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1、二年級(jí)英語(yǔ)上冊(cè) Unit 6 Period 4-6教案 滬教牛津版 Teaching contents: Let’s act Teaching Aims: 1)知識(shí)目標(biāo)：Using imperatives to give simple instructions. e. g. Put the star on the tree. 2)能力目標(biāo)：Furnishing the room. Asking others to move the objects. 3)情感目標(biāo)：To know labour is glory. To enjoy the happy atmosphere at

2、Christmas. Difficult and key point: Pattern: Put the… Teaching Procedure: 教學(xué)步驟 方法與手段 補(bǔ)充與修改 Warming up 1. Sing a song. 2. Say rhymes. Revision 1. Make short dialogues. 2. Say rhymes: . 3. Game. . Presentation 1. To learn: Put…on the… 1) Teacher puts the b

3、ook in a bag and say: Put the book in the bag. Repeat the action and say several times. 2) Read “put”. 3) Show the sentence on the board and say. 4) Do other actions and say sentences “Put the …” 5) Listen and do. (T---S)(S---T)(S---S) 2. At Christmas. What can we see? S: Tree, Santa Claus,

4、present… Presentation Show the pictures and say them. 3. Put up the Wallchart for page 27 and say like this: Christmas is ing. Sam, May and their parents are furnish their room. Let’s listen. Play the cassette tape. Read after the tape. Have a rest. Sing a song . Consolidatio

5、n 1. Draw a big room on the board. Show some things. Such as tree, star, present, bag, bell and so on. Say: Do you want to furnish this room? S1 mands and the other one furnish the room. The rest look and judge. 2. Work in groups . Take out their big pictures of a room. They order and furnish

6、their rooms together. 課后隨筆 成功與經(jīng)驗(yàn) 板書(shū)設(shè)計(jì) 思考與對(duì)策 Period 5 Teaching contents: Let’s play Teaching Aims: 1)知識(shí)目標(biāo)：Using formulaic expressions to greet people at Christmas. Using prepositions to indicate the position 2)能力目標(biāo)：Using the prepositions to find things. 3)情感目標(biāo)：Exper

7、ience the love of family members. Difficult and key point: Prepositions: in on under Teaching Procedure: 教學(xué)步驟 方法與手段 補(bǔ)充與修改 Warming up Sing a song Revision 1. Give and receive presents each other. 2. say a rhyme 3. Show pictures about prepositions. Invite students to say t

8、he phrases. e. g. Under the desk. 4. Draw a Christmas tree on the board Draw a star, on the tree, a bag under the tree and a present in the bag. Ask individual students to identify the objects and say the words. 5. Ask a variety of questions. e. g. Where is the star? Presentation Today we w

9、ill learn a story about how May finds her present. 1. put up the Wallchart for page 30 Point to May and her mother in the first picture and say “It’s Christmas. Merry Christmas. Encourage students to greet you “Merry Christmas.” 2. Use mother’s voice to say: “I’m going to give May a present. Whe

10、re is it?” Presentation 3. Discuss with students what they can see in each picture. e. g. Where’s the present? In the tree. Encourage students to say “Is it in the tree?” 4. Open student’s book to page 30 Students listen. Listen again and repeat. Consolidation 1. Present to be May’s

11、mother and act out the story with more able student. 2. Work in pairs. Practice acting out the story. 3. Make new stories. 課 后 隨 筆 成功與經(jīng)驗(yàn) 板 書(shū) 設(shè) 計(jì) 思考與對(duì)策 Period 6 Teaching contents: Let’s enjoy Teaching Aims: 1)知識(shí)目標(biāo)：Using prepositions to ind

12、icate the position. e.g. On the tree. Identify key words in an utterance by recognizing stress. 2)能力目標(biāo)：Using prepositions to make rhymes. Doing suitable actions for their rhymes. 3)情感目標(biāo)：Experience the happiness at Christmas. Difficult and key point: Rhyme Teaching Proc

13、edure: 教學(xué)步驟 方法與手段 補(bǔ)充與修改 Warming up Sing a song. Revision 1. Make short dialogues. 2. Put many objects in the shoe box. Invite individual students to take one and say the words. e. g. a star a yellow star a pink present a bid bell Presentation 1. Open the student’s book to pag

14、e 31 and discuss the picture. e.g. The yellow star is on the tree. 2. Read the rhyme slowly. Point to the picture and do simple actions. 3. Read after the teacher. 4. Make up some actions to go with the rhyme. Do it slowly at first, but gradually speed up to create a more interesting learning a

15、tmosphere. 5. Play a cassette tape to revise the rhyme. Students follow in their books Consolidation 1. Using the tune of “Jingle bells” to teach the following song: Consolidation Jingle bell, jingle bell, Ting-ling, ting-ling ling, Christmas trees, Christmas cards Stars are big and

16、bright. Jingle bell, jingle bell, Ting-ling, ting-ling ling, Christmas trees, Christmas cards Presents are very beautiful. 2. Invite students to make new rhymes. 課后隨筆 成功與經(jīng)驗(yàn) 板書(shū)設(shè)計(jì) 思考與對(duì)策 附送： 2019-2020年二年級(jí)英語(yǔ)上冊(cè) Unit 6 第一課時(shí)教案 蘇教牛津版 Text book Fun with English 2A Unit 6 Ti

17、tle A picnic Period ?? 1 Aims 1. To provide students with basic languages to put questions and try to spell the words. 2. To cultivate their interest of learning English and the consciousness of municating in English. Main points and difficult points 1. Vocabulary: Butterfly, flower , tr

18、ee , ant. 2. Sentence pattern: What are those? They’re…s. Aids Pictures, tape recorder , multimedia Step 1: Warming-up and review 1.?Everyday English: (1)??T: What day is it today? S: Today is Tuesday. (2)??T: What’s the date today? (Wait for a moment) It’s Nov.20.(slowly) T: Read follow

19、me, twentieth. Group1, 2, 3, 4. T: What’s the date today? S: It’s Tuesday. (3)? T: What’s the weather like today? S: It’s … (4)??T: What class are you in? S: I’m in Class 4, Grade 2. Step 2 Revision 1.? Butterfly: (1) T: Now let’s sing a song. (tape recorder) (2)? T: Look at this. This

20、 is a beautiful park. And, what’s this? If who knows, please hands up. (3)? Butterfly, Ss repeat. (4)? The pronunciations of the letters: But???butter, fly??? butterfly (5)?? Spell the word. Group1,2,3,4. Train, train, go go go. (6) T: fly fly, what can fly? T: Fly fly, bird can fly. Fly fly,

21、what can fly? Ss: Balloon can fly. T: Fly fly, what can fly? Ss: Bee can fly. Ss: Butterfly can fly. 2. flower: (1)?? T: Oh, what’s that? (2)?? Its a flower. Flower, a flower?? a flower?? . (3)?? Repeat for several times. (4)?? The letters’ pronunciations: O-w pronounced [au], o-w [au].

22、 Who can tell me, in which word o-w is also pronounced [au]???? Brown. E-r is pronounced [? :] (5)?? Flower. Group 1,2,3,4. Girls, flower. Boys, flower. (6)?? F-l-o-w-e-r, flower. Repeat. (7)?? T: In My eyes, you are all flowers. So you can say: We’re flowers. Flowers, [z]. Some children li

23、ke butterfly. Then you can say: We’re butterflies. Butterflies, [z]. Boys can say: We’re butterflies. Girls can say: We’re flowers. G-B, stand up. 2.? Tree： (1)?? Look! There is a tree over there. (2)?? The pronunciations of the letters: tr pronounced [tr] .t r [tr], t r [tr].??? Ss E e pro

24、nounced [i:] .e e [i:], follow me, e e [i:].? Ss (3)?? Spell the word and correct Ss’ pronunciation. T-r-e-e tree. Train, train, go, go, go. Group 1,2,3,4. (4)?? Repeat and spell. (5)?? T: Is there only a tree? No, there are one, two, three… trees. (6)?? Trees, [z]. 3.??? Ant: (1)?? Let’s

25、sing the song: Apple. T: What’s this? Ss: It’s a apple. T: No, an apple. T writes down “an”, explain why here we use “an” Ss read after me. T adds the letter “t” how to read: ant Ss read after me. T: Something is ing. Do you want to know what it is? It’s an ant.? Ant(repeat) (1)?? A is pro

26、nounced [? ], ant. Train, train, go, go, go. (2)?? In this word the first letter is A, so it’s an ant. An ant. (3)?? Ss repeat, T corrects.? Group-S T: Is there only an ant? Let’s have a look. One, two, three… There are so many ants. (4)?? Ants, [ts], repeat. B-G. S. (5)?? T: What are these?

27、 S: They are ants.???? Several times. (7)?? T: What are those? S: They are trees. ? They are butterflies. ? They are flowers Step 5 Consolidation 1. Open your books. Listen to the tape and repeat. 2.?? Read after T. Step 6 Homework 1. Listen to the tape and read aloud... 2. Recite the

28、words. Step 7: Writing design. ?? Unit 6 A picnic butterfly, flower, tree, ant. （貼圖片） butterflies, flowers, trees, ants. Resources ? Postscript ? The reading of “flower” and “ant” are hard. When Ss look at my mouth change, they may pronounce correct. The reading of “flower” is not a problem for them. Ss enable to distinguish the reading of “ant” and “aunt” But they still don’t know how to use it. Most Ss still say the wrong sentence: It’s a ant. The usage of “an” must be told again, and T should tell them the vowel letters in next class.