二年级上册Unit2BoysandGirlsunit2Boysandgirls教案何进.docx
Teaching PlanTeaching material： PEP(Starting point of Grade 1)Topic: Unit 2 Boys and Girls lesson 1Students:Class 2, Grade 2Instructor: He JinSchool: Chengdu Chadianzi Primary School1. Listen and read after the CD.课时教学设计成都市茶店子小学校何进一、教材及教学内容分析本课时选自人教版（一年级起点）二年级上册第二单元第一课时:Unit 2 Boys and Girls lesson lo本学期第一单元的主题My Family学习回答了有关“who”的 问题来介绍家庭成员等人物身份。本单元继续围绕“who”学习社会关系中表示 人物身份或称谓的词汇以及询问和回答人物姓名的相关功能句等。本课时是第二单元的第一课时，本单元的开篇主情景图，通过书中人物Joy 和BinBin等参观玩偶展示会，相互询问玩偶的名字，情境化地呈现了本单元的主 要功能句，但由于第一课时涉及的有关人物身份和称谓的词汇未在主情景图中展 现。因此，本课时暂不考虑利用主情景图。Lessonl主要包括三个部分：A项借 助歌谣和图片情境化地呈现六个有关人物身份的词汇；B项通过随机抢答游戏巩 固A项所学词汇，让学生对人物的基本信息进行简单描述；C项再次学唱歌谣, 进一步巩固所学词汇的英文表达，同时整体感知英语语音、语调和节奏。二、学情分析1 .学生特点：二年级年龄阶段学生的思维方式以形象思维为主，所掌握的 概念，大部分为具体的，可直接感知的，同时能够进行一定的抽象思维，能根据 观察图片等进行简单的猜测和推理。因此单词教学要充分利用图片、有声视频、 实物等教学辅助，帮助孩子理解词汇的含义，建立音、形、义之间的联系；同时 利用板书人物关系图帮助孩子掌握单词的实际含义。这阶段的学生好奇心强，喜 欢与人交流，认识新朋友，因此，在课堂设计中，通过利用孩子们熟悉的书本人 物、生活中接触认识的人物，结合生活经验，学习介绍人物身份的词汇和句子更 利于调动学生的参与积极性。2 .学生知识技能储备：学生通过第一单元的My Family的学习，已经学习 并基本掌握了介绍自己的家庭成员等人物身份；为进一步学习介绍社会关系中的 人物身份提供了基本的语言支撑，如：he/she is my.通过一年多的英语课堂学习， 能够基本根据教师指令做出相应的反应，并在课堂活动中积极参与小组合作，完 成相应的教学活动。三、教学目标1 .语言能力目标：能够听懂、会说表示人物身份或称谓的六个词汇:classmate, friend, man, woman, boy, girl;能够用己经学过的句子对人物进行简单 的介绍，如：He is a boy. She is a girl;能够跟随录音学唱本课歌谣；2 .学习策略目标：能够通过观察、合作、探究等学习方式进行简单的猜测、 推理，并通过课堂教师的引导，能够通过简单的画图等方式积极主动进行课后复 习和简单的口语运用，实现语言的工具性的作用。四、教学重点与难点1 .教学重点：学习表示人物身份或称谓的六个词汇：classmate, friend, man, woman, boy, girl;利用图片、实物等，创设简单的情境，运用已经积累的语言知 识学会对人物进行简单的介绍；利用教学歌谣视频，学唱歌谣。2 .教学难点：friend和classmate的含义比较抽象，学习时通过图片、实物 等帮助学生理解；friend的发音需要反复操练；五、教法和学法情境教学法；交际教学法；小组讨论学习法；游戏学习法；六、教学准备单词卡片；教学课件；电脑等。七、教学过程教学过程教师活动学生活动设计意图Step 1:1: Greet to Students.1. Greet to theteacher.Warming-up &Leading-in2. Let's chant.通过复习第一单2.Let's chant.元的歌谣，复习巩(Who is he?)固介绍家庭成员，3.Look and sayT: Look, who is he?3. Look and sayS: Brother/he is my brother.活跃课堂氛围。通过复习Andy'sT: Great, he is Andy's brother. He is a boy.T: Who is she?T: Yes, she is Andy's sister. She is a girl. Today, we're going to learn unit 2 Boys and Girls.T: Who is he?（拿出Bill人物卡片）T: Great, he is Bill, he is a boy, too.S: Sister/she is my sister.S: Bill/he is Bill.family人物介绍， 引出本单元主题 Boys and GirlsoStep2:1. Look and point1. Look and point通过Bill人物卡片PresentationT: One day, Bill went to a park. Look, there are many boys and girls. Could you find Bill in the picture?转换场景，引出课 本A项图片场景。T: Good job. This is Bill. He is playing ball.2. Look and guessT: Who is he?S:brother/father/.3.Look,listen and通过观看歌谣，检answer测已学过的人物T: Now, let's listen to the chant and check.S: He is father.身份father等,引 出对新单词man 的学习。（教师播放歌谣）4.Let/s learnT: Great, he is Bill's father. He is a man.（教师示范发音并分组 教读）T: Look at this man, who is he?T： Good, he is our Mr Li. He is a man.T: How about this man? Who is he?T: He is zhongnanshan. He is a man. And he is a super man, i think. He has been fighting against the coronavirus.T: Look at this woman, who is she?T: Let's listen.T: She is Bill's mother. She is a woman.（教师示范发音并分组 教读）T: Look at this woman, who is she?T ： Good, she is Miss Ling. She is your teacher. She is aS:学生跟读S:李校长s：钟南山S: He is a man.S:sister/mother.利用图片，结合学 生生活中认识和 熟知的人物，帮助 学生理解man的 含义。利用图片，结合学 生生活中认识和 熟知的人物，帮助woman.T: Is she a man?T: Her name is Chen Wei. She is a woman. She is a super woman.5.Look, listen and sayT: OK, Let's back to the park. Who is she? Who is he?T: Is she a woman? Is he a man?T: She is not a woman. She is a girl.（教师示范发音并运用 touch game操练检测 girl的发音）T: Is she a girl? Is he a girl?T: She is Lily. She is a girl. What's the relationship with Bill? Well, let's listen the chant again and check.（教师再次播放歌谣）T: She is Bill/s classmate.（教师示范发音并教读）T: She is my classmate, yes or no? Is he myS:学生跟读S: Noz she is a woman.S: She is Lily. He is BinBin.S: NOS:学生跟读学生理解woman 的含义。单词girl的发音容 易发音不清楚，通 过 touch game 操 练检测学生发音 并纠正。通过再次观看歌 谣,引出对girl/boy/classmate/friendclassmate?（教师随机指着班里的 学生问）T: *, is she your classmate? Let's say hello to your classmate.S: No, he is not a man. He is a boy.的学习。T: Well, she is Lily, she is a girl, she is Bill's classmate.T: Is BinBin a girl?T： He is a boy.结合实际，帮助学 生理解classmate（教师示范发音并教读）T: Now, boys, stand up, please. Girls, stand up, please.S: No.的含义并巩固其 发音。T: Is she a boy? Is he a boy?S: Hello, myT:Whatzs the relation-classmate.-ship with Bill? Let's listen.T: He is Bill's friend.（教师示范发音并分组教读）T: Oh! My friend! Hello!S: No.Lydia. Nice to meet you. Boys and girls, look, She is my friend.S:学生跟读通过男女生分组 操练 boy&girl.T： Could you find your friend in the classroom?S:No, he is a boy.S: No, she is girl.S:学生跟读S:学生找出自己 的朋友并介绍。通过身边的人物 介绍，利用已学过 的语言知识，帮助 学生理解friend的 含义。并通过找朋 友的游戏操练 friend的发音。Step 3:Practice1. Let's read.2. 1 point, you say3. Listen and say1. Read together.2.学生随机读单 词3. Listenand通过B项随机抢答 游戏巩固所学词 汇，让学生对人物 的基本信息进行 简单描述；并结合 班里学生姓名，进（教师播放B部分的 flash）T: Who is he?T: He is a boy, please read after it.（教师随机叫一个小朋 友的名字，请他站起来）T: Who is she?T: She is*, she is a girl.T: Who wanna call the name?（一个小朋友说名字，其 他小朋友介绍）repeatS: Bill.S: He is a boy.S: *S： She is a girl./he is a boy.行随机抢答，借助 己学过的句子学 会初步运用单词Step 4:Production1. Let's chant.2. Look and guessT: Who is he?T: He is a boy. He is my friend.3. Work in pair（Introduce your family or friends）1. Chant together.2. GuessS: he is the brother/classmate3. Students' workC项再次学唱歌 谣，进一步巩固所 学词汇的英文表 达，同时整体感知 英语语音、语调和 节奏。通过看图猜测选 择，学会通过看 图、指人介绍人 物。
