上海牛津英语二年级下册电子备课unit1杨晓花.doc

楚雄开发区永安小学英语学科集体备课导学案
课题
Unit 1 Farm animals
备课年级
二年级下册
备课时间
2017.02
主备教师
杨晓花
授课教师
杨晓花
备课方案
研读后修改
教材简析

Contents: 1.Word: hen, chick, duck, cow, pig
2.Letter: N n nose, O o orange

教学目标
1.Using nouns to identify common farm animals.e.g. hen, chick
2.Learn the above names and sounds of the letters ‘N n, O o’.
3.Knowning about the farm animals and say something about the animals you like.

教学重点
Using nouns to identify common farm animals.

教学难点

Pronounce words properly.

教学准备
T: picture cards, words cards, tape, Student’s Book and Wordbook.
P: picture cards (students prepared beforehand )

教学课时
４

导学过程

导学过程
Period 1 Let’s learn

Procedures:
Ⅰ.Pre-task preparation
1. Let the students listen to the noise of the farm animals.
Say out what they can hear.
T: Listen! What can you hear?
S1: I can hear a duck.
S2: I can hear a
2:Put the picture cards on the board according to their answers.
Ⅱ.While-task procedure
1. Point to the animals and learn to say their names.
2. Hold up each picture card for farm animals and ask individual students their names.
3. Repeat the 2nd procedure with other students but this time show the word cards as well. Read the words for students to follow.
4. Listen to the tape of ‘Let’s learn’. Make the picture cards in order.
(One student does so with T’s cards on the board. The others do so with their own cards.)
5. Listen to the teacher and do quick response.
e.g. T: Show me a hen./Pick out a hen./Raise a hen.
S: (Raise the picture card.) hen, hen, hen.
6. Repeat the something procedure in the group of four.
e.g. s1: Pick out a hen.
S2.s3.s4: hen, hen, hen.
7. Look at the picture cards and word cards.
Listen to the teacher and judge.
Please clap or repeat.
e.g. T: (Point to the cow.) Cow, cow.
S: (Repeat) Cow, cow.
T: (Point to the pig.) Chick, chick.
S: (Clap their hands and raise their hands.　Then correct it.) Pig, pig.
8. Read the words on the board. Then guess, what word is missing?
9. Ask individual students to come up and choose a word card to put next to the appropriate animal on the board. Then read it.
10. Show students the picture cards for ‘nose’ and say “Nose begins with the sound ‘n’.” Show the word card for ‘nose’ and say “N┄Nose’. Repeat . Show alphabet cards ‘N’ and ‘n’. Read and compare the capital letter ‘N’ with the small letter ‘n’.　Do the same with ‘O　o┄orange’.　Play the tape for students to follow in their books.
Ⅲ.Post-task activities
1. Know more about the animals.
e.g. T: I like to eat eggs. Do you like to eat eggs? S: Yes, I like to┄
T: Where are the eggs from? S: They’re from hens.
T: Where are the chicks? S: They’re from eggs.
T: Yes. Hens lay eggs. Chicks come from eggs. Chicks grow and grow. They become hens and cocks.
Q: Where is milk from? Where is wool from? Where is meat from?
Conclusion: These animals are very useful to us.
2. Which animals do you like best? Why?
Ⅳ.Consolidation
1. Listen to the tape and read the words.
2. Workbook page 3: Match and write the correct number in the box.
3. Workbook page 4: Draw lines to help the little animals find their mothers.
Informal essay after teaching

Period 2 Let’s talk
Contents: What do you see? I see┄ What do you hear? I hear┄
Aims: 1. Asking ‘wh’ questions to find out specific information about a farm.
e.g. What do you see /hear?
２.Ｕsing the simple present tense. e.g. I see/hear a duck.
Main Points: Asking and answering the ‘wh’ questions.
Difficulties: Using the models to communicate with other learners.
Aids: the wallchart for page 3, six picture cards and six word cards ,tape , Student’s Book and Workbook
Procedures:
Ⅰ.Pre-task preparation
⒈ Show six toy farm animals or pictures of them. Ask students to name in English.⒉ Show six word cards. Ask students to read them.
⒊ Match the words to the pictures on the board.
⒋ Ask: ① What comes from a hen?/ Where does an egg come from?
② Where does milk/a chick /a hen come from?
Ⅱ. While-task procedure
⒈ While putting your hands on your eyes like a telescope, say ‘What do you see?’ Then putting your hand on your ear like listening, say ‘What do you see?’ Get the4students to do the actions like you while repeating the questions after you.
⒉ Put up the wallchart for page 3 tell a story something like this:
T: Look at the picture of a farm. This boy is Sam and this girl is May. They’re brother and sister. This old man is their grandfather. Sam and May sometimes go to the country to visit their grandfather. Their grandfather is a farmer. Sam and May like to go to his farm to see the animals. There are a lot of animals on the farm: a pig, sheep, cows, a duck and even a hen with baby chicks. How many of them do you see in the picture? S: I see…
⒊ Play the sounds of the animals on the recording and answer the questions ‘What do you hear?’ by saying ‘I hear…’
⒋ Listen to the story again. Then answer the questions and such as the following:
① Who is the boy/girl/old man? (Sam, May, grandfather)
② What is Sam and May’s grandfather? (He is a farmer.)
③ Are there many animals on his farm? (Yes, there are.)
④ What animals has grandfather got on his farm? (He has got a pig, sheep, cows, a duck, a hen and chicks.)
⑤ What do you see in the picture? (I see…)
⑥ What do you hear on the tape? (I hear… )
⒌ Open their books. Listen to the let students hear the correct pronunciation of the sentences and repeat. Then ask individual students to say ‘What do you see/hear?’ and ‘I see/hear…’
⒍Practice the language in pairs.
Ⅲ. Post-task activities
⒈ Ask the students some more questions about the picture:
What colour…? Do you like…?
⒉ Try to talk about the picture as much as possible.
⒊ Make a dialogue about the picture in pairs.
Ⅳ. Consolidation
Workbook page 2: Look, listen and answer the questions.

Period 3 Let’s act
Contents: Draw the cow on the paper. Draw the duck on the ground.
Aims: ⒈ Using imperatives to give simple instructions. e.g. Draw the cow on the paper.
⒉ Locating specific information in response to simple instructions.⒊ Using modeled phrases to communicate with other learners.
Main points: Using imperatives to give simple instructions.
Difficulties: Using modeled phrases to communicate with other learners.
Aids: plain sheets of paper, toy animals, animal picture cards, tape, Workbook, Student’s Book
Procedures:
Ⅰ.Pre-task preparation
1. (Show six pictures of farm animals.) T: What animals are they?
⒉ (Draw an outline of a cow on the board.) T: What am I doing?/ Am I drawing? T: What am I doing on the blackboard?
⒊ T: Can you draw a cow?
(Give the students a few piece of paper each.)
T: Today we’ll learn to draw some animals.
Ⅱ. While-task procedure
⒈ T: We are going to draw a cow on the paper. How to draw a cow? Please watch me.
⒉ T: Draw after me. First, draw a head. Then draw a body.…
⒊ (Show toy animals.) T: Look at the bird. Draw the bird　on the paper. Draw after me. (Draw some animals what they can say.)
⒋ Show the second picture of page 2 and tell a story like this:
One day, Ben and May went out to play. When they came to the river, they saw a duck swimming. How beautiful! May asked Ben to draw the duck on the ground. Ben picked up a stick and began to draw the duck on the ground.
⒌ T: What did Ben draw? Where did he draw the duck?
⒍ T: Repeat after me. Draw the duck on the ground.
⒎ T: Open your book at page 2. Draw the duck on the ground. Point to the correct picture.
⒏ Listen to the tape and repeat after it.
⒐ Invite individual students to act the scene.
Ⅲ. Post-task activities
⒈ T: Now work in pairs. One gives the instruction and other does the action. Then change your roles.
⒉ T: Now ask pairs of students to act the dialogue to the class. Please vote for the best pairs.
Ⅳ.Consolidation
Workbook page 2: Listen and draw.

Period 4. Let’s play.

Contents: Listen, tick and say: I hear a…
Aims: ⒈ Using the simple present tense to indicate what you hear. e.g. I hear a sheep.
2. Using nouns to refer to farm animals. e.g. cow
Main points: Using the simple present tense to indicate what you hear.
Difficulties: Recognizing key words of the animals.
Aids: Student’s Book and Workbook, tape, word and picture cards

Procedures:
Ⅰ. Pre-task preparation
⒈ Imitate some animals sounds and ask students to guess what animals they are. T: Listen! What animals are they?
⒉ Randomly put the picture and word cards on the board. Get the students to match the words to the pictures together. T: Look at the words and pictures on the board. Match them correctly.
⒊ Revise the names of the animals by reading the word cards together. T: Let’s check . Read together.
Ⅱ. While-task procedure
⒈ Open the Student’s Book to page 5. Ask them to read out the names of the animals on the right.
T: Open your books to page 5. Read the words on the right together.
⒉ Ask the students to look at the first picture and listen to the recording. Answer the question ‘What do you hear?’ to elicit ‘I hear a sheep.’
T: Look at the first picture. Listen to the tape what you hear.
⒊ Tell the students to tick the correct answer in the box. T: I hear a sheep. So I tick in the box in front of ‘sheep’.
⒋ Repeat step 2 and for the rest of the choices.
⒌ Go around the class to check students’ answers.
Ⅲ. Post-task activities
⒈ Let the students play a guessing game in pairs. They can take turns to make an animal sound and to guess what the animal is by saying ‘I hear a… T: Now let’s play a guessing game. One makes an animal noise, the other says ‘I hear a…’ Then change the role.
⒉ Play a game called ‘write and guess’ in pairs. One student writes names of an animal by one’s finger on his/her partner’s back. Then let his partner guess the animal.
S1: What do I write?
S2: You write a…
They can take turns to do so.
⒊ Act and say . They can draw and write some animals, also can make animals noises. Ask and answer in pairs.
S1: What do you hear? S2: I hear a…
S1: What do you draw? S2: I draw a…
S1: What do you see? S2: I see a…
S1: What do you write? S2: I write a…
Ⅳ. Consolidation
Workbook page 4: Listen and trace the letters.

板书设计
　　　Unit 1 Farm Animals
Period 1 Let’s learn
　　　　hen, chick, duck, cow, pig
　N n nose, O o orange

练习设计
基础练习
一． 听力练习

I Listen and circle(听录音，圈出听到的字母、字母组合和单词)
1. ( I L) 2. ( m n )
3. ( GJ JG ) 4. ( aoe eao )
5. ( NH HM ) 6. ( EF I E ) 7. ( under orange )8. ( sheep stop ) 9. ( chick chicken ) 10. ( pig big )

II Listen and tick (听录音，勾出相应的图片)
1.A. B.
( ) ( )
2. A. B.
( ) ( )

3. A. B.
( ) ( )

4.A. B.
( ) ( )

III Listen and match (听录音，把人名与相应的图片用线连起来)
1. Sam 2. May 3. Linda 4. Tom

IV Listen and circle (听录音，圈出正确的应答句)
1. A. I hear a cat. B. I see a cat
2. A. A pig. B. A duck.
3. A. Five. B. Fine.
4. A. I’ve got a pencil. B. It’s a pencil.
5. A. Yes, I do. B. I like sheep.

巩固练习
二、 读写练习。

I 根据所给的小写字母写出大写字母。
1. m _____ 2. n ________
3. a________ 4. o _______
5. b ______ 6. e _______
7. d ________ 8. g _______

II 看图，圈出正确的单词。
1. I see an .
A. chick B. chicken
2. Draw 3 on the paper. A. sheep B. sheeps
3. I hear the . A. cow B. cat
4. I like the . A. hen B. chick
5. I’ve got a . A. pik B. pig

III. 朗读句子，用“T”或“F”判断是否与所给图片内容一致。
1. I draw a cat on the paper. ( )
2. I have got an animal. It goes “oink, oink”. ( )
3. I see a dog. ( )
4. I like the bee. ( )

IV 连线。

(1.)鸭子 小猪 苹果 滑梯 兔子

pig duck slide rabbit apple

(2.)pig cow hen duck

moo oink quack cluck

拓展练习
V 选择正确的中英文翻译。
( )1. What do you like to do?
A. 你喜欢做什么？
B. 你喜欢什么？
( )2. What do you see?
A. 你看见了什么？
B. 你喜欢什么？
( )3. What do you hear?
A. 你看见了什么？
B. 你听到了什么？
( )4. I have got a bird.
A. 我有一只鸟。
B. 我买了一只鸟。
( )5. I draw 4 sheep on the book.
A. 我在纸上画了4只羊。
B. 我在书上画了4只羊。
( )6. I hear a cow.
A. 我听到了猪叫声。
B. 我听到了牛叫声。
( )7. 我看见了5头牛。
A. I see five cows.
B. I see five cow.
( )8. 你住在哪？
A. Where do you live?
B. What do you like?

课后反思