Unit 2 How are you?第二课时教学实录

厦门实验小学

何敏

2012-2013一年级上册教学设计

Module 2 模块分析：

题目

Introduction

题材

课堂上，Ms Smart先作了自我介绍，然后询问同学们的姓名。Sam询（主要）问了小鸟的姓名，同学们和小鸟打招呼。

内容

教学目标

语言

知识

目标

功能

询问对方姓名；

自我介绍及介绍自己的性别；

问候早上好，下午好。

语言

技能

目标

语法

本模块重点学习：

（结构、

What’s your name? My name’s… I’m a…句型。

句子）

主要结构：

What’s your name? My name’s Yangyang. I’m a boy/girl. Good morning. Good afternoon.

听、说的单词和短语：good, morning, what’s = what is, my,

词汇

name, a, afternoon 听、说、认读的单词：bird, panda, boy, girl

语句

听、说、认读的语句：

Good morning. What’s your name? My name’s Yangyang. I’m a boy. 学习策略

积极运用所学英语进行有效的交流与表达。

文化意识

简单了解英美国家人们的问候方式。

情感态度

培养学生良好的礼仪习惯，敢于用所学语言同他人交流。

任务

给自己起个英文名字，并用英语与同学互相询问、回答。

厦门实验小学

何敏

2012-2013一年级上册教学设计

课题

Topic Unit 1 What’s your name? 1．语言知识与技能目标

1）听、说的单词和短语：good, morning, what’s = what is, my,

name，your, please

2）听、说、认读的语句：

教学目标

Teaching Aims Good morning. What’s your name? My name’s Yangyang. 3) 能用功能句询问对方姓名，并作出正确的回答；问候早上好。

2．学习策略

积极合作，共同完成任务；积极运用所学英语进行表达与交流；

3．情感态度

1）培养学生喜欢开口主动学习英语的积极性。

2）培养学生乐于与他人合作的精神。

3）热爱交友，与他人和谐相处。

重点: 教学重难点

Teaching Difficulty &Focus 1）听、说、认读的语句：

Good morning. What’s your name? My name’s Yangyang. 2) 能用功能句询问对方姓名，并作出正确的回答；问候早上好。

其中第二点是本课的教学难点。

教学方法

Teaching Method 教学准备

Teaching Preparation Revision 人物头饰，CD-ROM，词卡，自备音乐，

PPT 任务型教学法，情景教学法，TPR, 教学过程

Teaching Procedure 1. T plays the chant on page 6 and then encourages Ss to sing the chant with certain actions. In this way, Ss are able to remind of the words learnt last lesson and evolve in the English learning quickly.

2. Words check. T shows the words cards and then choose one randomly, Ss read the according word loudly.

厦门实验小学

何敏

2012-2013一年级上册教学设计

3. Recite and act out the text. T encourages Ss to act the text in pairs and then recite the text together. In this way, Ss are able to memorize the key patterns effectively.

Lead-in 1. Lead in the topic—name. T shows the picture on page 8 and then asks Ss to talk about who they are. Then T leads in the topic—name naturally. Then T teaches the four words-----name, your, my, please. 2. Lead in the text. Today we’re going to know other two new friends. Let’s see who they are.

New Language Input 1. T encourages Ss to listen to the CD-ROM and then find out the answers. Who is she? What did she say?

2. T checks the answer. In the process, T leads out the new words: Good morning, Ms Smart and the key sentence---What’s your name. T teaches the new words and new sentence in a varied way.

3. T encourages Ss to listen again and find out how to answer the question—what’s your name? Then SS leads out the key pattern—My name is…

then T may encourage Ss to read the sentences by using the names we learnt before, such as Amy, Sam, Ms Smart etc.

4. T encourages Ss to listen one more time and then find out the other new friend and its name. In the process, T leads out the word—bird and tweet.

5. Words Practice. Then T leads Ss to read the words on the Bb twice. Then T asks Ss to listen and point and then read. T may ask two individuals to come to the front to have a competition. In this way, Ss are able to learn the new words well.

6. Listen and repeat. T plays the record and then asks Ss to listen and imitate the intonation and pronunciation. In this way, Ss are able to know the new language in the context.

Language Practice 1. Role play. T puts on the mask of Ms Smart and then have a conversation with individuals and then T encourages Ss to show in front of the classroom.

2. Ask and answer in pairs. T: What’s your name? S1: My name is…

厦门实验小学

何敏

2012-2013一年级上册教学设计

Then T asks Ss to ask and answer in pairs and groups.

3. Listen and say. T asks Ss to turn to page 10 and then read the dialogue after T.

Language consolidation 1. Ask, listen and point. T asks Ss to take out AB and then turn to page 7. T leads Ss to read the picture by using key sentence---My name is… and then asks Ss to listen and point to the right picture.

2. Act and say. T asks Ss to look at the picture on page 7 and then give some key words for Ss or does a demonstration for Ss. Then Ss try to act in pairs. A: Good morning! What’s your name? B:Good morning! My name is… if time is permitted, T may add some key sentences learnt before such as “How are you?” etc. in this way, Ss are able to utilize all the functional sentences in real context.

1.听读M2U1五遍并背诵,签字。

作业布置

2.预习听读M2U2五遍,签字。

Assignments 3.完成校本作业自主学习第一模块的画星评价。

4. 用英语向他人问好，并试着询问新朋友的姓名。

Module 2 Unit 1

How are you? How are you? 板书设计

I’m fine. Thank you. Sorry.

1. 利用课上三分钟帮助学生不断复现单词有利于学生的知识巩固，符合认知规律。

2. 在课文的表演上教师所花时间太少，教师应该利用头饰辅助学生进行课后反思

Teaching Reflection

课文表演，帮助学生融入人物在真实的情境中感知语言。

3. 在第三周的课堂上，还是有部分学生的倾听习惯和发言习惯都不是特别好，教师还要花较多的时间来整顿课堂，相比于教学进度而言，课堂效率和倾听首先要保证。

厦门实验小学

何敏

2012-2013一年级上册教学设计

课题

Topic Unit 2 I’m a boy. 1．语言知识与技能目标

1）听、说、认读的单词：bird, panda, boy, girl，afternoon

2) 听、说、认读的语句：

Good afternoon. I’m a boy.

教学目标

Teaching Aims My name’s Sam. 3) 运用功能句自我介绍及介绍自己的性别；问候下午好。

2．学习策略

积极合作，共同完成任务；积极运用所学英语进行表达与交流；

3．情感态度

1）培养学生喜欢开口主动学习英语的积极性。

2）培养学生乐于与他人合作的精神。

3）热爱交友，与他人和谐相处。

教学重点：

1) 听、说、认读的语句：

教学重难点

Teaching Difficulty &Focus Good afternoon. I’m a boy.

My name’s Sam. 2) 运用功能句自我介绍及介绍自己的性别；问候下午好。

其中第二点是本课的教学难点。

教学方法

Teaching Method 教学准备

Teaching Preparation 教学过程

Teaching Procedure Revision 1. Chant. T plays the chant on page 12. T leads Ss to sing the chant with actions together. In this way, Ss are able to start the English lesson in a rather happy mood.

人物头饰，CD-ROM，词卡，

PPT 任务型教学法，情景教学法，TPR,

厦门实验小学

何敏

2012-2013一年级上册教学设计

2. Big Eyes. T shows the words learnt last lesson and then encourages Ss to read them quickly. Then T plays the game—big eyes quickly. T shows the words on the screen and then read the words shown on the screen quickly.

3. Review about the name. T shows person learnt before such as Ms Smart, Tweet-tweet, Sam etc.

4. Review the pattern. T finds 3 Ss to put on the mask and then ask and answer in pairs by using—What’s your name? My name is…

New Language Input 1. Lead in the topic. T shows the picture of Amy and asks: Who is she? Then T leads out the words—girl, girls, boy and boys.

2. Listen and find. T shows the picture of panda and then says: Today we’re going to know a new friend too. T encourages Ss to listen to the CD-ROM and then find out the name.

3. T checks the answer. In the process, T leads out the new words—panda, Panpan, good afternoon. In the process, T needs to help Ss to distinguish the defference between afternoon and morning.

4. Words check. T pronounces the words silently and then encourages Ss to guess the words quickly. Thus, Ss are able to recognize the words in an interesting way.

5. Listen and repeat. T plays the CD-ROM and then T asks Ss to read the text twice.

Language Practice 1. Role play. T puts on the mask and then says: I’m a girl. My name is…Then T asks some individuals to introduce themselves by wearing the masks. 2. Communication in pairs. T asks Ss to talk about themselves in pairs or groups. S1:Good afternoon. I’m a boy. My name’s Sam. S2: Good afternoon. I’m a girl. My name is Amy.

3. Listen and match. T asks Ss to turn to page 12 and then T leads Ss to read the sentences and then match with the right pictures.

Language Consolidation 1. T asks Ss to take out AB and turn to page 8. T plays the records and then asks Ss to listen and match. After finishing, T asks Ss to talk about the pictures.

厦门实验小学

何敏

2012-2013一年级上册教学设计

2. Play and say. T invites one student to stand in the front and play with teacher. Paper, scissor, stone. The winner chooses the characters and then makes a new dialogue. Then T asks Ss to play this game in pairs. In this way, Ss are able to utilize the key sentences in a funny way.

1.听读M2U2五遍并背诵,签字。

作业布置

2.预习听读M3U1五遍,签字。

Assignments 3. 完成校本作业自主学习第二模块的画星评价。

4. 用英语介绍自己的性别和名字。

Module 2 Unit 2 I’m a boy. Good afternoon! I’m a … My name is…

girl

girls boy

boys

1．

句子的操练多于会话的操练，教师应该为学生创造更多的情景，让学生在情境中进行会话的综合运用操练，并给予学生多一些板书设计

课后反思

Teaching Reflection 表演的机会，培养学生爱演爱玩的兴趣。会话的练习可以适当在校本作业中予以弥补。

2．

光盘的操作还有一定困难，教师要尽快适应改版的教材和教学资源，多使用任务头饰和动画，让一年级学生尽快融入外研社版本教材！