北师大版英语二下《Unit 9》教学设计3
北师大小学一起点英语二年级下册《Unit 9 Numbers》 (7)
北师大小学英语 一起点 二年级
英语知识需要巩固背诵单词和课文，不要粗心大意。 北师大小学英语 一年级起点 伴你成长 快乐学习！
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北师大小学英语 一起点
（北师大版）二年级英语下册教案
Unit 9 How many (p28-29)
教学目的：
1.练习用学过得 How many……?的句型来进行交流，培养学生口语表达的能力。 2.复习 1—10 这几个单词，学习 Counting song.
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北师大小学英语 一起点
（3）用同样的方法完成其他几幅图。 （4）现在指一组物体，问：“How many (ducks) are there?”引导学生说出正确答案：
“There are three ducks.” （5）放录音第一句，让学生指相应的图。 （6）用同样的方法练习其他句子和图。 （7）再放一次录音，这次让学生根据录音在相应的图下方的方格里标上顺序号。
（3）用同样的方法练习其他数字和名称。 （4）教师放录音时，让学生指每个数字和下面的单词。
（5）再次放录音，不停顿。让学生跟着录音度。 （6）用卡片介绍 1 至 10 的单词。在教师展示每张教学卡片时，让学生写出相应的数
字。 3.Listen to this. Student Book page 28 （1）让学生们看第 28 页下半部的图，教师展示自己书的这一页。 （2）指第一组图片的物体，说：“There are six cars.”让学生重复句子。
4.Teach the song Student Book page 29 （1）让学生打开书 29 页，告诉学生他们将学一首新歌。 （2）给学生朗读歌词，并指读到的词。 （3）把这首歌的第一部分放两遍，鼓励学生跟唱或拍手。 （4）用同样的方法学习第二部分。 （5）再次放录音，鼓励学生边唱边指书上的单词。
二年级下册英语教案Unit9 Lesson2_先锋英语-经典教学教辅文档
Unit9 Lesson 2Teaching contents（教学内容）：句型及单词：chicken, noodles, rice, French friesTeaching aims（教学目标）：1．进一步学习句型I like….及问句:”What do you like? 2．初步学习表示实物的单词milk ,juice, pizza, hamburger Key points（教学重点）：灵活运用句型进行问与答Difficult points（教学难点）：French fries 的读音Preparation（教具预备）：多媒体课件，单词卡片Teaching Procedure（教学步骤）1． Sing a songa. 播放课件，听歌曲。
b. 请生拿出与歌曲有关的卡片，两人一组说一说卡片上的食品。
c. 跟课件一同表演歌曲。
培养先生兴味和表演能力。
2． Previewa. 利用单词卡片练习句型what do you like? I like…. 个别发问。
b. 生生练习句型。
训练交际能力3． New wordsa. 举起鸡的卡片说:”It’s chicken.”呈现单词chicken，请生跟读，发问单个先生。
b. 同法教授单词：noodles, rice, French friesc. 复习这4个词，举起不同的卡片，先让全体先生说，再让单个学生说出食品名称。
培养模仿朗读能力d. 利用这4个单词练习句型what do you like? I like…. 培养运用句型能力。
4．Touch and saya. Please open your books at page 19.b. 请生说出看到的食品。
c. 听录音，请生边听边指图。
培养认读能力d. 一同读单词。
e. 播放课件，教师指图说:” I like chicken.”f. 教师问:” What do you like?” 请生到前面边指边答:” I like ….” 培养说话能力g. 请生两人一组活动，一问一答。
(北师大版)二年级英语下册教案 Unit 9(3)
北师大版二年级英语下册教案Unit9 How many?第一课时教学目标:①知识目标: birds, eggs, flowersHow many …are there? There are…. There is a …, too.②能力目标: Listening, reading, speaking and communication③情感目标：鼓励学生大胆开口说英语，培养学生的自信心。
教学重难点：Asking and answering question about quantities.教学过程：1. Greeting：T: How are you students? S: I’m fine, thank you.2. Warm-up：①Before class，let’s listen to a song（英语数字歌）.T: Do you remember the numbers from one to ten?S: Yes.T: OK. Let’s count.(黑板上写好，带领同学读。
)②You are so clever。
The next, I want you to answer my questions:Q1: Look at my picture: What’s this?A: It’s a bird!Q2: What are these?A: These are eggs.Q3: Are these cabbages/potatoes?A: Yes, they are/No, they aren’t.③The next question, a little difficult, please listen carefully(take out mushroom’s picture):Q4: How many mushrooms are there?T: Do you remember this sentence: How many(有多少个？)S: repeat the sentence with the teacher.A: there are …eggs.(Repeat.)④Use the pencil\ruler to ask.Model the dialogDrawing of three birds, say, “How many birds are there?”Elicit response “There are three birds.”story：Have the students open their book at page 26：T：Today we will learn a story about Mocky and Lulu. Now please look at the picture and listen to my questions:边放边问：Q1：Where are Mocky and lulu？A：They are in the forest.Q2：How many birds are there？A：There are three birds.Q3: How many eggs are there？A：There are five eggs.Q5: How many eggs does Mocky find?A: six.Q6: How many eggs are there now?A: five.Q7:Why do they run？A：Because they find a big crocodile！②带领同学们回顾课文，把卡片贴在黑板上，带领同学们说一说。
二年级英语下册 Unit 9(4)教案 北师大版
北师大版二年级英语下册教案Unit9 How many?第二课时教学目标:①知识目标: Numbers: one to tenHow many … are there? There are …②能力目标: Listening, reading, speaking and communication③情感目标: Teaching Aids: recorder, tape, word cards.教学重难点：Asking and answering question about plural objects.教学过程：1. Warm-up: Ask the children volunteers to act out the dialog.2. Review the numbers.＊ Write the numbers 1-10 on the blackboard. Point to each number in turn and say its name. ＊Use the flash card to practice the structure “how many.3. Words to learn.＊ Have the children open their books at “Words to learn” at the top of the page.＊ Read the words and then color the numbers with the same colors as the words.＊ Have the children say the words along with the tape.4. Game (Find your partner): Divide the students into 10-member groups. Prepare 10 cards of the numbers. Distribute the cards randomly to the class. When the teacher calls the number, the two students with the same number stand up as quickly as possible and come to the platform to s ay “Hello” to each other and read out the number together.5. Listen to this.＊ Have the children look at the two rows of pictures at the bottom of page 28.＊ Point to the first group of objects. Ask, “ How many cars are there? ” Try to elicit the correct answer, “There are six cars.”＊ Listen to the tape. Have the children number the box next to the picture.＊ Check the answer.6. Teach the song.＊ Have the children turn to page 29. Say, We are going to learn a song about numbers. ＊ Read the words aloud to the children, pointing to each word as you do so.＊ Play the tape. Encourage the children to join in by singing or clapping.＊ Divide the class into two groups. Have all the children sing the first line together. Then have each group sing alternate number in the song.7. Homework: read the words and sing the song to their parents.8. 教学后记: 同学们对于句型的掌握很熟练，对于单词都能够认读，总体学习效果还是比较好的。
北师大版英语二下《Unit 9 How many》教学实录
Unit 9 How many?------ 教学实录及反思设计者、单位：龙江城区中心小学林玲教学年级：小学二年级英语课题名称： Unit 9 How many?教材版本、学科：《北师大版小学英语》二年级下册一、教学设计1.学生分析：本单元主要学习10个数字单词和和复习颜色，在前面的基础上，学生已接触了很多水果和学习用具和单词，因此已为本节课这一教学内容做了铺垫，在一定程度上减轻了学生的学习难度。
其次，二年级的学生已经具有一定的口语基础和技巧。
大部分学生已学会运用简单的交际语进行交际，具有初步的学习认识。
2.内容分析：本单元重点的内容之一是：10个数字的英语单词和这些单词开头的第一个字母的单词的读音的单词，能运用句型：What are these? 引导来询问那些是什么？引出句型：How many? 能运用句型：They are…. / There are/is ….来回答。
本课时是这本单元的新内容，为了让学生掌握好本节课的单词（ one two three four five six seven eight nine ten）和基本句型。
教师通过情景和TPR让学生可通过学习，进一步理解和掌握。
3.教学目标：A．知识目标：（1）、掌握 Words to Learn 中的单词和涂上颜色。
（2）、能够听、说、认读句型：How many ? There are /is …来回答。
B．能力目标：能听懂、会说“How many ? There are /is …”能在实际情境中灵活、自然地运用。
要求模仿正确、语调自然。
C．情感目标：养成热爱学习，懂得学习重在积累的优良品德。
让学生学会如何使生活过得更开心更有意义。
4.教学策略：教学中，我利用实物和真实情景把学生自然地引入课堂的教学中。
注重小组合作，培养相互沟通和交流的能力。
另外，充分应用多媒体教学设备，制作一动画图片导入的多媒体课件，使学生从直观的视觉和听觉中感受并学习。
北师大版英语二下《英语教案》教学设计
Teaching Emphasis:1、对于一些日常用语的应用，如：①What’s this?及回答.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、H ow 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,“I n 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。
Unit9HumanBiologyReadingClub教学设计-高二下学期英语北师大版选择性
北师大版（2019）选择性必修第三册Unit 9 Human BiologyReading Club教材分析：教材选取的是北师大版（2019）选择性必修第三册Unit 9 Human Biology Reading Club这一课程。
该课程主要通过阅读材料的方式，让学生了解人类的生物学知识，增强他们对人类生物学的兴趣和认知。
教材内容通俗易懂，语言简练，适合高二学生的学习。
教学目标：1.了解人类生物学的基本知识，包括人体器官、组织和细胞的结构与功能。
2.提高学生对人体健康和生物学的兴趣，培养学生主动学习的意识。
3.培养学生的阅读能力和综合运用知识的能力。
教学重点：1.人体器官的结构与功能。
2.对生物学知识的理解和运用能力。
教学难点：如何引导学生通过阅读和理解，将抽象的生物学知识与实际生活联系起来，培养他们的科学思维能力。
学情分析：高二学生身心发育较好，逐渐具备较强的自主学习能力。
他们在学习英语方面有一定的基础，但在生物学知识方面可能相对薄弱。
他们对科学和生物学有一定兴趣，喜欢通过实例和实践活动来理解和学习知识。
教学策略：采用启发性、互动性、体验性和探究性教学策略。
通过设计问题、讨论、实验、案例分析和小组合作等方式，引导学生自主学习、探究和思辨，培养他们的自主学习能力和科学思维能力。
教学方法：1.预习导入：通过图片、视频或一个有趣的问题引起学生的兴趣，增加学生对主题的了解，激发他们的学习兴趣。
2.阅读理解：让学生接触教材中的文章，鼓励他们自己思考问题，提出问题，通过阅读理解来获取知识。
3.小组合作：将学生分成小组，让他们一起讨论和分享自己的理解，互相学习和启发，并通过合作完成一些小组活动和任务。
4.案例分析：通过生活案例的引入，让学生将理论知识与实际情境相结合，提高他们的综合运用能力。
5.思维导图：通过构建思维导图等图形方式，帮助学生整理和梳理知识，提高他们的信息处理和归纳能力。
教学主题：北师大版（2019）选择性必修第三册Unit 9 Human Biology Reading Club导入环节（约5分钟）：教学内容：导入学生对于生物学的兴趣，引起学生学习的兴趣和主动性。
北师大版英语二下Unit9教学设计3
【教学重点】句型：How many ...do you have？ I have...【教学难点】名词复数的读音。
【教具准备】1．一盒蜡笔或彩笔2．教材相配套的动画课件和录像3．有关动物、食物、玩具等实物或图片【教学过程】（一）热身／复习（Warm-up/Revision）1．复习A部分的课文对话：先看A Let‘s talk部分动画或录像，然后请学生上台表演会话.2．复习数字 one to fifteen.1）报数游戏。
每个学生按自己座位的顺序进行报数，报到15后，下一个学生从1开始接着报。
2）11－15单词的认读。
教师出示单词卡，让学生大声朗读出来，对反应快的学生教师给予表扬和鼓励1．教师手中拿着3本书说：Look！ I have three books. How many book s do you have？引导学生回答出：I have ... books.2．让学生用自己身边的物品说句子：I have...在学生说的过程中，教师可以对某个学生的物品给与赞赏：Oh， how nice！并引导学生在具体的情景中加以运用。
3．教师拿出一个铅笔盒说：I have many pencils in this pencil-box.W ho can ask the question about it？启发学生用How many pencils do youhave？进行提问。
教师说：Guess， please！（注：每学过的数字可用中文表达）如果有学生答对，教师及时说：That’s right！如果没有学生回答对：教师可对一个学生说：Open it and see.并把铅笔拿出来对全班学生说：Count， ple ase.和学生一起数，数到16。
教师：Oh，16 pencils. That‘s right. I hav e sixteen pencils.教师教读单词sixteen。
4．教师把铅笔一根根增加，学习单词17－20。
二年级英语下册 Unit 9(6)教案 北师大版
教学重点
Teaching Emphasis:
1. Read the dialogue.
2. Emphasis sentence: how many ?
教学难点
Teaching Difficulty:
Read and understand the dialogue.
What are they doing?
Picture 2: Where is Mocky?
Picture 3-5: What is Mocky doing?
What happens nest?
Picture 6-7: What do our two new friends look like?
Where are they from?
Picture 8: What is Moncky doning?
Picture 9: What happened to Mocky? Was he hurt?
What is happening now?
Think it and answer it.
理解故事大意
radio
Homework:
can read the new words
picture
Step3: do exercise
say to the class,“open your books.”
Have the children find pages 26 and 27.
Ask these questions about the pictures:
Picture 1: How many children are in the playground?
北师大版英语二下《英语教案》教学设计
北师大版英语二下《英语教案》教学设计一、问题提出:随着中国与世界的交往日益紧密,英语学习差不多成为人们的必须.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,以便巩固所学的英语知识,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邻近行政村，与城里小孩相比会有一定的差别：农村小孩胆小、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。
目前社会上专门是农村，用英语的环境专门少，甚至没有。
因此学生听英语、说英语的机会专门少，他们缺少一个学习英语的语言环境。
然而渤海镇又有自己得天独厚的条件，旅行业比较发达，农家院大量兴起，差不多上学生进行交际的有利场所。
如何依照农村小学的实际情形，有效地把握课堂教学，创设良好的英语学习环境，培养和进展学生使用英语这种交际工具的能力。
如何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，因此提出了“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确实是培养和进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。
本课题探究充分利用农村的多种资源如旅行业、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计策，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分钟时刻，能够在课始，能够在课中，也能够在课末，依照实际情形再定。
北师大版英语二下《Unit9Howman》教学设计
Unit9 How many 第 5 课时
教案内容由京翰教育一对一家教辅导()提供
内容（课题）
Grade2 Unit9 How many? 第 5 课时
教 知识、
学 技能 1、复习、巩固本单元的语言知识点
目
2、巩固句型： How many … are there、
标
There are/ is …
3、会说 rhyme
过程、
方法 1、 Warm-up 2、 Review
3、 Let’s chant! 4、 Extending listening
情感、 通过学习，激发认识，鼓励学生敢于开口说英语， 态度、 充分调动孩子们的积极性，使孩子们建立起英语学 价值观 习的信心。
the picture of the rhyme. to read this
Then ask them try to rhyme.
describe this picture. 2、Then ask them to listen They listen to it
to it for the first time. for the first
explain the words: catught,
alive, bit, figure and right. 4、Then ask them to try to They begin to
read this rhyme.
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北师大版英语二年级下册教案 Unit 9(7)
（北师大版）二年级英语下册教案Unit 9 How many(p28-29)学内容UNIT NINE How many?教学目标Teaching Aims:1.Understand the dialogues what’s mean.2.The students like to learn English. The students can be read the dialogues.教学重点Teaching Emphasis:3. How can use “how many ?” in dialogue. And answer it.2. Emphasis sentence: how many ?教学难点Teaching Difficulty:How can use “how many ?” in dialogue. And answer it.教学准备radio picture教学时间月日第课时总计第节教学过程教学流程教师授课行为学生学习行为设计意图辅助手段ⅠIntroduce numbers The children review numbersone through ten Then presentthe flashcards for bird, duck,frog and eggs.Answer teacher’squestions.flashcardsⅡReview In this activity we willreview plurals.On the board draw one duck,one snake, one tomato andone mushroom.Now draw two ducks, twosnakes, two tomatoes, andtwo mushrooms.What’s this?What are these?Are these (ducks)?Yes, they are.No, they aren’t. They aredraw one duck, onesnake, one tomato andone mushroom.draw two ducks, twosnakes, two tomatoes,and two mushrooms.Answer teacher’squestions.reviewpluralsⅢModel the dialog Borrow some pencils, pens,and rulers from the children.How many (pencils) arethere?They are three.Answer teacher’squestions.ⅣTalk about the story Where are Mocky and Lulu?What do they see?How many birds are there?What does Mocky find?How many are there?What do they find next?How many are there?What happens to Mocky?How many eggs does Mockyfind?How many eggs are therenow?What does Mocky find now?What did the baby crocodiledo?The children try to thinkthese questions about thepictures:发展学生口语能力ⅤStory Play the tape once withoutstopping.Play again, they repeat eachsentences after hearing it onthe tape.The children try to hearwhat the characters said.Repeat the dialog fortheir character in groups,then change roles.radioⅥSethomeworkTell the story about Mocky and Lulu to their families.Unit 9How many?duckssnakesHow manytomatoesmushrooms pencils。
北师大版英语二下 全册教案 教学设计3
《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 goingto 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 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 thesequestions 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.《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 shou ld 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 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, forexample, 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《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 attention 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 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 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.《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 Whatis 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 differentflashcard.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 thetwo students change their roles.5.Set homeworkAsk the children to finish tracing words on page 8.《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. 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.《Unit 7 Is it a pear?》第六课教案1.Uncle Booky’s storytimeStudent 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 req uirement 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 some thing beginning with the letter (C).”When a child guesses correctly, show him or her the piece of paperwith 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 childpoints 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?》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’re these/those? They are...”Teaching difficulties: Get Ss to understand the plural nouns. Teaching tools: Prepare gameboards and cards.You will need:flashcards for the vocabulary introduced in Units 2 and 5.Teaching procedure: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 t he 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.《Unit 8 Are these tomotoes?》第二课教案PreparationYou 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 thr ee 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 s ure 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 sho uld 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 vegeta bles. 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 p otatoes.”Now hold up the flashcard again. 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 familiesUnit 8 Are these tomotoes?》第三课教案PreparationYou 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 18the pictures at the top o f 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. Explai n 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 tomat oes. 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 19。
北师大版英语二下《Unit9 How Many》PPT课件3 1
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How many … are there? There are …
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How many … are there? There are …
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其实，世上最温暖的语言，“ 不是我爱你，而是在一起。” 所以懂得才是最美的相遇！只有彼此以诚相待，彼此尊重， 相互包容，相互懂得，才能走的更远。 相遇是缘，相守是爱。缘是多么的妙不可言，而懂得又是多么的难能可贵。否则就会错过一时，错过一世！ 择一人深爱，陪一人到老。一路相扶相持，一路心手相牵，一路笑对风雨。在平凡的世界，不求爱的轰轰烈烈；不求誓 言多么美丽；唯愿简单的相处，真心地付出，平淡地相守，才不负最美的人生；不负善良的自己。 人海茫茫，不求人人都能刻骨铭心，但求对人对己问心无愧，无怨无悔足矣。大千世界，与万千人中遇见，只是相识的 开始，只有彼此真心付出，以心交心，以情换情，相知相惜，才能相伴美好的一生，一路同行。 然而，生活不仅是诗和远方，更要面对现实。如果曾经的拥有，不能天长地久，那么就要学会华丽地转身，学会忘记。 忘记该忘记的人，忘记该忘记的事儿，忘记苦乐年华的悲喜交集。 人有悲欢离合，月有阴晴圆缺。对于离开的人，不必折磨自己脆弱的生命，虚度了美好的朝夕；不必让心灵痛苦不堪， 弄丢了快乐的自己。擦汗眼泪，告诉自己，日子还得继续，谁都不是谁的唯一，相信最美的风景一直在路上。 人生，就是一场修行。你路过我，我忘记你；你有情，他无意。谁都希望在正确的时间遇见对的人，然而事与愿违时， 你越渴望的东西，也许越是无情无义地弃你而去。所以美好的愿望，就会像肥皂泡一样破灭，只能在错误的时间遇到错的人。 岁月匆匆像一阵风，有多少故事留下感动。愿曾经的相遇，无论是锦上添花，还是追悔莫及；无论是青涩年华的懵懂赏 识，还是成长岁月无法躲避的经历……愿曾经的过往，依然如花芬芳四溢，永远无悔岁月赐予的美好相遇。 其实，人生之路的每一段相遇，都是一笔财富，尤其亲情、友情和爱情。在漫长的旅途上，他们都会丰富你的生命，使 你的生命更充实，更真实；丰盈你的内心，使你的内心更慈悲，更善良。所以生活的美好，缘于一颗善良的心，愿我们都能 善待自己和他人。 一路走来，愿相亲相爱的人，相濡以沫，同甘共苦，百年好合。愿有情有意的人，不离不弃，相惜相守，共度人生的每 一个朝夕……直到老得哪也去不了，依然是彼此手心里的宝，感恩一路有你！
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【教学重点】句型：How many ...do you have？ I have...
【教学难点】名词复数的读音。
【教具准备】
1．一盒蜡笔或彩笔
2．教材相配套的动画课件和录像
3．有关动物、食物、玩具等实物或图片
【教学过程】
（一）热身／复习（Warm-up/Revision）
1．复习A部分的课文对话：先看A Let‘s talk部分动画或录像，然后请学生上台表演会话.
2．复习数字 one to fifteen.
1）报数游戏。
每个学生按自己座位的顺序进行报数，报到15后，下一个学生从1开始接着报。
2）11－15单词的认读。
教师出示单词卡，让学生大声朗读出来，对反应快的学生教师给予表扬和鼓励
1．教师手中拿着3本书说：Look！ I have three books. How many book s do you have？引导学生回答出：I have ... books.
2．让学生用自己身边的物品说句子：I have...在学生说的过程中，教师可以对某个学生的物品给与赞赏：Oh， how nice！并引导学生在具体的情景中加以运用。
3．教师拿出一个铅笔盒说：I have many pencils in this pencil-box.W ho can ask the question about it？启发学生用How many pencils do you
have？进行提问。
教师说：Guess， please！（注：每学过的数字可用中文表达）如果有学生答对，教师及时说：That’s right！如果没有学生回答对：教师可对一个学生说：Open it and see.并把铅笔拿出来对全班学生说：Count， ple ase.和学生一起数，数到16。
教师：Oh，16 pencils. That‘s right. I hav e sixteen pencils.教师教读单词sixteen。
4．教师把铅笔一根根增加，学习单词17－20。
5．让学生两人一组操练：How many... do you have？ I have...结合Let’s practise部分。
6．教师拿出一盒蜡笔：Look at this box of new crayons！ Are they n ice？使学生说出：Oh， how nice！
教师继续问：Whose crayons are they？ How many crayons？
7．教师播放录像展示Let‘s talk部分的内容。
8．请学生回答教师提出的问题，教师可根据学生回答问题的情况决定是否再看一遍.
9．播放动画，学生一句一句跟读课文.
10．两人一组表演课文。
11．模仿课文自编并表演新对话。
（三）趣味操练（Practice）
1．Guessing Game
将全班分成若干小组，每组抽一人到前面，背对着班级。
教师拿一个袋子，并向学生们借一些书本，铅笔，钢笔，橡皮等，放入袋中，然后让各组学生轮流猜袋子里东西的数目，猜对的给该组记10分。
2．接力问答
教师要求学生依次根据实际情况互相问答，可先问某一小组的第一位学生：How many books do you have？也可问：How many books can you see on yo ur desk？引导学生根据自己的情况进行问答，像接力赛一样依次进行。
3．让学生拿出事先准备好的图片或者是教师将自己准备好的图片发给学生，基本上保证每个学生有一张图片。
这时教师报一个数，如：eleven，手中图片与数字不符的学生举起自己的图片，旁边的学生问：How many... do you have？这个学生要根据图片上的数量进行回答。
（四）扩展性活动（Add-activities）
猜一猜
两人一组，A闭上眼睛，B往书包里装物品。
装好之后B让A睁开眼睛回答问题：How many... do I have？如果A三次还没有猜对，那B说：Open it an d see， please.
A打开书包后，要用英文来叙述书包里所有物品的物量和名称：You hav e...。
然后，两人交换继续游戏。