二年级英语上册 Unit 7 Is it a pear(第2课时)教案 北师大版
二年级英语上册 Unit 7 Is it a pear(第4课时)教案 北师大版
《Unit 7 Is it a pear?》第四课教案PreparationPhotocopy 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 first 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 ch ildren’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 together.” Encourage th e 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.。
二年级英语上册Unit7Isitapear(第5课时)教案北师大版(最新整理)
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《Unit 7 Is it a pear？》第五课教案1。
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。
北师大版二年级英语上册Unit7Isitapear第1课时教案
《Unit 7 Is it a pear?》第一课教案Teaching aims: Present the new words and sentence structures of this Unit.Get Ssto understand and read the dialogue.Teaching importance: The new sentence structure: “What’s this/that? It’s a/an...”Teaching difficulties: The new sentence structure：“Is it a/an…? Yes, it is./No, it isn’t.Teaching tools: flashcards for this UnitPrepare the Student Book used last term.Teaching procedure: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 An n 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 orworried.” Elicit a similar expression in Chinese. 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 answer 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.。
二年级英语is it a pear教案8
（2）今天老师准备开一个 Fruit shop ，Look 教师出示各种水果的照片， 问：Which one do you want study ？ 学生看图片，然后依次请同学说
估计：A 学生可能会说出已经学过的水果名称，
对策：教师则问：Can you speak it in English ?并引导用 I like apple .来回答。 B 很多同学会争先恐后的说没学过的水果 对策：学生每说出一个没学过的名称，教师则用听录音或是口头示范的方式说出单词， 并请同学一起跟着读，再问一问：Do you like strawberry ?
让学生来猜测，把猜正确的水果呈现出来，复习句型 It’s a …
每次在学生猜测之前教师都要先问：What’s this ? 并板书，猜出两个以后，带领全班同 学一起来问。 .教师出示单词卡片，学生认读。（lemon、watermelon、apple、banana）
二、呈现操练： 1.学习新单词： Today we’re going to study some new fruits .Look，What’s this ? （1）出示菠萝图片的一个小部分，让学生来猜， 估计： A 多数学生都能看出来是菠萝，然后大声地说出汉语 对策：教师随即对答：Yes, It’s a pineapple.然后教读单词. B 可能有一两个极少数的同学能说出 pineapple 的发音，可能发音不规范 对策：顺势请他们当小老师，在示范发音以后大家跟着他们说单词 出示 pineapple 的单词卡片，请同学认读，引导学生看单词拼写，发现单词的组成是 由 pine 和 apple 组成的，试着大家一起拼单词。 问：看到 pineapple 你能想到哪种水果？
“Yuk！” ④再换学生来接着做这个游戏。 3.学习课文对话： （1）讲故事： ①教师出示挂图引导学生观察，根据书中的图片提问下列问题： 图 1：Mocky和 Lulu在哪里？ 图 2：谁在这里摆摊？她卖什么？ 图 3：Lulu先尝了什么？她喜欢吃吗？ 图 4：她接着又尝了什么？ 图 5：那个小水果是什么？ 图 6/7：Lulu现在尝了什么？ 图 8：她喜欢吃吗？
二年级英语上册 Unit 7 Is it a pear(第2课时)教案 北师大版
《Unit 7 Is it a pear?》第二课教案PreparationYou 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. It floats 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 of a 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 th e 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 anitem farther a way. 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。
二年级英语上册Unit7Isitapear(第4课时)教案北师大版
《Unit 7 Is it a pear?》第四课教案PreparationPhotocopy 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 first 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 ch ildren’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 together.” Encourage th e 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.。
二年级英语上册Unit7Isitapear第1课时教案北师大版
《Unit 7 Is it a pear?》第一课教案Teaching aims: Present the new words and sentence structures of this Unit.Get Ssto understand and read the dialogue.Teaching importance: The new sentence structure: “What’s this/that? It’s a/an...”Teaching difficulties: The new sentence structure：“Is it a/an…? Yes, it is./No, it isn’t.Teaching tools: flashcards for this UnitPrepare the Student Book used last term.Teaching procedure: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 An n 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 orworried.” Elicit a similar expression in Chinese. 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 answer 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.。
北师大版英语二年级教案 2B Unit7 Is it a pear
Unit7 Is it a pear?Lesson 1⑴教学目标①知识目标：What’s this / that? It’s a / an ….Is it a / an …? Yes, it is. / No, it isn’t.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 single objects⑶教学过程：1.Review and learn.Review some of the English expressions in Units 2 and 3.A: What do we say when we want someone to come with us?B: What do we say when we are surprised or frightened or worried?C: What is Ken feeling when Mocky falls down in the story of Page 27 of Book One?Elicit similar expressions in Chinese for the Questions A-C and have Ss say“Come on!” “Oh no!” “Oh! Poor Mocky.” with appropriate gestures or expressions as you do s o.2. Model and learn the dialog.Ask Ss what they say when they see something exciting or amazing.Tell them, “In English, we can say Wow!”Have Ss repeat the word a few times with expression their faces.Ask Ss what they say when they taste something very really delicious.Tell them, “In English, we can say Oooh, yum!”Have Ss repeat the words a few times with expression their faces.Ask Ss what they say when they taste something very unpleasant.Tell them, “In English, we can say Yuk!”Allow Ss repeat the word a few times with expression their faces.Practice the expressions Oooh, yum! Yuk! Wow! By asking some questions.3. Talk about the story.Have Ss 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. Listen and repeat the story.Play the tape once without stopping.Play the again, pausing after each picture. Have Ss repeat each sentence after hearing it on the page. 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 homework.Remind the Ss to practice the new English expressions at home.“Oooh, yum! Yuk! Wo w!”6. 教学后记：Lesson 2⑴教学目标①知识目标：What’s this/that? It’s a …. Is it a …?②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。
北师大版二年级英语上册Unit7Isitapear(第1课时)教案.doc
《Unit 7 Is it a pear?》第一课教案Teaching aims: Present the new words and sentence structures of this Unit.Get Ssto understand and read the dialogue.Teaching importance: The new sentence structure: “What’s this/that? It’s a/an...”Teaching difficulties: The new sentence structure：“Is it a/an…? Yes, it is./No, it isn’t.Teaching tools: flashcards for this UnitPrepare the Student Book used last term.Teaching procedure: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 An n 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 orworried.” Elicit a similar expression in Chinese. 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 answer 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.1、Thank you very much for taking me with you on that splendid outing to London. It was the first time that I had seen the Tower or any of the other famous sights. If I'd gone alone, I couldn't have seen nearly as much, because I wouldn't have known my way about.The weather was splendid on that day, which I thought was rare. I still remember some people told me that in Britain there was weather and no climate. During the same day, it might snow in the morning, rain at noon, shine in the afternoon and be windy before the night falls. So I think I was lucky。
二年级上册英语教案Unit2Lesson7北京版
二年级上册英语教案 Unit 2 Lesson 7 北京版教学内容本课为二年级上册英语课程，教学内容为北京版英语教材Unit 2 Lesson 7。
课程内容主要包括：1. 词汇：学习并掌握与家庭相关的英语词汇，如“father”、“mother”、“brother”、“sister”等。
2. 句子：学习并运用与家庭成员介绍相关的英语句子，如“I have a brother. His name is Tom.”。
3. 对话：模拟家庭场景，进行家庭成员之间的英语对话练习。
4. 语音：练习并掌握家庭成员词汇的正确发音。
教学目标1. 知识目标：学生能够听懂、会说、会读本课的词汇和句子，并能进行简单的家庭成员介绍。
2. 能力目标：通过本课的学习，提高学生的英语听说能力，培养学生在实际情境中运用英语进行交流的能力。
3. 情感目标：培养学生对家庭的热爱和尊敬，增进家庭成员之间的感情。
教学难点1. 家庭成员词汇的发音和记忆。
2. 家庭成员介绍句子的结构和运用。
3. 家庭场景对话的练习和实际运用。
教具学具准备1. 教具：多媒体设备、教学PPT、家庭成员图片、单词卡片。
2. 学具：英语课本、练习册、彩笔、家庭成员图片。
1. 导入：通过播放家庭成员的英语歌曲，激发学生的学习兴趣，引入本课的主题。
2. 新课内容展示：利用多媒体教学PPT，展示家庭成员的图片和英语词汇，引导学生跟读并模仿发音。
3. 句子学习：通过示例句子的展示和讲解，引导学生学习并运用家庭成员介绍句子。
4. 对话练习：模拟家庭场景，组织学生进行家庭成员之间的英语对话练习，鼓励学生积极参与。
5. 语音练习：通过单词卡片和语音示范，帮助学生掌握家庭成员词汇的正确发音。
6. 小组活动：将学生分成小组，进行家庭成员介绍的英语口语练习，促进合作学习。
板书设计1. Unit 2 Lesson 7 Family Members2. 词汇：father, mother, brother, sister3. 句子：I have a brother. His name is Tom.4. 对话示例：A: Who is she? B: She is my mother.5. 语音提示：注意家庭成员词汇的发音和重音。
二年级英语下册 Unit 7(4)教案 北师大版
北师大版二年级英语下册教案Unit 7 Is it a pear?第二课时Teaching Aims:1．Understand the dialogue what’s mean.2．The students like to learn English.The students can 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 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 word. Ask the Ss to repeat it. 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。
华县二小二年级英语上册 Unit 7 Is it a pear第3课时教案 北师大版
《Unit 7 Is it a pear?》第三课教案PreparationYou 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 att ention to the top of the page.Say, “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 pictures in 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 bal l. 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 the line to complete the word.Repeat the procedure for the other words. Have the children write the letters in the blanks.6.Set homeworkStudent Book pages 6 and 7Tell the children to color the pictures on pages 6 and 7.My RoomI have my own room. It is big and nice. There is a bed, a desk and a shelf. The doll is on the bad. The lamp is on the desk. The books are on the shelf. The trash bin is behind the door. The clothes are in the closet. There is a air-conditioner over the closet. Look! There are many pictures on the wall. I love my room very much.Unit 5 Can you？同步练习一、看图连线zoo zebra jump runwalk X-ray swim dance 二、看图片，选出正确的单词。
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《Unit 7 Is it a pear?》
第二课教案
Preparation
You will need:
any six flashcards from previous Units.
nguage drill
Choose 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. It floats 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 learn
Student Book page 4
Have 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 this
Student Book page 4
Display your copy of the page and point to 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.”
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 th e 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 game
Student Book page 5
Hold up a pen. Say, “Is this a pen?” Elicit, “Yes, it is.” Now indicate an
item farther a way. 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 homework
Ask the children to practice structures:
W hat’s this/that? It’s a ... Is it a ...?
Yes, it is./No, it isn’t。