小学二年级英语上册unit8 Period1教案

教案课件是老师上课的重要部分,因此每天老师都会按质按时去写好教案课件。备好一份完整的教案课件,会有利于老师在课堂上的教学。如何从优质的教案课件中借鉴有益的知识呢?也许下面的“小学二年级英语上册unit8 Period1教案”正合你意!希望对你有所帮助,动动手指请收藏一下!

Teaching aims and demands:

Be able to read and listen to the words and sentences

Learn three words:

get up, go to bed, a timetable, English, Chinese, mathematics, music, half past one, computer class

Understand the sentence: What time do you get up?

Teaching difficult points:

pronunciation: teeth, comb, untidy, kind, work hard

What time do you get up? I get up at 6:50.

Teaching tools:

Tape recorder

Some pictures

Teaching steps:

Step1. Organization of class

Greetings:

Warm-up activities:

Sing English songs.

Step2. presentation

T: What time do you get up?

Recorder: I get up at 6:50.

1.Learn to say: get up, go to bed, a timetable, English, Chinese, mathematics, music, half past one, computer class

Skill: What time do you get up\go to bed\ have English\...?

Use the words in the sentence: get up, go to bed, English, Chinese, mathematics, music, computer class

2.play a game: guess

S1: What time do you get up?

S2: I get up at 6:50.

……

Recorder: I do my homework at 6 O’clock.

T: If you are right, you will get one point.

Ss try to make a timetable for themselves. Then exchange their

information by the sentences learnt .

Step3: practice:

Ask and answer in pairs.

Step4: Writing:

What time do you get up?

I get up at 6:50

fwR816.cOm同步阅读

小学二年级英语unit1 my family教案


教学目的及重点:
1.  通过教学使学生掌握5个新单词man,father(dad),woman(mum),family,达到能听说认读这些单词。
2. 完成句型教学,使学生理解句子Whos that man/woman? He/Shes my father/mother.熟读并能在实际语言环境中正确运用。
3.  培养学生热爱家庭,关心父母的情感。鼓励学生用英语表达自己的想法。
教学方法
运用多媒体辅助教学,采取看听读做等多种方法提高学习兴趣,巩固新知.
教学步骤
1. 单词教学
单词--与单词有关的歌曲
2. 句型教学
出示句子--教授答语--新句练习--读课文,用课文--句型扩展.
课前准备
课文中人物图卡,单词卡片
教学过程
一、Greetings.
T:Hi,boys and girls.
SS:Hello,Miss Wang.
T:How are you?
SS:Fine,thank you,how are you?
T:Very well,thanks.
二、presentation.
Today,well learn the new Unit--Unit 2.part A.
(一)Lets learn:Lets learn the new words.
1.words.(Before the class,teacher draws the simple pictures of a family.) T:First,some words. (pointing to a girl.)Look here,this is a…(girl).师教读后,指名学生个别读,老师正音。(pointing to a man.)This is a man. Read after me,"man".学生分组练习,组与组之间进行比赛,看哪组读得又准又快。
And your father is a man.Your father means your dad or your daddy.学生同桌之间,前后相互读。
(pointing to a woman.)Dont forget your mother.Your mother means your mum,or your mummy.用找单词卡片的游戏练习读这个单词。And your mother is a woman.I am a woman,too.学生边传单词卡片,边读单词。Father add g-r-a-n-d being grandfather. Guess,how to say "奶奶"in English? 教学grandfather, grandmother.
 Reading the words "man, father, woman, mother, grandfather, grandmoter." They make up a family.My family.(在Unit 2后边板书My family,把课题补充完整。)
2.Learning the song of your family.
T: I love my family, do you love your family?
SS: Yes!
T: Well, lets learn a song about your father and your mother. When you go back home, sing this song to your daddy and your mummy, they will be very happy.
(Listen and sing.)
(二)Lets talk.
1.Learn"whos that…?"
pointing to a man,and say"Whos that man?"(那个男的是谁?)Read it again and again.Then…
T:Can you make a sentence like this?
SS:Yes!
SA:Whos that woman?
SB:Whos that girl?
SC:Whos that boy?
看人物卡片Students ask"Whos that…?"And Miss answers.(注意突出he,she的不同用法)。
Now, you can see, when you answer these questions, must use "he".师手指板书 Whos that man/boy?并板书"He is…"用同样的方法教"She"的用法。学生看着同学用he/she造句。
Students follow me reading"Whos that man?Hes my father.Whos that woman?Shes my mother."
2. Reading books.
T:Lets read our books.Turn to page 14.
(Listen to the tape,read after the tape,and read it together.)
 3.  practice.
(Showing the photoes.)Ask the students "Whos that boy?Whos that girl?Whos that man?Whos that woman?"And the students answer my questions like this:
T:Whos that girl?
SS:She is …(Shes …).
T:Whos that boy?
SS:He is A.(Hes A.)
T:Hi,A.Whos that man?
SA:Hes my father.
T:Whos that woman?
SA:Shes my mother.
三、总结,布置作业
Today, we have learned some new words. They are "man,woman,father,mother,grandfather,grandmother." Lets read.老师领读。And a new sentence "Whos that…"
When you go back home, sing the family song to your father and mother. See you.
pART B
教学目的及重点:
1.复习巩固part A 学习的5个单词,学习新单词sister, brother达到能熟练地听说认读这些单词。
2.完成句型教学,使学生理解句子Is he your brother / father /grandfather? Is she your sister/mother /grandmother?熟读并能结合part A句型Whos that…?在实际语言环境中正确运用。
3.培养学生学习英语的兴趣。鼓励学生用英语表达自己的想法。
教学方法
运用多媒体辅助教学,采取看听读做等多种方法提高学习兴趣,温故知新.
教学步骤
1. 单词教学
复习旧单词——学习新词汇
2. 句型教学
出示句子--教授答语--新句练习--读课文,用课文--句型扩展.
课前准备
单词卡片,帽子、围巾等化装用具。
教学过程
一、Greetings.
T:Hi,boys and girls.
SS:Hello,Miss Wang.
T:Nice to meet you.
SS:Nice to meet you,too.
二、presentation.
Today,well go on learn Unit--Unit 2.part B.
(一)Words:
1.  Review words.
At first, lets review the words. Lets watch the video of the words.观看动画帮助学生回忆part A学过的六个单词(grandfather, grandmother, father, mother, man, woman)。
板书,进一步复习巩固单词。板书man,问指名学生读该单词,同样的方法复习woman。出示father, mother的单词图卡让学生认读并分类板书好。老师戴上花镜扮作老年人问:Who am I ?学生回答grandmother。老师用:grandmother love grandfather引出单词grandfather,也把它们分男女板书好。师领生读。
2。Learn new words.
Next, lets learn two new words--brother, sister. "brother" means “兄弟”,"sister" means “姐妹”。老师利用单词图卡直接教授新单词。男女分读加深学生印象,Boys read "brother", girls read "sister", please. Now, lets change. 挑选几组同学来读。
3。Words practice.
Lets read. Read after me, then, youre the teachers and I am the student. Let me follow you.
在学生较熟练地掌握新旧单词后,让他们看单词图卡进行抢读,比比哪位同学认得又快读得又准。
Game: man left, woman right.学生听老师读单词,如果单词是男性学生就向左跳,反之,向右。先由几名同学上讲台演示,然后集体玩这个游戏。When you hear a word of man, please jump to left, when you hear a word of woman, jump to right.
(二)Sentences:
1.  Review sentences.
OK, go on learn sentences. 板书:Whos that man?问学生:Do you remember this sentence? Lets read. 学生读后造句,老师板书Whos that man/boy? Whos that woman/girl?
Great! Now, I ask and you answer. Whos that woman/ man/ girl/ boy? 学生一起回答,再指名提问,引出本课新句型的学习。
2.Learn new sentences.
Whos that boy? Is he your grandfather? Is he your father? (No, hes my friend.)
老师板书好新句子,解释汉意,教读。Is he your grandfather/ father/ brother?
学生仿造句子,注意he/she的不同用法。Can you make some sentences like these? 老师把学生造的句子板书好,Is she your grandmother/ mother/ sister?
3。Sentences practice.
用多媒体课件展示人物卡片,师生就句子进行问答练习。Brother T: Whos that boy? Ss: Hes my brother. Mother Ss: Whos that woman? T: Guess! Ss: Is she your mother? T: No, shes Mimis mother. Man/woman Ss: Whos that man/woman? Sister/grandmother Ss: Is she your sister/grandmother? …
4。Lets talk.
通过多媒体教学课件展示课文对话内容,老师用课前准备好的教具给学生化装,布置照片,学生根据课文进行对话练习。Lets watch the video. Then, talk about your family photo like the video.

英语八年级上册Unit8说课稿


一、教材分析
(一)教材的地位及作用
1、新目标英语教材概述
《新目标英语》教材的语言教育理念是:知识用于行动强调“语言应用”,培养“创新、实践能力”,发展“学习策略”。 它采用任务型语言教学(task-based language teaching)模式。教材中每单元都设计一个或几个与该单元话题有关的任务,让学生在完成任务的过程中,使用英语获取信息,用英语进行交流,培养运用英语解决实际问题的能力。《新目标英语》有以下几个特色:
(一)图文并茂。翻开课本,你都能够在每一页上看到一幅副充满情趣,幽默生动的画面,令你眼睛一亮。
(二)实用性强。每个单元的选材都来源于学生的学习和生活,与学生的年龄特征、认知结构、生活经验密切联系。
(三)注重交际。针对中国学生学英语普遍存在的“聋哑病”,教材设计了大量的听说读写材料。
(四)词汇量大。第一册有词汇700个左右,第二册约450个,第三册约450个,第四册约400个, 第五册约500个,合计2500个。这一点正好达到《英语课程标准》5级的要求。
2、单元分析及教材处理
本课是新目标英语八年级上册第8单元,教材以 how was your school trip ? 为中心话题,围绕着描述“过去发生的事情”展开,学习和运用一般过去时态的一般疑问句did you go/see /buy…? were there any…?询问过去的事件,让学生学会谈论和分享过去发生的事件。本课教学内容与学生的实际生活密切相关,易于引发学生运用简单的英语进行交际和交流。在学习活动中,学生通过交换对过去发生的事情的描述及看法,促进学生之间和师生之间的情感交流,增进情谊。section a的主要学习内容是:复习一般过去时态和动词的规则与不规则变化,学习一般过去时态的两种一般疑问句: did you…? were there any …?教材安排了许多听,说,读,写的任务活动,我将灵活运用这些活动,将其中的一些活动进行变化或整合,如:1c,2c和3c的pairwork活动内容相似,我将把2c和3c整合成一个interview(采访)的任务活动。
(二)教学目标
根据《英语课程标准》关于总目标的具体描述,结合第八单元的教材内容,我按语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化:
1、知识目标:单词:学习掌握词汇aquarium, science center, gift shop, seal, shark, octopus, autograph, won,ate,chicago.else等。
功能:描述过去发生的事情
语言结构:规则动词和不规则动词的一般过去式
一般过去时的一般疑问句
句型:did you go to the zoo? yes, i did. no, i didn’t. i went to the aquarium.
were there any seals? yes, there were. no, there weren’t any sharks.
i saw some sharps/ i went to the aquarium.
2、语言技能:听:能识别不同句式的语调,并能根据语调变化,判断句子意义的变化;能听懂本课学习活动中的问题,做出较得体的回答。
说:能在本课的任务型活动如:游戏、调查、故事接龙等中进行简单有交流。
读:能正确朗读本单元对话和句型;能查阅工具书为完成任务做准备。
写:能写出本节课学习的单词和句型,能运用简单的句子写出过去的活动和感受。
3、学习策略: 抓住用英语交际的机会,在交际中把注意力集中在意思的表达上,必要时借
助手势和表情。
主动参与学习活动,善于和他人合作。
4、情感目标: 通过描述过去所做的事,表达自己的看法,使学生在人际交往中学会尊重和理解别人,学会交换不同的看法,了解他人的喜好,增进情谊。
5、文化意识: 用恰当的方式表达赞扬或自己的观点;了解英、美国家中小学生的业余生活,培养世界意识。
(三)教学重点及难点

重点 难点
1. 复习词汇museum, beach, zoo, dolphin, pizza, ice cream, friend, movie, went, saw, were, played, read, visited, cleaned 等句型:how was your weekend? it was great. where did you go on your vacation? i went to the beach.2.学习词汇aquarium, science center, gift shop, seal, shark, octopus, autograph, win3. 学习句型did you go to the zoo? yes, i did. no, i didn’twere there any seals? yes, there were. no, there weren’ti saw some sharps/ i went to the aquarium.what else did you do? 1、一般过去时的规则动词和不规则动词。2、一般过去时的肯定句和否定句。3、did you, were there 引导的一般疑问句。
二、学情分析
1.初中学生的抽象思维能力较低,形象思维能力强,但注意力容易分散。本课拟以故事、小品、漫画或动画等形式展示,并配以丰富的色彩,从而增强学生的兴趣和注意力。根据教育心理学,如果学生对于一件事物有极大的兴趣,他们就会排除主观和客观的种种消极因素,尽量全身心地投入到知识的学习中去。
2.初中生的学习心理特点: (1)兴趣:对英语普遍感兴趣,但有很大的不稳定性,好奇心强,求知欲旺盛,已不满足教师对课文的简单重复。(2)记忆:对刺激记忆手段多的知识记忆深刻,遵从记忆规律。(3)思维:偏重于形象思维,对片面,零碎的材料尚缺乏一定的概括分析能力。(4)评价:主要通过他人评价初步形成对自己的评价,所以很在乎他人的评价;自我认识较模糊、片面,但自我意识却不断增强。因此,在本课教学过程中,在注重启发引导,培养学生分析、概括能力的同时,更要注重教学方法的灵活性,通过任务型教学法,情景交际法,全身反应教学法等,激发学生学习的兴趣,让学生乐于接受,易于接受。
3.初二上期的学生经过一年多的学习,有了一定的英语基础知识和听说能力,正逐渐向读、写过渡,同时,学生们对英语学习还保持着较浓厚的兴趣。经过一年的新课程理念的熏陶及实践,有了初步的自主、合作、探究、实验的能力。
4.本单元学情剖析:本单元的主题是谈论过去的事情,可以采用活动教学法和role playing的学习策略,学习新词汇,掌握重点句型,同时能比较好地运用到实践中,解决类似问题。做到既能巩固所学知识,又能提高解决问题的能力以及综合运用语言能力。
三、教法渗透
1、教学设计思路与教材处理:
《新目标英语》中的具体语言目标是通过各种各样的tasks来实现的;学生需要运用具体而特定的行动来完成一定的交际任务。整个教学过程中,各种语言结构与语言功能与不同的学习任务有机的结合。任务活动所谋求的效果不是一种机械的语言训练,而是侧重在执行任务中学生自我完成任务的能力和策略的培养;重视形式在完成任务过程中的参与和在交流活动中所获得的经验。因此本节课我将始终引导学生通过完成具体的任务活动来学习语言,让学生为了特定的学习目的去实施特定的语言行动,通过完成特定的交际任务来获得和积累相应的学习经验,让学生在用中学,在学中用(learning by using, learning for using)。
2、教学原则
l 活动性原则 提倡学生主动参与,体验,交流,合作,探究等多种学习。
l 合作性原则 以学生为主体,师生合作,生生合作,体现教与学的互动,交往。
l 任务型原则 任务驱动—激发动机;任务完成—激励学习积极性;执行任务—培养责任 心和合作精神。
l 情感性原则 激发学生学习英语的兴趣和始终保持良好的学习情绪。
3、教法运用:
本课主要运用“任务型教学法”,并辅助于tpr 全身反应教学法、情景交际教学法和猜谜活动。
l 任务型语言教学法
任务型的教学活动,是让学习者通过运用语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言活动形式来学习和掌握语言。它应具备以下特点:(1)以任务为中心,而不是以操练语言形式为目的。(2)任务的设计焦点应该是解决某一具体的贴近学生生活的交际问题。在任务型语言教学中,教师要从学生“学”的角度来设计教学活动,使学生的学习活动具有明确的目标,并构成一个有梯度的连续活动。在教师精心设计的各种“任务”中,学生能够不断地获得知识或得出结论,从注重语言本身转变为注重语言习得。从而获得语言运用的能力而不是仅仅掌握现成的语言知识点。随着“任务”的不断深化,整个语言学习的过程会越来越自动化和自主化。
在本课的任务型语言教学中,我将依据课程的总体目标并结合教学内容,创造性地设计贴近学生生活实际的任务活动,吸引和组织他们积极参与,使学生通过观察、思考、讨论、交流和合作等方式,在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。
l 全身反应教学法
全身反应教学法(total physical response,缩写为tpr)是加州心理学家james j. asher(詹姆士j.艾谢,1988)提出来的,注重语言学习中的互动模式,认为学生在一个较放松的环境中学习效果。紧张、焦虑的情绪对学习英语不利。在课堂教学的具体实践中,让学生根据教师发出的指令做动作,或模仿声音。孩子不必用语言做出反应,以听力训练为主,待听力和理解能力得到提高后,方进入说话训练,是自然而然的学会语言的方法。
l 情景交际法
课堂教学以情景交际教学法为主,尽量给学生以足够的听、说、读的机会,联系课文实际,创设情景,引入讨论主题,在交际中学英语。情景的设计注意衔接的自然性,主题的设计强调知识的渐进性和讨论的可行性,并注意情感体验和概括、推理思维的培养。
4、教学手段
l 多媒体辅助:用flash 软件将本课所需要的动画、录音、图片、文字、图表和音乐制成cai软件,使抽象的语言变得直观,为学生运用英语进行交际创设情景,实现师生互动,生生互动和人机互动的多向交流。
l 非测试性评价:传统的评价观念的出发点是学科本位,只重学科,不重学生发展。 要体现新课程标准的实施效果,评价体系应该“正确反映外语学习的本质和过程,满足学生发展的需要”。为了达到这一目标,唯有重视形成性评价,充分发挥其积极作用,促进新的评价体系的形成。因此,本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段,帮助学生学会自主学习,学会与人合作,培养创新意识以及具备科学的价值观。
四、学法指导
新制定的《英语课程标准》把“培养学生学习英语的兴趣,树立自信心,培养良好学习习惯和形成有效策略,发展自主学习和合作精神”放在了首位。依据课改的精神,我从以下几个方面对学生进行学法指导。
1、学习方法的指导
培养学生观察力,想象力,记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练。
2、学习积极性的调动
我在教学过程中创造一种开放的,和谐的,积极互动的语言氛围,把课堂变成有声有色的舞台,让学生在乐中学。
3、学习能力的培养
通过连贯的听说读写,游戏,竞赛等,培养学生的交际能力,发展他们的思维能力。
4、学习策略的指导
本节课将在课堂活动中把学生分成四人小组的学习小组,让他们围绕着课堂任务分工合作,在活动中相互探讨、相互交流、相互合作,从而获得知识、技能和情感体验,发展他们的能力。创建开放式,探究式的课堂,有意识渗透学习策略的训练。我让学生观察课件画面,回答问题,让学生学会使用认知策略;让学生表演对话,实现交际策略;引导学生交际,主动练习和实践,是调控策略的体现。充分利用多媒体,录音,卡片等是资源策略。


教学步骤 活动内容 设计思路
warming up(7”) 1. listening to a song (2”)listen to an english song this old man, let the students do the action while they are listening. 歌曲欣赏,以学生喜闻乐见的形式导入新课,为学生创造轻松愉快的学习气氛, 激发学生的好奇心,为学习新课打下伏笔。
2games:(5”)l play three short passages by using the multimedia,showing the key words on the screen. each group chooses a student to act according to what they heard. see who do best. 采用tpr全身反应教学法,通过大幅度的动作尝试运动的好心情方式,完成动词的复习巩固。全方位的运动,全感官的参与使记忆更加顺畅。这样的活动能使学生在轻松活泼的气氛中学习和掌握知识。
pre-task任务前活动(12” ) 1. brainstorm(2”)show what i did in my vacation by using the multimedia, ask the students: where did i go on my vacation? what did i do?how was my vacation? etc.then get ss to talk something they did over the weekends or on their last school trip so that they can revise uses of the past tense learnt before. 多媒体展示了同学们熟悉的活动,激发了学生表达过去活动的欲望。生活就是知识,对于他们熟悉的话题,学生总能大侃特侃,信心倍增。采用brainstorm的教学方法并进行小竞赛,能使学生更积极地参与到课堂活动中。
2. presentation(5”)let ss list 3 things at least they did in their last vacation or school trip. ask them questions: did you go to the beach/museum/zoo? were there any dolphins/pandas/ lions? etc.meanwhile lead in the new words concerned with this period by using the multimedia. 由上一环节自然过渡到新课的学习,学生在不知不觉中感知新知识;多媒体采用形象生动的卡通图片,保持学习新知识的兴趣。
3. listening(2”)play the tape of 1b twice for ss to listen and follow. then get them to circle what tina did in last school trip. 本环节是教材安排的任务型听力活动,目的是让学生在听音时抓住关键词,培养学生边听边做笔记的学习策略。
4. pair work(3”)ask ss to make dialogues in pairs about the picture on the top of page 57 according to the sentence patterns in 1c. get several pairs to act out their dialogues. 任务前活动用于扫除学生的语言障碍,因此在教学上以激发学生的学习兴趣为主,通过不同的活动让学生感知、操练语言,为下一步活动做好铺垫。
while-task任务环活动(21”) l task 1:memory challenge(2”)show what tom, jim, tina, susan and bill did in their last school trip on the screen for 30 seconds. then hold a competition, see which group can remind what they have seen most and correctly.l task 2:listening(5”) let the ss look at the picture in 2b and guest what they are talking about. play the tape of 2a twice,ask ss to tick the answers. then play the tape a third time for them to check whether their answers are correct or not. finally play the tape for ss to listen and repeat. l task 3:jigsaw(5”)disorder the reading passage in 3a by cutting it into single sentences. put each sentence on the small piece of papers and give them out to ss of the pided groups. see which group can put them in the right order in the shortest time. then get the whole class to finish the exercises in this part.。l task 4:school trip survey(10)1. get ss to make a survey about what they did in their school trip and fill in the form below:name how where activities

when surveying, they can use the following sentence patterns: how was your school trip? where did you go?did you see any…?were there any…?what else did you do?2. get each group to send a representative to make a report after they finish the survey. 在任务环活动中,我通过设计不同的四个任务,让学生在小组中交流、合作、竞争,每个任务都存在着一定的“信息差”,易于激发学生的表达欲望和急于知道最终结果的心情,在活动中他们一定会努力表现自己,做到。四个任务所侧重的训练学生的语言能力的要求也各有不同,他们分别侧重训练学生的听、说、读、写的能力。把任务活动放在小组中进行,还可以解决“大班”难于操练的难题,学生在小组中有更多的时间来运用英语表达自己的思想。
post-task任务后活动(4”) 1. grammar focus(2”)go through the grammar focus with the whole class,ask ss to point out the main points in this period. then show the use of the past tense on the screen, especially the regular and irregular changes of verbs. 2. language practice(2”)practise the sentence patterns and the use of the past tense, especially the errors which ss made while carrying out their tasks. such as subject-verb agreement or tense-agreement, etc. for example: were you see any sharks? he go to the beach. 在学生尽情地参与活动后再让学生反思本节课的语法焦点,并进行适当的操练,对学生在任务活动中的语言失误进行纠正,使学生保持学习信心。语法讲解采用动画形式又保持了学生的学习兴趣。
homework(1”) 1. circle story: let ss make up a story in their groups, each student adds a sentence, then write down their stories in the exercise.2. searching information give ss some websites, 由于教材中section a的环节较多,在一节课中要全部完成不大可能,因此我将最后一个环节“故事接龙”作为作业,将课堂小组活动延伸的课外。为学生提供网址,使学生充分利用学习资源。

小学英语二年级上册Unit2教学设计


教案内容:Unit 2 What’s your father
教学目标:
1、能听懂What’s your …?并能根据实际情况用He’s/She’s…
2、能正确使用What’s your …?He’s/She’s a…,语音语调正确。
3、能听懂、会说、初步认读a doctor, a nurse, a worter和a cook发音正确。
4、会说歌谣What is she ?
教学重点:目标1、2
教学准备:图片
教学时间:三课时
第一课时
一、warm up
1. greeting
T: Good morning.
Hello, ** This is **.
How are you?
2. listen and do. Raise your hand. Wave your hand. put it down.
二、presentation
T: Now, boys and girls, look, what is this? This is Helen’s family photo. Look, what is Helen’s father ? 引导学生回答He’s a doctor.
Ss read one by one
(一)teach: nurse, worker, cook
(1)老师出示图片自问自答:look, guess who is she?
S: mother. (给予学生适当的奖励)
T: Yes. This is my mother。
T show the card nurse领读几遍,注意ur 的发音。
Ss read :nurse(一小组传卡片挨个读; 一组一组读,)
T: look, this is my brother. 出示句型卡片This is my …… 学生跟读遍。
T: Who can follow me ?introduce your brother. 然后引出句型He’s a worker. 学生手指着照片练说。
(2)教师指着自己父亲的照片问:This is my father. Is he a worker?
S: No.(若学生能说出cook,则给予奖励)
T: He is a cook. 出示卡片cook ,领读。
Ss read: doctor, doctor, he’s a doctor./nurse, nurse, she’s a nurse./worker, worker, he’s a worker/cook, cook, he’s a cook.
三、consolidation
Let’ chant it.学生一面拍手一面说上面四句话。反复进行操练。
第二课时
一、warm up
1: greetingT: Good morning.
Hello, nice to meet you. How are you?
2: listen and do. Raise your hand. Wave your hand. put it down.
二、presentation
1. T: now, please introduce your father. 教师手指黑板上的句型What’s your father? He’s a…让学生明白用此句型说。
生手指照片练说:What’s your father? He’s a doctor.
2. T: Now, look at this picture, is this a doctor?
S: No.
T: Yes, this is a nurse. Now, please read after me: nurse, nurse, she’s a nurse. Then read it one by one.
3. T: now, let’s play a game. OK? please do an action, and you guess this is a doctoror a nurse?
请小朋友上来模仿医生或护士的一个动作,但不能说话,其他小朋友猜猜他模仿的是doctor or nurse?
4. 教师指着黑板说:
T: look, this is me. (做手势,让学生理解me 的意思)
Ss follow me: This is me. 卡片出示,让学生指照片说:This is me.
T: I am a teacher. 手指板书。Teacher, teacher, I’m ateacher. 多领读几遍
now, please work in pairs, this is my father, he’s a doctor, this is my mother, she’s a nurse. This is me, I’m a teacher. 同桌小朋友互相介绍。
5. 抽几组小朋友说
6. 在学生介绍的基础上,进一步练说worker和cook
7. 复习黑板上的句子。
8. have a rest: sing a song : the finger family 带上手指套
(8)T:一生带上手指套,快速给其他学生看,让小朋友们猜。(注意教育小朋友不要将手指套乱丢)
三、consolidation
1. T: Take it out, put them on your head. Work in groups .
Ss introuduce, 抽几个小组表演。
第三课时
一、warm up
1. greeting
T: Good morning.
Hello,how are you,today?
2. listen and do. Raise your hand. Wave your hand. put it down.
二、presentation
(1) T: Boys and girls, look, what is this? This is Helen’s family photo. Look, what is Helen’s father? 学生回答He’s a doctor.
(2) T: Now, look, who’s she? (She’sHelen’s mother) What’s her mother? ( She’s a teacher)
(3) please answer my questions: What’s your father?先指明声音响亮的好同学说,然后一个挨一个说,最后小组练说
(4)Work in groups
三、consolidation
Look at C
Say a rhyme
What is she?
peter, peter, who is she?
She’s my sister nice, and neat.
peter, peter, what is she?
She’s a student, like you and me.

小学二年级上册英语unit5教学反思


This is my family 这课的内容是集功能型与交际型于一体的交际训练课。在这节课中,我采用多样化的教学手段,激发学生学习英语的兴趣和愿望,使学生通过合作学习,形成初步用英语进行简单日常交际的能力。

本节课的重点就是让孩子们掌握grandfather, grandmother, uncle, aunt, cousin这几个家庭成员的名称。因为在第五课里面已经初步学习了father,mother,brother,sister这几个关于家庭成员的单词,所以在新授时,我通过提问“Who is he/she ?”先对已学的单词进行复习,从而引出新的知识,并对其进行学习。单词的学习比较枯燥,为了让孩子们积极有效的学好这些词汇,在教学的过程中,我采用了多种游戏的方式来进行学习巩固。如:High voice and low voice/ Quick response/Train,train,go……学完之后,我又设计了各种游戏让孩子们对这些家庭成员的单词加深记忆,如:Look and say/Who is missing?/Guess game/Let’s chant.

在学习课文对话的时候,我采用分组分角色读及齐读等方式来进行学习,在最后,我还让孩子们利用自己的照片把家庭成员介绍给大家,让孩子们在学习的基础上还会灵活运用新知。但由于准备工作还不够充分,没让所有的孩子都准备好家庭成员的照片,以致这个重要环节流于形势,并没有落到实处。

总的来说,这节课孩子们对新词汇的掌握程度较好,但是,在利用新知进行口语交际这方面还非常薄弱,在今后的课堂上还得注意多让孩子们开口说,在生活中活用英语。

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