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2019-2020年二年級(jí)英語(yǔ)上冊(cè) Unit5 period2教案 蘇教牛津版 課題 Unit 5 At the market 第2課時(shí) 總第14 課時(shí) 教學(xué)目標(biāo)： （1）能聽(tīng)懂What are these？并能根據(jù)實(shí)際情況用They are …做出回答。 （2）能使用What are these？向他人詢問(wèn)和確認(rèn)某些物，品語(yǔ)音語(yǔ)調(diào)準(zhǔn)確。 （3）進(jìn)一步學(xué)習(xí)歌曲At the market. 教學(xué)重點(diǎn)難點(diǎn)： （1）能聽(tīng)懂What are these？并能根據(jù)實(shí)際情況用They are …做出回答。 （2）能使用What are these？向他人詢問(wèn)和確認(rèn)某些物，品語(yǔ)音語(yǔ)調(diào)準(zhǔn)確。 教具準(zhǔn)備及輔助活動(dòng)： 圖片、掛圖、錄音機(jī) 作業(yè)設(shè)計(jì)安排： 課內(nèi)：活動(dòng)手冊(cè)P17-18. 課外：聽(tīng)錄音，熟練朗讀A部分。 主要板書(shū)計(jì)劃 Unit 5 At the market carrots， beans，tomatoes，potatoes ——What are these？ ——They are … 教學(xué)過(guò)程： A. Free talk: 1.用簡(jiǎn)筆畫(huà)胡蘿卜 T：T：What’s this？ S：It’s a carrot. 2.出示圖片 T：What are these？ They are carrots. 引導(dǎo)學(xué)生用carrots來(lái)回答，齊讀這個(gè)句子，加深學(xué)生理解和印象。 3.以相同方式復(fù)習(xí)其它單詞。 B. Learn to say 1.話題引入 出示課文插圖 T：Look! It’s a market. Today let’s go to the market. （指著圖中的籃子）Look! What are these? S: They are carrots. 2.學(xué)習(xí)對(duì)話 （1）播放錄音，讓學(xué)生熟悉句子 （2）聽(tīng)錄音，讓學(xué)生跟讀對(duì)話。 （3）同桌分角色朗讀、在熟練以后分角色表演。 3.操練和應(yīng)用 （1）請(qǐng)學(xué)生替換課文句子中的蔬菜單詞，運(yùn)用B部分其他單詞進(jìn)行對(duì)話。 （2）教師和學(xué)生熟悉book—books、ruler—rulers等形式，鼓勵(lì)學(xué)生再進(jìn)行練習(xí)。 C．Sing a song 1、播放At the market，讓學(xué)生聽(tīng)?zhēng)妆?，再次熟悉歌曲歌詞和曲調(diào)。 2、朗讀歌曲歌詞，理解歌詞大意。 教學(xué)隨筆 D. Practice 1.活動(dòng)手冊(cè)17 （1）指導(dǎo)學(xué)生認(rèn)真仔細(xì)觀察圖片，了解圖片大意。 （2）聽(tīng)錄音完成練習(xí)。 2.活動(dòng)手冊(cè)P18 （1）指導(dǎo)學(xué)生認(rèn)真仔細(xì)觀察圖片，弄清楚圖片所表達(dá)的意思。 （2）聽(tīng)錄音完成練習(xí)。 E. Assign homework （1）聽(tīng)錄音，朗讀A部分對(duì)話，嘗試和家長(zhǎng)進(jìn)行角色對(duì)話。 （2）聽(tīng)錄音，繼續(xù)熟悉C部分歌曲。 （3）鼓勵(lì)學(xué)有余力的學(xué)生學(xué)習(xí)其他的打招呼用語(yǔ)。 教學(xué)隨筆 附送： 2019-2020年二年級(jí)英語(yǔ)上冊(cè) Unit5 period3教案 滬教牛津版 Teaching focus: 1.Using imperatives to give simple instructions 2.Using nouns to identify things 3.Using adjectives to describe objects Teaching steps： Students activities Teaching activities Teaching Media I. Pre-task preparation: The students look at the wallchart and read or recite. The students to point each picture and say the words II. While-task procedure: The students read words slowly and copy to the teacher. Students draw pictures of the words The students look at the picture card and say Students listen to the tape. III. Post-task Homework Find the correct word for each picture. Trace the letters. A Put up the wallchart for page 23. Point to the items on the wallchart for ‘stop’, ‘go,’ ‘light,’ ‘fast,’ and ‘slow’ and say the words in English. Repeat for students to follow. B Put up the picture card for the above five items on the board. Ask individual students to point to each picture and say the word. A Put the relevant word card beside each item on the wallchart. Read the words slowly. Let the students copy you. B Put the word cards up on the board in a horizontal row. Call students up to draw picture of the words. Revise by reading the words together. C Show students the picture card for ‘ice-cream’ and say Ice-cream begins with the sound ‘I’. Repeat step ‘ice-cream’ for jelly. Play the tape for students to follow in their books. Make a matching game for small group revision word. Make sets of cards-one with a word from this unit and the other with its picture. Punch a small hole at the top of each picture card and at the bottom of each word card. Then the two matching card can be joined with a string fastener. Coaching Coaching Cooperative leaning Coaching Cooperative learning Wallchart Picture card Word cards Word cards Picture card Cassette Word cards wordbook