Unit 2 I’m Danny特级教师教学实录

Teaching Plan For Oxford English 2A M1U2 I’m Danny

(Period 1)

Teacher：You Ting (尤婷) Book：

Oxford English 2A Topic：You’re my friend. Teaching aids: Multimedia，word cards

教材分析

模块教学任务分析

《牛津英语》2A Module 1的教学主题是Getting to know you，意为“开始了解你”。通过三个单元Hello、

I’m Danny和A new classmate开展教学。很明显通过本模块的教学，学生将继续学习一些简单的问候用语，介绍自己和描述他人（物）的语言知识，在学习这些语言知识的过程中，培养学生人与人之间的交际能力。

单元教学任务分析

本模块第二单元的主题是I’m Danny，主要通过一些名词和形容词的学习，以及I’m…和You’re…两个句型的学习，培养学生介绍自己和他人的能力，并在培养这种语言能力的过程中，增进学生与学生之间，学生与老师之间的感情。

学情分析

本次上课是借班上课，对象为上海市尚德实验学校二（4）班的学生，通过上课前的简单接触，发现孩子们还是较为聪明好学，大部分学生都能积极参与课堂活动。在上本课之间，他们刚刚从一年级的学生升为二年级的学生，等于也就学了一年的英语。

在上本课之前，学生已经掌握了tall，short，fat，thin等形容词，初步接触过boy，girl，big，small这4个单词；会用I’m…I can…I like…的句型简单地介绍自己。他们也学过不少动物的单词。

单元教学目标

1.

学会用一小段话简单描述和介绍自己。

2.

学会简单地用第二人称描述他人。

3．在体验语言的过程中培养学生人与人之间的交际能力。

4．学习字母Cc和Dd。

教学重点和难点

1.

用You’re…的句型描述他人。

2.

引导学生对Who am I?这个特殊疑问句做出正确的回答。

3.

培养学生小的语段的输出能力。

单元教学计划

课时

第一课时

第二课时

1.复习上节课的单词。

2.学习新单词beautiful, brave. 3.字母Cc，Dd的学习

学习单词boy, girl, 1. 能用I’m…的句型介big, small 绍自己。

2. 能用You’re…的句型描述他人。

1.能对Who am I?作出正确的回答。

2.继续用通过问答、儿歌、故事、语段等训练学生的听、说（段）、读（篇）的能力。

能在上节课的基础上，整合以前学过的句型和单词，输出更多的语段，进一步提高听、说（段）、读（篇）的能力。

故事的表演可能要在实际教学中根据学生的具体接受情况再做调整。

词汇学习运用

句型学习运用

综合运用能力

备注说明

I’m….You’re….的句型描述他人。

3. 能整合一年级学习的can和like句型进一步描述自己和他人。

第1课时教学目标制定

Functional Objectives: 1. Be able to introduce oneself with key patterns and adjectives. 2. Be able to describe other people with key patterns and adjectives.

3. Experience the fun of meeting new friends. Language Focus: 1. boy, girl, big, small 2. I’m…You’re….

PROCEDURE CONTENT METHODS Sing a song: Hello, how are you? PURPOSE Pre-task 1.Warm-up preparat2.Teacher ion introduces herself To start a warm 1. Teacher shows some pictures of class environment herself and let the students get to and to build a good relationship know her a bit. between the

teacher and the students. Train the students to be able to use the words.

Use the rhyme to make learning more fun and meaningful.

Use fairytale characters to arouse the curiosity of the students.

Use Alice’s self-introduction to let the students know how to introduce themselves.

1. Learn the 1. Elicit the words. words : big , 2. Read the words and learn the small sounds. 3. Compare: what is big and what is small? 4. Read a rhyme.

While-task procedure 2.Learn word: girl the 1. Tell student to meet the teacher’s fairytale friend to elicit: girl. 2. Read the word and learn the sound. 3. Ask the students to point out a girl and say the word at the same time. 4. Practice the word. 5. Listen and read Alice’s self-introduction. 1.Use another fairytale character to elicit:boy 2. Read the word and learn the sound. 3. Ask the students to finish Peter Pan’s self-introduction. 4. Ask the students introduce themselves.

(Practice in pairs first.) 3.Learn the word：

boy 4. Introduce oneself.

5. You’re…. 1.Use a dialogue to elicit the new pattern. 2.Read the sentence. 3.Game: Ball passing.

Who gets the ball has to say a sentence with “You’re….”. 4.Game: Simon says. 5.Ask the students to choose a friend and say something to the friend.

Use different games to keep the students’

learning interest.

Give the students a chance to apply the pattern drills.

Post-task activities 1.Read a story: 1. Present the story. Little Red and 2. While presenting the story, ask the Big Wolf. students to finish some missing parts. 3. Ask the students to read the story to themselves. Use a story to combine what the students have learnt and enhance their 2. Act parts of Ask the students to work in groups reading skills as well. the story out. and try to act the story out.

1. Listen and read P6&8. 2. Introduce yourself to your parents. 3. Describe your Dad or Mom. 4. Retell the story to your parents. To consolidate what the students have learnt in this lesson. Homework