清华版二年级下册-UNIT 2FEELINGS-Lesson 9-ppt课件-(含教案+视频)--(编号：3072c).zip

UnitUnit 2 2 FeelingsFeelings LessonLesson 9 9 InstructionalInstructional designdesign 【TeachingTeaching AimsAims】 1.1. knowledgeknowledge objects:objects: （1）to listen to the words or listen to listen to the corresponding action or performance; （2）can listen to read,say the word fox, lion, angry, bone; （3）can imitate the recording, with the basic exact tone of the tone that the sentence The fox is happy. The lion is angry. Why are you so angry? The fox took away my bone; （4）Can use the function sentence to answer the question and answer exercises; （5）Can sing songs. 2.2. AbilityAbility objects:objects: (1) Learn to ask questions about identity and occupation, and can be used in real life. (2) Proficiency in the use of professional and identity Patterns. 3.3. MoralMoral objects:objects: (1) The new content can be summarized and summed up, and can learn to review things. (2) Dare to speak, not afraid of mistakes in expression. (3) To understand the differences between Chinese and Western languages in Context. 【TeachingTeaching KeyKey PointPoint】 (1) learning new words: fox, lion, angry, bone; (2) learning communication language: The fox is happy The lion is angry Why are you so angry? The fox took away my bone. in the sentence to read the phrase: took away 【TeachingTeaching DifficultDifficult PointPoint】 1.doctor English pronunciation 2 teaching focus in What does .do?the application of sentence patterns. 【TeachingTeaching AidsAids】 The fox took away my bone. Teaching, teachers can be divided into three parts to help students understand. This sentence is the verb of the past. 【Teaching【Teaching Methods】Methods】 (1) students in Lesson 8 have learned how to ask someone about the emotions and the function of the sentence; (2) according to the picture, have learned words and personal experience, a simple description of their emotions and reasons; (3) can use I have / I have no . to express the cause of happy / sad; (4) students in front of contact with animal vocabulary, so will not feel strange, this lesson will be helpful to reduce the understanding of the burden of words; (5) Sentence pattern can activate the students original cognition, more accurate and profound understanding of the meaning of words and sentences. 【TeachingTeaching ProceduresProcedures】 StepStep 1:Warm-up1:Warm-up 1.Warm up (1) Greeting Teachers and students can talk about emotional topics, such as T: Hello, boys and girls. Its a nice day today. I am very happy. After asking the students: Are you happy? Ask the students to answer according to the actual situation. (2) Let the students sing English songs, encourage students to sing and dance. Through warm-up to promote students to enter the English learning state in a timely manner. (3) Guessing Game game purpose: review the name of small animals, activate student awareness, stimulate student interest. StepStep 2:Presentation2:Presentation 2.Presentation Activity 1: Listen, look and say. (1) the teacher to produce an angry bird, asked: Whats wrong with angry birds? Students answer They are angry continue to ask: Why? Students will say: pig stole their eggs teacher To guide students to try to follow the understanding to take away; and then learn angry, teachers to produce pictures, to guide students to look at the expression to understand the word, listening to spirits angry; (2) group discussion word pronunciation, perception of pronunciation rules, experience the letter o in the word of different pronunciation, the development of students from the sound to the shape of the word method and ability; (3) the teacher plays the words and two sentences of the recording, the students listen to the recording, after the teacher asked what can you hear? Leads the students to say the sentence The fox is happy. The lion is angry. Activity 2: Work on pairs. (1) teachers to produce Work in pairs. The theme map, to guide students to observe, and ask: What can you see in the picture? Whos in the picture? Are it happy? This inspired students to perceive the overall situation of dialogue; (2) students to see pictures, talk about the figures and their emotions, for the back of the expression in English to prepare; (3) students read sentences. Teachers can help students understand the meaning of took away, and in the back focus on practice; (4) teachers play recording, students listen to the sentence, read the whole sentence. And listen to the recording, correct their pronunciation. StepStep 3.3. PracticePractice Activity 1: Read on pairs. A person reading a sentence, one person performing, deepening understanding of memory; reading dialogue, teacher inspection inspection guidance, and finally show several groups of dialogue. Activity 2: Read and writer. Students look at the picture and answer: Who is in the picture? How does it feel? At the same table to speak to speak, and then try to write this lesson, the purpose is to practice the letter of the normative writing, and deepen the ability to read the word ; Activity three: Talk about it This activity can be used as a language or as a language. Teachers choose their own. (1) teachers with PPT rendering pictures, students observe the characters and animals, expression and other information in the figure; (2) teachers play recording, students look at the picture to listen to the recording imitation, (3) After listening to the students on each picture and the same table practice to talk about, the figure can not speak Chinese; picture one: Why are you so angry, Mr. Tiger? The dog took away my bone. Picture 2: Why are you so angry, Mr. Lion? The teacher can speak English when the student says meat. Photo three: Why are you so angry, little girl? The cat took away my fish. Picture four: Why are you so angry, little boy? The dog took away my book. (4) after training, students in the class to find a friend, a question and answer dialogue; (5) show the dialogue, encourage students to say more sentences, so that they understand the language learning is to express, use and exchange, not to endorse the sentence.The teacher can speak English when the student says meat. Photo three: Why are you so angry, little girl? The cat took away my fish. Picture four: Why are you so angry, little boy? The dog took away my book. (4) after training, students in the class to find a friend, a question and answer dialogue; (5) show the dialogue, encourage students to say more sentences, so that they understand the language learning is to express, use and exchange, not to endorse the sentence. (3) StepStep 4:4: LetsLets singsing Review Lesson 8 songs, play Lesson 9 songs, students try to play the songs in the action, with the recordings to sing songs, the teacher appropriate to explain. The team is practicing and playing the performance. The fox is happy.The lion is angry. Why are you so angry, Mr. Lion? The fox took away my bone. The fox took away my bone. StepStep 5 5：MakeMake a a summary.summary. (1) make use of the video to summarize this lesson; (2) to lead the class to sum up the function of this lesson sentence and answer; (3) emotional sublimation: should not love your people angry, angry. (4) Arrangements: listen to the recording, read the words; ask the parents todays mood, and try to communicate in English. Step6:Step6: HomeworkHomework Listen 、read and sing.（5 times） 2.Listen and write.（workbook：Lesson 9） 3.Say“I love you” to your family and friends. Step7Step7：BlackboardBlackboard UnitUnit 2 2 FeelingsFeelings LessonLesson 9 9 threethree angryangry birdsbirds lionlion 三只小鸟愤怒 的 狮子 蛋 狐 狸 骨 头 tooktook awayaway tooktook awayaway pigspigs eggseggs foxfox bonebone WhyWhy areare youyou soso angryangry？ TheThe _ tooktook awayaway mymy _._. 猪