北京版二下教案UNIT FOUR WHERE IS MY SHIRT 第1课时.docx

1、教学基本信息学科小学英语年级二年级单元UNIT FOUR WHERE IS MY SHIRT?课时Lesson 1 Put Your Things in the Right Place at Home 单元整体思路单元教学目标通过本单元的学习，学生能够：1. 在语境中认读、理解并运用以下词汇及短语: shirt, cap, dress, jacket, scarf, trousers, shorts, socks, shoes, schoolbag, football, sofa, watch, where, find, behind the sofa, under the bed, on t

2、he desk, in the box 2. 运用句型Where is ? 向他人询问物品在哪里, 并会正确使用in, on, under, behind等方位介词做出正确应答。用Is this/that your ? 及Are these your? 询问某物是否是某人的并能准确回答。3. 理解并能够朗读Unit 4的每课对话。4. 感知元音字母o在闭音节单词中的发音，区分与开音节单词的发音，尝试拼读符合规律的含有字母o的单词。5. 建立在家和学校放好自己物品的意识和好习惯。第一课时教学目标及重难点教学目标：通过本节课的学习，学生能够：1.正确朗读Lesson 13对话内容；2.运用Wher

3、e is? Its询问和告知物品在哪里；并在谈论寻找物品的情境中运用词汇 where, find, sofa, shirt, cap, dress, in, on, under, behind等。3.借助故事和歌谣感知并朗读元音字母o在闭音节中的发音。 4.初步建立在家中放好自己物品的意识和好习惯。教学重点：1. 正确朗读Lesson13对话内容；2. 能够运用Where is? Its询问和告知物品在哪里；并在谈论寻找物品的情境中运用词汇 where, find, sofa, shirt, cap, dress, in, on, under, behind等。教学难点：正确朗读、运用本课句型

4、进行交流。 教学过程Step 1 Leading in the Topic教师和学生问好，播放Rio找寻物品动画, 导入本课话题的学习。T：Good morning, boys and girls. Im Miss Feng. Today lets begin to learn Unit 4 Where is my shirt?1.播放图片和动画，引导学生了解Rio不开心的原因。T：Look! There is a little hippo. His name is Rio. Oh, he is not happy today. Why? What happened to him? Lets

5、watch the cartoon. 学生观看动画，了解不开心的原因: Because he cant find his bag. 2. 呈现Rio凌乱的房间，展示Rio放玩具和衣服的位置。T：His room is so messy. He puts his toys on the bed. He puts his clothes on the floor. He didnt put his things in the right place. 3.呈现Rio整理后的房间，描述物品放的位置。学生观看Rio整理后的房间，随着教师对Rio的询问，获取Rio把 bag，shirt, T-shirt

6、 和送给姐姐的礼物dress放的位置。 4.导入本课对话。T：He puts his things in the right place. But a boy cant do it. Who is he? You will know him. 【设计意图】通过观察图片、观看小动画、 谈论故事内容，学生进入本课话题的学习,初步感知本课新词shirt, T-shirt, dress服装词汇及句型：Where is ? I cant find 的含义。Step 2 Learning the New Dialogue in Lesson 13Activity 1：Learn the dialogue

7、in Lesson 13 一、学习对话一1.呈现Yangyang父母用餐和他在卧室寻找物品图片，引导学生猜测找寻的物品。Look, he is in his bedroom. What is he doing? Yes, he is looking for something. What is he looking for? Schoolbag? Pencil case? Where is it? 2.播放对话动画视频，提出问题 What is Yangyang looking for? Where is it? 学生观看动画视频获取信息He is looking for his shirt.

8、并理解句子意思。3.播放Yangyang寻找衬衫的句子，指导学生跟读。 学生细听Yanyyang说的问句“Where is my shirt?和 I cant find it.”并反复跟读。 4.播放妈妈答语，呈现“under the bed”的示意图，指导学生跟读句子。学生细听描述衬衫位置的句子“Look! Its under the bed.”通过示意图理解短语意思，并反复跟读。5.播放Yangyang找到衬衫后的感谢句，指导学生跟读。6.播放对话完整的动画视频，学生跟读。T: Now lets listen and read the dialogue after them. 二、学习对话

9、二1.呈现Yangyang又在客厅寻找物品的图片， 引导学生猜测找寻的物品。Yangyang is still looking for something. Is he looking for his English book？Is he looking for his red scarf? What is he looking for? Lets watch. 2.播放对话视频，提出问题 What is Yangyang looking for? Where is it? 学生观看对话视频，获取信息He is looking for his coat.并理解句子意思。3.播放Yangyang

10、寻找外套问句，指导学生跟读。T: What does Yangyang say? Lets listen. 课件呈现对话内容：“Where is my coat, Dad?” 学生反复跟读。4.播放爸爸答语，帮助学生理解句意。T: Does Yangyangs dad know that? How does he answer? Lets listen. T: Oh, his dad doesnt know where the coat is. 5.播放妈妈的答语，呈现课件“behind the sofa”的示意图，帮助学生理解句意，指导学生反复跟读。 学生观看动画，获取妈妈告诉Yangyan

11、g外套的位置“Its behind the sofa.” 并根据示意图理解短语意思并反复跟读。【设计意图】通过看视频、听录音、图片辅助，学生在对话情境中理解、学习新语言。通过跟读帮助学生记忆功能句型。Activity 2: Practice the dialogue in lesson 131.播放Yangyang找寻shirt, coat与父母对话的录音，指导学生跟读。2.师生分角色扮演对话，再次操练句型。3.小黑板小结本课功能句型：“Where is my shirt? Its under the bed. Where is my coat? Its behind the sofa.”【设

12、计意图】在跟读录音过程中，引导学生练习句型，读准发音；通过分角色朗读，帮助学生记忆功能句型；通过小黑板总结本课功能句型，帮助学生做阶段性小结。Step 3 Practice to use the DialogueActivity 1: Practice the dialogue. 1.呈现小猪佩奇家图片，介绍一家人要出去游玩。T: Look! Here is Peppas house. Lets go to their house and see. Peppa and George and playing with their toys. Then their mum and dad come

13、 to their room. Mum says “Ready? Lets go out to play.” 2.呈现Peppa和妈妈对话的场景，引导学生操练和拓展询问物品在哪里的问答句。学生在语境中尝试说出Peppa问妈妈裙子在哪里的句子“Where is my pink dress, Mum? I cant find it.”, 找到后的答谢语“Oh, yes. Thank you, Mum.”和妈妈的答语“Its on your bed.” 并跟读体验对话过程。3.呈现George和爸爸对话的场景，引导学生操练和拓展询问物品在哪里的问答句。学生在语境中尝试说出 George找寻物品的问句

14、 “Where is my T-shirt, Dad?”, 找寻后的答谢语“Oh, yes. Thank you, Dad.”和爸爸的答语“Its in the box.”并跟读体验对话过程。4.小结Peppa, George寻找物品的对话内容 “Where is my ?” “Its ”【设计意图】在新的场景中拓展本课对话，指导学生在不同的场景中运用本课功能句型，并学习新的词汇。Activity 2: Use the language通过呈现Peter询问妈妈棒球帽放在哪里的场景，检查学生是否掌握并灵活运用本课主要功能句型。1.考察学生会提问“Where is my cap?”呈现Peter

15、要去打棒球，在盒子没找到帽子，在书包里也没找到“Is it in my bag? No, it isnt.”，思考在和妈妈对话的图片中该如何询问。2.考察学生会回答 “Its under the desk.”呈现Mum手指帽子的位置，让学生思考该如何回答。3. 呈现Peter找到帽子后和妈妈对话的图片，学生思考该如何感谢妈妈的话“Thank you, Mum.”【设计意图】通过创设Peter寻找棒球帽的故事情境，考察学生是否掌握本课功能句型。Activity 3: Enjoy a chant.播放歌谣“ Where is it?”，让学生放松休息T: Boys and girl, lets e

16、njoy a chant to have a short break. Step 4 Phonics TimeActivity 1: Tell a story.出示标题 Phonics TimeT: Its our phonics time. First, I will tell you a story. 播放故事课件,师生互动讲故事。故事内容：讲述了小女孩Olivia运用猜动物剪影的神秘方式依次介绍她的朋友an ox, a cock, a dog, a donkey, a fox, a frog on a rock并通过最后出现的钟表a clock, a clock in a box告诉贪玩

17、的她赶紧回家的故事。 教师结合课件讲故事，然后回顾呈现故事中含有字母o的单词，引导学生感知字母o在这些单词中的读音。Activity 2: Learn the sound /o/课件呈现单词hop, log, mop, top及相应的图片，并通过课件变化首尾字母，指导学生拼读这些单词，感悟字母o在闭音节中的发音。【设计意图】通过学生比较喜欢的讲故事方式，将含有字母o的闭音节单词呈现在一起，引导学生借助已知单词的发音,感知元音字母o在闭音节中的发音并根据发音规则尝试拼读新单词。Step 5 SummaryActivity 1: Summarize the language and the sou

18、nd of letter “o”课件呈现小黑板，小黑板逐一呈现本课主要功能句型和语音单词。T: Today, we talked about a new topic: Put your things in the right place at home. When we cant find our things, we can ask “Where is my shirt/coat?” When we know where the things are. We can say “Its under the bed. Its behind the sofa.” Yangyang doesnt p

19、ut his things in the right place, so he cant find his things. How about you? Where is your bag? Where is your yellow cap? Can you find them? After class, please tidy your things. Put them in the right place. ( 下课之后，请同学们整理自己的物品，把它们放好。)In this class, we also learned the sound of letter “o”. It sounds /. I think you did a good job today.Activity 2: HomeworkT: Now, its our homework. Please listen and read lesson 13 on P32. And in this work sheet. Read the sentences and write the numbers in the pictures.T: So much for today, boys and girls. See you next time. Goodbye!