北师大版二年级英语下册全册教案精品

新教材北师大版先锋英语二年级下册英语全册英文教案

Unit 7 Is it a pear?Lesson1Prepare the Student Book used last term.1.ReviewThe following exercise reviews some of the English expressions in Units 2 and 3.Display your copy of pages 14 and 15 of Book one. Show the children the pictures and ask what they remember of the story. You may have to prompt the children by asking specific questions about each picture.Tell the children, “In Unit 2, Mocky takes Ann and Ken to meet Uncle Booky. Mocky says to them, ‘Come on!’ when they set out. What do we say when we want someone to come with us?” Elicit an appropriate expression in Chinese.Say, “Yes, and in English we say Come on!” Repeat the words Come on! and mime an appropriate gesture as you do so. Have the children do the same.Say, “Mocky says, ‘Oh, no!’ when he sees that the leopard is going to eat a lemon. What is Mocky feeling?” The children can answer in Chinese.Say, “Yes, in English we say Oh, no! when we are surprised or frightened or worried.” Elicit a similar expression in Ch inese. Have the children say Oh, no! with an appropriate expression on their faces.Display your copy of page 27 of Book One. Say, “Later in the story Mocky falls down and Ken says, ‘Oh! Poor Mocky.’” Ask, “What is Ken feeling?” Have the children ans wer in Chinese.Confirm their answer. “Yes, Ken feels sorry for Mocky. He says, ‘Oh! Poor Mocky.’” Have the children repeat Oh! Poor Mocky. with expression in their voices and on their faces.2.Model the dialogAsk the children what they say when they see something exciting or amazing. Tell them, “In English, we can say Wow!” Have the children repeat the word a few times, with expression on their faces.Ask the children what they say when they taste something really delicious. Tell them, “In English, we can say Oooh, yum!” Have the children repeat the words a few times.Ask the children what they say when they taste something very unpleasant. Tell them, “In English, we can say Yuk!” Allow the children to repeat the word a few times.Practice the expressions Oooh, yum! and Yuk! by asking, for example, “What do you think of the ice cream?” “Oooh, yum!”3.Talk about the storyStudent Book pages 2 and 3Have the children open their books at pages 2 and 3. Ask these questions about the pictures:Picture 1: “Where are Mocky and Lulu?”Picture 2: “Who has a stall there?”“What does she sell?”Picture 3: “What does Lulu taste first?”“Does she like it?”Picture 4: “What does she taste next?”Picture 5: “What is the little fruit?”Picture 6/7: “What does Lulu try now?”Picture 8: “Does she like it?”4.StoryStudent Book pages 2 and 3Say, “Now we’re going to hear what the characters said.”Play the tape once without stopping.Play the tape again, pausing after each picture. Have the children repeat each sentence after hearing it on the tape.Divide the class into two groups. One group will be Mocky, the other group will be Lulu.Play the tape again. Stop the tape after each sentence. Have each group repeat the dialog for their character. Then the groups change roles.5.Set homeworkRemind the children to practice some of the new English expressions(Wow! Oooh, yum! and Yuk!) at home.Lesson2PreparationYou will need:any six flashcards from previous Units.nguage drillChoose any six flashcards from previous Units. Hold up the first card so that the children cannot see the picture. Give one or two clues about the object on the card, for example, “It’s something big. Itfl oats on water, etc.” Have the children try to guess what it is.Model the question Is it a (bike)? Have them repeat the question with different English words. Answer, “No, it isn’t.” or “Yes, it is.”Make the clues less clear for each card. The children then have to ask more Is it a (bike)? questions.2.Words to learnStudent Book page 4Have the children open their books at page 4. Draw their attention to the “Words to learn” exercise at the top of the page.Play the tape. Stop the tape after each new vocabulary word. Ask the children to repeat it. Do this a second time.Play the tape straight through. While it is playing, hold up your copy of the page and point to each fruit as it is named.Hold up your copy of the page. Point to each fruit in turn. Ask, “What is it?” If the children cannot answer, ask, “Is it a lemon?” etc. The children should answer, “Yes, it is.” or “No, it isn’t.” Then repeat, “What is it?” Elicit, “It is a (nut).”Play the guessing game outlined in the first part of the lesson. This time, use only the words for fruit in “Words to learn”.3.Listen to thisStudent Book page 4Display your copy of the page and point to the bottom half. Tell the children, “Mocky says, ‘What’s this?’” Point to the picture ofa banana. Elicit the answer, “It’s a banana.”Repeat for the other two pictures.Display your copy of the page. Point to the first sentence. Read the words as you point to each one.Have the children repeat the sentence and touch each word.Ask, “Is it a peach?” Elicit, “No, it isn’t.”Read the next sentence and have the children repeat it as before.Ask, “Is it a banana?” Elicit, “Yes, it is.”Read the third sentence together. Ask, “Is it a strawberry?” Elicit, “No, it isn’t.”Tell the children that you are going to play a tape. Explain that you want them to put a check (??)beside the answer in their books that matches the answer on the tape.Play the first question and answer. Check that the children have chosen the correct sentence.Repeat the procedure for pear and lemon.4.Play the gameStudent Book page 5Hold up a pen. Say, “Is this a pen?” Elicit, “Yes, it is.” Now indicate an item farther away. Say, “Is that a (ruler)?”Put the children into pairs to practice each question and answer.Have the class open their books at “Play the game”. Still in pairs, have the children ask and answer questions about the numbered items, for example, What’s this? It’s a (ball). Is this a hat? Yes, it is./No, it isn’t.When you say the number of an object in Chinese, they say its name together in English. If they are uncertain of the English name for some objects,you could say the word and have the children repeat it.Extend this activity by asking the children to find any items in the picture that begin with the letter b (ball, banana, book). Repeat for the letter c (computer, cup).5.Set homeworkAsk the children to practice structures:What’s this/that? It’s a ... Is it a ...?Yes, it is./No, it isn’t.Lesson3PreparationYou will need:flashcards for the vocabulary introduced in this Unit.1.ReviewThis is a vocabulary review. Use the flashcards for this Unit.Hold up each of the flashcards in turn. Ask the children, “Is it a (nut)?” Elicit, “Yes, it is.” If necessary, give the answer to the first question. Have the children repeat it.Hold up each of the four cards in turn. Ask, “What’s this?” Elicit, “It’s a (pear).”Choose one child to hold up the cards in turn again. This time, ask, “What’s that? Is it a (nut)?” Deliberately give the wrong name for some of the fruit. Elicit No, it isn’t. It’s a (lemon). or Yes, it is.2.Talk togetherStudent Book page 6Display your copy of the page. Direct the children’s attention to the top of the page.Sa y, “Now we can read what we said.”Read the words in the speech bubbles aloud, pointing to the words as you do so. Have the children repeat the words after you.3.Listen and numberStudent Book page 6Have the children open their books at page 6. The children will number each pair of sentences on a picture.Play the tape two sentences at a time. Stop after each pair. Ask, “Which picture matches those sentences?”Have the children touch the matching picture.Play the tape a second time. This time have the children number the picturesin the order they hear on the tape.4.Sounds and lettersStudent Book page 7Draw the children’s attention to the top of the page.Play the tape for baby and ball. Ask, “Do these words have the sound /b/?”Play the tape again and have the children say the words aloud.Repeat the procedure for the/p/words.5.Listen and writeStudent Book page 7Have the children look at the two rows of pictures at the bottom of the page. Show your copy of the page. Point to the first picture and ask, “What’s this?”The children should answer, “It’s a peach.”Write the letter p in the blank.Play the tape for peach. Draw the children’s attention to the word under the picture. Say, “Which letter is missing?”Elicit from the children p.Play the tape again and this time have children write the letter p on theline to complete the word.Repeat the procedure for the other words. Have the children write theletters in the blanks.6.Set homeworkStudent Book pages 6 and 7Tell the children to color the pictures on pages 6 and 7.Lesson4PreparationPhotocopy Drillcard Master 7(page 160)onto light card. Cut it up to make a set of drillcards.You will need:flashcards for vocabulary introduced in this Unit.1.Trace the wordsStudent Book page 8Hold up the flashcard for banana. Ask, “What is it?” Elicit from the children “It’s a banana.”Have the children open their books at page 8. Show your copy of the page. Draw their attention to the fir st sentence. Say, “We are going to write what we said just now.” Have the children trace the phrase a banana.On the second box, have the children copy the phrase a banana by themselves.Repeat the procedure for the other sentences.2.Find and circleStudent Book page 8Draw the children’s attention to the bottom of the page. Show your copy of the page. Point to the picture of the lemon and ask, “What’s this?” Elicit, “It’s a lemon.” Point to the word lemon and have the children circle the word.Repeat the procedure for the other pictures of fruit.Explain to the children that they can find all the fruit names in the puzzle.Put the children into pairs. Tell them that together they must find the other fruit names in the puzzle and circle them out.Check that the children find all the words and circle them correctly.3.Uncle Booky’s BlackboardStudent Book page 9Hold up the What’s and this? drillcards. Read the sentence aloud. Have the children repeat the words after you. Do the same with the What is drillcard.Repeat the procedure, substituting that? for this?Have two children stand in front of the class. Have one child hold up the It is a drillcard, and the other child hold up a flashcard for this Unit. Together they make a sentence, It is a (pear).Point to each card in turn and say the words as you point. Repeat with two other children holding up the It’s a drillcard and a different flashcard.Repeat the two procedures. Have the children say the words.Choose four different children. Give one child the Is it a drillcard. Give each of the other children a “fruit” drillcard.Have two of the children form a sentence, Is it a (nut)? Read the words to the class as you point to each word. Hold up the appropriate flashcard next to the drillcard. Elicit the answer, “Yes, it is.”Repeat the procedure, but this time have the children say the words as you point to each one.Now hold up the banana flashcard. Say, “Is it a pear?” Elicit the answer, “No, it isn’t/is not.”Repeat the procedure for the other flashcards. Occasionally hold up the matching flashcard. Make sure that all the children change to Yes, it is.Have the children open their books at page 9. Say, “Now we will read these words t ogether.” Encourage the children to touch the words as they read them. Use all possible combinations.4.Guess and sayStudent Book page 9Ask the children to take out their small fruit flashcards in this unit.Put children in pairs. Have each pair mix their cards together and then spread them face down on the desk.Student A puts his/her hand on one card and asks student B to guess. Student B says, “Is it a (lemon)? ” Student A flips over the card and answers, “No, it isn’t. It’s a (pear).” or “Yes, it is.”Continue the game until all the cards are flipped over. Then the two students change their roles.5.Set homeworkAsk the children to finish tracing words on page 8.Lesson51.ReviewReview the flashcards for this unit. Hold up one of the flashcards and ask, “What’s this?” Elicit, “It’s a pear.”Repeat this for peach, lemon, orange, nut, strawberry, banana.2.Read and check ()Student Book page 10Have the children turn to page 10. Display your copy of the page. Point to the first picture. Then point to the question Is it a lemon?. Read the words aloud as you point to each one. Elicit the answer, “Yes, it is.”Now ask the children to point to the answer in their books. Have them read the words with you.Repeat the procedure for the other pictures. Check each answer.Put the children into pairs. Have one child in each pair ask the other child the first question. The other child then checks () the box beside the correct answer.Have the children change roles for the second question, and so on. Repeat until every child has asked and answered all questions.Now hold up your copy of the page and read the questions and the correct answers. Have the children check their own answers.3.Let’s chantStudent Book page 11Use pictures or real objects to review the following words: orange, pear, apple, lemon, nut, strawberry, kite, bird. Make sure the children can say these things when given a picture or a real object.Read the rhyme to the children, pointing to each word.Play the tape for the whole rhyme. Have children listen and point to the words and the matching pictures on the page.Play the tape again and have children join in, encouraging them to hum or clap with the rhyme.Have children point to the pictures in their books as they listen to the tape again. They can also add some actions and act the rhyme out.4.An additional activity: Match the namesTeacher’s Book page 28Photocopy the page and give each child a copy.Ask the students to say the words and color the pictures.Have the children use their fingers to follow the ant trail between the pictures and the words.Note: An additional activity is provided at the end of Unit 7 through Unit 11. You can decide to use or not to use according to your own situation.5.Set homeworkStudent Book page 10Explain to the children that you want them to:ask their families about the fruit, using the structure Is this a (pear)?, and the correct English names.color the pictures on page 10.Lesson61.Uncle Booky’s storytim eStudent Book page 12Tell the children that they are going to listen to a story.Play the tape, ask the children to listen to the story with their books closed.Have the children open their books, and look at the pictures.Ask them to look for familiar words in the story.Have children read the story silently, encourage them to try to guess the meaning of unfamiliar words.It doesn’t matter if they don’t know the words. The requirement for this part is to understand the story.2.I spyThis game reviews the beginning sounds of some of the vocabulary introduced in Units 1 through 7. It also reviews the structures Is it a(desk)?, No, it isn’t., and Yes, it is.Display some of the flashcards from Unit 1 through 7 around the room.Tell the children they will play a game called I spy. Explain that you will secretly write down the English for one of the flashcards and you want them to guess what it is. Tell the children that the only clue you will give them is the beginning letter of the object’s English name.Have the children say, “Is it a (book)?” each time they make a guess. Answer only: “Yes, it is.” or “No, it isn’t.”For example, begin by saying, “I spy something beginning with the letter (C).”When a child guesses correctly, show him or her the piece of paper with the name written on it. Then write the name on the board.Repeat the procedure, choosing another flashcard for something with a different beginning letter.You could divide the class into teams and keep score on the board to make the game more competitive. Give one point for each correct answer.If the children appear confident in playing this game, allow a child to stand in your place and choose a flashcard. Have the child whisper its English name to you so that you can write it down. Then have the child say, “Yes, it is.”or “No, it isn’t.”in answer to the other children’s questions.3.BingoUse this game to review the vocabulary introduced in Unit 7.Tell the children to take out their student cards and get ready for the game.See Unit 1, page 24, for the rules and procedure.4.Snap!This game reviews new vocabulary and letters introduced in Unit 7. It is best played in pairs.Ask the children to take out their small flashcards for Unit 7.See Unit 1, page 24, for the rules and procedure.5.Self-assessmentStudent Book page 13Have the children do this part by themselves. Children should assess themselves according to their own situation. They should be encouraged to compare their results with their classmates and learn from each other.Children could work in pairs to do the first activity. One child points to a picture, the other says the name. The first child checks his/her answer in the box below each picture. Then they change their roles. Children can also do this part individually.Have children do the second part individually. Encourage them to compare their results with his/her classmates.6.My notes and teacher’s notesStudent Book page 13This activity is to help children have a look at what they have done in this unit. Ask them to assess themselves according to the items in My Notes individually. Explain to them that the stars here only indicate how well they have done in their learning and they should not be changed to scores.The teacher should evaluate the children positively in the part of Teacher’s Notes. The purpose is to have children realize that they are making progress and to help them build up a sense of achievement and confidence. Stickers provided at the end of the Teacher’s Book can be used here.Unit 8 Are these tomotoes?Lesson1Prepare gameboards and cards.You will need:flashcards for the vocabulary introduced in Units 2 and 5.1.ReviewUse this activity to review structures introduced in Unit 7, and the vocabulary introduced in Units 2 and 5.Hold up the flashcards one by one. Ask, “What’s this?” Elicit the answer, “It’s a (pen).”Hold up the card again. Ask, “Is it a (car)?” giving the wrong word. Elicit, “No, it isn’t. It’s a (computer).”2.Model the dialogBorrow three pens, pencils, and rulers from the children.Hold up one pen and ask, “What’s this?” Elicit the answer, “It’s a pen.” Repeat the procedure for pencil and ruler.Hold up a pen and repeat the question, “What is this?”Now hold up two or three pens and say, “What are these?”Repeat the procedure using the pencils and rulers.Now have the children repeat each sentence as you hold up first one object, and then more than one. Explain that we use these when we are referring to more than one object.Now place one pen at one end of the table, and a group of pens at the other. Make sure the children can see them clearly. Move away from the table. First point to the single pen. Say, “What’s that?” Have the children repeat the question and give the answer.Now point to the group of pens. Say, “What are those?” Repeat the question as the children listen. Then have the children say the words as you point first to the single pen and then to the group.Repeat the procedure using the pencils and rulers.Choose a child to hold up some pens and have the child ask, “What are these?” You answer, “They are pens.” Repeat your answer and emphasize the final /s/.Choose another child to repeat the procedure with pencils. This time you answer, “They’re pencils.” Explain that They are and They’re mean the same thing.3.Talk about the storyStudent Book pages 14 and 15Have the children open their books at the story. Display your copy of the page and ask these questions about the pictures:Picture 1:“Where are Ann, Ken, and Mocky?”“What are they going to do?”Picture 2: “What is Mocky looking at?”Picture 3: “What is Mocky holding?”Pictures 4/5/6: “What other vegetables does Mocky find?”Picture 7: “What does Mocky do with the vegetables?”Picture 8: “Which vegetables are these?”Picture 9: “What does Mocky do?”“Is Ken pleased with Mocky?”Picture 10: “Who chases Mocky?”4.StoryStudent Book pages 14 and 15Say, “Now we’re going to hear what the characters said.”Play the tape, pausing at each new picture. Have the children repeat the words before you move on to the next picture.Play the tape again, this time without stopping.Divide the class into three groups. One group will be Mocky, the second group will be Ken, and the third group will be Ann. You read the vendor’s line.Play one sentence at a time and point to the matching story picture. Have each group repeat its character’s sentence.5.Set homeworkTell children that you want them to:find some of the vegetables at home (beans, cabbages, carrots, mushrooms, onions, potatoes, and tomatoes)tell their families the English names for the vegetables.Lesson2PreparationYou will need:the“vegetable”flashcards listed.1.ReviewHold up one of the flashcards and ask, “What are these?” Have the children repeat the question after you. Now elicit the correct answer, “They are/They’re (beans).”Repeat the procedure for the other six flashcards.Choose two children to come to the front of the class. Have one child hold up a flashcard and ask, “What are these?” and the other child answer, “They’re (onions).” After they have presented three cards, choose two more children and repeat the procedure.Pin up one of the six flashcards. Move away and point to the flashcard. Say, “What are those?” Elicit the correct answer.2.PluralsHold up the beans flashcard. Ask, “What are these?” Make sure the children say the final /s/ in They’re beans.Explain to the children that, when we talk about more than one thing, we usually add an s at the end of the word.Draw one tomato and one mushroom on the board. Point to the tomato and have the children say tomato. Then hold up the flashcard and have them say tomatoes, emphasizing the final /s/sound.Repeat the procedure for mushroom/s.3.Words to learnStudent Book page 16Have the children open their books at page 16.Display your copy of the page. Play the tape once. Point to the picture of each vegetable as it is named.Play the tape again. Have the children touch the correct picture as they hear each vegetable’s name.Without the tape, read the words together. Encourage the children to touch each word as they say it.Read the names again, and this time have the children repeat the words.4.Listen to thisStudent Book page 16Display your copy of the page. Point to the picture. Say, “Who is talking to Mocky?” The children should answer Ken.Point to the first speech bubble. Read it aloud to the children, pointing to each word as you say it. Have the children repeat the sentence after you. Repeat the procedure for the second speech bubble.Now point to each basket of vegetables. Ask, “What are these?”Elicit the correct answer, “They are/They’re (tomatoes).”Have the children open their books. Play the tape, pausing after each pair of sentences. Have them repeat Ken’s question, then point to the correct vegetables.5.Teach the songStudent Book page 17Use the flashcards of the vocabulary being reviewed.Hold up the flashcard for potatoes. Say, “Are these potatoes?” Elicit “Yes, they are.”Ask the question again and encourage the children to answer, “Yes, they are potatoes.”Now hold up the flashcard aga in. Say, “Are these cabbages?” Elicit,“No, they aren’t.”Repeat the question and encourage the children to answer, “No, they aren’t cabbages.”Repeat these procedures for the other flashcards.These new structures will prepare the children for the song.Have the children turn to page 17. Tell the children they are going to learn another song. Read the words aloud to the children, pointing to each word as you do so.Play the first two lines of the song and encourage the children to join in by singing and clapping. Play the rest of the song, two lines at a time, and encourage the children to join in.6.Sing the songStudent Book page 17Play the song from the beginning. Encourage the children to sing along and to clap in time.7.Set homeworkTell the children you want them to sing the song to their families.Lesson3PreparationYou will need:flashcards for vocabulary introduced in this Unit.nguage drillHold up a flashcard of beans. Point to the card in your hand. Ask, “Are these potatoes?” Give the answer, “No, they are not.”Have the children repeat the question after you, and then give the answer.Introduce No, they aren’t. Explain that aren’t and are not mean the same thing.Now put the card on a chair. Point to the card and ask, “Are those potatoes?” Have the children repeat the question and then give the answer.Repeat the procedure, but this time use the flashcard for potatoes. Elicit the answer, “Yes, they are.”Use the other flashcards in a class drill, following the steps above.2.Talk togetherStudent Book page 18Have the children open their books at page 18. Draw their attention to the pictures at the top of the page. Say, “Now we can read what we said.”Display your copy of the page and then read aloud the words in the speech bubbles, pointing to each word as you say it.Read the words again, and have the children repeat them after you. Encourage the children to touch the words in their books as they say them.If time allows, the children could substitute other vegetable names for onions.3.Listen and numberStudent Book page 18Draw the children’s attention to the bottom half of the page. Explain that you want them to number each sentence on the tape on its picture.Play the tape, one sentence at a time. After each sentence, say, “Which picture matches that sentence?” Have the children touch the matching picture. Watch that the children choose correctly.Play the tape again. This time have the children number the pictures in the correct order.4.Sounds and lettersStudent Book page 19Draw the children’s attention to the pictures on top of the page.Play the tape for taxi and tomatoes. Ask, “Do these words have the sound /t/? ”Play the tape again and have the children say the words aloud.Repeat the procedure for the /d/ words.5.Match the soundsStudent Book page 19Have the children open their books at page 19. Draw their attention to the pictures at the bottom of the page. Show your copy of the page. Point to the picture of taxi. Ask, “What’s this?” Elicit the word from the children.Repeat the procedure for other pictures.Now point to the words taxi and tomatoes. Read the words and have children repeat after you. Tell the children that there is a line joining the two words together because they have the same beginning sound /t/.Read all the words in the circle and have the children touch the words that have all the same beginning sound with taxi.Read the words again and have the children repeat. This time have the children match the words that have the same beginning sound with taxi to its picture by lines.Repeat the procedure with the /d/ sound. Tell them that there might be pictures that do not match either sounds.6.Set homeworkStudent Book pages 18 and 19Ask children to color the pictures on pages 18 and 19.Lesson4PreparationPhotocopy Drillcard Master 8 and 9(pages 161 and 162)onto light cards. Cut them up to make a set of drillcards.You will need:flashcards for the vocabulary introduced in this Unit.1.Trace the words。

北师大版二年级英语下册教案

北师大版二年级英语下册教案教案概述本教案适用于北师大版二年级英语下册课程。

教案旨在帮助学生巩固和提升他们的英语听、说、读、写能力。

本教案共包含教学内容、教学目标、教学重点、教学方法和教学评价等内容。

教学内容本节课的教学内容为：[请填写具体的教学内容]教学目标本节课的教学目标为：- 提高学生对英语单词的听、说、读、写能力- 培养学生研究英语的兴趣和自信心- 加强学生的交流和合作能力教学重点本节课的教学重点为：- 研究和掌握本节课的单词和短语- 运用所学内容进行口语表达和书面练教学方法本节课采用以下教学方法：- 师生互动：通过师生互动，激发学生兴趣，提高研究效果- 合作研究：鼓励学生互相合作，增强研究动力和团队精神- 多媒体辅助：运用多媒体技术，提供丰富的研究资源和互动形式教学评价本节课的教学评价包括以下内容：- 学生表现评价：对学生的听、说、读、写能力进行评估- 教师教学评价：对教师的教学方法和教学效果进行评价- 课程反思与改进：通过学生和教师的反馈，改进教学内容和方法教学资源本节课所需的教学资源如下：- 教材：《北师大版二年级英语下册教材》- 多媒体设备：投影仪、电脑等教学计划本节课的教学计划如下：- 上课前准备：复上节课内容，准备教学素材- 教学过程：引导学生研究新知识，进行口语和书面练- 课堂总结：复本节课的重点内容，让学生对所学知识进行总结- 课后作业：布置适当的课后作业，巩固学生对所学内容的掌握程度参考资料本教案参考了以下资料：- 《北师大版二年级英语下册教材》- 其他教育教学资源以上是《北师大版二年级英语下册教案完整版》的内容概要和教学计划。

希望能够对您的教学工作有所帮助。

如需更详细的教案内容，请参考相关教材和教学资源。

注：本文档中的教案内容仅为参考，具体教学安排和内容应根据实际情况进行调整。

北师大版二年级下册英语教案【三篇】

三一文库（）/小学二年级〔北师大版二年级下册英语教案【三篇】〕【篇一】一、Greetings.二、Presentation.Step 1,Review.Review the sentence patterns and vocabulary presented in Grade 1.T: Can you chant: An elephant can walk, walk, walk walk.??Have students change the other words for it.Step2,Model the dialog.Present the flashcard for “see”。

Hold up the flashcard and model the word for students, have them repeat it for you.Repeat the procedure for “walk, climb, listen and read.”Hold up your mask for Mocky and say, “I can walk.”Point to your legs and walk around the classroom.Repeat the sentence and add, “Can you?”Now hold up the mask for Ann and say, “Yes, I can.”Have students say the sentences after you.Use the mask and repeat the procedures. Let students ask and answer.Step3Talk about the story.Have students open their books at pages 50 and 51. Ask these questions about the pictures.Picture 1/2: What can Mocky do?Picture 3/4: What happens to Mocky?Picture 5: How is Ken helping Mocky now?Picture 6: What happens to Ann?Picture 10: What are Mocky, Ann and Ken doing now?Step4,Story.T: We are going to hear what the characters said.Play the tape, have Ss look at the pictures as the tape is played.Play the tape again, pausing at each new picture. Have Ss repeat the words before you move oin to the next picture.Explain that people often say “Be careful.” And “Look out.” When someone is going to do something dangerous. “It’s all right.” Means thay you think you can solve the problem. “What’s the matter?” is another way of asking what is wrong.Step5,HomeworkEncourage students to tell the story to their families.三、教学后记对于基本句子很单词同学们都能认读，但是课文掌握并不是很理想，一些句子的阅读有些困难，需要继续加强。

北师大版二年级英语下册全册教案精品

全册教案农村小学英语教学与实践活动的研究方案一、问题提出:随着中|国与世|界的交往日益密切,英语学习已经成为人们的必须.英语作为一门语言,在学习过程中既要有正规系统的学习渠道,而又要有随时随地都能进行的学习练习及应用场所,以便稳固所学的英语知识,提高英语交际的能力 .渤海镇小学现状:：1、渤海镇小学的生源来自于附近行政村 ,与城里小孩相比会有一定的差异：农村孩子胆小、拘谨、不善言谈 ,羞于说英语 ,缺少自信心 .2、渤海镇小学英语师资力量相对薄弱 .3. 缺乏运用英语的环境 .目前社会上尤其是农村 ,用英语的环境很少 ,甚至||没有 .因此学生听英语、说英语的时机很少 ,他们缺少一个学习英语的语言环境 .但是渤海镇又有自己得天独厚的条件 ,旅游业比较兴旺 ,农家院大量兴起 ,都是学生进行交际的有利场所 .如何根据农村小学的实际情况 ,有效地把握课堂教学 ,创设良好的英语学习环境 ,培养和开展学生使用英语这种交际工具的能力 .怎样发挥本地区的优势 ,使课堂教学与实践活动相结合 ,培养学生交际意识 ,提高学生交际能力 ,所以提出了 "农村小学英语教学 ,与实践活动的研究〞课题 .二、文献综述三、研究的目的、意义英语教学的目的就是培养和开展学生使用这种交际工具的能力 .英语教学新课程的理念是要尽可能多的为学生创设英语交际的环境 ,尽可能多的让学生以多种形式接触、学习、使用英语 .本课题探索充分利用农村的多种资源如旅游业、农家院等 ,给学生创设英语交际的环境 ,开展实践活动 ,培养学生的交际意识、提高他们的交际能力的措施与对策 ,以供其他农村学校在此方面有所借鉴 ,共同提高学生的英语水平 .四、研究内容1、英语课堂教学模式 .2、英语教学的课外实践活动 .五、研究假设充分利用农村的语言环境 ,给学生创设英语交际的环境 ,开展实践活动 ,就能培养学生的交际意识 ,提高他们的交际能力 .六、研究方法行动研究法七、研究措施(一)农村小学课堂教学模式1、3－5分钟谈话训练 .利用课堂3分钟时间 ,可以在课始 ,可以在课中 ,也可以在课末 ,根据实际情况再定 .2、5 -10分的复习时间,在复习的过程中要注意孩子们兴趣的培养,多设计一些有趣的活动.3、新授内容单词教学: 遵循词不离句的原那么 .以词带句、一句带词 ,八单词放在句子里学习 ,在词语和相应的事物之间建立联想 ,而不是机械的学习 ,一方面防止了直接教单词的枯燥 ,另一方面 ,有帮助学生建立初步的语感 ,增强了趣味性 .句子课文教学: 要注意创设一定的情况,多给学生各种口头练习和听力练习的时机,让他们口,脑并用,并将简单的对话用到肢体语言当中去;注意角色的扮演,允许学生自由发挥.语音教学: 通过学生自主学习,让学生感知发音规那么,稳固和复习所学单词.韵文教学: 可以当作一节课的导入内容,当学生对他了解后在进行教学4信息的反响在这个环节中教师要充分调动学生的积极性,及时的查补缺5 制定一个学生的自我评价表 ,随时的对学生进行监控 .二)英语课堂充分表达学生的实践活动 .布卢姆认为： "成功的外语课堂教学应当在课内创设更多的情境 ,让学生有时机用自己学到的语言材料 .〞这充分表达了小孩子爱新奇、好动的特点 ,突出了语言的实践性与交际性 ,使学生能够 "学以致用〞 ,同时有利于语言的记忆和稳固 .1）情景模拟 .把句子放在真实的情景中学习 .2）角色扮演 .将所学对话或课文让学生扮演各种角色 ,允许学生自由发挥 ,表达真实感情 .3）充分利用现代教育技术 ,培养学生写的能力 .学校为学生开辟一个英语论坛专栏 ,学生可以进行简单的英文聊天 ,结交网友 ,有助于提高学生写的能力 .三 )创设环境 ,开设实践活动 ,培养交际意识 ,提高交际能力 .生活中人们离不开交际 ,特别是语言交际 ,英语教学是语言教学 ,语言源于生活 ,有始建于生活 .杰克波森曾说过： "教好英语的先要条件是要尽可能让学生接触英语和使用英语 .学英语就像学游泳一样 ,学生必须潜到水里去 .这样 ,他最||后才能像一个熟练的游泳着那样乐在其中 .因此教师要给学生创造尽量多的听、说、连的时机 .让他们多听、多说、多练 .a)校园生活处处用英语 .在校园内创设大的英语学习环境 ,如学生到老师帮哦能够使、下课同学一起玩儿、其他科目老师的简单课堂用语 ,只要能用到英语的尽量用英语交流 ,哪怕只说一个单词 .学生把所学内容向老师表达 ,不管老师会不会都要认真倾听 .要求所有学生都要和老师或同学交流 ,哪怕是一个单词 .b)在室内、外建立英语角等活动阵地 ,为学生学习英语创造良好的学习环境 .室内：布置一间空房子 ,房间的布置要有浓厚的英语气息 ,学生可以利用课余时间到英语角和老师交流、和同学交流 .可以放一些英文电影、动画片让学生感受英语的语音、与调 .房间里可以给学生提供一些适合学生阅读的||报刊 .充分利用学校播送站 .4、以社会实践活动为载体 ,培养学生交际意识 ,提高交际能力 .5、充分发挥当地旅游资源的优势 ,组织学生到慕田峪长城、农家院、饭店进行实践活动 .在组织活动是教师可以给学生一些人物 ,通过活动完成一些人物 ,教师所给人物必须是容易完成的 ,如调查一些旅游者从事的工作、爱好、国际、姓名等 .交流的对象可能是外国人 ,也可能是当地的群众 .也可以把所学的知识讲给当地饭店的效劳员、买东西的老板 .能用英语的必须用英语交流 .在组织活动是 ,教师要求学生主动和外国友人、旅游者打招呼 ,提高学生的交际能力 .八、时间和步骤准备：2021、9研究：2021、9－2021、2总结：2021、9九、研究结果研究论文、汇||报课和学生展示小学英语二年级|| (下册 )全册备课对新课标理解：现在的社会是向着全球化 ,社会化开展的 ,将来的地球不管是哪一个角落都是一我们地球林的一个村民 ,那么语言就成了一个统一交流的媒介 ,尤其是英语的重要性在这一进程中日益突出 .本次对于课程标准的重新更定是一次符合社会开展进程和根底教育进程的改革 .重点是要改革英语课程的教学 ,过分重视语法和词汇知识的讲解与传授 ,无视对学生实际语言运用能力的培养倾向 ,强调课程应从学生的学习兴趣、生活体验和认知水平出 , 倡导学生体验、实践、参与、合作与交流的学习方式和任务型的必学途径 ,开展学生的综合语言运用能力 ,使语言学习的过程成为学生形成积极的情感态度 ,主动思维和大胆实践 ,提高跨文化意识和形成自主学习能力的过程 .做到这些要求 ,首||先需要的就是学生浓厚的对英语学习的兴趣 ,那怎么样培养学生学习兴趣就成了一个根底话题 ,这一问题要面向全体学生 ,特别是要关注学生的个别差异引起的情感问题 .帮助学生建立成就感和自信心 .在教学中注意创设能引导学生主动参与的教学环境 ,激发学生的学习积极性 .使每个学生都能得到充分的开展 .在这一过程中教学模式的转变起到了一定的作用 ,一定要从以老师为中|心的教学模式身以学生为中|心的教学模式转变 .强调学生的参与和体验 ,强调采用多种形式的教学活动 .比方可以利用我们学校已有的良好电教资源 ,听原版录音带练习发音 ,也可以利用网络找一些贴近课堂学习的情境对话或小动画 ,以更直接的方式引导学生学习英语 ,对英语产生浓厚的兴趣 .利用听、说促进学生写单词 ,写短语 ,写句子 ,写对话 ,不能反其道而行 ,又造成以往我们说的 "哑吧英语〞 .总的来说 ,新课标对开展学生自我主观能动性起到了很积极的作用 .素质教育在其中深有表达 .并且由升学教育向终身教育的转变等等都是很好的突破 .在这一新课标的指导下 ,希望在英语教学中可以到达更好的效果 .Teaching contents:本册书共六个单元 ,其中五个单元是精读课文 ,一个复习单元 .这册书在编排时很注意学生兴趣的培养 ,尤其在单词字母学习这一环节 ,教材把手写字母相同的单词进行了归类 ,并且安排了大量的听、说、读、写等多项练习 ,利用图片教授学习是培养学生学习英语兴趣的主要途径 .除此之外还有多首||英文歌曲的学习 ,书后有分类清晰的词汇表 ,更有利学教师的教和学生的学 .Teaching Aims:知识技能：1、Listening:充分利用学校的电教资源 ,在开展学生自主学习的基调上 ,让学生可以接触到更多、更直观的学习方式 ,比方听录音 ,看小动画等等 .掌握局部日常用语 ,如：能听懂询问名子的问及答复 ,或问是谁的语句 .区分词中的字母的不同读法 .2、Speaking:根据本册书的教学要求 ,作为根本的主导方向 ,指导学生在教师为学生设计的教学情境中 ,能够正确运用问这是什么 ,有多少个 ,什么颜色等等的语句 ,并能对所提问的句子做出适当的答复 .3、Reading:正确 ,流利的朗读和使用课文对话 ,正确读出与课文或练习中相关的单词 ,认读字母和带有此字母的单词 .4、Writing:以听、说、读的根底上 ,培养学生写的能力 .正确描、写英语中的字母 ,能够摹仿老师的板书写简单的字母、单词和句子 .过程方法：1、发挥老师的指导做用的同时 ,充分发挥学生的自我主观调动意识 ,且提高他们自主学习的能力 ,但要注意教师在教的过程中 ,对学生思想的指导方向 ,不能一味的任学生自己开展 . 二年级||的学生在上课时有些时候上课意识并不强烈 ,这要求教师不能只是教授新知而以 ,在很大程度上是要引导学生的行为和思维 .2、充分运用学校已有资源 ,如：电子媒体进行多方位教学 ,网络教学等 .这样不但可以提高学生的学习兴趣 ,又可以丰富学生对新事物的接触能力 ,从而更直观、方便的教和学 ,在潜移默化中培养学生学习英语的兴趣 .3、在英语的教学过程中 ,参加适当的对英、美等国|家一些风俗习惯在日常生活中的应用 .主要采取同学之间互相帮助的方法 ,可以形成一帮一小组等方式 .使学生可以在一起分享学习英语给大家带来的乐趣 .鼓励学生多说 ,多练 ,尤其注意日常口语在生活中的应用 .情感态度与价值观：1、在英语教学的过程中注意培养学生的学习兴趣是一个老生常谈的问题 ,因此更应引起我们的重视 .于此教师可以采取多种方式 ,比方：多采纳、听取学生的意见 ,抵抗学英语给学生带来的负面压力 ,努力创设一个轻松的学习环境 .2、在英语教学中也应时时渗透思想道德教育的重要性 .确立良好的价值观和积极向上的人生观 ,形成同样积极的学习态度 .3、对于申奥成功 ,无疑是北京对世|界张开怀抱的一个时机 ,学生作为未来世|界的主动力 ,在学习中提倡培养学生的创新意识 .这样才能在竞争如些剧烈的社会中立足 ,做一个社|会|主|义新人 .Teaching Emphasis:1、对于一些日常用语的应用 ,如：①What ,s this?及答复.②What color?及应答 .③How many?及应答.④I can的应用.2、二十六个字母的读写 .3、提高学生对单词的掌握 .Teaching Difficulty:1、对日常用语的应用和学生听力的培养 .2、对二十六个字母的读写 .注：Teacher ,s activities =TStudent ,s activities =STeaching planningUNIT ONEIs it a pear?Lesson one(2 -16)Teaching Aims:1、Understand the dialogue what ,s mean.2、The students like to learn English.1、The students can be ask and answer the dialogue.Teaching Emphasis:1、How can use "What ,s this?〞 in the dialogue. And answer it.2、Emphasis sentence: Is it a……? Yes,it is./ No,it isn ,t.Teaching Difficulty:The children can be use the "What ,s this?〞 in dialogue. Answer it. Teaching step:一、Greetings: Haven ,t seen you for a long time!二、Presentation and practice.Step 1 Model the dialog1. Ask the students what they say when they see something exciting or amazing. Tell them, "In English, we can say Wow!〞 Have the Ss repeat the word a few minute.2. Hold up the card, ask students to answer what they can see.3. Choose one student. Ask , "What ,s this ?〞The student replies.4. Learn the new words in the same way.Step 2 Talk about the storyHave the students open their books, ask these questions about the pictures:1. Where are Lulu and Mocky?2. Who has a stall there ?3. What is the litter fruit?4. Does she like it?T: We are going to talk about the story.1. Hold up a card. Say, "What ,s this ?〞Elicit the answer, "peach〞.2. Repeat this for pear, orange, and nut.Step 3 Story1.T: We are going to meet some new friends.Play the tape once without stopping.2.Play the tape again, pausing after each picture. Have the students repeat each sentences after hearing it on the tape.3. Divide the class into two groups. One group will be Mocky, the other group will be Lulu.4. Play the tape again. Stop the tape after each sentences.Step 4 Talk about the story in group.1.Have students talk about the story after thacher.2. Encourage the children to talk about the story in group.3.Choose some students to act it out.三、HomeworkEncourage the students to tell the story to their families.教学后记：先复习了上个学期所学的知识 ,用活动、影片的形式来调动学生的积极性 ,效果较好 .课堂上 ,还要尽量注意对学生口语发音的训练 .Lesson two(2 -18)Teaching Aims:1、Understand the dialogue what ,s mean.2、The students like to learn English.2、The students can be ask and answer the dialogue.Teaching Emphasis:3、How can use "What ,s this?〞 in the dialogue. And answer it.4、Emphasis sentence: Is it a……? Yes,it is./ No,it isn ,t.Teaching Difficulty:The children can know the fruit words.Teaching step:一、Greetings.二、Presentation.Step 1 Words to learn1、Have the students open their books. Draw their attention to the " Words to learn 〞.2、Play the tape. Stop the tape after each new words. Ask the Ss to repeatit. Do this a second time.3、Play the tape straight through. While it is playing, hold up the book. Point to each words in turn.4、Play the guessing game outlined in the first part of the lesson. This time, use only the words for fruit in "Words to learn〞.Step 2 Listen to this1、Display copy of the page and point the bottom half. Tell the children Mocky says, What ,s this? Point to the picture of a banana. Elicit the answer, "It ,s a banana.〞2、Learn the new words and sentences. Have the students repeat the sentences and touch each word. Ask, Is it a peach? Answer, No, it isn ,t.Read the sentences and have the students repeat it before. Ask, Is it a banana? Answer, Yes, it is.3、Read the sentences together. Tel the Ss that I am going to play a tape. Play the first question and answer. Check that the students have chosen the answer on the page.Step 3 Play the game1、Hold up a pen. Say, Is this a pen? Elicit, Yes, it is. Now indicate an item farther away. Say, Is that a …?2、Put the Ss into pair to practice each question and answer.3、Have the Ss open their books at "Play the game〞. Still in pairs, have the Ss ask and answer questions about the numbered items.4、Group work. Play the game in group.Step4 Sing a song.Sing a song in class. Then sing the song group by group.Step 5 Play a gamePlay a guessing game to practice the new words and sentences.三、HomeworkSing the song and encourage the students to practice the new words and sentences.教学后记：对水果单词的学习 ,学生很有兴趣 ,每个人都在争着说出自己喜欢的水果名称 ,用英语来说名字 ,学生都能较快掌握好语音 ,同时也加强了句子的训练 .Lesson three(2 -20)Teaching Aims:1、Understand the dialogue what ,s mean.2、The students like to learn English.3、The students can be ask and answer the dialogue.Teaching Emphasis:5、How can use "What ,s this?〞 in the dialogue. And answer it.6、Emphasis sentence: Is it a……? Yes,it is./ No,it isn ,t.Teaching Difficulty:The children can know and read the words.Teaching step:一、Greetings.二、Presentation.Step 1 Talk together.1、Direct the students , attention to the top of the page. Say: Now we can read what we said.2、Read the words in the speech bubbles aloud, pointing to the words as you do so. Have the students repeat the words after you.Step 2 Listen and number.1、Have the Ss open the books at page 6 . Draw their attention to the bottom half of the page.2、T: We are going to listen to the tape. You touch the correct characters when you hear them say "Hello.〞3、Play the tape and have the children touch the correct pictures.4、Play the tape two sentences at a time. Stop after each pair.5、Repeat the procedure for the other pictures.Step 3 Sounds and letters1、Draw the Ss , attention to the top of the page.2、Play the tape for baby and ball. Ask : Do these words have the sound /b/3、Play the tape again and have the Ss say the sound.4、Repeat the procedure for others.Step 4 Listen and write.1、Display the page and have the Ss turn to the matching page in their own books.2、Have Ss point to the words. Play the tape for peach, draw the Ss attention to the word under the picture.3、Repeat the procedure for the other words. Have the Ss write the letter in the blanks.三、Homework.color the pictures on page 6 and 7.教学后记：用听力、口语的形式来操练句型 ,学生复习的较好 ,但对于boat与boy的读音还要加强训练纠正 ,强调好字母的书写 ,单词的拼写 .Lesson four(2 -23)Teaching Aims:1、Can use the sentences and write the words correctly.2、The students like to learn English.3、The students can be ask and answer the dialogue.Teaching Emphasis:4、How can use "What ,s this?〞 in the dialogue. And answer it.5、Emphasis sentence: Is it a……? Yes,it is./ No,it isn ,t.Teaching Difficulty:The children can read and write the words.Teaching step:一、Greetings.二、Presentation.Step 1 Trace the words1、Hold up the card for banana . Ask "What is it?〞 Elicit from the students, It is a banana.2、Have the students open their books at page 8.Draw their attention to the first sentences. Say, We are going to write what I said just now.3、T: Watch me write the word.Stand with my back to the class. Write the word in the air, using large arm movements.4、Ask the students to write the word in the air after me.Repeat it.5、Have the students turn to the " Trace the words〞 activity in their books.6、Have the students trace over other words by themselves.Step 2 Find and circle1、Display my book. Point to each picture in turn and say the matching word. Ask, What is this? And have the Ss circle the word.2、Repeat the procedure for the other pictures of fruit.3、Put the Ss into pair, tell them that they must find the other fruits namesin the puzzle and circle them out.Step 3 Uncle Book ,s blackboard1、Hold up the card, what and this , read it to the Ss, point to the words as I read them.2、Have the Ss repeat the words after teacher.3、Now hold up the What is this? , explain the meaning of this sentence.4、In the same way, review Is it and introduce It is.5、Now have Ss open the book, model the structures by reading.6、Divide the class into two groups. Have one group repeat the question, and for the other group repeat the answer. Have the group change places.Step 4 Guess and say.1、Have the students practice saying the sentences of this unit.2、Display my book, and explain that when I point to a fruit, I will aska child to guess and say.三、HomeworkAsk students to finish tracing words on page 8.教学后记：通过实物教学 (水果) 学生能很快直接地接受新词的意思 ,该课新知识都是学生在日常生活中比较熟悉的 ,通过实物或卡通形式来激发学生的学习兴趣 ,在复习中也能提高学习的积极性 .Lesson five(2 -25)Teaching Aims:1、Can use the sentences and write the words correctly.2、The students like to learn English.3、The students can be ask and answer the dialogue.Teaching Emphasis:6、How can use "What ,s this?〞 in the dialogue. And answer it.7、Emphasis sentence: Is it a……? Yes,it is./ No,it isn ,t.Teaching Difficulty:The children can read and write the words.Teaching step:一、Greetings.二、Presentation.Step 1 Read, and check1、Review the sentences：What is it?2、Ask the students to practice reading sentences like, this is ..., then ask the students to read the sentences on page 10.3、Display the book, point to the first picture. Then, point to the question, Is it a lemon? Read the words aloud as you point each one. Elicit the answer, Yes, it is.4、Ask students to point to the answer in their books. Have them read the words whit you.5、Put the students into pair, do this exercise.Step 2 Let ,s chant.1、Use the cards and have students practice reading the words.2、Read the rhyme to the students, point to each word. Then play the tape for the rhyme and have students listen and point to the words on the page.3、Play the tape again and have students join in, encouraging them to hum or clap with the rhyme.Step 3 Match the names.1、Model the word for them, and color the pictures.2、 Have the students use their fingers to follow the ant trail between thepictures and the words.四.Homework.Read the chant and color the pictures on page 10.教学后记：个别学生对单词的发音还有待加强 ,通过各种形式的操练 ,大局部学生对于新句型和对话掌握较好 ,成绩好的学生掌握较好 .Lesson six(2 -28)Teaching Aims:1、Can understand the story.2、The students like to learn English.3、The students can be ask and answer the dialogue.Teaching Emphasis:8、How can use "What ,s this?〞 in the dialogue. And answer it.9、Emphasis sentence: Is it a……? Yes,it is./ No,it isn ,t.Teaching Difficulty:The children can read and write the words.Teaching step:一、Greetings.二、Presentation.Step 1 Uncle Book ,s storytimeTell the students that they going to listen to a story.1. Play the tap, ask the students to listen to the story .2. Have the students open the book, and look at the pictures, ask them to look for the familiar words in the book.3. Have the students read the story silently, encourage them to try to guess the meaning of unfamiliar words.4. Try to tell the story in groups.Step 2 Review the sentences and words.1、Use the picture cards.2、What ,s this? It ,s ** . Is it ** ? Yes, it is. No, it isn ,t.Step 3 Bingo1、Use this game to review the words and sentences in this Unit.Tell the Ss to take out their cards and get ready for the game.2、Play the game in group.Step 4 Self -assessment1、Have the students do this part in pairs or in groups by themselves.2、Students should assess themselves according to their own situation.3、Check the answer.四.Homework.Read Part A B , and the words and sentences.教学后记：学生对故事的句子很快就可以理解 ,但是对于一些旧的单词读音不是很好 ,有待加强 .Unit 8 Are these tomatoes?Lesson 1⑴教学目标②知识目标：What are these/those? They ,re/ They are ….Are these…? Plural nouns (regular)②能力目标：Listen and talk.③情感目标：鼓励学生大胆开口说英语 ,培养学生的自信心 .⑵教学重难点：Asking and answering question about plural objects⑶教学过程：1. ReviewUse this activity to review structures introduced in Unit 7, and the vocabulary introduced in Unit 2 and Unit 5.What ,s this? It ,s a … Is it a …? Yes, it is. / No, it isn ,t.2. Model the dialogBorrow three pens, pencils, and rulers from the children.Hold up one pen and ask, "What ,s this?〞 Elicit the answer, "It ,s a pen.〞 Repeat the procedure for pencil and ruler.Hold up a pen and repeat the question, "What ,s this?〞Now hold up two or three pens and say, "What are these?〞Repeat the procedure using the pencils and rulers.Now have the children repeat each sentence as you hold up first one object, and then more than one. Explain that we use these when we are referring to more than one object.Practice the structure "What are these/those? They ,re …〞 with some objects.3. Talk about the storyHave the children open their books at the story. Display your copy of the page and ask these questions about the pictures.Where are Ann, Ken, and Mocky?What is Mocky looking at?What is Mocky holding?What other vegetables does Mocky find?Who chases Mocky?4. StoryPlay the tape, pausing at each new picture. Have the children repeat the words before you move on to the next picture.Play the tape again, this time without stopping.Divide the class into three groups. One group will be Mocky, the second group will be Ken, and the third group will be Ann.Teacher read the vendor ,s line. Play one sentence at a time and point to the matching story picture. Have each group repeat its character ,s sentence.Read after the teacher .5. Set homeworkTell your families the English names for the vegetables.Read the text .6. 教学后记：根本的蔬菜名称都能掌握 ,但是要注意what are these的提问和答复不能和what ,s this混淆 .Lesson 2⑴教学目标①知识目标：What are these/those? They are …. vegetables②能力目标：Listen, say and sing.③情感目标：在歌曲中激发学生学习的兴趣 ,寓学于乐 .⑵教学重难点：Asking and answering question about plural objects.⑶教学过程：1. Warm -upChoose two children to come to the front of the class. Have one child hold up a flashcard and ask, "What are these?〞 and the other child answer, "They ,re …〞 After they have presented three cards, choose two more children and repeat the procedure.Pin up one of the six flashcards. Move away and point to the flashcard. Say, "What are those?〞 Elicit the correct answer.2. PluralsHold up the beans flashcard. Ask, "What are these?〞 Make sure the children say the final /s/ in They ,re beans.Explain to the children that, when we talk about more than one thing, we usually add an s at the end of the word.Draw one tomato and one mushroom on the board. Point to the tomato and have the children say tomato. Then hold up the flashcard and have them say tomatoes, emphasizing the final /s/ sound.Repeat the procedure for mushroom/s/.3. Words to learnDisplay your copy of the page. Play the tape once. Point to the picture of each vegetable as it is named.Play the tape again. Have the children touch the correct picture as they hear each vegetable ,s name.Without the tape , read the words together. Encourage the children to touch each word as they say it.Read the names again, and this time have the children repeat the words.4. Listen to thisTalk about the pictures first.Play the tape, pausing after each pair of sentences. Have them repeat Ken ,s question, then point to the correct vegetables.5. Teach the songUse the flashcards of the vocabulary being reviewed.Practice the structures "Are these …? Yes, they are. / No, it isn ,t.〞with the flashcards.These new structures will prepare the children for the song.Tell the children they are going to learn another song. Read the words aloud to the children , pointing to each word as you do so.Play the song. Encourage the children to sing along and to clap in time.6. Set homeworkTell the children you want them to sing the song to their families. Read the new words by themselves .7. 教学后记：听力局部学生们能够迅速找出答案 ,但对于单词朗读这一局部同学们还是有些困难 ,认为单词较长 ,而且比较难读 .应多加强单词阅读次数 .Lesson 3(3 -9)⑴教学目标②知识目标：Are these/those…? Yes, they are. No, they aren ,t.(Phonics )/t/ /d/②能力目标：Listen, talk and read.③情感目标：乐于模仿 ,敢于开口 ,积极参与 ,主动请教 .⑵教学重难点：Have the children practice the sounds and letters.⑶教学过程：1. Warm -upLanguage drillAre these …? Yes, they are. / No, they aren ,t.2. Talk togetherHave the children open their books at page 18. draw their attention to the pictures at the top of the page. Say, "Now we can read what we said.〞Display the copy of the page and then read aloud the words in the speech bubbles, pointing to each word as you say it.Read the words again, and have the children repeat them after you. Encourage the children to touch the words in their books as they say them. If time allows, the children could substitute other vegetable names for onions.First time:listen to the tape.Second time:listen and repeat.Read by themselves. Then elicit some students to read it.3. Listen and numberTalk about the pictures first.Play the tape, have the children number the pictures in the correct order. Check the answer.4. Sounds and lettersDraw the children ,s attention to the pictures on top of the page.Play the tape for taxi and tomatoes. Ask, "Do these words have the sound /t/?〞Play the tape again and have the children say the words aloud.Repeat the procedure for the /d/ words.5. Match the sounds.Read all the words in the circle and have the children touch the words that have all the same beginning sound with taxi.Read the words again and have the children repeat. This time have the children match the words that have the same beginning sound with taxi to its picture by lines.Repeat the procedure with the /d/ sound. Tell them that there might be pictures that do not match either sounds.6. Set homeworkAsk children to color the pictures on pages 18 and 19.7. 教学后记：对话局部黑体字掌握比较熟练 ,首||尾阅读稍有些困难 ,听力做的不错 ,单词发音也能根本掌握 .Lesson 4(3 -11)⑴教学目标①知识目标：Are these …? Yes, they are. / No, they aren ,t.(Phonics and writing )tomatoes, onions, potatoes and beans.②能力目标：Listen, read and write.③情感目标：乐于模仿 ,敢于开口 ,积极参与 ,主动请教 .⑵教学重难点：the correct writing of each word⑶教学过程：1. Trace the wordsHold up the flashcard for tomatoes. Ask "What are these?〞 Elicit from the children "They are tomatoes.〞Have the children open their books at page 20. Show your copy of the page. Draw their attention to the first sentence. Say, "We are going to write what we said just now.〞 Have the children trace the word tomatoes. Repeat the procedure for the other sentences.2. Read and matchDraw the children ,s attention to the pictures and words at the bottom of the page.Point to the first word eggplants. Say, "Eggplants.〞 Have the children repeat after you as they touch the word in their books.Now point to the picture of eggplants. Ask, "What are these?〞 Elicit from the children, "They ,re / They are eggplants.〞Have the children draw a line from the word to the picture and repeat the word eggplants.Repeat the procedure for the other words and pictures.3. Uncle Booky ,s Blackboard。

北师版二年级英语下册全册教案与反思

北师版二年级英语下册全册教案与反思
引言
该文档旨在提供北师版二年级英语下册全册的教案与反思，以供教师参考。

教案包括教学目标、课时安排、教学内容和教学活动等方面的内容。

反思部分对教学过程及效果进行总结和评估。

教案
教学目标
通过教学，使学生能够：
1. 熟练掌握课本中的基础英语词汇和语法知识；
2. 提高听、说、读、写综合运用英语语言的能力；
3. 培养学生的英语研究兴趣和口头表达能力；
4. 培养学生的合作意识和团队合作能力。

课时安排
本教案共包含20个课时。

每个课时的教学内容、时间分配和教学活动如下表所示：
教学内容
教学内容根据教学目标和教材内容安排，包括词汇研究、语法规则讲解、听力练、问答活动、角色扮演、句子复述、文章朗读、对话练、综合训练、课本朗读、讨论活动、语法巩固、读训练、写作训练等。

教学活动
教学活动根据教学内容和学生特点设计，包括听、说、读、写练、问答游戏、句型训练、语法练、文章朗读、讨论活动、角色扮演、语法巩固、单元复、游戏等。

反思
教学过程中的反思是对教学效果的总结和评估。

具体反思内容包括：
1. 教学目标的达成情况；
2. 学生研究情况和参与度；
3. 教学方法的有效性和适用性；
4. 存在的问题和需要改进的地方；
5. 对学生和教师的建议。

结论
本教案提供了北师版二年级英语下册全册的教案与反思，以帮
助教师有针对性地进行教学。

教师可根据具体情况进行调整和优化，以取得更好的教学效果。

同时，教师应不断反思和改进自己的教学
方法，以更好地满足学生的学习需求。

北师大版小学英语二年级下册全册教案Unit8 2

2、Then do the listening. After that, check the answer.
3、Then ask them to read after it.
1、Ask students to describe the picture at first.
2、Then listen to the song. I’ll tell the meaning of the song.
6、Then ask them to read these words after the tape. Encourage the children to touch each word as they say it.
Listen to this: Student Book page 16
1、Ask them to look at these pictures and talk about it.
2、Explain to the children that, when we talk about more than one thing, we usually add an s at the end of the word.
3、Draw one tomato and one mushroom on the board. Point to the tomato and have the children say tomato. Then hold up the flashcard and have them say tomatoes, emphasizing the final/s/sound.
They look at these pictures and talk about it.

北师大版小学英语二年级下册全册教案Unit8 1

内容（课题） Grade2 Unit 8 Are these tomatoes 第 1 课时知识、 1、听故事体会本单元学习的主要内容。技能 2、理解本部分的故事。
3、理解运用 are these ……..句型。
教学
1、Review
目过程、 2 、presentation
标方法
3 、Talk about the story
single pen． Say， “What’s
that?”Have the children repeat
the question and give the
answer．
The students try
5、 Now point to the group of
pens．Say．“What are those?’’ to answer my Repeat the procedure using the
教学用时一课时
教学方法故事教学法，情景教学法
教学过程
教师活动
学生活动
备注
1、Review
Review the words we have learned in Unit7: 1、 Hold up the flashcards in
1
Elicit， “No， it
isn’t．
It’S
a(computer)．
pencils and rulers．
questions.
3、
6、talk about the story
Extending Ask students to listen to the
listening
story for the first time. T: Where are Ann, Ken and

北师大版二年级英语下册全册精品教案(教学设计)

最新北师大版小学英语二年级下册全册精品教案（教学设计）多套老师好帮手整理北师大版二年级英语下册教案Unit 7 Is it a pear?第一课时Teaching Aims:1. Understand the dialogue what’s mean.2. The students like to learn English.The students can be ask and answer the dialogue. Teaching Emphasis:Use “What’s this?”in the dialogue. And answer it. Emphasis sentence: Is it a……? Yes, it is. / No, it isn’t. Teaching Difficulty:The children can be use the “What’s this?”in dialogue. Answer it.Teaching step:一、Greetings: Haven’t seen you for a long time!二、Presentation and practice.Step 1 Model the dialog1. Ask the students what they say when they see something exciting or amazing. Tell them, “In English, we can say Wow!”Have the Ss repeat the word a few minute.2. Hold up the card, ask students to answer what they can see.3. Choose one student. Ask，“What’s this ?”The student replies.4. Learn the new words in the same way.Step 2 T alk about the storyHave the students open their books, ask these questions about the pictures:1. Where are Lulu and Mocky?2. Who has a stall there?3. What is the litter fruit?4. Does she like it?T: We are going to talk about the story.1. Hold up a card. Say, “What’s this?”Elicit the answer, “peach”.2. Repeat this for pear, orange, and nut.Step 3 Story1. T: We are going to meet some new friends.Play the tape once without stopping.2. Play the tape again, pausing after each picture. Have the students repeat each sentence after hearing it on the tape.3. Divide the class into two groups. One group will be Mocky, the other group will be Lulu.4. Play the tape again. Stop the tape after each sentence. Step 4 T alk about the story in group.1. Have students talk about the story after teacher.2. Encourage the children to talk about the story in group.3. Choose some students to act it out.三、HomeworkEncourage the students to tell the story to their families.教学后记：先复习了上个学期所学的知识，用活动、影片的形式来调动学生的积极性，效果较好。

新教材北师大版先锋英语二年级下册英语全册英文教案

Unit 7 Is it a pear?Lesson1Prepare the Student Book used last term.1.ReviewThe following exercise reviews some of the English expressions in Units 2 and 3.Display your copy of pages 14 and 15 of Book one. Show the children the pictures and ask what they remember of the story. You may have to prompt the children by asking specific questions about each picture.Tell the children, “In Unit 2, Mocky takes Ann and Ken to meet Uncle Booky. Mocky says to them, ‘Come on!’ when they set out. What do we say when we want someone to come with us?” Elicit an appropriate expression in Chinese.Say, “Yes, and in English we say Come on!” Repeat the words Come on! and mime an appropriate gesture as you do so. Have the children do the same.Say, “Mocky says, ‘Oh, no!’ when he sees that the leopard is going to eat a lemon. What is Mocky feeling?” The children can answer in Chinese.Say, “Yes, in English we say Oh, no! when we are surprised or frightened or worried.” Elicit a similar expression in Ch inese. Have the children say Oh, no! with an appropriate expression on their faces.Display your copy of page 27 of Book One. Say, “Later in the story Mocky falls down and Ken says, ‘Oh! Poor Mocky.’” Ask, “What is Ken feeling?” Have the children ans wer in Chinese.Confirm their answer. “Yes, Ken feels sorry for Mocky. He says, ‘Oh! Poor Mocky.’” Have the children repeat Oh! Poor Mocky. with expression in their voices and on their faces.2.Model the dialogAsk the children what they say when they see something exciting or amazing. Tell them, “In English, we can say Wow!” Have the children repeat the word a few times, with expression on their faces.Ask the children what they say when they taste something really delicious. Tell them, “In English, we can say Oooh, yum!” Have the children repeat the words a few times.Ask the children what they say when they taste something very unpleasant. Tell them, “In English, we can say Yuk!” Allow the children to repeat the word a few times.Practice the expressions Oooh, yum! and Yuk! by asking, for example, “What do you think of the ice cream?” “Oooh, yum!”3.Talk about the storyStudent Book pages 2 and 3Have the children open their books at pages 2 and 3. Ask these questions about the pictures:Picture 1: “Where are Mocky and Lulu?”Picture 2: “Who has a stall there?”“What does she sell?”Picture 3: “What does Lulu taste first?”“Does she like it?”Picture 4: “What does she taste next?”Picture 5: “What is the little fruit?”Picture 6/7: “What does Lulu try now?”Picture 8: “Does she like it?”4.StoryStudent Book pages 2 and 3Say, “Now we’re going to hear what the characters said.”Play the tape once without stopping.Play the tape again, pausing after each picture. Have the children repeat each sentence after hearing it on the tape.Divide the class into two groups. One group will be Mocky, the other group will be Lulu.Play the tape again. Stop the tape after each sentence. Have each group repeat the dialog for their character. Then the groups change roles.5.Set homeworkRemind the children to practice some of the new English expressions(Wow! Oooh, yum! and Yuk!) at home.Lesson2PreparationYou will need:any six flashcards from previous Units.nguage drillChoose any six flashcards from previous Units. Hold up the first card so that the children cannot see the picture. Give one or two clues about the object on the card, for example, “It’s something big. Itfl oats on water, etc.” Have the children try to guess what it is.Model the question Is it a (bike)? Have them repeat the question with different English words. Answer, “No, it isn’t.” or “Yes, it is.”Make the clues less clear for each card. The children then have to ask more Is it a (bike)? questions.2.Words to learnStudent Book page 4Have the children open their books at page 4. Draw their attention to the “Words to learn” exercise at the top of the page.Play the tape. Stop the tape after each new vocabulary word. Ask the children to repeat it. Do this a second time.Play the tape straight through. While it is playing, hold up your copy of the page and point to each fruit as it is named.Hold up your copy of the page. Point to each fruit in turn. Ask, “What is it?” If the children cannot answer, ask, “Is it a lemon?” etc. The children should answer, “Yes, it is.” or “No, it isn’t.” Then repeat, “What is it?” Elicit, “It is a (nut).”Play the guessing game outlined in the first part of the lesson. This time, use only the words for fruit in “Words to learn”.3.Listen to thisStudent Book page 4Display your copy of the page and point to the bottom half. Tell the children, “Mocky says, ‘What’s this?’” Point to the picture ofa banana. Elicit the answer, “It’s a banana.”Repeat for the other two pictures.Display your copy of the page. Point to the first sentence. Read the words as you point to each one.Have the children repeat the sentence and touch each word.Ask, “Is it a peach?” Elicit, “No, it isn’t.”Read the next sentence and have the children repeat it as before.Ask, “Is it a banana?” Elicit, “Yes, it is.”Read the third sentence together. Ask, “Is it a strawberry?” Elicit, “No, it isn’t.”Tell the children that you are going to play a tape. Explain that you want them to put a check (??)beside the answer in their books that matches the answer on the tape.Play the first question and answer. Check that the children have chosen the correct sentence.Repeat the procedure for pear and lemon.4.Play the gameStudent Book page 5Hold up a pen. Say, “Is this a pen?” Elicit, “Yes, it is.” Now indicate an item farther away. Say, “Is that a (ruler)?”Put the children into pairs to practice each question and answer.Have the class open their books at “Play the game”. Still in pairs, have the children ask and answer questions about the numbered items, for example, What’s this? It’s a (ball). Is this a hat? Yes, it is./No, it isn’t.When you say the number of an object in Chinese, they say its name together in English. If they are uncertain of the English name for some objects,you could say the word and have the children repeat it.Extend this activity by asking the children to find any items in the picture that begin with the letter b (ball, banana, book). Repeat for the letter c (computer, cup).5.Set homeworkAsk the children to practice structures:What’s this/that? It’s a ... Is it a ...?Yes, it is./No, it isn’t.Lesson3PreparationYou will need:flashcards for the vocabulary introduced in this Unit.1.ReviewThis is a vocabulary review. Use the flashcards for this Unit.Hold up each of the flashcards in turn. Ask the children, “Is it a (nut)?” Elicit, “Yes, it is.” If necessary, give the answer to the first question. Have the children repeat it.Hold up each of the four cards in turn. Ask, “What’s this?” Elicit, “It’s a (pear).”Choose one child to hold up the cards in turn again. This time, ask, “What’s that? Is it a (nut)?” Deliberately give the wrong name for some of the fruit. Elicit No, it isn’t. It’s a (lemon). or Yes, it is.2.Talk togetherStudent Book page 6Display your copy of the page. Direct the children’s attention to the top of the page.Sa y, “Now we can read what we said.”Read the words in the speech bubbles aloud, pointing to the words as you do so. Have the children repeat the words after you.3.Listen and numberStudent Book page 6Have the children open their books at page 6. The children will number each pair of sentences on a picture.Play the tape two sentences at a time. Stop after each pair. Ask, “Which picture matches those sentences?”Have the children touch the matching picture.Play the tape a second time. This time have the children number the picturesin the order they hear on the tape.4.Sounds and lettersStudent Book page 7Draw the children’s attention to the top of the page.Play the tape for baby and ball. Ask, “Do these words have the sound /b/?”Play the tape again and have the children say the words aloud.Repeat the procedure for the/p/words.5.Listen and writeStudent Book page 7Have the children look at the two rows of pictures at the bottom of the page. Show your copy of the page. Point to the first picture and ask, “What’s this?”The children should answer, “It’s a peach.”Write the letter p in the blank.Play the tape for peach. Draw the children’s attention to the word under the picture. Say, “Which letter is missing?”Elicit from the children p.Play the tape again and this time have children write the letter p on theline to complete the word.Repeat the procedure for the other words. Have the children write theletters in the blanks.6.Set homeworkStudent Book pages 6 and 7Tell the children to color the pictures on pages 6 and 7.Lesson4PreparationPhotocopy Drillcard Master 7(page 160)onto light card. Cut it up to make a set of drillcards.You will need:flashcards for vocabulary introduced in this Unit.1.Trace the wordsStudent Book page 8Hold up the flashcard for banana. Ask, “What is it?” Elicit from the children “It’s a banana.”Have the children open their books at page 8. Show your copy of the page. Draw their attention to the fir st sentence. Say, “We are going to write what we said just now.” Have the children trace the phrase a banana.On the second box, have the children copy the phrase a banana by themselves.Repeat the procedure for the other sentences.2.Find and circleStudent Book page 8Draw the children’s attention to the bottom of the page. Show your copy of the page. Point to the picture of the lemon and ask, “What’s this?” Elicit, “It’s a lemon.” Point to the word lemon and have the children circle the word.Repeat the procedure for the other pictures of fruit.Explain to the children that they can find all the fruit names in the puzzle.Put the children into pairs. Tell them that together they must find the other fruit names in the puzzle and circle them out.Check that the children find all the words and circle them correctly.3.Uncle Booky’s BlackboardStudent Book page 9Hold up the What’s and this? drillcards. Read the sentence aloud. Have the children repeat the words after you. Do the same with the What is drillcard.Repeat the procedure, substituting that? for this?Have two children stand in front of the class. Have one child hold up the It is a drillcard, and the other child hold up a flashcard for this Unit. Together they make a sentence, It is a (pear).Point to each card in turn and say the words as you point. Repeat with two other children holding up the It’s a drillcard and a different flashcard.Repeat the two procedures. Have the children say the words.Choose four different children. Give one child the Is it a drillcard. Give each of the other children a “fruit” drillcard.Have two of the children form a sentence, Is it a (nut)? Read the words to the class as you point to each word. Hold up the appropriate flashcard next to the drillcard. Elicit the answer, “Yes, it is.”Repeat the procedure, but this time have the children say the words as you point to each one.Now hold up the banana flashcard. Say, “Is it a pear?” Elicit the answer, “No, it isn’t/is not.”Repeat the procedure for the other flashcards. Occasionally hold up the matching flashcard. Make sure that all the children change to Yes, it is.Have the children open their books at page 9. Say, “Now we will read these words t ogether.” Encourage the children to touch the words as they read them. Use all possible combinations.4.Guess and sayStudent Book page 9Ask the children to take out their small fruit flashcards in this unit.Put children in pairs. Have each pair mix their cards together and then spread them face down on the desk.Student A puts his/her hand on one card and asks student B to guess. Student B says, “Is it a (lemon)? ” Student A flips over the card and answers, “No, it isn’t. It’s a (pear).” or “Yes, it is.”Continue the game until all the cards are flipped over. Then the two students change their roles.5.Set homeworkAsk the children to finish tracing words on page 8.Lesson51.ReviewReview the flashcards for this unit. Hold up one of the flashcards and ask, “What’s this?” Elicit, “It’s a pear.”Repeat this for peach, lemon, orange, nut, strawberry, banana.2.Read and check ()Student Book page 10Have the children turn to page 10. Display your copy of the page. Point to the first picture. Then point to the question Is it a lemon?. Read the words aloud as you point to each one. Elicit the answer, “Yes, it is.”Now ask the children to point to the answer in their books. Have them read the words with you.Repeat the procedure for the other pictures. Check each answer.Put the children into pairs. Have one child in each pair ask the other child the first question. The other child then checks () the box beside the correct answer.Have the children change roles for the second question, and so on. Repeat until every child has asked and answered all questions.Now hold up your copy of the page and read the questions and the correct answers. Have the children check their own answers.3.Let’s chantStudent Book page 11Use pictures or real objects to review the following words: orange, pear, apple, lemon, nut, strawberry, kite, bird. Make sure the children can say these things when given a picture or a real object.Read the rhyme to the children, pointing to each word.Play the tape for the whole rhyme. Have children listen and point to the words and the matching pictures on the page.Play the tape again and have children join in, encouraging them to hum or clap with the rhyme.Have children point to the pictures in their books as they listen to the tape again. They can also add some actions and act the rhyme out.4.An additional activity: Match the namesTeacher’s Book page 28Photocopy the page and give each child a copy.Ask the students to say the words and color the pictures.Have the children use their fingers to follow the ant trail between the pictures and the words.Note: An additional activity is provided at the end of Unit 7 through Unit 11. You can decide to use or not to use according to your own situation.5.Set homeworkStudent Book page 10Explain to the children that you want them to:ask their families about the fruit, using the structure Is this a (pear)?, and the correct English names.color the pictures on page 10.Lesson61.Uncle Booky’s storytim eStudent Book page 12Tell the children that they are going to listen to a story.Play the tape, ask the children to listen to the story with their books closed.Have the children open their books, and look at the pictures.Ask them to look for familiar words in the story.Have children read the story silently, encourage them to try to guess the meaning of unfamiliar words.It doesn’t matter if they don’t know the words. The requirement for this part is to understand the story.2.I spyThis game reviews the beginning sounds of some of the vocabulary introduced in Units 1 through 7. It also reviews the structures Is it a(desk)?, No, it isn’t., and Yes, it is.Display some of the flashcards from Unit 1 through 7 around the room.Tell the children they will play a game called I spy. Explain that you will secretly write down the English for one of the flashcards and you want them to guess what it is. Tell the children that the only clue you will give them is the beginning letter of the object’s English name.Have the children say, “Is it a (book)?” each time they make a guess. Answer only: “Yes, it is.” or “No, it isn’t.”For example, begin by saying, “I spy something beginning with the letter (C).”When a child guesses correctly, show him or her the piece of paper with the name written on it. Then write the name on the board.Repeat the procedure, choosing another flashcard for something with a different beginning letter.You could divide the class into teams and keep score on the board to make the game more competitive. Give one point for each correct answer.If the children appear confident in playing this game, allow a child to stand in your place and choose a flashcard. Have the child whisper its English name to you so that you can write it down. Then have the child say, “Yes, it is.”or “No, it isn’t.”in answer to the other children’s questions.3.BingoUse this game to review the vocabulary introduced in Unit 7.Tell the children to take out their student cards and get ready for the game.See Unit 1, page 24, for the rules and procedure.4.Snap!This game reviews new vocabulary and letters introduced in Unit 7. It is best played in pairs.Ask the children to take out their small flashcards for Unit 7.See Unit 1, page 24, for the rules and procedure.5.Self-assessmentStudent Book page 13Have the children do this part by themselves. Children should assess themselves according to their own situation. They should be encouraged to compare their results with their classmates and learn from each other.Children could work in pairs to do the first activity. One child points to a picture, the other says the name. The first child checks his/her answer in the box below each picture. Then they change their roles. Children can also do this part individually.Have children do the second part individually. Encourage them to compare their results with his/her classmates.6.My notes and teacher’s notesStudent Book page 13This activity is to help children have a look at what they have done in this unit. Ask them to assess themselves according to the items in My Notes individually. Explain to them that the stars here only indicate how well they have done in their learning and they should not be changed to scores.The teacher should evaluate the children positively in the part of Teacher’s Notes. The purpose is to have children realize that they are making progress and to help them build up a sense of achievement and confidence. Stickers provided at the end of the Teacher’s Book can be used here.Unit 8 Are these tomotoes?Lesson1Prepare gameboards and cards.You will need:flashcards for the vocabulary introduced in Units 2 and 5.1.ReviewUse this activity to review structures introduced in Unit 7, and the vocabulary introduced in Units 2 and 5.Hold up the flashcards one by one. Ask, “What’s this?” Elicit the answer, “It’s a (pen).”Hold up the card again. Ask, “Is it a (car)?” giving the wrong word. Elicit, “No, it isn’t. It’s a (computer).”2.Model the dialogBorrow three pens, pencils, and rulers from the children.Hold up one pen and ask, “What’s this?” Elicit the answer, “It’s a pen.” Repeat the procedure for pencil and ruler.Hold up a pen and repeat the question, “What is this?”Now hold up two or three pens and say, “What are these?”Repeat the procedure using the pencils and rulers.Now have the children repeat each sentence as you hold up first one object, and then more than one. Explain that we use these when we are referring to more than one object.Now place one pen at one end of the table, and a group of pens at the other. Make sure the children can see them clearly. Move away from the table. First point to the single pen. Say, “What’s that?” Have the children repeat the question and give the answer.Now point to the group of pens. Say, “What are those?” Repeat the question as the children listen. Then have the children say the words as you point first to the single pen and then to the group.Repeat the procedure using the pencils and rulers.Choose a child to hold up some pens and have the child ask, “What are these?” You answer, “They are pens.” Repeat your answer and emphasize the final /s/.Choose another child to repeat the procedure with pencils. This time you answer, “They’re pencils.” Explain that They are and They’re mean the same thing.3.Talk about the storyStudent Book pages 14 and 15Have the children open their books at the story. Display your copy of the page and ask these questions about the pictures:Picture 1:“Where are Ann, Ken, and Mocky?”“What are they going to do?”Picture 2: “What is Mocky looking at?”Picture 3: “What is Mocky holding?”Pictures 4/5/6: “What other vegetables does Mocky find?”Picture 7: “What does Mocky do with the vegetables?”Picture 8: “Which vegetables are these?”Picture 9: “What does Mocky do?”“Is Ken pleased with Mocky?”Picture 10: “Who chases Mocky?”4.StoryStudent Book pages 14 and 15Say, “Now we’re going to hear what the characters said.”Play the tape, pausing at each new picture. Have the children repeat the words before you move on to the next picture.Play the tape again, this time without stopping.Divide the class into three groups. One group will be Mocky, the second group will be Ken, and the third group will be Ann. You read the vendor’s line.Play one sentence at a time and point to the matching story picture. Have each group repeat its character’s sentence.5.Set homeworkTell children that you want them to:find some of the vegetables at home (beans, cabbages, carrots, mushrooms, onions, potatoes, and tomatoes)tell their families the English names for the vegetables.Lesson2PreparationYou will need:the“vegetable”flashcards listed.1.ReviewHold up one of the flashcards and ask, “What are these?” Have the children repeat the question after you. Now elicit the correct answer, “They are/They’re (beans).”Repeat the procedure for the other six flashcards.Choose two children to come to the front of the class. Have one child hold up a flashcard and ask, “What are these?” and the other child answer, “They’re (onions).” After they have presented three cards, choose two more children and repeat the procedure.Pin up one of the six flashcards. Move away and point to the flashcard. Say, “What are those?” Elicit the correct answer.2.PluralsHold up the beans flashcard. Ask, “What are these?” Make sure the children say the final /s/ in They’re beans.Explain to the children that, when we talk about more than one thing, we usually add an s at the end of the word.Draw one tomato and one mushroom on the board. Point to the tomato and have the children say tomato. Then hold up the flashcard and have them say tomatoes, emphasizing the final /s/sound.Repeat the procedure for mushroom/s.3.Words to learnStudent Book page 16Have the children open their books at page 16.Display your copy of the page. Play the tape once. Point to the picture of each vegetable as it is named.Play the tape again. Have the children touch the correct picture as they hear each vegetable’s name.Without the tape, read the words together. Encourage the children to touch each word as they say it.Read the names again, and this time have the children repeat the words.4.Listen to thisStudent Book page 16Display your copy of the page. Point to the picture. Say, “Who is talking to Mocky?” The children should answer Ken.Point to the first speech bubble. Read it aloud to the children, pointing to each word as you say it. Have the children repeat the sentence after you. Repeat the procedure for the second speech bubble.Now point to each basket of vegetables. Ask, “What are these?”Elicit the correct answer, “They are/They’re (tomatoes).”Have the children open their books. Play the tape, pausing after each pair of sentences. Have them repeat Ken’s question, then point to the correct vegetables.5.Teach the songStudent Book page 17Use the flashcards of the vocabulary being reviewed.Hold up the flashcard for potatoes. Say, “Are these potatoes?” Elicit “Yes, they are.”Ask the question again and encourage the children to answer, “Yes, they are potatoes.”Now hold up the flashcard aga in. Say, “Are these cabbages?” Elicit,“No, they aren’t.”Repeat the question and encourage the children to answer, “No, they aren’t cabbages.”Repeat these procedures for the other flashcards.These new structures will prepare the children for the song.Have the children turn to page 17. Tell the children they are going to learn another song. Read the words aloud to the children, pointing to each word as you do so.Play the first two lines of the song and encourage the children to join in by singing and clapping. Play the rest of the song, two lines at a time, and encourage the children to join in.6.Sing the songStudent Book page 17Play the song from the beginning. Encourage the children to sing along and to clap in time.7.Set homeworkTell the children you want them to sing the song to their families.Lesson3PreparationYou will need:flashcards for vocabulary introduced in this Unit.nguage drillHold up a flashcard of beans. Point to the card in your hand. Ask, “Are these potatoes?” Give the answer, “No, they are not.”Have the children repeat the question after you, and then give the answer.Introduce No, they aren’t. Explain that aren’t and are not mean the same thing.Now put the card on a chair. Point to the card and ask, “Are those potatoes?” Have the children repeat the question and then give the answer.Repeat the procedure, but this time use the flashcard for potatoes. Elicit the answer, “Yes, they are.”Use the other flashcards in a class drill, following the steps above.2.Talk togetherStudent Book page 18Have the children open their books at page 18. Draw their attention to the pictures at the top of the page. Say, “Now we can read what we said.”Display your copy of the page and then read aloud the words in the speech bubbles, pointing to each word as you say it.Read the words again, and have the children repeat them after you. Encourage the children to touch the words in their books as they say them.If time allows, the children could substitute other vegetable names for onions.3.Listen and numberStudent Book page 18Draw the children’s attention to the bottom half of the page. Explain that you want them to number each sentence on the tape on its picture.Play the tape, one sentence at a time. After each sentence, say, “Which picture matches that sentence?” Have the children touch the matching picture. Watch that the children choose correctly.Play the tape again. This time have the children number the pictures in the correct order.4.Sounds and lettersStudent Book page 19Draw the children’s attention to the pictures on top of the page.Play the tape for taxi and tomatoes. Ask, “Do these words have the sound /t/? ”Play the tape again and have the children say the words aloud.Repeat the procedure for the /d/ words.5.Match the soundsStudent Book page 19Have the children open their books at page 19. Draw their attention to the pictures at the bottom of the page. Show your copy of the page. Point to the picture of taxi. Ask, “What’s this?” Elicit the word from the children.Repeat the procedure for other pictures.Now point to the words taxi and tomatoes. Read the words and have children repeat after you. Tell the children that there is a line joining the two words together because they have the same beginning sound /t/.Read all the words in the circle and have the children touch the words that have all the same beginning sound with taxi.Read the words again and have the children repeat. This time have the children match the words that have the same beginning sound with taxi to its picture by lines.Repeat the procedure with the /d/ sound. Tell them that there might be pictures that do not match either sounds.6.Set homeworkStudent Book pages 18 and 19Ask children to color the pictures on pages 18 and 19.Lesson4PreparationPhotocopy Drillcard Master 8 and 9(pages 161 and 162)onto light cards. Cut them up to make a set of drillcards.You will need:flashcards for the vocabulary introduced in this Unit.1.Trace the words。

新版北师大版二年级下册英语教案设计

新版北师大版二年级下册英语教案设计一、教学目标1. 掌握并正确运用本单元的重点词汇和句型。

2. 发展学生的听、说、读、写能力，提高英语综合运用能力。

3. 培养学生的团队合作意识和交流能力。

二、教学准备1. 教材：新版北师大版二年级下册英语教材。

2. 多媒体设备。

3. 教学课件。

4. 图片、海报等教具。

5. 练册和作业本。

三、教学过程1. 热身活动- 唱歌：教师与学生共同唱一首英文歌曲。

- 游戏：通过玩游戏来复和巩固上一单元的知识。

2. 新课导入- 通过播放一段与本单元内容相关的视频，引起学生兴趣，并引出本课的主题。

- 向学生介绍本课的目标和重点内容。

3. 新知呈现- 通过多媒体课件和实物教具，呈现本单元的重点词汇和句型。

- 介绍语言结构和语法规则，帮助学生理解和掌握。

4. 合作研究- 分组让学生进行小组讨论和合作研究，通过分享和交流，加深对教学内容的理解。

- 设计一些有趣的小组活动，激发学生的研究积极性。

5. 练与巩固- 教师设计各种练，帮助学生巩固所学内容。

- 通过口头练、听力训练和阅读练，提高学生的听说读写能力。

6. 作业布置- 布置适当的作业，巩固本课所学内容。

- 引导学生根据自己的兴趣设计一道综合运用能力的题目。

四、教学评估1. 通过观察学生在课堂上的表现，了解他们对所学内容的理解和掌握程度。

2. 综合评价学生的口头表达、书面作业和参与度等方面的表现。

3. 及时给予学生反馈和鼓励，帮助他们改进和提高。

五、教学反思1. 结合课堂实际，反思本节课的教学设计和教学策略的有效性。

2. 总结学生的研究情况和表现，为下节课的教学提供参考。

以上为《新版北师大版二年级下册英语教案设计》的简要内容，希望能对您的教学提供一些参考和帮助。

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