牛津英语-二年级第一学期-教案-最新全

Module1GettingtoknowyouUnit1HelloFirstPeriodI.Aims:1.Knowledge:1)Words:morning,afternoon,evening,night2)Structure:Goodmorning.Howareyou?I'mfine2.Skill:1)Enablekidstoknowdifferenttimeinaday2)Enablekidstousenounstoidentifyfourperiodsinaday3)Enablekidstouseformulaicexpressionsofgreetingsandfarewell4)Enablekidstoopeninteractionwithotherlearners3.Emotion:1)EnablekidstobepolitetoothersII.Keypoints＆difficulties:1.Theusageofthekeywordsincontext2.Theusageofformulaicexpressionsofgreetingandfarewell3.IdentifytheperiodsbetweeneveningandnightIII.Aids:1.PPT2.PaperandcrayonsIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Rhymesandsongs2.AskandanswerKidssayrhymesandsingsongsKidslistenandanswerthequestionsTeacheraskssomequestionsKidsanswerRhymes,songsandDailytalktoactivatekidstobeinterestedinEnglish.II.While-taskprocedure1.Teach:morning,afternoon,evening,night2.Practicethewords3.Teach:Howareyou?I'mfine,thankyou.1.Showthesunandthemoonandask:What'sthis?What'sthat?KidslookandsayAnswerthequestions2.Showthewordsandsaysun,moonKidsreadandspellSaysomethingaboutthem3.PlaythemovieThesunopensitseyesandgetsup.Andsay:It'smorning.Boysandgirls,let'ssay:Goodmorning,Sun.Whatdoyoudointhemorning?Kidswatchthemovie4.ContinuetoplaythemovieAskkidstosay:Goodafternoon.Goodevening.Goodnight.Whatdoyoudointhe...?KidssaytogetherGreettothesun5.Showthewords6.Askfourkidstodraw7.Askanotherfourkidstomatch8.LookandsayShowthepicturesandplaythecassetteWatchandsayReadandspellDrawaccordingtowhatteachersayMatchthepicturesandwordsReadtogetherGroupwork,onesaythesunonetogreetActoutListenandunderstandGroupworkActoutthedialoguePresentthenewwordswithmovie,practicetheminspeakingprocess.Trytomakemorekidsinvolvelearningprocessandenjoyit.III.Post-taskactivity1.Listenandread2.QuickresponseGood...3.LookandsaytherhymeListenandreadRespondtothepartnerquicklyPairwork,actoutMakeanewrhymeandactitoutIV.AssignmentCopythelettersandwordsWriting:Unit1Hellomorning.thesunbigredGoodafternoon.Goodevening.themoonbigyellownight.著名的苏联教育学家苏霍姆林斯基说过：“兴趣的源泉在运用。“为了增强学生学习英语的兴趣，给学生更多地运用英语进行交际的机会，在本课的教学中，设计和组织了多种难易程度不同的学习活动。通过唱儿歌、对话表演等活动，让学生把所学的知识运用于实际，使学生取得不同程度的成就感，增强了自信心，增添了学习英语的兴趣和乐趣。在这个宗旨下，本课的设计围绕“趣”字入手，通过玩具引出新课的内容，吸引了学生的注意力。然后根据低年级学生好动的特点，设计了和玩具对话的语言活动，使学生在玩玩、动动中轻松地学会了和同学、老师打招呼、问候等日常用语。尤其改版后的二年级的开始部分，内容看似简单，是既蕴含了较多的人文知识。在上课的过程中，充分的钻研教材、挖掘其人文因素，非常的有必要。SecondPeriodI.Aims:1.Knowledge:1)Structure:I'mverywell./Justso-so.Notsowell.Nottoobad.2.Skill:1)Enablekidstounderstandformulaicexpressionsofgreetingincontext,andrespondingappropriately2)Enablekidstounderstandasimplestorywiththehelpofpictures,puppetsortheteacher'sbodylanguage3)Enablekidstoopenaninteractionwithotherlearners4)Enablekidstolearnandwritethelettersandthewords3.Emotion:1)EnablekidstobepolitewithothersII.Keypoints＆difficulties:1.Theusageofformulaicexpressionsofgreetingandfarewell2.Elicitdifferentanswertothequestion'Howareyou?'III.Aids:1.PPT2.PuppetsIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Rhymesandsongs2.Somequestions3.DialogueSayrhymesandsingsongsListenandanswerthequestionsTasksquestionsandKanswerTshowsfourpicturesofdifferenttimeinadayKidschooseoneandmakeadialoguewithclassmates,thenactoutRhymes,songsandDailytalktoactivatekidstobeinterestedinEnglish.II.While-taskprocedure1.Thestory2.Teach:I'mverywell.Nottoobad.Justso-so.Notsowell.1.TshowsthefourpicturesKidslookatthepicturesandsaythewordsKidstrytomakeadialoguewithdesk-matesthenactoutthedialogue2.TplaysthecassetteKidslistentothecassetteKidstrytosayI'mverywell,thankyou.AskandanswerinpairsRespondtotheteacherSingthesong1.TplaysthemovieKidswatchandunderstandFollowtosayActandsay2.DrawsimplepicturestomatchLookandsayActandsayAskandanswerinpairs3.TeachercreatesituationsKidschoosepartnerstomakeadialogueandactitoutEnablekidstocreatefirstthenshowthemtheproperlyanswer.Moredifferentanswerssuitedtothereallife.III.Post-taskactivity1.Booksshut2.Learntheletters3.ArhymeListenandreadFollowtosayIV.AssignmentCopythelettersandnewwordsWriting:Unit1HelloI'mfine,thankyou.I'mverywell,thankyou.Howareyou?Nottoobad.Notsowell.Justso-so.Unit2I'mDannyFirstPeriodI.Aims:1.Knowledge:1)Words:boy,girl,big,small2)Structure:I'm...You're...2.Skill:1)Enablekidstoidentifythekeywordsbylisteningtothepronunciation2)Enablekidstousekeypatternsandadjectivestodescribepeople3)Enablekidstounderstandhowtodescribepeopleusingkeypatterns3.Emotion:1)EnablekidstohavetheintereststoknowaboutothersII.Keypoints＆difficulties:1.TheusageofkeypatternsandadjectivestointroduceoneselfanddescribepeopleIII.Aids:1.PPTIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Songsandrhymes2.Dailytalk3.RiddlesTwokidsleadtosingTeacherasksandkidsanswerSaytheriddlesandaskkidstoguessDailyEnglishtrainingforthekids.II.While-taskprocedure1.Teach:boy,girl2.Teach:big,small3.Teach:I'm...You're...1.Showapicture,point,askandanswer2.Sayandresponseboyorgirl3.Self-introduction:I'ma...You'rea...Pairwork,actout1.Self-introduction2.Showthemodeltokid3.Showthewords,readandspellMakephrasesabigappleasmalldog4.Practicethinfattallshort1.Askakidandsay:Hello,I'mMr.Gao....2.ShowthesentencesPairwork,actout3.QuickresponseWhoisthewinner?Practicethenewwordsingamesandactions,makekidmoreexciting.Openinteractionswithotherlearners.III.Post-taskactivity1.Booksshut2.Playagame1.Listenandread1.Amodel:WhoamI?KidsplaythegamesinclassInthegame,kidsusekeywordsandpatternsmoreandmore.IV.Assignment1.Listenandread2.Copythenewwords3.Self-introductionIama...Iam__.(age)I'm__.(feature)Ican__.(ability)Ilike__.(food,animal,hobby)Writing:Unit2I'mDannyI'm...boy/girl(Iam)thin/fatYou'rebig/small(Youare)tall/shortSecondPeriodI.Aims:1.Knowledge:1)Words:fast,slowly,strong,weak2)Structures:You're...Yes,I'm...?No.I'm...3)Letters:CcDd2.Skill:1)Enablekidstousekeypatternsandadjectivestodescribesomeone2)EnablekidstoidentifythelettersCcandDdbylisteningtothepronunciation3)Enablekidstowritethelettersbeautifully3.Emotion:1)EnablekidstokeepahealthybodyII.Keypoints＆difficulties:1.Theusageofkeypatternsandadjectivestodescribepeople2.TheusageofWh-questionstogetkeyinformationIII.Aids:1.PPT2.ClassroomobjectsIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Songsandrhymes2.Dailytalk3.ListenandguessWhoamI?TwokidsleadtosingTeacherasksandkidsanswerOneintroducehimself,otherstoguessTochecktheoralEnglishexerciseinclass.II.While-taskprocedure1.Teach:strong,weak,fast,slowly2.Teach:You're...Yes,I'm...No.I'm...3.Learntheletters1.Playavideo(Acatandamouse)2.AskandansweraboutthevideoWhatdoyouseeinthemovie?Whichonedoyoulike?Why?Canyousaysomethingaboutit?3.Playthevideoagainthenask:Howisthecat?Mouse?4.Showthewords,readandspellMakesentenceswiththesefourwordse.g.Thelionisstrong.Itcanrunfast.Themouseisweak.Itcanrunslowly.Saytootherthreeclassmates1.PlayagamewithkidsT:Hello,I'mMr.Gao.I'mbig.K1:Yes,you'reMr.Gao.You'rebig.T:Hello,you'reTim.You'retall.K2:No,I'mshort.2.Playthegameingroups1.Listenandcircletheletters2.LookatthepictureandsayarhymeExtendmoreadjectivestorichwhatkidssay.Practicethekeypatternsingameplaying.III.Post-taskactivity1.Booksshut2.DoasurveyListenandreadInvestigatetwoclassmatesCompletethetablewhenaskingThentrytoreportHeis...Whoishe?Sheis...Whoisshe?Enablekidstocommunicatewithothersmoreactively.IV.Assignment1.Listenandread2.Copythelettersandnewwords3.Speaking:FindoneortwoanimalsorfriendstodescribewiththewordslearntWriting:Unit2I'mDannyYou're...fastslowlyYes,I'm...strongweakNo,I'm...Unit3AnewclassmateFirstPeriodI.Aims:1.Knowledge:1)Words:seven,eight,nine,ten2)Listenandenjoy2.Skill:1)Enablekidstousearhymetopracticethenumbers2)Enablekidstopronouncenumbersonetotencorrectly3)Enablekidstousemodeledphrasestocommunicatewithotherlearners3.Emotion:1)EnablekidstoknowhowtodealwithothersII.Keypoints＆difficulties:1.Theusageofnumbersfromonetoten2.ThepluralformsofnounsIII.Aids:1.PPT2.Classroomobjects3.MasksIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Rhymes2.Dailytalk3.Questions4.GuessinggameSaytherhymesaboutnumbersTalkwiththeteacherTeacherasksthequestionsandkidsanswerasquicklyastheycanDescribesomeoneintheclassKidstoguess:Whoishe?Whoisshe?Guessinggametointerestedkidstoenjoytheclass.II.While-taskprocedure1.Teach:seven,eight,nine,ten2.Teachtherhyme1.AguessinggameHowmany...arethereinthebox?2.Readandspellthenumbers3.Counttheclassroomobjectsingroups4.AskandanswerHowmany...arethere...?5.ContinuetheguessinggameHowmany...arethere...?1.Playthecassette2.Showtoteachknee-touchyourkneesActandsay3.DrawastickandasnaketoteachthenewwordspickupsticksdrawasnakeLookandsay4.PlaythecassetteagainFollowtosayGroupwork,actout5.MakeanewrhymeaboutnumbersTolearnthenewwordsinguessinggameandpracticetheminrhymessaying.Enablekidstobemorecreative.III.Post-taskactivity1.Booksshut2.Lookandcirclethepicturesandmatchthewords1.Listenandreade.g.(seven,eight)(ball,balls)Exercisesforkidstopracticethenumbers.IV.Assignment1.ListenandreadP10,132.Copythenewwords3.AskandanswerHowmany...arethere...?Writing:Unit3AnewclassmateseveneightninetentouchyourkneespickupsticksdrawasnakedoitagainSecondPeriodI.Aims:1.Knowledge:1)Structure:Areyou...?Yes,I'm...No,I'm...2.Skill:1)Enablekidstoidentifythekeywordsbylisteningtothepronunciation2)Enablekidstounderstandthekeypattern3)Enablekidstousemodeledphrasestocommunicatewithotherlearners3.Emotion:1)EnablekidstoopenaninteractionwithotherlearnersII.Keypoints＆difficulties:1.OpeninganinteractionwithotherlearnersIII.Aids:1.PPTIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Rhymes2.Dailytalk3.Questions4.GuessinggameSaytherhymesaboutnumbersTalkwiththeteacherTeacherasksthequestionsandkidsanswerasquicklyastheycanDescribesomeoneintheclassKidstoguess:Whoishe?Whoisshe?Guessinggametointerestedkidstoenjoytheclass.II.While-taskprocedure1.Teach:Areyou...?Yes,IamYes,I'm...No,I'm...1.OpenaninteractionwithakidHello,I'mMr.Gao.I'mtall.Areyoutall?Areyoufat?Areyoubig?...2.Askmorekidswiththesamequestions3.ShowthequestionsandanswersAreyoutall?Yes,Iam.Areyoushort?No,I'mtall.4.Freeaskingandanswer5.Putonthemasksandask:Hello,Youare...Youare...Youcan...Areyou...?PlaythegameinclassToteachandpracticethekeysentencesininteractions.Enablekidstobemoreactive.III.Post-taskactivity1.Booksshut2.GuessinggameWhoareyou?ListenandreadPlaythegameingroupsoffourE.g.A:I'maboyoften.I'mtallandthin.IcanreadbutIcan'twrite.Iliketoplayfootball.WhoamI?B:Areyou...?A:Yes,Iam./No,I'mnot.Connectspeechtomakekidstospeakmore.IV.Assignment1.ListenandreadP10--132.Copythenewsentences3.Self-introduction:Iam...Ican...butIcan't...Ilike...Writing:Unit3Whoareyou?Areyou...?Yes,Iam./Yes,I'm...No,I'mnot./No,I'm...Reflection＆reconstruction:本课时的学习内容是Areyou...?Yes,Iam.No,I'mnot.相对于二年级的学生来说，这个句型稍微偏难，尤其是在语法上深入挖掘的话，难度更大。在现行教材三、四年级中，这一句型始终是重点也是难点，关键在于学生对于第一人称和第二人称的转换存在很大的问题。所以，在本课时的设计上，根据低年级学生不适宜过多进行深入学习的特点，定位于口语交际的应用上。在一定程度上降低了学习的难度。在教学中，主要通过谈论学生的年龄、性别、身材特征等，把句型的教学贯穿始终，在大量的口语练习过程中进行训练，并且通过师生、生生活动，将句型操练活动层层推进，逐步使学生达到不假思索、脱口而出的熟练程度，为后续的语法概念的引入作了很好的铺垫。经过一课时的学习，学生基本上能够快速的对Areyou...?句型回答。Module2Me,myfamilyandfriendsUnit1IcanswimFirstPeriodI.Aims:1.Knowledge:1)Words:run,write,swim,fly2)Structure:Canyou…?Yes,Ican.No,Ican’t.2.Skill:1)Enablekidstouseverbstoexpressone’sability2)Enablekidstouseformulaicexpressionstoindicatethethingsapersoncanorcannotdo3)Enablekidstouseverbstoidentifyactions3.Emotion:1)Enablekidstohonorone’sabilitiesII.Keypoints＆difficulties:1.Theusageofthemodalverbcantoexpressabilitiesanditsnegativeformcan’ttoexpressingabilitiesIII.Aids:1.PPTIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Songsandrhymes2.Dailytalk3.GuessinggameYou’re…SingthesongsandsaytherhymesTalktotheteacherDescribesomeoneandaskotherstoguessWhoishe?Whoisshe?Basicabilitiestraining.II.While-taskprocedure1.Teach:Supergirl2.Teach:run,write,swim,fly3.Teach:Canyou…?Yes,Ican.No,Ican’t.1.Showthepictureandask:Whoisshe?Whatcanshedo?DiscussingroupsTrytosay2.ShowthewordReadandspell3.Trytosay:I’mSupergirl.Ican…butIcan’t…I’mSuperboy.Ican…butIcan’t…1.Showagroupofpictures2.Showthewordstoreadandspell3.Trytosay:Ican…butIcan’t…1.AnannouncementAclassforSuperboyandSupergirl.2.AninterviewCanyourunfast?Canyoureadabook?Canyou…?Yes,Ican.No,Ican’t.3.Pairwork,actoutEnablekidstotalkaboutSupergirlfirst.Toactivatetheirimagination.III.Post-taskactivity1.Booksshut2.AninterviewCanyou…?ListenandreadTakeabooktohavetheinterviewOneistheofficer,othersaretheinterviewersPlaythegameingroupsModeltheinterviewprocesstointerestedthekidsandpracticethekeysentences.IV.Assignment1.Listenandread2.Copythenewsentences3.AninterviewathomeWriting:Unit1IcanswimCanyourun?Yes,Ican.writeNo,Ican’t.swimflySecondPeriodI.Aims:1.Knowledge:1)Astory2)Learntheletters:Gggirl,Hhhand2.Skill:1)Enablekidstounderstandyes/noquestionsandtheirpositiveandnegativeresponses2)Enablekidstousemodeledphrasestoinitiateandengageinaninteractionbyprovidinginformationinresponsetofactualquestions3.Emotion:1)Tousecanquestionstoaskaboutone’sabilitiesproperlyII.Keypoints＆difficulties:1.Openaninteractionwithotherlearnerstotalkaboutone’sabilitiesIII.Aids:1.PPTIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Songsandrhymes2.Dailytalk3.GuessinggameYou’re…SingthesongsandsaytherhymesTalktotheteacherDescribesomeoneandaskotherstoguessHecan…buthecan’t…Shecan…butshecan’t…Speakingabilitytraining.II.While-taskprocedure1.Thestory2.LearnthelettersGggirlHhhand1.ShowagroupofpicturesaboutSupergirlandplaythecassette2.Somequestions:CanSupergirlswim?Canshefly?Canshewrite?Whatcanshedo?Askandansweringroups3.Retellthestory4.Watchavideoandmakeastory:Superman5.DoasurveyCanyou…?InvestigatethreeclassmatesandthenreportShowthelettersShowtherhymetoreadListenandunderstandthedialoguefirstly.Thenasksomequestionsaboutthis.III.Post-taskactivity1.Booksshut2.CompletethesurveyListenandreadFillintheblanksandreadSupergirlcan______,______and______butshecan’t______.IV.Assignment1.Listenandread2.WritesomethingaboutoneselfI’ma…Iam…Ican…butIcan’t…Ilike…butIdon’tlike…Writing:Unit1IcanswimCanshedance?Yes,shecan.No,shecan’t.Canheskiparope?Yes,hecan.No,hecan’t.Unit2That’smyfamilyFirstPeriodI.Aims:1.Knowledge:1)Words:young,old,strong,weak2)Structure:Ishe/she…?Yes,he/sheis.No,he/sheisn’t.2.Skill:1)Enablekidstoidentifythekeywordsbylisteningtothepronunciation2)Enablekidstolistentospecificinformationinresponsestoquestions3.Emotion:1)EnablekidstoshowlovetotheirfamilymembersII.Keypoints＆difficulties:1.AskingWh-questionsandyes/noquestionstogetkeyinformationaboutsomeoneIII.Aids:1.PPT2.Student’sbook2AIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Rhymes2.Dailytalk3.Self-introductionSaytherhymesTalktotheteacherIntroduceoneselftoothersAndthenask:WhoamI?Speakingabilitytraining.II.While-taskprocedure1.Teach:young,oldstrong,weak2.Teach:Ishe/she...?Yes,he/sheis.No,he/sheisn't.1.Showapictureofownfamily2.Pointtothephotoandintroducethepeopleinit3.QuestionsaboutthephotoHowmanypeoplecanyousee?Whoishe?She?Howishe?She?4.Showthetwowords:young,oldstrong,weak5.Makeexpressionswiththemayoungteacheranolddoctor6.Pairworktointroducethepeopleonthephoto1.Askakidtoshowhisphotoandask:Isheyourfather?Isheyourbrother?...Issheyoursister?Isshetall?...2.Showthesentences3.Pairwork,askandansweraboutthephotostakenTopresentthenewwordsandsentencesintalkingprocess.III.Post-taskactivity1.Booksshut2.Listenandenjoy3.AgameWhoismyfriend?ListenandreadListenandfollowtosingAsksomequestionstoguessWhoismyfriend?Enablekidstofocusthequestionson.IV.Assignment1.Listenandread2.Copythekeysentences3.KnowingmoreaboutfamilymembersWriting:Unit2That'smyfamilyIsheyoung?Yes,heis.Ishestrong?No,heisn't.Issheold?Yes,sheis.Issheweak?No,sheisn't.Reflection＆reconstruction:家庭成员的介绍是学生非常感兴趣的内容，用第一人称来介绍自己，学生已经说得比较熟练了。但是用第三人称来介绍家人，学生还是有些困难，出现有很多话想说，但却不会说，或者说错的情况。因此，教学过程序要循序渐进，由易到难。首先，将重点句型反复出现、操练，在学生已经可以熟练说出的情况后，在将旧的句型加入进去，放入不同的情境中不断操练。最后，由学生指着照片介绍家人，从学习新知到运用新知，在课堂中大部分学生都能够在教师的指导下完成学习任务。由于二年级的学生年龄的特点，教学过程不能一成不变，难易在课堂上的分布与操练要恰当，让不同程度的学生在课堂上都有发言交流的机会。SecondPeriodI.Aims:1.Knowledge:1)Playagame2)Learntheletters:Ii,Jj2.Skill:1)Enablekidstolistentospecificinformationinresponsetoquestions2)EnablekidstoidentifythelettersIiandJjbylisteningtothepronunciationII.Keypoints＆difficulties:1.UsingmodeledphrasestoinitiateandengageinaninteractionbyprovidingaresponsetofactualquestionsIII.Aids:1.PPTIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Rhymes2.Dailytalk3.Self-introductionSaytherhymesTalktotheteacherIntroduceoneselftoothersAndthenask:WhoamI?Speakingabilitytraining.II.While-taskprocedure1.Playagame:Whoismyfriend?2.LearnthelettersIi,Jj1.AmatchWhoaskstheleastquestionstogettheansweristhewinner.2.SomerulesforthematchEnglishonly.Nohints.3.Amodel:Isyourfriendaboy?Ishetall?Ishefat?Canherunfast?Ishe...?4.Playthegameingroups1.Showtheletters2.Saythe26lettersinorder3.Thewordsinsectjar4.ArhymeaboutthetwowordsEnablekidstoplaygamesandpracticethesentences.III.Post-taskactivity1.Booksshut2.Workbook1.Listenandread2.FinishtheexercisesIV.Assignment1.Listenandread2.DesignsomequestionstoaskaboutsomeoneorsomethingWriting:Unit2That'smyfamilyIiinsectthisitishisJjjarjacketUnit3MyhairisshortFirstPeriodI.Aims:1.Knowledge:1)Words:giant,hair,head,face2)Structure:My...is/are...Your..is/are...2.Skill:1)Enablekidstousenounstoidentifypartsofabody2)Enablekidstousepossessiveadjectivestodescribepeople3.Emotion:1)ToshowrespecttoothersII.Keypoints＆difficulties:1.TheusageofpossessiveadjectivestodescribepeopleIII.Aids:1.PPTIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Rhymes2.Dailytalk3.IntroduceafriendSaytherhymesTalktotheteacherIntroduceafriendtoothersAndthenask:Whoismyfriend?Speakingabilitytraining.II.While-taskprocedure1.Teach:Giant2.Teach:hair,head,face1.Showagardentotalkaboutit2.Showagiantandask:Whatisit?Doyoulikehim?Why?3.DescribetheGiantGroupwork,actout1.PointtotheGiant'shair,headandface2.Showthewordstoreadandspell3.Describeaboutone'spartsofabodywithadjectivesGroupworkActoutCreateastoryaboutGiantandSupergirl.Interestedkidstoinvolvethelearningprocess.III.Post-taskactivity1.Continuethestory1.ShowSupergirlandtalkabouther2.RoleplayMy...is/are...Your...is/areIV.Assignment1.Listenandread2.Describeoneself3.WritesomethingaboutoneselfWriting:Unit3MyhairisshortMyhairisshort.ears,eyes,nose,mouth,arms,hands,legs,Yourfaceisround.Reflection＆reconstruction:兴趣是学生学习的强大动力来源，在本课时的教学中，充分利用学生喜欢看卡通片的特点，将Giant和Supergirl的外貌特征的教学放置在古老的城堡的背景下，在这一卡通氛围的烘托下，将学生的学习积极性充分的调动出来，帮助他们克服了学习上的障碍。本课的教学内容中，身体器官是一年级所学过的，所以本课不作为新授重点，将单复数和适当形容词的选用作为教学难点进行突破。在教学过程中，通过直观的身体部位演示让学生理解单数和复数的区别，如Mynoseissmall.Myearsaresmall,too.等，引导学生从卡通人物的描述逐步转到自身的描述上来，通过逐句的递进教学，是学生对于自己的描述逐渐详细，最终形成一个完整的自我介绍。但是学生在综合描述的过程中，可能由于不熟练出现了怯场的表现，以致最终效果不是很理想。看来对于句型的递进教学，还需要做进一步的探索，以使学生能够自然过渡。SecondPeriodI.Aims:1.Knowledge:1)Playagame2.Skill:1)Enablekidstouseformulaicexpressionstotalkaboutpeople2)EnablekidstopronounceandwritethelettersKk,Ll3.Emotion:1)UseformulaicexpressionstotalkaboutpeoplemoreaccuratelyII.Keypoints＆difficulties:1.UsingproperformulaicexpressionstotalkaboutsomeoneIII.Aids:1.PPTIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Rhymes2.Dailytalk3.IntroduceoneselfSaytherhymesTalktotheteacherIntroduceoneselftoothersSpeakingabilitytraining.II.While-taskprocedure1.Playagame2.Teach:Kk,kiteLl,lion1.SomecardsaboutpeopleTalkaboutthecardsDescribethepeopleonthecard2.AmodelA:I'mGiantnow.I'mbigandtall.Myhairisshort.Andmyeyesarebig.B:Yes.You'reGiant.You'rebigandtall.Yourhairisshort.Andyoureyesarebig.3.Workingroupstoplaythegame1.Lookandsay2.Somewordwiththesamepronunciationof/k/and/l/3.Writetheletters4.ReadthechantTopracticethekeystructuresingames.III.Post-taskactivity1.Booksshut2.WorkbookListenandreadFinishtheexercisesIV.Assignment1.Listenandread2.IntroducesomeoneWriting:Module3PlacesandactivitiesUnit1IntheChildren'sgardenFirstPeriodI.Aims:1.Knowledge:1)Words:slide,swing,seesaw2)Structure:Whatcanyousee?Icansee...Whatcolourisit?It's...2.Skill:1)Enablekidstousenounstoidentifyobjectsintheplayground2)EnablekidstouseWh-questionstofindoutspecificinformationaboutsomething3.Emotion:1)EnablekidstounderstandthehappylifetheyhaveII.Keypoints＆difficulties:1.UsingproperadjectivestodescribewhattheyseeIII.Aids:1.PPTIV.Procedures:ProceduresContentsMethodsPurposeI.Pre-taskpreparation1.Rhymes2.Dailytalk3.PictureshowSaytherhymesTalktotheteacherLookatthepicturesandanswer:Whatplaceisit?Speakingabilitytraining.II.While-taskprocedure1.Teach:children'sgarden2.Teach:slide3.Teach:swing4.Teach:seesaw5.Teach:Whatcanyousee?Whatcolourisit?1.Showapictureofachildren'sgarden2.Question:Whatcanyouseeinthechildren'sgarden?Discussandanswer1.ShowaslidetoteachPronouncethewordSomeslidestomakephrases2.Say:Theslideislikea...Pairwork,actout1.ShowapictureWhatisit?Whatcolourisit?Let'sswing.O.K.?2.MakearhymeSwing,swing,swinglikeamonkey.1.Guess:Whatcanyousee?2.Showthewholepictureofaswing3.Pairwork,makearhyme1.Showthepictureofthegarden2.GroupworkAskandanswerwiththetwoquestionsEnablestudentstotalkaboutthechildren'sgardenfirstly.Thenteachthenewwordsandsentences.III.Post-taskactivity1.Booksshut2.MakeadialogueListenandreadAmodelHello,Danny.Whereareyougoing?Tothechildren'sgarden.Whatcanyouseeinthechildren'sgarden?Icansee...Whatcolourisit?It's...Openaninteractionwithotherlearners.Tocommunicatewithotherlearnersmoreactively.IV.Assignment1.Listenandread2.IntroducethegardenWriting:Unit1Inthechildren'sgardenWhatcanyousee?Icanseeaslide.swingseesawWhatcolourisit?It's...Reflection＆reconstruction:本课时的教学内容是儿童乐园，是学生所喜欢的话题。针对这个很好的主题，在设计的是考虑了不仅让学生认识儿童乐园里面的游乐设施，更要让学生能够进行简单的描述，训练对事物的表述能力。在教学过程中，首先进行了扎实的单词教学，通过不同的颜色、形状等进行组词训练，在此基础上进行句型Whatcanyousee?Icansee...Whatcolourisit?It's...的教学，组织学生自己寻找对话伙伴，开展自由问答练习。学生在学习的过程中表现出了很高的学习热情，无论新单词的学习还是句型的学习都取得了良好的效果。在课末的儿歌教学中，引导学生一边表演一边诵唱，学生更是兴致高昂，不少学生根据实际情况还进行了改编。由此可见，学习动力的发掘是教学取得成功的保证。在日常的教学行为中，如何将教学内容和学生所感兴趣的内容相结合起来，真正实现寓教于乐，是学生发展、教学效率提高的基本保证。SecondPeriodI.Aims:1.Knowledge: