2019-2020年二年级上册2.5《中华好儿女》word教学设计.doc

2019-2020年二年级上册2.5中华好儿女word教学设计教学目标： 1、初步了解炎黄子孙的由来，知道我们都是炎黄子孙，并为自己是炎黄子孙而骄傲。 2、能用观察的方法了解炎黄子孙的身体特征，知道一些关于人种的知识。 3、知道香港、澳门、台湾同胞、海外侨胞也和我们一样是炎黄子孙。 4、了解华人中的杰出代表，能以他们为榜样，激励自己努力学习，不断进步。 教学准备： 1、课前组织学生收集有关资料：以自由组合的方式（老师事前了解组合情况，帮助一些能力较弱的学生，培养学生收集、整理资料的能力。） 2、资料内容为：“炎黄子孙”的由来的传说故事；有关黄帝、炎帝等的传说的故事；一些杰出华人的故事。 3、学生选择感兴趣的内容，利用各种途径进行收集，老师进行指导，并给于适当的帮助。 4、准备歌曲龙的传人、小镜子、课件教学课时：2课时 第一课时教学目标：1、使学生了解炎黄子孙的由来，知道我们都是炎黄子孙，并为自己是炎黄子孙而骄傲。 2、能用观察的方法了解炎黄子孙的身体特征，知道一些关于人种的知识。 3、知道香港、澳门、台湾同胞、海外侨胞也和我们一样是炎黄子孙。 教学步骤： 1、看看自己，祖先留下的烙印 （1）听龙的传人，拿出小镜子，照照我自己：仔细观察自己身体的特征。看看自己的头发是什么颜色的？眼睛是什么颜色的？皮肤是什么颜色的？完成“我的观察记录”。（2）再仔细观察其他小朋友，看看大家是不是都有同样的特征。（3）交流观察记录。（4）教师小结：是的。我们都是龙的传人，有着相同的血脉，黑眼睛、黑头发、黄皮肤，那是祖先给我们留下的烙印。龙的传人，都是炎黄子孙。 2、 听听祖先的故事 （1）出示黄帝像,他是黄帝，就是我们的祖先。 请学生介绍“炎黄子孙”名称的由来。（教师提供有关图片资料（2）你们还知道哪些有关黄帝、炎帝的相关传说故事呢？（3）教师小结：炎帝和黄帝，是中国上古传说中的两个帝王，是中华民族的始祖。他们勤劳、智慧。我们用“炎黄子孙”来代称我们中华民族。我们都是炎黄子孙。我们为我们是他们的后代而自豪。3、他们和我们不一样 我们炎黄子孙有着共同的外表特征，除此之外，你还知道其他肤色的人种吗？他们又和我们有什么不同呢？出示其他人种的照片，进行对比，四人小组完成较为详细的观察记录。 人 种 ：黄色人种 白色人种 黑色人种 鼻 子 眼 睛 头 发 皮 肤 其 它 小结：全世界人口众多，但大致可分为三大种族：蒙古人种、尼格罗人种和欧罗巴人种，也就是根据肤色来分的黄色人种、白色人种和黑色人种，我们中国人是黄色人种。 教师小结：我们炎黄子孙有着共同的外表特征，这是由于我们的血缘是一脉相承的。我们的祖先早已把我们烙上了中国印了。 4、他们和我们是一家人 出示香港回归、澳门回归、台湾同胞、海外侨胞庆祝中国传统节日的录像片断 告诉学生：炎黄子孙不仅包括中国大陆同胞，也包括香港同胞、澳门同胞、台湾同胞，以及海外侨胞，因为他们和我们都是同一祖先，身上流的都是同样的血，我们是一家人，都是炎黄子孙。港澳同胞、台湾同胞、海外侨胞他们也不忘祖国母亲，也在为祖国作贡献。 有感情朗读我是中国人，配乐读5、课外延伸：将收集到的有关的黄帝、炎帝的相关传说故事编辑成册，名为祖先的故事 第二课时一、教学目标： 了解华人中的杰出代表，能以他们为榜样，激励自己努力学习，不断进步。通过收集他们的事迹、了解他们的成就、画画他们、和他们说句话等形式。二、教学步骤： 1、准备：课前将全班同学分成男生组和女声组两大组，分别代表男性杰出华人和女性杰出华人，再分成若干组，为自己的调查小组取好名字，分别进行杰出华人的资料调查，教师事先引导要有各个领域的杰出华人。而且各种形式展示都可以2、我是华人我自豪：（擂台赛） （1） 出示钱学森、冰心、李云迪、邓亚萍的图片，他们是谁？你知道他们吗？ （2） 进行擂台赛，各小组分别展示各小组收集到的杰出华人的资料（教师有意识先让学生介绍钱学森、冰心、李云迪、邓亚萍的事迹和成就，再介绍其他的。） （3）进行“了不起的华人知多少”的知识竞赛（以学生收集到的杰出华人的资料为主出题） 3、学习榜样人物 （1）画一画这些榜样人物，也可以贴上照片或图片，画上装饰 （2）你想和他们说句什么话吗？写在画上。 （3） 交流 （4） 和学生一起布置“杰出华人”画廊，将学生的画贴上 4、 教师小结，鼓励学生以这些杰出华人为榜样。附送：2019-2020年二年级上册2AUnit1WhereIlive5课时表格式教学设计Teaching contents: Clean the desk, please. Clean the classroom, please. Teaching aims: 1、 知识目标：Drill: Clean the _, please.2、 能力目标：提高学生自然运用英语进行交际的能力。3、 情感目标：教育学生做一个爱卫生讲卫生的好孩子。Difficult and key points:句型的灵活运用。Teaching aids: tape, some rags and so onTeaching procedure:教学步骤方法与手段补充与修改Warming-upSing a songRevisionListen and actT: (Give the mands)P:(Repeat and act)PresentationA: To teach : desk, classroom1. T: (point to the desk) This is a desk.2. Say after the teacher: desk3. Say some sentences:This is a desk.I see a desk.4. T: (Gesture with arm to indicate the classroom) This is a classroom. We are in the classroom now.5. Say after the teacher: classroom6. Say some sentences:My classroom is nice.The classroom is big.7. Play a gameT: If you heard “desk”, please say together “desk” and clap the desk three times. If you heard “classroom”, please say together “classroom” and drub two times.B: To teach: Clean the _, please.1. T: Look, the desk is not clean. Its dirty. Let me clean it. Wipe a desk with a rag and say2. Say after the teacher: Clean the desk.3. Substitute: Clean the _.4. Practice: Say and do the actions. T & P P & P5. Make the short dialogue and act outP1: Clean the _, please.P2: O.K.P1: Thank you.P2: Thats OK.Consolidation1. Listen to the tape and say after it.2. Act out the dialogue and ask the pupils vote for the best.e.g: P1: Clean the _, please.P2: O.K.P1: Thank you.P2: Thats OK.课后随笔成功与经验板书设计思考与对策Unit 1 Where I livePeriod TwoTeaching contents: I live in Shanghai. I love Shanghai.Teaching aims:4、 知识目标：Drills: I live in _. I love _.5、 能力目标：提高学生实际运用英语的能力。6、 情感目标：激发学生热爱祖国热爱家乡的美好情感。Difficult and key points: 句型的灵活运用。Teaching aids: tape, some pictures and so onTeaching procedure:教学步骤方法与手段补充与修改Warming-upSing a songRevisionAct out the dialogue and ask the pupils vote for the bestP1: Clean the _, please.P2: O.K.P1: Thank you.P2: Thats OK.PresentationA: To teach: Shanghai, building1. Show the picture of ShanghaiT: Look, who can tell me where it is?P: Shanghai.T: Thats right. Shanghai is our home.2. Say after the teacher: Shanghai3. Say some sentences:Shanghai is nice.Shanghai is beautiful.4. T: We all live in Shanghai. Look, there are many buildings in Shanghai. Theyre beautiful.5. Say after the teacher: building6. Say some sentences:The building is tall.The building is large.7. Play a gameT: Look at my mouth and guess what did I say?B: To learn: I live in _. I love _.1. T: This is Shanghai. Its beautiful. I live in Shanghai. (Say several times)2. Say after the teacher: I live in Shanghai.3. Substitute: I live in _.4. T: Shanghai is our home. We love Shanghai. Lets say together: I love Shanghai.5. Say after the teacher: I love Shanghai6. Substitute: I love _.7. Show a picture of Pu DongT: I live in Pu Dong. I love Pu Dong. Can you say?8. Practice: I live in _. I love _.ConsolidationAsk the pupils to draw a picture of the place they live. And ask them to say something about their pictures by using the sentences: I live in _. I love _.课后随笔成功与经验板书设计思考与对策Unit 1 Where I livePeriod ThreeTeaching contents: 1. Look and learn 2. LettersTeaching aims:7、 知识目标：To learn the new words and letters.8、 能力目标：Read the new words and letters properly.9、 情感目标：教育学生热爱家园，保持家园安洁。Difficult and key points: Pronounce words and letters properly.Teaching aids: tape, pictures, word and letter cards Teaching procedure:教学步骤方法与手段补充与修改Warming-upSing a songRevision1. Listen and act: Clean the _, please.2. Words: Shanghai, buildingAsk and answer:T: Whats this? P: Its _.3. Free talk: I live in _. I love _. Ask the pupils to say something about the place they live by using the sentencesPresentationA: To teach: bin1. Show the pictureT: Look, whats this? Its a bin.Say several times.2. Say after the teacher: bin3. T: Whos bins good friend?P: Rubbish.T: Thats right. Rubbish lives in the bin. Its bins good friend. We must throw the rubbish into the bin. O.K?4. Show the toy bin and describe it.B: To teach: park, road1. T: The bin makes the city clean. And the park makes the city beautiful. Look, this is a park.2. Say after the teacher: park3. Show the picture of the roadT: Look, is this a park?P: No.T: Yes, its not a park. Its a road.4. Say after the teacher: road5. Quick responseT: Point to the wordsP: Say out quickly.C: To teach: A a apple B b birdConsolidation1. Listen to the tape and read after it.2. Match the words to the picture.3. Work in pairs P1: Point P2: Say out4. Make some sentences using the new wordse.g: I see a yellow bin. Thats a building.课后随笔成功与经验板书设计思考与对策Unit 1 Where I livePeriod FourTeaching contents: Where do you live? I live in Pudong. I love Pudong.Teaching aims:10、 知识目标：Ask and answer: Where do you live? I live in _.11、 能力目标：能自由问答练习12、 情感目标：激发学生对祖国对家乡的美好情感Difficult and key points: Where do you live? I live in _.Teaching aids: tape, some maps and so onTeaching procedure:教学步骤方法与手段补充与修改Warming-upSing a songRevision1. Listen and actT: Give the mandsP: Repeat and act2. Ask and answerT: Is it a _? (word cards)P: Yes, yes, yes, its a _. No, no ,no, its a _.3. Introdure: Im_. I live in _. I love_.Presentation1. Put up a big map of China. Show the pupils where Shanghai is.2. T: Where do you live? (Say several times, Encourage the pupils to answer P: I live in Shanghai.3. Ask and answerT: Where do you live?P: I live in _.4. T: Can you ask “Where do you live?”P: Yes.5. Say after the teacher: Where do you live?6. Ask and answerT: Where do you live?P: I live in _.7. Play a game: A tourist gameIf you are a tourist. If someone ask you: Where do you live? You will ask: I live in Shanghai and point out where Shanghai is on the map.P1: Where do you live?P2: I live in _. I love _.8. Substitute: Guangzhou, Beijing and so on.Consolidation1. Listen and read2. Ask and answer (T&P, P&P, Group&Group)T: Where do you live?P: I live in _.3. Act out the dialogueP1: Hello, Im _.P2: Hello, _. Where do you live?P1: I live in _. I love _.P2: Nice to meet you.P1: Nice to meet you, too.课后随笔成功与经验板书设计思考与对策Unit 1 Where I livePeriod FiveTeaching contents: RhymeTeaching aims:13、 知识目标：诵读儿歌并加以表演14、 能力目标：能创编儿歌15、 情感目标：教育学生做个讲卫生守规范的好孩子Difficult and key points: 朗读技能的训练Teaching aids: tape, a toy binTeaching procedure:教学步骤方法与手段补充与修改Warming-upSing a songRevision1. Listen and act P1: Give the mands.P2: Repeat and act.2. Words: T: Point to the words. P: Say out the words quick