北京版二年级上册UNIT FIVE I HAVE LONG ARMS-Lesson 17-教案、教学设计--(配套课件编号：d0ea8).doc

1、1 教学基本信息 课题Unit5 Lesson17I have long arms. 是否属于 地方课程或校本课程 否 学科英语学段： 低段年级二年级 相关 领域 教材书名： 英语出版社：北京出版社出版日期：2014 年 7 月 教学设计参与人员 姓名单位联系方式 设计者 实施者 课件制作者 指导思想与理论依据 英语课程承担着培养学生基本英语素养的任务，学生通过英语课程掌握基本的英语基础知识，培 养学生的英语思维能力，在此过程中形成一定的综合语言运用能力。 在本节课教学中，教师引领学生结合教材中的语境，引导学生通过预测，听对话，验证预测等活 动共同建构对话。在建构对话的过程中，形成对事物更全面

2、的认识。 教学背景分析 教学背景分析：本单元的主要教学任务是引导学生在动物的话题下，结合身体器官的词汇和大小颜 色等形容词，引导学生描绘动物及动物身体各器官的样子。本课是单元的第一课时，在本课的教学 中，在对话的学习中和语言操练活动中，帮助学生形成运用语言丰富描述事物的意识，初步体会 It has句型的含义。通过本课的教学为学生在本单元学习结束时，能够更加自如丰富地运用大小颜色 等形容词结合身体器官词汇描述动物的外貌奠定基础。 教学对象分析： 二年级的学生年龄小，活泼好动，对于英语课堂中趣味性强的活动参与度很高。孩子们普遍爱说爱 唱爱演。通过以往的学习，学生对于动物的词汇比较熟悉，大部分学生还

3、积累了相当多的动物类的 词汇；本单元涉及的身体部位类词汇，ears, eyes, nose, mouth，和颜色类词汇等学生在一年级语 2 音词汇部分有过学习的经验，但是没有在整体的语用环境中进行过综合的运用。 教学目标(内容框架) 教学目标教学目标: : 1.理解对话的主要含义，能正确认读表演对话。 2 能够初步使用 Whats this? Its a/an询问和回答动物的名称。 3.能够根据实际情况使用 It has来描述动物的体貌特征。 教学重点难点：教学重点难点： 重点： 1.理解对话的主要含义，能正确认读表演对话。 2 能够使用 Whats this? Its a/an询问和回答动物

4、的名称。 难点： 1.能够根据实际情况使用 It has来描述动物的体貌特征。 教学流程示意图 Warm-up& Free talkLearn the dialogueShow the dialogueLets act 教学过程 教学环节教师活动学生活动设计意图 1. Warm-up 2.Learnthe dialogue 1.Sing a song& Free talk T: Lets sing a song together. T: In the song, there are many animals. Do you like animals? What do you like? 2.P

5、uzzle games T: Lets play a game. What animal is it? Can you guess? (1) an elephant (2)a mouse (3) Kate 1.Look and guess T: Kate and her friend Guoguo are at home. Lets listen, what they are talking? 2.Listen and know Picture ONE T:What is Guoguo drawing? Lets listen. Ss: Sing and dance with teacher.

6、 Ss: Talk about animals Ss: Listen, look and guess out. Is it a/ an.? Ss: Look, listen and know. 了解故事背景 通过歌曲的表演唱 和游戏的环节， 帮助学生明确本课 学习主题。 激活学生对于动物 词汇的原有储备。 引导学生初步体会 描述动物的语言。 丰富对话发生的背 景，帮助学生更好 地理解对话内容。 3 T: What do you know about this animal? It has T: This animal has big ears. Look here. These are all

7、 ears. What are the ears for this animal? Can you pick up? T:What is Guoguo drawing? What animal is it? Can you guess? T:You have so many good guessing. What does Lala think? Is she right? Lets watch! (看第一幅图的视频) T: What does Lala think? Lala thinks Its an elephant. Is it an elephant? No, it isnt. (板

8、书LaLa想是elephant的图 片，旁边叉叉) Ss: Listen and know. Ss： It has big ears. Ss: Choose and put. Because it has big ears. Ss: Is it a/an? Ss: Watch and know. Ss: Its an elephant. Ss: No, it isnt. 用听的方式处理对 话中的信息，帮助 学生理解描述动物 身体部位特点的核 心句型。 根据所得信息引导 学生利用 Is it ? 句型猜测果果所画 的动物，逐步建构 整个对话的内容。 引导学生通过理解 Big ears 的关键信

9、息，预测果果所画 的动物，激发学生 思考，建构对话的 主要内容。 学生通过看图 1 的 视频，同时输入声 音 文 字 图 像 的 信 息，通过多渠道的 输入，验证猜测。 Picture TWO T: Guoguo is drawing an animal. It has big ears, but it isnt an elephant. What is it? Do you want to know more ? Lets listen. T: What else do you know about this animal? T: Oh, it has_. Can you find out

10、the red eyes? Others lets say, 1) red eyes, red eyes, it has red Ss: Listen and know. Ss: It has red eyes. It has white hair. Ss: Repeat. S1:Look and find out. 学生通过听力输入 文本，捕捉关键信 息，red eyes, white hair. 听力能力较强的学 生，在各种器官的 图片中分辨找到相 关图片，能力一般 的学生通过小 chant 的重复， 兴趣 盎然地反复输入核 心语言，通过图片 check 含义。 4 3. Lets act

11、 eyes. 2) white hair, white hair, it has white hair. T: Which animal has big ears,red eyes, and white hair? T:Are we right? Lets watch together. (看图 2 的 video) T: Lala thinks, its a rabbit. Is it a rabbit? Yes, it is. T: Guoguo likes animals, she is drawing a picture about an animal. It has big ears

12、, red eyes and white hair. Its a rabbit. 3. Read and show Read and point. Read by themselves. Act with teacher. Practice with your partner. Lets act T: Guoguo likes animals very much. All of you like animals too. You draw many pictures about the animals. I make them to a book. T:. Could you show me

13、your books? T: I have book B, Who has bookA? Would you like to be my partner? Whats this? It has small ears. T:You all got this book, Please talk about it with your partner. Ss: Summarize with teacher. Ss: Try to guess. Its a/an _. Ss: Watch and get to know. Ss: Its a rabbit. Yes, it is. Ss: Act wit

14、h teacher. Ss: Two in group practice then show. Ss: Look at the books. S1: Its a bear. Ss: Pair work then show. Ss: Do it by themselves. . 通过观看视频验证 自己的预测，引导 学生建构完整的对 话。 师生共同总结对话 中的核心语言，引 导学生进行连贯表 达。 通过跟读，自读， 分角色朗读充分内 化语言。 通过角色扮演体会 语言发生的语境， 突破学习的重难 点。 教师将学生的美术 作品集结成册。引 导学生在小组活动 中，利用的本课核 心句型 Whats thi

15、s? Its a .和同伴进 行交流。 5 Introduce an animal T: On the last page, there is an animal. Look at your book. Whats this? Can you tell me? Could you circle the correct words, then say more about this animal? Please do it by yourself Ending T: Guoguo likes animals, she draw many pics about animals. In the cl

16、ass ,Miss wang told Guoguo, There are many animals around the world, Animals are our friend, Please be friendly to our friends. Ok? Home work 1.Read the dialogue. 2.Draw your favourtie animal on the last page. 3.Introduce it to your Dad or Mom. 拓展活动，引导学 生完成动物海报的 任务。 尝试用 2-3 句话描 述动物。达成本课 的教学目标。 通过丰富对话的情 景，帮助学生了解 动物是人类的好朋 友，培养学生热爱 大自然的积极情感 态度。 板书设计 6 7