Unit 2 In my roomppt课件教学实录

2A M3U2 《In my room》教学设计

课题

学科

2A M3U2 《In my room - Little Lata》,period 1 英语

教学对象

教材

小学二年级设计者

学生

宝虹小学

蒋燕飞

课时

1 一、教材内容分析

上海版牛津英语教材（2A）

本课内容选自牛津英语上海版二年级教材Module 3 Unit 2 In my room，是祈使句“Put…in/on…”的教学，围绕“clean the room”展开，其中的重点就是方位介词的学习与表述。本课中的新单词是“put,

in, on”，二年级的学生通过一段时间的学习，对单词、句型教学并不陌生，学生已掌握一定量的词汇，可以进行“组词、造句”等的一些学习方法。

二、学习者特征分析

任教的二年级的学生已具有一定的听、说、读的能力，本阶段在继续抓好基本技能训练的同时，增强他们的表达能力和朗读能力，就低年级学生好动的天性，进而激发学生的表演欲望，充分展示自己。

三、教学目标

1. To learn the new words: put, in, on 2. To learn the pronunciation: chair, desk, pencil box 3. To make phrases with “in, on”

4. To make sentence like this “Put…in/on…”

5. Be able to use imperatives to give simple instructions 6. Keep clean and acquire good habits

四、教学重难点

Key points:

1. Be able to use the words and phrases to show the correct location 2. Be able to use imperatives to give simple instructions Difficult points:

Be able to use imperatives to give simple instructions

五、教学过程

Procedures I. Pre-task preparation Contents 1. Warming-up Methods Say the rhymes Purpose 复习已学内容，活跃课堂气氛。

交代故事背景，确定人物主线，为后面教学做铺垫。

2. Lead in Enjoy a story of ‘Little Lata’. II. While-task procedure 1.

Learn: room

2.

Learn: bag

Learn: Put…in…

T: There are two rooms in the mice

house. Little Lata must open the doors. And then he can come back.

Elict: room room, room, oo /u:/

afternoon, oo /u:/ Read and spell the word I can see _____ room.

In the room, in the room, I can see a bag. Elicit: bag Bag, bag, a /æ/ apple, cat, fat

Rhyme: Big bag, small bag, I can see. Red bag, blue bag, for you and me.

1. Listen to the dialogue and elicit the pattern: ‘Put … in…’

LW: Little Lata, Little Lata, Put the book in the bag. LL: OK. LW: Oh, you’re a superboy.

Chant: Put, put Put the book in the bag. Put, put Put the pencil in the bag. Put, put Put the rubber in the bag.

3.

Try to say:

LW: Little Lata, Little Lata, Put the _____ in the bag. LL: OK. LW: Oh, you’re a superboy.

1. in (在…里面) Put…in…

1) Elicit the word T: Look, it’s Eddie’s football. It’s missing. Where is the ball? S: Look and guess. You’re lucky. Here’s a star for you. Look, there’s a ball in the desk.

2) Read and spell the word.

__ n

this thin is in, in, i-n-in

T: in, in, in the desk. Who can spell the word?

(P1: in, in, i-n-in ) 3) Read the word. T: Good. Let’s spell it together. (Ps: in, in, i-n-in)

i / I/ in (Ps: i / I/ in)

4) Phrases with “in”

A: act “in the desk”

T: in the desk B: Show some other situation and let the pupils make phrases with “in”.

T: Can you look and make phrases like me?

(in the bag/ box/ basket/bin) 5）Guess Put the football in the box. (T: Say and act) Ss: Guess the meaning. To elicit: put Read it one by one. 6) Chant Put, put, put, Put the book in the desk. Put, put, put, Put the bag in the box. 7) Say and act

学生拼读时采用不同朗读方式，增加生动性。

通过看动作猜句子含义的方式引入单词，对单词直观理解

运用儿歌巩固单词的朗读和句子的发音。

在说一说、做一做中发号指令巩固句型的使用。

T: Say Ss: Act T: Act Ss: Say the sentence 2. on (在…上1) Elicit the word.

面) T: Look at the pictures. Where 通过一系列Put… on…

are they？

生动的图片

All right 2) Read and spell the word:

__n long on, on o-n-on (字母跳动) T: Please read and spell it one by one (P: on, on, o, n, on) 3) Make phrases with “on”

T: Well done. We can make phrases with “in” like this “in the ____”, can you change in to on and say the phrases. Can you look and say:

in the ____on the ___( box/ bag/ chair/ tree/book) 4) Chant:

I can see the ruler. It’s on the book. I can see the rubber. It’s on the ruler. I can see the pencil. It’s on the ruler. Book, ruler, rubber, pencil, They are on the desk. 5). To elicit: All right.

T: (Make an example) Put the bag on the chair, Eddie. Ss: Read after teacher 6) Look and say

Put the ____ on the _____. (bear bed; pencil-box desk; flower box) Eddie: All right. OK. Yes. 3. Do some 1. Tell the story exercises. Ginger comes to Eddie’s room. Put … in …

Eddie cries and says: I

don’t like Put … on …

my room. It’s not clean.It’s not All right. OK. tidy. Yes. I am sad.

2. Pair work

S1: Eddie, Eddie, put the ___ in/on the ___. S2: All right. / Ok. / Yes. 4.under

1) Elicit the word (在…下面)

Book：Help me！

Let’s me free.

Eddie：Where are you? 引出介词on，并在in学习基础上学习on的读音和词组。

儿歌巩固词组的朗读又不失乐趣。

在掌握put句型的基础上加入祈使句的回答形式并通过学生合作进行问答练习。

通过书本被压在椅子下大叫引出

Book：

I’m under the bed. 2) Listen and complete the word:

__ nder

run sun

T: u / ∧

/ under

(Ps: u / ∧/ under) T: Good job. Who can spell and read it?

(P2/P3: u-n-d-e-r, under.) Read and spell one by one T: Say it together. (Ps: Under, under, u-n-d-e-r, under.) 3) Look and say phrases P1: under the bed/ desk / chair/ box/.

Ps: under, under, under the bed. 4）Put … under…

The box is so big. I think I can put the box under the…

S: Put the box under the …

Eddie: No. / OK. III. Post-task activity 1. Do some 1. Tell the story exercises Eddie: Oh, I can see a doll under the bed. It’s my sister, Kitty’s.

T: This is Kitty’s room. Is it tidy? Eddie will help Kitty to keep her room tidy. 2. Listen and fill in the blanks. Oh, Kitty! Look at your room! It’s dirty. I’m sorry. Put the doll on the bed. OK Put the dress in the box. All right. Put the book on the desk. Yes. under

通过听单词的读音填入所缺字母，融入读音练习。

由书本的位置变化练习under的相关词组。

通过将盒子放适当位置的练习练习句型并过渡到Kitty的房间。

继续发展故事，转移到Kitty房间进行语段练习。

通过听对话填空来巩固本课新授。

通过图片的提示，直观了解房间整洁的重要性并

Put the rubber in the pencil-box. All right. Put the box under the desk. OK. Oh! Thank you, Eddie! My room is tidy now.

3. Dialogue：Make the desk clean Look at the two pictures. Picture 1 is in a mess. Picture 2 is clean. Please make Picture 1 to Picture 2 A: Hello,______.

B: Hi, ______ A: Oh, look at your room.

B: I’m sorry.

A: Put the ____ in/ on/ under the _____, please.

B: OK. / All right. 2. Keep our 1. Look at the picture painted by room tidy. the students. 2. Keep our room tidy. 1. Listen and read P30

2. Copy the new words

Assignment 3. Act out the dialogue

M3U2 In my room

Date V. tidy Blackboard- bed

pencil case

desk

chair Put … in/on/under…

writing OK. / Yes. / All right. IV.

根据图片提示两人合作练习，表演对话，综合运用本课的句型Put…in/on/under…. 通过欣赏自己房间的画引出情感目标。