用。适当拓展，让学生对两句合一句有个初步的了解。 拓展询问具体物体颜色的问句，教会学生灵活运用所学知识。Post-task activityDialogues.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?-Its red.-Goodbye.-Goodbye. 让学生自行选择物品，颜色，日常用语，句子结构来编对话，能发挥他们的主观能动性和创造性以及与他人的合作能力。AssignmentHomework1. Copy the new words.2. Find out the colours around us.板书设计M1U1What can you see?purple pink black brownWhat can you see?I can see a flower.What colour is it? I can see a purple flower. Its purple.What colour is the flower?Its purple.教学反思(建议从目标反思、过程反思、效果反思、改进意见等方面反思)Period 2TitleM1U1 What can you see?Look and say Say and actAimsBasic aims: 1. Knowledge aimsa. Learn to say : What colour are they? They areb. Using the modal verb “can” to identify what one can see e.g. I can see three rabbits.2. Ability aimsUsing the key pattern “ What colour are they? They are” to municate with others.3. Emotional aimsEncourage 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 points1. 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 points1. Pronouncing “they” correctly; 2. Expressing the objects they can see correctly e.g. I can see three rabbits.Teaching aidsMulti mediaProceduresStepsContentsMethods PurposePre-task preparationRhymesRevision 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? Its.”)课前儿歌的诵读能让学生尽快进入英语学习的状态。 复习上节课所学过的内容，可以了解学生的学习情况和掌握程度。While-task procedureWhat colour are they?They arewhat colour are the.?They are.What can you see?I can see the Show an apple,Then ask several students:What can you see?I can see an apple.What colour is it?It isTell 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(他们)？They are(red).a. practice: they(read it in different patterns)b. pare: they are there arec. 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)Add some things around the apple tree. Then have them choose one thing and make the dialogue using:What can you see?I can seeWhat colour are they?They are T: The apples are red. Are the rabbits red?What colour are the rabbits?They area. readb. pair workT: Yes. The rabbits are white. I can see the white rabbits. What can you see?I can see the .a. read b. pair work用一个苹果来引出本课的教学内容，先从单数开始。 通过苹果树的生长来引出复数的情况。及时将两个发音相似的易混淆的单词拿出来辨别区分，避免学生因发音不准确而将两个混淆。在操练it的复数是they的同时，也将he/she进行举例，让学生全面掌握they 的含义。通过在苹果树的周围增加一些事物来形成一幅美丽的画面，将范围扩大，同时也增加了学生练习说话的机会。拓展内容。可以提高部分学有能力的学生的知识面。Post-task activityIn the parkTell 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 parkI am in the park.I can see a .It is .It is .I can see .They are .And I can see .I am happy. 再次放大范围，增加操练机会；将单复数情况同时出现在一个画面中，让学生有所对比。用两种不同形式进行巩固，学生可以根据自己的实际能力选择作业。Assignment Homework1. Copy the new sentences.2. Listen and follow in the cassette.板书设计M1U1What can you see?What can you see? they(他们) I can see eight red apples.I can see eight apples. (个数+颜色+名复)What colour are they? What colour are the apples?They are red. They are red.附送：2019年二年级英语下册 Module 1 Unit 2Touch and feel教案 上海牛津版Subject: Module 1 Unit 2 Touch and feel.教材单元分析学生情况分析： 我的学生们都是对英语有着比较浓厚的兴趣，对新鲜事物有着强烈的好奇心，模仿能力也较强。通过一年半的牛津英语的学习，他们也养成了良好的英语习惯，主要表现在大多数能集中精力听老师的讲解，能在老师的引导下开展语言训练，单词也能做到熟练拼读。但他们对于句子书写还不够熟练。教材分析：本单元主要教学的是触摸后感觉的形容词smooth, rough, hard, soft，并且通过词与句的整和，正确的描述自己触摸后的感受。在此单元之前，我们已经学过描述Smell, Taste和See之后的形容词nice ,yummy, 颜色，大小，高低，胖瘦等，本单元在对这些内容稍做复习的基础上，引出单词，并通过与句子的整和，变成简短的对话作为本单元的重点。 单元目标分析： 知识与能力：1.学生掌握生活物品词汇：watch, bag2.学生掌握描述触摸特点的形容词：smooth, rough, hard, soft3.学生能运用Is it .? Yes, it is. /No. It isnt.来获知物体的触摸特点4.学会命令别人触摸的祈使句： Touch.5.学生掌握生日时的祝贺语：Happy Birthday!6.学会用2个以上的形容词描述物品的特征7.学会p, b在单词中的基本发音过程与方法：1.通过教师的引导，鼓励学生的发散性思维。2.培养学生正确观察，并用正确的形容词描述物品的能力。态度与价值观：1.培养学生爱护身边公物的习惯。2.引导学生体会他人的好意，并对别人的好意心存感激，愿意与人分享的情感。3.激发学生学习英语的兴趣。 教学策略分析： 1.为激发学生的学习兴趣，教学中教师化身为魔术师，让学生摸摸口袋，猜猜物品等方式，营造轻松的学习氛围；2.为了让学生对学习内容有正确的理解运用，教学中充分挖掘、调动与生活相关的东西,如说说What is smooth? What is soft? 把学生已有的生活经验作为一种教育资源,实现生活经验与文本材料的整合。 3. 体现学生发展为本的教学理念，关注学生语言学习的整个过程，将新旧知识整合，单词教学和句型教学整合，在加强听说的前提下，结合读写，语言训练的方式灵活多变。.教学实录（2课时）Period 1TitleLook and learn Look and sayAimsLanguage 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 rough3. To help the students master the imperatives to let someone touch Touch4. 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 thoughtTrains the student to describe the goods ability with the correct adjectiveEmotional aims:Raises custom which the student takes good care of public propertyDeveloping aims: The is smooth. The is soft.Main pointsUsing adjectives to describe how objects feel. e.g. soft smooth hard roughDifficult pointsPronouncing the key words correctly.e.g. smooth, roughUnderstanding the key words e.g. soft smooth hard roughTeaching aidsPower Point ; Objects ( bag, toy rabbit, porcelain rabbit)ProceduresStepContentsMethodsPurposePre-task preparationQuick response.Chant “Toms rabbit”T and Seg.- Smell the noodles. - Nice, nice, nice. - Taste the egg. - Yummy, yummy, yummy.Say a chant together:Toms rabbit is smooth and soft. Toms rabbit sits on the table and eats Toms soup.师生互动的方式营造英语的氛围，引导学生进入学习的状态。While-task procedure1.Learn the new word:bag2.Learn the words:soft, smoothPatterns:. is soft. is smooth.Touch . Is it .? Yes, it is.3.Learn the new word:hard, roughPatterns:Is it.? No, its .4.Learn the new word:watch1.T acts the magician and says: Hello, Im a magician. My name is Tom.Point to the big and soft bag and say: This is my bag.Read: Bag, bag, its 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, its soft.My bag is soft.Smooth, smooth, its 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, its hard.H-a-r-d, the rabbit is hard.Rough, rough, its rough.R-o-u-g-h, the rabbit is rough.4.T shows the toy rabbit.S read: Touch this rabbit. Its smooth and soft.Exercise 1: Look and sayT shows the porcelain rabbit.Ask: Is it soft? Is it smooth?Read:Is it soft? No. Its hard.Is it smooth? No. Its rough.Read: Touch this rabbit. Its rough and hard.5.A voice appears.T: What is it? Its my watch.Touch the watch and ask:Is it soft? Is it smooth?Show the watch.Read:Watch, watch, its a watch.Watch, watch, hard and smooth.教师扮演魔术师的角色，从课的一开始就吸引学生的注意。说说bag 的短语，有意识引导学生运用以前学过的形容词和新单词进行联系，锻炼学生运用能力。自由发挥说说什么是软的，什么是光滑的，鼓励学生有创新的表现。运用玩具兔和瓷兔之间的区别教授soft,smooth和 hard，rough帮助学生理解。声音的进入又一次让学生产生疑问和兴趣，顺利进入单词watch的教学中。Post-task activityLook and sayMake a dialogueWorkbookpare 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用一一对应的图片出现的方式有利于学生对所学形容词意义的区别和运用。AssignmentHomeworkCopy the new words and sentences.板书设计 Module 1 Unit 2 Touch and feel bagTouch this rabbit. watchIs it soft? Yes, it is. smooth No. Its . hard rough