牛津苏教英语二上《Unit1Myfamily》教案6篇

1、苏教牛津版二年级英语上册教案Unit 1 My family第一课时 教学目标： 1.能听懂、会说、初步认读father，mother，brother和sister这四个单词，发音正确。 2.能听懂Whos he/she？并能根据实际情况用Hes/Shes回答。 3.听歌曲My family，熟悉歌曲曲调。 4.能听懂、会说、初步认读father，mother，brother和sister这四个单词，发音正确。 5.能听懂Whos he/she？并能根据实际情况用Hes/Shes回答。 教学准备： 课件、词语卡片、挂图 活动手册P3 朗读B部分至熟练 教学过程： A. Free ta

2、lk: T: Hello, boys and girls. Whats your name? (My name is ) 请学生打开书本至List of characters，用Whos NO.1?等句子和学生复习本册书中的人物，同时引导学生正确运用she和he。 B.look and Learn 1.准备B部分四个人物的形象指套。 T：（手戴Mike的指套） Hello，Im Mike. Welcome to my famiy. Look, this is my father. Hello，Im Mr Brown, Mikes father. 2.出示单词father，教学单词读音，先带领学

3、生模仿录音朗读，再开“小火车”操练，以加深学生对单词的印象。 3.以相同方法教学mother，brother和sister 4.让学生戴上人物手套，分角色进行操练： Hello，Im . Look, this is my father/mother/brother/sister. 5.先让学生在每幅图下方画一个小方框，然后说单词，如NO.1 mother,每个单词读两边,让学生根据听到的单词顺序在方框内标上正确的序号。 CSing a song 播放My family，让学生听几遍，初步熟悉歌曲歌词和曲调。 D.Practise 活动手册P3： 结合图片带领学生朗读单词，尝试用拼读法，如f-a

4、-t-h-e-r father，以加强学生对单词的认知，再让学生做练习。 E.Assign homework （1）听录音，读熟B部分单词。 （2）运用This is my father，用家里的相片依次练习。 （3）鼓励学生平时用所学的日常交际用语相互打招呼。第二课时 教学目标：1.能听懂Whos he/she？并能根据实际情况用Hes/Shes回答。 2.能使用句型 Whos he/she？向他人询问和确认某人，发音正确。 3.听歌曲My family，熟悉歌曲歌词。 4.能听懂Whos he/she？并能根据实际情况用Hes/Shes回答。 5.能使用句型 Whos he/she？向他人

5、询问和确认某人，发音正确。 教学准备：词语卡片、挂图  活动手册P1-2 教学过程：A. Free talk: T：Hello, Im Qi. This is my mother. 教师拿自己的家庭照片介绍，请学生拿自己的家庭照片模仿练习，先个别介绍，再在同桌之间进行。 T：Whos he? S1: Hes my T: Whos she? Ss: Shes my 仿照这样的问答形式在四人小组里进行交流练习。 B.、Learn to say 1.请一名学生带着自己的家庭照片走上讲台 T: Show me your family pohto, please. T: Point

6、to your father, please. 示意学生指出自己的爸爸，my father,带领学生朗读复习。以相同方法朗读复习mother/sister/brother。 2.结合插图，向学生介绍对话背景，让学生了解插图大意。 T：（指着插图1中的相片人物）Whos he? 让学生想象自己就是Helen，应该怎么回答，引导学生用Hes my father. 以相同方法引导学生用Shes my mother. 强调：男性用he，女性有she。 3.听录音，集体跟读对话。 4.鼓励学生两人一组操练对话或是互换角色对话，注意模仿语音语调。 5.鼓励学生用自己的家庭照片在小组内用Whos he/sh

7、e？相互询问照片 中的人物，然后再向全班同学用This is 的句型进行介绍。 6.鼓励有能力的学生用grandfather、uncle等学过的人物称呼结合自己的家庭照片进行拓展练习。 CSing a song 1.播放My family，让学生听几遍，再次熟悉歌曲歌词和曲调。 2.朗读歌曲歌词，理解歌词大意。 D.Practise 1.活动手册P1 （1）指导学生认真仔细观察图片，了解图片大意。 （2）听录音完成练习。 2.活动手册P2 （1）观察图片理解图片大意。 （2）结合单词swim, run等单词引导学生复习练习I can/He can/She can （3）听录音完成练习。 E.A

8、ssign homework （1）听录音，朗读A部分对话，尝试和家长进行角色对话。 （2）听录音，继续熟悉C部分歌曲。 （3）鼓励学有余力的学生学习其他的打招呼用语。苏教牛津版二年级英语上册教案Unit 1 My familyPeriod 2 Part A&D一、教学内容过程与方法任务驱动法，游戏法，人物扮演法情感，态度与价值观在本课时的教学中，学生通过扮演相应的家庭角色唤醒学生的责任感，体会父母，兄妹之爱。二、课前准备： PPT，书，录音机，磁带，人物图片三、教学过程：Step1 Greetings & Free talkT: Good morning/ afternoon

9、, boys and girls.T: Nice to meet you. / How are you?T: Today is Sept, 2007. What day is it today? Whats the weather like today? Can you say something about your family? How many persons are there in your family? Who are they? Who do you love best?S: There are in my family. I love my best.Step2 Prese

10、ntationT: Boys and girls. Lets look at these picture. Tell me who she/he is.S: She is/ He is (brother, sister)T: Now, its your turn. Can you ask me using the same question?S: Who is she/he?<Teach: Who is she/ who is he?>T: She is / He isT: Look, this is my family photo. Do you want to know who

11、 they are?S: Who is she? /who is he?T: She is my mother. / He is my father.<Teach she is my mother. He is my father>T: So you can say “She is your mother./ He is your father.<Teach She is your mother/aunt / He is your >Step 3 Consolidation Fill in blanketsPPT: Im baby. She is my mother/

12、aunt He is my/ your father/ uncle Introduce your family Shopping the kids family photos. Everybody should say several sentences.Step4 Homework Draw a picture. (Just like the family photo) Say something about the picture 五、板书设计 Unit 1 My family Whos she? Shes Whos he? Hes     

13、;Period 3 Workbook & Part C一、教学内容1.知识与技能Sing a song: My familyListening comprehension: Unit 1 My family2.过程与方法：歌谣演唱法，任务驱动法3.情感、态度与价值观 学生通过前两课时的学习，对于家庭成员的称谓应该是较为掌握了，由此逐渐感受到家庭，父母，兄弟，姐妹之爱，学生在本堂课的复习巩固之后，情感升华。二、教学重、难点 听力习惯的培养，完成Listen comprehension三、课前准备 录音机，磁带，书四、教学过程 Step 1 Greeting and Free talk T

14、: Good morning / afternoon. Boys and girls. T: Nice to meet you. / How are you? T: What day is it today? /Whats the weather like today? T: Can you say something about your family and yourself? T: OK. Lets sing a song. Step 2 presentation T: Boys and girls. Lets do the listening comprehension. T: Who

15、 is he? / Who is she?What is he/she doing? Step 3 Consolidation A: b a a b B: 5 2 3 6 14 C: f-a-t-h-e-r b-r-o-t-h-e-r m-o-t-h-e-rD: Look, thats my family. He/She is my 苏教牛津版二年级英语上册教案Unit 1 My family第三课时 教学目标：1.复习、巩固Whos he/she？和 Hes/Shes的回答形式。 2.正确运用 Whos he/she？向他人询问和确认某人，发音正确。 3.复习巩固单词father，mothe

16、r，brother和sister这四个单词。 4.会唱歌曲My family。 5.复习、巩固Whos he/she？和 Hes/Shes的回答形式。 6.正确运用 Whos he/she？向他人询问和确认某人，发音正确。 教学准备：投影、图片 活动手册P4教学过程： A. Free talk: 手戴人物角色手套，进行表演，T-Mr Brown ,S1-Mrs Brown, S2-Mike,S3-Helen T：Hello, everyone, Im Mr Brown. 引导学生Im 介绍。 S2：（指着S3）Shes my sister. S3：（指着S2）Hes my brother. 依

17、次用B部分的单词进行练习，再请学生在小组内进行。 B.Make and say 1.课前请学生依照头像框的大小画好自己家人的头像。 2.明确本题要求，请学生将头像剪好后贴在相应的框里。 3.指导学生运用Whos he/she？Hes/Shes在小组间进行对话，再每个小组选一人在集体里交流。 CSing a song 在学生朗读歌词的基础上，放音乐让学生跟唱歌曲，对容易出错的地方给予指导、练习。 D、Practise 活动手册P4 （1）指导学生在框里画上头像，教师先做示范练习，再请学生小组里练习交流。 （2）请个别进行集体交流。 D.Assign homework （1）朗读A、B部分至熟练。

18、 （2）鼓励学生平时用本单元所学的日常交际用语相互打招呼。 学有余力的学生学习其他的打招呼用语。第四课时 教学目标：1.复习、巩固所学句子的回答形式。2.正确运用 Whos he/she？向他人询问和确认某人，发音正确。3.复习巩固单词father，mother，brother和sister这四个单词。4.会唱歌曲My family。教学准备：投影、图片教学过程：A. Free talk:手戴人物角色手套，进行表演，T-Mr Brown ,S1-Mrs Brown, S2-Mike,S3-HelenT：Hello, everyone, Im Mr Brown.引导学生Im 介绍。S2：（指着S

19、3）Shes my sister.S3：（指着S2）Hes my brother.依次用B部分的单词进行练习，再请学生在小组内进行。B.Make and say1.课前请学生依照头像框的大小画好自己家人的头像。2.明确本题要求，请学生将头像剪好后贴在相应的框里。3.指导学生运用Whos he/she？Hes/Shes在小组间进行对话，再每个小组选一人在集体里交流。CSing a song 在学生朗读歌词的基础上，放音乐让学生跟唱歌曲，对容易出错的地方给予指导、练习。D.Practise 一些小练习。D.Assign homework（苏教牛津版）二年级英语上册教案（4）Unit 1 My fa

20、mily 第二课时一、教学目标：1复习father, mother, brother和sister这四个单词。2能听懂Whos he/ she? 并能根据情况用Hes / Shes回答。3能使用Whos he/ she? 向他人询问和确认某人，语音语调正确。4欣赏歌曲My family。二、教学重点：能听懂Whos he/ she? 并能根据情况用Hes / Shes回答。三、教学难点：he 和she 的正确运用。四、教具准备：单词图片、挂图、光盘、学生自备家庭照片等。五、教学过程：Step 1：Free talk1教师和学生问候： T: Hello, Im Miss Li. S: Hello

21、, Im T: Good morning, S: Good morning , Miss Li.2欣赏歌曲My familyStep 2：Revision1教师出示单词图片，复习：father, mother, brother, sister.2教师指着自己的照片：my father 学生也出示照片介绍自己的家庭成员：my father, my mother3教师出示Helen一家的照片, 让学生扮演Helen和Mike介绍自己的家庭成员。 重点复习：my brother, my sister4Say a rhyme.Step 3：Presentation1教师请一名学生带着照片走上讲台，进行

22、师生对话。 T: Show me your family photo, please. T:(指着他的父亲) Whos he? S: (引导学生回答) Hes my father. 教学句型：Whos he? Hes my father. 学生操练,两两进行问答。2教师指着一学生照片上的母亲，问：Whos she? 引导学生回答：Shes my mother. 教学句型：Whos she ? Shes my mother. 学生操练3区分：he和she, 提醒学生正确使用。Step 4：Learn to say1教师出示课文挂图，简要介绍对话背景，让学生了解苏海是在Helen家作客。2听录音，

23、回答问题： T: （指着第一幅图照片中的男子）Whos he? ( 提示：Helen会怎么回答) T: （指着第二幅图照片中的女子）Whos she? ( 提示：Helen会怎么回答)3听录音，集体跟读。4齐读对话。5分角色朗读对话。6分角色表演对话。Step 5：Consolidation1让学生带着家人或朋友的家庭照片，在小组内用Whos he/she? 相互询问照片中的人物。2引导学生想象生活中的类似场景，进行拓展表演。 如：S1: Good morning, S2. S2: Good morning, S1. S1: Look, my family. S2: Good. Whos he

24、? S1: Hes my father. S2: Whos she? S1: Shes my mother. S2: Goodbye. S1: Goodbye.Step 6: Homework1听录音，读对话，语音语调要正确。2把你的家人介绍给同桌认识。板书： Unit 1 My family 挂图 Whos he ? Hes my father. 挂图 Whos she? Shes my mother.2A uint1三、Lets learn（第三课时） Language focus: Using nouns to identify objects: e.g. bin , park , ro

25、ad , building Using proper nouns to refer to places e.g. Shanghai Language skills: Speaking Pronounce words properly Learn the names and sounds of the letters A a , B b Materials: . Students Book 2A page 4 . Cassette 2A and a cassette plater . Wallcharts 2A . Workbook 2A page 3 Pre-task preparation

26、1. Put up the wallchart for page 3 （ 挂上挂图，复习 I live in I love ） 2. Free talk While-task precedure: 1. Still referring to the wallchart T : What can you see in the picture?（ 引出这单词 building） S : 楼房 T : ( 再出示图片) Introduce the word building. Ask the students repeat 2. Ask What things do you sometimes se

27、e lying on the pavement? Show examples (出示玩具垃圾箱) T : B-I-N bin S : repeat 3. Show the picture of a park and a road . T : Do you often go to the park ?（ 引出新单词parkand road） Say the words slowly , Ask students to repeat. S: p-a-r-k 4. Put up the picture and word cards on the board in random order . The

28、n re-arrange them by putting the word cards below their corresponding picture cards, as shown in their Students Books . T&S : Read the words with students 5. Open the Students Book to page 4. Play the cassette tape. Students listen and repeat . Ask students to point to each picture as the word i

29、s being read out. 6. Show students the picture cards for apple and say A apple. S : Repeat Do the same with B b bird T : Play the tape for students to follow in their books. Consolidation Workbook page 3: a. Colour the word in the puzzle . b. Trace the letters FEEDBACK: 四、 Lets play（第四课时） Language f

30、ocus Asking wh- questions to find out various kinds of specific information about a person e.g. Where do you live ? Using the simple present tense to express interests and preferences e.g. I love Pudong. Language skills: Speaking Use modelled phrases to communicate with other learners Open an intera

31、ction by elicting a response Maitain an interaction by providing information Materials: . Students Book 2A page 5 . Cassette 2A and a cassette player . A big map of Shanghai Pre-task preparation T : Yesterday we learned some new words . Do you remember what they are ?（挂上垃圾箱，公园，马路，建筑物和上海的图片） 同时举出单词的卡

32、片。 T : Ask individual students to come up, take one ,and put it under the corresponding picture. Continue until all cads have been matched .Then remove the pictures but leave the word cards. ( 此游戏可以帮助学生理解词义，强化记忆，可以加强学习英语的趣味性) While-task procedure: 1. Put up a simple map of Shanghai . Point to the ar

33、ea we live in and say I live in I love 2. Play a game with students ( 看图说话，由我或学生指出上海所在位置) T ：Where do you live ? S : I live in Shanghai .( 鼓励学生大胆运用所学句子) 3Open the Students Book to page 5. Check that the students know all the places on the map. Encourage them to use the structure I love 4. 看书，听录音，或分角

34、色扮演游戏，小组汇报表演。 Divide students into groups of four .Have one student ask the question Where do you live and the other three answer it . Then let them change roles. FEEDBACK: 四、 Lets enjoy（第五课） Language focus Using the simple present tense to express interets and preferences. Language skills: Listening: