2019-2020年小学二年级英语《 I can climb》教案.doc

2019-2020年小学二年级英语 I can climb教案教学目标：1.学习swim、 jump 、walk 、run、 climb、 sing， 这六个新单词。2.学习询问句式Can you （run）？及答句Yes，I can./No，I cant.3.通过学习，使学生认识新单词，新句式，并且能够运用新单词新句式与他人进行询问，加强学生的口语表达能力以及与他人交流对话的能力。教学重点：学习新单词，新句式。教学难点：能够运用所学新单词，句式与他人进行询问，进行交流。教学准备：图片 动物头饰课件 单词卡片教学过程：一、 师生问好。T:lets begin our class.S:Stand up.T:Hello girls and boys!S:Hello teacher!T；sit down ，please。二、导入：（一）学习单词jump。T:look ，They are our animal friends ,Who are they ? Can you guess?估计：学生会猜出很多的动物。对策：如果学生猜的不是兔子，T:No no .如果猜不出，必要时，教师可以用动作提示学生。 如果学生猜的是兔子。T:Yes ,You are right.1.教师出示单词卡片jump，带领学生读单词。教师在领读的时候读出单词的声调和降调。2.师生做动作记单词。T:Stand up please .教师一边说单词一边作兔子跳，带领学生们边读边跳。3. 指生读单词。运用教学卡片（贴单词）如果学生读得好，教师奖励动物头饰。4. 出示课件The rabbit can jump.The frog can _.Thisgirl can_.（1）教师作示范朗读。强调can是能、会的意思。（2）请学生回答第二个问题。如果没有学生回答师：Who is this ?生：frog.T: The frog can jump.教师引导学生将每个单词读出。（3）指生回答第三个问题。并给与奖励。5.句型引入。T:rabbits can jump、frogs can jump、Thisgirlcan jump .问一学生 Can you jump ?估计：学生会不明白。对策：T:I can jump ，can you jump?边说边作兔子跳。如果学生还不明白，教师小声地说汉语“我会跳，你会跳吗？”引生说出Yes I can.同时教师板书Canyou，并标出声调、Yes I can。教师带领学生读问句和答句，引导生用声调读问句。6. 指生问句型Can you jump？使生熟读Yes I can。T:Now I ask you answer.对学生的情况进行表扬奖励（二）学习单词walk，run。1.过渡：I know you can jump ,he can jump ,she can jump .I can jump too.(教师一边说，一边作兔子跳)哦 I can walk , (教师一边说，一边走)学生会说“走”T:Yes ,Walk (教师出示单词卡片，带领学生读两三遍单词)接着教师说I can run (边说边跑)学生会说“跑”T;Yes run (教师出示单词卡片，带领学生读两三遍单词).2.教师带领学生作动作学生起立。师：walk walk 走 ，runrun跑 walk run3.指生领读单词。（贴单词卡片）4.师生同问教师请一位学生站起来。师：let sask him ，Can you walk?(教师指黑板上的句型和单词)问23位同学。5. 生生互问Please ask you partner these sentences, for example.教师问一个学生Can you walk?生回答，t: Can you jump?生回答，T；Can you run?生回答。6. 指生互问 两人互问 教师给与奖励过度：教师指黑板上的单词卡片I can jump ,I can walk ,I can run. but I like walk best. oh ,I am sorry ,I am forgot there is another animal friend. Who is he? Look!（三）学习单词sing。出示小鸟唱歌课件，请生看课件。生:小鸟，师;Yes two birds .估计：学生会说出 小鸟唱歌呢，师： Yes， they are can sing.出示单词卡片。1.教师拿单词卡片sing问生句型Can you sing?(4_5名学生)2. 教师拿单词卡片，让学生读出单词。奖励（贴）3. 指生用句型问其他学生。Who can ask he， Can you sing?(教师指黑板，集中学生的注意力)4.活动，复习单词（1） 教师指黑板上的单词，看谁第一个读出来（2） 指生到前边指读黑板上的单词。进行奖励。 T：（指黑板上的单词，I can jump ,I can walk ,I can run. but I like singbest,ok let is sing !5. 集体随多媒体演唱歌曲。过渡：Ok ,you are great! What can Mocky do ?( Mocky 会做什么呢？)（四）学习单词climb。1.出示课件S:爬树 t:Mocky can climb师带领学生以各种形式学单词。如：按升降调读单词，按节奏读单词先慢后快、运用手势，教师轻声说，然后大声说等形式记单词，朗读单词。2.请生小组内互相读单词。Read the word in you groups.3.指生读单词。4.指生问句型Can you climb?引生说出No, I cant.(教师板书，同时带领学生读，并说明cant表示不会，不能)多问几个学生5.请学生去问其他的学生。表现得好可以奖励动物头饰。6.教师指黑板上的单词进行复习，同时指黑板上的句型，学生整体回答。过度：Now we play a game, I do you guess教师作各种动作学生猜单词。最快的奖励。过度：Look ！What are they doing？引生说出游泳。（五）学习单词swim。1.教师贴单词卡片swim ,带领学生读单词，2.指生读单词3.句型教师：I am a fish ,I can swim,(教师带小鱼的头饰，做游泳的动作)，（1） 走到一名带小鱼头饰的同学面前问道：fish fish ,can you swim ?（2） 走到一名带青蛙头饰的同学面前问道：frog frog can you swim ?（3） 走到一名带小兔子头饰的同学面前问道：rabbit rabbitcan you swim ?T:I dont know who can swim，who can jump ,who can sing ,can you help me ?4.调查（1）教师先示范，找一个学生对话并填写调查卡并展示，使学生明白意思。（2）请学生互相问，使用英文。（3）汇报_canjump. _ cant climb.三、巩固练习接力赛：教师先将要求讲清楚，使学生明白游戏规则。每队第一位学生问第二个同学三句话，由他回答后再去问第san位同学，以此类推，每个人又问又答。最快的一队为获胜队。T: One two three go !教师抽查，点评发奖。四、回忆单词与句型教师指黑板上的单词和句型，学生朗读。Class is over ，Bye bye。附送：2019-2020年小学二年级英语Anns family教案Vocabulary: family, mother, father, sister, brother, me, grandfather, grandmother, aunt, uncle, join us, poor, ouch, orange, queen, panda, rat, rooster, octopus, peacock, rabbit, puppet, quilt. Structure: Whos that? Thats my father. That is my father. Period 1 一、Organization: 1 Sing a song. 2 Greetings. 二、Revision: Chant it together. 三、Presentation and practice step1, talk to Ss about their families. Make sure they understand that a family can include a mother, a father, brothers, sisters. Then talk about the extender family, especially grandmother and grandfather. Give each child a large piece of paper. Tell Ss they are going to draw a picture of their family. Ask Ss to hold up their pleted pictures and say, “This is my family.” Step 2, hold up your masks of Ann and Ken. Using Anns mask say, “Thats my sister.” Have Ss say the sentence after you. Using Kens mask say, “Thats my brother.” Have Ss repeat this.Choose two Ss to hold the masks. Have one holding Anns mask say, “Thats my sister.” Then have the other say, “Thats my brother.” Repeat the procedure a few more times with other Ss. Step3, say to Ss, “Open your books.” Hold up your book. Ask these questions about the pictures: Picture 1: What is Mocky doing? Picture 2: What is Ann showing Uncle Booky? Picture 3: Who is Uncle Booky looking at? Picture 4: Who is Uncle Booky looking at now? Picture 5: Who is the girl in the picture? Picture 6: Who is the boy in the picture? Picture 7: Who is this? Picture 8: Who are in Uncle Bookys picture? Step4, T: Now were going to hear what the characters said. Play the tape. Have Ss look at the pictures as the tape is played. Play the tape again, pausing at each new picture. Have Ss repeat the words before you move on to the next picture. Divide Ss into two groups. One group will be Uncle Booky and the other group will be Ann. The leader of each group holds up the characters mask. Play the tape again. Pause after each statement. Each group repeat the dialog for their character. Then the groups switch roles. Explain the meaning of the dialog for Picture 6. Tell Ss that Ann is agreeing with Uncle Booky. She says, “Yes.” Remind Ss about no, which was introduced in Unit 3. Ask questions that elicit the answer no. Ask other Ss questions so that they can answer yes or no. Step5, Homework Ask Ss to tell their families about the English words for family members. 教学后记：学生对故事的内容很感兴趣，学的较好，但是对句子Thats 掌握还不熟练，须课后加强训练。 Period 2 一、Organization: 1 Sing a song. 2 Greetings. 二、Revision: This activity reviews the structures: This is (Ken). Whos that? And Thats / That is (Ann). Have one student take your place and invite another student to join the first student. Make sure they stand close together. 三、Presentation and practice Step1, Have Ss hold up their drawing of their own families. Ask the class to repeat, “This is my family.” Then ask Ss to work in pairs. One student points to a family member in the other students picture and ask, “Whos that?” The second student replies, “Thats my ”. Then Ss change the roles. T: now draw your own family and hold up the picture. Point to one figure in the drawing. Ask, “Is this my father?” Ss answer yes or no. repeat for your other relatives in the picture. Step2, have Ss look at the pictures at the top of the page. As you play the tape, have Ss point to the correct picture as Ann talks about the members of her family. Play the tape again while displaying your copy of the page. As the tape is played point to the words one at a time. Without the tape, read the words together. Have Ss touch each word as they say it. Step3, point to the family pictures at the bottom of page 40. Play the first statement on the tape and touch the picture of Anns sister. Stop the tape. Have Ss open their books. Tell them that you want them to touch the correct picture each time Ann speaks as you continue to play the tape. Now play the tape again. This time ask Ss to circle the word they hear, for example brother, mother, etc. Step4, play a game. Say to Ss, “Open your books.” Hold up your copy of page 41. Say, “Were going to play about families.” Show Ss the picture at the top of the page. Point to Ann, father, mother, sister and brother and ask Ss to name each one. Point to the picture of Mocky. Say, “This is_.” Allow Ss to answer, “Mocky.” Still work on the top of the page. Have Ss match the names on the right with the correct characters. Have Ss match the faces in the top picture with the silhouettes in the lower picture. Have them say the names in the right order. There is one extra silhouette. Ss must guess who it is. First, ask the whole class who the extra figure is. It is, of course, Uncle Booky. Step5, homework. 教学后记：学生对this is与that is还会有混淆的现象，但是对thats my都能熟练地说出是谁的称呼。对aunt的发音还有待巩固。 Period 3 一、Organization: 1 Sing a song. 2 Greetings. 二、Revision: 三、Presentation and practice Step1, divide the class into two groups. Hold up one character mask. Have Ss in one group ask, “Whos that?” encourage the other group to answer. “Thats (Tommy).” Repeat with the other five masks. Step2, Use the same two groups. Give one student the Ann mask and have him or her stand at the front of one group. And do the same with a student from the other group and the Ken mask. Have the first group speak Anns part to ask. Have the second group speak Kens part and answer. Now have Ss turn to the top of page 42. Say, “Now we can read what we said.” Step3, have Ss open their books. Explain that you will play a tape and they will hear something about Anns family. Play the tape one sentence at a time. Stop after each sentence. Have Ss touch the correct character in the picture. Play the tape again. This time have Ss number the pictures in the correct order. Step4, ask the class to recall the letters they have learnt. Now ask them to look at Uncle Bookys ABC. Say, “Find the letters you know. Now look at the next letter. This is letter O.” Write the letter Oo on the board. Then say, “This is letter O. can you find the word that begins with the letter O?” Check that Ss have found it. Step5, have Ss return to page 43. Display your copy of the page. Draw Ss attention to the row of pictures of words beginning with Oo. Play the tape, pointing to the matching picture of each word. Now replay the tape, and have Ss point to the matching picture in their books. Replay the tape, and have Ss say the words aloud. Step6, Repeat the procedure that was used to introduce the letter Oo. Step7, Homework Color the letter Oo in one color and the others are in different colors. 教学后记：学生较熟练地掌握了句型，但对于字母的认识和记忆有一定的难度，对单词还须拼写，学生掌握的不是很好，课后要多发时间去巩固。中下生更要训练认识字母的能力。 Period 4 一、Organization: 1 Sing a song. 2 Greetings. 二、Revision: 三、Presentation and practice step1, review the letters that we have learnt. Display your page. Point to each picture in turn, for example Octopus, O, O, octopus. Now play the tape. As Ss listen to each word, they should point to its beginning letter. Without the tape, have Ss point to each picture in turn and say the beginning sound. Have Ss trace the letters beside each picture. Step2, Have Ss find “Touch and say” on page 45. Display page 45 of your book and read the words in the speech bubble, pointing to each word. Have Ss repeat the words as you point to each one. Tell Ss that you will point to the character in the picture, and they will say the words for that character. Ss could also repeat the activity in pairs or small groups. Step3, Using picture or real object to review the following words: rat, rabbit, panda. Make sure Ss can say these things when given a picture or a real object. Use flashcards and have Ss practise reading these words. Read the rhyme to Ss, pointing to each word. Play the tape for the whole rhyme and have Ss listen and point to the words and the matching pictures on the page. Play the tape again and have Ss join in, encouraging them to hum or clap with rhythm. Have Ss point to the pictures in their books as they listen to the tape again. They can also actions and act the rhyme out. Step4, Homework Tell Ss they can color the pictures for “Match Anns family.” 教学后记：学生对剩下的单词掌握的较好了，但对于拼写还是须多下工夫，很多学生会与拼音混淆。把chant配上动作，学生较感兴趣，所以学的也较好，课后须巩固一下学生对复数s的发音，效果会更好。