《2019年二年級(jí)英語(yǔ)下冊(cè) Module 1 Unit 2《Touch and feel》教案 上海牛津版.doc》由會(huì)員分享，可在線(xiàn)閱讀，更多相關(guān)《2019年二年級(jí)英語(yǔ)下冊(cè) Module 1 Unit 2《Touch and feel》教案 上海牛津版.doc（5頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

2019年二年級(jí)英語(yǔ)下冊(cè) Module 1 Unit 2《Touch and feel》教案 上海牛津版 Subject: Module 1 Unit 2 Touch and feel Ⅰ.教材單元分析 學(xué)生情況分析： 我的學(xué)生們都是對(duì)英語(yǔ)有著比較濃厚的興趣，對(duì)新鮮事物有著強(qiáng)烈的好奇心，模仿能力也較強(qiáng)。通過(guò)一年半的《牛津英語(yǔ)》的學(xué)習(xí)，他們也養(yǎng)成了良好的英語(yǔ)習(xí)慣，主要表現(xiàn)在大多數(shù)能集中精力聽(tīng)老師的講解，能在老師的引導(dǎo)下開(kāi)展語(yǔ)言訓(xùn)練，單詞也能做到熟練拼讀。但他們對(duì)于句子書(shū)寫(xiě)還不夠熟練。 教材分析： 本單元主要教學(xué)的是觸摸后感覺(jué)的形容詞smooth, rough, hard, soft，并且通過(guò)詞與句的整和，正確的描述自己觸摸后的感受。在此單元之前，我們已經(jīng)學(xué)過(guò)描述Smell, Taste和See之后的形容詞nice ,yummy, 顏色，大小，高低，胖瘦等，本單元在對(duì)這些內(nèi)容稍做復(fù)習(xí)的基礎(chǔ)上，引出單詞，并通過(guò)與句子的整和，變成簡(jiǎn)短的對(duì)話(huà)作為本單元的重點(diǎn)。 單元目標(biāo)分析： 知識(shí)與能力： 1.學(xué)生掌握生活物品詞匯：watch, bag 2.學(xué)生掌握描述觸摸特點(diǎn)的形容詞：smooth, rough, hard, soft 3.學(xué)生能運(yùn)用Is it ...? Yes, it is. /No. It isn’t...來(lái)獲知物體的觸摸特點(diǎn) 4.學(xué)會(huì)命令別人觸摸的祈使句： Touch... 5.學(xué)生掌握生日時(shí)的祝賀語(yǔ)：Happy Birthday! 6.學(xué)會(huì)用2個(gè)以上的形容詞描述物品的特征 7.學(xué)會(huì)p, b在單詞中的基本發(fā)音 過(guò)程與方法： 1.通過(guò)教師的引導(dǎo)，鼓勵(lì)學(xué)生的發(fā)散性思維。 2.培養(yǎng)學(xué)生正確觀察，并用正確的形容詞描述物品的能力。 態(tài)度與價(jià)值觀： 1.培養(yǎng)學(xué)生愛(ài)護(hù)身邊公物的習(xí)慣。 2.引導(dǎo)學(xué)生體會(huì)他人的好意，并對(duì)別人的好意心存感激，愿意與人分享的情感。 3.激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。 教學(xué)策略分析： 1.為激發(fā)學(xué)生的學(xué)習(xí)興趣，教學(xué)中教師化身為魔術(shù)師，讓學(xué)生摸摸口袋，猜猜物品等方式，營(yíng)造輕松的學(xué)習(xí)氛圍； 2.為了讓學(xué)生對(duì)學(xué)習(xí)內(nèi)容有正確的理解運(yùn)用，教學(xué)中充分挖掘、調(diào)動(dòng)與生活相關(guān)的東西,如說(shuō)說(shuō)What is smooth? What is soft? 把學(xué)生已有的生活經(jīng)驗(yàn)作為一種教育資源,實(shí)現(xiàn)生活經(jīng)驗(yàn)與文本材料的整合。 3. 體現(xiàn)學(xué)生發(fā)展為本的教學(xué)理念，關(guān)注學(xué)生語(yǔ)言學(xué)習(xí)的整個(gè)過(guò)程，將新舊知識(shí)整合，單詞教學(xué)和句型教學(xué)整合，在加強(qiáng)聽(tīng)說(shuō)的前提下，結(jié)合讀寫(xiě)，語(yǔ)言訓(xùn)練的方式靈活多變。 Ⅱ.教學(xué)實(shí)錄（2課時(shí)） Period 1 Title Look and learn Look and say Aims Language aims: 1.To help the students master the names of the life goods. watch bag 2. To help the students master the adjectives of describing how objects feel soft smooth hard rough 3. To help the students master the imperatives to let someone touch Touch… 4. To help the students master the yes/no questions to inquire the characteristics of the objects Is it…? Ability aims: Through teachers guidance, encourage students divergent thought Trains the student to describe the goods ability with the correct adjective Emotional aims: Raises custom which the student takes good care of public property Developing aims: The …is smooth. The … is soft. Main points Using adjectives to describe how objects feel. e.g. soft smooth hard rough Difficult points Pronouncing the key words correctly.e.g. smooth, rough Understanding the key words e.g. soft smooth hard rough Teaching aids Power Point ; Objects ( bag, toy rabbit, porcelain rabbit…) Procedures Step Contents Methods Purpose Pre-task preparation Quick response. Chant “Tom’s rabbit” T and S eg.-- Smell the noodles. -- Nice, nice, nice. -- Taste the egg. -- Yummy, yummy, yummy…. Say a chant together: Tom’s rabbit is smooth and soft. Tom’s rabbit sits on the table and eats Tom’s soup. 師生互動(dòng)的方式營(yíng)造英語(yǔ)的氛圍，引導(dǎo)學(xué)生進(jìn)入學(xué)習(xí)的狀態(tài)。 While-task procedure 1.Learn the new word: bag 2.Learn the words: soft, smooth Patterns: ... is soft. ... is smooth. Touch ... Is it ...? Yes, it is. 3.Learn the new word: hard, rough Patterns: Is it...? No, it’s ... 4.Learn the new word: watch 1.T acts the magician and says: Hello, I’m a magician. My name is Tom. Point to the big and soft bag and say: This is my bag. Read: Bag, bag, it’s a bag. B-a-g, bag, bag, bag. A big bag. Say the phrases with “bag” 2. T: Touch my bag. How is it? Read: Soft, soft, it’s soft. My bag is soft. Smooth, smooth, it’s smooth. My bag is smooth. Say: What is soft? What is smooth? When one says the rabbit, T takes the toy rabbit from the bag and says: Yes, the rabbit is soft. Touch this rabbit. Is it soft? Read: Touch this rabbit. Is it soft? Yes, it is. Pass the toy rabbit. Ask and answer. 3.T pats the bag and say: I have another rabbit in it. Guess: How is it? Let the students touch the porcelain rabbit. Read: Hard, hard, it’s hard. H-a-r-d, the rabbit is hard. Rough, rough, it’s rough. R-o-u-g-h, the rabbit is rough. 4.T shows the toy rabbit. S read: Touch this rabbit. It’s smooth and soft. Exercise 1: Look and say T shows the porcelain rabbit. Ask: Is it soft? Is it smooth? Read: Is it soft? No. It’s hard. Is it smooth? No. It’s rough. Read: Touch this rabbit. It’s rough and hard. 5.A voice appears. T: What is it? It’s my watch. Touch the watch and ask: Is it soft? Is it smooth? Show the watch. Read: Watch, watch, it’s a watch. Watch, watch, hard and smooth. 教師扮演魔術(shù)師的角色，從課的一開(kāi)始就吸引學(xué)生的注意。 說(shuō)說(shuō)bag 的短語(yǔ)，有意識(shí)引導(dǎo)學(xué)生運(yùn)用以前學(xué)過(guò)的形容詞和新單詞進(jìn)行聯(lián)系，鍛煉學(xué)生運(yùn)用能力。 自由發(fā)揮說(shuō)說(shuō)什么是軟的，什么是光滑的，鼓勵(lì)學(xué)生有創(chuàng)新的表現(xiàn)。 運(yùn)用玩具兔和瓷兔之間的區(qū)別教授soft,smooth和 hard，rough幫助學(xué)生理解。 聲音的進(jìn)入又一次讓學(xué)生產(chǎn)生疑問(wèn)和興趣，順利進(jìn)入單詞watch的教學(xué)中。 Post-task activity Look and say Make a dialogue Workbook pare the pictures and say the sentences. e.g. Touch this doll. The doll is soft. Touch this bicycle. The bicycle is hard. Choose one object. Work in pairs. Do Workbook P.6,8 用一一對(duì)應(yīng)的圖片出現(xiàn)的方式有利于學(xué)生對(duì)所學(xué)形容詞意義的區(qū)別和運(yùn)用。 Assignment Homework Copy the new words and sentences. 板 書(shū) 設(shè) 計(jì) Module 1 Unit 2 Touch and feel bag Touch this rabbit. watch Is it soft? Yes, it is. smooth No. It’s ... hard rough 小學(xué)教育資料 好好學(xué)習(xí)，天天向上！ 第 5 頁(yè) 共 5 頁(yè)