二年级Lesson_2_What's_her_name
人教新起点二年级上学期英语听力原文材料
Unit 1 My FamilyLesson 1 第一课A Look, listen and chant. 看，听并唱。
father 父亲mother 母亲brother 兄；弟sister 姐；妹grandmother （外）祖母grandfather （外）祖父I'm so happy. Can you see? 我好开心。
你能看到吗？Come and meet my family. 来看看我的家人。
My father, my mother, my sister, my brother，我父亲，母亲，姐姐，哥哥Grandfather, grandmother and me. 祖父，祖母和我。
B Role-play and say. 角色扮演并说。
This is my father. 这是我父亲。
C Listen and chant again. 听并再唱一遍。
I'm so happy. Can you see? 我好开心。
你能看到吗？Come and meet my family. 来看看我的家人。
My father, my mother, my sister, my brother，我父亲，母亲，姐姐，哥哥Grandfather, grandmother and me. 祖父，祖母和我。
Lesson 2 第二课A Look, listen and repeat. 看，听并重复。
Who's he? 他是谁？He is my father. 他是我父亲。
Who's she? 她是谁？She is my mother. 她是我母亲。
B Show and say. 表现并说。
Who's he? 他是谁？He is my grandfather. 他是我祖父。
Who's she? 她是谁？She is my mother. 她是我母亲。
Unit 2 Lesson 1 Lesson 1 第一课A Look, listen and chant. 看，听和唱。
Lesson 4 What's Her Name_教案
这个年级的学生从三年级开始学习英语,经过两年的英语学习,他们有了一定的英语根底,对英语知识有了一定的积累,并能用What's your name? / My name is ...来询问对方的姓名,能听懂会说stand up, sit down.他们能够听懂根本的课堂指令,并能做出正确的反响;具备一定的英语表达能,他们对英语学习的兴趣浓厚,有一定的模仿能力.
信息技术应用思路〔突出三个方面:使用哪些技术?在哪些教学环节如何使用这些技术?使用这些技术的预期效果是?〕200字
本课主要使用了多媒体电脑,PPT、录音材料播放、动画录像材料播放几种手段辅助教学.
1．其中1课前热身播放了《Greetings》歌曲录音.预期效果:通过唱歌,激发学生学习英语兴趣,用歌曲集生注意力,把轻松与愉快带入课堂.
What question does Mr. Bright ask Tingting?
What question does Mr. Bright ask Rose?
4．提示课题: What's her name?
5．再次播放PPT,并提出问题
6．学习新词组
Her book, his pencil, its head, sit down
Lesson4What'sHer Name?
Lesson 4
教学重难点
本课通过课文中Mr. Bright与Tingting, Rose的对话,先复现了已学功能句型What's your name? / My name is ...来询问对方的姓名,引出了本课话题What's her / his name? / Her / His name is ...,询问第三人称的姓名,并引出本课的单词教学重点即代词所有格形式her, his, its,以及本课的新词组her book, his pencil, its head, stand up, sit down.
新起点小学英语二年级上册教案一年级起点
2015---2016学年第一学期二年级英语教案教学安排：从学习者的角度来讲，根底教化最重要的任务是学会学习。
开展学习策略，培育学生学习实力，是素养教化的重要组成局部。
老师要用生动简洁，通俗易懂的方式把学习策略介绍给不同年龄段的孩子，渐渐培育开发他们的自主学习实力，养成良好的学习习惯。
一、教学目的激发学生学习英语的主动看法，使他们建立初步的学习英语的自信念，培育学生肯定的语感和良好的的语音语调，并初步打下良好的英语根底，培育良好学习习惯，培育他们初步用英语进展简洁日常交际的实力。
同时，注意培育学生的视察、记忆、想象和创建实力。
二、教学内容目的听、做：1、能依据听到的词语，识别或指认图片或实物。
2、能听懂课堂指令并做相互相应的反响。
3、能依据指令做事情，如：画图、涂色、做动作、做手工等。
4、能在图片和动作的提示下听懂小故事，并作出反响。
说、唱：1、能听录音并进展仿照2、能依据图片或实物说出单词。
3、能依据表演猜意思，说词语。
4、能依据表演状况要求说出最根本的话语。
玩、演1、能在老师的指导下，用英语做嬉戏，在嬉戏过程中，能依据情景须要，用简洁的英语进展沟通。
2、能表演歌谣和歌曲3、能依据故事情节进展角色表演。
力求使教学面对全体学生，为学生供应自主学习和互相沟通的时机，以及充分表现和自我开展的空间，激励学生通过体验、理论、探讨、合作等方式，开展语言技能。
Unit 2 Boys and Girls (第一课时)Lesson 1I. Teaching AimsKnowledge Aims: A .Pupils can understand and read the new words of this unit.B Pupils can read a rhyme.II. Language input and Key pointsA.Words: classmate, friend, woman, man, girl, boyB.Sentence: He/ She is a ….C. A rhymeIII. Difficult pointsPupils can understand “woman” and “man” refer to adults and girl and boy refer to child. Then they can use “he” and “she” to describe these words correctly.IV. Teaching Aidspictures video tapeV. Teaching procedure1.Warming-upAsk Ss to read the rhyme and sing the song of Unit 1.2. Lead in and presentationA. Let Ss look at the picture on page 12 and ask “Who is he/she?” to lead in the new lesson.B. Show Ss the video of the rhyme.C. Show some pictures and teach the new words.3 Practice1. Show some pictures and words then ask Ss to draw lines to match them.2. Ask them to match the words “woman, man, girl, boy” with “he” and “she”.4. A rhymeLet Ss listen to the tape for 2 times. Guide and ask the pupils to clap hands whilelistening to the tape. Read and repeat the rhyme. After they can recite the rhyme, ask some pupils to perform in class.5. Sum upA.T says the words in Chinese and Ss translate into EnglishB. Ss read the rhyme together6.HomeworkReview the words learned this class and read the rhyme.7.BlackboardUnit 2 Boys and Girls (第二课时)Lesson 1I. Teaching AimsKnowledge Aims: A .Pupils can understand and read the new words of this unit.B Pupils can read a rhyme.C Pupils can use the sentences “He/ She is a ….”to describe aperson.II. Language input and Key pointsC.Words: classmate, friend, woman, man, girl, boyD.Sentence: He/ She is a ….C. A rhymeIII. Difficult pointsPupils can understand “woman” and “man” refer to adults and girl and boy refer to child. Then they can use “he” and “she” to describe these words correctly.IV. Teaching Aidspictures video tapeV. Teaching procedure1. Warming-upA. Greet the Ss and review what they learnt in the last class.B. Play a game: Sharp eyes.2. Lead in and presentationShow the pictures and lead Ss to use “ He/ She is a ….” to describe them. T gives the example first, and then leads Ss to describe by themselves.3. PracticeReview the words of family they learnt in the last unit. Show Ss some pictures and ask them use “He /She is a …..He/ She is my…..” to describe the pictures.4. A rhymeAsk Ss to read the rhyme and try to recite it. Then have a group competition.5. Sum upA.T says the words in Chinese and Ss translate into EnglishB. Ss recite the rhyme together6.HomeworkReview what they learn this class.7.BlackboardUnit 2 Boys and Girls (第三课时)Lesson 2I. Teaching AimsKnowledge Aims: A .Pupils can understand and read the new words “his” and “her”.B Pupils can use “his” and “her” to make new phrases.C Pupils can use the sentences “He/ She is a …. His/Her nameis …” to describe a person.II. Language input and Key pointsA.Words: his, her, nameB.Sentence: He/ She is a …. His/Her name is …III. Difficult pointsPupils can understand “his”is a adjectival possessive pronoun refers to male, and “her”is a adjectival possessive pronoun refers to female. Then they can use them correctly.IV. Teaching Aidspictures video tapeV. Teaching procedure1. Warming-upA. Review the words and sentences learnt this unit.B. Recite the rhyme.2. Game: Listen and say.T says out a name of a student, ask Ss to say out “He is a boy” or “She is a girl”.3. Lead in and presentationShow the pictures of a boy and a girl and use “his” and “her” to describe their body parts. And ask Ss to guess the meaning of the new words. Then teach the new words.4. PracticeA. Ask Ss to use “his” or “her” to describe something of their desk mates.B. Show the pictures of some cartoon figures to practice the sentence pattern “He/ She is a …. His/Her name is …”C. Ask some students to use the sentence pattern “He/ She is a …. His/Her name is …” to describe their classmate.5. Sum upT says the words in Chinese and Ss translate into English6.HomeworkReview what they learn this class.7.Blackboard教学反思：Unit 2 Boys and Girls (第四课时)Lesson 2I. Teaching AimsKnowledge Aims: A. Pupils can read out the conversation fluently.B. Pupils can sing a song.II. Language input and Key pointsSentences:-What’s his/her name?-His/Her name is …..III. Difficult pointsPupils can use the target language to ask about others’ name.IV. Teaching Aidspictures video tapeV. Teaching procedure1. Warming upRead out the rhyme and conversation learnt in the last class.2. RevisionShow the pictures of some cartoon characters and ask Ss what their names are.3. BrainstormingAsk Ss to ask their classmate’s name.4 Learn a song5ummarySummarize what they learnt in lesson 1 and lesson 2.6HomeworkRead lesson 1 and lesson 2 with your classmates.7. Blackboard DesignUnit 2 Boys and Girls (第五课时)Lesson 3I. Teaching AimsKnowledge Aims: A. Pupils can play a guess game to ask and answer others’ name.B. Pupils can pronounce the letters Q to U.II. Language input and Key pointsLetters: Ee Ff Gg HhSentences:What’s his name? Who is he?III. Difficult pointsPupils can read the sounds of the letters correctly.IV. Teaching Aidspictures video tapeV. Teaching procedure1. Warming upRead the rhyme and sing a song.2. RevisionRead the letters and their sounds learnt before. Then play a guessing game to ask and answer others’ name.3. Ask and answerSs ask and answer follow T’s pictures4.Learn the letters and sounds.Learn the letters Ee to Hh and their sounds one by one.5. PracticeT reads the letters and Ss read out the sounds.Ss follow T to spell the word.6. SummarySummarize what they learnt in lesson 1 and lesson 2.7. HomeworkRead lesson 1 and lesson 2 with your classmates.8.Blackboard Design教学反思：Unit 2 Boys and Girls (第六课时)Lesson 3I. Teaching AimsKnowledge Aims: Pupils can read the story and act it out.II. Difficult pointsPupils can act out the story.III. Teaching Aidspictures video tapeIV. Teaching procedure1. Warming upRead the rhyme and sing a song.2. RevisionRead the letters and their sounds learnt before.Ss ask: What’s this? and answer follow T’s pictures.Groups practice.3. Story time.Ss watch the video and answer T’s question.What animals can you see in the video?What happened?Ss follow T to read the story.Circle the difficult word and practice more.Ss try to read follow the video.Ss try to read by themselves.Role play.5. SummarySummarize what they learnt in lesson 1 to lesson 3.6. HomeworkRead Unit 2 after class.7. Blackboard Design教学反思：。
北师版小学英语二年级上册Lesson2 知识点总结教案
北京版小学英语
如果学生先说到 Friday，教师可以回应：“Yes, they are talking about Friday. You know today is Wednesday. Tomorrow is Thursday. And the day after tomorrow is Friday.” 教师可以借助手势、月历等帮助学生理解 Friday 和 tomorrow 的含义。
3. 能模仿录音说唱小韵文。 4. 在谈论每日活动安排时，养成合理安排日常活动的意识。 二、教学重点、难点(Teaching points and difficulties) （一）重点（Points） 1. 能 用 “What day is today / tomorrow?” 询 问 当 天 /明 天 是 星 期 几 并 用 “It’s ... .”做出应答；能用“I ... on ... .” 介绍自己在riday 和 Saturday。 （二）难点 (Difficulties) 1. “What day is tomorrow?”中“is tomorrow”连读时/s/的不完全爆破。 2. Wednesday、Thursday、Friday 等词汇中的共同发音/ei/的口形变化。 三、课前准备（Teaching preparation） 教学挂图(组合图)、单词卡片、头饰(教材人物)、月历、国际象棋、给学生 的奖品(贴纸：Wednesday、Thursday、Friday 等)、教学音频、教学课件等。 四、教学建议 (Teaching suggestions) (一) Listen and say 1. 导入 游戏：Guessing game。 •教师做打乒乓球、打篮球、踢足球、放风筝等动作，请学生猜测动词短 语。 •进行 pair work，一人做动作，另一人来猜。 2. 学习对话 1 (1) 认识图中人物。
二年级外研版英语书上册第二课的对话怎么读
二年级外研版英语书上册第二课的对话怎么读全文共四篇示例，供读者参考第一篇示例：第二课的对话主要是关于介绍自己的一些基本信息，包括姓名、年龄、爱好等等。
让我们来看一看这段对话的具体内容和读法。
---A: Hello, my name is Amy. What's your name?B: Hi, I'm Tom. Nice to meet you, Amy.A: Nice to meet you too, Tom. How old are you?B: I'm seven years old. And you?A: I'm also seven. Do you like playing football?B: Yes, I love playing football. What about you?A: I prefer dancing. It's my favorite hobby.B: That's cool. I also like dancing. Maybe we can dance together sometime.这段对话是二年级外研版英语书上册第二课的内容，主要是让学生们学会介绍自己的基本信息和爱好。
在读这段对话的时候，可以模仿真实的语音语调，让对话更加生动有趣。
首先要注意语速和停顿的位置，在两个人对话的时候，要适当地停顿让对方有回答的时间，避免对话显得生硬。
在读对话的时候，要注意语气的变化，比如疑问句要带上上扬的语气，陈述句则要平稳自然。
除了语音语调，还要注意正确的发音和连读。
在读对话的时候，要注意每个单词的发音是否准确，特别是一些辅音和元音的发音要清晰。
要注意一些连读的情况，比如连读音变、连读音标等等，让对话流畅自然。
通过对这段对话的认真学习和模仿，可以帮助学生们提高口语表达能力，让他们在日常生活中更加自信地与他人交流。
希望同学们能够好好练习这段对话，让自己的英语口语越来越流利！第二篇示例：二年级外研版英语上册第二课是关于“Hello! What's your name?”的内容。
二年级英语：第二课 Lesson Two
小学英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 )学校：年级：任课教师：英语教案 / 小学英语 / 小学二年级英语教案编订：XX文讯教育机构第二课 Lesson Two教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于小学二年级英语科目, 学习后学生能得到全面的发展和提高。
本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。
一、教学内容1．词汇（略）2．日常交际用语：[表示请求用语及应答]1)May I have/borrow a piece of paper, please ? Certainly. Here you are./Here ,take this one. 2)Do you have a big piece ,please? Yes ,I do./Sorry ,I don't二、教具录音机：两把尺子，一短一长；两张白纸，一大一小。
三、课堂教学设计1．复习值日生报告（注1）。
2．教师出示事先准备好的尺子，先拿出一把长的，和学生进行以下对话：T： What's this in English?Ss： It's a ruler.T： Right. Now look, this ruler is LONG. It's a long ruler.（伴随必要的手势，并将long 这个单词书写在黑板上。
）（拿出另一把短的尺子）Is this a ruler?Ss： Yes, it is.T： Is it a long ruler?Ss： No, It isn't.T： Right. This ruler is SHORT. It's a short ruler.（伴随必要的手势，并板书short这个单词）。
教师用同样的方法教授 a big piece of paper, a small piece of paper;利用两个男孩（一高一矮），教tall这个单词，并告诉学生short一词兼有“矮”的意思（注2）。
二年级上册英语人教版新起点Unit 2《Boys and Girls》(lesson 2)02 名师
Her name is Candy.
Lead-in
What’s his/her name? His /Her name is …
Lead-in
What’s his/her name? His /Her name is …
Lead-in
What’s his/her name? His /Her name is …
Ask and answer
(抽卡片，同桌之间问答)
What’s his /her name? His /Her name is … .
Summary
What’s her name? What’s his name?
Her name is …
His name is …
Hale Waihona Puke Homework1.按照正确的语音、语调跟读课文对话。 （一起作业） 2.使用本单元所学的句型询问其他小伙伴的名 字。
Lead-in
What’s his/her name? His /Her name is …
Lead-in
What’s his/her name? His /Her name is …
Lead-in
What’s his/her name? His /Her name is …
Practice
His name is Sam.
What’s his name?
Presentation
Her name is Candy.
What’s her name?
Practice
Look, a boy and a girl.. What’s his name ?
His name is Sam.
What’s her name?
高级英语Lesson_2_（BooK_2）_Marrakech_课文内容
MarrakechGeorge Orwell1 As the corpse went past the flies left the restaurant table ina cloud and rushed after it, but they came back a few minutes later.2 The little crowd of mourners -- all men and boys, nowomen--threaded their way across the market place between the piles of pomegranates and the taxis and the camels, walling a short chant over and over again. What really appeals to the flies is that the corpses here are never put into coffins, they are merely wrapped in a piece of rag and carried on a rough wooden bier on the shoulders of four friends. When the friends get to the burying-ground they hack an oblong hole a foot or two deep, dump the body in it and fling over it a little of the dried-up, lumpy earth, which is like broken brick. No gravestone, no name, no identifying mark of any kind. Theburying-ground is merely a huge waste of hummocky earth, like a derelict building-lot. After a month or two no one can even be certain where his own relatives are buried.3 When you walk through a town like this -- two hundred thousand inhabitants of whom at least twenty thousand own literally nothing except the rags they stand up in-- when you see how the people live, and still more how easily they die, it is always difficult to believe that you are walking among human beings. All colonial empires are in reality founded upon this fact. The people have brown faces--besides, there are so many of them! Are they really the same flesh as your self? Do they even have names? Or are they merely a kind of undifferentiated brown stuff, about as individual as bees or coral insects? They rise out of the earth，they sweat and starve for a few years, and then they sink back into the nameless mounds of the graveyard and nobody notices that they are gone. And even the graves themselves soon fade back into the soil. Sometimes, out for a walk as you break your way through the prickly pear, you notice that it is rather bumpy underfoot, and only a certain regularity in the bumps tells you that you are walking over skeletons.4 I was feeding one of the gazelles in the public gardens.5 Gazelles are almost the only animals that look good to eat when they are still alive, in fact, one can hardly look at their hindquarters without thinking of a mint sauce. The gazelle I was feeding seemed to know that this thought was in my mind, for though it took the piece of bread I was holding out it obviously did not likeme. It nibbled nibbled rapidly at the bread, then lowered its head and tried to butt me, then took another nibble and then butted again. Probably its idea was that if it could drive me away the bread would somehow remain hanging in mid-air.6 An Arab navvy working on the path nearby lowered his heavy hoe and sidled slowly towards us. He looked from the gazelle to the bread and from the bread to the gazelle, with a sort of quiet amazement, as though he had never seen anything quite like this before. Finally he said shyly in French: "1 could eat some of that bread."7 I tore off a piece and he stowed it gratefully in some secret place under his rags. This man is an employee of the municipality.8 When you go through the Jewish Quarters you gather some idea of what the medieval ghettoes were probably like. Under their Moorish Moorish rulers the Jews were only allowed to own land in certain restricted areas, and after centuries of this kind of treatment they have ceased to bother about overcrowding. Many of the streets are a good deal less than six feet wide, the houses are completely windowless, and sore-eyed children cluster everywhere in unbelievable numbers, like clouds of flies. Down the centre of the street there is generally running a little river of urine.9 In the bazaar huge families of Jews, all dressed in the long black robe and little black skull-cap, are working in dark fly-infested booths that look like caves. A carpenter sits crosslegged at a prehistoric lathe, turning chairlegs at lightning speed. He works the lathe with a bow in his right hand and guides the chisel with his left foot, and thanks to a lifetime of sitting in this position his left leg is warped out of shape. At his side his grandson, aged six, is already starting on the simpler parts of the job.10 I was just passing the coppersmiths' booths when somebody noticed that I was lighting a cigarette. Instantly, from the dark holes all round, there was a frenzied rush of Jews, many of them old grandfathers with flowing grey beards, all clamouring for a cigarette. Even a blind man somewhere at the back of one of the booths heard a rumour of cigarettes and came crawling out, groping in the air with his hand. In about a minute I had used up the whole packet. None of these people, I suppose, works less than twelve hours a day, and every one of them looks on a cigarette as a more or less impossible luxury.11 As the Jews live in self-contained communities they follow the same trades as the Arabs, except for agriculture. Fruitsellers, potters, silversmiths, blacksmiths, butchers, leather-workers, tailors,water-carriers, beggars, porters -- whichever way you look you see nothing but Jews. As a matter of fact there are thirteen thousand ofthem, all living in the space of a few acres. A good job Hitlet wasn't here. Perhaps he was on his way, however. You hear the usual dark rumours about Jews, not only from the Arabs but from the poorer Europeans.12 "Yes vieux mon vieux, they took my job away from me and gave it to a Jew. The Jews! They' re the real rulers of this country, you know. They’ve got all the money. They control the banks, finance -- everything."13 "But", I said, "isn't it a fact that the average Jew is a labourer working for about a penny an hour?"14 "Ah, that's only for show! They' re all money lenders really. They' re cunning, the Jews."15 In just the same way, a couple of hundred years ago, poor old women used to be burned for witchcraft when they could not even work enough magic to get themselves a square meal. square meal16 All people who work with their hands are partly invisible, and the more important the work they do, the less visible they are. Still, a white skin is always fairly conspicuous. In northern Europe, when you see a labourer ploughing a field, you probably give him a second glance. In a hot country, anywhere south of Gibraltar or east of Suez, the chances are that you don't even see him. I have noticed this again and again. In a tropical landscape one's eye takes in everything except the human beings. It takes in the dried-up soil, the prickly pear, the palm tree and the distant mountain, but it always misses the peasant hoeing at his patch. He is the same colour as the earth, and a great deal less interesting to look at.17 It is only because of this that the starved countries of Asia and Africa are accepted as tourist resorts. No one would think of running cheap trips to the Distressed Areas. But where the human beings have brown skins their poverty is simply not noticed. What does Morocco mean to a Frenchman? An orange grove or a job in Government service. Or to an Englishman? Camels, castles, palm trees, Foreign Legionnaires, brass trays, and bandits. One could probably live there for years without noticing that for nine-tenths of the people the reality of life is an endless back-breaking struggle to wring a little food out of an eroded soil.18 Most of Morocco is so desolate that no wild animal bigger than a hare can live on it. Huge areas which were once covered with forest have turned into a treeless waste where the soil is exactly like broken-up brick. Nevertheless a good deal of it is cultivated, with frightful labour. Everything is done by hand. Long lines of women, bent double like inverted capital Ls, work their way slowly across the fields, tearing up the prickly weeds with their hands, and the peasant gathering lucerne for fodder pulls it up stalk by stalk instead ofreaping it, thus saving an inch or two on each stalk. The plough is a wretched wooden thing, so frail that one can easily carry it on one's shoulder, and fitted underneath with a rough iron spike which stirs the soil to a depth of about four inches. This is as much as the strength of the animals is equal to. It is usual to plough with a cow and a donkey yoked together. Two donkeys would not be quite strong enough, but on the other hand two cows would cost a little more to feed. The peasants possess no narrows, they merely plough the soil several times over in different directions, finally leaving it in rough furrows, after which the whole field has to be shaped with hoes into small oblong patches to conserve water. Except for a day or two after the rare rainstorms there is never enough water. A long the edges of the fields channels are hacked out to a depth of thirty or forty feet to get at the tiny trickles which run through the subsoil.19 Every afternoon a file of very old women passes down the road outside my house, each carrying a load of firewood. All of them are mummified with age and the sun, and all of them are tiny. It seems to be generally the case in primitive communities that the women, when they get beyond a certain age, shrink to the size of children. One day poor creature who could not have been more than four feet tall crept past me under a vast load of wood. I stopped her and put a five-sou sou piece ( a little more than a farthing into her hand. She answered with a shrill wail, almost a scream, which was partly gratitude but mainly surprise. I suppose that from her point of view, by taking any notice of her, I seemed almost to be violating a law of nature. She accept- ed her status as an old woman, that is to say as a beast of burden. When a family is travelling it is quite usual to see a father and a grown-up son riding ahead on donkeys, and an old woman following on foot, carrying the baggage.20 But what is strange about these people is their invisibility. For several weeks, always at about the same time of day, the file of old women had hobbled past the house with their firewood, and though they had registered themselves on my eyeballs I cannot truly say that I had seen them. Firewood was passing -- that was how I saw it. It was only that one day I happened to be walking behind them, and the curious up-and-down motion of a load of wood drew my attention to the human being beneath it. Then for the first time I noticed the poor old earth-coloured bodies, bodies reduced to bones and leathery skin, bent double under the crushing weight. Yet I suppose I had not been five minutes on Moroccan soil before I noticed the overloading of the donkeys and was infuriated by it. There is no question that the donkeys are damnably treated. The Moroccan donkey is hardly bigger than a St. Bernard dog, it carries a load which in the British Army would be considered too much for a fifteen-hands mule, andvery often its packsaddle is not taken off its back for weeks together. But what is peculiarly pitiful is that it is the most willing creature on earth, it follows its master like a dog and does not need either bridle or halter . After a dozen years of devoted work it suddenly drops dead, whereupon its master tips it into the ditch and the village dogs have torn its guts out before it is cold.21 This kind of thing makes one's blood boil, whereas-- on the whole -- the plight of the human beings does not. I am not commenting, merely pointing to a fact. People with brown skins are next door to invisible. Anyone can be sorry for the donkey with its galled back, but it is generally owing to some kind of accident if one even notices the old woman under her load of sticks.22 As the storks flew northward the Negroes were marching southward -- a long, dusty column, infantry , screw-gun batteries, and then more infantry, four or five thousand men in all, winding up the road with a clumping of boots and a clatter of iron wheels.23 They were Senegalese, the blackest Negroes in Africa, so black that sometimes it is difficult to see whereabouts on their necks the hair begins. Their splendid bodies were hidden inreach-me-down khaki uniforms, their feet squashed into boots that looked like blocks of wood, and every tin hat seemed to be a couple of sizes too small. It was very hot and the men had marched a long way. They slumped under the weight of their packs and the curiously sensitive black faces were glistening with sweat.24 As they went past, a tall, very young Negro turned and caught my eye. But the look he gave me was not in the least the kind of look you might expect. Not hostile, not contemptuous, not sullen, not even inquisitive. It was the shy, wide-eyed Negro look, which actually is a look of profound respect. I saw how it was. This wretched boy, who is a French citizen and has therefore been dragged from the forest to scrub floors and catch syphilis in garrison towns, actually has feelings of reverence before a white skin. He has been taught that the white race are his masters, and he still believes it.25 But there is one thought which every white man (and in this connection it doesn't matter twopence if he calls himself a socialist) thinks when he sees a black army marching past. "How much longer can we go on kidding these people? How long before they turn their guns in the other direction?"26 It was curious really. Every white man there had this thought stowed somewhere or other in his mind. I had it, so had the other onlookers, so had the officers on their sweating chargers and the white N. C. Os marching in the ranks. It was a kind of secret which we all knew and were too clever to tell; only the Negroes didn't know it. And really it was like watching a flock of cattle to see the longcolumn, a mile or two miles of armed men, flowing peacefully up the road, while the great white birds drifted over them in the opposite direction, glittering like scraps of Paper.(from Reading for Rhetoric, by Caroline Shrodes,Clifford A. Josephson, and James R. Wilson)NOTES1. Orwell: George Orwell was the pseudonym of Eric Arthur Blair (1903-50), an English writer who at one time served with the Indian Imperial Police in Burma. He fought in the Spanish Civil War, an experience he recorded in Homage to Catalonia. His novels include Down and Out in Paris and London ; Burmese Days ; Coming up for Air ; A Clergyman' s Daughter ; Keep the Aspidistra Flying; Animal Farm; and 1984. The last two novels vilify socialist society and communism. Among his well known essays are: Shooting an Elephant ; A Hanging ; Marrakech ; and Politics and the English Language.2. Moorish: Moors, mixed Arabs and Berbers, and inhabitants of Morocco. They set up a Moorish empire from the end of the 8th century to the 12th century: by 12th century the empire included North Africa to the borders of Egypt, as well as Mohammedan Spain.3. Mon vieux: a French phrase meaning, "my old fellow (friend)"4. Distressed Area: area where there is widespread unemployment, poverty, etc., a slum area.5. Foreign Legionnaires: France organized a foreign legion shortly after the conquest of Algiers in 1830, enlisting recruits who were not French subjects. Spain had a foreign legion, up till the revolution in Morocco, and Holland in the Dutch East Indies.6. fifteen-hands: unit of measurement, especially for the height of horses; a hand, the breadth of the human palm, is now usually taken to be 4 inches.。
二年级上册英语教案-Unit2What’sForDinner课时2广州版一二年级
教案：二年级上册英语教案Unit 2 What’s For Dinner? 课时2 广州版一二年级教学目标：1. 能听懂、会说、会读本课的生词和句子。
2. 能用英语简单询问和回答今天晚餐吃什么。
3. 能通过图片和句子，正确表达自己今晚的晚餐。
4. 培养学生的观察能力、表达能力及合作精神。
教学内容：1. 生词：dinner, lunch, breakfast, rice, noodles, meat, fish, vegetable, fruit, milk, water.2. 句子：What’s for dinner? What’s this? This is What’s that? That’s教学重点与难点：1. 重点：能够正确使用疑问词what和代词this/that，询问和回答晚餐的内容。
2. 难点：能够正确运用所学生词和句子进行简单的对话。
教具与学具准备：1. 教具：PPT、食物图片、食物模型、卡片。
2. 学具：作业本、笔、书本。
教学过程：Step 1: 热身（5分钟）1. 教师与学生用英语进行简单的问候，引导学生用英语进行自我介绍。
2. 教师播放英语歌曲，让学生跟随音乐节奏进行跟唱。
Step 2: 引入（10分钟）1. 教师向学生展示食物图片，引导学生用英语描述食物。
2. 教师通过提问，引导学生用英语表达自己对食物的喜好。
Step 3: 呈现（10分钟）1. 教师通过PPT展示本课的生词和句子，引导学生跟读。
2. 教师将生词卡片分发给学生，进行小组内的认读练习。
Step 4: 练习（10分钟）1. 教师组织学生进行角色扮演，模拟晚餐时的对话。
2. 教师选取几位学生进行表演，并对表演进行评价。
Step 5: 巩固（5分钟）1. 教师发放作业本，让学生根据所学内容，完成课后作业。
2. 教师对学生的作业进行个别辅导，解答学生的疑问。
板书设计：1. Unit 2 What’s For Dinner?2. 生词：dinner, lunch, breakfast, rice, noodles, meat, fish, vegetable, fruit, milk, water.3. 句子：What’s for dinner? What’s this? This is What’s that? That’s作业设计：1. 抄写生词和句子，每个词和句子写两遍。
新起点二年级Unit-2-Boys-and-Girls教案
Unit 2 Boys and Girls (第一课时)Lesson 1I. Teaching AimsKnowledge Aims: A .Pupils can understand and read the new words of this unit.B Pupils can read a rhyme.II. Language input and Key pointsA.Words: classmate, friend, woman, man, girl, boyB.Sentence: He/ She is a ….C. A rhymeIII. Difficult pointsPupils can understand “woman” and “man” refer to adults and girl and boy refer to child. Then they can use “he” and “she” to describe these words correctly.IV. Teaching Aidspictures video tapeIV. Teaching procedure1.Warming-upAsk Ss to read the rhyme and sing the song of Unit 1.2. Lead in and presentationA. Let Ss look at the picture on page 12 and ask “Who is he/she?” to lead in the new lesson.B. Show Ss the video of the rhyme.C. Show some pictures and teach the new words.3 Practice1. Show some pictures and words then ask Ss to draw lines to match them.2. Ask them to match the words “woman, man, girl, boy” with “he” and “she”.4. A rhymeLet Ss listen to the tape for 2 times. Guide and ask the pupils to clap hands while listening to the tape. Read and repeat the rhyme. After they can recite the rhyme, asksome pupils to perform in class.5. Sum upA.T says the words in Chinese and Ss translate into EnglishB. Ss read the rhyme together6.HomeworkReview the words learned this class and read the rhyme.7.BlackboardUnit 2 Boys and Girls (第二课时)Lesson 1I. Teaching AimsKnowledge Aims: A .Pupils can understand and read the new words of this unit.B Pupils can read a rhyme.C Pupils can use the sentences “He/ She is a ….”to describe aperson.II. Language input and Key pointsC.Words: classmate, friend, woman, man, girl, boyD.Sentence: He/ She is a ….C. A rhymeIII. Difficult pointsPupils can understand “woman” and “man” refer to adults and girl and boy refer to child. Then they can use “he” and “she” to describe these words correctly.IV. Teaching Aidspictures video tapeIV. Teaching procedure1. Warming-upA. Greet the Ss and review what they learnt in the last class.B. Play a game: Sharp eyes.2. Lead in and presentationShow the pictures and lead Ss to use “ He/ She is a ….” to describe them. T gives the example first, and then leads Ss to describe by themselves.3. PracticeReview the words of family they learnt in the last unit. Show Ss some pictures and ask them use “He /She is a …..He/ She is my…..” to describe the pictures.4. A rhymeAsk Ss to read the rhyme and try to recite it. Then have a group competition.5. Sum upA.T says the words in Chinese and Ss translate into EnglishB. Ss recite the rhyme together6.HomeworkReview what they learn this class.7.BlackboardUnit 2 Boys and Girls (第三课时)Lesson 2I. Teaching AimsKnowledge Aims: A .Pupils can understand and read the new words “his” and “her”.B Pupils can use “his” and “her” to make new phrases.C Pupils can use the sentences “He/ She is a …. His/Her nameis …” to describe a person.II. Language input and Key pointsA.Words: his, her, nameB.Sentence: He/ She is a …. His/Her name is …III. Difficult pointsPupils can understand “his”is a adjectival possessive pronoun refers to male, and “her”is a adjectival possessive pronoun refers to female. Then they can use them correctly.IV. Teaching Aidspictures video tapeIV. Teaching procedure1. Warming-upA. Review the words and sentences learnt this unit.B. Recite the rhyme.2. Game: Listen and say.T says out a name of a student, ask Ss to say out “He is a boy” or “She is a girl”.3. Lead in and presentationShow the pictures of a boy and a girl and use “his” and “her” to describe their body parts. And ask Ss to guess the meaning of the new words. Then teach the new words.4. PracticeA. Ask Ss to use “his” or “her” to describe something of their desk mates.B. Show the pictures of some cartoon figures to practice the sentence pattern “He/ Sheis a …. His/Her name is …”C. Ask some students to use the sentence pattern “He/ She is a …. His/Her name is …” to describe their classmate.5. Sum upT says the words in Chinese and Ss translate into English6.HomeworkReview what they learn this class.7.BlackboardUnit 2 Boys and Girls (第四课时)Lesson 2I. Teaching AimsKnowledge Aims: A. Pupils can read out the conversation fluently.B. Pupils can sing a song.II. Language input and Key pointsSentences:-What’s his/her name?-His/Her name is …..III. Difficult pointsPupils can use the target language to ask about others’ name.IV. Teaching Aidspictures video tapeIV. Teaching procedure1. Warming upRead out the rhyme and conversation learnt in the last class.2. RevisionShow the pictures of some cartoon characters and ask Ss what their names are.3. BrainstormingAsk Ss to ask their classmate’s name.4 Learn a song5ummarySummarize what they learnt in lesson 1 and lesson 2.6HomeworkRead lesson 1 and lesson 2 with your classmates.7. Blackboard DesignUnit 2 Boys and Girls (第五课时)Lesson 3I. Teaching AimsKnowledge Aims: A. Pupils can play a guess game to ask and answer others’ name.B. Pupils can pronounce the letters Q to U.II. Language input and Key pointsLetters: Ee Ff Gg HhSentences:What’s his name? Who is he?III. Difficult pointsPupils can read the sounds of the letters correctly.IV. Teaching Aidspictures video tapeIV. Teaching procedure1. Warming upRead the rhyme and sing a song.2. RevisionRead the letters and their sounds learnt before. Then play a guessing game to ask and answer others’ name.3. Ask and answerSs ask and answer follow T’s pictures4.Learn the letters and sounds.Learn the letters Ee to Hh and their sounds one by one.5. PracticeT reads the letters and Ss read out the sounds.Ss follow T to spell the word.6. SummarySummarize what they learnt in lesson 1 and lesson 2.7. HomeworkRead lesson 1 and lesson 2 with your classmates.8.Blackboard DesignUnit 2 Boys and Girls (第六课时)Lesson 3I. Teaching AimsKnowledge Aims: Pupils can read the story and act it out. II. Difficult pointsPupils can act out the story.III. Teaching Aidspictures video tapeIV. Teaching procedure1. Warming upRead the rhyme and sing a song.2. RevisionRead the letters and their sounds learnt before.Ss ask: What’s this? and answer follow T’s pictures. Groups practice.3. Story time.Ss watch the video and answer T’s question.What animals can you see in the video?What happened?Ss follow T to read the story.Circle the difficult word and practice more.Ss try to read follow the video.Ss try to read by themselves.Role play.5. SummarySummarize what they learnt in lesson 1 to lesson 3.6. HomeworkRead Unit 2 after class.7. Blackboard Design教学反思：通过上个单元对“he”和“she”的学习，学生对应于代词的性别区别有了一定的认识。
小学英语人教新起点二年级上册Unit2教案第2课时
Unit 2《 Boys and Girls》教案——第二课时教学目标：1.使学生能够听、说单词look, his, name , her2.能够听懂、会说句型“What’s his name? His name is Sam. What’s her name? Her name is Candy.”并在情境中运用句型向别人询问他的或她的名字。
教学重点:1.词语look, his, name , her2.向别人询问他或她的名字情境中运用的句型。
教学方法：利用课件生动体现课程内容，小组活动为主，教师讲解为辅。
教学难点：在情境中运用句型向别人询问他或她的名字。
课前准备:1. girl, man, boy,woman图片。
2. girl, man, boy,woman等词的单词卡片3. 课件（学习目标、达标测评）、录音机(使用‘学乐师生’APP录音，分享给全班同学）。
课时安排：1课时教学过程:Step1 Warming-up1.Daily oral practice.How are you?2.Review the words: big, tall ,pretty, thin….Step2 Presentation1.Part A Draw and say.⑴ T: Dad, I have a new classmate.Ss: What is he like?T: He is tall.Encourage Ss to say.⑵Work in pairs and draw.⑶Show the pictures.2. PartB Let’s sing.We are classmates.We are friends.Bill, Andy and Lily.Binbin, Yaoyao and Joy.Every girl and every boy.Pretty, big or tall.Thin, short or small.We are friends and classmates all. Step3 Practice1．小组内检查预习完成情况，组长给与评价。
二年级英语上册 Unit2 Lesson2教案2 北师大版
之后让同学两人一组，自己联系，并请几组上来表演。
课后作业：
让同学回家把各种文具的英文名称说给家长听。
Unit 2 This is Danny Deer
Lesson Two
教学目标：
能够用英语说出常见的文具.
能够理解句型Show me the…并能对其做出正确反应.
教学重点：
常见法.
较难掌握的单词sharpener eraser.
教学步骤：
教学环节
教师活动
教学目标
备注
Step1 Warming up:
让一个同学上台，给他一个Mocky的面具，老师拿着Booky的面具说This is Mocky。之后叫起一个同学，让他向大家介绍一个她的朋友（走到一个同学身边，让他站起来，对大家说This is…）
Step2 Learn New words
拿出一本书，举给大家看，并用手指着说a book，重复两遍，把卡片帖在黑板上，指着卡片，让同学跟读a book。
同样方法完成pencil eraser ruler pencil-box pencilsharpener
带着同学读黑板上的单词，重复几遍，待同学都能够掌握其读法之后，让同学玩游戏up and down和游戏说单词，让一个同学闭上眼，把一个文具放在袋子里，让他摸，并说出英文名字，之后带领同学完成P17的游戏。
听录音，完成listen to this
二年级英语上册 2A unit2 What`s…第一课时教案 苏教牛津版
Unit 2 what’s your father?第一课时教学目标：（1）能听懂、会说、初步认读a doctor，a nurse，a worker和a cook，发音正确。
（2）能听懂What’s he/she？能用He`s/She`s a…回答，语音语调正确。
（3）初步学习歌谣What is she？教学重点难点：（1）能听懂、会说、初步认读a doctor，a nurse，a worker和a cook，发音正确。
（2）能听懂What’s he/she？能用He`s/She`s a…回答，语音语调正确。
作业设计安排：课内：活动手册P5课外：朗读B部分至熟练主要板书计划：Unit 2 What’s your father?a doctor/a nurse/a worker/a cook，——What’s he/she？——He`s/She`s a…教学过程：A. Free talk:1、T：Hello，I’m Helen.He’s my father.She’s my mother.He’s my brother.请男生扮演Mike，女生扮演Helen，以上面的说话形式进行练习。
在此基础上同桌之间进行对话：——Who’s he/she？——He`s/She`s my…2、以不同形式的分角色练习，如男生问，女生答，左边两组问，右边两组答等，以提高学生的掌握熟练度。
3、请学生拿出自己的家庭照片，师生问答，同桌问答。
B、Look and learn1、教师使用实物投影仪呈现这些图片。
T: This is my mother. She works here.T: Guess. What’s my mother?Ss: (在教室的引导下回答)She’s a nurse.2、带领学生读准每个单词。
在教单词的过程中，教师示范发音，让学生认真听，仔细模仿。
3、教师组织学生开展“快速记忆”游戏，操练新授单词。
二年级英语上册 Unit 2 This is Danny Deer Les_2
Unit 2 This is Danny Deer.Lesson 2Teaching key points: 1.What is this? 2.This is (a book). 3.New words: a book ,a pen, a pencil ,an eraser, a ruler, a pencil sharpener, a pencil box.Teaching difficult points: 1:Show me(a book).Teaching aids: 1.flashcards for this Unit. flashcards (from Unit)3.scissors,crayons,glue,etc.for making masks.4.each child,s character masks (from Unit1)Teaching Procedure1.Review English namesHave the children pin on their English name tags.Give each child a flashcard to match their name tags.Divide the class into four groups. Have the children put their name flashcards in a pile in the center of each group.Ask one child to give the top flashcard to the child wearing the matching name tag.Have the group say, “Hello! What, s your name?〞The child then holds up the flashcard and says,“My name,s(Angela).〞Repeat the procedure until all the flashcards are used.e the masks.Follow the procedure for making in Unit 1,Lesson2.Have the children put their Ann ,Ken, Uncle Book, Danny, and Lulu masks on their desks. Hold up your Lulu mask. Say to the children,“Hold up your Lulu mask.〞Say,“This is Lulu.〞Have the children repeat,“This is Lulu.〞Then say,“This isn,t Ann…〞Have the children finish your sentence with “This is Lulu.〞Repeat the activity using all the character masks.3 .Words to learnStudent Book page 16Touch a book in the classroom. Make sure all the children can see it. Say ,“A book.〞Repeat the procedure for a pen.Play the tape and touch object as you hear the words.Have the children repeat the words as you touch each object again.Have the children look at the pictures at the top of page16.As you play the tape again the children touch the matching picture .Replay the tape while displaying your copy of the page. As the tape is played, point to the words one at a time.Play the tape again without stopping. Have the children say the words along with the tape.Put on Uncle Booky,s mask and say,“Show me a pencil.〞Then put on Mocky,s mask and show out a pencil. Repeat the step for other words.e the flashcardsHold up one of the flashcards and say,“What is this?〞Have the children repeat the question after you. Now elicit the correct answer(for example, This is a book).Have the children repeat the questions and answers after you in a class drill, using all the flashcards for Lesson2.Have a child touch or hold up a book, an eraser, or a pencil, etc. and say,“What is this?〞Have a second child give the correct answer. Repeat the procedure so that each child has a turn at asking and answering the question.5.Listen to thisStudent Book page 16As you point to each picture at the bottom of the page say,“This is (Danny Deer).〞Play the tape, Stop after the first sentence, and have the children touch the correct picture. Repeat the same procedure for the remaining five sentences.Play the tape again, stopping after each sentence. Have the children number each correct picture.6.Play the gameStudent Book page 17✧Have the children open their books at page 17.Draw their attention to the box at the top ofthe page.✧Point to each of the objects in turn, naming them in English as you do so.✧Point to the objects again, but this time have the children name them.✧Now draw the children,s attention to check their answers.✧Ask each pair in turn to give the English word for a missing object.SummaryHomework: read the words: pencil box book pen eraser ruler pencil pen sharpener Blackboard writing:Show me a pen. (a pencil a pencil box a book a ruler an eraser)教学后记______________________________________________________________________________________________ ______________________________________________________________________________________________ _______________________________________________。