二年级英语下册Unit10Whatcolorisit教案北师大版.docx

Unit10 What color is it?Vocabulary: Numbers one through ten, the colors, butterfly, crab, bear, fish, snake, ladder, lemon, Lulu, moon, money, mushroom, noodles, nut, nest. Structure: What color is it? What color is that? Its blue. Is that butterfly blue? Yes, it is. No, it isnt. Lesson 1（4-10）一、Greetings. 二、Presentation. Step1, Introduce colors. Hold up one of the colored pencils you have brought to class. T: Whats this? S: Its a pencil. T: Do you know what color is the pencil? Elicit the word of color. Review the colors we have learnt. S: Its green. T: What color is this book? S: Its red. Step2, Model the dialog. Ask students in Chinese the name of an insect that is very colorful, and that likes flowers. Elicit the word for butterfly. Draw a butterfly on the board. Say, the English word is butterfly. Write the word on the board. Have students repeat the word. Now say, “Whats this?” as you point to the picture on the board. Elicit “Its a butterfly.” Hold up a blue pencil. Ask “Is this pencil blue?” elicit “Yes, it is.” Now hold up a red pencil, ask “Is this pencil blue?” students should answer “No, it isnt. Its red.” Repeat the procedure for the other six pencils. Step3, Tale about the story. Have students open their books at pages 38 and 39. ask these questions about the pictures: What are Mocky and Bobby Bear looking at? How many butterflies are there? What colors are the butterflies? Is this butterfly blue? How many butterflies are there now? Step4, Story. T: Now you will hear what the characters said. Play the tape and have Ss look at the pictures as they listen. Play the tape again, pausing at each picture. Have Ss repeat the words each time. Step4, Homework: Ask students to tell their families the English names for colors. 教学后记: color这部分同学们也能很快掌握，源于一年级的积累。但是课文中有些句子还是读的不准确，需要注意。Lesson 2（4-13）一、Greetings. 二、Presentation. Step 1, Review the structures from the first period. Hold up a green pencil and say, : What color is this pencil? Is this pencil green? Repeat the procedure for the other colors. Step2, Words to learn. Have students open their books at page 40. display your copy of the page. Point to each of the colors in turn. Elicit the correct names from students. Point to the bear. Say, “This is a bear.” Have students repeat the word after you. Repeat the procedure for butterfly, fish, crab and snake. Play the tape and have students point to the matching color as they hear it mentioned on the tape. Without the tape, point to one of the colors and elicit its name from students. Repeat for all the colors and pictures. Step3 Listen to this. Have students look at the pictures at the bottom of page 40. point to the first butterfly and ask, “Whats this?” elicit “Its a butterfly.” Play the tape, stopping after each sentence, and have Ss point to the corresponding picture. Make sure they are touching the correct butterfly. Play the tape again, stopping after each sentence. Explain that this time you want students to write the number in the box next to the matching picture. Check the answers in a class drill. Step4, Teach the song. Point to the book and say, “What are these?” elicit “Theyre birds.” Read the first line of the song, pointing to each word. Have students repeat the words as they touch each one in their books. Repeat the procedure for the next five lines. Now point to all the fish. Say, “What are these?” Elicit, “Theyre fish.” Repeat the procedure used for the first verse. Step5, Sing the song. Play the tape straight through. Have students listen and clap along with the words. Play again and encourage students to touch the words in their books as they listen.Now play the song and have students sing along in time. Divide students into four groups. Give each group a color name, red, blue, green and yellow. Have the red group sing the first ling.the blue group sing the second ling, and so on. Have the groups change roles so that students have a turn singing about each color. Step6, Homework Ask students to show the picture to their families and tell them each creatures English name and color. 教学后记:颜色单词大部分同学都掌握的很好，只有动物单词里的crab还有些难度，需要多注意。Lesson 3（4-15）一、Greetings. 二、Presentation. step1, Bingo game Use this game to review the vocabulary and letters from this Unit. Step2, Talk together. Have students open their books at page 42. Draw their attention to the top of the page. Display your copy of the page. Point to the first picture. Say, “What do you think Cathy is asking?” Try to elicit, “What color is this bird?” Elicit, “Its blue.” Have students repeat the question and answer. Draw students attention to the second picture. Point to the frog. Ask, “What color is this frog?” Elicit, “Its green.” Repeat for the other pictures. Put students into pairs to practice the questions and answers. Step3, Listen and color. Draw students attention to the bottom of the page. Explain that you will play a tape and that you want them to color each picture with the color they hear. If necessary, review the names of the animals before listening to the tape. Play the tape two sentences at a time. After each pair, T: Which picture matches those sentences? Have students touch the picture after hearing the sentences on the tape. It is important to watch that students choose correctly. Play the tape a second time. This time, have students color each picture with the color they hear on the tape. Step4, Sounds and letters. Draw students attention to the top of the page. Play the tape for ladder, lemon, Lulu. T: Do these words have the sound /l/? Play the tape again and have students say the words aloud. Repeat the procedure for the /m/ and /n/ sound words. Step5, Listen and circle. Have Ss open their books at page 43. Show your copy of the book. Have Ss look at the pictures at the bottom of the page. Point to the picture of moon. T: Whats this? Play the tape for the word moon. Have students repeat after the tape. Repeat the procedure for other pictures and words. Step6, Homework. Explain to students that you want them to color the pictures on the page. 教学后记：整体课堂效果还不错，同学们都能跟读下对话，有些单词发音不够准确，需要纠正。Lesson 4（4-17）一、Greetings. 二、Presentation. Step1, Trace the words. Take out a colored pencil. T: What color is it? Elicit from Ss “Its red.” Have students open their books at page 44. Show your copy of the page. Show two pencils of the same color. Repeat the procedure. But this time ask “What color are they?” Repeat the procedure for the other sentences. Step2 Do and say. Take out the set of water color paints you prepared. Mix the red and white paints together and paint the picture of fish. T: What color is it? Have students check the correct word on their books. Repeat with other picture and color. Step3, Uncle Bookys story time. Tell students to open their books at page 49. Draw their attention to the pictures. Explain that these pictures tell a story about a butterfly reading a book with her mother. Ask questions about the pictures. Have Ss talk about the story and what they think each character is saying. T: Now we are going to listen to what the characters say. Play the tape. Tell students to listen to the story, pointing to the matching pictures. Encourage them to guess the meaning of unfamiliar words. Play the tape of the whole story again. This time have students touch the speaking character. Step4, Touch and say. Draw students attention to the bottom half of the page. Ask them what things they can see in the picture. Elicit their English names snake, duck, bird, butterfly, fish and flower.“What color is it?”Have students repeat the question. Then elicit the answer.“Its blue.”Put students into pairs to practice asking and answering the questions. Step5, Homework. Tell students that you want them to finish tracing the words. 教学后记：重点还是在单词和字母的拼写上。Lesson 5（4-20）一、Greetings. 二、Presentation. Step 1, Review. Review the flashcards for this Unit. Hold up the flashcard for snake. Ask “Whats this?” Elicit “Its a snake.” Repeat the procedure for bear, crab and fish. Step2, Read and color. Have Ss open their books at page 46. Display your copy of the page. Point to each creature in turn and elicit its correct name. Draw students attention to the bottom of the page. Point to the first sentence and read it aloud, touching each word as you do so. Have Ss repeat the words as they touch each one in their books. Repeat the procedure for the other sentences and pictures. Step3, Lets chant. Use pictures to review the following words: green, yellow, brown, red, orange, blue, black and white. Make sure Ss can say these colors when given a picture. Read the rhyme to students, pointing to each word. Play