小学二年级下英语2BM1U2教案.doc

Teaching planSubject: Module 1 Unit 2 Touch and feel.教材单元分析学生情况分析： 我的学生们都是对英语有着比较浓厚的兴趣，对新鲜事物有着强烈的好奇心，模仿能力也较强。通过一年半的牛津英语的学习，他们也养成了良好的英语习惯，主要表现在大多数能集中精力听老师的讲解，能在老师的引导下开展语言训练，单词也能做到熟练拼读。但他们对于句子书写还不够熟练。教材分析：本单元主要教学的是触摸后感觉的形容词smooth, rough, hard, soft，并且通过词与句的整和，正确的描述自己触摸后的感受。在此单元之前，我们已经学过描述Smell, Taste和See之后的形容词nice ,yummy, 颜色，大小，高低，胖瘦等，本单元在对这些内容稍做复习的基础上，引出单词，并通过与句子的整和，变成简短的对话作为本单元的重点。 单元目标分析： 知识与能力：1.学生掌握生活物品词汇：watch, bag2.学生掌握描述触摸特点的形容词：smooth, rough, hard, soft3.学生能运用Is it .? Yes, it is. /No. It isnt.来获知物体的触摸特点4.学会命令别人触摸的祈使句： Touch.5.学生掌握生日时的祝贺语：Happy Birthday!6.学会用2个以上的形容词描述物品的特征7.学会p, b在单词中的基本发音过程与方法：1.通过教师的引导，鼓励学生的发散性思维。2.培养学生正确观察，并用正确的形容词描述物品的能力。态度与价值观：1.培养学生爱护身边公物的习惯。2.引导学生体会他人的好意，并对别人的好意心存感激，愿意与人分享的情感。3.激发学生学习英语的兴趣。 教学策略分析： 1.为激发学生的学习兴趣，教学中教师化身为魔术师，让学生摸摸口袋，猜猜物品等方式，营造轻松的学习氛围；2.为了让学生对学习内容有正确的理解运用，教学中充分挖掘、调动与生活相关的东西,如说说What is smooth? What is soft? 把学生已有的生活经验作为一种教育资源,实现生活经验与文本材料的整合。 3. 体现学生发展为本的教学理念，关注学生语言学习的整个过程，将新旧知识整合，单词教学和句型教学整合，在加强听说的前提下，结合读写，语言训练的方式灵活多变。.教学实录（2课时）Period 1TitleLook and learn Look and sayAimsLanguage aims:1.To help the students master the names of the life goods. watch bag 2. To help the students master the adjectives of describing how objects feel soft smooth hard rough3. To help the students master the imperatives to let someone touch Touch4. To help the students master the yes/no questions to inquire the characteristics of the objects Is it?Ability aims:Through teachers guidance, encourage students divergent thoughtTrains the student to describe the goods ability with the correct adjectiveEmotional aims:Raises custom which the student takes good care of public propertyDeveloping aims: The is smooth. The is soft.Main pointsUsing adjectives to describe how objects feel. e.g. soft smooth hard roughDifficult pointsPronouncing the key words correctly.e.g. smooth, roughUnderstanding the key words e.g. soft smooth hard roughTeaching aidsPower Point ; Objects ( bag, toy rabbit, porcelain rabbit)ProceduresStepContentsMethodsPurposePre-task preparationQuick response.Chant “Toms rabbit”T and Seg.- Smell the noodles. - Nice, nice, nice. - Taste the egg. - Yummy, yummy, yummy.Say a chant together:Toms rabbit is smooth and soft. Toms rabbit sits on the table and eats Toms soup.师生互动的方式营造英语的氛围，引导学生进入学习的状态。While-task procedure1.Learn the new word:bag2.Learn the words:soft, smoothPatterns:. is soft. is smooth.Touch . Is it .? Yes, it is.3.Learn the new word:hard, roughPatterns:Is it.? No, its .4.Learn the new word:watch1.T acts the magician and says: Hello, Im a magician. My name is Tom.Point to the big and soft bag and say: This is my bag.Read: Bag, bag, its a bag.B-a-g, bag, bag, bag.A big bag.Say the phrases with “bag”2. T: Touch my bag. How is it?Read:Soft, soft, its soft.My bag is soft.Smooth, smooth, its smooth.My bag is smooth.Say: What is soft? What is smooth?When one says the rabbit, T takes the toy rabbit from the bag and says: Yes, the rabbit is soft. Touch this rabbit. Is it soft?Read:Touch this rabbit.Is it soft? Yes, it is.Pass the toy rabbit. Ask and answer.3.T pats the bag and say: I have another rabbit in it. Guess: How is it? Let the students touch the porcelain rabbit.Read:Hard, hard, its hard.H-a-r-d, the rabbit is hard.Rough, rough, its rough.R-o-u-g-h, the rabbit is rough.4.T shows the toy rabbit.S read: Touch this rabbit. Its smooth and soft.Exercise 1: Look and sayT shows the porcelain rabbit.Ask: Is it soft? Is it smooth?Read:Is it soft? No. Its hard.Is it smooth? No. Its rough.Read: Touch this rabbit. Its rough and hard.5.A voice appears.T: What is it? Its my watch.Touch the watch and ask:Is it soft? Is it smooth?Show the watch.Read:Watch, watch, its a watch.Watch, watch, hard and smooth.教师扮演魔术师的角色，从课的一开始就吸引学生的注意。说说bag 的短语，有意识引导学生运用以前学过的形容词和新单词进行联系，锻炼学生运用能力。自由发挥说说什么是软的，什么是光滑的，鼓励学生有创新的表现。运用玩具兔和瓷兔之间的区别教授soft,smooth和 hard，rough帮助学生理解。声音的进入又一次让学生产生疑问和兴趣，顺利进入单词watch的教学中。Post-task activityLook and sayMake a dialogueWorkbookCompare the pictures and say the sentences.e.g. Touch this doll. The doll is soft. Touch this bicycle. The bicycle is hard.Choose one object. Work in pairs.Do Workbook P.6,8