小学二年级下英语2BM1U1教案.doc

TEACHING PLAN
Oxford English 2B
摘要
SHANGHAI KUNMING SCHOOL
J. T.

Teaching plan
Subject: 2B M1U1 What can you see?
Ⅰ. 教材单元分析:
1． 学生情况分析
本单元是牛津小学英语（上海版）新教材2B的第一个单元，学生已经过了一年半的英语学习，对新教材的模式以及学习要求也已基本适应,对教材上的四会单词基本都能达到听，说，读，写，拼背的程度；听，说，运用所学句型，对话；能进行基本的日常用语交流；能掌握简单的语法知识点，如单复数的区分，a, an的用法等。
2．教材分析
就本单元学习内容而言，学生对颜色类的单词已掌握了red, green, blue, yellow，并达到四会的程度；orange, white这两个单词达到了三会的要求，已能运用What can you see? I can see… What colour is it? It is…. 单数形式进行问答交流，简单陈述物体的颜色。
3． 单元教学目标分析
知识与能力
（1） 学生掌握颜色类的词汇：purple, pink, black, brown
（2） 学生能运用What colour are they? They are…这个句型来描述自己所看到一些物品的颜色。
2． 正确使用情态动词“can”进行问答和交流
（3） 正确诵读儿歌“rainbow”，注意使用正确的语音语调。
过程与方法
（1） 能运用所学新单词进行说话练习
（2） 通过与老师、学生的对话，表演等培养学生的表达交流能力
（3） 通过对儿歌的改编，培养学生的创新思维和能力
情感态度与价值观
培养学生对色彩的观察能力，从而激发他们对自然界的热爱, 对多彩生活的热爱。
4． 教学策略分析
（1）兴趣激励法，通过儿歌的诵读，表演，不同形式的操练方法等形式激发学生学习的兴趣。
（2）循序渐进，由易到难，逐步推进，增加所学知识的再现率。
（3）创造机会，通过编对话，改编儿歌等形式激发学生的创新思维，增加语言的运用机会，提高说话能力，丰富语段。
(5) 创设情景教学，让学生在情景中综合运用所学知识。
Ⅱ. 教学实录(2课时)

Period 1
Title
M1U1 What can you see?
Look and learn Play a game
Aims

Basic aims:
1. Knowledge aims
a. Read, pronounce and use the words: purple, pink, black, brown, white, orange
b. Learn to say: What can you see? I can see…
What colour is it? It’s…
2. Ability aims:
a. Using the modal verb “can” to identify what one can see
e.g. I can see a pear.
b. Using Wh-questions to find out the colour of the object
e.g. What colour is it?
3. Emotional aims:
Help them find out the colours around us, and prompt them to know the word is colourful.
Developing aims:
1. Using the modal verb “can” to identify what one can see the colour of the object e.g. I can see a yellow pear.
2. Using Wh-questions to find out the colour of the specific object
e.g. What colour is the pear?
Main points
1. Listening and pronouncing the words correctly.
e.g. purple, pink, black, brown, white, orange
2. Using Wh-questions to find out the colour of the object
e.g. What colour is it?
Difficult points
The usage of “a” and “the” in the sentence structure
e.g. What can you see? I can see a pear.
What colour is the pear? It’s yellow.
Teaching aids
Multi media
Procedures
Steps
Contents
Methods
Purpose
Pre-task preparation
1. Revision: letters

2. Greetings and talking
Recite them together like this:
Aa Aa –Bb Bb…Zz
Aa apple- Bb bag…Zz zebra

T—P
e.g. How are you?
What do you like?
What can you do?

课前有节奏的诵读字母儿歌，既可以活跃课堂气氛，又可以复习上学期所学内容。

在逐步的引导交流中，能帮助学生再现已学知识，将其领进英语学习的氛围中来。为新课做相应的准备。
While-task procedure
1.
A song

3. Revision:
Red blue green yellow

3. white

orange

4.
Whatcan you see?
I can see…
What colour is it?
It’s…

5. purple
pink

black
brown

What can you see?
I can see a .

What colour is the…?
It’s…
Listen and watch the flash.

After watching, have them answer my question: What colour can you see? To elicit: red, blue, green, yellow
a. read and spell
e.g. P1--I know “red”, red, red, r-e-d, red
Ps-- red, red, r-e-d, red
b. make the sentence
e.g. I like red.
My pencil is green. etc

Have them guess what colour do I like.
To elicit: white
a. read and spell
(a group by a group)
b. think and remember
white write

a. Show a white ball, and tell them that it is magical; it can change into other things. Ask:
What can it change into?
To elicit:
orange (橘子)
b. read and spell
(boys, girls)
c.Ｔhe orange is .

Point the orange,
Ｔ: What can you see?
What colour is it?
a. answer the question
b. read it together
c. practice:
Ｔ－Ｐs
　Ｐs－Ｔ
girls-boys

①Let the ball change into the purple flower and the pink flower.
T: what can you see?
P1: I can see…
T: What colour is it?
P1: Ｉt is …
To elicit: purple
a. read and spell
pur-ple
pur p-u-r, ple p-l-e
purple p-u-r-p-l-e
(read it together, then read it one by one)
b.
Point the pink flower , and ask:
Is it a purple flower?
To elicit: pink
c. guess the word:
p in k
d. practice the words:
purple pink
choose one word and say like this:
pink pink
I like pink.
I like the pink flower.

②Let the ball change into two cakes, one is black, one is brown.
a.
T: What can you see?
What colour is it?
To elicit: black brown
b.
Teaching the words.
Listen to my reading, and then read after me using different volume
c.
Read and spell by themselves, try to find the way to remember them.
d.
Make the sentences:
The is black.
The is brown.
③Quick response:
Look at the screen, if
they know, they can stand up and read them.
④
Have them look at the things on the screen, make the dialogue:
What can you see?
I can see…
What colour is it?
It’s…
a. T and one student set an example
b. P1-P2
c. Do the pair work.
⑤Tell them:
I can see a flower.
It is purple.
= I can see a purple flower.
a. Read it.
b. Pair work
What can you see?
I can see…
⑥
Point the pink flower,
And say:
The flower is pink.
Then point the purple one and ask:
What colour is the flower?
It is…
a. read it
b. pair work:
What colour is the…?
It’s…
通过flash歌曲来引出已学过的四个颜色类的单词。

发挥学生的主动性。

用造句的形式来练习单词，练习说话，可以培养学生的创新能力及竞争能力。

猜一猜，学生更有兴趣。

让学生通过联想以前所学的单词write来记忆white,同时可以纠正发音。

用魔术变东西这样的形式可以吸引学生的注意力。

看图说句子，可发挥学生想象，又可以趁此引出orange 的另一含义－橘黄色的。

继续用变魔术的形式来引出，可激发学生的兴趣。

通过分解音节，可以降低学生拼读记忆单词的难度。

根据发音猜单词，为学生今后的语音学习打基础，同时也能帮助学生记忆单词。

通过简短的说话练习，可操练到所学单词，又可潜意识的告诉学生颜色类的词前面不加the, a, an .

看着老师嘴唇听发音，能让学生准确的模仿出来。用不同的音量来读单词学生也很感兴趣。
让学生自主学习，找到一种适合自己的方法来记忆单词，并可以教会其他的学生。

用快速反映这种形式来综合操练颜色类的单词。

将单词和句子结合起来操练，学以致用。

适当拓展，让学生对两句合一句有个初步的了解。

拓展询问具体物体颜色的问句，教会学生灵活运用所学知识。
Post-task activity
Dialogues.

Give some colours, objects, daily expressions and sentence structures, and then let them make the dialogues in pairs.
e.g. red umbrella
Good morning. Goodbye!
--Good morning.
--Good morning.
--What can you see
--I can see an umbrella.
--What colour is it?
--It’s red.
--Goodbye.
--Goodbye.
让学生自行选择物品，颜色，日常用语，句子结构来编对话，能发挥他们的主观能动性和创造性以及与他人的合作能力。
Assignment
Homework
1. Copy the new words.
2. Find out the colours around us.
板
书
设
计
M1U1What can you see?
purple pink black brown
What can you see?
I can see a flower.
What colour is it? I can see a purple flower.
It’s purple.
What colour is the flower?
It’s purple.
教
学
反
思
(建议从目标反思、过程反思、效果反思、改进意见等方面反思)

Period 2
Title

M1U1 What can you see?
Look and say Say and act
Aims

Basic aims:
1. Knowledge aims
a. Learn to say : What colour are they? They are…
b. Using the modal verb “can” to identify what one can see
e.g. I can see three rabbits.
2. Ability aims
Using the key pattern “ What colour are they? They are…” to communicate with others.
3. Emotional aims
Encourage the pupils trying to talk with others bravely and politely.
Developing aims:
1. Using Wh-questions to find out the special objects’ colours
e.g. What colour are the rabbits?
2. Using the modal verb can to identify what one can see the colour of the object e.g. I can see two yellow pears.
Main points

1. Using Wh-questions to find out the colours of objects
e.g. What colour are they?
2. Using adjectives to identify colours e.g. They are white.
Difficult points
1. Pronouncing “they” correctly;
2. Expressing the objects they can see correctly e.g. I can see three rabbits.
Teaching aids
Multi media
Procedures
Steps
Contents
Methods
Purpose
Pre-task preparation
Rhymes

Revision the words of colours.

Talking
Read the rhymes together.

Read the word cards quickly.

T--P
(the main sentence structure is “What can you see? I can see.. What colour is it? It’s..”)
课前儿歌的诵读能让学生尽快进入英语学习的状态。
复习上节课所学过的内容，可以了解学生的学习情况和掌握程度。

While-task procedure
What colour are they?
They are…

what colour are the...?
They are...

What can you see?
I can see the …
①Show an apple,
Then ask several students:
What can you see?
I can see an apple.
What colour is it?
It is…
②Tell them this apple is on a small apple tree.
After several days latter, it has eight apples. then ask:
What can you see?
I can see…(eight apples)
What colour are they(他们)？
They are…(red).
a. practice: they
(read it in different patterns)
b. compare: they are
there are
c. read the sentences:
What colour are they?
They are red.
(read it after me, T-P, boys-girls, P –P)

d.Have them practice the sentence “They are…”
Look and say:
e.g. It is an apple. It is red.
They are apples. They are red.
(T-P, T-Ps, P1-Ps)

③Add some things around the apple tree. Then have them choose one thing and make the dialogue using:
What can you see?
I can see…
What colour are they?
They are…
④ T: The apples are red. Are the rabbits red?
What colour are the rabbits?
They are…
a. read
b. pair work

T: Yes. The rabbits are white.
I can see the white rabbits.
What can you see?
I can see the .
a. read
b. pair work
用一个苹果来引出本课的教学内容，先从单数开始。

通过苹果树的生长来引出复数的情况。

及时将两个发音相似的易混淆的单词拿出来辨别区分，避免学生因发音不准确而将两个混淆。

在操练it的复数是they的同时，也将he/she进行举例，让学生全面掌握they 的含义。

通过在苹果树的周围增加一些事物来形成一幅美丽的画面，将范围扩大，同时也增加了学生练习说话的机会。

拓展内容。可以提高部分学有能力的学生的知识面。
Post-task activity
In the park
Tell them this picture is a corner of a park.
a.Then look at the whole park.
Choose the things you like best to make dialogue with the desk mates.
b. Make a short passage:
In the park
I am in the park.
I can see a .
It is .
It is .
I can see .
They are .
And I can see .
I am happy.
再次放大范围，增加操练机会；将单复数情况同时出现在一个画面中，让学生有所对比。

用两种不同形式进行巩固，学生可以根据自己的实际能力选择作业。

Assignment
Homework
1. Copy the new sentences.
2. Listen and follow in the cassette.
板
书
设
计
M1U1What can you see?
What can you see? they(他们) I can see eight red apples.
I can see eight apples. (个数+颜色+名复)
What colour are they? What colour are the apples?
They are red. They are red.

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