二年级英语上册Unit8Clothes教案沪教牛津版(共21页).doc

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1、精选优质文档-倾情为你奉上What can you seeSubject: 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,

2、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

3、、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? Lo

4、ok 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.

5、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

6、 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

7、 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

8、 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

9、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, r

10、edb. 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 in

11、to?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 colo

12、ur 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

13、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 t

14、o 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 ex

15、ampleb. 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 col

16、our 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

17、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 th

18、em 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 colo

19、urs 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:

20、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 communicate with others.3. Emotional aimsEncourage the pupils trying to t

21、alk 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 f

22、ind 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 P

23、urposePre-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 a

24、re 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 c

25、an see(eight apples)What colour are they(他们)？They are(red).a. practice: they(read it in different patterns)b. compare: 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 i

26、s 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

27、 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

28、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 .The

29、y 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)Wh

30、at colour are they? What colour are the apples?They are red. They are red.Unit 8 Clothes 5【教学设计（TEACHING DESIGN）】第5课时（5 th PERIOD）一、主要新授内容(new contents)Lets enjoystory ( I need. I (dont) like.)二、学习目标(Objectives)继续复习学过的服饰类单词：hat, gloves, scarf, tie, belt, .能熟练运用I need , I (dont) like的句式来表达自己的需要和喜好，并能

31、用学过的单词作适当替换。 能表达自己所需所喜的东西，在实际生活中能灵活运用英语进行简短的交流。充分体现了语言的交际功能。三、教学建议1、任务前期准备阶段（Pre-task preparation section） Pre-task Preparation是指我们要求学生运用目的语（即所学的语言）之前，呈现给学生的语言材料。在这个环节可以创设一个特定的语言的环境，让学生获得对即将操练语言材料的第一次感知。在这里只是创建一种愉快的英语学习氛围. Activity 1 1、教学辅助(Aids)1) 电脑（2A-U8-1）2）屏幕3) 一个小娃娃穿着一件旧的裙子2活动过程（Process）StepsC

32、ontentsMethodsPurpose1Who is she?Look at her dress. Is it new or old?So she wants a new dress.屏幕中出现一个动画小女孩，身穿一件旧的裙子，她拉着自己的旧裙子，总是摇头通过一个穿旧裙子的小女孩，引起学生注意，自然引入今天所要学习的场景中。2Who is she?Look at her dress. Is it new or old?So she wants a new dress.一个小娃娃穿着一件旧的裙子,脸上没有笑容，是为什么？通过一个穿旧裙子的小女孩，引起学生注意，自然引入今天所要学习的场景中。A

33、ctivity 2 1教学辅助（Aids）电脑（2A-U8-2）电脑（2A-U8-3）屏幕2活动过程（Process）StepsContentsMethodsPurpose1Lets go shopping.屏幕中出现小女孩的妈妈带小女孩来到了一个很大的买衣服的商店。把学生引入到一个特定的场景中，为下面的复习打下伏笔。2Lets go shopping让学生想想该怎么办，让我们一起去服装店来帮一帮她，屏幕出现大商场。把学生引入到一个特定的场景中，为下面的复习打下伏笔。2、任务中期实施阶段（While-task procedure section） While-task Procedure，这是

34、指语言技能的习得过程。其中分为机械性操练和意义性操练两部分。机械性操练：让学生准确地模仿、复说新授的语言，从模仿到识记。使新知识由感知、理解、模仿直到储存。由于本教时所学的内容在前几教时已有接触,在这个教学阶段可以进一步地进行理解和熟悉，并根据语言训练的需要设计相应的机械性操练和意义性操练，来帮助学生熟练掌握。教师要尽量创设不同的情景让学生操练，并通过一些游戏环节来抓住学生的注意力，维持学习兴趣。Activity 1 (repeation)1、教学辅助(Aids)电脑（2A-U8-4）电脑（2A-U8-5）3）屏幕2活动过程（Process）StepsContentsMethodsPurpos

35、e1Whats in the shop?“dress,hat,gloves, scarf, tie, belt, ”媒体中出现妈妈把小女孩领进了服装店，小女孩看见了许多漂亮的衣服来复习单词，同时注意单复数。单词模仿高音，低音等方式朗读。（这些服装都是黑白色的）通过去大商场购物吸引学生的注意，引起他们学习的兴趣。同步出现词形并跟读，通过音调的变化以减少机械模仿的枯燥。2Do a puzzle.“dress,hat,gloves, scarf, tie, belt, ”媒体出现大商场的门口，但没有进去，在大商场的门上是一个大型的拼字游戏，出现的是打乱的单词的词形Can you find the w

36、ords in the puzzles?让学生找到门上挂着的单词，（全部找到后，商场的门自然打开。）同时注意单复数。单词 模仿高音，低音等方式朗读。通过商场门上的拼字游戏，吸引学生的注意，引起他们学习的兴趣。同步出现词形并跟读，通过音调的变化以减少机械模仿的枯燥。Activity 2 教学辅助（Aids）电脑 （2A-U8-6）电脑 （2A-U8-7）屏幕2活动过程（Process）StepsContentsMethodsPurpose1brown,yellow, orange purple, pink, red, blue, green“a/an（颜色）（物体）”让学生来猜一猜服装的颜色，教

37、师提问What colour is it? 如果颜色猜对即跳入。学生模仿高音，低音等方式朗读。猜测颜色引出brown, yellow, orange purple, pink, red, blue,green等并跟读，调动学生的积极性，通过各种形式的变化以减少机械模仿的枯燥。2brown,yellow, orange purple, pink, red, blue, green“a/an（颜色）（物体）”商场的门打开后，见到的服装都是黑白色的，教师提问What colour is it?让学生来说一说，然后教师可以根据学生的要求，把颜色跳入服装中，单词可模仿高音，低音等方式朗读。根据学生的要求

38、来上色，学生学习兴趣浓厚，同时通过各种形式的变化朗读以减少机械模仿的枯燥。完成比较扎实的机械性操练后，就进入了意义性操练阶段。意义性操练介于机械性操练和交际性操练之间，起着承上启下的作用，把语言形式的操练转向语言内容的操练，使学生的认知逐步从知识外部特征转向知识内在的联系。由于本教时所练内容贴近生活，可以设计各种实际生活的情景让学生进行操练。Activity 1 （make sentences）活动过程（Process）StepsContentsMethodsPurpose1Make sentences教师引导 “Can you make sentences?” 让学生充分发挥想象，用所学过的

39、句形来进行操练，扩大了句式量。 Eg “I need I like”增强学生的灵活运用能力，利用学生已有的知识，把词汇放到完整句中表达，让学生自己自由去选择所有教过的内容，融会贯通。2Make sentences通过男女生竞赛的方式，既扩大了句式量，又增加其趣味性，让学生乐在其中。Eg “I need I like”以男女生比赛的方式，调动学生的积极性。Activity 2 活动过程（Process）StepsContentsMethodsPurpose1What do you need?I need So many clothes.what do you need?让学生来说一说自己需要的服

40、装，eg“I need a dress”使用“I need”句式来操练，教师鼓励学生自由分说，调动学生积极性。2What do you need?I needSo many clothes. If you are a little girl, what do you need?eg“I need a dress”两人一组相互交流通过两人一组相互交流，鼓励学生大胆表达自己的想法，学生积极性高。Activity 3 活动过程（Process）StepsContentsMethodsPurpose1I like(Do you like ?Yes, I likeNo, I dont like)I kn

41、ow you need a ,then,what colour do you like?why?“I like”让学生说出自己喜欢的色彩，教师鼓励，帮助学生回答Why，增加学生的容量，激发学生的兴趣。2I like(Do you like ?Yes, I likeNo, I dont like)继续两人一组相互交流，教师引导what colour do you like?why?“I like”让学生说出自己喜欢的东西，教师鼓励，帮助学生回答Why，增加学生的容量，激发学生的兴趣。Activity 4 （ask and answer）教学辅助（Aids）1）电脑 （2A-U8-8）2）屏幕2活

42、动过程（Process）StepsContentsMethodsPurpose1Ask and answer让学生小组之间问答练习，使用完整的表述，eg “what do you need? I need a shirt. Do you like the green shirt? No,I dont like green. I like the red shirt.”（不断做单词替换）学生之间相互问答练习，增进学生之间相互交流的能力。2Ask and answer让一个学生上前，下面的学生根据今天学习的内容向他提问，使用完整的表述，eg “what do you need? I need a shirt. Do you like the green shirt? No,I dont like green. I like the red shirt.”（不断做单词替换）学生之间相互问答练习，增进学生之间相互交流的能力。Activity 5 (listen and act)1、教学辅助(Aids)1) 录音机2活动过程（Process）StepsContentsMethodsPur