2019-2020年二年級英語上冊 Unit 6 Period 4-6教案 滬教牛津版Teaching contents: Lets actTeaching Aims:1)知識目標(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 Christmas.Difficult and key point: Pattern: Put theTeaching Procedure:教學(xué)步驟方法與手段補(bǔ)充與修改Warming up1. Sing a song.2. Say rhymes.Revision1. Make short dialogues.2. Say rhymes: <In on under>.3. Game.<Find your >.Presentation1. To learn: Puton the1) Teacher puts the book 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, presentPresentationShow 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. Lets listen.Play the cassette tape.Read after the tape.Have a rest. Sing a song <Christmas>.Consolidation1. 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 their rooms together.課后隨筆成功與經(jīng)驗(yàn)板書設(shè)計(jì)思考與對策Period 5Teaching contents: Lets playTeaching Aims:1)知識目標(biāo)：Using formulaic expressions to greet people at Christmas.Using prepositions to indicate the position2)能力目標(biāo)：Using the prepositions to find things.3)情感目標(biāo)：Experience the love of family members.Difficult and key point: Prepositions: in on underTeaching Procedure:教學(xué)步驟方法與手段補(bǔ)充與修改Warming upSing a songRevision1. Give and receive presents each other.2. say a rhyme <In on under.>3. Show pictures about prepositions.Invite students to say the 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?PresentationToday we will 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 “Its Christmas. Merry Christmas.Encourage students to greet you “Merry Christmas.” 2. Use mothers voice to say: “Im going to give May a present. Where is it?”Presentation3. Discuss with students what they can see in each picture.e. g. Wheres the present?In the tree.Encourage students to say “Is it in the tree?”4. Open students book to page 30Students listen.Listen again and repeat.Consolidation1. Present to be Mays 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)板書設(shè)計(jì)思考與對策Period 6Teaching contents: Lets enjoyTeaching Aims:1)知識目標(biāo)：Using prepositions to indicate 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: RhymeTeaching Procedure:教學(xué)步驟方法與手段補(bǔ)充與修改Warming upSing a song.Revision1. 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 Presentation1. Open the students book to page 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 atmosphere.5. Play a cassette tape to revise the rhyme. Students follow in their booksConsolidation1. Using the tune of “Jingle bells” to teach the following song:ConsolidationJingle bell, jingle bell,Ting-ling, ting-ling ling,Christmas trees, Christmas cardsStars are big and bright.Jingle bell, jingle bell,Ting-ling, ting-ling ling,Christmas trees, Christmas cardsPresents are very beautiful.2. Invite students to make new rhymes.課后隨筆成功與經(jīng)驗(yàn)板書設(shè)計(jì)思考與對策附送：2019-2020年二年級英語上冊 Unit 6 第一課時教案 蘇教牛津版Text bookFun with English 2AUnit 6Title A picnicPeriod 1Aims 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 points1. Vocabulary:Butterfly, flower , tree , ant.2. Sentence pattern: What are those? Theyres.Aids Pictures, tape recorder , multimediaStep 1: Warming-up and review1.Everyday English:(1)T: What day is it today?S: Today is Tuesday.(2)T: Whats the date today? (Wait for a moment)Its Nov.20.(slowly)T: Read follow me, twentieth.Group1, 2, 3, 4.T: Whats the date today?S: Its Tuesday.(3) T: Whats the weather like today?S: Its (4)T: What class are you in?S: Im in Class 4, Grade 2.Step 2 Revision 1. Butterfly:(1) T: Now lets sing a song. (tape recorder)(2) T: Look at this. This is a beautiful park. And, whats this? If who knows, please hands up.(3) Butterfly, Ss repeat.(4) The pronunciations of the letters:Butbutter, 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, 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, whats 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.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:Were flowers. Flowers, z.Some children like butterfly. Then you can say:Were butterflies. Butterflies, z.Boys can say: Were butterflies.Girls can say: Were 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. SsE e pronounced 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) Lets sing the song: Apple.T: Whats this? Ss: Its 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: antSs read after me.T: Something is ing. Do you want to know what it is?Its an ant. Ant(repeat)(1) A is pronounced , ant.Train, train, go, go, go.(2) In this word the first letter is A, so its an ant.An ant.(3) Ss repeat, T corrects. Group-ST: Is there only an ant? Lets have a look. One, two, threeThere are so many ants.(4) Ants, ts, repeat. B-G. S.(5) T: What are these?S: They are ants. Several times.(7) T: What are those?S: They are trees. They are butterflies. They are flowersStep 5 Consolidation 1. Open your books. Listen to the tape and repeat.2. Read after T.Step 6 Homework1. Listen to the tape and read aloud.2. Recite the words.Step 7: Writing design. Unit 6 A picnicbutterfly, flower, tree, ant.（貼圖片）butterflies, flowers, trees, ants.ResourcesPostscript 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 dont know how to use it. Most Ss still say the wrong sentence: Its a ant. The usage of “an” must be told again, and T should tell them the vowel letters in next class.