二上教案.docx

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1、学年第二学期（二）年级（英语）科教案教学内容Unit 1 I go to school by busLets learn教学目标By the end of this unit, hopefully pupils will be able to make either nonlinguistic or linguistic responses to the above language focus in listening, speaking and initial reading activities. Such activities may be Miming;Matching;Arrang

2、ing pictures in the right order;Labeling;教学重点Vocabulary:Live, underground, bus, taxi, motorbike, on foot, white教学难点Structures:1 I live in.2 I go to school by.教学建议The fast learners will be able to1 Dramatize the story with pictures, realias, gestures, intonations, actions, etc;2 Predict the situation

3、s or even the language used through observing the pictures;3 Sight or recognize the new words and key structures.教学过程Hopefully the pupils will also评价环节教学重点Vocabulary:Driver, bus-driver policeman, nurse, (cachcr, doclor教学难点Slruclure:1 What does he/she do? He/She is2 Im a Wcrc all/教学建议1 all the childr

4、en can do the corresponding actions or show the corresponding pictures when ihcy hear each group of the sentences in Lets Learn.2 most children can say the sentences in Lets leani when they see the pictures , the slow learners can follow the teacher or the tape to say the sentences, the fast learner

5、s can introduce their parents or relatives names, occupations and ways of going to work.3 the fast learners are able to match the sentences to the pictures in Lets Learn.教学过程Up till this section, children have already come across 8 words about occupations. So its necessary to play some word games to

6、 consolidate the word. csp. the recognition of the words. Here are a series of activities recommended to you:1 Matching the pictures to words.2 Put the words of occupations in the blands of the sentences to complete the chant after they are ready to recite the chant.3 .Snap the card. Children play t

7、he game in a group of lour. Each holds a pile of cards(about the occupations). They take turns to put a card in ihc centre of the desk and say ihc word on the card. If ihcy get the same occupations coming together.they just snap the card and say the word loudly. The fastest one can get the cards on

8、the desk. The one getting the most cards is the winner.4 Bingo Gaine. Asd the children to stick the pictures or word cards of the occupations on each square. Then listen to the teacher carefully. Whenever they hear the word that is on one of the squares, just make a lick on ihc square. If (hey make

9、a line of three square, they should put up their hands and say bingo. The one who gets (he mostbingo is ihc winner.5 Penniinlism(Memor) game). Before Playing the game, the teacher randomly puts seven pictures of the occupations and the corresponding word cards with the fiices down on each squares. A

10、t the vacd of the pictures and word cards should be numbered from 1 to 14, i.e. the children can just see the number. What the children need to do is to find out the pictures and words matching each other. Children take lums to say ihc number and turn ober the cards. If they get the right matching,

11、just let the picture and word cards faces on, otherwise, turn it over again .One of the strategies to playu this game is (o memorize the评价环节生生互评pictures or words and their collocation when they are turned over.You may find that several personal pronuouns are all presented in this chant Actually this

12、 is the difficult opoint for the children, esp; the matching with the dilTerent form ofbe( i. e. am, is, are). So, i(s necessaiy to have and explicit summary here.To say the chanl accurately and rhythmically, the children need io listen to the tape attentively and follow the tape sentence by sentenc

13、e.The meaning of the word worker is quite different from our traditional understanding.lt doesnt refer to a specific occupation. It is not equal to factory worker. Here it includes all kinds of occupations. So, the senlencesWcre all workers. We and you in the chant implies that all the occupations m

14、entioned above (including bus-driver, engineer, nurse, etc.) arcworkcrs7教学反思反思：本课主要学习职业的名称，比较生活化，单词虽然多，但同学们能基本记下来， 课文和句子基本能读出。2010-3-27板书设计Lets Chant1 What does he/she do? He/She is a2 Im a Were all/教学内容Unit 2 I WANT TO BE A TEACHERLets talk教学目标By the end of this unit, hope fully the pupils will be

15、able to made either non-linguistic or linguistic responses to the above language fbcus in listening, speaking and initial rcaking activities. Such activities may be Miming;Matching.Arranging ictures in the right order;Labeling;Identifying key words in an utterance by recognizing the stress, e. g. He

16、 goes to work by bus.Answering yes/no questions;Using modeled words(sentence patterns) or other visual clues to talk about the pictures;Exchanging simple personal information and feelings.教学重点Vocabulary:cartoonist policeman, leachcr, doc lor, nurse, engineer, fireman, driver, manager教学难点Structures:1

17、 Is thisYes, its.2 What does he do? Hes a.教学建议By the end of this section, hopefully.most children can understand and act out ihe dialogue in Lets Talk;.the slow learners can sayWhat docs hc/shc do?.the fast learners can make up their own dialogue.教学过程.The structureIs this. is just the case ofTliis i

18、s. in the previous section. So, most of the language in Lets TALK might not be new to the children except the wordcartooiiist. You may teach the word cartootnist first at the very beginning when you go over the words about occupations. Then introduce the pictures in the textbook to set up a situatio

19、n and play the video(or show the pictures and play the tape recorder) of the dialogue in Leis Talk to the children. Encourage the children to guess the meaning and tell what the two persons in the pictures are talking about.Ask the children to practice in pairs to act out the dialogue. Remind the fa

20、st learners helping the slow learners and the slow learners learning from the fast learners actively.To use the language in the real life, ask the children to take some old pictures of their aunts or other relatives back to school. Then talk about the pictures in class. They are encouraged to use th

21、e language theyve learnt before 6to express themselves. Give the children some support if they want to talk about an occupation they havent learnt评价环节师生互评教学反思反思：课堂是动态的，教师面对的是活生生的有思想的人，教师应随机性地引发许多的 课堂生成。教师要积极及时捕捉和利用这些生成性的课堂教学资源。2010-4-02板书设计Lets Talk1 Is thisYes. its.2 What does he do? Hes a.教学内容Unit

22、 2 I WANT TO BE A TEACHERSlory lime教学目标By the end of this unit, hope fully the pupils will be able to made either non-linguis(ic or linguistic responses to the above language focus in listening,speaking and initial rcaking activities. Such activities may beMiming;Matching.Arranging ictures in the ri

23、ght order;Labeling;Identifying key words in an utterance by recognizing the stress, c. g. He goes to work by bus.Answering yes/no questions;Using modeled words(sentence patterns) or other visual clues to talk about the pictures;Exchanging simple personal information and feelings.教学重点Vocabulary: spid

24、erman. superman Supermonkey Superfireman Kangaroo fire教学难点StructureI want to be.when I grow up Chunks1 Dont be silly.2 The house is on fire!3 I can help.4 You are great.教学建议By the end of this section, hopefully.the children can understand the story;.the children will enjoy reading and listening the

25、story;.the children can work in groups to make a book lor ihc story in Story time;the fast learners will be able to dramatize the story;the fast learners can orally use the chunks mentioned above in appropriate situations.教学过程Spiderman and Superman are quite popular with children. To motivate ihcm,

26、show them the pictures io ihcm before telling the slory.Actually we dont have the word Supermonkey. Superfireman. Tliey are just the productive of one of childrens instincts of learning English-creative use of language, so. we encourage the children to use the language creatively.Tell the story empl

27、oying the story-telling trchniques,e.g. pause fbr prediction, involve the children to join in telling the story, etc.After telling ihc story, we can do some fbllow-up activities, for instant, dramatizing the story, working in groups to make a storybook by drawing pictures and sticking the sentences.

28、Its essential fbr the children to learn some methods to save themselves if it is on fire. So we may ask the children to brainstorm what they will do if it is on fire. They may discuss either in Chinese or in English.评价环节生生互评教学反思反思：在玩游戏的过程中要适当关注中下生，使他们通过游戏掌握所学的句型。2010-04-13板书设计Story TimeI want to be.

29、when I grow up教学内容Unit3 PLEASE TAKE ME TO THE PARKLeis Learn教学目标By the end of this unit, hopefully the pupils will be able to make either nonlinguistic or linguistic responses to (he above language fbcus in listening, speaking and initial speaking activities.教学重点Vocabulary: bookstore, park zoo swimm

30、ing pool playground supennarket教学难点StructuresMy favourite place is the park.教学建议By the end of this section, hopefully.Hopefully the students will be able to.name the six places the children like io go;.teli what their favourite place is;.recognize the written names of (he six places on Page prompted

31、 by pictures教学过程.If you find six wrds too many for the children, lcavcbookstorc and -.-万小门厂” “supermarket“ tbr later periods.Give the children chances to say what their favourite places are, Prepare a chart for the children to tick their fiivourite places and calculate together with them how many pe

32、ople Iide each place.You could talk with the children whal they can see and do in their favourite places. They may say some in Chinese, you could recast whal they say in English.生生互评教学反思反思：教师能对学生的问题给予肯定，并能适当引出“Can you sing?”等句子,不 仅能拓展课本的教学内容，完成教学目标的达成，使英语教学生活化，还能激发学 牛.学习英语的成就感、兴趣和热情2010-04-17板书设计Lei

33、s LearnMy favourite place is the park.教学内容Ullit3PLEASE TAKE ME TO THE PARKLeis Chant教学目标By the end of this unit, hopefully the pupils will be able to make either nonlinguistic or linguistic responses to the above language focus in listening, speaking and initial speaking activities.教学重点Vocabulary: p

34、ark zoo教学难点.Structures and chunks:1 Take me to the park.2 Ive done my homework.3 Ive been good.教学建议.understand the chant;.say the chant in the roles of mum and child;.think of their own verses fbr the chant(fast learners only).教学过程.Most children have similar experience as the girl on Page25.Before l

35、istening lo the chant, talk with the children about their评价环节experience. Ask them to tell you how they ask their parents to take them out for fun. Ask them what their parents usually say to their requests.Dont be frightened by the tense in Ive done my homework” and Ive been gook The children learn t

36、hem as chunks. Anyhow, they should know the situations in which these chunks arc used. Ils the same case witlTIf you are good .The children learn them as chunks. Anyhow, they should know the situations in which these chunks are used. Its the same case withalf you are good. Ill take you to the park.”

37、.Divide the class into mum group and child group lo say ihe chant.Ask the children to think of a new chant similar to this one. Give them an example as a prompt.师生互评教学反思反思：在玩游戏的过程中要适当关注中下生，使他们通过游戏掌握所学的句型。2010-4-20板书设计Lets Learn1 Take me to ihc park.2 I,ve done my homework.3 Ive been goo教学内容U Ilit3PL

38、EASE TAKE ME TO THE PARKLets Learn教学目标By the end of this unit, hopefully the pupils will be able to make either nonlinguistic or linguistic responses to the above language focus in listening, speaking and initial speaking activities.教学重点Vocabulary: bookstore, park zoo swimming pool playground superm

39、arket教学难点StructuresMy favourite place is the park.教学建议By the end of this section, hopefully .Hopefully the students will be able to .name the six places the children like to go; .tell whal their favourite place is;.recognize the written names of the six places on Page prompted by pictures教学过程.If you

40、 find six wrds too many for the children, leavebookstore and 飞upcrmarkcl“ for later periods.评价环节Give the children chances to say what their favourite places are, Prepare a chart for the children to tick their favourite places and calculate together with them how many people Iide each place.You could

41、 talk with the children whal they can see and do in their favourite places. They may say some in Chinese, you could recast whal they say in English.生生互评教学反思反思：教师能对学生的问题给予肯定，并能适当引出“Can you sing?”等句子,不 仅能拓展课本的教学内容，完成教学目标的达成，使英语教学生活化，还能激发学 牛.学习英语的成就感、兴趣和热情2010-04-27板书设计Leis LearnMy favourite place is t

42、he park.教学内容Ullit3PLEASE TAKE ME TO THE PARKLefsTalk教学目标By the end of this unit, hopefully the pupils will be able to make either nonlinguistic or linguistic responses to the above language focus in listening, speaking and initial speaking activities.教学重点Vocabulary: swimming pool, playground , books

43、tore, computer game, swim, ride a bike教学难点.Structures and chunds;1 will you please take me to the swimming pool?2 1 want to swim.3 Please!4 No problem.5 I said no!教学建议.Hopefully the children will be able to.make requirements politely to their parents.express wants poliltely.act out the conversations

44、.教学过程Use the illustrations to help the children understand whats happening and the language used.Dramatize the dialogues when you present them. Encourage the children really act out the dialogue with actions and expressions.“No more games, in the last picture means that the boy has already jad some

45、games.”【said no* indicates that the lather is scrioua and detennined not to buy the boy any more computer games.评价环节师生互评教学反思反思：在玩游戏的过程中要适当关注中下生，使他们通过游戏掌握所学的句型。2010-05-03板书设计Lets Talk1 will you please take me to the swimming pool?2 I want (o swim.3 Please?4 No problem.5 I said no!教学内容UIlit3PLEASE TAK

46、E ME TO THE PARKStory Time教学目标By the end of this unit, hopefully the pupils will be able to make either nonlinguistic or linguistic responses to the above language ibcus in listening, speaking and initial speaking activities.教学重点Vocabulary: swimming pool, playground , bookstore, computer game, swim,

47、 ride a bike教学难点.Structures and chunds;I will you please take me to the swimming pool?2 I want to swim.3 Please!4 No problem.5 I said no!教学建议.Hopefully the children will be able to.make requircmcnls politely to their parents.express wants poliltely.act out the conversations.教学过程Use the illustrations to help the children understand whats happening and the language used.Dramatize the dialogues when you present them. Encourage the children really act out the dialogue with actions