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1、如有侵权，请联系网站删除，仅供学习与交流典范英语2A(L1-L30)教案设计【精品文档】第 189 页2015至2016学年度第一学期学科教学工作计划班级科目英语教师学生情况分析及改进提高措施基本情况 经过一年的学习，大部分同学都对典范英语很感兴趣，能够做到认真学习，上课认真听讲，积极举手发言，课后能按时完成听读任务。但也有少数一部分同学基础较差，个别同学上课反应较慢，因此在课堂教学中要重视全体学生的学习效果，使大家在轻松愉悦的氛围中感受到英语学习的快乐。知识能力情况 学习过典范英语一册的孩子都有了一定的英语基础，大部分学生能够做到独立朗读课文，并且表演出故事内容。学习习惯情况 大部分同学已经
2、逐步养成良好的学习习惯，掌握了一年级要求认读的单词及句型，还有一些孩子学习习惯不太好，好动、注意力集中时间短。改进措施 1、兴趣培养。在课堂教学中，多设计一些游戏来让学生积极参与其中，让他们感受到英语学习的乐趣，在快乐中培养兴趣。 2、口语训练。听录音模仿-训练和培养语感。学会有感情地朗读，让学生在快乐中学习知识。还有一定要把音标教好，孩子才能说出一口地道流利的标准的英语。教材整体分析 本套教材语言纯正地道，内容生动有趣，贴近儿童生活，融故事性、趣味性、知识性、科学性、权威性于一体，同时，配有原声录音CD，便于学生模仿一口地道纯正的英语。典范英语作为全国教育科学“十一五”规划教育部重点课题中国
3、基础英语素质教育的途径与方法课题实验教材，得到了我国英语教育界众多权威专家的大力支持和强力推荐。总体教学目标知识技能目标：1、培养学生具有一定的语感和良好的语音语调以及良好的英语学习习惯。2、初步具备用英语进行简单的日常交流，讲英文小故事的能力。过程方法目标：1、导入法 2、TPR教学法3、情境教学法 4、游戏教学法情感态度目标：1、激发学生对英语的学习兴趣。2、培养学生积极进取，乐观向上的英语学习态度。3、鼓励学生大胆的在情境中运用所学的英语知识进行交流。4、培养学生的竞争意识和团结协作的精神。思维目标：1、培养学生观察、想象、记忆的思维能力及快速反应能力。2、培养学生创造性运用语言的能力。
4、教研专题学校教研组个人建大华清小学20152016学年度第一学期教学进度表教师： 科目：英语 所带班级： 日期：周次日期教学内容课时主备人第 1周9.1-9.2Lesson 12武荣第 2 周9.6-9.11Lesson 1Lesson 36王禧千娇第 3 周9.14-9.18Lesson 4Lesson 55武荣第 4 周9.21-9.25Lesson 6Lesson 75王禧千娇第 5 周9.28-9.30Lesson 83武荣第 6 周10.8-10.10Lesson 93王禧千娇第 7 周10.12-10.16Lesson 10Lesson 115武荣第 8 周10.1910.23Le
5、sson 12Lesson 135王禧千娇第 9 周10.26-10.30Lesson 14Lesson 155武荣第10 周11.2-11.6Lesson 16Lesson 175王禧千娇第11 周11.9-11.13期中考试5武荣第12周11.16-11.20Lesson 18Lesson 195王禧千娇第13周11.23-11.27Lesson 20Lesson 215武荣第14周11.30-12.4Lesson 22Lesson 235王禧千娇第15周12.7-12.11Lesson 24Lesson 255武荣第16周12.14-12.18Lesson 26Lesson 275王禧千
6、娇第17周12.21-12.25Lesson 28Lesson 295武荣第18周12.28-12.31Lesson 304王禧千娇第19周1.4-1.8复习5武荣第20周1.11-1.15复习5王禧千娇第21周1.18-1.22复习5武荣第 1 课课型：新授课题： Monkey Tricks授课时间：教学目标知识技能：学生能够听懂录音，理解故事情节。能看图识别故事中的动物并用英语说出其名字。能用恰当的形容词来描述动物特征。过程方法：惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事。情感态度：让学生充分感受一家人逛动物园的乐趣。思维目标：通过观察动物特征培养学生的观察力和想象力。教学重点难点重点
7、：能看图识别故事中的动物并用英语说出其名字。难点：能用恰当的形容词来描述动物特征。初步掌握字母组合“oi”和“oy”的拼读规律。课前准备教师：课件，人物卡片学生：课本教学方法故事讲述法，图片呈现课时安排2课时教学过程教学活动个性修改第一课时1. 导入（Lead-in）What animals can you see in the video? （BQ: Can you see?）I can see. Do you often go to the zoo?What animals can you see at the zoo?学生回答后，自然引出故事：One day, Wilmas Dad to
8、ok the children to the zoo. What animals did they see? Lets learn the new story Monkey Tricks.2. 看图讲故事（Storytelling）（Picture 1）It was Sunday. Wilmas Dad took the children to the zoo. “I like the zoo,” said Chip.“I want to see the animals,” said Kipper.（Picture 2）They went into the zoo. What did they
9、 look at? （教师指向长颈鹿）They looked at the giraffes. The giraffes were tall. They had long necks. “Look at the giraffes. They are tall,” said Wilf.（Picture 3）Next, what did they look at? （BQ: Did they look at the seals?）They looked at the seals.The zookeeper threw fish to the seals. The seals were hungry
10、.“Look at the seals. They are hungry,” said Wilmas Dad.（Picture 4）Then they looked at the crocodiles. （教师指向图中的鳄鱼）What were the crocodiles doing? （BQ: Were they sleeping? 教师动作演示）The crocodiles were asleep.（Picture 5）After that, what did they look at? （BQ: Did they look at the parrots?）They looked at
11、the parrots.Chirp chirp here, chirp chirp there.The parrots were noisy. （Picture 6）Later, they looked at the elephants. （教师指向大象）The zookeeper was cleaning one of the elephants.Were the elephants big? Yes. They had long trunks and big ears. （教师指向大象的鼻子和耳朵）Where did Kipper go?He went to a shop.（Picture
12、 7）Last, they looked at the monkeys. （教师指向猴子）The monkeys were funny. They played on the tree. One monkey was eating a banana.“Look at the monkeys. They are funny,” said Chip.Look at Kipper. He came to the monkey house with a bag.（Picture 8）Look at Dad, Wilma, Wilf, Chip and Biff. What did they do?Th
13、ey looked for Kipper.“Kipper, where are you?” called everyone. Could you see Kipper?（Picture 9）“Aha. Here I am,” Kipper jumped out. Kipper looked like a monkey in a monkey mask.（展示猴子面具）Kipper bought the monkey mask in the shop. He played a monkey trick.3. 听录音模仿（Listening and Imitating）（1）放录音，让学生完整地听
14、一遍故事，整体输入，不需停顿。（2）放录音，全班学生齐声模仿1-2遍。要求学生在理解故事内容的基础上，逐句跟录音指读。尤其要让学生注意模仿“giraffes”、“seals”、“crocodiles”、“parrots”、“elephants”的读音以及“Kipper looked like a monkey.”的语气语调。（3）放录音，让学生跟读接龙，看谁模仿得像。教师给予必要的示范和指导。第二课时1. 朗读故事（Reading Dramatically）（1）全班集体朗读。教师组织全班同学齐声朗读一遍。（2）小组朗读比赛。将学生分成几个小组，每组读一幅图，看哪组读得好。（3）个人朗读。请几
15、名学生朗读自己最喜欢的一幅图。教师根据学生读的情况给予表扬、鼓励和指导。2. 检查理解（Story Comprehension）（1）教师在黑板上画出结构图，将6张动物图片分别贴在每个方框一侧，并将动物单词卡贴在黑板一侧。（2）描述动物特征。教师逐一展示单词卡（tall, hungry, asleep, noisy, big, funny），请6名学生分别单词卡贴在相应的椭圆框里。然后引导全体学生进行描述，如：The giraffes were tall.。3复述（Retelling）承接“检查理解”环节，教师和学生一起参考story map接龙复述故事，之后可请一两名学生以竞赛的形式独立复述
16、整个故事。复述后，教师评出优胜者并给出获胜理由。复述过程中，教师引导学生使用first, next, then, after that等连词。教师可示范复述故事开头：Dad took the children to the zoo. First, they looked at the giraffes. The giraffes were tall. 4. 拼读练习（Practising Phonics）（1）感知拼读规律教师在黑板上写出：noisy/boy，并在字母组合“oi”、“oy”下划线，让学生说出“oi”和“oy”的发音。（2）音、形、图结合，练习拼读含有字母组合“oi”和“oy”的
17、单词。教师利用PPT展示下列图片及单词，引导学生认读。如：8. 家庭作业（Homework）（1）反复模仿录音，熟读故事。（2）回忆上一次去动物园看到了哪些动物，画一画，写一写。如：We looked at the . The were .板书设计Lesson 1 Monkey Tricks动物图片 动物图片 动物图片 动物图片 动物图片 动物图片tall hungry asleep noisy big funnyThe giraffes were tall. noisy/boy课后反思第 2 课课型：新授课题： A Sinking Feeling授课时间：教学目标知识技能：学生能够听懂录音，
18、理解故事情节。能灵活运用“climb on”和“get on”等重点短语。初步掌握字母组合“mb”的拼读规律。过程方法：惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事。情感态度：让学生充分感受在游泳池里玩耍的乐趣。思维目标：通过仿写故事培养想象力和创造力。教学重点难点重点：能灵活运用“climb on”和“get on”等重点短语。难点：初步掌握字母组合“mb”的拼读规律。课前准备教师：课件，人物卡片学生：课本教学方法故事讲述法，图片呈现课时安排2课时教学过程教学活动个性修改第一课时1. 导入（Lead-in）：（1）教师展示一张孩子们在游泳池游泳的图片，并与学生互动：Look at the
19、children in the picture. Where are they? What are they doing?Can you swim?Do you like swimming? （2）教师展示一张鸭子船的图片，提问：Look! Theres a big duck in the pool.Do you want to get on?之后，自然过渡到讲故事环节：One day, Mum and the children went to the pool. There was a duck in the pool. The children wanted to get on. Lets
20、 see who got on the duck in the new story A Sinking Feeling.2. 看图讲故事（Storytelling）（Picture 1）Who can you see in this picture? Where were they? （BQ: Were they in the pool?）They were in the pool.（Picture 2）Look! There was a duck in the pool.（教师指向图中的鸭子）The children went to the big duck. Who climbed on
21、the duck? （教师动作演示）Wilma climbed on the duck.（Picture 3）Wilma looked at Wilf. “Get on!” said Wilma. Then Wilf began to climb. Did he get on? Yes. Wilf climbed on.（Picture 4）“Get on,” said Wilf. Then Chip began to climb. Wilf and Wilma helped him. Did Chip get on? Yes. Chip climbed on too.（Picture 5）“
22、Get on,” said Chip.Who began to climb? Biff began to climb.Wilma and Chip helped her. Did Biff get on? Yes. Biff climbed on. （Picture 6）Now, how many children were on the duck? One, two, three, four. （教师依次指向鸭子上的孩子们）Four children were on the duck. Kipper wanted to get on the duck too. Biff said, “Get
23、 on, Kipper.” Look at Kipper. Did he get on? No. Kipper couldnt get on.（Picture 7）Everyone helped Kipper. “Get on!” said everyone.But Kipper couldnt get on.（Picture 8）Kipper tried to climb.“Get on,” said everyone.At last, Kipper climbed on. Now how many children were on the duck? Five? Lets have a l
24、ook. （Picture 9）Oh no! The duck turned over. （教师动作演示）The children fell off the duck.They fell in the water and went down and down.They were sinking.How did they feel?3. 听录音模仿（Listening and Imitating）（1）放录音，让学生完整地听一遍故事，整体输入，不需停顿。（2）放录音，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，逐句跟录音指读。鼓励学生大胆开口，读出戏剧化效果，读出感情。（3）放
25、录音，将学生分成男女生两组进行模仿比赛，每幅图两组各读一遍，看哪组模仿得更像。必要时，教师做示范并进行指导。第二课时1. 朗读故事（Reading Dramatically）（1）全班集体朗读。教师组织全班同学齐声朗读一遍故事。（2）朗读接龙。教师组织朗读接龙活动，每人一句，看谁读得好。（3）个人朗读。请几个学生独立朗读故事，教师根据学生读的情况给予表扬、鼓励和指导。朗读过程中，教师要对朗读困难或有问题的学生给予指导和示范。 2. 检查理解（Story Comprehension）（1）排序教师将人物图（Wilma, Wilf, Chip, Biff, Kipper）打乱顺序贴到黑板上。教师提
26、问，引导学生按照故事发展顺序给图片排序。问题可参考：Who climbed on the duck first?Who climbed on the duck next?Who climbed on the duck then?Who climbed on the duck later?Who climbed on the duck last?（2）写句子教师将词卡（on, the, climbed, duck, 句点）贴在Wilma图片后面，请一名学生上台重新组句（Wilma climbed on the duck.）。请4名学生上台，仿照上述句子分别在Wilf, Chip, Biff, K
27、ipper人物图后面写句子（Wilf climbed on the duck. Chip climbed on the duck. Biff climbed on the duck. Kipper climbed on the duck.）。同时，让其他学生在下面写一写。之后，请学生判断台上学 生写的句子是否正确，并核对自己写的句子。最后，请全体同学读一读。（3）复述故事教师提问：What did Wilma/Wilf/Chip/Biff say?，请学生回答并将答案写在人物图左侧，提醒学生首字母要大写。根据人物图和句子，教师和学生一起接龙复述故事。教师可示范复述故事开头，如：The chil
28、dren were in the pool. Wilma climbed on the duck. “Get on,” said Wilma.3. 拼读练习（Practising Phonics）（1）发现拼读规律“辨音”游戏：教师在黑板上写出“climb”一词，教师故意读出“b”音，让学生辨音。然后教师带读，让学生发现字母“b”不发音。（2）巩固拼读规律教师利用PPT展示以下单词：lamb, limb, bomb, comb, tomb, 用红色标出“mb”，让学生练习拼读含有“mb”的单词。4. 家庭作业（Homework）（1）反复模仿录音，熟读故事。（2）发挥想象力仿写故事情节。教师可
29、给出示范，斜体部分可替换。如：Mum, Dad and I were in the pool. I climbed on the duck. “Get on,” I said. Mum climbed on the duck. “Get on,” said Mum.Dad couldnt get on.“Oh no!”板书设计Lesson 2 A Sinking Feelingon, the, climbed, duck, 句点Wilma climbed on the duck.climblamb, limb, bomb, comb, tomb,课后反思第 3 课课型：新授课题： Naught
30、y Children授课时间：教学目标知识技能：学生能够听懂录音，理解故事情节。学会在不同场景使用“climb on/up”和“jump on/off”等表达方式；初步掌握字母组合“ur”的拼读规律。过程方法：惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事。情感态度：让学生意识到去别人家做客要守规矩，要与他人和睦相处。思维目标：培养学生解决问题的能力。教学重点难点重点：学会在不同场景使用“climb on/up”和“jump on/off”等表达方式。难点：初步掌握字母组合“ur”的拼读规律。课前准备教师：课件学生：练习本教学方法故事讲述法，图片呈现课时安排2课时教学过程教学活动个性修改第一课
31、时1. 导入（Lead-in）（1）教师播放一小段视频（见课件），并与学生互动：What did you see in the video?Do you think they are good or not good?Do you like naughty children?Are you naughty at home?（2）学生回答后，自然过渡到讲故事环节：One day, two children came to Biffs house. What did they do? Were they good or naughty? Lets learn the new story Naugh
32、ty Children. 2. 看图讲故事（Storytelling）（Picture 1）One day, Mum and the children were at home. Two children came.（Picture 2） What did the children do in this picture? （BQ: Did they climb on the furniture? Did they jump on the sofa?）They climbed on the furniture.（教师动作演示）They jumped on the sofa.（教师动作演示）Wer
33、e the children good or not good? They were not good. They were naughty. Did Biff, Chip and Kipper like the naughty children? No. They were cross.（教师配合表情）（Picture 3）The two children were naughty in the room. They climbed up the curtains. （教师动作演示）They jumped on the bed. （教师动作演示）“Oh, no!” said Kipper,
34、“Its too noisy.”（Picture 4）They were naughty outside. They climbed up the tree. （教师动作演示）They jumped on the flowers. （教师动作演示）“Oh, no!” said Biff. “Please be good!”（Picture 5）Look at the ball. It was going to break the window. Floppy barked and barked.“Oh no!” said Mum. Biff had an idea. （教师动作演示）What
35、was Biffs idea? （Picture 6）They took the children to the garden.The children climbed up the ladder. They jumped off the log. Mum, Biff, Chip and Kipper were happy with them.（Picture 7）They climbed on the net.They jumped off the wall.（Picture 8）Was everyone happy?Yes. Everyone played happily in the g
36、arden. They had a great time there.“What good children!” said Mum.（Picture 9）At last, the children went home. 3. 听录音模仿（Listening and Imitating）（1）放录音，让学生完整地听一遍故事，整体输入，不需停顿。（2）放录音，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，逐句跟录音指读。教师要引导学生分别用无奈和满意的语气读出妈妈的两句话。（3）放录音，请学生进行跟读接龙，每人一幅图，看谁模仿得更像。第二课时1. 朗读故事（Reading Dram
37、atically）（1）全班集体朗读。教师组织全班同学齐声朗读一遍故事。（2）分组朗读。男生一组，女生一组，各读一遍故事，看哪组读得好。（3）个人朗读。请几名学生独立朗读故事，教师根据学生读的情况给予表扬、鼓励和指导。朗读过程中，教师要对朗读困难或有问题的学生给予指导和示范。 2. 检查理解（Story Comprehension）（1）图片分组教师将故事原图（）打乱顺序粘贴在黑板中间，并在黑板左侧写上naughty，右侧写上good。分别请6名学生上台，每人选择一幅图贴到相应的naughty或good一侧。（2）词图配对教师准备好单词卡：furniture/sofa/curtains/bed
38、/ tree/ flowers/ladder/log/net/wall，请学生朗读单词，并将词卡与图片中的物品配对。教师可先示范：教师拿起sofa词卡，将其粘贴到图中的沙发上。请几名学生上台，让他们任选一张词卡，将其贴到图中相应的位置。（3）写句子教师提前准备好短语卡：climbed on/jumped on/climbed up/jumped off，并将其纵向贴在黑板中间，让学生根据图片内容写句子。教师可先示范写出句子：They climbed on the furniture.请几名学生上台，分别在每幅图下方写句子，如：They jumped on the sofa. They clim
39、bed up the curtains. They jumped on the bed. They climbed up the tree. They jumped on the flowers. They climbed up the ladder. They jumped off the log. They climbed on the net. They jumped off the wall. 同时，请台下的学生也自己写一写。3复述（Retelling）（1）承接“检查理解”环节，利用黑板上的故事图片和句子，教师与学生一起接龙复述故事。此时，教师注意引导学生完整复述故事，补充故事中幅图
40、的内容。教师可先示范复述故事开头：Two children came. They were naughty. They climbed on the furniture.（2）教师可请一两名学生独立复述整个故事。复述过程中，学生如有困难，教师要给予支持和帮助。4. 讨论（Discussion）（1）教师提问，让学生分组讨论：Do you like naughty children?What would you do if some naughty children came to your house? （2）请几名小组代表发言。之后，教师总结，让学生意识到去朋友家做客时要守规矩。 5. 拼读
41、练习（Practising Phonics）（1）发现拼读规律教师展示furniture/curtains两张词卡，让学生大声朗读。教师用红笔标注字母组合“ur”，让学生说出其拼读规律。（2）音形结合，感知拼读规律让学生找出含有字母组合“ur”的单词（见课件），并根据拼读规律读一读。如：sofa/jump/Thursday/fur/ladder/nurse/log/hurt/ wall/turn/burn/tree/purse。游戏：请一名学生上台朗读以上单词，其他学生听到含有“ur”的单词后拍手并朗读该单词。6. 家庭作业（Homework）（1）反复听故事，熟读故事。（2）给爸爸妈妈讲讲这
42、个故事。板书设计lesson 3 Naughty Children naughty / goodclimbed on jumped onclimbed upjumped off课后反思第 4 课课型：新授课题：Its the Weather授课时间：教学目标知识技能：学生能够读懂故事情节；用恰当的形容词描述故事中孩子们的心情和状态；掌握字母“y”在词尾的拼读规律；简单复述故事；仿写句子。过程方法：惟妙惟肖地模仿录音；绘声绘色地独立朗读故事。情感态度：让学生体会天气对孩子们心情的影响；通过引导学生观察图片中的天气和孩子们的表现来培养其观察力与想象力。思维目标：通过引导学生观察图片中的天气和孩子们
43、的表现来培养其观察力与想象力。教学重点难点重点：能够读懂故事情节；掌握字母“y”在词尾的拼读规律。难点：绘声绘色地独立朗读故事；简单复述故事。课前准备教师：课件学生：练习本教学方法故事情境法，图片呈现法课时安排2课时教学过程教学活动个性修改 第一课时1. 导入（Lead-in）通过唱儿歌让学生了解各种天气的英文表达，为看图讲故事做铺垫。教师利用PPT播放视频How is the weather，带领学生一起唱儿歌，然后导入故事。What weather do you like?I like Hows the weather today? （请学生根据实际情况作答）Look at this pi
44、cture.（展示故事第4幅图）How was the weather?（BQ: Was it sunny? Was it windy?）It was windy. Did the children like the weather? How did they feel? Lets learn the story Its the weather.2. 看图讲故事（Storytelling）（Picture 1）It was a windy day. Where were the children? （BQ: Were they in the classroom?）They were in th
45、e classroom. They couldnt go out. What was Mrs May doing? She was telling the children a story.Did the children listen to Mrs May? No, they were talking and talking. The children were noisy.（Picture 2）It was time to have a rest.What were the children doing? They were making faces. “You are funny!” said Chip.The