Unit 6 My Week Lesson 1 教案

Unit
6
My
Week
Lesson1
教学设计
课题
Unit
6
My
Week
Lesson1
学科
英语
学段：小学
年级：二年级
教材
书名：《英语(一年级起点)》
出版社：人民教育出版社
出版日期：2013年10月
设计者
教学背景分析
指导思想与理论依据：
《义务教育英语课程标准》指出：现代外语教育注重语言学习的过程，强调语言学习的实践性，主张学生在语境中接触，体验和理解真实的语言，并在此基础上学习和运用语言。
依据课程标准倡导的理念，我在本课中借助绘本，遵循创设语境的指导思想，采取循序渐进的语言实践活动，让学生在语境中做事情。发展学生的综合语言运用能力。
教学内容分析：
本课是人民教育出版社《英语》二年级下册第六单元第一课时。本单元的主题是My
Week，第一课时是学习有关一周七天的词汇学习，是本单元的第一层次的学习。而此话题在小学阶段的第一次学习，因此学生几乎没有任何语言基础。同时通过本课的学习，也为后面进一步学习新的交际用语和与本话题相关的扩展知识学习奠定了基础。
本课由三个板块组成：A项活动的设计意图是通过歌曲整体呈现和感知本单元的新词汇，教师增加了一个绘本《The
very
hungry
caterpillar》的学习，通过绘本创设一个充满趣味的情景，并在绘本的学习过程中感知新词汇，将A项的歌曲作为新语言的进一步感知活动。B项的说做活动是通过“给一周排顺序并说出该星期词汇”对新词汇进行有意义的操练。C项的活动是通过再次学唱歌谣，进一步巩固所学词汇的英文表达，同时通过歌曲整体产出本课的新词汇。
学生情况分析：
1.
认知基础：二年级学生虽然对本话题没有学习过，但学生在语言上有了一定的积累如：“It’s…”,
“I
like…”,
“I
see…”
“I
can…”等句型。此外，学生对“Week”的话题并不陌生，他们几乎每天都接触此话题。
2.
心理特点：二年级孩子的思维特点仍以形象、直观为主。有意注意保持的时间短，注意力容易分散。他们活泼,好动,爱说,爱唱,好奇心强，敢于张口，乐于模仿，表现力强，愿意参与有趣味的课堂活动。
教学目标(含重、难点)
教学目标1.
能听音指认相应图片，如Monday,
Tuesday…
2.
能够将七个表示星期的单词排序，并用举行It’s
…依次说出来。
3.
能基本了解世界不同地区一周七天顺序上的差异。
教学重点
学习有关星期的七个新单词及其排列顺序。
教学难点
1.
新单词Thursday中“th”的发音。
2.
给星期排序。
教学过程
Step
1.
复习热身
1.
Duty
Report
T:
Good
morning
boys
and
girls,
how
are
you
today
What’s
the
weather
like
today
Do
you
like…
/
Are
you
happy
on
cloudy
days
Nice
to
meet
you.
What
day
is
it
today
2.
自由谈话
T:
Boys
and
girls,
do
you
know
what
fruits
do
I
like
What
fruits
do
you
like
S:
I
like
apples.
T:
Apples
are
good
for
our
health.
S:
I
like
….
T:
You
all
like
fruits
because
they
are
all
good
to
eat.
【设计意图】:
通过自由谈话引入话题。
Step
2.
导入
3.
观看视频
T:
Today,
I
will
introduce
a
friend,
he
likes
fruits,
too.
Now
let's
watch
a
cartoon
then
tell
me
who
is
he
and
what
did
he
eat
(1)
1st
just
watch
the
cartoon.
看完后T:
Who
is
he
S:
Caterpillar.
(教师带读KK
caterpillar)T:
What
did
he
eat
S:
This
caterpillar
was
always
hungry.
He
ate
1
apple,
but
he
was
still
hungry,
he
ate
2
pears.
But
he
was
still
hungry.
How
many
plums
did
he
eat
But
he
was
still
hungry.
He
ate
strawberries.
How
many
strawberries
did
he
eat
He
ate
4
strawberries.
Then
he
ate
5
oranges.
But
he
was
still
hungry.
After
that,
He
ate
a
lot
of
food.
Then
he
ate
a
leaf.
(2)
2nd
Did
the
caterpillar
eat
those
food
in
one
day
No,
he
ate
them
in
7
days.
1,2,3,4,5,6,7.
When
did
he
eat
1
apple
When
did
he
eat
2
pears
Here
are
some
cards.
This
time.
Let’s
watch
again,
can
you
help
me
order
them
Now,
show
me
your
picture
and
your
cards.
(3)
3rd
Did
you
finish
Let’s
watch
it
again
and
check
your
answer.
(4)
4th
教师带着学生check答案。Have
you
got
the
answer (1)
Do
you
remember
when
did
caterpillar
eat
the
apple
拿出Monday
放在apple的下方。/m/
/m/
Monday.
Which
one
is
Monday
But
the
caterpillar
was
still
hungry.
So
he
ate
2
pears.
When
did
he
eat
2
pear /t/
/t/
Tuesday.
Which
one
is
Tuesday
Is
this
Tuesday
Is
this
Tuesday
When
did
he
eat
3
plums…../w/
/w/
Wednesday.
Which
one
is
Wednesday
Thursday
(th
sound
..
ur
sound…)..
but
he
had
a
stomachache.
Then
he
ate
a
green
leaf/
why
did
caterpillar
fell
good
after
he
ate
a
leaf
Yes,
leaf
is
good
for
caterpillar.
Fruits
are
good
for
the
caterpillar
too.
But
he
can’t
eat
too
much.
Then
he
became
to
a
very
big
caterpillar.
【设计意图】:
教师通过绘本故事向学生整体呈现七个星期词汇，不仅保证了学生第一次接触语言的完整性，还保证了语言发生在特定的情景下。绘本故事中的配图不仅能帮助学生理解故事，而其故事情节的趣味性和丰富性也比较符合低年级学生的认知特点，能够一开始就牢牢地吸引住孩子们的注意力和兴趣。
4.
引出课题
T:
Look
here.
How
many
days
are
there
From
Monday
to
Sunday.
We
call
them
a
week.
(拿出week
w-ee-k=week)多带读两边。找1-2个孩子带读。This
is
caterpillar’s
week.
Step
3.
呈现与学习新词汇
1.
听音跟读单词
T:
Look
at
these
words.
Let’s
listen
and
repeat.
Show
me
your
finger.
Point
on
your
picture.
Listen
and
repeat.
(听2遍)
【设计意图】:让学生感知原音
2.
教师带读单词。Pay
attention
to
the
first
letter,
they
are
all
capital
letters.带着学生找到这几个词的共同点。They
all
have
day.
(1)
You
can
repeat
it
well.
Can
you
sound
them
out
What
day
is
it 教师出示单词卡片，将Monday分解为Mon
和day。
/m/
/∧/
/n/
/d/
/ei/请同学们尝试读出Monday.
教师根据学生的发音情况给学生纠正发音。
(2)
What’s
the
second
day 教师出示单词卡片,
将Tuesday分解为Tues和day。(注意T的发音)
(3)
教师出示单词卡片,
Wednesday.
分解其发音。(d
不发音)
(4)
教师出示单词卡片,
Thursday
分解为Thurs
和day。What
does
th
sound (5)
教师出示单词卡片,将Friday分解为Fri
和day。
(6)
教师出示单词卡片，Saturday分解其发音。
【设计意图】:语音的渗透应该是每一次新词汇的学习过程中都应该关注的，尤其是要让学生明确每个单词中的每个字母在单词中的发音，即让学生明确每个单词的发音是如何来的。
3.
与同伴读单词
T:
You
can
sound
these
words
well.
Can
you
read
these
words
I
need
a
little
partner.
Who
can
read
with
me (1)
挨个指着问。(2)
挑着指问
read
with
your
partners.
4.
教师检查互读效果。
T：收卡
Put
your
cards
under
your
picture.
What
day
is
it
Sunday.
After
Sunday.
He
wants
to
sleep.
He
becomes
to
a
cocoon.
He
sleeps
and
sleeps.
After
several
days.
He
becomes
to
a
butterfly.
He
flies
away.
Bye各种东西。We
can
do
different
things
in
different
days.
Every
day
is
a
beautiful
day.
Look
at
these
days.
你们能发现他们有什么相同的地方吗？大写。有day.
Step4.
拓展
拓展
T:
Do
you
like
Monday
…Sunday
What
day
do
you
like
Most
of
you
like
Saturday.
Me,
too.
Do
you
know
why
I
can
play
with
my
friends.
I
can
read
books.
(出示板书I
like…
I
can…)I
can
watch
TV.
I
can
go
to
the
supermarket.
How
about
you
S1-S2
示范。Talk
with
your
partners.反馈。
T:
Besides指Sat.
and
Sun.
I
also
like
Mon.
Tue.
And
Thur.
do
you
know
why
Can
you
guess
出示图片。Because
I
can
have
English
class
with
you.
I
like
you
very
much.
Do
you
like
those
days
What
days
do
you
like
反馈。给星T:
you
like
Monday.
A
star
for
you.
I
put
it
on
Monday.
2.
指日历说出星期
(1)
教师与全体学生示范
T:
Where
can
we
see
those
days
我们平时在哪里可以看到这些词呢？Yes,
we
can
see
them
on
the
calendar.
Look,
this
is
my
calendar.
Look
at
my
calendar.
Can
you
find
these
words
on
the
calendar
Look
at
them
what’s
missing 带着孩子认缩写的星期。
What
day
is
it (可以不按照顺序提问)
It
stands
for
Sunday.
…
I
want
to
play
a
calendar
game,
who
can
play
with
me
In
my
calendar,
there
are
some
dates.
Amy,
you
can
choose
one.
T:
It’s
Monday.
I
choose.
Amy:
it's
Tuesday.
(2)
教师引导学生四人结组进行该游戏活动。
T:
Do
you
know
how
to
play
the
game
Show
me
your
calendar.
Show
me
your
paper
bag.
Now
you
can
play
this
game
with
your
partners.
【设计意图】：通过真实的物品让学生感知与操练单词。
3.
教师引出新故事
T:
Today.
We
have
learnt
7
days.
7
days
are
in
a
week.
The
caterpillar
ate
different
days
in
a
week.
We
can
do
many
things
in
a
week.
There’s
a
book
about
the
week.
看封面、Who
are
they
What
does
the
cat
do
What
happened
to
the
cat
and
dog
You
can
read
the
book
after
class
and
tell
me
next
time.
This
is
our
homework.
There’s
another
homework.
Watch
the
video
of
caterpillar
again.Step5.
家庭作业
Read
the
story
with
your
parents.
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