第一篇：小學(xué)二年級(jí)英語(yǔ)教案

教學(xué)重點(diǎn)：制作英文名卡和學(xué)唱英語(yǔ)歌曲

教學(xué)難點(diǎn) ：學(xué)生理解教師用英語(yǔ)講述的制作步驟。這就要求教師要講述與演示同時(shí)進(jìn)行。

教具準(zhǔn)備：教師課前準(zhǔn)備一個(gè)名卡，以及本課時(shí)所用的制作名卡所需的彩筆、線繩和硬卡等，并要求學(xué)生帶來(lái)他們的彩筆、線繩和硬紙卡；文具（實(shí)物）

教學(xué)過(guò)程 ：

一 熱身、復(fù)習(xí)(Warm-up/Revision)

（一）游戲——拋球

教師準(zhǔn)備一個(gè)小球，由教師先大聲說(shuō)出自己的名字Hello, I’m ?，之后由教師將小球隨意拋給另一名學(xué)生，提示他做自我介紹，以此類推，練習(xí)自我介紹和打招呼。

（二）復(fù)習(xí)Show me your ?教師先發(fā)指令請(qǐng)全班共同練習(xí)，之后可請(qǐng)“小老師”帶領(lǐng)同學(xué)們進(jìn)行操練。注意此時(shí)教師應(yīng)多給孩子些機(jī)會(huì)，讓他們展示說(shuō)詞水平，教師要及時(shí)給予肯定。

（三）再次用拋球游戲，此次重點(diǎn)練習(xí)打招呼和文具的表述。

由教師開始，將球拋給誰(shuí)（Mike）就和誰(shuí)打招呼說(shuō)Hello!Mike.同時(shí)說(shuō)一種文具如pencil，接到球的學(xué)生則找到相應(yīng)的文具（鉛筆），邊出示邊說(shuō) “Yes.Pencil.”。隨后由第二學(xué)生用同樣的方法繼續(xù)練習(xí)。

二 呈現(xiàn)新課(Presentation)

教師告訴學(xué)生，英語(yǔ)名卡可讓我們彼此了解得更快。教師將完整的名卡制作過(guò)程一邊用英語(yǔ)講解一邊進(jìn)行實(shí)際操作，將整個(gè)過(guò)程呈現(xiàn)給學(xué)生。

三 趣味操練(Practice)

（一）請(qǐng)學(xué)生拿出事先準(zhǔn)備的材料，指導(dǎo)學(xué)生按步驟制作。每句話中的第一個(gè)動(dòng)詞都是教師要強(qiáng)調(diào)的部分，一定要配合手勢(shì)，幫助學(xué)生理解和記憶。

（二）學(xué)生自己動(dòng)手制作名卡。

讓學(xué)生用 Hello/Hi , I’m ?的句型來(lái)展示自己制作好的名卡，對(duì)做得好的學(xué)生可給與表?yè)P(yáng)或適當(dāng)?shù)莫?jiǎng)勵(lì)。

（三）讓學(xué)生跟錄音一起學(xué)唱歌曲H（轉(zhuǎn)載自本網(wǎng)http://，請(qǐng)保留此標(biāo)記。）ello。教師可帶領(lǐng)學(xué)生在演唱時(shí)打出相應(yīng)的節(jié)拍或做些簡(jiǎn)單的動(dòng)作。如果學(xué)生對(duì)書上的歌曲掌握較快較好，教師還可以指導(dǎo)學(xué)生將歌曲中的人名該換成其他主人公或?qū)W生自己的名字進(jìn)行演唱。

四 課堂評(píng)價(jià)(Assessment)

做活動(dòng)手冊(cè)第一單元的第3部分練習(xí)。方法如下：

（一）教師在做活動(dòng)手冊(cè)之前，先做一個(gè)Show me your(pen?)的活動(dòng)作鋪墊。

（二）學(xué)生看圖，說(shuō)說(shuō)圖中學(xué)生手中的物品

（三）教師講解題目要求并指導(dǎo)做的方法。告訴學(xué)生如果圖中人物所拿之物與錄音相同就畫笑臉，不同就畫哭臉。

（四）讓學(xué)生聽錄音做練習(xí)。

（五）再次播放錄音，在教師的指導(dǎo)下讓學(xué)生一句一句地跟讀并相互核對(duì)答案，最后通過(guò)給小花涂色進(jìn)行自我評(píng)價(jià)。

五 擴(kuò)展性活動(dòng)(Add-activities)

記憶名字游戲

（一）每一個(gè)人在說(shuō)自己名字之前都要加上和前面說(shuō)過(guò)名字的人打招呼，教師要幫助學(xué)生記憶，尤其是最后一個(gè)學(xué)生要記下全組或全排學(xué)生的名字。

（二）方法

教師先向做在一排的一個(gè)學(xué)生說(shuō) Hi, I’m Ms Wang，接著這位學(xué)生說(shuō) Hi, Ms Wang.I’m Ann.她/他旁邊的學(xué)生說(shuō) Hi, Ms Wang.Hi, Ann.I’m Ken.以此類推。

板書設(shè)計(jì) ：

Unit 1Hello

展示學(xué)生的名卡

教案點(diǎn)評(píng)：

本課時(shí)沒(méi)有硬性要求學(xué)生掌握的語(yǔ)言點(diǎn)，主要是使學(xué)生在學(xué)完兩個(gè)課時(shí)的知識(shí)后輕松一下，在制作英文名卡的基礎(chǔ)上學(xué)唱英語(yǔ)歌曲“Hello”。復(fù)習(xí)熱身環(huán)節(jié)的活動(dòng)對(duì)前兩個(gè)課時(shí)的知識(shí)進(jìn)行復(fù)習(xí)鞏固。名卡的制作過(guò)程需要教師親自演示、指導(dǎo)，再讓學(xué)生自己動(dòng)手制作名卡。擴(kuò)展性活動(dòng)設(shè)計(jì)的記憶名字游戲是讓師生、生生之間更好的交流，有助于今后教學(xué)的開展，增進(jìn)師生、生生間的感情。

您可以訪問(wèn)本網(wǎng)（）查看更多與本文《Unit 1 Hello第三課時(shí)》相關(guān)的文章。

第二篇：小學(xué)二年級(jí)英語(yǔ)教案

教學(xué)目標(biāo)：

1、能聽懂、會(huì)說(shuō)：My schoolbag is heavy.Whats in it? Thank you so much!How many....do you have? 并能在實(shí)際情景中運(yùn)用。

2、進(jìn)行小組合作，完成 Group work 中簡(jiǎn)要調(diào)查，完成Lets check中簡(jiǎn)要評(píng)價(jià)。

3、培養(yǎng)學(xué)生的同情心、愛心和合作精神。教學(xué)重難點(diǎn)：重點(diǎn)：聽、說(shuō)、認(rèn)讀句型My schoolbag is heavy.Whats in it? Look!10 sharpeners......難點(diǎn)：運(yùn)用所學(xué)新句型和“小組合作”學(xué)習(xí)。課前準(zhǔn)備：

1、教師準(zhǔn)備本課相關(guān)的 >課件，主要人物頭飾及文具用品，一塊標(biāo)有“希望小學(xué)”字樣的標(biāo)牌。

2、教師準(zhǔn)備錄音機(jī)及相關(guān)錄音帶。

3、學(xué)生準(zhǔn)備一些文具：蠟筆，鉛筆以及各類書。教學(xué)過(guò)程：

一、熱身、復(fù)習(xí)

1、唱歌：“Books and pencils”

2、教師播放Lets chant 部分錄音，師生邊做邊吟唱該部分內(nèi)容：（How many English books do you have? Thirty!Thirty!Thirty!）

3、復(fù)習(xí)單詞： ①、用>課件出示一個(gè)房間，里面有各類書放在不同的地方，老師問(wèn)：“How many English/Chinese...books can you see?”請(qǐng)學(xué)生把它們找出來(lái)，用I can see...句型回答。②、>課件出示三種小動(dòng)物，它們背著一個(gè)書包，請(qǐng)學(xué)生猜一猜書包里有些什么文具？

二、新課呈現(xiàn)

1、教學(xué) “My schoolbag is heavy.” 教師展示自己的新書包，拿給全班學(xué)生看：I have a new schoolbag.My schoolbag is heavy.引導(dǎo)學(xué)生朗讀“My schoolbag is heavy.”注意heavy的發(fā)音。讓學(xué)生跟著教師邊說(shuō)邊做，然后請(qǐng)學(xué)生一個(gè)個(gè)練習(xí)。

2、教學(xué)“Whats in it?” 教師問(wèn)：Whats in it? 用手勢(shì)幫助學(xué)生理解句子，接著一一掏出書包中的物品介紹，強(qiáng)調(diào)問(wèn)句和答句，讓學(xué)生跟讀幾次。然后要求全班學(xué)生詢問(wèn)教師書包中物品并數(shù)數(shù)回答，老師問(wèn)幾個(gè)學(xué)生。然后讓一個(gè)學(xué)生當(dāng)小老師，跟其他學(xué)生進(jìn)行對(duì)話。

3、對(duì)話合并在學(xué)生熟練掌握了上面的對(duì)話后，老師拿起自己的書包說(shuō)：“My schoolbag is heavy.”引導(dǎo)學(xué)生提出問(wèn)句：“Whats in it?”然后老師進(jìn)行回答：“Look!2 story-books……”

4、情景演示教師出示Miss White、Zhang Peng 和Amy的人物頭飾及希望學(xué)校的標(biāo)志，自己扮演Miss White，讓兩位表達(dá)能力較強(qiáng)的學(xué)生分別扮演Zhang Peng 和Amy，協(xié)助教師呈現(xiàn)新對(duì)話。張鵬背著書包進(jìn)教室并說(shuō)：“My schoolbag is heavy.”教師詢問(wèn)書包中有什么：“Whats in it?”張鵬將物品一一取出并介紹：Look!20 story-books,32 pencils, 8 rulers and 3 pencil-cases.教師對(duì)之進(jìn)行評(píng)價(jià)“Wow!Good!”讓學(xué)生進(jìn)行跟讀。接著Amy呈現(xiàn)類似內(nèi)容，教師對(duì)之表示感謝“Thank you so much!”強(qiáng)調(diào)so much的發(fā)音，可讓學(xué)生多讀幾遍，并指出sooooo much表示強(qiáng)化感謝的程度更深。最后，引導(dǎo)全體學(xué)生說(shuō)出禮貌用語(yǔ)“Thank you sooooo much!”

5、教師拿上書包，與其他學(xué)生進(jìn)行類似對(duì)話。

6、播放錄音或VCD：Lets talk。先讓學(xué)生完整地聽一遍，再跟讀。

7、同桌進(jìn)行操練，然后角色表演。

三、拓展、鞏固

（一）、Group work（小組調(diào)查）

1、拿出事先準(zhǔn)備好的一張調(diào)查表，記錄調(diào)查結(jié)果。S1：How many（English books）do you have? S2：I have(5).2、反饋調(diào)查結(jié)果請(qǐng)一個(gè)其他小組的學(xué)生問(wèn)：“How many（English books）do you have?”該小組的學(xué)生依次按照調(diào)查表進(jìn)行回答。

（二）、Lets check 學(xué)生聽錄音做Lets check，做完后校對(duì)答案。

（三）、播放一段希望小學(xué)的錄像，讓學(xué)生知道那里的生活條件。然后發(fā)動(dòng)學(xué)生為希望小學(xué)的同學(xué)們獻(xiàn)上自己的一份愛心。學(xué)生送的時(shí)候，教師連連說(shuō)：“Thank you sooooo much!”同時(shí)輕輕播放《愛的奉獻(xiàn)》。

四、作業(yè)布置

1、活動(dòng)手冊(cè)上的相關(guān)練習(xí)。

2、聽Lets talk部分的錄音，讀給家長(zhǎng)或朋友聽。

3、將自己讀的Lets talk錄制下來(lái)，自己聽聽或者帶來(lái)和同學(xué)們比比。參考資料：

第三篇：小學(xué)二年級(jí)英語(yǔ)教案

Unit 4 Ann’s family Vocabulary:

family, mother, father, sister, brother, me, grandfather, grandmother, aunt, uncle, join us, poor, ouch, orange, queen, panda, rat, rooster, octopus, peacock, rabbit, puppet, quilt.Structure:

Who’s that?

That’s my father.That is my father.Period 1

一、Organization: Sing a song.Greetings.二、Revision: Chant it together.三、Presentation and practice

step1, talk to Ss about their families.Make sure they understand that a family can include a mother, a father, brothers, sisters.Then talk about the extender family, especially grandmother and grandfather.Give each child a large piece of paper.Tell Ss they are going to draw a picture of their family.Ask Ss to hold up their completed pictures and say, “This is my family.”

Step 2, hold up your masks of Ann and Ken.Using Ann’s mask say, “That’s my sister.” Have Ss say the sentence after you.Using Ken’s mask say, “That’s my brother.” Have Ss repeat this.Choose two Ss to hold the masks.Have one holding Ann’s mask say, “That’s my sister.” Then

have the other say, “That’s my brother.”

Repeat the procedure a few more times with other Ss.Step3, say to Ss, “Open your books.” Hold up your book.Ask these questions about the pictures:

Picture 1: What is Mocky doing?

Picture 2: What is Ann showing Uncle Booky?

Picture 3: Who is Uncle Booky looking at?

Picture 4: Who is Uncle Booky looking at now?

Picture 5: Who is the girl in the picture?

Picture 6: Who is the boy in the picture?

Picture 7: Who is this?

Picture 8: Who are in Uncle Booky’s picture?

Step4, T: Now we’re going to hear what the characters said.Play the tape.Have Ss look at the pictures as the tape is played.Play the tape again, pausing at each new picture.Have Ss repeat the words before you move on to the next picture.Divide Ss into two groups.One group will be Uncle Booky and the other group will be Ann.The leader of each group holds up the character’s mask.Play the tape again.Pause after each statement.Each group repeat the dialog for their character.Then the groups switch roles.Explain the meaning of the dialog for Picture 6.Tell Ss that Ann is agreeing with Uncle Booky.She says, “Yes.”

Remind Ss about no, which was introduced in Unit 3.Ask questions that elicit the answer no.Ask other Ss questions so that they can answer yes or no.Step5, Homework

Ask Ss to tell their families about the English words for family members.教學(xué)后記：學(xué)生對(duì)故事的內(nèi)容很感興趣，學(xué)的較好，但是對(duì)句子That’s …掌握還不熟練，須課后加強(qiáng)訓(xùn)練。

Period 2

一、Organization: Sing a song.Greetings.二、Revision:

This activity reviews the structures: This is(Ken).Who’s that? And That’s / That is(Ann).Have one student take your place and invite another student to join the first student.Make sure they stand close together.三、Presentation and practice

Step1, Have Ss hold up their drawing of their own families.Ask the class to repeat, “This is my family.”

Then ask Ss to work in pairs.One student points to a family member in the other student’s picture and ask, “Who’s that?” The second student replies, “That’s my …”.Then Ss change the roles.T: now draw your own family and hold up the picture.Point to one figure in the drawing.Ask, “Is this my father?” Ss answer yes or no.repeat for your other relatives in the picture.Step2, have Ss look at the pictures at the top of the page.As you play the tape, have Ss point to the correct picture as Ann talks about the members of her family.Play the tape again while displaying your copy of the page.As the tape is played point to the words one at a time.Without the tape, read the words together.Have Ss touch each word as they say it.Step3, point to the family pictures at the bottom of page 40.Play the first statement on the tape and touch the picture of Ann’s sister.Stop the tape.Have Ss open their books.Tell them that you want them to touch the correct picture each time Ann speaks as you continue to play the tape.Now play the tape again.This time ask Ss to circle the word they hear, for example brother, mother, etc.Step4, play a game.Say to Ss, “Open your books.” Hold up your copy of page 41.Say, “We’re going to play about families.”

Show Ss the picture at the top of the page.Point to Ann, father, mother, sister and brother and ask Ss to name each one.Point to the picture of Mocky.Say, “This is___.” Allow Ss to answer, “Mocky.”

Still work on the top of the page.Have Ss match the names on the right with the correct characters.Have Ss match the faces in the top picture with the silhouettes in the lower picture.Have them say the names in the right order.There is one extra silhouette.Ss must guess who it is.First, ask the whole class who the extra figure is.It is, of course, Uncle Booky.Step5, homework.教學(xué)后記：學(xué)生對(duì)this is與that is還會(huì)有混淆的現(xiàn)象，但是對(duì)that’s my都能熟練地說(shuō)出是誰(shuí)的稱呼。對(duì)aunt的發(fā)音還有待鞏固。

Period 3

一、Organization: Sing a song.Greetings.二、Revision:

三、Presentation and practice

Step1, divide the class into two groups.Hold up one character mask.Have Ss in one group ask, “Who’s that?” encourage the other group to answer.“That’s(Tommy).”

Repeat with the other five masks.Step2, Use the same two groups.Give one student the Ann mask and have him or her stand at the front of one group.And do the same with a student from the other group and the Ken mask.Have the first group speak Ann’s part to ask.Have the second group speak Ken’s part and answer.Now have Ss turn to the top of page 42.Say, “Now we can read what we said.”

Step3, have Ss open their books.Explain that you will play a tape and they will hear something about Ann’s family.Play the tape one sentence at a time.Stop after each sentence.Have Ss touch the correct character in the picture.Play the tape again.This time have Ss number the pictures in the correct order.Step4, ask the class to recall the letters they have learnt.Now ask them to look at Uncle Booky’s ABC.Say, “Find the letters you know.Now look at the next letter.This is letter O.”

Write the letter Oo on the board.Then say, “This is letter O.can you find the word that begins with the letter O?” Check that Ss have found it.Step5, have Ss return to page 43.Display your copy of the page.Draw Ss’ attention to the row of pictures of words beginning with Oo.Play the tape, pointing to the matching picture of each word.Now replay the tape, and have Ss point to the matching picture in their books.Replay the tape, and have Ss say the words aloud.Step6, Repeat the procedure that was used to introduce the letter Oo.Step7, Homework

Color the letter Oo in one color and the others are in different colors.教學(xué)后記：學(xué)生較熟練地掌握了句型，但對(duì)于字母的認(rèn)識(shí)和記憶有一定的難度，對(duì)單詞還須拼寫，學(xué)生掌握的不是很好，課后要多發(fā)時(shí)間去鞏固。中下生更要訓(xùn)練認(rèn)識(shí)字母的能力。

Period 4

一、Organization: Sing a song.Greetings.二、Revision:

三、Presentation and practice

step1, review the letters that we have learnt.Display your page.Point to each picture in turn, for example Octopus, O, O, octopus.Now play the tape.As Ss listen to each word, they should point to its beginning letter.Without the tape, have Ss point to each picture in turn and say the beginning sound.Have Ss trace the letters beside each picture.Step2, Have Ss find “Touch and say” on page 45.Display page 45 of your book and read the words in the speech bubble, pointing to each word.Have Ss repeat the words as you point to each one.Tell Ss that you will point to the character in the picture, and they will say the words for that character.Ss could also repeat the activity in pairs or small groups.Step3, Using picture or real object to review the following words: rat, rabbit, panda.Make sure Ss

can say these things when given a picture or a real object.Use flashcards and have Ss practise reading these words.Read the rhyme to Ss, pointing to each word.Play the tape for the whole rhyme and have Ss listen and point to the words and the matching pictures on the page.Play the tape again and have Ss join in, encouraging them to hum or clap with rhythm.Have Ss point to the pictures in their books as they listen to the tape again.They can also actions and act the rhyme out.Step4, Homework

Tell Ss they can color the pictures for “Match Ann’s family.”

教學(xué)后記：學(xué)生對(duì)剩下的單詞掌握的較好了，但對(duì)于拼寫還是須多下工夫，很多學(xué)生會(huì)與拼音混淆。把chant配上動(dòng)作，學(xué)生較感興趣，所以學(xué)的也較好，課后須鞏固一下學(xué)生對(duì)復(fù)數(shù)s的發(fā)音，效果會(huì)更好。

Period 5

一、Organization: Sing a song.Greetings.二、Revision:

Chant it together.三、Presentation and practice

Step1, Uncle Booky’s storytime.T: we are going to listen to a story.Play the tape, ask Ss to listen to the story with their books closed.Have Ss to look for familiar words in the story.Have Ss read the story silently, encourage them to try to guess the meaning of unfamiliar words.Give them more time to listen and say.Step2, another family game.This game reviews the family vocabulary presented in this Unit and the structure “That’s my __.”

Divide the class into small groups.Have Ss take out their family drawings from lessen 1.Have each student in turn show their drawing and name each family member, “That’s my aunt” etc.Step3, Bingo

Use this game to review the character names, vocabulary, and letters introduced in Unit 4.Step4, Snap.This game reviews new vocabulary and letters introduced in Unit 1 through 4.it is best played in pairs.Ask Ss to take out their small flashcards for the words.Step5 Homework Have Ss do “Self-assessment” this part in pairs or in groups by themselves.教學(xué)后記：學(xué)生在找出相同句子的時(shí)候開始自己把認(rèn)識(shí)的句子讀出來(lái)了，對(duì)于這種學(xué)生給于獎(jiǎng)勵(lì)，鼓勵(lì)其他學(xué)生也迅速找出學(xué)過(guò)的句子。這樣學(xué)生對(duì)Uncle Booky’s storytime就學(xué)的較好，本節(jié)課著重訓(xùn)練了單詞的拼寫，效果比前幾節(jié)課好。

第四篇：小學(xué)二年級(jí)英語(yǔ)教案

Unit 2 This is Danny Deer

一、教學(xué)內(nèi)容：

This is Danny Deer.二、教學(xué)目標(biāo)：

1、掌握單詞：a book , a pen , a pencil , an eraser , a ruler , a pencil sharpener , a pencil box.2、能聽懂句子：Show

3、分角色表演：Uncle

三、教學(xué)過(guò)程： me a(pencil),并根據(jù)指令做出相應(yīng)的動(dòng)作。

Booky’s story time.這是一節(jié)小學(xué)二年級(jí)的英語(yǔ)常規(guī)教學(xué)，課前教師作了這樣的教學(xué)設(shè)想：通過(guò)提問(wèn)What’s this ? 引出所要學(xué)的新單詞：eraser ruler pencil sharpener pencil box 等，獲得這些單詞的聽、說(shuō)、讀的能力。教師事先準(zhǔn)備好了有關(guān)單詞的卡片、實(shí)物、錄音機(jī)及相關(guān)內(nèi)容的磁帶，設(shè)計(jì)將堂課分成如下幾個(gè)步驟：

Step 1: Warming up Sing a song “What’s your name? My name’s ??”一方面讓學(xué)生進(jìn)入學(xué)習(xí)英語(yǔ)的狀態(tài)，另一方面以便復(fù)習(xí)句子：What’s your name?

Step 2 : Presentation Present new words by question “What’s this?”學(xué)生先用學(xué)過(guò)的句型回答：“This is a pen book pencil ”, 之后引出涉及的新單詞：pencil sharpener ,pencil box ,eraser , ruler.并操練句型：“Show me(an eraser)”。

Step 3 :Practice：

分組操練句子：Show me a(pencil)并按指令做出回應(yīng)，以及分角色表演 Uncle Booky’s

Story time.第一步，孩子們合唱熟悉的英文歌曲：“What’s your name? My name is??”很快他們就進(jìn)入了學(xué)習(xí)狀態(tài)。這時(shí)，教師開始引出了這節(jié)課的教學(xué)任務(wù)，同學(xué)們所熟悉的文具：eraser , ruler , pencil sharpener , pencil box , pencil , pen , book 等。教師把這些單詞范讀、帶讀幾遍，使同學(xué)們熟悉單詞。接著教師把學(xué)生分成四人小組進(jìn)行練習(xí)，每個(gè)同學(xué)都拿出自己的文具，運(yùn)用 What can you see? I can see??, What’s this? This is??, Show me a?? 等句型練習(xí)所學(xué)的單詞。同學(xué)們積極主動(dòng)地參與，興趣很濃。

在教授 “Uncle Booky’s Storytime” 這個(gè)部分時(shí)，教師帶領(lǐng)學(xué)生聽兩遍錄音，之后分

角色來(lái)表演對(duì)話。

CoCo Mommy : Come on!Come on!CoCo : Mommy , Mommy!Mommy : Look ,my baby , An eagle , Be careful.CoCO : Mommy ,Look.Mommy : This is a worm.CoCO : Mommy , Mommy , an eagle.Mommy : This isn’t an eagle.This is a sparrow.Sparrow : Hello ,What’s your name ? CoCo

:Hi , I’m CoCo.Ken : Hello , This is for you.Mommy , COCo : Thank you.同學(xué)們很快就進(jìn)入了角色，理解了故事的內(nèi)容，于是，教師將同學(xué)分組進(jìn)行角色表演。他們個(gè)個(gè)都信心十足，大膽發(fā)揮，把故事表演得有聲有色。“興趣是最好的老師。”培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，調(diào)動(dòng)學(xué)生學(xué)習(xí)英語(yǔ)的積極性。

四、教學(xué)反思：

第五篇：小學(xué)二年級(jí)英語(yǔ)教案2

Ⅱ.Lead in T: What’s your favorite animal /sport? S:...T: What’s your favorite food? Now let's learn something about food.板書

Module 9 Unit 1 I don't like meat.Look,(課件出示food的圖片)結(jié)合圖片教授新單詞

rice, noodles, meat, sweets 每學(xué)一個(gè)單詞都分組讀一次，然后請(qǐng)?jiān)俳幸涣谢騼闪型瑢W(xué)接火車讀。

there are so much food：noodles, rice, meat, sweets.How nice!I like food very much.Do you like food?

T: Who likes meat, stand up please and say: I like meat.Who likes rice, stand up please and say: I like rice.Who likes noodles, stand up please and say: I like noodles.Who likes sweets, stand up please and say: I like sweets Ⅲ.Little game “What’s missing?” Ⅳ.New lesson

1、老師通過(guò)先說(shuō)自己喜歡的食物，再說(shuō)不喜歡的食物，說(shuō)不喜歡的食物時(shí)要結(jié)合動(dòng)作，引出“I don’t like……” 句型。

2、同學(xué)們你們都喜歡這些食物。現(xiàn)在仔細(xì)聽一聽，看一看課文中那群聚餐的小朋友都喜歡什么，不喜歡什么。教師邊說(shuō)邊放錄音,讓學(xué)生帶著問(wèn)題從錄音中找尋答案。(聽過(guò)兩遍錄音之后，學(xué)生跟讀錄音找出答案。)

3、讓學(xué)生替換單

“I like ……”.“I don’t like……”

同桌之間互相介紹自己喜歡與不喜歡的食物，老師先和幾個(gè)學(xué)生做好示范。

4、同桌之間練習(xí)

“??for you.”—“No!I don’t like……” 然后請(qǐng)四組同學(xué)起來(lái)讀。

5、Let’s play a game: Among these food, 你們喜歡哪些食物，不喜歡哪些食物。

I’ll ask some students to come here.For example: I say, noodles, if you like it, show me the happy face.If you don’t like it, show me the sad face.(請(qǐng)四個(gè)同學(xué)上來(lái)).The whole class introduce: HeShe likes… T: HeShe doesn’t like…

6、Read the test after teacher.Ⅴ.Blackboard design Module 9 Unit 1 I don't like meat.Meat noodles rice sweets I like… I don’t like… 教學(xué)反思：

第二課時(shí)

總課時(shí)數(shù)：授課時(shí)間： 課程名稱：

I don’t like ginger.教學(xué)目標(biāo)： 1．使學(xué)生能夠用“

I don’t like?”來(lái)表達(dá)自己的喜好。2．學(xué)會(huì)單詞

ginger、onion、ice-cream.教學(xué)重難點(diǎn)：

1.I don’t like?這一句型 2.Ginger、onion的發(fā)音 教學(xué)過(guò)程： Step1.Warm-up.全班一起進(jìn)行游戲：?jiǎn)卧~大比拼。老師在黑板上畫一個(gè)方格。在方格中央寫上“food”一詞，將全班分為四大組，四組輪流說(shuō)出關(guān)于“food”的單詞，不得重復(fù)前面已經(jīng)說(shuō)過(guò)的單詞，說(shuō)對(duì)一個(gè)得1分，最后，哪個(gè)組說(shuō)得最多將獲勝。Step2.lead-in

將所有的有關(guān)食物的小卡片放在一個(gè)盒子中，請(qǐng)一個(gè)學(xué)生到前面來(lái)取出一張卡片后用“I like?”或“I don’t like?”來(lái)表達(dá)自己的喜好.Review the words例如：學(xué)生取出單詞卡“apple”或“I don’t like apples.”卡片中有“onion”與“ginger”當(dāng)學(xué)生取出“onion”時(shí)，教授新單詞“onion”,并對(duì)學(xué)生說(shuō)：“I don’t like onions.What about you?”同樣的方法學(xué)習(xí)“ginger、ice-cream”.(每個(gè)新單詞卡片3張，以確保學(xué)生能拿到新單詞。)Step3、New-text.出示SBUnit

2活動(dòng)1的掛圖，讓學(xué)生聽錄音，試著理解課文。聽之前教師將對(duì)話中出現(xiàn)的食物卡片貼在黑板上，讓學(xué)生聽錄音，在Sam喜歡的圖片下打“P”，不喜歡的則打“×”。檢查學(xué)生的聽力情況。Step4、Finish-task.完成運(yùn)用任務(wù)2。教師放錄音之前，先請(qǐng)學(xué)生仔細(xì)觀察左右兩邊的圖，然后教師放第一遍錄音，讓學(xué)生認(rèn)真聽后獨(dú)立完成，然后再放一遍錄音，讓全班對(duì)答案。兩人一組進(jìn)行練習(xí)，一個(gè)人指上面的圖模仿練習(xí)2的例句向另外一個(gè)人提問(wèn)，完成后，可在全班進(jìn)行展示。

2．完成運(yùn)用任務(wù)1。在聽錄音之前，教師先請(qǐng)學(xué)生自覺(jué)地去看每一幅圖，然后教師放錄音，要求學(xué)生認(rèn)真聽，并用最快的速度找出與聽到的句子相對(duì)應(yīng)的圖，同桌兩個(gè)人比一比，看誰(shuí)的反應(yīng)快。兩人一組進(jìn)行練習(xí)，學(xué)生A說(shuō)句子，學(xué)生B指圖，然后交換角色繼續(xù)練習(xí)。

3．完成運(yùn)用任務(wù)3。請(qǐng)學(xué)生依次看清每一幅圖后根據(jù)自己的喜好在圖的右下角畫“P”或“×”，要求學(xué)生在做的同時(shí)，自己在心中說(shuō)：“I like?/I don’t like?”待所有學(xué)生都做完后，請(qǐng)幾個(gè)學(xué)生到講臺(tái)向全班匯報(bào)自己的答案。Step5.Homework.教學(xué)反思：

Module3 單元教學(xué)目標(biāo)：

①能聽說(shuō)認(rèn)讀peach、pear、orange、watermelon等水果單詞。能夠用I like ?來(lái)表達(dá)自己對(duì)某種水果的喜愛，還能用“It tastes good”來(lái)贊揚(yáng)自己喜歡的水果。

②對(duì)名詞的單復(fù)數(shù)有初步的認(rèn)識(shí)；對(duì)句型“Mike likes ?”有進(jìn)一步的認(rèn)識(shí)。

③能夠用Do you like ?? What about ?? 來(lái)詢問(wèn)別人的喜好，能用Yes, I do./ No, I don’t.來(lái)回答。教學(xué)重難點(diǎn)：

1.能聽說(shuō)認(rèn)讀peach、pear、orange、watermelon等水果單詞。2.對(duì)名詞的單復(fù)數(shù)有初步的認(rèn)識(shí)。

3.單詞banana、orange、fruit的認(rèn)讀。4.能在交際練習(xí)中進(jìn)一步鞏固句型 “Do you like ??

Yes, I do./ No, I don’t.”。教學(xué)課時(shí)： 2課時(shí)

第一課時(shí)

總課時(shí)數(shù)：授課時(shí)間： 課程名稱：

Do you like bananas? 教學(xué)目標(biāo)：

By the end of the lesson ,students should be able to : 1.Say the new words of food in English.2.Practice the dialogue on the textbook and use it properly in real situation.3.Express their likes and dislike correctly and confidently.4.Inspired to use English to solve real problems.教學(xué)重難點(diǎn)：

1.Vacabulary of food : tomatoes bananas...2.General questions :Do you/they like...? Yes I do/No I don’---教學(xué)過(guò)程： Step 1 Review

A.Dictation Unit 5 words

B.Students write the name of food they already know on paper.C.Students draw pictures of food and share them in groups.D.Students volunteer to present their pictures and words.E.Teacher summarize, and writes the words on board.Step 2 Learn the new words

A.Use pictures and guestures to introduce the words.B.Students learn to say the words with the help of pictures.C.Play a guessing game.Work in groups for four.Let student writes the name of food on a paper, and the others guess by asking questions.Teacher demonstrate first.Step3 Learn to talk about likes and dislikes A.Group work: four students make a group and talk with each other about their likes and disliks(Use the sentence structure: Do you like...? Does she/he like...?)B.Volunteers to present their dialogue.Step4 More practice

Work in pairs and find out your partners preference and disgust food.Teach a song “It's time for lunch”.Homework:

a.Copy the new words and try to learn them by heart.b.Make up a dialogue about like and dislikes food,then write it down in exercise book.教學(xué)反思：

第二課時(shí)

總課時(shí)數(shù)：授課時(shí)間： 課程名稱：

Do they like apples? 教學(xué)目標(biāo)：

①能聽說(shuō)認(rèn)讀peach、pear、orange、watermelon等水果單詞。能夠用I like ?來(lái)表達(dá)自己對(duì)某種水果的喜愛，還能用“It tastes good”來(lái)贊揚(yáng)自己喜歡的水果。

②對(duì)名詞的單復(fù)數(shù)有初步的認(rèn)識(shí)；對(duì)句型“Mike likes ?”有進(jìn)一步的認(rèn)識(shí)。

③能夠用Do you like ?? What about ?? 來(lái)詢問(wèn)別人的喜好，能用Yes, I do./ No, I don’t.來(lái)回答。教學(xué)重難點(diǎn)：

1.能聽說(shuō)認(rèn)讀peach、pear、orange、watermelon等水果單詞。2.對(duì)名詞的單復(fù)數(shù)有初步的認(rèn)識(shí)。3.單詞Banana orange、fruit的認(rèn)讀。

4.能在交際練習(xí)中進(jìn)一步鞏固句型“Do you like ?? Yes, I do./ No, I don’t.”。教學(xué)過(guò)程： Step1:Warm-up

1、Let’s sing:《An Apple a Day》

2、Let’s chant:

Do you like pears? Yes!Yes!I do.（動(dòng)作：點(diǎn)頭，雙手輕拍胸膛）Do you like peaches? No!No!Do you like apples? Yes!Yes!I do.（動(dòng)作：點(diǎn)頭，雙手輕拍胸膛）Do you like oranges? No!No!I don’t.（動(dòng)作：搖頭，擺手）Step2:Presentation（課件呈現(xiàn)）

1、導(dǎo)入

Today, Mother Monkey, let Little Monkey go down the hill.Little Monkey is very happy.He comes to the farm.Wow, so many fruits!What can you see ?（生說(shuō)，不會(huì)的可以用中文）Little Monkey will pick many fruits and invite us to his fruit party.But we must learn these words and pass his test.Do you have a lot of confidences? Let’s go!

2、Let’s learn（注意多給學(xué)困生機(jī)會(huì)，并多形式表?yè)P(yáng)）⑴學(xué)apple ①讀單詞。T: What’s this ? Ss: It’s an apple.② Practice with games.③用單詞造句。

T: Make some sentences with

“apple”.（引導(dǎo)學(xué)生說(shuō)：I have?/ I like?the apple is red/Where is the?/Do you like?/How many?can you see(do you have)?等句子。）

T: Look, I have ?(出示實(shí)物)Ss: an apple.T: Yes, I have an apple.The apple is red.I like apples.Hmm(作吃狀)，it tastes good.（學(xué)會(huì)tastes.）

⑵同樣方法學(xué)peach、orange等，但注意畫音節(jié)，讓學(xué)生按音節(jié)來(lái)讀、寫、記單詞。⑶跟光碟整體讀所學(xué)單詞；再讓學(xué)生拿出準(zhǔn)備的單詞圖片，先獨(dú)立讀，不會(huì)可以問(wèn)同學(xué)老師，再在小組里讀給大家聽。⑷Play games

①猜誰(shuí)消失了：老師將單詞卡片打亂，隨機(jī)抽出一張讓學(xué)生猜。②傳悄悄話：老師對(duì)一行的第一個(gè)學(xué)生的耳朵悄悄地說(shuō)一個(gè)單詞，讓他或她轉(zhuǎn)身也悄悄地給下一位同學(xué)??一直傳到最后一個(gè)同學(xué)，他或她就站起來(lái)大聲說(shuō)出單詞，看是否對(duì)。③空中寫：老師用手書空寫單詞，讓學(xué)生猜。

3、Activities & practice（注意多給學(xué)困生機(jī)會(huì)，并多形式表?yè)P(yáng)）

T: Look, Little Monkey comes and examines you！①Riddles : 猜水果名稱（搶答）

a.看著是green，吃著是red，吐出是black。

b.胖娃娃，沒(méi)手腳，紅尖嘴兒一身毛，背上淺淺一道溝，肚里血 紅好味道。

c.黃金屋里裝黃金船，黃金船坐黃金人，黃金人身上帶甜酸。d.紅紅臉，圓又圓，親一口，脆又甜。e.黃包袱，包黑豆，嘗一口，甜水流。②Let’s play

師和一個(gè)學(xué)生先黑板示范，再讓學(xué)生同桌互說(shuō)指令，再畫一畫，說(shuō)一說(shuō)。T: Draw a watermelon.Color it green.學(xué)生畫一西瓜并涂色，然后說(shuō)： This is a green watermelon.③Make a survey

師和一個(gè)學(xué)生先示范，再讓學(xué)生出座位找朋友做調(diào)查。T: Hello，Tan Jian , do you like pears? S1: Yes, I do.T: Do you like apples? S1: No, I don’t.T: What about watermelons?S1: Yes, I do.T: What about oranges?S1: No, I don’t.T: What about peaches?S1: No, I don’t.T: Thank you, bye.S1: See you.教學(xué)反思：

Module4 單元教學(xué)目標(biāo)： 1.Sam likes T-shirts.2.He likes this T-shirt.3.Amy likes dresses.4.She likes this dress.5.學(xué)會(huì)表達(dá)他人及自己的喜好，并回答別人的問(wèn)題。教學(xué)重難點(diǎn)：關(guān)于單三人稱的用法，比如likelikes。教學(xué)課時(shí)： 2課時(shí)

第一課時(shí)

總課時(shí)數(shù)：授課時(shí)間： 課程名稱：

Sam likes T-shirts.教學(xué)目標(biāo)：

1.Sam likes T-shirts.2.He likes this T-shirt.3.Amy likes dresses.4.She likes this dress.教學(xué)重難點(diǎn)：

Likes 及第三人稱單數(shù),動(dòng)詞+S 教學(xué)過(guò)程：

（一）熱身復(fù)習(xí)

1、師生表演chant---What do you like ?

2、通過(guò)看圖片一部分猜的游戲復(fù)習(xí)物品方面的詞（特別是衣單詞）。如：bike apple coat dress等。在猜的過(guò)程中練習(xí)學(xué)過(guò)的 I like…Do you like? What do you like?等句式，為后面的學(xué)習(xí)作好鋪墊。

（二）任務(wù)呈現(xiàn)

在猜的最后，教師呈現(xiàn)自己的任務(wù)：你們喜歡服裝嗎？本節(jié)課通過(guò)調(diào)查活動(dòng)你們將有機(jī)會(huì)了解你的好朋友在服裝方面的愛好，之后還要參加一個(gè)“優(yōu)秀店員”的評(píng)獎(jiǎng)活動(dòng)。

（三）任務(wù)準(zhǔn)備

1、課文導(dǎo)入你們喜歡漂亮的服裝嗎？我們的好朋友

Amy 和Sam也喜歡。讓我們一起去看看他們喜歡哪些衣服。

2、課文學(xué)習(xí)

1）師讀課文，學(xué)生自由說(shuō)出聽到單詞或句子。教師引導(dǎo)學(xué)習(xí)T-shirt、dress等詞。

2）學(xué)生聽后回答Amy 和Sam都喜歡什么服裝。通過(guò)學(xué)生的回答引出本節(jié)課的核心句子----Sam likes T-shirts.Amy likes dresses.并通過(guò)領(lǐng)讀、點(diǎn)讀、大小聲讀、換詞說(shuō)等多種形式進(jìn)行練習(xí)。3）學(xué)生再聽錄音，圈出含有l(wèi)ikes的句子，并引導(dǎo)學(xué)生讀出相關(guān)的句子。

4）學(xué)生跟老師讀課文，同時(shí)明確每句話的含義。5）學(xué)生自由讀課文后進(jìn)行分角色表演。

（四）任務(wù)完成

開展調(diào)查活動(dòng)(運(yùn)用學(xué)過(guò)的Do you like? What do you like?采訪同學(xué)的喜好,最后用本課的核心句型介紹被采訪的同學(xué)在服裝方面的愛好。)

（五）家庭作業(yè)調(diào)查朋友的各方面愛好，下次上課時(shí)向全班同學(xué)匯報(bào)。教學(xué)反思：

第二課時(shí)

總課時(shí)數(shù)：授課時(shí)間：

課程名稱：

He doesn ’

t like these trousers.教學(xué)目標(biāo)：

He/She doesn`t like …Aa, Bb, Cc 的正確書寫字母

教學(xué)重難點(diǎn)： doesn ’

t 的讀法及運(yùn)用

教學(xué)過(guò)程：

（一）熱身復(fù)習(xí)

1、師生表演唱字母歌

2、看明星臉上的表情猜測(cè)喜歡的物品。如：

Yaoming

likes

this

bike.等。

（二）任務(wù)呈現(xiàn)

這些明星一會(huì)將到我們城市的飯店吃飯和去商店購(gòu)物，我們將有機(jī)會(huì)

了解他們各方面的喜好。

最后我們還要參加一個(gè)

“

優(yōu)秀店員

”的評(píng)獎(jiǎng)活

動(dòng)。

（三）任務(wù)準(zhǔn)備 1、課文導(dǎo)入

通過(guò)上節(jié)課的學(xué)習(xí)，我們知道我們好朋友Sam選到了自己喜歡的服裝。現(xiàn)在Sam 在開party,但是他卻不高興，為什么？讓我們一起來(lái)聽一聽吧。

2、課文和韻律詩(shī)學(xué)習(xí)

1）老師讀課文，學(xué)生說(shuō)出不高興的原因。教師引出核心句子 He/She doesn`t like …，并采用各種方式進(jìn)行練習(xí)。2）再次聽音，圈出不會(huì)的單詞。如clothes、trousers、shoes等。教師幫助學(xué)生認(rèn)讀這些詞，并采用多種方式進(jìn)行練習(xí)。3）學(xué)生跟讀課文，同時(shí)明確每句話的含義。4）學(xué)生自由讀課文。

5）組織學(xué)生練習(xí)學(xué)生用書8頁(yè)第2題。6）學(xué)習(xí)Chant.a.看圖談?wù)撐锲罚鰡卧~（apple, bat, car, cat）。

b.觀察單詞構(gòu)成，并引導(dǎo)學(xué)生感悟單詞第一個(gè)字母在單詞中的發(fā)音，最后教師給予總結(jié)。

c.通過(guò)聽音跟說(shuō)、自由練說(shuō)、加動(dòng)作聲音說(shuō)、表演說(shuō)對(duì)Chant進(jìn)行學(xué)習(xí)。

d.通過(guò)教師示范寫、學(xué)生書空寫和本上描摹寫等多種方式進(jìn)行字母

Aa, Bb, Cc的練習(xí)。

（四）任務(wù)完成

1、開展“我是小小創(chuàng)作家“的活動(dòng)。即鼓勵(lì)學(xué)生將課文中的韻句進(jìn)行改編，可以利用人名、水果、動(dòng)物來(lái)進(jìn)行改編。

2、開展最佳店員的評(píng)選活動(dòng)。點(diǎn)菜活動(dòng)或購(gòu)物活動(dòng)（屏幕上呈現(xiàn)各式各樣的菜，一人是店員，一人是廚師。客人先照菜譜，選擇其中的

四種食物說(shuō)

I like ……

及

I don’t like….，而店員不能要求客人停頓或

重復(fù)，只能憑借記憶，之后去廚師那里說(shuō)出客人對(duì)食物的喜好。這時(shí)他要使用句子He/She likes….及He/She doesn’t like….廚師則必須按照店員的敘述，邊重復(fù)對(duì)方的話。客人聽說(shuō)得正確時(shí)要說(shuō)，Yes, I like….聽到錯(cuò)誤時(shí)則說(shuō)Sorry, I don’t like….要求學(xué)生們都努力成為最佳店員。）教學(xué)反思：