小学二年级英语下册全册教案1

(此文档为word格式，下载后您可任意编辑修改！)二年级英语教案Primary English for ChinaBook 4教学计划及要求第1课时课题Unit 1 My school教学目标New words: room, library, …教材分析重点New words: room, library, hall, music, art, playground 难点Sentence patterns: This is …There is a an …教具Word cards, picture, tape-recorder教学过程I. Free talkⅡ. Presentation1.Bring in a picture of a school and photos or pictures ofthe different rooms taught in the Unit.2.( Books closed ) Show the picture of you the school, sayingThis is my school. Give individual pupils the picture and ask them to repeat the sentence.3.Show the pictures of the different rooms in the school.Say their names and ask the pupils to repeat them after me Then practise by showing a room and asking the pupils to tell me the name.4.Choose a picture and point to something in the picturethe pupils know, e. g. a tree, a well-known room and say There’s aan …Show the picture to individual pupils and ask them to point to the object and repeat the sentence.Point to other known items in the picture and encourage them to make sentences about them.5.Play the Pupil‟s Book Cassette and point to the speechbubble. Ask the pupils to repeat after the beeps.Ⅲ. Practice1.( Books open ) Show Transparency. Point to the places inthe school on the page, saying There’s a classroom, etc.Encourage the pupils to repeat the sentences after you.教学过程3.Read Tim‟s speech bubble. Get the pupils to point to thecorrect places. Make sentences about the other places using There’s aan …4.Encourage the pupils to make sentences by using there isa an…while I point to the places in the picture.5.Get the pupils to look at each of the rooms. Point at anobject in a room and say There’s a …布置作业1.Copybook 12.Workbook 13. Write the newwords on thenotebook.板书设计Unit 1 My schoolwords(picture cards)This is my school.There‟s an art room.There‟s a library.教学后记1.Teaching new words with motions impresses pupils.ing ‘a’ and ‘an’ should be emphasized.3. Pupils feel pronouncing the words library, hall, and playground.第2课时课题Unit 1 My school教学New words: art room, music room, ‟t.目标New words: art room, music room, hall, library…Sentences: Is there a … Yes, there is. No, there isn‟t.Word cards, picture, tape-recorderⅠ. Free talkⅡ. PresentationMake a plan of your school with the places marked on it.The plan does not need to on it.( Books closed ) Show the pupils a plan of your school with the places marked on it, revising the English names for the places.Point to the plan and ask, for example, Is there a music room?Ask a pupil to come out and point to the place named and say Yes, there is. Ask about a place not in the school, e.g. Is there a swimming pool? Is there a zoo?Then teach No, there isn‟t.4. ( Books open ) Show Transparency. Play the Pupil‟s BookCassette and ask the pupils to repeat the characters‟words after the beeps.Ⅲ. Practice1.Show Transparency and play the Pupil‟s Book Cassette.Explain that Tim and Pat are visiting Mike‟s school. The Ss listen and follow in their books. Continue to play the cassette and ask the pupils to repeat.2.Show the words in Tim and Pat‟s thought bubbles. Drillthe question form with the pupils by giving them the six word cues one by one and getting the pupils to ask Is there aan …? For each place in the school.3.Show the words with ticks and crosses in Mike‟s thoughtbubble. Explain that a tick means they should answer Yes, there is. A cross means that they should answer No, there isn’t.4.Divide the class into three groups to role-play Tim, Patand Mike. Get them to chorus the conversation following the order of the word cues in Tim and Pat‟s t hought bubbles.1.Copybook 22.Workbook 23.Review whatwe learnedtoday.Unit1 My school Welcome to my school!Is there a …Is there an …Yes, there is.No, there isn‟t.1. Practice the sentence with the plans of different school, doinga survey, or d rawing a plan of pupils’ ideal school may enablethe lesson more interesting.2. Pupils need to be remind to add a ‘a’ in the sentence.第3课时Unit 1 My school教学目标New words: can‟t coolSentence patterns: Come and …?Yes, there is. No, there isn‟t.Words and sentence patternsSentence patterns: Is there aan… Yes, ... No, … Picture cards, tape-recorderⅠ. Free talkWhat‟s in your classroom?Is there a computer?Yes, there is. No, there isn‟tWhat‟s on your desk?Is there a pencil case?…Ⅱ. Presentation1.Point to the characters in the pictures and read their speechbubbles aloud. Ask the pupils to point to the speech bubbles as you read them.2.Play the Pupil‟s Book Cassette for the pupils and ask them to saythe sentences after the cassette.3.Explain that the man in the story is the school principal.4.Ask questions about what the boy can do, e. g. Can . No, ‟t.5.Ask the pupils to role-play the story in groups of three and to readthe characters‟ speech bubbles. Some groups may like to come out to the front and act the story.6.You may use Storycards to revise sequence and language of thestory.Ⅲ. Tick ( ) or cross ( )1.Ask the pupils to read the story again. I Read the words in thespeech bubbles with the pupils.2.Demonstrate example. If the pupils are not sure of the answergo back and read the story with them again until they find theanswer.3.Check answers using Transparency.Ⅳ. SummaryI can sing. I can draw.I can’t sing. I can’t draw.1.Copybook P32.Workbook P33. Review what we learned todayUnit 1 My school Is there an art room? Yes, there is. No, there isn‟t.I can‟t swim.I can play.1.Pupils understanding ‘come and in reading the story imitating the record. With the guidance of the teacher, better pupils can retell the story---- feel delighted第4课时Unit 1 My school教学目标The pronunciation of “ou” in the following words: out, around, shout, playgroundsound “ou” in the words: around, shout, playground sound “ou” in the words: around, shout, playgroundPicture cards, tape-recorderⅠ.Free talkWhat‟s in your pencil case?Is there a rubber?Is there a ruler?Yes, there is. No, there isn‟t.Are there any pencils?Yes, there are. No, there aren‟t.Ⅱ. Presentation ( E. say the sound and the words.)1.Play the Pupil‟s Book cassette and ask the pupils to listento the sound and the words. Point out the spelling of this sound. It is important that the pupils realize the vowel sound is spelt with two letters. Demonstrate how to make the sound and get the pupils to look a t your face while doing so. Check that the pupils are opening their mouths sufficiently and making the sound correctly.2.Say the words slowly and clearly. Check that the pupilsare saying the sound correctly.3.Point to the pictures and check that the pupils can saythe words without your model.4.Play the Pupil‟s Book Cassette again. Ask the pupils tolisten to the rhyme and to tick the correct picture. Get the pupils to say the rhyme.Ⅲ. More to do. ( Workbook P.4 )1.Ask Ss to look at the first part of the page and listen tothe Workbook Cassette.2.Draw a line to the correct words according to what theythe tape.Tapescript and answers: ou ( mouth, playground )3. Ask Ss to look at the second part of the page. Tell them tolook at the pictures and fill in the blanks in the sentence.What‟s in your school? Is there a library? Yes, there is.What‟s in your school? Is there an art room? No, there isn‟t.1.Copybook P42.Workbook P43. Review what we learned todayUnit 1 My school out, around, shout, playground go out run around in the playgroundPupils feel hard to pronounce the word round and shout for they have never learned these words. So more practise is needed. Saying the rhyme with clapping hands for several times make pupils feel more interesting.第5课时Unit 1 My school教学目标Get Ss to be more familiar with the words and the sentence patterns “There be”“Is there aan …”“Yes, there isNo, …”Words and sentence patterns Is there aan … Yes, ..No,.. Words and sentence patterns Is there aan … Yes, ..No,..Word cards, pictures and tape-recorderⅠ. Free talkWhat‟s in your room?Is there a big TV?Is there a computer?Is there a fan?Yes, there is. No, there is n‟t.Ⅱ. Revision1.Review the wordclassroom, library, ( F. Look and do. P.5)1.Tell the pupils to work in pairs. One should be Student Aand the other one Student B. ask all the pupils who are student A to put up their hands. Repeat with the pupils who are Student B.2.Read the instructions on the page with the pupil. Askthem to turn to pages 60 and 61. point out the different plans Students A and B should look at. Explain that the places on the plans are the same, but the objects are in different places.3.Tell the pupils to put ticks in the correct places in thegrid on page 60 or page 61.4.Demonstrate one conversation by ?Get Student B toanswer No, there isn’t. Then the classroom.Show the pupils that Student A should tick the box across from classroom and under the TV in the grid.IV. Tell them to take turns to ask and answer questions and to put ticks in their grid according to their partner‟s answers.V. Summary1. Workbook P52. Review what we learned today Unit 1 My school Is there a fan? No, there isn’t.Is there a TV? Yes, there is.It’s in the classroom.第6课时Unit 1 My school教学目标Consolidate all the new words and sentence patterns of Unit 1Part G: Sing the songsThe words and sentence patterns in unit1Sentence patterns in unit1Word cards, picture cards, tape-recorder, projectorI. Free talkWhat‟s the weather like today?Is there a computer in the classroom?Are there any fans in the classroom?How many fans in the classroom?Ⅱ. Revision1.Review the new wordsart room, library, art room. There‟s a library.Welcome to my school!Is there a library?Yes, there is. No, there isn‟t.Ⅲ. Sing and play1.Play the Pupil‟s Book Cassette for the pupils to listen tothe song.2.Play the cassette again and tell the pupils to tick thecorrect pictures for the rooms in the first two verses ofthe song.3.Play the cassette again and encourage the pupils to joinin with the words. Then point to one of the rooms shownat the bottom of the page and ask the pupils to sing thenext three verses substituting the name of the room Ipoint to.Ⅳ. Workbook. (P5)1. Ask the pupils to read the speech bubbles in the pictureson the left.2. Then match them to the pictures on the right by writingthe correct letter in the circle.Ⅴ. Summary1.Read partA and partB together.2.Sing the songs again.1.Review the words and Part A,B,C,D,E,F.2.Prepare Unit 2Unit 1 My school There is an art roomIn my school,In my school,There’s an art room in …My school’s cool.第1课时Unit 2 At school (Ⅰ)New words: study, paint, line up, dining hall, eat,drink…Sentence patterns: Let‟s …New words: study, paint, line up, dining hall, drink …Sentence patterns: Let‟s …Word cards, picture, tape-recorderⅠ. Free talkWhat can you do?Can you run?Can you jump?Can you dance?Ⅱ. Presentation1.Revise with the pupils the verbs they learned in Pupil‟sBook Unit 3 (run, dance, jump, sing, read, write). Do actions for run, dance, jump, sing, read and write and encourage the pupils to do the actions with you by saying, for example, Let’s run.2.Teach the new words with actions to demonstrate theirmeanings. For example, open more than one book, and make notes for study, draw a paintbrush and pretend to paint, get a few pupils to line up, mime eat and drink and gently throw a ball to a pupil, saying Let’s play.3.Drill the new words by saying a word and getting thepupils to do the appropriate action or by doing an action and getting the pupils to say Let’s …4.Show Transparency and play the tape. Ask the pupils torepeat the words in the speech bubbles after the beeps.Do the same with the vocabulary items.Ⅲ. Practice1.Show Transparency. Point to the children on the pagewho are painting. Say Let’s paint. Get the pupils to do the action and join in with them. Let’s line up.2.Point to the other words. Ask the pupils to repeat themafter you and to do the action you groups of four. Givea word cue like study. Nominate one pupil in the group tomake a sentence with Let‟s … and to invite Ss to do the action with or her.3.Copybook 54.Workbook 6 3. Write the new words on the notebook. Unit 2 At schoolwords (picture cards) Let‟s study.Let‟s paint.Let‟s line up.The activity that teacher give orders (say the words) and pupils do actions is good for memorizing the new words and sentence pattern.第2课时Unit 2 At school (Ⅱ)New words: sing, play, study …Sentence patterns: What do you do in the …? We … and …New words: sing, play, study …Sentence patterns: What do you do in the …? We … andWord cards, picture, tape-recorderHow are you today?Is there a library in the school?Can we shout in the library?Ⅱ. Presentation1.Bring in the plan of the school again.2.Point to an appropriate room on the plan. Make sentences about whatthe pupils do in the room. For example, say We study in the classroom.3.Drill the pupils by asking about the different rooms, e.g. What do youdo in the dining one verb by saying And?With rising intonation after they have told you one thing they do, e.g. S: We eat. T: And? S: We drink.4.Show Transparency and play the tape. Point to the speech bubblesand get the pupils to repeat the sentences after the beeps.1.Show Transparency and play the tape. The pupils listen and follow intheir books. Continue to play the cassette and ask the pupils to repeat the words after the beeps.2.Show Ss the characters and explain Mike is in Pat‟s school.3.Point to the pictures and ask, for example, what do you do in theplayground? Encourage the pupils to make a sentence about each small picture in the thought bubbles.4.Show the pupils, using the sentences in the speech bubbles, that whenwe talk about more than one thing we can use … and … to link the actions. We can also use …, too to link a sentence to a previous sentence.5.Point to Pat‟s thought bubbles in picture 3. by saying …and …or …, too.6.Ask the pupils to work in pairs to complete the conversation. Thepupils take turns to role-play P and M.1.Copybook 62.Workbook 73. Review what welearned today.Unit 2 At school What do you do in the playground? We line up and sing.We play, too.Enlargement:1.We surf the internet play computer game in the computer room.2.We sing and dance the the swimming pool.jump, run, read, write, etc.第3课时Unit 2 At school (Ⅲ)Words: the …?”“We … and …”“We play in the …”the sentence patterns of “ What do you do in the …?”the sentence patterns of “ What do you do in the …?”Picture cards, tape-recorderⅠ. GreetingWhat do you do at1.Point to the characters in the pictures and read their speechbubbles aloud. Ask the pupils to point to the speech bubbles as youread them.2.Play the Pupil‟s Book Cassette for the pupils and ask them to saythe sentences after the cassette.3.Pupils say the speech bubbles together. And then say them groupby group, see which group is best.4.Ask the pupils to role-play the story in groups of three and to readthe characters‟ speech bubbles. Some groups may like to come outto the front and act the story.e the storycards to revise sequence and language of the story.Ⅲ.Do the part D1.Ask the pupils to read the story again. Read the words in thespeech bubble with pupils and tell them to repeat the sentences.2.Demonstrate the first one as an example.e Transparency to check the answers.Ⅳ. More to do1.Write the names of the different rooms on the board. Using stripsof paper with the action verbs written on them, ask the pupils to stick a strip of paper under an appropriate room name.2.Ask a pupil about a room, for example, what do you do in themusic room? The pupil makes a sentence using the word on the strip of paper under the room name. This game can also be played in teams for points.1.Copybook 72.Workbook 83. Review what welearned today.Unit 2 At schoolWe fly in the swimming pool. Your school‟s cool.Role-playing and acting out the story gain a good effect.Retelling the story with the help of teacher help pupils understand the story.第4课时Unit 2 At school (Ⅳ)The pronunciation of “ea” in the following words: ice cream, seat,read, eatpronunciation ea in the words: ice cream, seat, read, eatpronunciation ea in the words: ice cream, seat, read, eatPicture cards, word cards, tape-recorderⅠ. GreetingWhat‟s your favourite food?Do you like apple?Do you like ice cream?Ⅱ. Presentation1.Play the Pupil‟s Book Cassette and ask the pupils to listen to thesound and the words.2.Point out the spelling of this sound. It is important that the pupilsrealize the vowel sound is spelt with two letters.3.Say the words slowly and clearly. Check that the pupils are sayingthe sounds correctly.4.Point to the pictures and check that the pupils to listen to therhyme and point to the children. Ask the pupils to read what iswritten on the wrappers of each child‟s ice cream. Tell them tocircle the winner. Get the pupils to say the rhyme.Ⅲ. Play the game1.Write the names of the different rooms on the board. Using stripsof paper with the action verbs written on them, ask the pupils to stick a strip of paper under an appropriate room name.2.Ask a pupil about a room, for example, What do you do in themusic room? The pupil makes a sentence using the word on the strip of paper under the room name. This game can also be played in teams for points.Ⅳ. Do workbook.(P9)1.Ask Ss to look at the first part of the page and listen to the tape.They need to circle the correct TVs according to the sound theythe tape.2.Ask the pupils to look at the second part of the page. Tell them tolook at the pictures and fill in the blanks in the sentences.1.Copybook 82.Workbook 93. Review what welearned today.Unit 2 At school What do you do in the playground? We line up and sing.What do you do in the music room? We sing and dance.第5课时Unit 2 At school (Ⅴ)Get pupils to be more familiar with the words and thesentence patterns “ What do you do in the …?”“We …and …”…words and the sentence patterns “ What do you do …?”words and the sentence patterns “ What do you do …?”word cards, pictures andtape-recorderⅠ. Free talkWhat do you do in the playground?I play…What do you do in the classroom?I study………Ⅱ. Word revisionReview the words. Ask some pupils do actions for study, paint, line up, eat, drink…the others guess the words andspell the words.Choose some students to spell the words, and choose some able students, make sentences with words.Ⅲ. Presentation ( F. Look and do. P.11)1.Ask the pupils to draw their own face in the blank faceson page 62. Tell them to cut out the pictures and to stick them in the four rooms at the top of page 11. Tell them not to show their friend.2.Tell the pupils to work in pairs. Ask them to take turns toask What do you do in the …?The other pupil answers according to the picture that room. The pupil asking the questions ticks the correct boxes in the grid at the bottom according to their partner‟s answer.3.At the end, the pupils check to see if their pictures andtheir partner‟s grid match.Ⅳ. More to doThe pupils draw a picture of their favorite room in the school. They write a caption to tell what they do there.Ⅴ. SummaryWhat do you do in the library?I study.What do you do in the dining the …?1.Workbook 102.Review the words3.Review what we learned today.Unit 2 At schoolWhat do you do in the library?I study.What do you do in the dining hall? We eat and drink.第6课时Unit 2 At school (Ⅵ)Consolidate all the new words and sentence patterns ofUnit 2Sing the songsNew words and sentence patternsSentence patternsWord cards, picture cards, tape-recorderⅠ. GreetingWhat do you do in the2.Review the new wordsstudy, paint, line up, dining the playground?We line up and sing. We play, too.What do you do in the classroom?We study.What do you do in the dining the art room?We paint and draw.Ⅲ. Sing and play1.Play the Pupil‟s Book Cassette for the pupils to listen tothe song. Ask the pupils What do you do in the …? For each of the rooms listed at the bottom of the page.2.Play the cassette again and tell the pupils to point to thecorrect pictures for each of the verses.3.Play the cassette again and encourage the pupils to joinin with the words.Ⅳ. The pupils play a miming game.Give a pupil a strip of paper with a verb from this unit written on it. The pupil reads the word on the strip of paper silently and then mimes the action. The others guess what action the music room. Award points for correct guesses.Ⅴ. Summary1.Review theunit.2.Recite PartAand PartB3.PrepareUnit3第1课时Unit 3 My robot (Ⅰ)New words: arm, your…? There‟s aan …New words: arm, head, knee, leg, foot, shoulder, hand...Sentence patterns: What‟s in your …? There‟s aan …Word cards, picture, tape-recorderWhat‟s the weather like today?Is there a computer in the classroom?Where‟s the computer?Is it on the desk?Ⅱ. Presentation1.Introduce the parts of the body by pointing to your own body partsand saying the names.2.Draw a simple robot on the board. Label the robot and its bodyparts.3.Drill the names by getting the pupils to point to their own bodyparts when you say the names.4.Check that the pupils remember by pointing to your body partsand getting the pupils to say the names.5.Show Transparency. Play the Pupil‟s Book Cassette and ask thepupils to repeat the words in the speech bubbles after the beeps.Do the same with the vocabulary items.1. Show Transparency. Show the robots on the shelf above the man‟s the box.3. Read the speech bubbles. Get the pupils to point to the correct body parts in Tim‟s box.4. Point to the body parts or say their names and get the pupils to ask Is there a …?5. Divide the class into two Is there a …?Tell the other ’t.Try to catch the class out by sometimes saying words like a car, a kite, a doll, etc. exchange the roles so half the other half of the class become the questions.1.Copybook 92.Workbook 113.Write the newwords on thenotebook.Unit3 My robotNew words(picture cards) What’s in your bag? There’s a an…Is there aan…1)Revision: eyes, nose, ears, mouth, fingers 2)Supplement: face, body, neck, toes.3)All the words presents in a picture of a man with labels. singing the song with motions, playing a game, and drawing enable pupils memorize all the words.第2课时Unit 3 My robot (Ⅱ)New words: bigsmall, longshort …Sentence patterns: It has …New words: bigsmall, longshort …Sentence patterns: It has …Word cards, picture cards, tape-recorderⅠ. GreetingⅡ. Presentation1.Draw two pictures of the same body part on the board. Make onebig and one small. Point to and talk about the pictures, saying, e.g.This is a big the board, two arms, two legs. Say it has two arms. Ithas two legs. Point out the plural of foot (feet).2.Revise the adjectives long and short by pointing to the arms andlegs of the two robots. Make sentences like It has long arms. It hasshort legs.3.Point to the different body parts and prompt the pupils to makesimilar sentences. Prompt them by giving the adjective and then the name of the body part if necessary.Ⅲ. Practice1.(Book open) Play the Pupil‟s Book Cassette. The pupils listen andfollow in their books.2.Help the pupil‟s to complete the sentences about the other robotsin picture3 and picture4.IV. Guessing game.1. Describe one of the robots on the page. Describe the robots inpictures 1 and 2 by using a different sentence order from the one in the book. Get the pupils to say the number of the picture for the robot you are describing.2. Then when I make a sentence describing a body part, Ss shouldpoint to the body part and make a gesture to fit the description.1.Copybook 102.Workbook 123.Write the sentences we learned today.Unit 3 My robotLook at my robot.It has a big head.It has long arms.It has short legs.It has big knees and big feet.More pictures should be given to practise, not only the robot, but the bears or the doll, even pictures of a man.Revision: fatthin, tallshort, bigsmall, long short第3课时Unit 3 My robot (Ⅲ)The words: dear, sir, great, again…The sentence patterns of “Look at…?”, “It has …”Sentence patterns “Look at…?”“It has…”Sentence patterns “Look at…?”“It has…”Picture cards, tape-recorderⅠ. GreetingHow are you?What‟s the weather like today?Do you like it?Ⅱ. Presentation1.Point to the characters in the pictures and read their speechbubbles aloud. Ask the pupils to point to the speech bubbles as youread them.2.Play the Pupil‟s Book Cassette for the pupils and ask them to saythe sentences after the cassette.3.Ask the pupils to come up and play the roles of Koko, Pat and therobot scientist.4.Ask the pupils to role-play the story in groups of three and readthe characters‟ speech bubbles. Some groups may like to come outto the front and act the story.e Storycsrds to revise sequence and language of the story.III. Do Part D.( Circle the correct words. P16)1.Ask the pupils to read the story again. I read the words in thespeech bubbles with the pupils.2.Demonstrate the first sentence as an example.e Transparency to check the answers.Ⅳ. Do exercises in the Workbook(P.13)Ask the pupils to look at the pictures and listen to the Workbook Cassette.Ask the pupils to tick the correct pictures according to what they the tape.Let the pupils listen again, I check their answers.Tapescript:1.I like that robot. It run.2.This robot . It has one shoulder. It has one leg. …1. Copybook 112. Listen to the tape to review PartC.Unit 3 My robot Oh, dear! It help you. Thank you, sir. That’s great.Ask pupils listen to the record and draw the robots before read the story may vary the practice and make more fun.第4课时Unit 3 My robot (Ⅳ)The pronunciation of “ea” in the following words: head,bread, ready, steadyPronunciation “ea” in the words: head, bread, ready…Pronunciation “ea” in the words: head, bread, ready…Picture cards, word cards, tape-recorderⅠ. GreetingWhat‟s on your chair?Is there a bag on your chair?What‟s in your school bag?There‟s a booka pencila pen…What‟s in your pencil case?There‟s a pena pencil…Ⅱ. PresentationPlay the Pupil‟s Book Cassette and ask the pupils to listen to the sound and the words. Point out the spelling of this sound. It is important that the pupils realize the vowel sound is spelt with two letters. This is a short vowel sound.Say the words slowly and clearly. Check that the pupils are saying the sounds correctly.Point to the pictures and check that the pupils can say the words without your model.。