牛津英語-二年級(jí)第一學(xué)期-教案-最新全

Module1GettingtoknowyouUnit1HelloFirstPeriodI.Aims:1.Knowledge:1)Words:morning,afternoon,evening,night2)Structure:Goodmorning.Howareyou?I'mfine2.Skill:1)Enablekidstoknowdifferenttimeinaday2)Enablekidstousenounstoidentifyfourperiodsinaday3)Enablekidstouseformulaicexpressionsofgreetingsandfarewell4)Enablekidstoopeninteractionwithotherlearners3.Emotion:1)EnablekidstobepolitetoothersII.Keypoints＆difficulties:1.Theusageofthekeywordsincontext2.Theusageofformulaicexpressionsofgreetingandfarewell3.IdentifytheperiodsbetweeneveningandnightIII.Aids:1.PPT2.PaperandcrayonsIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Rhymesandsongs2.AskandanswerKidssayrhymesandsingsongsKidslistenandanswerthequestionsTeacheraskssomequestionsKidsanswerRhymes,songsandDailytalktoactivatekidstobeinterestedinEnglish.II.While-taskprocedure1.Teach:morning,afternoon,evening,night2.Practicethewords3.Teach:Howareyou?I'mfine,thankyou.1.Showthesunandthemoonandask:What'sthis?What'sthat?KidslookandsayAnswerthequestions2.Showthewordsandsaysun,moonKidsreadandspellSaysomethingaboutthem3.PlaythemovieThesunopensitseyesandgetsup.Andsay:It'smorning.Boysandgirls,let'ssay:Goodmorning,Sun.Whatdoyoudointhemorning?Kidswatchthemovie4.ContinuetoplaythemovieAskkidstosay:Goodafternoon.Goodevening.Goodnight.Whatdoyoudointhe...?KidssaytogetherGreettothesun5.Showthewords6.Askfourkidstodraw7.Askanotherfourkidstomatch8.LookandsayShowthepicturesandplaythecassetteWatchandsayReadandspellDrawaccordingtowhatteachersayMatchthepicturesandwordsReadtogetherGroupwork,onesaythesunonetogreetActoutListenandunderstandGroupworkActoutthedialoguePresentthenewwordswithmovie,practicetheminspeakingprocess.Trytomakemorekidsinvolvelearningprocessandenjoyit.III.Post-taskactivity1.Listenandread2.QuickresponseGood...3.LookandsaytherhymeListenandreadRespondtothepartnerquicklyPairwork,actoutMakeanewrhymeandactitoutIV.AssignmentCopythelettersandwordsWriting:Unit1Hellomorning.thesunbigredGoodafternoon.Goodevening.themoonbigyellownight.著名的蘇聯(lián)教育學(xué)家蘇霍姆林斯基說過：“興趣的源泉在運(yùn)用?！盀榱嗽鰪?qiáng)學(xué)生學(xué)習(xí)英語的興趣，給學(xué)生更多地運(yùn)用英語進(jìn)行交際的機(jī)會(huì)，在本課的教學(xué)中，設(shè)計(jì)和組織了多種難易程度不同的學(xué)習(xí)活動(dòng)。通過唱兒歌、對(duì)話表演等活動(dòng)，讓學(xué)生把所學(xué)的知識(shí)運(yùn)用于實(shí)際，使學(xué)生取得不同程度的成就感，增強(qiáng)了自信心，增添了學(xué)習(xí)英語的興趣和樂趣。在這個(gè)宗旨下，本課的設(shè)計(jì)圍繞“趣”字入手，通過玩具引出新課的內(nèi)容，吸引了學(xué)生的注意力。然后根據(jù)低年級(jí)學(xué)生好動(dòng)的特點(diǎn)，設(shè)計(jì)了和玩具對(duì)話的語言活動(dòng)，使學(xué)生在玩玩、動(dòng)動(dòng)中輕松地學(xué)會(huì)了和同學(xué)、老師打招呼、問候等日常用語。尤其改版后的二年級(jí)的開始部分，內(nèi)容看似簡(jiǎn)單，是既蘊(yùn)含了較多的人文知識(shí)。在上課的過程中，充分的鉆研教材、挖掘其人文因素，非常的有必要。SecondPeriodI.Aims:1.Knowledge:1)Structure:I'mverywell./Justso-so.Notsowell.Nottoobad.2.Skill:1)Enablekidstounderstandformulaicexpressionsofgreetingincontext,andrespondingappropriately2)Enablekidstounderstandasimplestorywiththehelpofpictures,puppetsortheteacher'sbodylanguage3)Enablekidstoopenaninteractionwithotherlearners4)Enablekidstolearnandwritethelettersandthewords3.Emotion:1)EnablekidstobepolitewithothersII.Keypoints＆difficulties:1.Theusageofformulaicexpressionsofgreetingandfarewell2.Elicitdifferentanswertothequestion'Howareyou?'III.Aids:1.PPT2.PuppetsIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Rhymesandsongs2.Somequestions3.DialogueSayrhymesandsingsongsListenandanswerthequestionsTasksquestionsandKanswerTshowsfourpicturesofdifferenttimeinadayKidschooseoneandmakeadialoguewithclassmates,thenactoutRhymes,songsandDailytalktoactivatekidstobeinterestedinEnglish.II.While-taskprocedure1.Thestory2.Teach:I'mverywell.Nottoobad.Justso-so.Notsowell.1.TshowsthefourpicturesKidslookatthepicturesandsaythewordsKidstrytomakeadialoguewithdesk-matesthenactoutthedialogue2.TplaysthecassetteKidslistentothecassetteKidstrytosayI'mverywell,thankyou.AskandanswerinpairsRespondtotheteacherSingthesong1.TplaysthemovieKidswatchandunderstandFollowtosayActandsay2.DrawsimplepicturestomatchLookandsayActandsayAskandanswerinpairs3.TeachercreatesituationsKidschoosepartnerstomakeadialogueandactitoutEnablekidstocreatefirstthenshowthemtheproperlyanswer.Moredifferentanswerssuitedtothereallife.III.Post-taskactivity1.Booksshut2.Learntheletters3.ArhymeListenandreadFollowtosayIV.AssignmentCopythelettersandnewwordsWriting:Unit1HelloI'mfine,thankyou.I'mverywell,thankyou.Howareyou?Nottoobad.Notsowell.Justso-so.Unit2I'mDannyFirstPeriodI.Aims:1.Knowledge:1)Words:boy,girl,big,small2)Structure:I'm...You're...2.Skill:1)Enablekidstoidentifythekeywordsbylisteningtothepronunciation2)Enablekidstousekeypatternsandadjectivestodescribepeople3)Enablekidstounderstandhowtodescribepeopleusingkeypatterns3.Emotion:1)EnablekidstohavetheintereststoknowaboutothersII.Keypoints＆difficulties:1.TheusageofkeypatternsandadjectivestointroduceoneselfanddescribepeopleIII.Aids:1.PPTIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Songsandrhymes2.Dailytalk3.RiddlesTwokidsleadtosingTeacherasksandkidsanswerSaytheriddlesandaskkidstoguessDailyEnglishtrainingforthekids.II.While-taskprocedure1.Teach:boy,girl2.Teach:big,small3.Teach:I'm...You're...1.Showapicture,point,askandanswer2.Sayandresponseboyorgirl3.Self-introduction:I'ma...You'rea...Pairwork,actout1.Self-introduction2.Showthemodeltokid3.Showthewords,readandspellMakephrasesabigappleasmalldog4.Practicethinfattallshort1.Askakidandsay:Hello,I'mMr.Gao....2.ShowthesentencesPairwork,actout3.QuickresponseWhoisthewinner?Practicethenewwordsingamesandactions,makekidmoreexciting.Openinteractionswithotherlearners.III.Post-taskactivity1.Booksshut2.Playagame1.Listenandread1.Amodel:WhoamI?KidsplaythegamesinclassInthegame,kidsusekeywordsandpatternsmoreandmore.IV.Assignment1.Listenandread2.Copythenewwords3.Self-introductionIama...Iam__.(age)I'm__.(feature)Ican__.(ability)Ilike__.(food,animal,hobby)Writing:Unit2I'mDannyI'm...boy/girl(Iam)thin/fatYou'rebig/small(Youare)tall/shortSecondPeriodI.Aims:1.Knowledge:1)Words:fast,slowly,strong,weak2)Structures:You're...Yes,I'm...?No.I'm...3)Letters:CcDd2.Skill:1)Enablekidstousekeypatternsandadjectivestodescribesomeone2)EnablekidstoidentifythelettersCcandDdbylisteningtothepronunciation3)Enablekidstowritethelettersbeautifully3.Emotion:1)EnablekidstokeepahealthybodyII.Keypoints＆difficulties:1.Theusageofkeypatternsandadjectivestodescribepeople2.TheusageofWh-questionstogetkeyinformationIII.Aids:1.PPT2.ClassroomobjectsIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Songsandrhymes2.Dailytalk3.ListenandguessWhoamI?TwokidsleadtosingTeacherasksandkidsanswerOneintroducehimself,otherstoguessTochecktheoralEnglishexerciseinclass.II.While-taskprocedure1.Teach:strong,weak,fast,slowly2.Teach:You're...Yes,I'm...No.I'm...3.Learntheletters1.Playavideo(Acatandamouse)2.AskandansweraboutthevideoWhatdoyouseeinthemovie?Whichonedoyoulike?Why?Canyousaysomethingaboutit?3.Playthevideoagainthenask:Howisthecat?Mouse?4.Showthewords,readandspellMakesentenceswiththesefourwordse.g.Thelionisstrong.Itcanrunfast.Themouseisweak.Itcanrunslowly.Saytootherthreeclassmates1.PlayagamewithkidsT:Hello,I'mMr.Gao.I'mbig.K1:Yes,you'reMr.Gao.You'rebig.T:Hello,you'reTim.You'retall.K2:No,I'mshort.2.Playthegameingroups1.Listenandcircletheletters2.LookatthepictureandsayarhymeExtendmoreadjectivestorichwhatkidssay.Practicethekeypatternsingameplaying.III.Post-taskactivity1.Booksshut2.DoasurveyListenandreadInvestigatetwoclassmatesCompletethetablewhenaskingThentrytoreportHeis...Whoishe?Sheis...Whoisshe?Enablekidstocommunicatewithothersmoreactively.IV.Assignment1.Listenandread2.Copythelettersandnewwords3.Speaking:FindoneortwoanimalsorfriendstodescribewiththewordslearntWriting:Unit2I'mDannyYou're...fastslowlyYes,I'm...strongweakNo,I'm...Unit3AnewclassmateFirstPeriodI.Aims:1.Knowledge:1)Words:seven,eight,nine,ten2)Listenandenjoy2.Skill:1)Enablekidstousearhymetopracticethenumbers2)Enablekidstopronouncenumbersonetotencorrectly3)Enablekidstousemodeledphrasestocommunicatewithotherlearners3.Emotion:1)EnablekidstoknowhowtodealwithothersII.Keypoints＆difficulties:1.Theusageofnumbersfromonetoten2.ThepluralformsofnounsIII.Aids:1.PPT2.Classroomobjects3.MasksIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Rhymes2.Dailytalk3.Questions4.GuessinggameSaytherhymesaboutnumbersTalkwiththeteacherTeacherasksthequestionsandkidsanswerasquicklyastheycanDescribesomeoneintheclassKidstoguess:Whoishe?Whoisshe?Guessinggametointerestedkidstoenjoytheclass.II.While-taskprocedure1.Teach:seven,eight,nine,ten2.Teachtherhyme1.AguessinggameHowmany...arethereinthebox?2.Readandspellthenumbers3.Counttheclassroomobjectsingroups4.AskandanswerHowmany...arethere...?5.ContinuetheguessinggameHowmany...arethere...?1.Playthecassette2.Showtoteachknee-touchyourkneesActandsay3.DrawastickandasnaketoteachthenewwordspickupsticksdrawasnakeLookandsay4.PlaythecassetteagainFollowtosayGroupwork,actout5.MakeanewrhymeaboutnumbersTolearnthenewwordsinguessinggameandpracticetheminrhymessaying.Enablekidstobemorecreative.III.Post-taskactivity1.Booksshut2.Lookandcirclethepicturesandmatchthewords1.Listenandreade.g.(seven,eight)(ball,balls)Exercisesforkidstopracticethenumbers.IV.Assignment1.ListenandreadP10,132.Copythenewwords3.AskandanswerHowmany...arethere...?Writing:Unit3AnewclassmateseveneightninetentouchyourkneespickupsticksdrawasnakedoitagainSecondPeriodI.Aims:1.Knowledge:1)Structure:Areyou...?Yes,I'm...No,I'm...2.Skill:1)Enablekidstoidentifythekeywordsbylisteningtothepronunciation2)Enablekidstounderstandthekeypattern3)Enablekidstousemodeledphrasestocommunicatewithotherlearners3.Emotion:1)EnablekidstoopenaninteractionwithotherlearnersII.Keypoints＆difficulties:1.OpeninganinteractionwithotherlearnersIII.Aids:1.PPTIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Rhymes2.Dailytalk3.Questions4.GuessinggameSaytherhymesaboutnumbersTalkwiththeteacherTeacherasksthequestionsandkidsanswerasquicklyastheycanDescribesomeoneintheclassKidstoguess:Whoishe?Whoisshe?Guessinggametointerestedkidstoenjoytheclass.II.While-taskprocedure1.Teach:Areyou...?Yes,IamYes,I'm...No,I'm...1.OpenaninteractionwithakidHello,I'mMr.Gao.I'mtall.Areyoutall?Areyoufat?Areyoubig?...2.Askmorekidswiththesamequestions3.ShowthequestionsandanswersAreyoutall?Yes,Iam.Areyoushort?No,I'mtall.4.Freeaskingandanswer5.Putonthemasksandask:Hello,Youare...Youare...Youcan...Areyou...?PlaythegameinclassToteachandpracticethekeysentencesininteractions.Enablekidstobemoreactive.III.Post-taskactivity1.Booksshut2.GuessinggameWhoareyou?ListenandreadPlaythegameingroupsoffourE.g.A:I'maboyoften.I'mtallandthin.IcanreadbutIcan'twrite.Iliketoplayfootball.WhoamI?B:Areyou...?A:Yes,Iam./No,I'mnot.Connectspeechtomakekidstospeakmore.IV.Assignment1.ListenandreadP10--132.Copythenewsentences3.Self-introduction:Iam...Ican...butIcan't...Ilike...Writing:Unit3Whoareyou?Areyou...?Yes,Iam./Yes,I'm...No,I'mnot./No,I'm...Reflection＆reconstruction:本課時(shí)的學(xué)習(xí)內(nèi)容是Areyou...?Yes,Iam.No,I'mnot.相對(duì)于二年級(jí)的學(xué)生來說，這個(gè)句型稍微偏難，尤其是在語法上深入挖掘的話，難度更大。在現(xiàn)行教材三、四年級(jí)中，這一句型始終是重點(diǎn)也是難點(diǎn)，關(guān)鍵在于學(xué)生對(duì)于第一人稱和第二人稱的轉(zhuǎn)換存在很大的問題。所以，在本課時(shí)的設(shè)計(jì)上，根據(jù)低年級(jí)學(xué)生不適宜過多進(jìn)行深入學(xué)習(xí)的特點(diǎn)，定位于口語交際的應(yīng)用上。在一定程度上降低了學(xué)習(xí)的難度。在教學(xué)中，主要通過談?wù)搶W(xué)生的年齡、性別、身材特征等，把句型的教學(xué)貫穿始終，在大量的口語練習(xí)過程中進(jìn)行訓(xùn)練，并且通過師生、生生活動(dòng)，將句型操練活動(dòng)層層推進(jìn)，逐步使學(xué)生達(dá)到不假思索、脫口而出的熟練程度，為后續(xù)的語法概念的引入作了很好的鋪墊。經(jīng)過一課時(shí)的學(xué)習(xí)，學(xué)生基本上能夠快速的對(duì)Areyou...?句型回答。Module2Me,myfamilyandfriendsUnit1IcanswimFirstPeriodI.Aims:1.Knowledge:1)Words:run,write,swim,fly2)Structure:Canyou…?Yes,Ican.No,Ican’t.2.Skill:1)Enablekidstouseverbstoexpressone’sability2)Enablekidstouseformulaicexpressionstoindicatethethingsapersoncanorcannotdo3)Enablekidstouseverbstoidentifyactions3.Emotion:1)Enablekidstohonorone’sabilitiesII.Keypoints＆difficulties:1.Theusageofthemodalverbcantoexpressabilitiesanditsnegativeformcan’ttoexpressingabilitiesIII.Aids:1.PPTIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Songsandrhymes2.Dailytalk3.GuessinggameYou’re…SingthesongsandsaytherhymesTalktotheteacherDescribesomeoneandaskotherstoguessWhoishe?Whoisshe?Basicabilitiestraining.II.While-taskprocedure1.Teach:Supergirl2.Teach:run,write,swim,fly3.Teach:Canyou…?Yes,Ican.No,Ican’t.1.Showthepictureandask:Whoisshe?Whatcanshedo?DiscussingroupsTrytosay2.ShowthewordReadandspell3.Trytosay:I’mSupergirl.Ican…butIcan’t…I’mSuperboy.Ican…butIcan’t…1.Showagroupofpictures2.Showthewordstoreadandspell3.Trytosay:Ican…butIcan’t…1.AnannouncementAclassforSuperboyandSupergirl.2.AninterviewCanyourunfast?Canyoureadabook?Canyou…?Yes,Ican.No,Ican’t.3.Pairwork,actoutEnablekidstotalkaboutSupergirlfirst.Toactivatetheirimagination.III.Post-taskactivity1.Booksshut2.AninterviewCanyou…?ListenandreadTakeabooktohavetheinterviewOneistheofficer,othersaretheinterviewersPlaythegameingroupsModeltheinterviewprocesstointerestedthekidsandpracticethekeysentences.IV.Assignment1.Listenandread2.Copythenewsentences3.AninterviewathomeWriting:Unit1IcanswimCanyourun?Yes,Ican.writeNo,Ican’t.swimflySecondPeriodI.Aims:1.Knowledge:1)Astory2)Learntheletters:Gggirl,Hhhand2.Skill:1)Enablekidstounderstandyes/noquestionsandtheirpositiveandnegativeresponses2)Enablekidstousemodeledphrasestoinitiateandengageinaninteractionbyprovidinginformationinresponsetofactualquestions3.Emotion:1)Tousecanquestionstoaskaboutone’sabilitiesproperlyII.Keypoints＆difficulties:1.Openaninteractionwithotherlearnerstotalkaboutone’sabilitiesIII.Aids:1.PPTIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Songsandrhymes2.Dailytalk3.GuessinggameYou’re…SingthesongsandsaytherhymesTalktotheteacherDescribesomeoneandaskotherstoguessHecan…buthecan’t…Shecan…butshecan’t…Speakingabilitytraining.II.While-taskprocedure1.Thestory2.LearnthelettersGggirlHhhand1.ShowagroupofpicturesaboutSupergirlandplaythecassette2.Somequestions:CanSupergirlswim?Canshefly?Canshewrite?Whatcanshedo?Askandansweringroups3.Retellthestory4.Watchavideoandmakeastory:Superman5.DoasurveyCanyou…?InvestigatethreeclassmatesandthenreportShowthelettersShowtherhymetoreadListenandunderstandthedialoguefirstly.Thenasksomequestionsaboutthis.III.Post-taskactivity1.Booksshut2.CompletethesurveyListenandreadFillintheblanksandreadSupergirlcan______,______and______butshecan’t______.IV.Assignment1.Listenandread2.WritesomethingaboutoneselfI’ma…Iam…Ican…butIcan’t…Ilike…butIdon’tlike…Writing:Unit1IcanswimCanshedance?Yes,shecan.No,shecan’t.Canheskiparope?Yes,hecan.No,hecan’t.Unit2That’smyfamilyFirstPeriodI.Aims:1.Knowledge:1)Words:young,old,strong,weak2)Structure:Ishe/she…?Yes,he/sheis.No,he/sheisn’t.2.Skill:1)Enablekidstoidentifythekeywordsbylisteningtothepronunciation2)Enablekidstolistentospecificinformationinresponsestoquestions3.Emotion:1)EnablekidstoshowlovetotheirfamilymembersII.Keypoints＆difficulties:1.AskingWh-questionsandyes/noquestionstogetkeyinformationaboutsomeoneIII.Aids:1.PPT2.Student’sbook2AIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Rhymes2.Dailytalk3.Self-introductionSaytherhymesTalktotheteacherIntroduceoneselftoothersAndthenask:WhoamI?Speakingabilitytraining.II.While-taskprocedure1.Teach:young,oldstrong,weak2.Teach:Ishe/she...?Yes,he/sheis.No,he/sheisn't.1.Showapictureofownfamily2.Pointtothephotoandintroducethepeopleinit3.QuestionsaboutthephotoHowmanypeoplecanyousee?Whoishe?She?Howishe?She?4.Showthetwowords:young,oldstrong,weak5.Makeexpressionswiththemayoungteacheranolddoctor6.Pairworktointroducethepeopleonthephoto1.Askakidtoshowhisphotoandask:Isheyourfather?Isheyourbrother?...Issheyoursister?Isshetall?...2.Showthesentences3.Pairwork,askandansweraboutthephotostakenTopresentthenewwordsandsentencesintalkingprocess.III.Post-taskactivity1.Booksshut2.Listenandenjoy3.AgameWhoismyfriend?ListenandreadListenandfollowtosingAsksomequestionstoguessWhoismyfriend?Enablekidstofocusthequestionson.IV.Assignment1.Listenandread2.Copythekeysentences3.KnowingmoreaboutfamilymembersWriting:Unit2That'smyfamilyIsheyoung?Yes,heis.Ishestrong?No,heisn't.Issheold?Yes,sheis.Issheweak?No,sheisn't.Reflection＆reconstruction:家庭成員的介紹是學(xué)生非常感興趣的內(nèi)容，用第一人稱來介紹自己，學(xué)生已經(jīng)說得比較熟練了。但是用第三人稱來介紹家人，學(xué)生還是有些困難，出現(xiàn)有很多話想說，但卻不會(huì)說，或者說錯(cuò)的情況。因此，教學(xué)過程序要循序漸進(jìn)，由易到難。首先，將重點(diǎn)句型反復(fù)出現(xiàn)、操練，在學(xué)生已經(jīng)可以熟練說出的情況后，在將舊的句型加入進(jìn)去，放入不同的情境中不斷操練。最后，由學(xué)生指著照片介紹家人，從學(xué)習(xí)新知到運(yùn)用新知，在課堂中大部分學(xué)生都能夠在教師的指導(dǎo)下完成學(xué)習(xí)任務(wù)。由于二年級(jí)的學(xué)生年齡的特點(diǎn)，教學(xué)過程不能一成不變，難易在課堂上的分布與操練要恰當(dāng)，讓不同程度的學(xué)生在課堂上都有發(fā)言交流的機(jī)會(huì)。SecondPeriodI.Aims:1.Knowledge:1)Playagame2)Learntheletters:Ii,Jj2.Skill:1)Enablekidstolistentospecificinformationinresponsetoquestions2)EnablekidstoidentifythelettersIiandJjbylisteningtothepronunciationII.Keypoints＆difficulties:1.UsingmodeledphrasestoinitiateandengageinaninteractionbyprovidingaresponsetofactualquestionsIII.Aids:1.PPTIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Rhymes2.Dailytalk3.Self-introductionSaytherhymesTalktotheteacherIntroduceoneselftoothersAndthenask:WhoamI?Speakingabilitytraining.II.While-taskprocedure1.Playagame:Whoismyfriend?2.LearnthelettersIi,Jj1.AmatchWhoaskstheleastquestionstogettheansweristhewinner.2.SomerulesforthematchEnglishonly.Nohints.3.Amodel:Isyourfriendaboy?Ishetall?Ishefat?Canherunfast?Ishe...?4.Playthegameingroups1.Showtheletters2.Saythe26lettersinorder3.Thewordsinsectjar4.ArhymeaboutthetwowordsEnablekidstoplaygamesandpracticethesentences.III.Post-taskactivity1.Booksshut2.Workbook1.Listenandread2.FinishtheexercisesIV.Assignment1.Listenandread2.DesignsomequestionstoaskaboutsomeoneorsomethingWriting:Unit2That'smyfamilyIiinsectthisitishisJjjarjacketUnit3MyhairisshortFirstPeriodI.Aims:1.Knowledge:1)Words:giant,hair,head,face2)Structure:My...is/are...Your..is/are...2.Skill:1)Enablekidstousenounstoidentifypartsofabody2)Enablekidstousepossessiveadjectivestodescribepeople3.Emotion:1)ToshowrespecttoothersII.Keypoints＆difficulties:1.TheusageofpossessiveadjectivestodescribepeopleIII.Aids:1.PPTIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Rhymes2.Dailytalk3.IntroduceafriendSaytherhymesTalktotheteacherIntroduceafriendtoothersAndthenask:Whoismyfriend?Speakingabilitytraining.II.While-taskprocedure1.Teach:Giant2.Teach:hair,head,face1.Showagardentotalkaboutit2.Showagiantandask:Whatisit?Doyoulikehim?Why?3.DescribetheGiantGroupwork,actout1.PointtotheGiant'shair,headandface2.Showthewordstoreadandspell3.Describeaboutone'spartsofabodywithadjectivesGroupworkActoutCreateastoryaboutGiantandSupergirl.Interestedkidstoinvolvethelearningprocess.III.Post-taskactivity1.Continuethestory1.ShowSupergirlandtalkabouther2.RoleplayMy...is/are...Your...is/areIV.Assignment1.Listenandread2.Describeoneself3.WritesomethingaboutoneselfWriting:Unit3MyhairisshortMyhairisshort.ears,eyes,nose,mouth,arms,hands,legs,Yourfaceisround.Reflection＆reconstruction:興趣是學(xué)生學(xué)習(xí)的強(qiáng)大動(dòng)力來源，在本課時(shí)的教學(xué)中，充分利用學(xué)生喜歡看卡通片的特點(diǎn)，將Giant和Supergirl的外貌特征的教學(xué)放置在古老的城堡的背景下，在這一卡通氛圍的烘托下，將學(xué)生的學(xué)習(xí)積極性充分的調(diào)動(dòng)出來，幫助他們克服了學(xué)習(xí)上的障礙。本課的教學(xué)內(nèi)容中，身體器官是一年級(jí)所學(xué)過的，所以本課不作為新授重點(diǎn)，將單復(fù)數(shù)和適當(dāng)形容詞的選用作為教學(xué)難點(diǎn)進(jìn)行突破。在教學(xué)過程中，通過直觀的身體部位演示讓學(xué)生理解單數(shù)和復(fù)數(shù)的區(qū)別，如Mynoseissmall.Myearsaresmall,too.等，引導(dǎo)學(xué)生從卡通人物的描述逐步轉(zhuǎn)到自身的描述上來，通過逐句的遞進(jìn)教學(xué)，是學(xué)生對(duì)于自己的描述逐漸詳細(xì)，最終形成一個(gè)完整的自我介紹。但是學(xué)生在綜合描述的過程中，可能由于不熟練出現(xiàn)了怯場(chǎng)的表現(xiàn)，以致最終效果不是很理想。看來對(duì)于句型的遞進(jìn)教學(xué)，還需要做進(jìn)一步的探索，以使學(xué)生能夠自然過渡。SecondPeriodI.Aims:1.Knowledge:1)Playagame2.Skill:1)Enablekidstouseformulaicexpressionstotalkaboutpeople2)EnablekidstopronounceandwritethelettersKk,Ll3.Emotion:1)UseformulaicexpressionstotalkaboutpeoplemoreaccuratelyII.Keypoints＆difficulties:1.UsingproperformulaicexpressionstotalkaboutsomeoneIII.Aids:1.PPTIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Rhymes2.Dailytalk3.IntroduceoneselfSaytherhymesTalktotheteacherIntroduceoneselftoothersSpeakingabilitytraining.II.While-taskprocedure1.Playagame2.Teach:Kk,kiteLl,lion1.SomecardsaboutpeopleTalkaboutthecardsDescribethepeopleonthecard2.AmodelA:I'mGiantnow.I'mbigandtall.Myhairisshort.Andmyeyesarebig.B:Yes.You'reGiant.You'rebigandtall.Yourhairisshort.Andyoureyesarebig.3.Workingroupstoplaythegame1.Lookandsay2.Somewordwiththesamepronunciationof/k/and/l/3.Writetheletters4.ReadthechantTopracticethekeystructuresingames.III.Post-taskactivity1.Booksshut2.WorkbookListenandreadFinishtheexercisesIV.Assignment1.Listenandread2.IntroducesomeoneWriting:Module3PlacesandactivitiesUnit1IntheChildren'sgardenFirstPeriodI.Aims:1.Knowledge:1)Words:slide,swing,seesaw2)Structure:Whatcanyousee?Icansee...Whatcolourisit?It's...2.Skill:1)Enablekidstousenounstoidentifyobjectsintheplayground2)EnablekidstouseWh-questionstofindoutspecificinformationaboutsomething3.Emotion:1)EnablekidstounderstandthehappylifetheyhaveII.Keypoints＆difficulties:1.UsingproperadjectivestodescribewhattheyseeIII.Aids:1.PPTIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Rhymes2.Dailytalk3.PictureshowSaytherhymesTalktotheteacherLookatthepicturesandanswer:Whatplaceisit?Speakingabilitytraining.II.While-taskprocedure1.Teach:children'sgarden2.Teach:slide3.Teach:swing4.Teach:seesaw5.Teach:Whatcanyousee?Whatcolourisit?1.Showapictureofachildren'sgarden2.Question:Whatcanyouseeinthechildren'sgarden?Discussandanswer1.ShowaslidetoteachPronouncethewordSomeslidestomakephrases2.Say:Theslideislikea...Pairwork,actout1.ShowapictureWhatisit?Whatcolourisit?Let'sswing.O.K.?2.MakearhymeSwing,swing,swinglikeamonkey.1.Guess:Whatcanyousee?2.Showthewholepictureofaswing3.Pairwork,makearhyme1.Showthepictureofthegarden2.GroupworkAskandanswerwiththetwoquestionsEnablestudentstotalkaboutthechildren'sgardenfirstly.Thenteachthenewwordsandsentences.III.Post-taskactivity1.Booksshut2.MakeadialogueListenandreadAmodelHello,Danny.Whereareyougoing?Tothechildren'sgarden.Whatcanyouseeinthechildren'sgarden?Icansee...Whatcolourisit?It's...Openaninteractionwithotherlearners.Tocommunicatewithotherlearnersmoreactively.IV.Assignment1.Listenandread2.IntroducethegardenWriting:Unit1Inthechildren'sgardenWhatcanyousee?Icanseeaslide.swingseesawWhatcolourisit?It's...Reflection＆reconstruction:本課時(shí)的教學(xué)內(nèi)容是兒童樂園，是學(xué)生所喜歡的話題。針對(duì)這個(gè)很好的主題，在設(shè)計(jì)的是考慮了不僅讓學(xué)生認(rèn)識(shí)兒童樂園里面的游樂設(shè)施，更要讓學(xué)生能夠進(jìn)行簡(jiǎn)單的描述，訓(xùn)練對(duì)事物的表述能力。在教學(xué)過程中，首先進(jìn)行了扎實(shí)的單詞教學(xué)，通過不同的顏色、形狀等進(jìn)行組詞訓(xùn)練，在此基礎(chǔ)上進(jìn)行句型Whatcanyousee?Icansee...Whatcolourisit?It's...的教學(xué)，組織學(xué)生自己尋找對(duì)話伙伴，開展自由問答練習(xí)。學(xué)生在學(xué)習(xí)的過程中表現(xiàn)出了很高的學(xué)習(xí)熱情，無論新單詞的學(xué)習(xí)還是句型的學(xué)習(xí)都取得了良好的效果。在課末的兒歌教學(xué)中，引導(dǎo)學(xué)生一邊表演一邊誦唱，學(xué)生更是興致高昂，不少學(xué)生根據(jù)實(shí)際情況還進(jìn)行了改編。由此可見，學(xué)習(xí)動(dòng)力的發(fā)掘是教學(xué)取得成功的保證。在日常的教學(xué)行為中，如何將教學(xué)內(nèi)容和學(xué)生所感興趣的內(nèi)容相結(jié)合起來，真正實(shí)現(xiàn)寓教于樂，是學(xué)生發(fā)展、教學(xué)效率提高的基本保證。SecondPeriodI.Aims:1.Knowledge: