Lesson 2第二课时教案

Topic: Unit 5-2

Class: Class 4

Teach by: Lily Luan

一、教学活动背景分析

【教材解读】

教材以20世纪末国际教育心理学、认知心理学与语言教学理论的最新成果——加德纳多元智能理论作为编写的主导思想。该理论认为，每个人都具有八种智能特征，即语言、数学逻辑、音乐、空间、身体运动、人际、自我认知和自然认知等智能。教材特别注重少年儿童认知系统与心理机制的开发，力图让小学生的各种智能特征在英语学习过程中得以表现，使教材的教学成为对小学生各种外显的语言学习活动与智能开发以及综合语言运用能力培养的优化整合过程，从而实现小学英语教育人文性和工具性的统一。

【学情分析】

教材根据《义务教育英语课程标准》一级教学目标要求设计，四年级孩子需要在课堂教学中按计划、有目标地逐步完成各项学习任务。在教学过程中，我们需要关注学生的学习过程，凸显以听的方式导入，强调活动与实践，按“理解——识记——学习——掌握——运用”的层次带领学生层层推进，注重复现，体现出学习的渐进性和持续性。

【目标定位】

学习目标Learning aims 由复习服装单词、回忆颜色短语入手，以循序渐进的方式，引导学生从理解使用文中句型——自学三单人称描述——写作：自我校服介绍，各个环节依次突破的策略掌握本课时教学任务，并培养学生有效学习的能力。

学习策略Learning method 1.Learn to use “He’s/She’s/I’m wearing …”

2.Practice by themselves 导学内容Learning content 1.Learn to read: She is wearing a red cardigan, a blue skirt, a blue tie, black shoes and black socks. 2.Listen and find 3.Learn to use the sentences and discuss in groups 教学目标Teaching aims

1. Listen and find “Tracy /Chris”

2.Students can describe the children’s school uniforms 3.Free talk:

He / She is wearing …

I’m wearing …

教学重难点Key points

1.Learn to read “blazer”

2.Free talk: He’s /She’s /I’m wearing …

【条件评估】

建议课时

1 PPT课件、慧话宝

二、学生个体自学过程设计

课前导学Before class 1. Try to say: I’m _______. I come from _______.

I study at ______________________ school. I’m in Class ____.

There are _____ children in my class, ___ boys and ____ girls. My English teacher is _____. She is very ______.

2.回顾服装单词，试根据学过的字母组合规律或音节划分，动脑筋想一想怎样完成拼记单词，用波浪线勾划字母组合，用横线勾出音节划分

shoes cardigan shirt blouse sweater socks tie trousers skirt 点拨热身

Warm up 1.Check new words in Unit 5:

a)How do you compare these kinds of clothes: blouse/shirt; sweater/cardigan;

b)How do you remember these words: shirt/blouse; skirt/shirt; blouse/trousers; shoes/shirt; sweater/trousers c)Play a memory game: What colour is shirt/…? d)Read together: brown shoes, blue trousers, …

2.Review “School uniforms”, learn to know “blazer(小西装)”

小组合作

Group cooperation Part 1: Read the sentence 1.Look, say and point T: What are they wearing? Ss: She is wearing …

2.Read in your little groups She is wearing a red cardigan,

a blue skirt, a blue tie, black shoes

and black socks. 形式：组长带领，全组齐读

3.Summary: When we introduce the school uniforms, we can use: “He’s/She’s wearing …”

Part 2: Free talk

1.Describe 5a 1)Organize the activities by group leaders a. First, let’s try to read, OK? b. Now, let me check, are you ready? c. Can you say something about No. 1/2/…? 2)Complete the reports in groups Part 3:What do you think of their school uniforms? T: Look at the photos, what do you think of them?

You like/don’t like it, choose one and say something about it. 达标检测

Standard detection 课堂小练笔Fill in the blanks T: What are you wearing today? Can you write something about your school uniform?

Look, I’m wearing _________________________________ today,

this is my school uniform. I like(don’t like) it, it’s very ________.

知识回顾与拓展

Review and develop 1.Stick your photos on the paper 2.Complete the exercise

板书设计Blackboard design Unit 5 School life She’s / He’s wearing …

She is wearing a red cardigan, I am wearing …

a blue skirt, a blue tie, black shoes and black socks.