人教版（新起点）二年级下册英语Unit 6 My Week-lesson 1-教案、教学设计-部级优课-(配套课件编号：7180d).docx

1、1 教学背景分析 指导指导思想与理论依据：思想与理论依据： 义务教育英语课程标准指出：现代外语教育注重语言学习的过程，强调 语言学习的实践性，主张学生在语境中接触，体验和理解真实的语言，并在此基 础上学习和运用语言。 依据课程标准倡导的理念， 我在本课中借助绘本， 遵循创设语境的指导思想， 采取循序渐进的语言实践活动，让学生在语境中做事情。发展学生的综合语言运 用能力。 教学内容分析：教学内容分析： 本课是人民教育出版社英语二年级下册第六单元第一课时。本单元的主 题是 My Week,第一课时是学习有关一周七天的词汇学习，是本单元的第一层次 的学习。而此话题在小学阶段的第一次学习，因此学生几乎

2、没有任何语言基础。 同时通过本课的学习， 也为后面进一步学习新的交际用语和与本话题相关的扩展 知识学习奠定了基础。 本课由三个板块组成：A 项活动的设计意图是通过歌曲整体呈现和感知本单 元的新词汇，教师增加了一个绘本The very hungry caterpillar 的学习， 通过绘本创设一个充满趣味的情景，并在绘本的学习过程中感知新词汇，将 A 项的歌曲作为新语言的进一步感知活动。B 项的说做活动是通过“给一周排顺序 并说出该星期词汇”对新词汇进行有意义的操练。 C 项的活动是通过再次学唱 歌谣，进一步巩固所学词汇的英文表达，同时通过歌曲整体产出本课的新词汇。 学生情况分析：学生情况分析

3、： 1认知基础：二年级学生虽然对本话题没有学习过，但学生在语言上有了一定 的积累如： “Its”, “I like”, “I see” “I can”等句型。此外， 学生对“Week”的话题并不陌生，他们几乎每天都接触此话题。 2心理特点：二年级孩子的思维特点仍以形象、直观为主。有意注意保持的时 间短，注意力容易分散。他们活泼, 好动,爱说,爱唱,好奇心强， 敢于张口，乐于模仿，表现力强，愿意参与有趣味的课堂活动。 教学目标（含重、难点） 2 教学目标教学目标: : 1. 能听音指认相应图片，如 Monday, Tuesday 2. 能够将七个表示星期的单词排序，并用举行 Its 依次说出来。

4、 3. 能基本了解世界不同地区一周七天顺序上的差异。 教学重点教学重点 学习有关星期的七个新单词及其排列顺序。 教学难点教学难点 1. 新单词 Thursday 中“th”的发音。 2. 给星期排序。 教学过程 Step 1. 复习热身复习热身 1. Duty Report T: Good morning boys and girls, how are you today? Whats the weather like today? Do you like? / Are you happy on cloudy days? Nice to meet you. What day is it tod

5、ay? 2. 自由谈话 T:Boys and girls, Do you know what fruits do I like?What fruits do you like? S: I like apples. T:Apples are good for our health. S: I like . T:You all like fruits because they are all good to eat. 【设计意图】: 通过自由谈话引入话题。 Step 2. 导入导入 3. 观看视频 T:Today, I will introduce a friend, he likes fruit

6、s, too. Now lets watch a cartoon then tell me who is he and what did he eat? (1) 1stjust watch the cartoon. 看完后 T: Who is he? S: Caterpillar. (教师带读 KK caterpillar) T: What did he eat? S: This caterpillar was always hungry. He ate 1 apple, but he was still hungry, he ate 2 pears.But he was still hung

7、ry. How many plums did he eat? But he was still hungry. He ate strawberries. How many strawberries did he eat? He ate 4 strawberries. Then he ate 5 oranges. But he was still hungry. After that, He ate a lot of food. Then he ate a leaf. (2)2ndDid the caterpillar eat those food in one day? No, he ate

8、them in 7 days. 3 1,2,3,4,5,6,7.When did he eat 1 apple? When did he eat 2 pears? Here are some cards. This time. Lets watch again, can you help me order them? Now, show me your picture and your cards. (3)3rdDid you finish? Lets watch it again and check your answer. (4)4th教师带着学生 check 答案。Have you go

9、t the answer?（1）Doyou remember when did caterpillar eat the apple?拿出 Monday 放在 apple 的下方。 /m/ /m/ Monday. Which one is Monday? But the caterpillar was still hungry. So he ate 2 pears. When did he eat 2 pear? /t/ /t/ Tuesday. Which one is Tuesday? Is this Tuesday? Is this Tuesday? When did he eat 3 p

10、lums./w/ /w/ Wednesday. Which one is Wednesday?Thursday (th sound . ur sound). but he had a stomachache. Then he ate a green leaf/ why did caterpillar fell good after he ate a leaf? Yes, leaf is good for caterpillar. Fruits are good for the caterpillar too. But he cant eat too much. Then he became t

11、o a very big caterpillar. 【设计意图】: 教师通过绘本故事向学生整体呈现七个星期词汇，不仅保证了学 生第一次接触语言的完整性，还保证了语言发生在特定的情景下。绘本故事中的 配图不仅能帮助学生理解故事， 而其故事情节的趣味性和丰富性也比较符合低年 级学生的认知特点，能够一开始就牢牢地吸引住孩子们的注意力和兴趣。 4. 引出课题 T: Look here. How many days are there? From Monday to Sunday. We call them a week. (拿出 week w-ee-k=week) 多带读两边。找 1-2 个孩子带读。

12、This is caterpillars week. Step 3. 呈现与学习新词汇呈现与学习新词汇 1. 听音跟读单词 T: Look at these words. Lets listen and repeat. Show me your finger. Point on your picture. Listen and repeat. (听 2 遍) 【设计意图】【设计意图】: 让学生感知原音 2. 教师带读单词。Pay attention to the first letter, they are all capital letters. 带着学 生找到这几个词的共同点。 They

13、all have day. （1） You can repeat it well. Can you sound them out? What day is it?教师出示 单词卡片, 将 Monday 分解为 Mon 和 day。/m/ / /n/ /d/ /ei/请同学 们尝试读出 Monday. 教师根据学生的发音情况给学生纠正发音。 （2） Whats the second day?教师出示单词卡片, 将 Tuesday 分解为 Tues 和 day。(注意 T 的发音) （3） 教师出示单词卡片, Wednesday. 分解其发音。(d 不发音) （4） 教师出示单词卡片, Thurs

14、day 分解为 Thurs 和 day。What does th sound? （5） 教师出示单词卡片, 将 Friday 分解为 Fri 和 day。 （6） 教师出示单词卡片，Saturday 分解其发音。 【设计意图【设计意图】:语音的渗透应该是每一次新词汇的学习过程中都应该关注的，尤其是 要让学生明确每个单词中的每个字母在单词中的发音，即让学生明确每个单词的发音 是如何来的。 3. 与同伴读单词 T: You can sound these words well. Can you read these words? I need a little 4 partner. Who can

15、 read with me. (1)挨个指着问。 （2）挑着指问 read with your partners. 4. 教师检查互读效果。 T：收卡 Put your cards under your picture. What day is it? Sunday.After Sunday. He wants to sleep. He becomes to a cocoon. He sleeps and sleeps. After several days. He becomes to a butterfly. He flies away. Bye 各种东西。 We can do diffe

16、rent things in different days. Every day is a beautiful day. Look at these days. 你们能发现他们有什么相同的地方吗？大写。 有 day. Step4. 拓展拓展 拓展 T: Do you like Monday? Sunday? What day do you like? Most of you like Saturday. Me, too. Do you know why? I can play with my friends. I can read books. (出示板书 I like I can)I can

17、 watch TV. I can go to the supermarket. How about you? S1-S2 示范。Talk with your partners.反馈。 T: Besides 指 Sat. and Sun. I also like Mon. Tue. And Thur. do you know why? Can you guess?出示图片。 Because I can have English class with you. I like you very much. Do you like those days? What days do you like?

18、反馈。给星 T: you like Monday.Astar for you. I put it on Monday. 2. 指日历说出星期 （1） 教师与全体学生示范 T: Where can we see those days? 我们平时在哪里可以看到这些词呢？ Yes， we can see them on the calendar. Look, this is my calendar. Look at my calendar. Can you find these words on the calendar? Look at them whats missing? 带着孩子认缩写的星期

19、。 What day is it?（可以不按照顺序提问） It stands for Sunday. .I want to play a calendar game, who can play with me? In my calendar, there are some dates. Amy, you can choose one. T: Its Monday. I choose. Amy: its Tuesday. (2) 教师引导学生四人结组进行该游戏活动。 T: Do you know how to play the game? Show me your calendar. Show

20、me your paper bag. Now you can play this game with your partners. 【设计意图【设计意图】 ：通过真实的物品让学生感知与操练单词。 3. 教师引出新故事 T: Today. We have learnt 7 days. 7 days are in a week. The caterpillar ate different days in a week. We can do many things in a week. Theres a book about the week. 看封面、who are they? What does the cat do? What happened to the cat and dog? You can read the book after class and tell me next time. This is our homework. Theres another homework. Watch the video of caterpillar again. Step5. 家庭作业家庭作业 Read the story with your parents. 5