Module 2 Unit 1 Things I like doing （课件+教案）-2024-2025学年沪教牛津版（深圳用）（2015）英语二年级下册

Oh, there are many letters. Can you help me, boys and girls? Can you be my friend? Let's enjoy the warm spring on the old tree in the forest at tea time on much twenty fourth yours. Thank you, little pig, but you can't skip fast. Happy, happy. Don't cry, don't cry. I like hopping. I can help fast. Let me help you help with me. Me, me, me, I little fox are nice. I like running. I can run fast. Me, me, me, i'm little panda. I'm cute. I like skating. I can skate first. Let me help you. Let me help you. Riding, riding and letters. Don't cry, don't cry. I'm little fox and nice. I like running. I can run fast. Let me help you run with me. Running, running and letters. Don't cry, don't cry. I'm little panda. I'm cute. I like skating. I can skate fast. Let me help you skate with me. Thank you, little pig, but you can't skip to send letters. null 情境激起兴趣，活动达到基于课标的教学目标 ——以《2B M2U1 Things I like doing》第二课时为例 罗店中心校 张莉娟 1． 教学背景 2015年3月我校低年级教研组承担了一次区级教学研讨活动。本次区级教学研讨活动在“基于课程标准的教学”这一主题定位之下，我与二年级五班的学生们一起，进行了一节教学实践。教学内容是2B M2U1的第二课时，Let ‘s be friends.在进行单元整体设计时，我们将第一课时的教学整合为Let me help you!前后两个课时互相关联，又层层递进。 2． 教学目标 本堂课的教学目标是能熟练运用核心单词run, skate, hop, skip, 词组ride a bicycle。能熟练运用I like doing的句型表达自己喜欢做的事情。用核心句型Do you like...? Yes./No. I like... 询问对方或者对于别人的询问出相应回答。能正确认读句型：Let’s go...together.并能初步运用。通过听一听，说一说，连一连等形式帮助学生理解文本及运用语言。通过chant，游戏等形式操练语言的同时活跃课堂激发学生学习英语的兴趣。本节课的情感教学目标是通过谈论喜爱的运动拉近彼此距离，从而结交更多的朋友。 3． 教学构思 在基于课程标准教学主题的指引下，我们将本单元教学内容进行整合和再构。选取了彼得兔这个核心人物。接下来第一课时和第二课时的故事都是围绕这个人物以及与他相关的人和事展开。第一课时讲述的是一位神秘人物在写信，彼得兔作为邮递员，在小动物们的帮助下，完成了送信的任务。同时也为第二课时，收到信件的人去参加下午茶聚会做了铺垫。 第二课时开篇对第一课时的故事进行了回顾。小动物们拿到信件，看到邀请函纷纷议论，My friend? Who's he? Let me go and see.带着去发现神秘朋友的好奇心，小动物们在一个温暖的春日下午，如约出发去参加聚会了。小动物们到达了橡树下，却迟迟不见神秘朋友出现。这时一个声音从树后传来，‘Hey, I’m your friend!’.从这里开始，正式进入语言学习环节，rabbit, fox,bird, frog一次出场带着询问的句子 “My friend? I like _______. Do you like_____?” 开始核心句型的学习，在肯定回答和否定回答交替出现的过程中，句型在生动而具体的情境中不断得到操练。小朋友们带着强烈的好奇心，去揭开神秘朋友的面纱。在谈论各自喜欢的运动的过程中，发现彼此共同的兴趣爱好，达成做好朋友的前提与愿景。 在Post-task环节，look for friends这一环节的设计，将本节课的气氛推向了高潮。在欢快的音乐声中，老师先将利用核心句型填词的歌曲唱给一个学生听： Do you like running? Do you like running? 学生跟着节拍回答： Yes, yes, Yes, yes, I like running. 或者回答： No, no, no, No, no, no, I like swimming. 顺利的完成了示范过程。接下来，他们各自在班中寻找相同的兴趣爱好者来做朋友。最后达成本节课的情感教育目标：Let’s be friends! 4． 案例叙述 分析：这张是在主句型呈现之后，第一次复现。以fox的口吻，和神秘朋友进行对话。在这样的情境中，我采用了镂空的句式。让小朋友及时复习巩固前面学习过的句型。同时，结合组内区级科研课题，强化了语音训练。在一般疑问句后标注了升调，在肯定回答之后标注了降调。让小朋友在充分感知、模仿发音方式的基础上有足够的操练。 反思：这个环节的设计，本意是让学生根据之前学习的主句型完成对话。但是限于教学过程的需要和教学环节的可控制性，这里没有设置开放性的答案。学生只能根据老师给的横线，给出带有诱导性的答案。如果不考虑篇幅的长短，此处可以让狐狸和神秘朋友的对话更长一些。答案更多样一些。 分析： 以上四张PPT呈现的是我在教授核心句型和post task环节采用的处理模式。即利用各种韵律诗，歌曲将枯燥的操练变得富有趣味性，将创设的情境变得真实更具操作性。在第一张PPT中，学生在操练句型的过程中，强化了语音语调的练习；在第二张PPT中，学生通过情境代入，很顺利的完成了一般疑问句的否定回答，着重训练了词语的替换。第三、四张PPT是本节课的一个高潮，也是语言输出的最有效环节，通过对歌的方式找朋友，既实现了语言目标的达成，也起到了情感目标的渲染作用。 反思：语言的输出环节，学生参与的活跃度够高，但是参与的面不够广。应该考虑一种更具时效性和有效性的模式，让更多的学生参与进来。可以考虑以小组活动的方式，全班分成6-8组，同时以对歌的方式，去找朋友。每个人想要找的朋友可以但是又不局限于本组成员。这样活动的 效率更高，但是如何做到收放自如，却是老师需要认真思考和设计的。 5． 综合评析 纵观这一个单元的整体设计，我们是基于课程标准的，没有任何的拔高，没有过多的拓展。注重了新知和旧知的衔接。情境的设计考虑真实性和连贯性。单元目标的定位，符合学生年龄特点和本校学生的认知水平。本单元的教学难点较多，因此我们在做单元整体设计的时候，把难点进行了分化，第一课时教授动词，run hop skip skate ride和句型I like …(doing).第二课时教授句型Do you like …(doing)? Yes./ No, I like …(doing). 通过第一课时的铺垫，小朋友已经能基本掌握单词的用法，并对句型有初步的感知，因此第二节课的教学环节推进比较顺利。 在今后的教学中有几点要注意：语段输入的层次性和多样性，过渡语的简洁性，练习设计的梯度，评价方式的多元性等。 学科网（北京）股份有限公司 $$宝山区罗店中心校 2B Module 2 Unit 1 Things I like doing 单元话题：Things I like doing 单课话题：Period 1:Let me help you!（滕晶晓） Period 2: Let’s be friends!（张莉娟） 1、 单元目标 1. 学生能在情境中理解、识记本单元核心词汇run, skate, hop, skip, 词组ride a bicycle和理解运用核心句型Do you like(doing)...？Yes./No. I like (doing)... 2. 学生能初步感知动词分词形式以及熟练运用I like doing的句型表达自己喜欢做的事情。 3.学生能根据自己的实际情况运用本单元核心词汇run, skate, hop, skip, 词组ride a bicycle和核心句型Do you like(doing)…？Yes./No. I like (doing)…表达自己的喜好 4.学生能掌握字母k和g在单词中的发音 5.学生能够通过一个单元的学习感受运动能帮助他人，也能结交朋友，乐于与他人一起运动。 2、 课时目标 语言知识与技能 过程与方法 情感态度 第一课时 1. 初步感知字母k在单词中的发音。 2. 能正确朗读核心单词run, skate, hop, skip, 词组ride a bicycle，能借助图片，理解其含义，并能简单运用。 3. 学生能正确朗读running, skating, hopping,skipping以及riding a bicycle.并能通过知识的迁移朗读其他动词的分词形式。 4. 学生能初步感知动词分词形式以及熟练运用I like doing的句型表达自己喜欢做的事情。 5. 初步感知核心句型：Do you like(doing)...？Yes./No. I like (doing)... 1.创设情景，视听体验，感知文本。 2.通过儿歌与chant形式操练，能正确朗读核心单词。 3．角色扮演，体验语言内容与情感。 4.在图片、文本的帮助下，能尝试运用核心词汇以及句型I like doing表达自己的喜好。 能通过故事感受到运动能给予他人帮助，体验运动与帮助他人的快乐。 语言知识与技能 过程与方法 情感态度 第二课时 1. 感知字母g在单词中的发音。 2.能熟练运用核心单词run, skate, hop, skip, 词组ride a bicycle。 3.能熟练运用I like (doing)…?句型表达自己喜欢做的事情。 4.用核心句型Do you like...? Yes./No. I like... 询问对方或者对于别人的询问出相应回答。 5.能正确认读句型：Let’s go...together.并能初步运用。 1. 创设情景引入新授。 2. 通过听一听，说一说，连一连等形式帮助学生理解文本及运用语言。 3. 通过chant，游戏等形式操练语言的同时活跃课堂激发学生学习英语的兴趣。 通过谈论喜爱的运动拉近彼此距离，从而结交更多的朋友。 第一课时文本： I’m Little Rabbit. I’m tall and thin. I like hopping. I can hop fast. Let me help you! I’m Little Panda. I’m cute. I like skating! I can skate fast. Let me help you! I’m Little Fox. I’m nice. I like running. I can run fast. Let me help you! I’m Little Bear. I’m black. I like riding a bicycle. I can ride fast. Let me help you! I’m Little Pig. I’m fat. I like skipping. I can skip. 第一课时教学过程： PROCEDURES CONTENTS METHODS PURPOSE I. Pre-task preparation 1.Warming-up 1-1.say a chant 1-2 Ask and answer 运用儿歌以及问答方式复习旧知，活跃课堂气氛，提高学生学习兴趣。 II. While-task procedure: 1. The beginning of the story 2.Learn‘hop’, ‘k’& ‘hopping’ 3. Learn‘skate’& ‘skating’ 4. Learn ‘run’& ‘ I like (doing)…’ 5.Learn ‘ride’ & ‘ I like (doing)…’ 6. Learn ‘skip’ & ‘ I like (doing)…’ 1-1. Listen and enjoy 1-2. Fill in the blanks 2-1. hop 2-2. hopping 2-3. k kite book 2-4. Say a chant 2-5. Role play 3-1.Listen fill in the blanks. 3-2. Sk_te a/e 3-3. Read the new words. 3-4. Skate-skating 3-5. Say a chant. 3-6. Role play. 4-1. Listen and enjoy. 4-2. Ask and answer 4-3.run-running 4-4. sing a song 4-5 Role play 5-1. Look and listen 5-2. ride-riding 5-3.Free talk 5-4.Listen and read 5-5.Try to say 6-1: Read and choose 6-2. Skip-skipping 6-3.Role play 6-4. Sing a song. 通过听力填空，让学生初步感知这个人物，同时集中学生注意力。 通过多种方式操练单词，以儿歌加深印象，提高学习兴趣。初步感知like doing。 新授单词，巩固句型。巩固like doing句型. 新授run并巩固句型。 新授ride并巩固句型。 新授skip并巩固句型。 III. Post-task Activities 1. Revision 2. Let’s talk 1-1. Role play 1-2. Fill in the blanks Ss:Hello,I’m... I’m... I like... I can ...fast. Let me help you. 通过朗读，看图说话安慰小猪，回顾故事，复习今日所学。 从故事延伸到学生，利用语言模板，巩固今日所学。 Assignment 1. ★ Read and act. 2. ★★Listen and tick. 3. ★★★Introduce yourself. 设计不同层次的作业使不同层度的学生得到充分训练，为下节课做准备。 Blackboard design 2B M2U1 Things I like Let me help you! I’m ... I’m ... I like _____.(hopping/running/skating/riding/ skipping...) I can______ fast. hop/run/ skate/ ride/ skip Let me help you. 第二课时文本： Let’s be friends! It’s a warm spring. Animals are happy to have a party in the forest. Wolf wants to make friends with them. (1) A: My friend? I like hopping. Do you like hopping? B: Yes, I like hopping. A: Are you a rabbit? B: No.But I'm cute too. A: OK.Let's go hopping together. (2) A: Do you like flying? B: No, I like running. Do you like hopping? A: Yes, I like hopping. B: OK,let's go hopping together 第二课时教学过程： PROCEDURES CONTENTS METHODS PURPOSE I. Pre-task preparation 1.Warming-up 1-1.Sing a song 在儿歌中复习第一课时核心词汇。 II. While-task procedure: 1. The whole story 2. Do you like...？ Yes. I like... 3. Do you like...？ No. I like... 1-1. Review the story. Last winter, postmen sent the letters to the animals. 1-2. Look and listen. Animals got the letters. 1-3. Look and say 2-1. Listen and say. 2-2 Look and read 2-3. Enjoy a chant. 2-4.Act out the dialogue 2-5. Listen and fill. 2-4.Act out the dialogue 3-1.Listen and match. 3-2. Look and read 3-3. Sing a song 3-4．Make a new song 3-5. Pair work 3-5.Act out the dialogue 3-7. Pair work 3-8. Play a game ‘Yes’ or‘ No’ 3-9. Enjoy the ending of the story 复习第一课时文本。感知故事的起因。 在语境中进一步复习巩固旧知。用第一课时的核心句型谈论喜爱的的运动并检查了作业情况。 通过和神秘朋友的对话，学习本课时的核心句型。 利用chant在情境中操练句型，并加强语音语调的训练。 让学生进行角色扮演，体验文本内容。 通过听录音来口头填空，让学生尝试着进行提问。 利用头饰等教具进行对话活动，让学生在体验文本。 让学生通过听录音进行配对，来理解否定回答，并突出两个小动物共同喜好的运动。 请学生用所学过的动名词自己尝试编，培养歌曲学生的思维能力。 让学生直接看对话文本，尝试说出所缺单词，培养学生联系上下文理解句意的能力。 通过对子活动让学生活学活用。 通过一个游戏，既调节课堂气氛，有检测学生是否掌握本单元肯定与否定两种回答。 III. Post-task Activities 1. Look for friends 2. Review the story 1． Play a game 2. Look and listen 通过找朋友的游戏，活跃气氛同时培养语言交际能力。 整体回顾文本。 Assignment 1.Act out the story with your friends 2.Say and find 3.Read the story for your parents 进行分层作业设计，学生可以根据实际情况选做。 Blackboard design 2BM2U1 Things I like doing Let’s be friends! Do you like...? Yes. I like... No. I like... Let’s go ...together. 8 学科网（北京）股份有限公司 $$Can you be my friend? Let's enjoy the warm spring on the O, G, in the forest at a time on much seventeen s. Yours会。 Thank you, little pig, but you can't skip to send letters. Come on, let's go. I like hopping. nullnullMe, me, me, i'm little big and fat. I like skipping. I can skip. Oh, so many letters, so many letters, who can help me? Let me help you. nullDon't cry, don't cry. I'm little bear. I'm black. I like riding a bicycle. I can ride fast. Let me help you right with me. A secret friend is writing letters. Oh, so many letters, so many letters, who can help me? Thank you. Letters for you. null 2B M2 U4 Things I like doing Let me help you! Name _________ Class_________ I got____☆ Assignment: 1.Read and act (模仿自己喜爱的动物声音，读读下列单词，做做动作，并让父母给你摘摘星) hopping running skating riding skipping ☆☆☆☆☆ ☆☆☆☆☆ ☆☆☆☆☆ ☆☆☆☆☆ ☆☆☆☆☆ 要求：1、读对每个单词，摘3颗“☆”；2、模仿动物声音，每念一个单词，摘1颗“☆”；3、每念一个单词，能配上相应的动作，摘1颗“☆”。4、摘到的“☆”涂上颜色。 2.Listen and tick (听一听，在下面的录音材料里能听到几个今天所学的单词，请在对应的图片打“√”，对一个得一颗星) hop ☆☆☆☆☆ 老师会给摘到的“☆”涂上颜色 注：录音材料在班级QQ群上（爸爸妈妈批阅并给星）。 3.Introduce yourself(向同学介绍自己) I’m …(name) I’m… I like … I can … ☆☆☆☆☆☆☆☆☆☆给摘到的“☆”涂上颜色 注：声音响亮，充满自信，最高可得3颗星；说对一句得1颗星。 4.家长和老师的话： Listen and tick的录音附件材料 I’m Little Fox. I’m strong. I’m lovely. I like running, skating,singing and skipping. But I don’t like swimming. Do you like me? 2B M2U1 Things I like doing Happy Teatime Name _________ Class_________ Score_______☆ Assignment: 1. Act out the story with your friends (在学校里与同学一起说说、演演自己喜欢的图片，每选一张图片，每位同学各摘1颗星，能加上动作的再各自摘1颗星) 注：给摘到的“☆”涂上颜色 2. Say and find (找同学，并用句子“Hi, I’m ....I like...Do you like...?Thank you.”与同学有礼貌地交流，找相同的喜好，并让你的新朋友给你涂上一颗星) 要求：1、能准确、完整地表达自己的话语，每一句圈1颗“☆”；2、说话友好、有礼貌的，再圈1颗“☆”。 3.Read the story for your parents(给自己的父母念念这个有趣的故事) ☆☆☆☆☆☆☆☆给摘到的“☆”涂上颜色 注：声音响亮的摘2颗星，朗读流畅的摘2颗星，家长满意的4摘颗星。 附件电子稿 ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆ I like.... Do you like...? Me S1（同学1） S2（同学1） T（老师） hopping √ running √ skating √ riding √ skipping √ 你的收获 ☆☆☆☆☆ ☆☆☆☆☆ ☆☆☆☆☆ 老师的话 学科网（北京）股份有限公司 $$nullnullnullDon't cry, I like hoping I can help fast. Let me help you. Oxford English 2B Module2 Unit4 Things I like doing Let me help you! 少一张white 2 What can you do? I can ... Ask and answer you can do so many things. you are supper. 4 Can you be my friend? Let’s enjoy the warm spring under the oak tree in the forest at teatime on 3.24. （请于3月24日下午茶时间， 到森林里的橡树下共享温暖春日。。。） Yours, Hui A secret friend is writing letters. He writes so many letters to other animals. (他写了很多信给别的小动物) 加神秘人 5 The secret friend is sending the letters. Hello! I’m__________. I’m ___ and ____. I like hopping! I can ___ fast. Little Rabbit tall thin hop A postman(邮递员) is coming. Let's listen and thinkWho is he? How is he? What can he do?(先听，提问完成填空） 7 I like ! p ing hop hop o k like book kite say chant (do actions) 8 I’m a rabbit, rabbit, rabbit. I can hop, hop, hop. I like hopping, hopping, hopping. I’m happy, happy,happy! say chant (do actions) 9 Hopping, hopping, send letters! 体验hopping 10 Me! Me! Me! I’m _________. I’m ____. I like skating. I can skate fast! Little Panda cute Oh! So many letters! So many letters! Who can help me? Hello, I’m Little Rabbit. I’m tall and thin. I like hopping. I can hop fast. Who can help me? 熊猫 录音重新插入 sk_te 1. a 2. e a hate 讨厌 date 日期 I like skating! I can skate fast. Xiongmao shuo Look!I can skate fast. 动画skate 录音重插 12 skat ing e I like skating. I can skate fast! Let me help you! Thank you! Hopping, hopping. I like hopping. Skating, skating, I like skating. Hop, hop, I can hop. Skate, skate, I can skate. Super! Super! We are super! Me! Me! Me! I’m Little Panda. I’m cute. I like skating! I can skate fast. Let me help you! Hopping, hopping, send letters! Skating, skating, send letters! 先在一起，说完话，动一下，再分开配音乐 Me! Me! Me! I’m Little Fox. I’m nice. I like running! I can run fast. 只插入兔子声音，不要文字 18 run n ing Sing a song I like running in summer. I like running in autumn. I like running in winter. La la la la la la la... run Let me help you! Thank you! Hopping, hopping, send letters! Running, running, send letters! Me! Me! Me! I’m Little Fox. I’m nice. I like running! I can run fast. Let me help you! Who can help me? Me! Me! Me! I’m Little Panda. I’m cute. I like skating! I can skate fast. Let me help you! Thank you! Me! Me! Me! I’m _________. I’m ____. I like _____ a bicycle . I can ____fast. Little Bear black ride rid ing e riding ride 小熊边说话边出来，先出来ride,再试读riding, 挖空，再读，最后riding,ride要出现 23 Let me help you! Thank you! Hopping, hopping, send letters! Riding , riding, send letters! Me! Me! Me! I’m Little Pig. I’m fat. I like ______.(skip/skipping) I can ____. (skip/skipping) skip skip skip p ing skipping Listen and choose 不听录音 先出现选项，can , like 后面都空着，教单词，再扮演小猪 26 Sing a song I like skipping. I like skipping. 1-2-3. 1-2-3. I like skipping. I like skipping. Happy, happy, happy! Happy, happy, happy! Me! Me! Me! I’m Little Pig. I’m fat. I like skipping. I can skip. 不听录音 先出现选项，can , like 后面都空着，教单词，再扮演小猪 28 Let me help you! Thank you, Little Pig. But you can’t skip to send letters. Hmm… Who can help me? Don’t cry. Don’t cry. I like hopping. I can hop fast. Let me help you! Hop with me! Don’t cry. Don’t cry I’m Little Panda. I’m cute. I like ________. I can ____ fast. Let me help you! Skate with me! skating skate Don’t cry. Don’t cry. I’m ________. I’m nice. I like ________. I can ____ fast. Let me help you! Run with me! running run Little Fox Don’t cry. Don’t cry. I’m ________. I’m black. I like ____________. I can ____ fast. Let me help you! Ride with me! riding a bicycle ride Little Bear Come on! Let’s go! Thank you, my friends. I like running. Let’s go! Let me help you! Little Rabbit. Oh!There are many letters. Can you help me, boys and girls? Let me help you! I'm...(name) I'm...(how) I like ______. I can ____ fast. Let me help you! skate hop swim run hopping skating swimming running Thank you! Assignment: Read and act. Listen and tick. Introduce yourself. Goodbye! winter is going. spring is coming now. let's meet at the teatime. $$On little fox, i'm strong. I'm lovely. I like a running and singing and sleeping, but I don't like swimming. Do you like me? A postman is coming. Let me help you. He write so many letters to other animals. Hello, i'm little rabbit. I'm tall and thin. I like hoping I can help fast. Don't cry, don't cry. I like hoping I can help fast. Let me help you hope together. Hopping, hopping, send letters. I like skating. I can skate fast. nullThe secret friend is sending the letters. Me, me, me, i'm little panda. I'm cute. Me, me, me, i'm little bear and black. I like riding a bicycle. I can ride fast. Thank you, my friends. I like running. Lets go. Let me help you little rapid. skating. skating. Send letters. Thank you. Who can help me？ 2B M2 U1 Things I like doing Let me help you! I’m … I’m … I like ______. I can _____. hop hopping run running skip skipping ride riding skate skating like book kite 学科网（北京）股份有限公司 $$Come on, let's go. Come on, let's go.