(沪教版)二年级英语教案2BUnit1FarmAnimals

1、2B Unit1 Farm AnimalsPeriod 1 Let s learnContents: 1.Word: hen, chick, duck, cow, pig2 .Letter: N n nose, O o orangeAim:1.Using nouns to identify common farm animals.e.g. hen, chick3 .Learn the above names and sounds of the letters N n, O o .4 .Knowning about the farm animals and say something about

2、 the animals you like.Main points: Using nouns to identify common farm animals.Difficulties: Pronounce words properly.Aids:1.T: picture cards, wordsc ards, tape, Student s Book and Wordbook.P: picture cards (students prepared beforehand )Procedures: .Pre-task preparation1. Let the students listen to

3、 the noise of the farm animals.Say out what they can hear.T: Listen! What can you hear?51: I can hear a duck.52: I can hear a2:Put the picture cards on the board according to their answers. .While-task procedure1. Point to the animals and learn to say their names.2. Hold up each picture card for far

4、m animals and ask individual students their names.3. Repeat the 2nd procedure with other students but this time show the word cards as well. Read the words for students to follow.4. Listen to the tape of Letleasrn Ma. ke the picture cards in order.(One student does so with T s cards on the boeaordth

5、. eTrhsdo so with their own cards.)5. Listen to the teacher and do quick response.e.g. T: Show me a hen./Pick out a hen./Raise a hen.5: (Raise the picture card.) hen, hen, hen.6. Repeat the something procedure in the group of four.e.g. s1: Pick out a hen.6.54.54: : hen, hen, hen.7. Look at the pictu

6、re cards and word cards.Listen to the teacher and judge.Please clap or repeat.身临其境，引人入胜。色彩鲜艳的 卡片易引起 低年级学生 的学习兴趣，会收到事半 功倍之效。e.g. T: (Point to the cow.) Cow, cow.S: (Repeat) Cow, cow.T: (Point to the pig.) Chick, chick.5: (Clap their hands and raise their hands. Then correct it.) Pig, pig.8. Read the

7、words on the board. Then guess, what word is missing?9. Ask individual students to come up and choose a word card to put next to the appropriate animal on the board. Then read it.10. Show students the picture cards for nosea nd say “ Nose begins with the sound n Sh. o” w the word card for nose and s

8、ay “N Nose . Repeat . Show alphabet cards N and n Read and compare the capital letter N with the small letter n. Do the same with O o orange . Play the tape for students to follow in their books. .Post-task activities1. Know more about the animals.ke适 当 增 加 一 些课外知识，s开拓思维。.e.g. T: I like to eat eggs.

9、 Do you like to eat eggs? S: Yes, I li to T: Where are the eggs from? S: They re from hen T: Where are the chicks? S: They re from eggs.T: Yes. Hens lay eggs. Chicks come from eggs. Chicks grow寓练习于趣味中， 增加学生的兴趣。and grow. They become hens and cocks.Q: Where is milk from? Where is wool from? Where is m

10、eat from?Conclusion: These animals are very useful to us.2. Which animals do you like best? Why? .Consolidation1.2.3.Listen to the tape and read the words.Workbook page 3: Match and write the correct number in the box.Workbook page 4: Draw lines to help the little animals find their mothers.Informal

11、 essay after teaching(教后随笔)：Period 2 Let s talkContents: What do you see? I seeWhat do you hear? I hearAims: 1. Asking wh nqsuteosftiinod out specific information about a farm. e.g. What do you see /hear? . sing the simple present tense. e.g. I see/hear a duck.wh questions.Main Points: Asking and an

12、swering theDifficulties: Using the models to communicate with other learners.Aids: the wallchart for page 3, six picture cards and six word cards ,tape , Student sBook and WorkbookProcedures:Pre-task preparation温故而知新,为新授打好基础。Show six toy farm animals or pictures of them. Ask students to name in Engl

13、ish. Show six word cards. Ask students to read them.Match the words to the pictures on the board.Ask: What comes from a hen?/ Where does an egg come from? Where does milk/a chick /a hen come from?. While-task procedureWhile putting your hands on your eyes like a telescope, say What do you see?Then p

14、utting your hand on yourear like listening, sayWhat do you seset?ude ntsG et the积极调动学生的 肢体活动，帮助 大脑的记忆。to do the actions like you while repeating the questions after you.Put up the wallchart for page 3 tell a story something like this:T: Look at the picture of a farm. This boy is Sam andthis girl is

15、May. Theyre brother and sister. This old man istheir grandfather. Sam and May sometimes go to the country to visit their grandfather. Their grandfather is a farmer. Sam and May like to go to his farm to see the animals. There are a lot of animals on the farm: a pig, sheep, cows, a duck and even a he

16、n with baby chicks. How many of them do you see in the picture? S: I see游戏中不忘听说练习，培养学生 良好的学习习 惯。 Play the sounds of the animals on the recording and answer the questions Whatd o you hear? by saying I h ear Listen to the story again. Then answer the questions and such as the following: Who is the boy

17、/girl/old man? (Sam, May, grandfather) What is Sam and May s grandfather?(H e is a farmer.) Are there many animals on his farm? (Yes, there are.) What animals has grandfather got on his farm? (He has got a pig, sheep, cows, a duck, a hen and chicks.) What do you see in the picture? (I see ) What do

18、you hear on the tape? (I hear) Open their books. Listen to the let students hear the correct pronunciation of the sentences and repeat. Then ask individual students to say Whatd o yousee/hear? and I se e/h ear Practice the language in pairs. . Post-task activities Ask the students some more question

19、s about the picture:What colour ? Do you like ? Try to talk about the picture as much as possible. Make a dialogue about the picture in pairs. . ConsolidationWorkbook page 2: Look, listen and answer thequestions.尽量使好生多学 点，多用点，层 次更高点。检查反馈，及时 了解学生掌握情 况。 . Informal essay after teaching 教后随笔Period 3 Let

20、 s actContents: Draw the cow on the paper. Draw the duck on the ground.Aims: Using imperatives to give simple instructions. e.g. Draw the cow on the paper. Locating specific information in response to simple instructions. Using modeled phrases to communicate with other learners.Main points: Using im

21、peratives to give simple instructions.Difficulties: Using modeled phrases to communicate with other learners.Aids: plain sheets of paper, toy animals, animal picture cards, tape, Workbook, Student s BookProcedures: .Pre-task preparation1. (Show six pictures of farm animals.) T: What animals are they

22、? (Draw an outline of a cow on the board.) T: What am I doing?/ Am I drawing? T: What am I doing on the blackboard? T: Can you draw a cow?(Give the students a few piece of paper each.)T: Today we ll learn to drawm seoanimals. . While-task procedure T: We are going to draw a cow on the paper. How to

23、draw a cow? Please watch me. T: Draw after me. First, draw a head. Then draw a body. (Show toy animals.) T: Look at the bird. Draw the bird on the paper. Draw after me. (Draw some animals what they can say.) Show the second picture of page 2 and tell a story like this:One day, Ben and May went out t

24、o play. When they came to the river, they saw a duck swimming. How beautiful! May asked Ben to draw the duck on the ground. Ben picked up a stick and began to draw the duck on the ground. T: What did Ben draw? Where did he draw the duck? T: Repeat after me. Draw the duck on the ground. T: Open your

25、book at page 2. Draw the duck on the ground. Point to the correct picture. Listen to the tape and repeat after it. Invite individual students to act the scene. . Post-task activities T: Now work in pairs. One gives the instruction and other does the action. Then change your roles. T: Now ask pairs o

26、f students to act the dialogue to the class. Please vote for the best pairs. .ConsolidationWorkbook page 2: Listen and draw.学中说，说中画， 画后想。以故事的形式，让 学生初步感知和理 解本课的大意。反馈所听的内容。同桌操练，巩固知 识。 . Informal essay after teaching (教后随笔)cards together. T: Lets check . Read together.听动物的叫声， 说出动物的名 称。单词与图片配对练习，加强对单词的

27、辨认。. While-task procedureOpen the Student s Book to page 5. Ask them to read the names of the animals on the right.T: Open your books to page 5. Read the words on the right together.Ask the students to look at the first picture and listen tooutthe recording. Answer the questionWhat do you先认读单词，再听录音，

28、复述所听的内容，勾出正确的答案。hear? toPeriod 4 Let s play.Contents: Listen, tick and say: I hear aAims: Using the simple present tense to indicate what you hear. e.g. I hear a sheep.2. Using nouns to refer to farm animals. e.g. cowMain points: Using the simple present tense to indicate what you hear.Difficulties:

29、 Recognizing key words of the animals.Aids: Student s Book and Workbook, tape, word and picture cardsProcedures:Pre-task preparationImitate some animals sounds and ask students to guess what animals they are. T: Listen! What animals are they? Randomly put the picture and word cards on the board.Get

30、the students to match the words to the pictures together. T: Look at the words and pictures on the board. Match them correctly.Revise the names of the animals by reading the wordelicit I hear a sheep.T: Look at the first picture. Listen to the tape what you hear.sheep .Tell the students to tick the

31、correct answer in the box. T: I hear a sheep. So I tick in the box in front of Repeat step 2 and for the rest of the choices. Go around the class to check students answers. . Post-task activities Let the students play a guessing game in pairs. They can take turns to make an animal sound and to guess

32、 what the animal is by saying I heTa:r Naowlet s play a guessing game. One makes an anim noise, the other says I h eaTr haen change throle. Play a game called write and guesasirs. O inne pstudent writes names of an animal by one fsi nger on his/her partner bsa ck. Then let his partner guess the anim

33、al. S1: What do I write?S2: You write aThey can take turns to do so. Act and say . They can draw and write some animals, also can make animals noises. Ask and answer in pairs.S1: What do you hear?S2: I hear aS1: What do you draw?S2: I draw aS1: What do you see?S2: I see aS1: What do you write? S2: I

34、 write a . ConsolidationWorkbook page 4: Listen and trace the letters.a同桌以游戏的进 le行说话训练。以书写和猜的形式 进 行 说 话 训 练。说话训练，巩固句型。 . Informal essay after teaching:Period 5 Let s enjoy.Contents: story: I ve got a cow. It goes moo, moove got a cow.Aims: Using formulaic expressions to indicate possessions. e.g. I

35、Using formulaic expressions to indicate what noise animals make. e.g. It goes moo, moo .Main points: Using formulaic expressions to indicate possessions and what noise animals make.Difficulties: Pronounce correctly words in connected speech by linking together and using appropriate stress.Aids: Stud

36、ent s Book, tape, a toy animalProcedures: . Pre-task preparation Flash the picture cards and word c ards for pig , hen , sheep , chick the words.T: Look at the pictures or words. Read them possible. cow , to check thatas quick as Ask various students to point to each picture and say see aT: What do

37、you see? Please point and say I s ee a Ask students to imitate the sounds and actions the animals make.T: What do the animals make sounds? Can you act them out?: How up a toy animal (e.g. a duck) and say. T: Look! Igot a duck. It goes quack, quack we .wTilol ldeaayr nto tell a story about animals on

38、 a farm. . While-task procedureShow four pictures or open their Student闪烁卡片，以慢duck , s到快，tudent加快节奏，s remember 增加趣味性。I 说话练习。模仿动物叫声和动作，增加趣味性。 ve用玩具动物引出新课。s Book to page6. Ask the students to call out the names and sounds of the animals in the four pictures.T: Look at the first picture. What st his?S: Itcow.(a pig, a duck,a hen) Read the story slowly to the class.as引出本课将要学的有关动物。T: IT: IT: IT: Ive got a cow. It goes vegot a pig. It goes ve got a duck. It goesmoo, mo