2019-2020年二年級英語 Unit1 Hello!教案 北師大版.doc

《2019-2020年二年級英語 Unit1 Hello!教案 北師大版.doc》由會員分享，可在線閱讀，更多相關(guān)《2019-2020年二年級英語 Unit1 Hello!教案 北師大版.doc（12頁珍藏版）》請在裝配圖網(wǎng)上搜索。

2019-2020年二年級英語 Unit1 Hello!教案 北師大版 一、Teaching contents : Vocabulary: hello,what’s,your,name,my,children,what,is,hi,morning,goodbye,apple,ant,ball,baby,boy,cat,carrot,deer,dog,door Structure: Hello, my name’s (Jane). Hello, my name’s (Ken). What’s your name? What is your name? Phonics: Aa,Bb,Cc,Dd 二、Teaching aims: Asking names and giving one’s own. 一、 Hard and key points: 1.Sing and chant. 2.Asking names and giving one’s own. 四、Teaching tools: Really objects, tape, pictures Period 1 一、Greetings: Sing a song: Please sit down. 二、Revision: Review the words learnt in Grade 1 with the pictures. 三、Presentation and practice. Step 1 Give and use English name. 1. Give each child an English name tag to pin on. As each name tag is assigned, say the name and have the class repeat it after teacher. 2. Hold up the card, ask Ss to stand up when they see the card that matches their name tag. 3. Choose one student. Ask，“What’s your English name?”The student replies using the name on his or her card. Step 2 Introduce the characters. T: We are going to read some stories about these characters. 1. Hold up the mask for Ann. Say,“Who’s this ?”Elicit the answer,“Ann”. 2. Repeat this for Ken, Mocky, and Uncle Booky. T: We are going to meet some new friends. Hold up the mask for Peter and WangLing. Step 3 Model the dialog. 1.Use WangLing’s mask and say ,“Hello, what’s your name?” Then use Mocky’s mask and say.“My name’s Mocky.” 3. Use any two of the masks to practice. Step 4 Talk about the story. 1.Have Ss open the books. Ask: Picture1:“ Where are the children?” Picture2:“Who sees them?” Picture3\4\5:“What is the monkey doing?” Picture6:“ How are they getting across the river?” Picture7\8:“Where are they all going?” 2.Have the class look at the pictures in the books as play the tape. Encourage the children to say the words. 3.Choose some Ss to act it out. 四、Homework Encourage the Ss to practice greeting their family and friends in English. 教學后記： 通過系統(tǒng)的復習，學生能較好的掌握遺忘率較高的舊知識。但個別插班生還不能大膽開口讀英語，講英語，還須多加鼓勵。對is的縮寫讀法還有待加強。 Period 2 一、Greetings: 二、Revision: Review the Ss’ English names. 三、Presentation and practice. Step 1 Learn to say. 1.Have the class look at the picture at the top of the page and point to the character. As the tape is played, point to the words one at a time. 2.Without the tape ,read the words together. Have the Ss touch each word as they say it. Step 2 Listen to this. 1.T: Look at the first picture, who is talking? The Ss should answer,“Mockey” 2.Repeat for the other five pictures. 3.Play the tape. Have the Ss number each picture. 4. Then check the answer. Step 3 Sing a song. 1. Have the Ss open the books. T: We are going to learn a song about our new friend. Read the words to the Ss ,point to each words. 2. Play the first six lines of the song several times, and encourage the Ss to join in by singing. Then ask the Ss touch the words as their sing along. 3. Play the last two lines of the song. Ask the Ss to sing these lines using their own English names. 4. Play the tape from the beginning. The Ss sing the first six lines together. For the last two lines, the Ss sing their English names. 5. Continue until all the Ss have sung their English names. 四、Homework：Sing the song and encourage the Ss to practice greeting their family and friends in English. 教學后記： 對歌曲的掌握學生都能主動開口，堅持對學生口語的訓練，分角色來表演能調(diào)動學生的積極性。 Period 3 一、Greetings: Good morning. How are you? What’s your name? Warm up: Using the masks, review the structures in a speech chain. “Hello, what’s your name?” “My name’s …. …’s my name.” Sing the song together. 二、Presentation: 1、Have Ss turn to the top of page 6. Display the page and model the dialog, pointing to the matching character as you speak. Have the girls say the words spoken by Cathy and Wang Ling, and the boys say Tommy’s words. Organize a speech chain, where Ss substitute their names for those that are underlined. 2、T: OK, let’s move to the next part. Tell Ss that you are going to play a tape. Explain that you want them to listen to the tape and touch the correct characters when they hear them say, “Hello”. Play the tape and have Ss touch the correct pictures. 3、Take out some cards for the letters “A、B 、C、D.” T: Do you know Ann? (hold up Ann’s mask) look at the first letter. This letter is called Letter A. then prompt the picture of the thing beginning with A(apple). Play the tape, point to the matching picture of the word. At last, play the tape again and have Ss say the words aloud. Repeat the procedure for letters BCD. 4、Give some time to remember the words. 5、Have Ss turn to the black and white copy of Uncle Booky’s ABC. They can trace over the letters ABCD and color the picture. 6、Homework: finish coloring part on page 7. 教學后記： 對于字母學生都能較好地掌握，但個別較難發(fā)音的單詞carrot，學生掌握的不夠，教者應多示范其讀音，多采用小組比賽的方式來鞏固單詞。 Period 4 一、Greetings: Hello. How are you? Nice to meet you. Warm up: sing the song. 二、Presentation: 1、Hold up picture cards for “Cat and dog”, “Ball and apple”. T: Say “Hello” to them. Hello, cat. Hello, dog. Make sure Ss can say these things when given a picture. Read the rhyme to Ss, pointing to each word. Play the tape for the rhyme and have Ss listen and point to the words on the page. 2、Put pictures of dog, cat, ball and apple on the board. Ask Ss to point to these pictures when listening to the tape again. Let them add actions and act the rhyme out. 3、Hold up the “what’s your name?”drillcard and read it to the Ss, pointing to the words as you read them. Have Ss repeat the question after you. In the same way, review “My name’s…” and “My name is…” Say the words of the question and answer as you point to each one. Divide the class into two groups. Have one group repeat the questions, and the other group repeat the answers. 4、Draw Ss’s attention to the bottom part of page 9. explain that when you point to a character you will ask a student to tell the class what that character would say. Give them some time to practice in groups. 5、Use “ABCD” to review the words on page 8. Pay more attention to the word “carrot”. 6、Homework: Color page 10. 教學后記： 學生對于打招呼的問答都能識記，對前2句可以鞏固，但對于play and eat的發(fā)音不是很到位，教者應多注意chant的節(jié)奏與個別單詞的發(fā)音。單詞替換可采用游戲，獎勵的形式來進行。 Period 5 一、Greetings: Warm up: chant together. 二、 Presentation: 1、This is a vocabulary drill in the form of a game. (Game) Photocopy a Bingo Game board 1 on the screen. The teacher calls out the different character words and Ss find the correct picture in the gameboard. Ss circle the word or letter when they hear T calls it out. Ss call out “Bingo” each time they have circled a full column down the Bingo boards. (This part to review Ss’ words.) 2、Review: Good morning. Hello, what’s your name? My name’s… 3、T: We are going to listen to a story. Play the tape, ask Ss to listen to the story with their books closed. Have Ss open their books, and look at the pictures. Ask them to look for familiar words in the story. Encourage Ss to try to guess the meaning of words from the pictures. 4、Key words: Morning. One for you, one for me. Wake up. 5、Divide Ss into 4 groups act the dialog out. Try to remember more sentences. 6、Review the words again. Let Ss say out the words one by one from the picture. Do the exercise on your workbooks on page 5,7. 7、Check. 8、Homework: finish workbook on page 6. 教學后記： 通過各種形式的操練，大部分學生對于新句型和對話掌握較好，成績好的學生掌握較好，但是由于本課對話較多，而且發(fā)音比較難，所以也有個別學生掌握不好。學生對故事的理解都能發(fā)揮自己的想象能力來閱讀，分角色的競賽朗讀學生較有興趣。 附送： 2019-2020年二年級英語 Unit5 He’s my father2教案 北師大版 ⑴ 教學目標: ①知識目標：Who’she/she?He’s/She’smy….That’smy…. father,mother,brother,sister,grandmother,grandfather,uncle,aunt ②能力目標：Listen,sayandtalk. ③情感目標：樂于探究學習，對擴展活動感興趣。滲透尊老愛幼的思想品德。 ⑵教學重難點：Willabletointroduceyourfamily. ⑶教學過程： 1. Warm-up Havethechildrenholduptheirfamilypictures,standingoppositeeachotherinpairs. Haveonechildindicateafamilymemberintheotherchild’spictureandsay“Who’sthat?” Havetheotherchildanswer:“She’s/He’smy(sister).”Checkthattheanswersareappropriate. Nowhavethechildrenreversetheroles. 2. Learntosay StudentBookpage52 Havethechildrenlookatthepicturesatthetopofpage52. Asyouplaythetape,havethechildrentouchthematchingpictures. Replaythetapeplayed,pointtothewordsoneatatime. Withoutthetape,readthewordstogether.Havethechildrentoucheachwordastheysayit. Playthetapeagainwithoutstopping.Havethechildrensaythewordsalongwiththetape. 3. Listentothis StudentBookpage52 Playthefirstpairofsentencesonthetape. Explainthatyouwantthechildrentotouchthecorrectpicture. Displayyourcopyofthepage.Pointtothefirstcharacter.Askthequestion,“Who’sthat?”Trytoelicittheanswer,“She’sKate.”Thenpointtotheboatandsay,“That’sherbook.”Encouragethechildrentodisagree. Pointtotheputerandsay,“That’sherputer.”Thechildrenshouldagree. Repeatfortheotherfourpairsofsentences.Makesurethechildrenarealltouchingthecorrectpictures. Playthetapeagain,stoppingaftereachstatement.Havethechildrendrewalineformthecharactertohisorherobject. 4. Let’ssing StudentBookpage53 Readthewordstothechildren,pointingtoeachword. Playthesongformthebeginning.Encouragethechildrentotouchthewordsintheirbooksastheysingalong. Playthesongagain.Thistime,askallthechildrentosingalongandtoclapintime. Dividetheclassintotwogroups.Eachgroupinturnsingstwolines,andthewholeclassjoinsinthelastline. Lesson3 ⑴教學目標: ①知識目標：Who’she/she?He’s/She’smy….That’smy…. ②能力目標：Listen,sayandread. ③情感目標：培養(yǎng)良好的英語學習習慣。 ⑵教學重難點：soundsandletters. ⑶教學過程： 1. Warm-up（Languagedrill） Giveeachchildpaperandpencilstodrawapictureofsomeonetheylike.Askthemtostandinacircleandholduptheirpictures. Chooseonechildandpracticelikethis: Q:Who’she/she?A:He’s/She’s…. Q:What’shis/hername?A:His/Hername’s…. Whenthechildanswerscorrectly,moveontoasecondchild.Thefirstchildasksthequestionsandhisorherneighboranswers. 2. Talktogether Readthewordsforeachpicturealoud,pointingtoeachwordonyourpageasyouread. Readthewordsagainmoreslowly.Encouragethechildrentotoucheachwordasyousayit. 3.Listenandmatch Callouta（aputer,acar,abike,aboat）andhavechildrentouchthecorrespondingpicture. Playthetape,havethechildrenwritethenumberinthesmallboxbesideeachpicture. Playthetapeagain.Thistimehavethechildrencheckthenumberstheyhavewritten. 3. Learnthenewtheletters WriteletterSsontheboard.HavethechildrenfindthewordthatbeginswithSinUncleBooky’sABC.Checkthatthechildrenhavefoundit. Say,“sun”,havethechildrentouchthematchingpicturesintheirbooks. RepeattheprocedureusedtolearnTt,Uu,Vv Playthetape,pointingtothematchingpictureofeachword. Replaythetape,andhavethechildrensaythewordsaloud. Practicethelettersandwordsonebyone. 4. Sethomework TraceoverthenewlettersinUncleBooky’sABC. 5.教學反思： Lesson4 ⑴教學目標: ①知識目標：Who’she/she?He’s/She’smy….That’smy…. ②能力目標：Listen,readandwrite. ③情感目標：樂于在生活中用所學的英語進行交際。 ⑵教學重難點：Thecorrectwritingoftheletters. ⑶教學過程： 1. WritethelettersSs,Tt,UuandVv StudentBookpage56 Say,“WatchmewritetheletterS.”standwithyourbacktotheclass. WriteSintheair,usinglargearmmovements.Havethechildrenwritetheletterintheairwithyou. Repeattheprocedureforthesmallletters. Havethechildrenturntopage56andtraceoverthecapitalSs.Onthenextline,theyshouldwritesomecapitalSsbythemselves. repeatthesameprocedureforTt,UuandVv. 2. ListenforS,T,UandV StudentBookpage56 Displayyourcopyofthepage.Pointtoeachpictureinturnandsaythematchingwordanditsbeginningsound(forexample,jeep,jeep,jeep). Nowplaythetape.Asthechildrenlistentoeachwordtheyshouldpointtoitsbeginningletter. Withoutthetape,havethechildrenpointtoeachandsaythebeginningsound. Havethechildrentracethelettersbesidethepictures. 3. UncleBooky’sBlackboard StudentBookpage57 HolduptheHe’sdrillcardandreadittothechildren.RepeattheprocedurewiththeHeisdrillcard.Explainthatbothstructuresmeanthesamething.RepeatthelastthreestepsforShe’sandSheis. Havethechildrendisplaytheirownfamilypictures. Movearoundtheclassroomandaskthechildrenquestionsabouttheirindividualfamilies(“Who’sthat?”,“Who’she/she?”).Elicit,“He’s/she’smy(mother).” Putthechildreninpairsandhavethemaskandanswerquestionsabouttheirfamilies. Nowpinupyoursheetofdrawingsoftheboat,etc.UsingtheThat’s,my,his,andherdrillcards,followtheprocedureoutlinedabove.Useallpossiblebinationsasyouholdupthedifferentcardsandpointtotheappropriateobjects. Havethechildrensaythewordsalongwithyouasrepeattheprocedure,thistimeusingtheflashcards. Havethechildrenopentheirbooksatpage57.ModelthestructuresonUncleBook’sBlackboardbyreadingthemtotheclass. Havethechildrenrepeatthewordsafteryouinaclassdrill. 4. Touchandsay StudentBookpage57 Displayyourcopyofpage57anddrawthechildren’sattentiontothe“Touchandsay”section. Pointtoeachcharacterandsaytheappropriatesentences,forexample,She’smymother.That’shercar. Havethechildrensaythesentenceswithyouastheytouchthecorrectpictures.Makesuretheyfirsttouchpersonandthentheobject. Iftimeallows,repeattheactivityinpairsorsmallgroups. 5.Sethomework ExplaintothechildrenthatyouwantthemtotellthestoryinLesson1totheirfamilies. 6.教學反思： Lesson5 ⑴教學目標: ①知識目標：Who’she/she?He’s/She’smy….That’smy…. ②能力目標：Readandchant. ③情感目標：在活動和歌謠中體會學習英語的樂趣。 ⑵教學重難點：Chantfluentlyalongwiththemusic. ⑶教學過程： 1. Review PinupthetwosheetsofdrawingsfromLesson4,andreadouttothechildren,pointingtothepicturesasyoureadthem. Havethechildrenrepeatafteryou. Pointtothepicturesandelicitthecorrectwordsfromthechildren. 2. Traceandmatch Displayyourcopyofthepage. PointtothepictureofAnninthecenterofthepage.Ask,“Who’sshe?”Elicittheanswer,“She’sAnn.” ExplainthatAnnistalkingaboutherfamily.Readthewords,“She’smymother.That’shercar.”Pointtothewordsasyousaythem. Havethechildrensaythewordsasyourepeatthem,touchingeachwordintheirbooks. NowaskthechildrentofindAnn’smotherandhercaronthepageintheirbooks. RepeattheprocedurefortherestofAnn’sfamily. Explainthatnowyouwantthechildrentodrawalinefromeachcharactertothewordsthatshesays. Havethechildrentraceoverthedottedlinesonthepageandcolorthepicture. 3. Let’schant Usepicturesorrealobjectsandreviewthefollowingwords:tea,taxi,UncleBooky,salad,violin.Makesurethechildrencansaythesethingswhengivenapictureorarealobject. Useflashcardsandhavechildrenpracticereadingthesewords. Readtherhymetothechildren,pointingtoeachword. Playthetapeforthewholerhymeandhavechildrenlistenandpointthewordsandthematchingpicturesonthepage. Playthetapeagainandhavechildrenjoinin,encouragingthemtohumorclapwithrhyme. Havethechildrenpointtothepicturesintheirbooksastheylistentothetapeagain.Theycanalsoaddsomeactionsandacttherhymeout. 4. Homework 5.教學反思： Lesson6 ⑴教學目標: ①知識目標：Who’she/she?He’s/She’smy….That’smy…. ②能力目標：Listen,readandsay. ③情感目標：樂于探究，對英語讀物感興趣。 ⑵教學重難點：Catchthemainideaofthestory. ⑶教學過程： 1. Warm-up Chanttogetheralongwiththemusicanddotheactions. 2. UncleBooky’sStorytime Lookatthepictureandlistentothetapefirst. Trytoguessthemeaningofthenewwords. Listenagainandcatchthemeaningfromtheteacher. Readoutthestory. 3. BlackboardGame Dividetheclassintotwoteamsandhavethemstandintworows,facingtheblackboard.Explainthatyouwillcalloutaword.Thefirstchildineachteammustthenrushtotheblackboardanddrawamatchingpictureontheboard.Forexample,ifyousaypen,thechildrenshoulddrawapictureofapen.Emphasizethatthechildwhofinishesdrawingfirstwinsapointforhisorhertea.Attheendofthegame,pointtoeachdrawinginturnandelicititsEnglishname. 4. Self-assessment Havethechildrendothispartinpairsoringroupsbythemselves.Childrenshouldassessthemselvesaccordingtotheirownsituation. Theyshouldbeencouragedtoparetheirresultswithandlearnfromeachother. Inthefirstactivity,tellthechildrentolookatpicturesandhelpAnntopletethesentences.Havethemparetheirresultswitheachother. Inthesecondactivity,havethechildrenworkinpairsandcirclealltheletterstheyhavelearned.Havethemparetheirresultswithothergroups,andreadoutwhattheyhavefound. 5.教學反思：