北师大版小学二年级英语上册备课教案
北师大版二年级上册英语Unit 2 Mockey's friends 8课时教案
Unit 2 This is Danny Deer.【课时安排】8课时【教学目标】知识：1．单词：Core: this , isn’t, desk, book, pen, pencil, eraser, ruler, not, a, pencil box, pencil sharpenerPhonics: eggs, elephant, fire, flowers, girl, goat, hat, hand, insect, inkCintextual: Come on! Super! Nice to meet you. What a lovely deer!2．Phonics: Ee, Ff, Gg, Hh, Ii3．句型：This is Danny Deer. This isn’t Lulu Leopard．This is not Lulu Leopard．This is a pen.This is an eraser. Show me a pencil.Stand up. Sit down. Open your books.能力：1．培养学生运用英语与老师、同学进行交流的能力2．培养小组合作的能力。
情感：关注学生的内在需要，在活动中培养学生的协作精神和竞争意识，培养学生学习英语的积极情感态度。
【教学重难点】1．正确朗读新单词。
2．对本课中新句型及以前旧句型的正确朗读及应用。
3．表演the rhyme and the song.【教学准备】教学卡片、剪刀、彩笔、录音机和磁带Period 1【教学内容】This is (Mocky). This isn’t (Ken).Show me a (pencil). Stand up.Sit down. Open your books.Super. Oh, no!Come on! Nice to meet you.What a lovely (deer).【教学准备】把Lulu Leopard和Danny Deer面具草图剪下来，涂上适当的颜色并制作成简单的面具；第一单元使用过的4个人物的面具。
北师大版二年级上册英语教案精品
CONTENTS
METHODS
PURPOSE
3.Post-task Activities
2: Read the new words after the tape.
Listen to the tape and repeat.
Reads aloud many times, deepens the student impression.
PROCEDURES
CONTENTS
METHODS
PURPOSE
1. Pre-task Preparation
Hello/Hi I’m----. What’s your name?
Teacher and student dialogue.
Review, repeatedly consolidated.
METHODS
PURPOSE
3.Post-task Activities
2:Listen to the tape and play a game what’s your name?
Group work
reads loudly.
Listen to the tape and read the text.
Show a picture
How many people are there in the picture?
Who are they?
What are they talking?
Observes through the student to has already appeared the character carries on recognizes again.
Listen to the tape and read the text.
北师大版(一起)英语二年级上册全册教案第一学期全套教学设计
Unit 1 Hello!课时安排：8教学目标：知识：1、单词：Core: hello, what’s, your, name, my, children, what, is hi, good, morning, Good-bye.Phonics: apple, ant, ball, baby, boy, ca t, carrots, deer, dog, doorContextual: Let’s go! Be careful.2、Phonics: Aa, Bb, Cc, Dd3、句型：H ello, my name’s (Jane).Hello, my name’s (ken).What’s your name?What is your name?能力：1、培养学生运用英语与老师、同学进行交流的能力2、培养小组合作的能力。
情感：关注学生的内在需要，在活动中培养学生的协作精神和竞争意识，培养学生学习英语的积极情感态度。
教学重、难点：1、正确朗读新单词。
2、对本课中新句型及以前旧句型的正确朗读及应用。
3、表演the rhyme and the song.教具准备：教学卡片、剪刀、彩笔、录音机和磁带教学过程：Lesson 1Teaching contents（教学内容）story.Teaching aims（教学目标）：1．能听懂并理解故事大意。
2.能读出故事内容。
3.学习hello, What’s your name?等句型。
Key points（教学重点）理解故事大意，朗读故事，学习句型hello, What’s your name? Difficult points（教学难点）句型What’s your name?读音及语调。
Preparation（教具准备）: 1、给每个学生制作一张简单的英文名字卡片。
卡片上端留一个小也，别一个别针。
另外把每个学生的英语名字写在大卡片上。
2、把Ann, Ken, Mocky 和Uncle Booky等四个人物的面具草图复印一份并剪下来，涂上适当的颜色并制作成简单的面具。
北师大 小学英语二年级(上)教案
Good morning, boys andgirls.Welcome to ourEnglishclass.
2.Review
Do you remember our old freinds?拿出人物卡片进行主线人物(Ken、Ann、Mockey、Uncle Booky)复习。Who's he\she? He\she is...
2.Review
利用人物卡片进行重点句型复习。教师手持Ann的人物卡片
提问说：Hello！My name's Ann. What's your name?请学生回答。
…
二Presentation
Talk Together
请学生翻开课本第6页，上半部分。
首先请学生观察插图，询问What can you see? What are they doing?学生至少可以回答出人物名字及长城。此部分要尽可能的让学生说出尽可能多的单词，但是不会的单词可以用中文表达。
8.在四个组中各选一位学生进行角色表演。可以进行两至三组。
三Summary
T:Close your book, look at the blackboard.
Review sentences: Hello! What’s your name? My name’s…
四Homework
Encourage the children to practice greeting their family and friends in English, “Hello, my name’s … . What’s your name?”
停放录音，全班一起朗读句子，要求学生边读边指。
时间充裕的话，可以进行小组朗读及角色表演。
北师大版小学英语二年级上册教案 全册
北师大版小学英语二年级上册教案全册第一课：Greeting目标- 研究使用基本的问候语- 能够与他人进行简单的交流教学过程1. 呈现问候语的图片和词语，引导学生认读。
2. 老师模仿问候语的语音和表情，引导学生模仿。
3. 操练问候语的对话，例如：- A: Good morning!- B: Good morning! How are you?- A: I'm fine, thank you! How about you?- B: I'm good too, thanks!4. 分角色进行角色扮演，以加强学生的实际应用能力。
5. 小组内讨论和分享自己常用的问候语，培养学生合作和交流能力。
6. 教师总结本课所学内容，提醒学生巩固复。
拓展活动- 学生可编写问候语的对话，并与其他小组进行交流。
- 在课堂上进行问候语的表演或比赛，以激发学生的兴趣和参与度。
第二课：Colors目标- 研究基本的颜色词汇- 能够用基本的句型描述物品的颜色教学过程1. 呈现不同颜色的图片，引导学生观察并说出颜色。
2. 研究颜色词汇，并进行发音训练。
3. 引导学生用句型"This is a [color] [object]." 描述物品的颜色。
4. 进行游戏，例如：“Teacher says”，老师用指令引导学生说出正确的句子。
5. 老师出示物品，学生用适当的颜色进行描述，例如：“This isa blue pen.”6. 教师总结本课所学内容，提醒学生巩固复。
拓展活动- 学生制作个人颜色卡片，通过游戏来识别和配对颜色。
- 学生可以在班级中进行颜色展示，用英语描述展示物品的颜色。
...(继续完整的教案内容)。
新北师大版小学二年级英语上册全册教案
新北师大版小学二年级英语上册全册教案Unit 1: Greetings- Lesson 1: Introduction to greetings- Objective: To learn basic greetings such as "Hello" and "Goodbye"- Activities:- Students greet each other using different greetings- Role-play situations where greetings are used- Materials: Flashcards with different greetings written on them- Lesson 2: Asking and answering "How are you?"- Objective: To learn how to ask and answer the question "How are you?"- Activities:- Students practice asking and answering "How are you?" in pairs - Teacher presents different emotions (happy, sad, tired) and students express how they feel- Materials: Emotion flashcardsUnit 2: Numbers- Lesson 1: Introduction to numbers 1-10- Objective: To learn how to count from 1 to 10- Activities:- Students practice counting from 1 to 10 individually and as a class - Teacher presents objects and students count them- Materials: Counting flashcards- Lesson 2: Numbers 11-20- Objective: To learn numbers from 11 to 20- Activities:- Students practice counting from 11 to 20 using flashcards- Teacher presents random numbers and students say the corresponding number word- Materials: Number flashcardsUnit 3: Colors- Lesson 1: Introduction to colors- Objective: To learn basic colors in English- Activities:- Students learn color words through singing a color song- Teacher presents objects of different colors and students name the colors- Materials: Color flashcards, color song- Lesson 2: Mixing colors- Objective: To learn how to mix primary colors to create secondary colors- Activities:- Students mix primary colors using paint and create secondary colors- Teacher shows pictures of objects of different colors and students identify the colors used to create them- Materials: Primary color paints, pictures of objectsUnit 4: Animals- Lesson 1: Introduction to animals- Objective: To learn names of different animals in English- Activities:- Students learn animal names through a matching activity- Teacher presents flashcards with different animals and students name them- Materials: Animal flashcards, matching activity- Lesson 2: Animal sounds- Objective: To learn sounds made by different animals- Activities:- Students listen to audio recordings of animal sounds and guess the animal- Teacher presents pictures of animals and students imitate the sounds they make- Materials: Audio recordings of animal sounds, animal flashcards ... (continue with lessons for the remaining units)Assessment:- At the end of each unit, there will be a short assessment to test students' understanding of the content covered. The assessment may include multiple-choice questions, matching activities, and basic written exercises.Note for Teachers:- This lesson plan is designed for the textbook "新北师大版小学二年级英语上册."- Make sure to provide ample opportunities for students to practice speaking and listening skills.- Encourage students to participate actively and provide positive feedback to reinforce their learning.。
二年级英语上册Unit1Hello教案3北师大版
Unit 1 Hello！Lesson 1⑴教学目标①知识目标：Hello! What’s your name？ My name's … .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 names and giving one’s own.⑶教学过程：1. Warm-up （Greetings）Give each child an English name to use in class。
Give each child an English name on a light card tag to pin on。
As each name is assigned, say the name and have the class repeat it after you。
2。
Use English namesChoose one child。
Ask，“What's your name?” The child replies using the name of his or her card.If necessary， help with pronunciation. Repeat for the whole class。
3. Introduce the charactersTell the children that they are going to read some stories about these characters: Uncle Booky， Mocky， Ken， Ann。
Tell the children that they are going to meet some new friends.Hold up the mask for Peter and Wang Ling.4。
Model the dialogUse any two of the masks。
二年级英语上册Unit2ThisisDannyDeer(Lesson1-2)教案北师大版
Unit 2 This is Danny Deer新课标体现：本单元主要是要求学生掌握在日常生活中如何运用是什么，不是什么的问答。
会对陌生人问物品名称等。
这些简单的对话是学生日常生活中可以常常用到的，这样可以提高学生使用英语交流的机会和能力。
Teaching Aims：知识技能：1.Listening：能听懂询问物品名子等的对话；指出图，同学们可以说出它的在英文中的单词。
2。
Speaking:能在适当的语境打招询问物品名称；能在教师设计的语境中运用本单元所学功能句，及应答进行会话.3。
Reading:能正确、流利的朗读课文对话及LOOK AND SAY中的对话;能正确读出图中物品的名子。
4。
Writing:能正确、规范地写本单元要求掌握的字母。
过程方法：1。
利用现有的电教设备资源，使学生可以更加直观的对所要学习的内容有整体了解，并且可以培养学生良好的发音习惯，为以后的学习打下基础。
2.在教授对话的同时，把单词或重点句型出示给学生，这样可以使学生更方便于学习，掌握，和运用。
3.在教学时多采取同学之间互相帮助的功能,可以加深同学之间的感情，还可以帮助班主任更好的完成思想道德教育工作。
Teaching Emphasis:1。
What is this? 及应答.2.重点词汇： pencil, book， ruler, pencil box, eraser, pencil sharpener， ink, eggs, flowers， girl， hat。
Teaching Difficulty:1。
字母无论从读音还是写上来说，对于二年级学生来说都是较难掌握的，在单词的学习中引出字母的学习.2。
在正确的环境里运用询问物品名称.Lesson oneTeaching Aims:1.T he student can be understand the dialogue what’s mean。
2。
The students like to learn English。
最新北师大版二年级英语上册全英文教案(全册 共81页)
最新北师大版二年级英语上册全英文教案（全册共81页）Unit 7 Is it a pear?第一课教案Teaching aims: Present the new words and sentence structures of this Unit.Get Ss to 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 Ann and Ken to meet Uncle Booky. Mocky says to them, ‘Come on!’ when they set out. What do we say when we want someone to come with us?” Elicit an appropriate expression in Chinese.Say, “Yes, and in English we say Come on!” Rep eat the words Come on! and mime an appropriate gesture as you do so. Have the children do the same.Say, “Mocky says, ‘Oh, no!’ when he sees that the leopard is going to eat a lemon. What is Mocky feeling?” The children can answer in Chinese.Say, “Yes, in English we say Oh, no! when we are surprised or frightened or worried.” Elicit a similar expression in 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 i n 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. wi th 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.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 ita (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 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 an swer 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’tUnit 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 ea ch 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 children’s attention to the bottom of the page. Show your copy of the page. Point to the picture of the lemon and ask, “What’s this?” Elicit, “It’s a lemon.” Point to the word lemon and have the children circle the word.Repeat the procedure for the other pictures of fruit.Explain to the children that they can find all the fruit names in the puzzle.Put the children into pairs. Tell them that together they must find the other fruit names in the puzzle and circle them out.Check that the children find all the words and circle them correctly.3.Uncle Booky’s BlackboardStudent Book page 9Hold up the What’s and this? drillcards. Read the sentence aloud. Have the children repeat the words after you. Do the same with the What is drillcard.Repeat the procedure, substituting that? for this?Have two children stand in front of the class. Have one child hold up the It is a drillcard, and the other child hold up a flashcard for this Unit. Together they make a sentence, It is a (pear).Point to each card in turn and say the words as you point. Repeat with two other children holding up the It’s a drillcard and a different flashcard.Repeat the two procedures. Have the children say the words.Choose four different children. Give one child the Is it a drillcard. Give each of the other children a “fruit” drillcard.Have two of the children form a sentence, Is it a (nut)? Read the words to the class as you point to each word. Hold up the appropriate flashcard next to the drillcard. Elicit the answer, “Yes, it is.”Repeat the procedure, but this time have the children say the words as you point to each one.Now hold up the banana flashcard. Say, “Is it a pear?” Elicit the answer, “No, it isn’t/is not.”Repeat the procedure for the other flashcards. Occasionally hold up the matching flashcard. Make sure that all the children change to Yes, it is.Have the children open their books at page 9. Say, “Now we will read these words together.” Encourage the children to touch the words as they read them. Use all possible combinations.4.Guess and sayStudent Book page 9Ask the children to take out their small fruit flashcards in this unit.Put children in pairs. Have each pair mix their cards together and then spread them face down on the desk.Student A puts his/her hand on one card and asks student B to guess. StudentB 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.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 correctanswers. 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。
北师大英语二年级上全册教案
2009----2010学年度第一学期英语课教案二年级先锋英语学年计划：1 使学生掌握表示问候的问候语及回答语。
Hello , What’s your name ?...2 能够自己介绍某种物品的名称，会使用简单的问候语进行交流。
Stand up ! Sit down .3 能够询问“那是谁？”并做出简单回答。
4 掌握几个重点单词（国家名称）5 能够介绍自己的家庭成员（掌握单词）6 掌握形容词性物主代词的基本使用方法并能做替换练习。
My his herThis is my car.7 A类单词要求听说读。
剩余单词要求理解词义，会说。
8 要求学生每人一本单词卡片，充分利用卡片进行学习。
9 坚持听录音作训练，要求有听说的训练。
单元备课：教材分析：《先锋英语》小学教材根据教育部颁发的“小学英语课程教学基本要求”的精神，遵循英语学习的规律和儿童心理生理发展的要求，以小学生的生活经验和认知发展水平为基本出发点循序渐进地设计课程，充分体现现代教学理念和素质教育思想，寓教娱乐，强调学生在学习过程中的感悟、体验、实验、参与以及思维能力的发展，在良好的语言环境中融学习情感、学习能力和跨文化交际意识的形成语言学习的全过程中，力求体现素质教育思想。
1、在教材总体设计目标上，重兴趣、重成就感、重自信心的建立。
2、在教学方法上，重体验、重实践、重参与、重创造性思维的发展。
3、在语言教学内容上，重语感、重语音语调基础、重交际能力的培养。
教材内容：unit 1:Hello !unit 2:This is Danny Deer.unit 3: Who’s that?Unit 4:Ann’s family .Unit 5:He’s my father .Unit 6:Review .年级要求：一、突出对学生学习兴趣的培养。
二、采用话题---功能---结构---任务相结合的编写思路。
三、在内容安排上注意由远及近，由表及里，由浅入深逐步递进，保证词汇重复。
北师大二年级英语上册教案设计【三篇】
北师大二年级英语上册教案设计【三篇】【导语】英语教案设计是改进课堂教学的一种更高层次的探索，是提高课堂教学质量和效率的一项必要工作，它可以增进教学的系统化，使老师掌控讲课节奏。
以下是作者为您准备的与（北师大二年级英语上册教案设计）相干的资料，期望可以帮助到您！【篇一】《Review》Lesson1教学目标：知识目标：1、能听懂、会说以下单词Weather snowy fine sunny cloudy rainy windy hot warm cool cold tomorrow ride等表示日常天气的单词，能在交换中运用。
2、能听懂、运用以下日常交际用语句型What are you going to do on Sunday？I‘m going to play football on Sunday.It’s going to be a fine day3、学习故事，初步感知句型，知道内容。
能力目标：1、能初步认读运用单词及句型2、能够知道故事内容，并朗诵课文故事情感目标：通过课文故事的学习，培养、提升学生养成关注天气的意识和习惯。
教学重点：能够运用句型句型What are you going to do on Sunday？I‘m going to play football on Sunday.It’s going to be a fine day教学难点：单词发音：Weather snowy fine sunny cloudy rainy windy及描写的句型。
教具准备：卡片、光盘、录音机教学进程：1．句型复习：going to学生用书第76页·让学生翻开书第76页，看“Going to”句型的插图。
指着第一幅插图，提问：What are they going to do？”引导学生回答：“They are going to eatdinner.”·用同样的方法练习其他插图。
最新北师大版小学英语二年级上册教案(全册)
最新北师大版小学英语二年级上册教案(全册)单元1：Hello!课时1：Hello! Hello!教学目标- 研究并掌握单词和短语：hello, hi, name, English, teacher, student- 能够听懂和使用简单的问候语句- 能够自我介绍并向他人问候教学内容1. 熟悉并研究单词和短语：hello, hi, name, English, teacher, student2. 听录音并模仿研究问候语句3. 观看视频并研究如何自我介绍和向他人问候教学步骤和方法1. 老师出示单词和图片，引导学生研究单词的发音和意思。
2. 教师用录音机播放和朗读问候语句，要求学生跟读。
3. 教师播放视频，学生观看并模仿视频中的自我介绍和问候场景。
4. 学生进行小组活动，互相介绍和问候。
5. 教师进行课堂总结和点评。
家庭作业1. 背诵并模仿问候语句，与家人进行问候。
2. 观看家庭作业视频，向镜子自我介绍并问候。
单元2：My Family课时1：Family Members教学目标- 研究并掌握单词和短语：family, father, mother, sister, brother - 能够用英语介绍自己的家庭成员教学内容1. 研究单词和短语：family, father, mother, sister, brother2. 研究描述家庭成员的句子结构，如"Her name is Lisa. She is my sister."3. 观看视频，研究如何用英语介绍自己的家庭成员教学步骤和方法1. 教师出示图片和单词，引导学生研究单词发音和意思。
2. 教师示范用英语介绍家庭成员，要求学生跟读和模仿。
3. 教师播放视频，学生观看并研究如何用英语介绍家庭成员。
4. 学生进行小组活动，互相介绍自己的家庭成员。
5. 教师进行课堂总结和点评。
家庭作业1. 复单词和短语：family, father, mother, sister, brother2. 想一想如何用英语介绍自己的家庭成员，向家人进行练。
北师大小学一起点英语二年级上册《Unit 2 This is Danny Deer》教案 (4)
Mocky。之后叫起一个同学，让他向大家
介绍一个她的朋友（走到一个同学身边，
让他站起来，对大家说 This is …）
Step2 Learn 拿出一本书，举给大家看，并用手指着说
New words a book，重复两遍，把卡片帖在黑板上，
指着卡片，让同学跟读 a book。
同 样 方 法 完 成 pencil eraser ruler
北师大小学英语 一起点
相信自己，就能走向成功的第一步 教师不光要传授知识，还要告诉学生学会生活。数学思维可以
让他们更理性地看待人生
TB:小初高题库
教学重点：
常见文具的英文表达法.
教学难点：
“一个”的表达方法中 an 的用法.
较难掌握的单词 sharpener eraser.
教学步骤：
教学环节
教师活动
教学目标
Step1
让一 个 同 学上 台 ，给他 一个 Mocky 的面
Warming up: 具 ， 老 师 拿 着 Booky 的 面 具 说 This is
pencil-box pencilsharpener
带着同学读黑板上的单词，重复几遍，待
同学都能够掌握其读法之后，让同学玩游
戏 up and down 一个文具放在袋子里，让他
摸，并说出英文名字，之后带领同学完成
P17 的游戏。
让同学看书 Words to learn ,老师先给同
北师大小学英语 一起点
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！
TB:小初高题库
Unit 2 This is Danny Deer
【最新】北师大版二年级英语上册教学计划(完整)
【最新】北师大版二年级英语上册教学计划(完整)目标本教学计划旨在帮助二年级学生有效研究北师大版二年级英语上册课程内容，培养他们的听、说、读、写能力和语言综合运用能力。
教学安排第一周- 课程：Unit 1 - Hello- 研究内容：研究基本问候语和自我介绍的表达方式- 教学目标：学生能够用英语进行简单的问候和自我介绍- 教学方法：以游戏、歌曲和角色扮演为主要教学方式，激发学生的兴趣和积极性- 教学评估：口语表达和角色扮演的能力评估第二周- 课程：Unit 2 - Family- 研究内容：研究家庭成员的英文表达以及简单的家人介绍- 教学目标：学生能够用英语介绍自己的家人，并理解他人的家庭成员介绍- 教学方法：以图片、Flashcards和小组讨论为主要教学方式，培养学生的观察力和口头交流能力- 教学评估：口头介绍和小组讨论的能力评估第三周- 课程：Unit 3 - School- 研究内容：研究学校的英文表达，掌握课堂常用语和学校设施的描述- 教学目标：学生能够用英语描述学校的不同场所和活动，并与同学进行简单的交流- 教学方法：以角色扮演、游戏和开放式讨论为主要教学方式，提高学生的语言真实运用能力- 教学评估：角色扮演和开放式讨论的能力评估课外作业为了巩固课堂研究内容，每周都会布置一些课外作业，包括练题、听力练和口头表达练等。
请家长关注学生的作业完成情况，并与学生一同复和巩固所学内容。
教学资源- 北师大版二年级英语上册教材- 多媒体设备- 图片和Flashcards- 游戏和歌曲资源以上是北师大版二年级英语上册教学计划的概要内容，根据实际情况可能会有一些调整。
希望学生们通过本教学计划的研究，能够对英语产生兴趣，提高语言能力，更好地与他人交流。
最新北师大版小学二年级英语上册教案(全册 共38页)
6
16
Unit 3 Who’s that? 4
纸版、录音机
17
Unit 3 Who’s that? 5
纸版、录音机
18
Unit 3 Who’s that? 6
录音机
7
19
Unit 4 Ann’s family 1
单词卡、彩笔
20
Unit 4 Ann’s family 2
纸版、名字卡片
21
Unit 4 Ann’s family 3
纸版、录音机
11
Unit 2 This is Danny Deer 5
彩笔
12
Unit 2 This is Danny Deer 6
纸版、录音机
5
13
Unit 3 Who’s that? 1
单词卡、彩笔、面具
14
Unit 3 Who’s that? 2
纸版、名字卡片
15
Unit 3 Who’s that? 3
复习询问别人的问句及回答语
教学重点
句型在适当的语言环境中的使用
教学难点
句型的朗读
教具准备
面具、彩笔、胶水
教 学 过 程
时 间
教 师 活 动
学 生 活 动
教 学 意 图
复 备 课
一 复习英文名字
(4)
二做面具
(8)
三用面具、说英语。
(7)
四学一学、说一说
(8)
五听一听
(8)
六唱一唱
(5)
让学生佩带英文姓名卡片。教师问：Hello ,What’s your name ?
Sing a song
作业
读书课文内容
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北师大版小学二年级英语上册备课教案全册备课对新课标理解：现在的社会是向着全球化，社会化发展的。
英语逐渐的成为我们生活中不可缺少的一部分，越来越被人重视，小学英语作为教育发展的重要环节，更应该得到重视。
新课标强调课程应以学生的学习兴趣、生活体验和认知水平为基本出发点，倡导学生体验、实践、参与、合作与交流的学习方式和任务型的必学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程。
做到这些要求，首先需要的就是学生浓厚的对英语学习的兴趣，那怎么样培养学生学习兴趣就成了一个基础话题，这一问题要面向全体学生，特别是要关注学生的个别差异引起的情感问题。
帮助学生建立成就感和自信心。
在教学中注意创设能引导学生主动参与的教学环境，激发学生的学习积极性。
使每个学生都能得到充分的发展。
在这一过程中教学模式的转变起到了一定的作用，一定要从以老师为中心的教学模式身以学生为中心的教学模式转变。
强调学生的参与和体验，强调采用多种形式的教学活动。
比如可以利用我们学校已有的良好电教资源，听原版录音带练习发音，也可以利用网络找一些贴近课堂学习的情境对话或小动画，以更直接的方式引导学生学习英语，对英语产生浓厚的兴趣。
总的来说，新课标对发展学生自我主观能动性起到了很积极的作用。
素质教育在其中深有体现。
并且由升学教育向终身教育的转变等等都是很好的突破。
在这一新课标的指导下，希望在英语教学中可以达到更好的效果。
Teaching Aims:知识技能：1、Listening:充分利用学校的电教资源，在发展学生自主学习的基调上，让学生可以接触到更多、更直观的学习方式，比如听录音，看小动画等等。
掌握部分日常用语，如：能听懂询问名子的问及回答，或问是谁的语句。
辨别词中的字母的不同读法。
2、Speaking:根据本册书的教学要求，作为基本的主导方向，指导学生在教师为学生设计的教学情境中，能够正确运用问名子，问是谁，问是什么等等的语句，并能对所提问的句子做出适当的回答。
3、Reading:正确，流利的朗读和使用课文对话，正确读出与课文或练习中相关的单词，认读字母和带有此字母的单词。
4、Writing:以听、说、读的基础上，培养学生写的能力。
正确描、写英语中的字母，能够摹仿老师的板书写简单的字母、单词和句子。
过程方法：1、发挥老师的指导做用的同时，充分发挥学生的自我主观调动意识，且提高他们自主学习的能力，但要注意教师在教的过程中，对学生思想的指导方向，不能一味的任学生自己发展。
二年级的学生在上课时有些时候上课意识并不强烈，这要求教师不能只是教授新知而已，在很大程度上是要引导学生的行为和思维。
2、充分运用学校已有资源，如：电子媒体进行多方位教学，网络教学等。
这样不但可以提高学生的学习兴趣，又可以丰富学生对新事物的接触能力，从而更直观、方便的教和学，在潜移默化中培养学生学习英语的兴趣。
3、在英语的教学过程中，加入适当的对英、美等国家一些风俗习惯在日常生活中的应用。
主要采取同学之间互相帮助的方法，可以形成一帮一小组等方式。
使学生可以在一起分享学习英语给大家带来的乐趣。
鼓励学生多说，多练，尤其注意日常口语在生活中的应用。
情感态度与价值观：1、在英语教学的过程中注意培养学生的学习兴趣是一个老生常谈的问题，因此更应引起我们的重视。
于此教师可以采取多种方式，比如：多采纳、听取学生的意见，抵制学英语给学生带来的负面压力，努力创设一个轻松的学习环境。
2、在英语教学中也应时时渗透思想道德教育的重要性。
确立良好的价值观和积极向上的人生观，形成同样积极的学习态度。
3、对于申奥成功，无疑是北京对世界张开怀抱的一个机会，学生作为未来世界的主动力，在学习中提倡培养学生的创新意识。
这样才能在竞争如些激烈的社会中立足，做一个社会主义新人。
Teaching contents:本册书共六个单元，其中五个单元是精读课文，一个复习单元。
Unit 1Hello!Unit 2 This is Danny DeerUnit 3 Who’s that?Unit 4 Ann’s familyUnit5 He’s my fatherUnit6 ReviewTeaching Emphasis:1、对于一些日常用语的应用，如：①What’s your name? And answers②This is… ? And answers③Who’s that?. And answers④He is ?She is? And answers2、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。
PS：Teacher’s activities=T本学期工作目标：UNIT ONE HELLO新课标体现：本单元主要是要求学生掌握在日常生活中如何在见面时和人打招呼，会对陌生人问姓名等。
这些简单的对话是学生日常生活中可以常常用到的，这样可以提高学生使用英语交流的机会和能力。
在此过程中又可以渗透一些外国风俗习惯，对学生学习英语也是一种帮助。
Teaching Aims:知识技能：1、 Listening:能听懂询问你好，名子等的对话；指出图，同学们可以说出它的在英文中的单词。
2、 Speaking:能在适当的语境，打招呼询问姓名；能在教师设计的语境中运用本单元所学功能句，及应答进行会话。
3、 Reading:能正确、流利的朗读课文对话及LOOK AND SAY中的对话；能正确读出图中物品的名子。
4、 Writing:能正确、规范地写本单元要求掌握的字母。
过程方法：1、利用现有的教设备资源，使学生可以更加直观的对所要学习的内容有整体了解，并且可以培养学生良好的发音习惯，为以后的学习打下基础。
2、在教授对话的同时，把单词或重点句型出示给学生，这样可以使学生更方便于学习，掌握，和运用。
3、在教学时多采取同学之间互相帮助的功能，可以加深同学之间的感情，还可以帮助班主任更好的完成思想道德教育工作。
Teaching Emphasis:1、What’s your name?及应答.2、重点词汇：cat, dog, baby, ball, carrot, ant, door, deer, apple.Teaching Difficulty:1、字母无论从读音还是写上来说，对于二年级学生来说都是较难掌握的，在单词的学习中引出字母的学习。
2、在正确的环境里运用打招呼询问姓名。
UNIT ONEHELLO重点课时备课The 1st per(-9-2)Teaching Aims:1、Understand the dialogue .2、The students like to learn English.3、The students can ask and answer the dialogue.Teaching Emphasis:1、H ow can use “What’s your name?” in the dialogue. And answer it.2、Emphasis sentence: what’s your name?Teaching Difficulty:The children can use the “What’s your name?” in dialogue. Answer it.Teaching process:Step1:Give English name to the students.T: What’s your English name?S: Answer it.Step2:Introduce the new people. Such as: Mocky, Uncle Booky and so on.Step3:T: The teacher must conduct the student read and study.Look at the pictures and think it.S: Think it.Read after the tape.Step4:T: Conduct the students read the dialogues.S: Read after the teacher.Read the dialogues with themselves about five minutes.Step5:Pair work (one student ask and the other answer)Step6:Picture 1: Where are the children?Picture 2: Who sees them?Picture 3-5: What is the monkey doing?What do you think they are saying?Picture 6: How are they getting across the river?Picture 7-8: Where are they all going?Step7:T: Conduct the students take the one finger to find the same words with blackboard. S: Follow the teacher’s conduct and take these fingers for words.Step8:Black Board Write:Hello ByeWhat is your name?My name is ……Step9:Homework:1. Read the dialogues with the pictures.2. Teach the new dialogues to dad and mom in English.重点课时备课The 2nd per(-9-4)Teaching Aims:1、The students understand the dialogue what’s mean.2、The students like to learn English.3. The students can be ask and answer the emphasis sentence very expertly. Teaching Emphasis:1. H ow can use “What’s your name?” in dialogue very expertly. And answer it.2. Emphasis sentence: what’s your name?My name’s=my name isTeaching Difficulty:H ow can use “What’s your name?” in dialogue very expertly. And answer it. Teaching process:Step1:Review the English name.Step2:T: Review the dialogues.Student book page 4Have the class look at the top of the page.Without the tape, read the words together.S: As you play the tape, have the class point to the character that is speaking. Have the children touch each word as they say it.Step3:T: Point to the six pictures and say, “look at the first picture. Who is talking?”S: Monkey.T: Repeat for the other five pictures.S: Make it.Step4:T: Have the children open their books at page 5.Say,”We are going to learn a song about our new friend.”Read the words to the children, pointing to each word.S: Read after the teacher.Sing after the tape.Step 5:T: what’s your name?What is your name?S: The students know what’s mean.Step6:Homework:Singing and reading.The 3rd per(-9-8)Teaching Aims:1、Use the dialogues explain the mind and use it in live.2、The students like to learn English.3. The students can be ask and answer in live.Teaching Emphasis:How can use “What’s your name?” in live. And answer it.Emphasis sentence: what’s your name?My name’s=my name isTeaching Difficulty:H ow can use “What’s your name?” in live. And answer it.Teaching MediumStep1:T: Have the children open their books at page 6. Draw their attention to the bottom half of the page. Explain that you want them to listen to the tape and touch the correct characters when they hear them say, “Hello!”S: Play the tape and have the children touch the correct pictures.T: Display your copy of the page. Point to the fourth picture and say, “Hello. My name’s Lulu”S: Have the children touch the picture in their books and repeat the words.T: Repeat the procedure for the other pictures.Step2:T: Ask the children to find a picture of Ann in their books.Write Ann on the board and say,”this is Ann’s name. Look at the first letter. This letter is called letter A.”S: Draw the children’s attention to the picture of the thing beginning with Aa (apple). Step3:T: Introduce the letter Bb, Cc, Dd.Have the children find a picture of Uncle Booky in their books.Point to the first letter, and say,” look at this letter. This is the letter Bb.”Repeat the procedure for letters Cc and Dd.S: Make it.Step 4:S: Student book page 79T: Have children point to the letters Aa, Bb, Cc and Dd.Teach the students call them “capital” and “small” letters.Tell them that capital letters are used at the beginning of names.S: Have the children turn to the black and white copy of Uncle Booky’s ABC. They can trace over the letters Aa, Bb, Cc and Dd and color the picture.Step 5:Black board writes:Aa Bb Cc DdAnn apple boy baby cat carrotsdeer dogStep6:Homework:1.Color the picture and letters for Aa, Bb, Cc and Dd.2.Color the pictures of Ann, Ken, Mocky and Uncle Booky.The 4th per（.9.16）Teaching Aims:1、Use the dialogues explain the mind in live very expertly..2、Keep the students like to learn English.3、The students can be ask and answer very expertly in live.Teaching Emphasis:1、How can use “What’s your name?” very expertly in live. And answer it.2. Emphasis letter Aa, Bb, Cc and Dd.Teaching Difficulty:How can use “What’s your name?” very expertly in live. And answer it. Differentiate the capital and small letter.Teaching Medium:Step1:T: Say, “watch me write the letter A.”Write a letter A in the air.S: The students write the letter in the air with teacher.Repeat for the small letter a.Follow the same procedure for Bb, Cc and Dd.Step 2:S: Draw the children’s attention to the pictures at the bottom half of the page.T: Play the tape. As the children repeat each word they should point to its beginning letter.Without the tape, have the children point to each picture in turn and say the beginning sound.S: Make it.Step 3:T: Point to the ‘s of What’s and explain that the apostrophe mark shows that a letter has been left out.In the same way, review My name’s and introduce My name is.S: Make it.T: Have the children open their books at the top of page 9.Model the structures by reading, for example: Hello! What’s your name? My name’s Ken.Divide the class into two groups. Have one group repeat the questions, and the other group repeats the answers. Use all possible combinations.Have the groups change places.Step 4:Review the sentences from the previous activity.Draw the children’s attention to the bottom part of the page. Display your copy of the page, and explain that when you point to a character you will ask a child to tell the class what that character would say.If time allows, children could repeat the activity in pairs or small groups.Step 5:Black board writing:What’s your name? = What is your name?my name’s = my name isStep 6:Homework:Student book page 8Have the children trace the letters beside the pictures. They can finish the exercise for homework.Remind the class to finish tracing and writing Aa, Bb, Cc and Dd.The 5th per(.9.18)Teaching Aims:1、Use the dialogues explain the mind.2、The students like to learn English.3. The students can be ask and answer.Teaching Emphasis:1. How can use “What’s your name?” very expertly in live. And answer it.2. Emphasis sentence: what’s your name?my name’s=m y name isTeaching Difficulty:How can use “What’s your name?” very expertly in live. And answer it.Teaching Medium:Step 1:Ask the children to read the sentences in the speech bubbles an match them with the characters who have said them. Ask children to draw a line between the speech bubbles and the characters.Ask children to color the characters.Step 2:Review the dialogues for last class.Such as: what’s you name? = What is your name?My name’s = My name isI’m = I amStep 3:Use the pictures or real objects and review the following words: dog, cat, ball and apple.Make sure the children can say these things when given a picture or a real object. Step 4:T: Take some students to roles for dialogues.S: In the one scene, divide the roles make a play for dialogues.Step 5:Black board writes:(Picture) cat (Picture) ball (Picture) apple(Picture) baby (Picture) dogStep 6:Homework:Teach the parents the words.UNIT TWO新课标体现：本单元主要是要求学生掌握在日常生活中如何运用是什么，不是什么的问答。