人教版新起点小学英语二年级上册Unit 1 My Family教学设计教案.doc

Unit 1 My Family备课成员单元内容分析本单元主要学习关于家庭成员的单词：grandfather, grandfather, father, mother, brother, sister. 询问和回答人物身份的功能句：Whos he/she? He/She is.学习家庭成员的单词，与学生生活实际紧密联系，易于学生接受，内容简单实用，易于教师操练。本单元为下个单元boys and girls做了很好的铺垫，使得下一步的学习变得简单了，过渡自然。学情分析经过一年的学习，学生已有英语学习能力和英语基础，渴望通过新学期的学习获得更多的知识，以丰富自己的交际内容，提高交际能力。学生在平时学习活动或生活中都有接触过一些家庭成员的单词，最熟悉的是father，mother，掌握起来较为简单。学生能熟练地说出介绍人、物的句型：This is my.。但学生对于brother和sister的定义比较模糊，需要在进行教学时做一定的讲解。Whos he/she?是新知，部分学生易混淆he,she所指代的性别。但he,she是后面学习活动中会大量使用的词汇，学生能够通过频繁地使用，牢固掌握。单元教学目标（1） 语言技能目标第一层次：1. 能够听懂、会说表示家庭成员的六个词汇：father, mother, brother, sister, grandfather, grandmother.2. 能够听懂、会说有关询问和回答人物身份的功能句：Whos he/she? He/She is .,并能在恰当的情境中初步运用。3. 能够借助已学过的单词及相应的图片感知字母a,b,c,d在单词词首时常见的发音，并尝试在图片和首字母的帮助下，整体识别单词。第二层次：能够借助录音、图片、文字及教师的讲解读懂本单元的小故事，并尝试在教师的指导下表演故事。（2） 其他目标1. 能够跟随录音，大胆模仿说唱本单元的歌曲和歌谣；2. 能够积极参与课堂上组织的各种活动，做到有序参与，积极使用英语进行交际；3. 能够在活动中认真倾听同伴发言，并与同伴合作进行结对问答等活动。单元教学重点1. 关于家庭成员的单词：grandfather, grandfather, father, mother, brother, sister.2. 询问和回答人物身份的功能句：Whos he/she? He/She is.单元教学难点询问和回答人物身份的功能句：Whos he/she? He/She is.单元课时安排4课时Lesson 1教学内容学生借助图画和录音，学习6个有关家庭成员的单词：grandfather, grandfather, father, mother, brother, sister.教学目标1. 能够听懂会说、表示家庭成员的六个词汇：grandfather, grandfather, father, mother, brother, sister.2. 能够借助图片用已学过的句子This is my.介绍家庭成员。3. 能够跟随录音，大胆模仿说唱歌谣。教学重点听懂会说、表示家庭成员的六个词汇：grandfather, grandfather, father, mother, brother, sister.教学难点1. 单词father，brother等中字母组合th的发音。2. 借助图片用已学过的句子This is my.介绍家庭成员。教学准备录音、PPT、卡片、flash教 学 过 程 设 计教学环节教师活动学生活动设计意图Step 1Warm- up1. Greetings.Hello, boys and girls, how are you today?2.Review the words.T: Show me the pencil (ruler, book)1. Fine, thank you, and you?Ss: Listen and do.师生之间相互问好，拉近了彼此情感距离。Step 2Lead-inWatch the main scene.T: Who can you see?T: There are some photos, whose family? Is Joys family photo on the wall? Ss: Yaoyao/Andy/BillSs: No教师引导学生观察A项情境图，引出本单元主题family.同时过度到歌谣，引入新词汇的学习。Step3New lessonStep4 Practise Step 5Role play and sayStep 6 Consolidation 1.Present the picture of lesson1.T: This is Joys family. Do you want to know her family members?2. Play the chant . Play the chant again.T: Who can you see?3. Learn the new wordsTeach Ss to read the new words.4.Ask little teacher to lead Ss read the new words.T: Say, Ss point and read after me. T point, Ss look and say.Divide them into six groups.(grandpa, grandma,brother, sister, mom, dad)or S1 say, team listen and tap. T: Present the word cards, team read and tap.1. Play the video.2. Do an example.Play the chant.Ss: Yes.Listen the chant.Ss: I can seeFollow teacher to read the new wods.1.Watch the video.2. work in four.Try to say the chant.通过提问激起学生的好奇心。歌谣作为呈现语言的一种手段，不要求学生马上输出，让学生借助情景整体感知一下新语言。让学生用不同形式认读单词，加深印象。再次播放歌谣，巩固新学词汇。HomeworkListen and repeat.Say the chant to parents.Blackboard design Unit 1 My Family L1 grandfather grandmother father mother brother sister This is my.SummaryLesson 2教学内容学习询问和回答人物身份的功能句：Whos he/she? He/She is.教学目标1. 能够听懂，会说有关询问和回答人物身份的功能句：Whos he/she? He/She is.2. 能够简单地介绍自己的家人。教学重点听懂，会说有关询问和回答人物身份的功能句：Whos he/she? He/She is.教学难点功能句Whos he/she? He/She is.在情境中的应用。教学准备录音、PPT、卡片、flash教 学 过 程 设 计教学环节教师活动学生活动设计意图Step 1Warm- up1. Greetings.Hello, boys and girls, how are you today?Say the chant of lesson11. Fine, thank you, and you?Say the chant.Chant能充分调动学生的兴趣，并能起到巩固旧知的作用。Step 2ReviewReview the words.T: Who is he/she?Ss: mother/father.复习旧知，为新知做铺垫Step3New lessonStep 4Show and sayPresent the picture of part A.T: Who are they?Teacher point to the photo.T: Whose family is this?What are they talking?Play the video.T: What does Yaoyao say?What does Andy say?Play the dialogue.T: Look at Yaoyaos family photo. Now Im Andy. Who want to be Yaoyao.Ponit to the photo.T: Who is he?Play the video again.T: Who are they? What are they doing?Play the videoTeacher find some students to do an example.Ss: Yaoyao and Andy.Ss: Andy.Watch the video.Try to repeat the sentences. S: He isShe isRepeat after the video.Work in pairs.Work in four此处提问只是为了培养学生的观察能力，引导学生关注对话情境，学生回答，可以不用英文。引导学生关注人称因性别不同产生的变化，即he与she的区别。Homework Prepare family photo, then introduce the members. Blackboard design Unit 1 My Family L2 Whos he? He is my. Whos she? She is my.SummaryLesson 3教学内容学生借助图画学习运用功能句型Whos he/she? He/She is.两组交际用语。教学目标1. 能够初步学会在恰当的情境中，运用本单元的词汇和功能句；2. 能够在本课涉及的情景条件下，听懂并说出有关家庭成员的名称；3. 能够借助学过的词汇及相应的图片感知字母abcd在单词词首时常见的发音，并尝试借助图片和首字母提示整体识别单词。教学重点初步学会在恰当的情境中，运用本单元的词汇和功能句；教学难点学生认识英语字母abcd的小写形式，建立大小写字母的联系。教学准备录音、PPT、卡片、flash教 学 过 程 设 计教学环节教师活动学生活动设计意图Step 1Warm- up1. Greetings.Hello, boys and girls, how are you today?2.say the chant of lesson11. Fine, thank you, and you?Say the chant.师生之间相互问好，拉近了彼此情感距离。Step 2ReviewPart A: Lets play1. Review the words of family.2. Review the structures of family.3. Watch the example of activity A.Part B: Listen and repeat1.present the picture of apple.T: Whats this?Present the small letter “a”T: / /, appleUse the same way for book /cat/door.Play the CAI.Ss take out their family photoSs: Its an apple.Repeat teacherRepeat the CAI.HomeworkReview the letters. Blackboard design Unit 1 My Family L3 A a B b C c D d apple book cat dogSummaryLesson 4教学内容Storytime教学目标1. 能够借助录音、图片、文字及教师的讲解读懂故事，并在教师的指导下尝试表演故事。2. 能够通过学习小故事，了解请朋友来家做客以及去朋友家做客要用到的一些交际用语，培养学生综合运用语言的实践能力。教学重点借助录音、图片、文字及教师的讲解读懂故事，并在教师的指导下尝试表演故事。教学难点鼓励学生发挥想象，创造新的情境进行对话和表演。教学准备录音、PPT、卡片、flash教 学 过 程 设 计教学环节教师活动学生活动设计意图Step 1Warm- up1. Greetings.Hello, boys and girls, how are you today?2.say the chant of lesson11. Fine, thank you, and you?Say the chant.师生之间相互问好，拉近了彼此情感距离。Chant调动了课堂气氛，也能起到复习旧知的作用。Step 2ReviewReview the words.T: Who is he/she?Ss: mother/father.为故事教学做铺垫Step3New lesson 1.Present the storyT: Who can you see in the picture?Can you guess what they are talking about?2. Play the story, learn the story.Pic1:W