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1、小學(xué)二年級(jí)英語《We like dolls》教案 （一） 概述 ■ 本節(jié)課運(yùn)用已有的英語知識(shí)和網(wǎng)絡(luò)知識(shí)來提高學(xué)生聽說、讀、對(duì)話交際的能力，學(xué)生通過自主閱讀、小組協(xié)作學(xué)習(xí)以及在老師的指導(dǎo)下，共同完成教學(xué)目標(biāo)，以達(dá)到學(xué)生主動(dòng)學(xué)習(xí)，擴(kuò)展知識(shí)，培養(yǎng)聽、說能力的目的。 （二） 教學(xué)目標(biāo)分析 ■ 準(zhǔn)確閱讀新單詞eyes, ears, mouth, nose, teeth, chin, hair, head, neck, tail, legs, hands, feet, fingers, toes, knees, tummy, hips, 知道意思，并且能將它們用于實(shí)際生活情景。

2、 ■ 會(huì)流利地說句子:This is my nose...These are my eyes...I have（no）...Where is your...? Here it is. Her/His head is (shape).Her/His legs are(shape).能用這些句子就不同的人或物互問互答。 ■ 能比較流利地唱英語歌Where is your right hand? Head and shoulders. Eyes and ears. Touch. 既鞏固了新學(xué)的單詞和句型，又學(xué)習(xí)其他的新單詞和句子。

3、 ■ 能閱讀《A present》，并表演故事。 ■ 借助網(wǎng)絡(luò)型課件，自主閱讀英語兒歌和英語小故事，培養(yǎng)自主學(xué)習(xí)和小組協(xié)作學(xué)習(xí)的能力，逐步培養(yǎng)學(xué)生運(yùn)用現(xiàn)代信息技術(shù)幫助學(xué)習(xí)的意識(shí)。 ■ 創(chuàng)設(shè)情景，讓學(xué)生充分交際，通過演唱兒歌、表演故事，鍛煉語言表達(dá)及會(huì)話交際能力。 （三） 學(xué)習(xí)者特征分析 ■ 本節(jié)課的教學(xué)對(duì)象是小學(xué)一年級(jí)實(shí)驗(yàn)班學(xué)生，學(xué)生在聽、說、讀、以及口語表達(dá)主動(dòng)能力方面有一定的基礎(chǔ)，能夠完成簡單的電腦操作、網(wǎng)上瀏覽和查閱信息。 ■ 學(xué)生對(duì)英語的學(xué)習(xí)有持久的興趣和愛好，學(xué)習(xí)主動(dòng)性、積極性很高。 ■ 學(xué)生能根據(jù)所學(xué)內(nèi)容表演小對(duì)話或歌謠，在教師的指導(dǎo)下聽懂、讀懂并講述

4、簡單的故事。 ■ 在學(xué)習(xí)中樂于參與、積極合作，表演欲望強(qiáng)。 （四） 教學(xué)策略選擇與設(shè)計(jì) 本課綜合運(yùn)用講授式、啟發(fā)式、自主學(xué)習(xí)、協(xié)作學(xué)習(xí)等各種策略，充分發(fā)揮信息技術(shù)在情景創(chuàng)設(shè)、資源共享，讓學(xué)生在豐富的學(xué)習(xí)資源和網(wǎng)絡(luò)環(huán)境的支持下，通過自學(xué)兒歌、小組協(xié)作、角色扮演，使學(xué)生在真實(shí)的情景中與教師、同學(xué)充分對(duì)話、交流，提高語言綜合運(yùn)用能力。 （五） 學(xué)習(xí)資源 ■ 本節(jié)課是在多媒體網(wǎng)絡(luò)教室中完成的； ■ 朗文Integrated Primary English 1B第9課； ■ 專門為本課制作的多媒體課件，搜集的小故事、童謠和洋娃娃圖片。 （六） 教學(xué)過程環(huán)節(jié) ■ 第一階段：以

5、歌激趣，導(dǎo)入主題。 ■ 第二階段：利用多媒體教授本課單詞及句型，學(xué)生能通過各種練習(xí)掌握本課重點(diǎn)。 ■ 第三階段：網(wǎng)絡(luò)提供豐富的與課文內(nèi)容相關(guān)的英語兒歌，擴(kuò)大閱讀量，達(dá)到知識(shí)的延伸。 ■ 第四階段：創(chuàng)設(shè)情景，會(huì)話交流。 ■ 第五階段：角色扮演，人人參與。 教學(xué)過程流程圖： 開始 唱《Where is your right hand?》導(dǎo)入 MTV歌曲 結(jié)束

6、 選小組匯報(bào)表演 小組協(xié)作學(xué)習(xí)，進(jìn)行角色扮演 自主閱讀，學(xué)習(xí)小故事。 英語資源平臺(tái) 檢查自學(xué)、合作學(xué)習(xí)情況，提供指導(dǎo)。 提供資源，指導(dǎo)學(xué)習(xí) 分大組進(jìn)行說唱表演四首兒歌。 檢查大組學(xué)習(xí)情況 分四大組學(xué)習(xí)，聽、齊讀、唱兒歌。 英語資源平臺(tái) 指導(dǎo)學(xué)習(xí) 多媒體廣播資源 自己動(dòng)手操作，兩兩互相問答。 英語資源平臺(tái) 用各種圖形構(gòu)造一個(gè)doll,作示范。 英語資源平臺(tái) 課件 利用卡通展示新單詞，要求認(rèn)讀，加深鞏固。 課件 通過網(wǎng)絡(luò)游戲，自我檢查單詞的掌握情況。 老師問“五官和身體部位”的問題，學(xué)生回答。 附送： 2019-202

7、0年小學(xué)二年級(jí)英語《What color is it》教案 ? Vocabulary: ? Numbers one through ten, the colors, butterfly, crab, bear, fish, snake, ladder, lemon, Lulu, moon, money, mushroom, noodles, nut, nest. ? Structure: ? What color is it? What color is that? ? It’s blue. ? Is that butterfly blue? ? Yes

8、, it is. ? No, it isn’t. ? Period 1 ? 一、Greetings. ? 二、Presentation. ? Step1, Introduce colors. ? Hold up one of the colored pencils you have brought to class. ? T: What’s this? ? Ss: It’s a pencil. ? T: Do you know what color is the pencil? ? Elicit the word of color.

9、 ? Review the colors we have learnt. ? Ss: It’s green. ? T: What color is this pencil? (book) ? Ss: It’s red. ? Step2, Model the dialog. ? Ask Ss in Chinese the name of an insect that is very colorful, and that likes flowers. Elicit the word for butterfly. ? Draw a butterfly on th

10、e board. Say, the English word is butterfly. Writhe the word on the board. Have Ss repeat the word. ? Now say, “What’s this?” as you point to the picture on the board. ? Elicit “It’s a butterfly.” ? Hold up a blue pencil. Ask “Is this pencil blue?” elicit “Yes, it is.” ? Now hold up a re

11、d pencil, ask “Is this pencil blue?” Ss should answer “No, it isn’t. It’s red.” ? Repeat the procedure for the other six pencils. ? Step3, Tale about the story. ? Have Ss open their books at pages 38 and 39. ask these questions about the pictures: ? What are Mocky and Bobby Bear looking

12、at? ? How many butterflies are there? ? What colors are the butterflies? ? Is this butterfly blue? ? How many butterflies are there now? ? Step4, Story. ? T: Now you will hear what the characters said. Play the tape and have Ss look at the pictures as they listen. ?Play the tape

13、again, pausing at each picture. Have Ss repeat the words each time. ? Step4, Homework: ? Ask Ss to tell their families the English names for colors. ? 教學(xué)后記: ? ? Period 2 ? 一、Greetings. ? 二、Presentation. ? Step 1, Review the structures from the first period. ? Hold up a gree

14、n pencil and say, : What color is this pencil? ? Is this pencil green? ? Repeat the procedure for the other colors. ? Step2, Words to learn. ? Have Ss open their books at page 40. display your copy of the page. Point to each of the colors in turn. Elicit the correct names from Ss. ? P

15、oint to the beat. Say, “This is a bear.” Have Ss repeat the word after you. Repeat the procedure for butterfly, fish, crab and snake. ? Play the tape and have Ss point to the matching color as they hear it mentioned on the tape. ? Without the tape, point to one of the colors and elicit its nam

16、e from Ss. Repeat for all the colors and pictures. ? Step3 Listen to this. ? Have Ss look at the pictures at the bottom of page 40. point to the first butterfly and ask, “What’s this?” elicit “It’s a butterfly.” ? Play the tape, stopping after each sentence, and have Ss point to the corresp

17、onding picture. Make sure they are touching the correct butterfly. ? Play the tape again, stopping after each sentence. Explain that this time you want Ss to write the number in the box next to the matching picture. ? Check the answers in a class drill. ? Step4, Teach the song. ? Point t

18、o the book and say, “What are these?” elicit “They’re birds.” ? Read the first line of the song, pointing to each word. Have Ss repeat the words as they touch each one in their books. ? Repeat the procedure for the next five lines. ? Now point to all the fish. Say, “What are these?” Elicit,

19、 “They’re fish.” ? Repeat the procedure used for the first verse. ? Step5, Sing the song. ? Play the tape straight through. Have Ss listen and clap along with the words. ? Play again and encourage Ss to touch the words in their books as they listen. ? Now play the song and have Ss sin

20、g along in time. ? Divide Ss into four groups. Give each group a color name, red, blue, green and yellow. ? Have the red group sing the first ling., the blue group sing the second ling, and so on. ? Have the groups change roles so that Ss have a turn singing about each color. ? Step6, Ho

21、mework ?Ask Ss to show the picture to their families and tell them each creature’s English name and color. ?教學(xué)后記: ? Period 3 ? 一、Greetings. ? 二、Presentation. ? step1, Bingo game ? Use this game to review the vocabulary and letters from this Unit. ? Step2, Talk together. ? Hav

22、e Ss open their books at page 42. Draw their attention to the top of the page. ? Display your copy of the page. Point to the first picture. Say, “What do you think Cathy is asking?” Try to elicit, “What color is this bird?” ? Elicit, “It’s blue.” ? Have Ss repeat the question and answer.

23、? Draw Ss’ attention to the second picture. Point to the frog. Ask, “What color is this frog?” Elicit, “It’s green.” Repeat for the other pictures. ? Put Ss into pairs to practice the questions and answers. ? Step3, Listen and color. ? Draw Ss’ attention to the bottom of the page. Explain

24、that you will play a tape and that you want them to color each picture with the color they hear. If necessary, review the names of the animals before listening to the tape. ? Play the tape two sentences at a time. After each pair, T: Which picture matches those sentences? ? Have Ss touch the p

25、icture after hearing the sentences on the tape. It is important to watch that Ss choose correctly. ? Play the tape a second time. This time, have Ss color each picture with the color they hear on the tape. ? Step4, Sounds and letters. ?Draw Ss’ attention to the top of the page. ? Play the

26、 tape for ladder, lemon, Lulu. ? T: Do these words have the sound /l/? ? Play the tape again and have Ss say the words aloud. ? Repeat the procedure for the /m/ and /n/ sound words. ? Step5, Listen and circle. ? Have Ss open their books at page 43. Show your copy of the book. Have Ss

27、look at the pictures at the bottom of the page. Point to the picture of moon. T: What’s this? ? Play the tape for the word moon. Have Ss repeat after the tape. ? Repeat the procedure for other pictures and words. ? Step6, Homework. ? Explain to Ss that you want them to color the pictures

28、 on the page. ? 教學(xué)后記： ? ? ? Period 4 ? 一、Greetings. ? 二、Presentation. ? Step1, Trace the words. ? Take out a colored pencil. T: What color is it? Elicit from Ss “It’s red.” ? Have Ss open their books at page 44. Show your copy of the page. ? Show two pencils of the same color

29、. Repeat the procedure. But this time ask “What color are they?” ?Repeat the procedure for the other sentences. ? Step2 Do and say. ? Take out the set of water color paints you prepared. Mix the red and white paints together and paint the picture of fish. ? T: What color is it? ? Have

30、Ss check the correct word on their books. ? Repeat with other picture and color. ? Step3, Uncle Booky’s story time. ? Tell Ss to open their books at page 49. Draw their attention to the pictures. Explain that these pictures tell a story about a butterfly reading a book with her mother. ?

31、 Ask questions about the pictures. Have Ss talk about the story and what they think each character is saying. ? T: Now we are going to listen to what the characters say. ? Play the tape. Tell Ss to listen to the story, pointing to the matching pictures. ? Encourage them to guess the meaning

32、 of unfamiliar words. ? Play the tape of the whole story again. This time have Ss touch the speaking character. ? Step4, Touch and say. ? Draw Ss’ attention to the bottom half of the page. Ask them what things they can see in the picture. Elicit their English names snake, duck, bird, butter

33、fly, fish and flower.“What color is it?” ?? Have Ss repeat the question. Then elicit the answer.“It’s blue.” ?? Put Ss into pairs to practice asking and answering the questions. ? Step5, Homework. ? Tell Ss that you want them to finish tracing the words. ?教學(xué)后記： Period 5 ? 一、Greetings.

34、 ? 二、Presentation. ? Step 1, Review. ? Review the flashcards for this Unit. Hold up the flashcard for snake. Ask “What’s this?” Elicit “It’s a snake.” ? Repeat the procedure for bear, crab and fish. ? Step2, Read and color. ? Have Ss open their books at page 46. Display your copy o

35、f the page. Point to each creature in turn and elicit its correct name. ? Draw Ss’ attention to the bottom of the page. Point to the first sentence and read it aloud, touching each word as you do so. Have Ss repeat the words as they touch each one in their books. ? Repeat the procedure for the

36、 other sentences and pictures. ? Step3, Let’s chant. ? Use pictures to review the following words: green, yellow, brown, red, orange, blue, black and white. Make sure Ss can say these colors when given a picture. ? Read the rhyme to Ss, pointing to each word. ? Play the tape again and have Ss join in, encouraging them to clap with the rhyme. ? Have Ss point to the pictures in their books as they listen to the tape again. They can also add some actions and act the rhyme out. ? Step 4, Homework. ? Say the new rhyme to their families. ? Color the pictures at page 46.