2019-2020年二年級(jí)英語(yǔ)下冊(cè) Unit10 What color is it教案 北師大版.doc

《2019-2020年二年級(jí)英語(yǔ)下冊(cè) Unit10 What color is it教案 北師大版.doc》由會(huì)員分享，可在線閱讀，更多相關(guān)《2019-2020年二年級(jí)英語(yǔ)下冊(cè) Unit10 What color is it教案 北師大版.doc（17頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

2019-2020年二年級(jí)英語(yǔ)下冊(cè) Unit10 What color is it教案 北師大版 Vocabulary: Numbers one through ten, the colors, butterfly, crab, bear, fish, snake, ladder, lemon, Lulu, moon, money, mushroom, noodles, nut, nest. Structure: What color is it? What color is that? It’s blue. Is that butterfly blue? Yes, it is. No, it isn’t. Period 1 一、Greetings. 二、Presentation. Step1, Introduce colors. Hold up one of the colored pencils you have brought to class. T: What’s this? Ss: It’s a pencil. T: Do you know what color is the pencil? Elicit the word of color. Review the colors we have learnt. Ss: It’s green. T: What color is this pencil? (book) Ss: It’s red. Step2, Model the dialog. Ask Ss in Chinese the name of an insect that is very colorful, and that likes flowers. Elicit the word for butterfly. Draw a butterfly on the board. Say, the English word is butterfly. Writhe the word on the board. Have Ss repeat the word. Now say, “What’s this?” as you point to the picture on the board. Elicit “It’s a butterfly.” Hold up a blue pencil. Ask “Is this pencil blue?” elicit “Yes, it is.” Now hold up a red pencil, ask “Is this pencil blue?” Ss should answer “No, it isn’t. It’s red.” Repeat the procedure for the other six pencils. Step3, Tale about the story. Have Ss open their books at pages 38 and 39. ask these questions about the pictures: What are Mocky and Bobby Bear looking at? How many butterflies are there? What colors are the butterflies? Is this butterfly blue? How many butterflies are there now? Step4, Story. T: Now you will hear what the characters said. Play the tape and have Ss look at the pictures as they listen. Play the tape again, pausing at each picture. Have Ss repeat the words each time. Step4, Homework: Ask Ss to tell their families the English names for colors. 教學(xué)后記: Period 2 一、Greetings. 二、Presentation. Step 1, Review the structures from the first period. Hold up a green pencil and say, : What color is this pencil? Is this pencil green? Repeat the procedure for the other colors. Step2, Words to learn. Have Ss open their books at page 40. display your copy of the page. Point to each of the colors in turn. Elicit the correct names from Ss. Point to the beat. Say, “This is a bear.” Have Ss repeat the word after you. Repeat the procedure for butterfly, fish, crab and snake. Play the tape and have Ss point to the matching color as they hear it mentioned on the tape. Without the tape, point to one of the colors and elicit its name from Ss. Repeat for all the colors and pictures. Step3 Listen to this. Have Ss look at the pictures at the bottom of page 40. point to the first butterfly and ask, “What’s this?” elicit “It’s a butterfly.” Play the tape, stopping after each sentence, and have Ss point to the corresponding picture. Make sure they are touching the correct butterfly. Play the tape again, stopping after each sentence. Explain that this time you want Ss to write the number in the box next to the matching picture. Check the answers in a class drill. Step4, Teach the song. Point to the book and say, “What are these?” elicit “They’re birds.” Read the first line of the song, pointing to each word. Have Ss repeat the words as they touch each one in their books. Repeat the procedure for the next five lines. Now point to all the fish. Say, “What are these?” Elicit, “They’re fish.” Repeat the procedure used for the first verse. Step5, Sing the song. Play the tape straight through. Have Ss listen and clap along with the words. Play again and encourage Ss to touch the words in their books as they listen. Now play the song and have Ss sing along in time. Divide Ss into four groups. Give each group a color name, red, blue, green and yellow. Have the red group sing the first ling., the blue group sing the second ling, and so on. Have the groups change roles so that Ss have a turn singing about each color. Step6, Homework Ask Ss to show the picture to their families and tell them each creature’s English name and color. 教學(xué)后記: Period 3 一、Greetings. 二、Presentation. step1, Bingo game Use this game to review the vocabulary and letters from this Unit. Step2, Talk together. Have Ss open their books at page 42. Draw their attention to the top of the page. Display your copy of the page. Point to the first picture. Say, “What do you think Cathy is asking?” Try to elicit, “What color is this bird?” Elicit, “It’s blue.” Have Ss repeat the question and answer. Draw Ss’ attention to the second picture. Point to the frog. Ask, “What color is this frog?” Elicit, “It’s green.” Repeat for the other pictures. Put Ss into pairs to practice the questions and answers. Step3, Listen and color. Draw Ss’ attention to the bottom of the page. Explain that you will play a tape and that you want them to color each picture with the color they hear. If necessary, review the names of the animals before listening to the tape. Play the tape two sentences at a time. After each pair, T: Which picture matches those sentences? Have Ss touch the picture after hearing the sentences on the tape. It is important to watch that Ss choose correctly. Play the tape a second time. This time, have Ss color each picture with the color they hear on the tape. Step4, Sounds and letters. Draw Ss’ attention to the top of the page. Play the tape for ladder, lemon, Lulu. T: Do these words have the sound /l/? Play the tape again and have Ss say the words aloud. Repeat the procedure for the /m/ and /n/ sound words. Step5, Listen and circle. Have Ss open their books at page 43. Show your copy of the book. Have Ss look at the pictures at the bottom of the page. Point to the picture of moon. T: What’s this? Play the tape for the word moon. Have Ss repeat after the tape. Repeat the procedure for other pictures and words. Step6, Homework. Explain to Ss that you want them to color the pictures on the page. 教學(xué)后記： Period 4 一、Greetings. 二、Presentation. Step1, Trace the words. Take out a colored pencil. T: What color is it? Elicit from Ss “It’s red.” Have Ss open their books at page 44. Show your copy of the page. Show two pencils of the same color. Repeat the procedure. But this time ask “What color are they?” Repeat the procedure for the other sentences. Step2 Do and say. Take out the set of water color paints you prepared. Mix the red and white paints together and paint the picture of fish. T: What color is it? Have Ss check the correct word on their books. Repeat with other picture and color. Step3, Uncle Booky’s story time. Tell Ss to open their books at page 49. Draw their attention to the pictures. Explain that these pictures tell a story about a butterfly reading a book with her mother. Ask questions about the pictures. Have Ss talk about the story and what they think each character is saying. T: Now we are going to listen to what the characters say. Play the tape. Tell Ss to listen to the story, pointing to the matching pictures. Encourage them to guess the meaning of unfamiliar words. Play the tape of the whole story again. This time have Ss touch the speaking character. Step4, Touch and say. Draw Ss’ attention to the bottom half of the page. Ask them what things they can see in the picture. Elicit their English names snake, duck, bird, butterfly, fish and flower.“What color is it?” Have Ss repeat the question. Then elicit the answer.“It’s blue.” Put Ss into pairs to practice asking and answering the questions. Step5, Homework. Tell Ss that you want them to finish tracing the words. 教學(xué)后記： Period 5 一、Greetings. 二、Presentation. Step 1, Review. Review the flashcards for this Unit. Hold up the flashcard for snake. Ask “What’s this?” Elicit “It’s a snake.” Repeat the procedure for bear, crab and fish. Step2, Read and color. Have Ss open their books at page 46. Display your copy of the page. Point to each creature in turn and elicit its correct name. Draw Ss’ attention to the bottom of the page. Point to the first sentence and read it aloud, touching each word as you do so. Have Ss repeat the words as they touch each one in their books. Repeat the procedure for the other sentences and pictures. Step3, Let’s chant. Use pictures to review the following words: green, yellow, brown, red, orange, blue, black and white. Make sure Ss can say these colors when given a picture. Read the rhyme to Ss, pointing to each word. Play the tape again and have Ss join in, encouraging them to clap with the rhyme. Have Ss point to the pictures in their books as they listen to the tape again. They can also add some actions and act the rhyme out. Step 4, Homework. Say the new rhyme to their families. Color the pictures at page 46. 附送： 2019-2020年二年級(jí)英語(yǔ)下冊(cè) Unit8 Are these tomatoes(1)教案 北師大版 eaching contents : Vocabulary: Are, these, they’re, tomatoes, those, beans, mushrooms, they, cabbages, aren’t, onions, potatoes, cucumbers, cauliflower, peppers, eggplants Structure: What are these\those? They’re (beans). Are these\those beans? Yes, they are. No, they aren’t. Period 1 一、 Greetings. 二、 Presentation. Step 1 Model the dialog. Take out the pictures of apple, pear, banana and the others. Hold up the picture of pear and ask, “What’s this?” Have the children answer. Repeat this for apple and banana. Repeat several times, and have the Ss say the names. Hold up the apples and ask, “What are these?” Have the children answer. Repeat this for the bananas and pears. Repeat several times, and have the Ss say the names. Hold up other things and ask, “What are these?” Have the Ss repeat the sentences after me. Then, repeat the procedure for all the other things. Read the sentences together. Step 2 Talk about the story. T:Open your books. Show them what to do. Repeat the things and have the Ss open their books at page 14 and 15. Step 3 Ask these questions about the pictures : Picture 1: Who can you see in the picture? Picture 1: What are they doing ? Picture 3: What is Mocky holding? Picture 9 : How does Mocky feel? T: Now we are going to hear what the characters said. Play the tape. Have the Ss look at the pictures, as the tape is play. Have the Ss roleplay the dialog using the masks. Step 4 Homework. Tell your family the English names for the vegetables. 教學(xué)后記： 以活動(dòng)形式復(fù)習(xí)，激發(fā)學(xué)生興趣，學(xué)生在活動(dòng)過(guò)程中復(fù)習(xí)、鞏固舊知識(shí)，效果較好。學(xué)生對(duì)故事部分的內(nèi)容掌握較好，基本都能互相開(kāi)展對(duì)話詢問(wèn)，并能做出相應(yīng)的回答。但學(xué)生對(duì)于重點(diǎn)句型不太熟練，有待加強(qiáng)練習(xí)。 Period 2 一Greetings. 二Presentation. Step 1 Hold up the card, say “These are pens” Have the Ss repeat. Repeat the activity using all the cards. Touch a book in the classroom. Make sure that all the Ss can see it Say , This is a book. Repeat it for a pen. And These are pens. Hold up one of the cards and say:“ What are these?” Have the Ss read after me.“These are books.” Make sure the Ss say the final \s\ in They are books. Explain to the Ss that, when we talk about more than one thing, we usually add an s at the end of the word. Step 2 Words to learn. T: Open the books. Point to each of the objects in turn, naming them in English as I do so. Play the tape, have Ss touch the picture as they hear each vegetable’s name. Have Ss read the words after the teacher. Read the names again, then read it in pair. Step 3 Listen to this. T: Open your book. Draw the Ss’ attention to the top of the page. Read the words slowly, pointing to each word as I say it. Have the Ss repeat Ken’s question, then point to the picture. Step 4 Sing the song. Use the cards of the vocabulary being reviewed. Hold up the card for potato, Say “Are these potatoes?” Elicit “Yes, they are.” Now hold up the card again and ask : Are these beans?” Elicit, “No, they aren’t”. Repeat these procedures for the other cards. These new structures will prepare the Ss for the song. Play the tape, listen to the song. Then, play the tape once again. Sing this song together. Sing the song in group. Step 5 Homework. 教學(xué)后記： 學(xué)生學(xué)習(xí)積極性較高，大部分學(xué)生都能積極參與課堂，特別是在學(xué)習(xí)歌曲部分，大部分學(xué)生都能積極參與課堂活動(dòng)，課堂氣氛活躍。 學(xué)生語(yǔ)音還有待加強(qiáng),對(duì)于復(fù)數(shù)的發(fā)音,學(xué)生還存在一定的難度。 Period 3 一Greetings. 二Presentation. Step 1 Review: Hold up the card of beans, point to it ask, Are these potatoes”? Give the answer, No, they aren’t. Introduce No, they aren’t. Explain that aren’t and are not mean the same thing. Step 2 Talk together T: Open your books on page 18. Display the copy of the page. Point to the picture: T: Now we can read what they said. Have Ss repeat the words as they point to the picture in the books. Repeat the procedure for the other pictures. Listen to the tape, and touch the picture as you hear the words. Step 3 Listen and number Draw the Ss ‘ attention to the bottom half of the page. Explain that you want them to listen and number. Play the tape, one sentences at a time, have Ss listen and number. Step 4 Sounds and letters. Draw Ss ‘ attention to the top of the page. Play the tape for taxi and tomatoes, ask, Do these words have the sound\t\? Play the tape again and have the Ss say the words aloud. Repeat the procedure for \d\ words. Step 5 Match the sounds Have the Ss open their books, draw the Ss ‘ attention to the pictures, and ask What’s this/? Elicit the word from the Ss. Match the sounds and let Ss color them. Step 6 Homework. Color the pictures on page 18 and 19 in different Read the words and sentences. 教學(xué)后記： 大部分學(xué)生都能積極參與課堂活動(dòng)，課堂氣氛活躍。對(duì)字母的認(rèn)識(shí)也有所提高。個(gè)別中下生的課堂紀(jì)律還有待加強(qiáng)，設(shè)法提高他們的學(xué)習(xí)積極性。 Period 4 一、Greetings. 二、Presentation. Step 1 Review the words. Take out the pictures and use the sentences: What are these? Are these…? Step 2 Let ’ s chant Say out the words that we have reviewed. Read the rhyme to the Ss, point to each word. Tell the Ss that they are going to learn a rhyme. Play the tape for the whole rhyme and have Ss listen and point to the words and the matching pictures on the page. Play the tape again and have the Ss join in. T :Point to the pictures as you listen to the tape. They can add some actions and act it out in-group. Step 3 Check the correct answer. Ask Ss to say the words in the picture. Show Ss my book, point at one picture and Ask Ss to say the word. Hold up the following flashcards and ask Ss to say them. Ask Ss to check the correct answer, make sure they have done this. Repeat all the procedures for the other pictures. Step 4 Homework Color the picture on page 22. Chant to their families. 教學(xué)后記：在教學(xué)chant 部分，學(xué)生能通過(guò)實(shí)物顯示，很快就理解了它所表達(dá)的含義，而且很快就能掌握了。讓學(xué)生來(lái)比賽誰(shuí)的速度能最快，這樣也可以調(diào)動(dòng)部分中下生的積極性，但速度方面還需要加強(qiáng)訓(xùn)練。 Period 5 一、Greetings. 二、Presentation. Step 1 Trace the words Hold up the card for tomatoes, ask What are these? Answer, These are tomatoes. Have the Ss open the books at page 20.Draw their attention to the Trace and copy activity. Step 2 Read and match. Point to each picture in turn and say the matching word. Play the tape, as the Ss hear each word they should point to the words.. Without the tape , have the Ss point to each picture in turn and say the words. Have Ss trace the words beside the pictures. Step 3 Uncle Book’s Bb. Hold up the“ These are ”card and read it to the Ss, point to the words as you read them. Repeat the procedure with other sentences. Step 4 Guess and say. Have the Ss practice saying the sentences from the previous activity. Put the Ss in pair, The two Ss mix their cards with the picture facing down. Ss A puts his\her hand on one card and ask student B to guess. Continue unit all the cards are flipped over. Then the two Ss change their roles. Step 5 Uncle Booky’s storytime. Tell the Ss that they going to listen to a story. Play the tape, ask the Ss to listen to the story. Have the Ss open the books, and look at the pictures, ask them to look for the familiar words in the book. Have the Ss read the story silently, encourage them to try to guess the meaning of unfamiliar words. Tell the story together. Step 6 Homework Tracing and writing the words. 教學(xué)后記： 通過(guò)guessing game來(lái)復(fù)習(xí)句子和單詞，學(xué)生興趣較大，但是學(xué)生的書(shū)寫(xiě)要加強(qiáng)，叫學(xué)生用圖畫(huà)來(lái)做一份salad，對(duì)故事很快就理解了。 Period 6 一、Organization: 1 Play a guessing game. 2 Greetings. 二、Revision: Chant it together. 三、Presentation and practice 1. Have the Ss read the story silently, encourage them to try to guess the meaning of unfamiliar words. 2. Tell the story together. Step 2 Play Bingo game. 1.Call out the different words and the Ss find the correct picture . 2.The Ss circle the word when they hear the teacher call it out .Then call out “Bingo’’ each time they have circled a full column down their Bingo boards. 3.At the end of the game, review all the words. Step 3 Flashcard game 1.Put the Ss in pairs. Have each pair mix cards together and then spread them face down on the table. 2.The first child who call out “snap”, and the correct word , keeps the two matching cards. The Ss continue playing until there are no cards left on the table. The winner is the child with the most cards at the end of the game. 3.If the child calls “Snap” by mistake ,other player takes the pair of cards. Step 4 Self-assessment 1.Have the Ss do this part in pairs or in groups by themselves. 2.Ss should assess themselves according to their own situation. 2.Check the answer. 四.Homework. Read Part A B , and the new words and sentences. 教學(xué)后記： 1． 游戲形式復(fù)習(xí)能激發(fā)學(xué)生興趣，學(xué)生在活動(dòng)過(guò)程中復(fù)習(xí)、鞏固舊知識(shí)，效果好。 2． 在開(kāi)展活動(dòng)游戲時(shí)，由于班級(jí)人數(shù)較多，因此有點(diǎn)難調(diào)控，很難時(shí)刻關(guān)照到每一位學(xué)生身上。 3． 學(xué)生在新學(xué)復(fù)數(shù)的發(fā)音時(shí)，受單數(shù)的發(fā)音影響，很容易忽略了\s\的發(fā)音，這是一個(gè)重點(diǎn)中的難點(diǎn)，應(yīng)該設(shè)法解決。