Unit 2 第二课时

第二课时Section A(3a－4c)课时目标自主学习一、根据句意及首字母或汉语提示写出单词。

1．John does exercise every day；he is very strong.2．That man makes me have a strange feeling (感觉)．3．Winning the race gives him great satisfaction(满足)．4．Don’t go out alone at night.It’s dangerous.5．The students are selling some old things that they won’t use anymore to raise money forpoor children.二、写出下列画线短语的汉语意思。

1．She could read by herself at the age of four.在……岁的时候2．Mario loves animals and wants to be an animal doctor.兽医3．She decided to try out for a volunteer after-school reading program.参加……选拔；试用4．Volunteering here is a dream come true for me.实现5．I can do what I love to do and help others at the same time.同时教学过程环节1新课导入让学生听写以下短语,然后教师订正答案。

(教师可邀请两名学生到黑板前听写)打扫(或清除)干净________(使)变得高兴；振奋起来________分发；散发________想出；提出(注意、计划、回答等)________推迟________分发________打电话给(某人)；征召________曾经……；过去……________照顾；非常喜欢________设计意图：温故知新,通过听写任务帮助学生记忆上堂课所学的短语,有利于知识间的衔接,便于老师循序渐进地开展教学。

Section A(3a~3c)§自主学习方案学生自学新单词(教材P11的单词)，看谁记得又快【新词自查】根据句意及首字母提示完成句子。

1. He looks like Jim. Maybe he is Jim’s brother.2.—How many pens do you need? —Let me see. At least 10. §课堂导学方案Step 1 情景导入 参考案例本课时主要是让学生掌握do 与does 在一般现在时态中的使用，以及对疑问句的回答。

因此上课前教师可以让学生先自己预习“Grammar Focus ” 中的句子，体会疑问句中当主语是第三人称单数的情况下助动词用does 。

(2分钟)环节说明：通过预习，学生掌握do 与does 的区别。

从而为3a 的学习打下基础。

Step 2完成教材3a的任务 【操作案例】1.要求学生快速默读句子，并完成课本3a 的填空任务。

然后邀请几位同学给出自己的答案，全班一起检查讨论。

(除了使用的助动词不同外，我们还应该注意其后用动词原形)(2分钟)2.要求学生快速默读句子，并完成课本3a 的问答任务。

邀请几位同学以问答形式给出自己的答案，全班一起检查。

然后让学生结对练习对话内容，可以根据自己的情况给出答案。

(5分钟) 3.巩固练习。

(3分钟) 补全对话。

A: 1B: I often play basketball with my friends. A: 2B:My mother helps me. She is an English teacher. A: 3 Every day? B: No, sometimes. A: 4B: He plays with our dog.【答案】1-4BDACStep 3完成教材3b~3c 的任务 【操作案例】1.要求学生根据课文中给出的单词或词组组成完整的句子。

然后邀请几位同学读出自己的句子。

人教九年级英语上册Unit 2第二课时Section A (3a－4c)重点单词steal v．偷；盗窃lay v．放置；安放；产(卵)；下(蛋)dessert n．(饭后)甜点；甜食garden n．花园；园子admire v．欣赏；仰慕tien n．领带v．捆；束重点短语the Mid-Autumn Festival 中秋节in the shape of以……形状shoot down击落；射下give sb.sth.给某人某物plan to do sth.计划做某事so...that...如此……以至于……call out呼叫；大声叫喊lay out摆开；布置as a result结果one...the other...一个……另一个……重点句子1.Chinese people have been celebrating the Mid-Autumn Festival andenjoying mooncakes for centuries.数个世纪以来,中国人一直有庆祝中秋节和吃月饼的传统.2.One night,he found that the moon was so bright and round that he couldsee his wife there.一天晚上,他发现月亮又亮又圆,以至于他能够看到月亮上的妻子.3.What fun the Water Festival is! 泼水节真有趣啊！4.How fantastic the dragon boat teams were! 龙舟队太棒了！教学难点让学生掌握并熟练运用that、if和whether引导的宾语从句以及感叹句一、根据句意及汉语提示写出单词或用所给词的适当形式填空.1．__Whoever__(无论谁) makes mistakes will be punished.2．Eating too many __desserts__(甜点) is bad for your teeth.3．To tell the truth,I __admire__ (钦佩) your frankness.4．My wallet __was_stolen__ (steal) on the bus yesterday.5．Mother __laid__ (lay) out the dishes and asked us to have dinner.二、写出下列画线短语的汉语意思.1．After Hou Yi shot_down the nine suns,a goddess gave him magic medicine to thank him.__击落；射下__2．Hou Yi was so sad that he called_out her name to the moon every night.__大声喊叫__3．He quickly laid_out her favorite fruits and desserts in the garden.__摆开；布置__环节1新课导入Boys and girls,how much do you know about the Mid-Autumn Festival in China？And do you know the origin of this festival？Today,we'll learn one of the most moving traditional folk stories about this festival.设计意图：以图片的形式进行直观教学,能很快导入课文,抓住学生的好奇心,引起学生的学习兴趣.环节2学习3a－3c1．首先,让学生谈一谈关于中秋节他们了解些什么.2．让学生快速浏览文章,了解其大意,并回答文章前面的两个问题.3．让学生仔细阅读文章,标记出新的单词、重点短语和句子.4．让学生再次仔细阅读文章,并完成3b中的任务.5．让学生在不看文章的情况下,完成3c中的句子.6．要点点拨.(1)Chinese people have been celebrating the Mid-Autumn Festival and enjoying mooncakes for centuries.该句使用了现在完成进行时,其结构为：have/has been＋v.-ing形式.它表示到说话时为止的某一段时间里一直在进行的动作,这个动作可能还在进行,也可能刚刚停止.(2)Whoever took this could live forever,and Hou Yi planned to take it with Chang'e.①whoever代词,意为“无论谁,不管什么人”.本句中whoever引导主语从句,相当于anyone who.例：Whoever breaks the rules will be punished.无论谁破坏规则都将受到惩罚.②plan to do sth.计划/打算做某事.(3)One night,he found that the moon was so bright and round that he could see his wife there.①本句为复合句,从句中套有从句,出现了两个由that引导的从句.“that the moon was so bright and round that he could see his wife there”为一个宾语从句,作动词found的宾语；而该宾语从句中又包含so...that...结构,that引导结果状语从句.②so...that...如此……以至于……,so后接形容词或副词.该结构可与too...to...(太……而不能……)结构进行同义句转换.7．学以致用.(同义句转换,一空一词)(1)No matter who you are,you must obey the traffic rules.__Whoever__ you are,you must obey the traffic rules.(2)My brother is so young that he can't dress himself.My brother is __too__ young __to__ dress himself.设计意图：通过阅读3a的文章,让学生对中秋节及其起源传说有一定的了解.再通过3b和3c的练习,培养学生的阅读能力.环节3学习Grammar Focus－4c1．让学生朗读第12页上Grammar Focus中的句子并尝试分析其句子结构.2．让学生模仿Grammar Focus的句子,根据4a中的词汇提示,完成句子(写出宾语从句或感叹句).3．让学生阅读4b的文章,掌握其大意,然后在宾语从句下画线.4．让学生分组练习,询问彼此最喜欢的节日,并说明理由.尽量使用所学的宾语从句和感叹句.5．从每组中选出一名学生代表,向全班同学展示该组的询问结果.6．要点点拨.(1)that、if和whether引导的宾语从句①宾语从句的时态a．主句为一般现在时,从句可根据实际情况使用任意时态.b．主句为过去时,从句用过去某个时态.c．当从句描述的是客观事实或真理时,不管主句是何种时态从句都使用一般现在时.②that、if和whether引导的宾语从句a．that用于引导原句为陈述句的宾语从句,此时that无实际意义,也不在句中充当任何成分,在非正式文体中可以省略.例：He told me (that) he would go to the college next year.他告诉我他明年上大学.b．if和whether引导的宾语从句多是由一般疑问句转换而来,即将原来的疑问句语序改为陈述句语序.if和whether意为“是否”.例：I don't know if there will be a bus.我不知道是否会有公交车.Nobody knew whether he could pass the exam.没人知道他是否会通过考试.(2)感叹句①what引导的感叹句句式a．What＋a/an＋形容词＋可数名词单数(＋主语＋谓语)!b．What＋形容词＋可数名词复数(＋主语＋谓语)!c．What＋形容词＋不可数名词(＋主语＋谓语)!②How引导的感叹句句式a．How＋形容词/副词＋主语＋谓语！b．How＋主语＋谓语！7．学以致用.(按要求完成句子)(1)that,I,watching English movies,good,a,way,English,learn,to,is,think(.)(连词成句)___I_think_that_watching_English_movies_is_a_good_way_to_learn_English.__(2)He may come,but I'm not sure.(写出同义句)I'm not sure __whether__ he will come __or_not__.(3)What a useful dictionary it is！(写出同义句)__How_useful__ the dictionary is!设计意图：通过让学生朗读和不断地实践练习,巩固对that、if和whether引导的宾语从句以及感叹句的掌握.Unit 2 I think that mooncakes are delicious！Section A (3a－4c)layin the shape ofshoot down so...that... call outlay outas a result one...the other... One night,he found that the moon was so bright and round that he could see his wife there.What fun the Water Festival is！How fantastic the dragon boat teams were！请完成本课对应训练！。

The second period(第二课时)Part A Let’s learn & Let’s do▶教学内容与目标课时教学内容课时教学目标Let’s learn ·能够听、说、认读单词和短语“schoolbag, maths book, English book, Chinese book, storybook”·能够熟练运用句型“What’s in your schoolbag?”来询问书包中各种书本的名称并做出回答Let’s do·能够听懂指令，并做出正确的动作反应▶教学重点1.能够理解和掌握句型“What’s in your schoolbag?”及重点单词和短语“schoolbag, maths book, English book, Chinese book, storybook”。

2.注意含有单词“book”的短语“maths book, English book, Chinese book”及合成词“storybook”的正确书写。

▶教学难点1.能够熟练运用句型“What’s in your schoolbag?”来询问书包里各种书本的名称并做出回答。

2.能够熟练使用句型“Put…in/on/under/near…”。

▶教学准备PPT课件、视频、单词卡片等。

▶教学过程Step 1: Warm-up & Lead-in1. Sing a song.T: Hello, boys an d girls! Let’s enjoy the song My schoolbag. You can sing the song gently with the music. (课件出示:歌曲《My schoolbag》)2. Revision.Re view the dialogue of “Let’s talk”. (课件出示: Amy的熊猫书包) T: Look! What’s this? Oh, It’s a panda. It’s Amy’s new…Ss: Schoolbag.The teacher writes down t he word “schoolbag” on the blackboard.T: Good. It’s Amy’s new schoolbag.T: OK. Who wants to be Amy? Who wants to be Chen Jie? Teaching purpose通过欣赏歌曲，营造英语学习氛围，吸引学生的注意力，提高学生学习英语的兴趣，并为后面学习新内容做好铺垫。

The second period(第二课时) 市实验一小陈思思田墩中心小学何龙前进实验小学史爱东Part A Let’s learn & Let’s chant▶教学内容与目标课时教学内容课时落红不是无情物，化作春泥更护花。

出自龚自珍的《己亥杂诗·其五》◆新竹高于旧竹枝，全凭老干为扶持。

出自郑燮的《新竹》◆新竹高于旧竹枝，全凭老干为扶持。

出自郑燮的《新竹》◆教学目标Let’s learn ·能够听､说､认读表示家庭成员的单词“father/dad, mother/mum, man, woman”·能够熟练运用句型“—Who’s…? —She’s /He’s…”Let’s chant ·能够学唱本课Let’s chant板块的歌谣,并通过歌谣巩固所学单词能够掌握表示家庭成员的单词“father/dad, mother/mum, man, woman”,要求做到发音准确､语调自然｡▶教学难点能够学会辅音连缀th的发音｡▶教学准备1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容｡2. PPT课件､课文视频､单词卡片､相关照片等｡▶教学过程Step 1: Warm-up & Lead-in1.Greetings.T: Boys and girls, nice to meet you! Ss: Nice to meet you, too.T: Hi, what’s your name? Teaching purpose复习打招呼的口语对话,提升学生的口语表达能力｡S1: I’m…T: Nice to meet you.S1: Nice to meet you, too.2.Let’s chant. (课件出示:教材P15 Let’s chant的视频) The teacher plays the video to students. Students enjoyit for the first time.Step 2: Presentation1. Learn the new words.(1)The teacher shows a family photo to students.T: You know, this is my family photo. Hes my father. She’s my mother. And ths is me.(2)The teacher shows the pitures of Hui Tailang and Hong Tailang. (课件出示:灰太狼和红太狼的图片)T: Who is he?Ss: He is Hui Tailang.T: Yes, he is Hui Tailang. He is a man.T: Who is she?Ss: She is Hong Tailang. T Yes, she is Hong Tailang. She is awoman.①Students watch and fill in he blanks in oral. (课件出示:相关填空题)②The teacher teaches the words “man, woman” by using the word cards.(3)The teacher shows thepicture of Xiao Huihui to students (课件出示:小灰灰的图片)T: Xi Yagyang and iao Huihui are talking.What are they talking about? Let’ have a look. (出示课件)The teacher leads students to look at the pitures and ead the sentences.XiYangyang: ho’s that man? Teaching purpose让学生欣赏歌谣,活跃课堂气氛,导入本课重点学习内容｡Teaching purpose通过学生所熟知的动画人物将单词man, woman, father/dad, mother/mum,以及句型“—Who’s…? —She’s /He’s…”引出,方法新颖有趣,能帮助学生快速记忆｡Xiao Hihui: He’smy father/dad.①The teacher teaches the words “father/dad”. Lead students to read the words.Xi Yangyang: Who’s tha woman?Xiao Huihui: She’s my other/mum.②The teacher teache the words “mother/mum”.Lead students to practice the words with high and low voice.2. Let’s learn.(1)Observe the picture of “Let’s learn”. (课件出示:教材P15 Let’s learn的图片)T: Look at the picture. Where are they?Ss: In the park.T: Who is that boy?Ss: He is Zhang Peng.T: Great! And who is that girl?Ss: She’s Sarah.T: OK. Let’s watch the video and think what they’re talking about.(2)Watch the video of “Let’s learn”.T: Before watching the video, I want to ask you some questions. After watching the video, please answer my questions. OK?Q1: Who is that man?Q2: Who is that woman?(课件出示:教材P15 Let’s learn的视频)(3)Deal with the above questions.T: Who is that man?Ss: He is Sarah’s father.T: Who is that woman? Teaching purpose通过观察､提问及看视频等多种方式学习课本内容｡让学生进一步掌握并巩固本课新学的单词和句型｡Ss: She is Sarah’s mother.(4)Read the words and the dialogue after the video, then read it in pairs.Step 3: Practice1. Practice the words.T: Let’s play a game—Mouthing! Now, please look at the rules of this game on the PPT.The teacher divides the students into three groups and chooses a student to represent each group.T: Look at my mouth carefully. Are you ready?Ss: Yes!T: Father.…2. Match the words with the pictures.The teacher writes down the six words on the blackboard, and gives the six word cards to the students. These students should match them with the words and read the words quickly. The faster group will get a point.3. Let’s chant.(1)Students look at the picture of “Let’s chant” and describe it by themselves. (课件出示:教材P15 Let’s chant 的图片) Teaching purpose通过观察､提问及看视频等多种方式学习课本内容｡让学生进一步掌握并巩固本课新学的单词和句型｡T: Who is the man?Ss: He is the father.T: Yes, the man is the father. He is tall.T: Who is the woman?Ss: She is the mother.T: Yes, the woman is the mother. She is not so tall.T: Who is the boy?Ss: He is the son.T: Great! That’s the son. He is small. They are a family.(The teacher does the actions while saying tall, not so tall, small, family.)(2)Learn the lyrics.The teacher shows the lyrics of “Let’s chant” and leads students to understand the meaning of the sentences.(3)Watch the video and learn the chant. (课件出示:教材P15 Let’s chant的视频)Step 4: Consolidation & ExtensionLook and say.1. Students look at the picture of a family and make dialogues about it. (出示课件)S1: Who’s that…?S2: She is my……2. Enjoy a video—Family.T: Boys and girls, you know that our parents love us. So we must love our father and mother, too. Now, let’s enjoy a video.(课件出示:视频《Family》)3. The teacher sums up the scores of each group. The winner group will get the prize. Teaching purpose组织学生分组玩游戏,帮助学生对所学单词进行操练,并培养学生的团队意识和集体荣誉感｡▶板书设计▶作业设计1. Read the dialogue of “Let’s learn” three times. (All the students)2. Recite the words and the sentences of “Let’s learn”. (A part of the students)3. Do the exercises. (见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业)▶教学反思本节课主要教学单词“father/dad, mother/mum, man, woman”和句型“—Who’s…? —She’s/He’s…”在教学过程中,教师注重新旧知识的衔接,以及学生学习兴趣的培养｡通过学生们熟悉的动画角色来引出新的单词和句型,并通过游戏和歌谣来复习､巩固单词和句型,最后通过观看《Family》的视频来使学生对父母的感情得到升华｡整个课堂学习气氛浓厚,学生状态好,教学效果也很好｡▶Teaching Contents & Teaching AimsLet’s learn·Be able to listen, speak and read the words “father/dad, mother/mum, man, woman”.·Be able to use the sentence structures “—Who’s…? —She’s /He’s…” skillfully.Let’s chant·Be able to sing the chant, and reinforce the words by singing the chant.▶Teaching Priorities·Be able to master the key words “father/dad, mother/mum, man, woman”.▶Teaching Difficulties·Master the pronunciation of the letter combination “th”. ▶Teaching Procedures【素材积累】1、人生只有创造才能前进；只有适应才能生存。

一、教材内容分析本单元为小学英语(PEP)五年级上册第二单元My week第二课时。

Let’s learn部分学习的单词是：Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday。

教材通过吴一凡和机器人Robin讨论吴一凡课程表的情景，呈现单词的词形和意义。

本部分的教学目标是：学生能够听、说、读、写上述单词，并能够在语境中正确运用上述单词。

Let’s play部分用于操练和巩固A Let’s learn板块有关一周七天名称的单词。

本活动要求同桌两人合作完成，一人说课程名称，一人猜星期几。

二、学生情况分析五年级学生已经具备一定的听说读写能力，并且已经学习过本课涉及的科目单词。

同时，学生已在本单元第一课时已经接触过主句型What do you have on … ? I have … 在此基础上，本课要使学生进一步掌握运用主句型谈论学校课程安排情况，并学习重点词汇：Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday。

三、教学目标1．能够听、说、读、写以下七个单词：Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday。

2．能够在语境中正确运用上述单词。

3．能够完成“猜一猜”的活动。

四、教学重难点（一）教学重点通过学习学生能听说读写本课四会单词。

运用所学单词结合重点句型遣词造句。

（二）教学难点鼓励、引导学生结合自己生活实际，运用本课内容进行自主对话。

五、教学步骤1．热身、复习（1）教师热情地和学生打招呼，相互问好。

（2）跟唱有关星期单词的歌曲。

【设计意图】开课时，唱与本课息息相关的歌曲达到唤醒学生学习热情的目的。

（3）自由交谈。

让学生运用上节课所学句型What do you have on…. ? I have … on …自由交谈，由旧知识过渡到本课重点词汇。

第二课时一、课时内容教科书第15页：A. Let’s learn Let’s play二、课时分析本课时是义务教育灵通版（pep）小学英语教科书五年级上册的第二单元第二课时，围绕“My week”这个话题展开内容。

包括Let’s learn和Let’s play两个板块。

Let’s lear n呈现的是吴斌斌和机器人robin的对话情景图，以及吴斌斌一周的课程表，展示了八个单词：Monday，Tuesday，Wednesday，Thursday，Friday，Saturday，Sunday，weekend；还有一组问答句型：What do you have on Mondays? I have Chinese, English, maths and music. 吴斌斌的课程表的特点椒从星期一到星期五，每一天有四节课，星期六和星期日是周末双休日。

教师利用这个版块，帮助学生分清从星期一到星期日等七个单词的读音，正确朗读这些单词，使学生能够灵活运用这些单词实现生活中的真实的语言交流活动。

Let’s play是承接本课时Let’s learn的重点内容，精心设计的专项训练活动版块，该板块是要求学生们自己与同伴共同设计一张时间课程表，然后再根据时间课程表的内容，使用陈述句I have English / Chinese /maths /science / music …进行描述某一天的课程，由对方使用一般疑问句Is it Monday/ Tuesday / Wednesday…进行提问猜测，用No. / Yes.作回应，直到猜对为止。

分组活动，让每位学生都获得充足训练的机会，鼓励每位学生大胆运用学过的句型和单词进行问答，帮助学生在黄金课堂时间熟练掌握从星期一到星期日等七个单词的正确读音和运用，为今后学生们的日常交际用语做了厚实的铺垫。

本课时主要目的是帮助学生积累有关星期几的词汇，因此，教师在备课时，应该以学习与训练单词为中心，精心设计PPT版块内容，让学生在听觉和视觉方面得到充足正能量的熏陶；教师为学生设计多样化的课程表，请学生进行对话练习；并且指导学生设计自己喜欢的课程表，根据自己设计的课程表进行猜谜语游戏活动；充分运用单词卡拉火车形式巩固重点单词的正确读音。