人教版新起点小学英语二年级上册Unit 1 My Family教学设计教案
四川志愿填报-金缕衣歌词
Unit 1 My Family
备课成员
本单元主要学习关于家庭成员的单词:grandfather, grandfather,
father, mother, brother, sister.
询问和回答人物身份的功能句:Who’s
heshe? HeShe
is...学习家庭成员的单词,与学生生活实际紧密联系,
单元内容分析
易于学生接受,内容简单实用,易于教师操练。本单元为下个单元
boys and
girls做了很好的铺垫,使得下一步的学习变得简单了,过渡
自然。
经过一年
的学习,学生已有英语学习能力和英语基础,渴望通
过新学期的学习获得更多的知识,以丰富自己的交际
内容,提高交
际能力。学生在平时学习活动或生活中都有接触过一些家庭成员的
单词,最熟悉的
是father,mother,掌握起来较为简单。学生能熟练
学情分析
地说出介绍人、物的句型:This is my...。但学生对于brother和sister<
br>的定义比较模糊,需要在进行教学时做一定的讲解。Who’s heshe?
是新知,部分学生
易混淆he,she所指代的性别。但he,she是后面学
习活动中会大量使用的词汇,学生能够通过
频繁地使用,牢固掌握。
(一)语言技能目标
第一层次:
1.
能够听懂、会说表示家庭成员的六个词汇:father, mother,
brother,
sister, grandfather, grandmother.
2.
能够听懂、会说有关询问和回答人物身份的功能句:Who’s
单元教学目标
heshe? HeShe is ...,并能在恰当的情境中初步运用。
3. 能够借助
已学过的单词及相应的图片感知字母a,b,c,d在单词词
首时常见的发音,并尝试在图片和首字母的
帮助下,整体识别单词。
第二层次:
能够借助录音、图片、文字及教师的讲解读懂本单元的
小故事,并
尝试在教师的指导下表演故事。
(二)其他目标
1.
能够跟随录音,大胆模仿说唱本单元的歌曲和歌谣;
2.
能够积极参与课堂上组织的各种活动,做到有序参与,积极使用
英语进行交际;
3.
能够在活动中认真倾听同伴发言,并与同伴合作进行结对问答等
活动。
1.
关于家庭成员的单词:grandfather, grandfather, father,
mother,
单元教学重点
brother, sister.
2.
询问和回答人物身份的功能句:Who’s heshe? HeShe is...
单元教学难点
单元课时安排
询问和回答人物身份的功能句:Who’s
heshe? HeShe is...
4课时
Lesson
1
教学内容
学生借助图画和录音,学习6个有关家庭成员的单词:grandfather,
grandfather, father, mother, brother, sister.
1. 能够听懂会说、表示家庭成员的六个词汇:grandfather,
grandfather,
教学目标
father, mother, brother,
sister.
2. 能够借助图片用已学过的句子This is my...介绍家庭成员。
3. 能够跟随录音,大胆模仿说唱歌谣。
听懂会说、表示家庭成员的六个词汇:grandfather, grandfather,
father,
mother, brother, sister.
1.
单词father,brother等中字母组合th的发音。
2.
借助图片用已学过的句子This is my...介绍家庭成员。
录音、PPT、卡片、flash
教学重点
教学难点
教学准备
教 学 过 程 设 计
教学环节
Step
1
Warm- up
教师活动
1.
Greetings.
学生活动 设计意图
师生之间相互问好,拉
近了彼此情感距离。
Step 2
Lead-in
1. Fine, thank you, and
you?
Hello,
boys and girls, how
are you today?
Ss: Listen and do.
the words.
T:
Show me the pencil (ruler,
book…)
Watch the main scene.
Ss:
YaoyaoAndyBill…
T: Who can you see?
T:
There are some photos, Ss: No
whose family? Is
Joy’s
family photo on the wall?
t
the picture of
lesson1.
教师引导学生观察A项情
境图,引出本单元主题
family.同时过度到歌谣,引
入新词汇的学习。
Step3
New lesson
Step4 Practise
通过提问激起学生的
好奇心。
T: This is Joy’s family. Do
Ss: Yes.
you want to know her family
members?
2. Play the chant .
Play the
chant again.
T: Who can you see?
Listen the chant.
Ss: I can see…
歌谣作为呈现语言的
一种手段,不要求学生
马上输出,让学生借助
情景整体感
知一下新
语言。
3. Learn the new words Follow
teacher to read the
Teach Ss to read the
new
new wods.
words.
little
teacher to lead Ss
read the new words.
T:
Say, Ss point and read
after me. T point, Ss
look
and say.
Divide them into six
让学生用不同形式认
读单词,加深印象。
Step 5
Role
play and
say
Step 6
Consolidation
Homework
Blackboard
design
groups.(grandpa,
grandma,brother, sister,
mom, dad)or S1
say, team
listen and tap.
T: Present the
word cards,
team read and tap.
1. Play the
video.
2. Do an example.
Play the chant.
the video.
2. work in four.
Try to
say the chant.
再次播放歌谣,巩固新
学词汇。
Listen
and repeat.
Say the chant to parents.
Unit 1 My Family L1
grandfather
grandmother
father
mother
brother
sister
This is my...
Summary
Lesson 2
教学内容
学习询问和回答人物身份的功能句:Who’s heshe? HeShe is...
1.
能够听懂,会说有关询问和回答人物身份的功能句:Who’s
教学目标
heshe?
HeShe is...
2. 能够简单地介绍自己的家人。
教学重点
听懂,会说有关询问和回答人物身份的功能句:Who’s heshe?
HeShe
is...
功能句Who’s heshe? HeShe is...在情境中的应用。
录音、PPT、卡片、flash
教学难点
教学准备
教
学 过 程 设 计
教学环节
Step 1
Warm- up
教师活动
1. Greetings.
学生活动 设计意图
Step 2
Review
Step3
New lesson
Step 4
Show and say
1. Fine, thank you, and
Chant能充分调动学生
you?
的兴趣,并能起到巩固
Hello,
boys and girls, how
旧知的作用。
are you today?
Say the chant.
Say the
chant of lesson1
复习旧知,为新知做铺垫
Review the words.
Ss: motherfather….
T: Who is heshe?
此处提问只是为了培
养学
生的观察能力,引
导学生关注对话情境,
学生回答,可以不用英
文。
引导学生关注人称因
性别不同产生的变化,
即he与she的区别。
Present the picture of part A.
T: Who are they?
Ss: Yaoyao and Andy.
Teacher point to the photo.
T:
Whose family is this?
What are they
talking?
Ss: Andy.
Play the video.
T: What does Yaoyao say?
What does
Andy say?
Watch the video.
Play the
dialogue.
T: Look at Yaoyao’s family
Try to repeat the
photo. Now I’m Andy. Who
sentences.
want to be Yaoyao.
Ponit to
the photo.
S: He is…
T: Who is he?
She is…
Play the video again.
Repeat after the video.
T: Who are they?
Work in pairs.
What are they doing?
Play the video
Work in four
Teacher
find some students
to do an example.
family photo, then introduce the members.
Homework
Prepare
Blackboard
design
Unit 1 My
Family L2
Who’s he? He is
my...
Who’s she? She is
my...
Summary
Lesson 3
教学内容 学生借助图画学习运用功能句型Who’s heshe? HeShe
is...两组交际用语。
1. 能够初步学会在恰当的情境中,运用本单元的词汇和功能句;
教学目标
2. 能够在本课涉及的情景条件下,听懂并说出有关家庭成员的名称;
3. 能够借助学过的词汇及相应的图片感知字母abcd在单词词首时常见的
发音,并尝试借
助图片和首字母提示整体识别单词。
教学重点
教学难点
教学准备
初步学会在恰当的情境中,运用本单元的词汇和功能句;
学生认识英语字母abcd的小写形式,建立大小写字母的联系。
录音、PPT、卡片、flash
教 学 过 程 设 计
教学环节
Step 1
Warm- up
Step 2
Review
教师活动
1. Greetings.
学生活动 设计意图
师生之间相互问好,拉
近了彼此情感距离。
1.
Fine, thank you, and
you?
Hello, boys and
girls, how
are you today?
Say
the chant.
the chant of lesson1
Part
A: Let’s play
1. Review the words of
family.
2. Review the structures Ss
take out their family
of family. photo
3.
Watch the example of
activity A.
Part B: Listen and repeat
t the picture
of
apple.
T: What’s this? Ss: It’s
an apple.
Present the small letter “a”
Homework
Blackboard
design
T: æ, apple
Use the same way
for
book catdoor.
Play the CAI.
Review the letters.
Repeat teacher
Repeat the CAI.
Unit 1 My Family L3
A a B b
C c D d
apple book
cat dog
Summary
Lesson
4
教学内容
Storytime
1.
能够借助录音、图片、文字及教师的讲解读懂故事,并在教师的指导下
教学目标
尝试表演故事。
2. 能够通过学习小故事,了解请朋友来家做客以及去朋友家做客要用到的
一些交际用语,培养学生综合运用语言的实践能力。
教学重点
教学难点
教学准备
借助录音、图片、文字及教师的讲解读懂故事,并在教师的指导下尝试表
演故事。
鼓励学生发挥想象,创造新的情境进行对话和表演。
录音、PPT、卡片、flash
教 学 过 程 设 计
教学环节
Step 1
Warm- up
教师活动
1. Greetings.
学生活动 设计意图
1. Fine, thank you, and
师生之间相互问好,拉
you?
近了彼此情感距离。
Hello,
boys and girls, how
Chant调动了课堂气
氛,也能起到复习旧知
are you today?
Say the
chant.
的作用。
the chant of lesson1
Step 2
Review
Step3
New lesson
Review the words.
T: Who is heshe?
t
the story
T: Who can you see in the
picture?
Can you guess what they are
talking about?
2. Play the story,
learn the
story.
Pic1:Who are they?
Who’s
home is this? What do they
say?
Pic2:Who’s shehe? Are they
happy? Why?
Pic3:Who’s he? What’s his
name? Is he big
or small?
Pic4:Who are they? What
are they
say to Mary?
Pic5:Where are they? Who is
on the sofa?
Pic6:Who is on the chair?
Pic7:Is Mary still
happy?Why?
Pic8:Is
it really a wolf? Who
is the “wolf”?
3. Play the story
the story.
Tell the story to parents.
Ss:
motherfather….
为故事教学做铺垫
通过提问引导学生仔
细观察图片并预测故
事内容。
Discuss in groups
Answer the
questions
逐图提问,为学生理清
故事脉络。
在验证问题答案以后
教师可多次播放每组
对话,让学生先跟读、
模仿,然后再尝试输
出。
Read the story after the
检测学生对故事的理
解,同时提高学生学习
radio.
英语的兴趣。
Homework
Blackboard
design
Summary
Unit 1 My
Family L4
Storytime
Nice to meet you.