2019-2020年二年級英語下冊 Unit 8 The tub needs a bath too(2)教案 新世紀版.doc

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2019-2020年二年級英語下冊 Unit 8 The tub needs a bath too(2)教案 新世紀版 一、教材分析： 本課要學(xué)習的是關(guān)于日常生活用品的四個單詞，通過學(xué)習讓學(xué)生掌握這些單詞，會聽、會說、會拼、會讀。 二、學(xué)情分析： 本課所學(xué)單詞對班中學(xué)生來說，是全新的知識，但由于所學(xué)單詞的發(fā)音都符合發(fā)音規(guī)律，學(xué)習起來并不難。不可數(shù)名詞學(xué)生已經(jīng)接觸過，因而本課出現(xiàn)的兩個不可數(shù)名詞的用法學(xué)生能掌握。 三、教學(xué)目標： （一）基礎(chǔ)目標：（A、B、C三類學(xué)生） 1.正確認讀四個單詞。 2.知道soap、tooth-paste是不可數(shù)名詞。 3.知道towel、tooth-brush的復(fù)數(shù)形式和讀音。 4.教育學(xué)生養(yǎng)成講衛(wèi)生的好習慣。 （二）發(fā)展目標：（ A、B類學(xué)生及部分C類學(xué)生） 能用所學(xué)知識看圖片或?qū)嵨镎f話。 四、教學(xué)重難點： 不可數(shù)名詞的用法以及名詞復(fù)數(shù)形式的構(gòu)成及其讀音。 五、教具準備：多媒體、圖片、實物等。 六、教學(xué)過程： Procedure Contents Methods Purpose Pre-task preparation 1.Daily talk 2.Revisions: To show some words. Answer the questions. Read the words. 通過朗讀含有本課單詞發(fā)音規(guī)律的單詞，為學(xué)習新課作準備。 While-task procedure 1. tooth-brush (tooth-brushes) 2.tooth-paste (U.) 3.towel(towels) 4. soap(U) 1. Look and answer.(AB) What’s this? What’s he doing? What colour is it? How many? 2. Read the words.(ABC) 3. Spell the words.(BC) 4. Make some sentences with the words.(AB) 5.Chant(ABC) Brush, brush, brush, Brush my teeth. (用相同方法學(xué)習) 通過實物、圖片創(chuàng)設(shè)情景，再讓學(xué)生通過對子活動、小組活動、說一說、做一做、chant等操練形式，，通過分層教學(xué)，尤其關(guān)注學(xué)困生，使學(xué)生掌握本課所學(xué)詞匯。并培養(yǎng)學(xué)生在認真學(xué)習的同時，養(yǎng)成講衛(wèi)生的好習慣。 Post-task activities 1.Quick Response. 2. Put the missing letters. 3. Talk about the pictures. 4. Homework. 1. Read the words. 2. Put the missing letters. 3. Work in pairs. 4. Homework. 必做題： Read and spell the words. 選擇題： Make some phrases. Make some sentences. 通過快速反應(yīng)和填入所缺字母，檢查學(xué)生學(xué)習情況，鞏固本課所學(xué)知識。 作業(yè)是課堂的延伸，作業(yè)分層能給不同水平的學(xué)生得以在原有的基礎(chǔ)上都能有所提高，有所發(fā)展。 附送： 2019-2020年二年級英語下冊 Unit 8 The tub needs a bath too(3)教案 新世紀版 一、教育目標： 1.教育學(xué)生要養(yǎng)成良好的衛(wèi)生習慣。 2.教育學(xué)生要主動幫助家長做家務(wù)。 3.教育學(xué)生在生活中要節(jié)約能源、隨手關(guān)燈、關(guān)水龍頭。 二、知識目標： 基礎(chǔ)目標： 1. 掌握Wonderland中動詞詞組：look at the picture, take a bath, go to school, clean the tub。 2. 能根據(jù)模擬或?qū)嶋H語境使用句型：These are…。 3. 理解Grand Theatre中的句子：Finished? Not yet. What are you doing? The tub needs a bath. 并要求學(xué)生分角色表演對話。 4. 能理解并區(qū)分“Turn on the light.”和“Turn off the tap.”。 5. 能認讀和書寫字母Ss和Tt，通過朗讀，體驗和感知輔音音素/s/和/t/。 6．能用正確的語調(diào)和節(jié)奏讀兒歌：On the bus。 發(fā)展目標： 1. 由Wonderland中的動詞短語拓展出其他短語，并能用祈使句下達指令。 2. 能替換Grand Theatre中的語句，根據(jù)不同場景自編對話進行表演。 3．能根據(jù)Ss--/s/和Tt--/t/的發(fā)音規(guī)律獨立認讀某些新單詞。 能力目標：1. 能用正確的句子描述事物。 2．根據(jù)創(chuàng)設(shè)的情景，培養(yǎng)學(xué)生用英語表演小短劇的能力。 三、情感、策略和文化等有關(guān)目標： 1. 情感態(tài)度：培養(yǎng)學(xué)生做生活的小主人的情感。 四、教學(xué)資源： Student’s book 2B P61~P66 Cassette 2B Unit 8 Student’s workbook 2B P65~P68 Word and picture cards 2B Unit 8 五、教學(xué)過程（3課時） 第一課時 Procedures Contents Methods Purpose Pre-task preparation Warming-up 1. Greeting 2. Do actions 1. By asking and answering, to know some information from the students. 2. Teacher says actions and students do them. 1. 通過問候，了解學(xué)生情況，創(chuàng)設(shè)一種輕松的學(xué)習環(huán)境。 2. 老師讓學(xué)生根據(jù)老師的口令做出與之相適應(yīng)的動作，復(fù)習學(xué)過的動詞，為學(xué)習動詞詞組作鋪墊。 While-task procedure 1．Lead in: 2．Task： To learn the new phrase: go to school 3．Task: To learn the new phrase: look at the picture, and to learn the sentence pattern: These are… 4．Task: To learn the left phrases: Clean the tub; take a bath 5．Activity: Choose the correct picture. 1．Question from the teacher: What do you do from Monday to Friday? Student will say: I go to school. 2. Show the pictures on the board: go to school 3. Let the students look at a picture. And say: Please look at the picture. What are these? (By using some pictures, to make students understand ‘look at the picture’ and say the sentence pattern ‘These are …’.) 4. Teacher asks: What do you do after school? The students could have different answers. The teacher can show the picture of ‘clean the tub’ and ‘take a bath’. Make the students read them. Focus on the word ‘tub’. And let the students know ‘have a bath’ can instead of ‘take a bath’. The students choose a picture according to the teacher’s saying. 引入： 自然過渡，易于學(xué)生理解。 在理解含義的基礎(chǔ)上，強化語音、認讀字型。 把詞組學(xué)習與句型學(xué)習有機整合起來，教師為學(xué)生做了很好的示范作用，學(xué)生會說：Look at the picture. These are …。在這個環(huán)節(jié)中，教師還可用一張有幾件衣服的圖片，目的讓學(xué)生說：These are clothes. 結(jié)合學(xué)生的實際生活, 有助于對動詞詞組的準確理解。 通過活動：選圖片，鞏固所學(xué)的詞組。 Post-task activities 1. Brainstorming: Make a new phrase. Look at …; take …; go …; clean … 2．Activity: Say a sentence about the pictures. 1. Encourage the students say some new phrases by using ‘look at’, ‘take’, ‘go’, ‘clean’. 2. The teacher puts some pictures on the board. Let the students say a sentence by using ‘These are…’ or ‘This is …’. 通過“頭腦風暴”活動，讓學(xué)生說出帶有“l(fā)ook at, take, go, clean”動詞的詞組。如：look at the board; take a wash/walk/rest; go to the zoo; go home; clean the desk…發(fā)展學(xué)生的綜合能力。 通過看圖說話，區(qū)別“These are…”與“This is …”兩種句型。 第二課時 Procedures Contents Methods Purpose Pre-task preparation Sing a song：Sit down you’re rocking the boat. Follow the tape, have the students do actions while singing. 讓學(xué)生在歡樂的氣氛中開始學(xué)習。 While-task procedure 1．Task： To learn : I’m home. I’m not home. 2. Task: To learn: Finished? Not yet. 3. Guessing game: What are you doing? I’m （doing。。。） 4．Task： To learn ‘Grand Theatre’. Show some pictures about animals’ houses, such as ‘mouse’s house’, ‘cat’s house’, ‘dog’s house’, etc. Then, ask the students what animal’s house it could be? If the students cannot get the answers, the teacher can put a little animal in the houses, and says, ‘It’s my house. Now, I’m home.’ Then, put the animal out of the house, and says, ‘Now, I’m not home.’ Let the students practice in pairs by using ‘I’m home.’ and ‘I’m not home.’ When the students are practicing, the teacher will ask them ‘Finished?’ And let them understand the question, help them response by using ‘Not yet.’ Let the students close their eyes. Teacher does actions, and asks them: What am I doing? When the students guess wrong, let them ask: What are you doing? Then, play the game in groups. Listen to the tape, and answer the questions from the teacher. Then, read it after the tape. 用猜“圖片上是誰的家”，引導(dǎo)學(xué)生理解“It’s my house. Now, I’m home.”的含義。又把小動物通過放在圖片上的房子里，或放在房子外，讓學(xué)生學(xué)說：I’m home. 或I’m not home. 在自然交際中理解含義，使之成為能經(jīng)常用到的課堂用語。 在游戲中學(xué)習句型，提高學(xué)生的理解運用能力。 有意識地培養(yǎng)學(xué)生的聽力。 通過回答問題理解課文。 Post-task activities petition： Which group is the best one? Group work：Role-play. 通過讓學(xué)生表演課文，培養(yǎng)運用句型及表演小短劇的能力。 第三課時 Procedures Contents Methods Purpose Pre-task preparation Warming-up: Role-play Revision the text. 通過活動，復(fù)習上節(jié)課所學(xué)的內(nèi)容。 While-task procedure Task: To learn ‘Music Box’. 2．Activity： To learn ‘Sports Club’. 3．Task： To learn ‘Disneyland’. 1. Show the pictures and let the students read after the tape. Focus on the sounds of the letter ‘s’ and the letter ‘t’. 2. Look at the pictures and listen to the tape. Understand their meanings. Then, according to the teacher’s saying, point at the correct picture. 3. First, let the students understand ‘get on the bus’ by doing action. Teacher can make a group act as a bus. Moreover, teacher can give the phrase ‘get off the bus’. Finally, make them read the whole rhyme. 通過聽錄音跟讀，準確掌握字母s和t的名字及發(fā)音。 讓學(xué)生通過指圖片，加深對短語的理解。 在學(xué)兒歌時，有拓展、有提高，更大層度地發(fā)揮學(xué)生的潛力。 Post-task activities Practice： Do some exercises on the workbook. To help the students sum up the learning of the whole unit. 讓學(xué)生通過做練習冊上的練習題，進一步鞏固本單元的學(xué)習內(nèi)容。