二年级下册 Unit 2 Touch and feel 单元整体备课资源

Unite-based Teaching design
小学英语单元备课教学设计
Title: Book_4_ Module _1_Unit _2 Touch and feel
一、单元教学目标 （建议多使用英语课程标准中各级目标的描述语言）
语用任务
在语境中，借助Is it…?的句型框架结构，用3-4句话描述物品。要求内容达意、语法正确、表达基本流畅。
知识与技能
1. 能在语境中正确以下词汇： hard, soft.
2. 能在语境中学会用Is it…?询问东西的质地，并会对应回答Yes，No, It’s…
文化与情感
在In the bedroom情景中，能认知玩具等物品的不同质地。
在Kitty’s birthday的语境中，能体会不同物品的不同质地。
方法与策略
通过创设语境，以听、说、读的方式，理解和学习Is it…?并引导学生运用所学语言知识进行简单交流学习和合作展示。
二、单元基本架构
Period 1
Period 2
Objective
单课时目标
1.借助句型框架结构，在语境中用核心句型描述物品，语音正确，表达较流利。
2.在In the bedroom 的语境中，学习单词 hard, soft的音义形和smooth的音义，并能用 Is it…? Yes/No, it’s….对物品的质地进行交流。
1.在语境中有感情地朗读对话文本内容，语音基本正确。
2.在Kitty’s birthday的语境中，巩固hard, soft, smooth, nice, big, small，并要求学生能较熟练地运用:Is it…? Yes/No, it’s….
对物品的质地进行交流，能体会不同物品的不同质地。
Topic
单课时话题
In the bedroom
Kitty’s birthday
Content
单课时教学文本
Mum：Kitty, here Alice come!
Kitty：Please come in my bedroom!
Kitty：Hi，Alice！
Alice：Hi，Kitty!
Kitty：Wow, two new bags!
Alice：Touch this bag. Is it hard?
Kitty: Yes. It’s hard. It’s pretty!
Alice：Touch this bag. Is it soft?
Kitty: No. It’s soft.
文本一：
Mum and Dad：Happy birthday, Kitty.Gifts for you !
Kitty：Thank you! What is it?
Mum and Dad：Touch and guess.Is it hard?
Kitty: Yes. Is it a pencil case？
Mum and Dad：No. Open it.
Kitty:Wow，it’s a watch。
Mum and Dad：Do you like it ?
Kitty：Yes.Thank you,Mum and Dad!
文本二：
Friends：Happy birthday, Kitty.
Gifts for you !
Kitty：Thank you! Let me guess.
Danny：Touch this. Is it hard?
Kitty: No.
Eddie: Is it soft ?
Kitty: Yes.
Alice : What is it ?
Kitty : It’s a peach.
Friends:Yes.
Blackboard design
板书设计
soft toy 图 hard物品图
soft hard
Is it…? Yes/No.
A： Touch this, Is it….?
B: Yes/ No.
A: Smell this. What is it?
B: It’s a….
A: Open your eyes. Is it a…?
B: Yes, No.
三、单课教学设计
Period 1
Procedures
Contents
Methods
Purpose
Pre-lesson
Short vowels AEIOU: related words and chants.
Sight words 1A.
Read the PPT.
Follow the video: read, trace and say.
Review the shorts vowels learned before.
Review the sight words learned before.
Have Ss concerntrate to the class.
Pre-task preparation
song: How does this feel?
Chant about feeling learned in Grade 1.
“Taste/Smell this… It’s…”
Watch the video of this song
Review the chant about feeling learned in Grade 1.
Use the sentence structure: “Taste/Smell this… It’s…” to review the knowledge of feeling.
Lead to the topic: Touch and feel
Motivate Ss to be interested in the topic.
Review the knowledge of feeling.
While-task procedure
Take out a bag with a pencil box in it. talk about Ss’ feeling.
Learn ‘soft’.
Learn ‘hard’.
Take out a bag with a pencil box in it. Have the Ss to touch and then talk about their feeling.
Learn the feeling of “soft” and “hard”.
Show the pictures of Kitty’s room.
Watch the pictures and then answer: What can you see? How many …? What colour…?
Listen to the dialogue between Alice,Kitty and her mum the first time.
Listen to the dialogue picture by picture.
Learn ‘hard’
Q: How is the bag?
Q: How many bags does Kitty have?
Lean ‘soft’
Q: How is this bag?
Observe the bedroom，then answer: What else is soft? Use the sentence structure: Is it…? Yes/no.
Set the scene：talk in the bedroom.
Learn ‘soft’ by feeling , and practice the pronunciation of soft.
Learn ‘hard’ by feeling , and practice the pronunciation of hard.
Learn ‘Is it…? Yes/ No.’ by the scene.
Post-task activity
Let’s enjoy
Ask Ss the things in the classroom of the feeling: Is it hard/soft? Yes, no.
Follow and sing: Let’s enjoy.
Use the chant to review the new knowledge learned in this class.
Assignment
Read ‘Let’s talk’, 3 times.
Say 5 things in your home about your feeling.
Period 2
Procedures
Contents
Methods
Purpose
Pre-lesson
Review the short vowels AEIOU: related words and chants.
Review the sight words 1A.
1. Read the PPT.
2. Follow the video: read, trace and say.
1.Review the shorts vowels learned before.
2.Review the sight words learned before.
3.Have Ss concerntrate to the class.
Pre-task preparation
1.Text learned in the last period.
2.Let’s enjoy
Review the text learned in the last period.
Read the chant together.
To review the knowledge learned in the last period.
While-task procedure
1.Review :‘Is it soft?/hard? Yes./No’
2. Dialogue in ‘Let’s act’
3. Guessing the gift by using ‘Is it soft/hard? Yes./No.’
4. Let’s play
Show the pictures of Kitty’s birthday .
Ask students to guess: what is Kitty’s gift? Use the sentence structure: Is it soft?/hard? to guess.
Listen to the dialogue between Kitty ,Kitty’s mum and her dad the first time.
Listen to the dialogue picture by picture.
How does Kitty feel the gift?
Is it soft?
What’s the gift?
Kitty’s friend come to Kitty’s home to celebrate the birthday for Kitty with presents.
Ask Ss to act as Kitty and her friend. Then use sentence structure ‘Is it soft/hard?’ to guess the presents.
Set the scene：Kitty’s birthday
Review the sentence structure: Is it soft?/hard? Yes./No.
Have students practiced more in different scene with the sentence structure: Is it soft?/hard? Yes./No.
Post-task activity
Let’s enjoy
Let’s act.
Let’s play.
1.Follow and sing: Let’s chant.
2. Act the text in different groups.
1. Let Ss relax by singing the chant.
2. Act in groups to review the knowledge learned in this period. Raise Ss’ interest by acting roles in the meanwhile.
Assignment
Read let’s play and let’s act, 3times.
Play a guessing game with your friends, using the sentence structure: Is it…?
四、阅读素养评价
A
Alice : Do you like dogs?
Kitty: Yes, they’re cute.
Alice: Touch the dog. Is it soft?
Kitty: Yes, it’s soft.
Wang, Wang, Wang.
Alice: The dogs like you, too.
Kitty: We’re friends.
Questions
1.Who likes dogs?
A. Kitty B. Alice
2.Touch this dog. Is it soft?
A. Yes. B. No.
B .I like fruits.
Some are soft. Some are hard.
Touch the peach. It’s soft. The orange, banana and grape are soft, too.
Touch the apple. It’s hard. The pear and watermelon are hard, too.
What other fruits are hard?
What other fruits are soft?
Questions:
1.Find, draw and say.
Soft fruits hard fruits
C
Alice: Happy birthday, Kitty.
Kitty: Thank you. What is it?
Alice: Touch it. Is it hard?
Kitty: Yes, it’s hard.
Alice: Guess, what is it?
Kitty: Is it a pencil case?
Alice: No.
Kitty: Is it a ruler?
Alice. Yes, it’s for you.
Kitty: Thank you.
Questions:
1.It’s birthday.
A. Alice’s B. Kitty’s
2.What’s the gift?
A. a ruler. B. a pencil case.
D
Questions：
Find and draw.
How
Soft
furry
oily
dry
sticky
wet
smooth
rough
hard
bumpy
What
设计要求：
1. 建议选取的阅读内容与单元主题、单课时话题相关，根据学生的特点，为不同层次的学生选择不同的阅读材料，鼓励选取故事、对话、诗歌等不同形式的阅读材料，避免因为阅读材料太难而降低学生学习英语的兴趣；
2. 建议老师参考国外原版阅读材料、绘本等资源，语篇语言尽可能地道；
3. 在提供阅读体验的同时注重阅读习惯的培养，建议老师对阅读能力的考查设计不同类型的题型，对阅读理解类型提供做题方法和技巧的指导。
五、推荐阅读
1. 老师给孩子们推荐与主题相关的阅读材料或者影视剧作品等；
2. 孩子可以根据自己的选择在课外阅读或观赏，不做硬性要求。