人教版小学英语二年级下unit6storytime.docx
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人教版小学英语二年级下unit6storytime.docx
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人教版小学英语二年级下unit6storytime
教学设计(人教版小学二年级上Unit6StoryTime曹小兰)
单元分析
名称
Unit6HappyHolidays
教学目标
A.Canlistenandspeakthese6words:
Christmas,FatherChristmas,Christmastree,card,present,NewYear.
B.Canunderstandandspeakthesemainsentencepatterns:
“MerryChristmas!
HappyNewYear!
Here’sa...foryou.”
C.Knowthepronunciationoftheletters:
q,r,s,t,u.Canreadthewords:
queen,ruler,skirt,teacher,under.
教学重难点
Here’sapresentforyou.
HappyNewYear!
课时划分
Period1Lesson1ABC
Period2Lesson2AB
Period3Lesson3AB
Period4StoryTime
Period5Review
课时教案
教材分析
本课时为二年级上册最后一个单元,本课时为故事课,由孩子们最喜欢的圣诞老人送礼物为情境展开,复现本单元的部分学习内容:
MerryChristmas!
HappyNewYear!
Here’sa...foryou.让学生在体验故事乐趣的同时体会语言在语境中的作用。
教学目标
A.Canunderstandthemeaningofthestory.
B.Canperformthesceneswithteacher’shelp.
教学重难点
Words:
present
Sentences:
Here’sapresentforyou.HappyNewYear!
课时安排Period4
教学过程(导入、新课教学、课堂练习)
Step1Warmingup
Activity1:
Greeting&Self-introduction
Activity2:
singasong
Step2Lead-in
Activity1:
Inviteanewfriendtothestudents.(FatherChristmas)
Activity2:
FatherChristmassendpresenttothestudents.
Step3Presentation
Activity1:
UsePPTtoasksomequestions.
Q1:
Whatfestivalisit?
Q2:
Whoishe?
Q3:
WhatisFatherChristmasgoingtodo?
Activity2:
Lookandobserve.
Q1:
WhatpresentdoesFatherChristmashave?
Q2:
WhatdoesFatherChristmassay?
Q3:
Whatdoeshe/shesay?
Q4:
Howdoeshe/shefeel?
Activity3:
Listenandwatch
1、watchtheteachingvideofor2times.
2、Listencarefullyforwhattheactorssaying
Activity4:
Readandrepeat
1、Readafterthetape.
2、Readthestoryingroup.
Activity5:
Sentenceslearning
MerryChristmas!
HappyNewYear!
Here’sapresentforyou.
Step4ConsolidationandPractice
Activity1:
acting
1.Teachermakeanexampleforstudents.(TeacheractstheFatherChristmas)
2.Choosestudentstoactthestory.(workinpairs)
Step5Summary
Q1:
HowtogetapresentonChristmasDay?
Q2:
WhatdoyoudoonChristmasDay?
Step6Homework
S
Ksxx
Step6:
Homework
1、Readthepassagefor3times.(p50-51)
2.Onlinehomework.
板书设计
教学反思
这节课与节日有关,孩子们非常喜欢,不足在于故事情景渲染不够,每个环节之间的衔接不够自然。
课时教案
教材分析
本课时为Unit1第二课时,由于在第一课时中,孩子们已经了解并能听懂“Who’he?
/Who’sshe?
”.”He/Sheismy...”,所以本课时主要让孩子们能把引申单词brother,sister等,放入句型中运用。
教学目标
A.Canusethesentence“Who’he?
/Who’sshe?
”.”He/Sheismy...”
B.Beabletounderstandandusethesewords,father,mother,brother,sister,grandmotherandgrandfather.
教学重难点
1.Who’she/she?
Heismy…Sheismy…
2.distinguishthesewords,fatherandmother,brotherandsister,grandmotherandgrandfather.
课时安排Period2
教学过程(导入、新课教学、课堂练习)
Step1Warmingup
Activity1:
Greeting
Step2Lead-in
Activity1:
Let’schant
Activity2:
leadoutthefamilymembers
Q1:
Howmanyfamilymembersdidyouhear?
Q2:
Whoarethey?
Step3Presentation
Activity1:
lookandsay
Q1:
Who’she/she?
(father,mother,brother,sister,grandmotherandgrandfather.)
Q2:
Whatcanyoufindfromthesewords?
Q3:
Whatmethodcanyoufindtodistinguishthesewordsmoreeasily?
Activity2:
pointandsay
Teacherpointanywordorpicture,studentsshouldspeakoutthewordasquicklyaspossible.
Activity3:
pianogame
Ask6students,eachofthemholdupapictureandplaypianogame.
Activity4:
let’sdrawing
1.drawafamilymemberwhichyoulikemost.
2.Introduceyourpicturetouswithsentence”Thisismy...”
Step4ConsolidationandPractice
Activity1:
acting
Introduceeveryone’spictureinyourgroup.
Step5Summary
Q1:
Howmanyfamilymembershavewelearneduntilnow?
Q2:
Whoarethey?
Step6Homework
S
Ksxx
1.Readthepassagefor3times.(p2-3)
2.Bringafamilyphoto.
板书设计
(pic1:
father)(pic3:
brother)(pic5:
grandfather)
(pic2:
mother)(pic4:
sister)(pic6:
grandmother)
教学反思
课时教案
教材分析
本课时有2部分主要内容,第一部分是关于字母“A,B,C,D”的发音与书写,第二部分为本单元所学句型与单词在生活情境中的具体运用。
教学目标
A.Learntousethesentence“Who’he?
/Who’sshe?
”.”He/Sheismy...”inreallife.
B.learntorememberandwriteletter”A,B,C,D”
教学重难点
Howtousethesentence“Who’he?
/Who’sshe?
”.”He/Sheismy...”inreallife.
课时安排Period3
教学过程(导入、新课教学、课堂练习)
Step1WarmingupandLead-in
Activity1:
Greeting
Activity2:
Let’schant
Step2Presentation
Activity1:
listenandsay
Q1:
What’sthis?
(apple,book,cat,door)
Q2:
Canyouguessthefirstletterof“apple”(book,cat,door)?
Q3:
What’sthecapitalformof‘A”(B,C,D)
Activity2:
lookandanswer
1.lookthecartoonandanswerthequestion.
Q1:
Wheredidtherabbitgo?
Q2:
Who’shouseisit?
Q3:
HowmanyfamilymembersarethereinTom’shouse?
Q4:
Whoarethey?
Activity3:
seeandretell
1.watchthecartoonagain.
2.Tellusthestory.
Step3ConsolidationandPractice
Activity1:
acting
Chooseoneortwopartnertoactoutthepicturesyoulike.
Step4Summary
Q1:
Howmanyfamilymembersarethereinyourfamily?
Q2:
Whoarethey?
Introducetouswithyourfamilyphoto.
Step6Homework
Ksxx
Tellthestorytoyourfamilymembers.
板书设计
(pic1:
students’familyphotos)
教学反思
单元分析
名称
Unit2BoysandGirls
教学目标
C.Canlistenandspeakthese6words:
father,mother,brother,sister,grandmotherandgrandfather.
D.Canaskfamilymemberswith“Who’he?
/Who’sshe?
”.
C.Candistinguish“he”and“she”.
教学重难点
Who’she/she?
Heismy…Sheismy…
课时划分
Period1Lesson1ABC
Period2Lesson2ABLesson3AB
Period3StoryTime
课时教案
教材分析
本课时为二年级上册第一课,开篇故事以Bill的朋友们参观照片前展开,并通过照片墙的情景创设,引申出本课时的新词:
father,mother,brother,sister,grandmotherandgrandfather.
教学目标
A.Canunderstandtthesentence“Who’he?
/Who’sshe?
”.”He/Sheismy...”
B.Candistinguish“he”and“she”.
C.Canunderstandandspeakthesewords:
father,mother.
教学重难点
Who’she/she?
Heismy…Sheismy…
课时安排Period1
教学过程(导入、新课教学、课堂练习)
Step1Warmingup
Activity1:
Greeting
Activity2:
Sharing(Students’happyholiday)
Step2Lead-in
Activity1:
sharingteacher’sholiday(leadoutafamilyphoto)
Activity2:
leadoutthatBillgotoafamilyphotos’showwithhisfriends
Step3Presentation
Activity1:
lookandobserve
Q1:
Whoarethey?
Q2:
Whosefamilyphotosarethese?
Q3:
Whataretheydoing?
Activity2:
Listenandwatch
3、watchtheteachingvideofor2times.
4、Listencarefullyforwhattheactorssaying
Activity3:
guessandrepeat
1.Findoutwhat’sthemeaningofthesentences.(workingroups)
2、readafterthetape
Activity4:
vocabularieslearning
1.distinguish2pictures(pic1mother,pic2father)
2.findoutBill,Binbin,Joy,Yaoyao,Andy’smotherandfather
Step4ConsolidationandPractice
Activity1:
acting
3.Teachermakeanexampleforstudents.
2.StudentschooseonephototoactwithsentencesWho’she/she?
Heismy…Sheismy…(workinpairs)
Step5Summary
Q1:
Whatshouldweaskwhenwedon’tknowsomeone?
Q2:
What’sthemeaningofmotherandfather?
Step6Homework
S
Ksxx
Readthepassagefor3times.(p2-3)
板书设计
(pic1:
Bill’sfather)(pic2:
Bill’smother)
Who’she?
Who’she?
Heismy…Sheismy…
教学反思
课时教案
教材分析
本课时为Unit1第二课时,由于在第一课时中,孩子们已经了解并能听懂“Who’he?
/Who’sshe?
”.”He/Sheismy...”,所以本课时主要让孩子们能把引申单词brother,sister等,放入句型中运用。
教学目标
A.Canusethesentence“Who’he?
/Who’sshe?
”.”He/Sheismy...”
B.Beabletounderstandandusethesewords,father,mother,brother,sister,grandmotherandgrandfather.
教学重难点
1.Who’she/she?
Heismy…Sheismy…
2.distinguishthesewords,fatherandmother,brotherandsister,grandmotherandgrandfather.
课时安排Period2
教学过程(导入、新课教学、课堂练习)
Step1Warmingup
Activity1:
Greeting
Step2Lead-in
Activity1:
Let’schant
Activity2:
leadoutthefamilymembers
Q1:
Howmanyfamilymembersdidyouhear?
Q2:
Whoarethey?
Step3Presentation
Activity1:
lookandsay
Q1:
Who’she/she?
(father,mother,brother,sister,grandmotherandgrandfather.)
Q2:
Whatcanyoufindfromthesewords?
Q3:
Whatmethodcanyoufindtodistinguishthesewordsmoreeasily?
Activity2:
pointandsay
Teacherpointanywordorpicture,studentsshouldspeakoutthewordasquicklyaspossible.
Activity3:
pianogame
Ask6students,eachofthemholdupapictureandplaypianogame.
Activity4:
let’sdrawing
3.drawafamilymemberwhichyoulikemost.
4.Introduceyourpicturetouswithsentence”Thisismy...”
Step4ConsolidationandPractice
Activity1:
acting
Introduceeveryone’spictureinyourgroup.
Step5Summary
Q1:
Howmanyfamilymembershavewelearneduntilnow?
Q2:
Whoarethey?
Step6Homework
S
Ksxx
3.Readthepassagefor3times.(p2-3)
4.Bringafamilyphoto.
板书设计
(pic1:
father)(pic3:
brother)(pic5:
grandfather)
(pic2:
mother)(pic4:
sister)(pic6:
grandmother)
教学反思
课时教案
教材分析
本课时有2部分主要内容,第一部分是关于字母“A,B,C,D”的发音与书写,第二部分为本单元所学句型与单词在生活情境中的具体运用。
教学目标
A.Learntousethesentence“Who’he?
/Who’sshe?
”.”He/Sheismy...”inreallife.
B.learntorememberandwriteletter”A,B,C,D”
教学重难点
Howtousethesentence“Who’he?
/Who’sshe?
”.”He/Sheismy...”inreallife.
课时安排Period3
教学过程(导入、新课教学、课堂练习)
Step1WarmingupandLead-in
Activity1:
Greeting
Activity2:
Let’schant
Step2Presentation
Activity1:
listenandsay
Q1:
What’sthis?
(apple,book,cat,door)
Q2:
Canyouguessthefirstletterof“apple”(book,cat,door)?
Q3:
What’sthecapitalformof‘A”(B,C,D)
Activity2:
lookandanswer
2.lookthecartoonandanswerthequestion.
Q1:
Wheredidtherabbitgo?
Q2:
Who’shouseisit?
Q3:
HowmanyfamilymembersarethereinTom’shouse?
Q4:
Whoarethey?
Activity3:
seeandretell
3.watchthecartoonagain.
4.Tellusthestory.
Step3ConsolidationandPractice
Activity1:
acting
Chooseoneortwopartnertoactoutthepicturesyoulike.
Step4Summary
Q1:
Howmanyfamilymembersarethereinyourfamily?
Q2:
Whoarethey?
Introducetouswithyourfamilyphoto.
Step6Homework
S
Ksxx
Tellthestorytoyourfa
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