北师大版先锋英语二年级下册练习 (Unit 7-9)
新教材北师大版先锋英语 二年级下册英语全册英文教案
Unit 7 Is it a pear?Lesson1Prepare the Student Book used last term.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!” Repeat the words Come on! and mime an appropriate gesture as you do so. Have the children do the same.Say, “Mocky says, ‘Oh, no!’ when he sees that the leopard is going to eat a lemon. What is Mocky feeling?” The children can answer in Chinese.Say, “Yes, in English we say Oh, no! when we are surprised or frightened or worried.” Elicit a similar expression in Ch inese. 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 ans wer in Chinese.Confirm their answer. “Yes, Ken feels sorry for Mocky. He says, ‘Oh! Poor Mocky.’” Have the children repeat Oh! Poor Mocky. with expression in their voices and on their faces.2.Model the dialogAsk the children what they say when they see something exciting or amazing. Tell them, “In English, we can say Wow!” Have the children repeat the word a few times, with expression on their faces.Ask the children what they say when they taste something really delicious. Tell them, “In English, we can say Oooh, yum!” Have the children repeat the words a few times.Ask the children what they say when they taste something very unpleasant. Tell them, “In English, we can say Yuk!” Allow the children to repeat the word a few times.Practice the expressions Oooh, yum! and Yuk! by asking, for example, “What do you think of the ice cream?” “Oooh, yum!”3.Talk about the storyStudent Book pages 2 and 3Have the children open their books at pages 2 and 3. Ask these questions about the pictures:Picture 1: “Where are Mocky and Lulu?”Picture 2: “Who has a stall there?”“What does she sell?”Picture 3: “What does Lulu taste first?”“Does she like it?”Picture 4: “What does she taste next?”Picture 5: “What is the little fruit?”Picture 6/7: “What does Lulu try now?”Picture 8: “Does she like it?”4.StoryStudent Book pages 2 and 3Say, “Now we’re going to hear what the characters said.”Play the tape once without stopping.Play the tape again, pausing after each picture. Have the children repeat each sentence after hearing it on the tape.Divide the class into two groups. One group will be Mocky, the other group will be Lulu.Play the tape again. Stop the tape after each sentence. Have each group repeat the dialog for their character. Then the groups change roles.5.Set homeworkRemind the children to practice some of the new English expressions(Wow! Oooh, yum! and Yuk!) at home.Lesson2PreparationYou 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. Itfl oats on water, etc.” Have the children try to guess what it is.Model the question Is it a (bike)? Have them repeat the question with different English words. Answer, “No, it isn’t.” or “Yes, it is.”Make the clues less clear for each card. The children then have to ask more Is it a (bike)? questions.2.Words to learnStudent Book page 4Have the children open their books at page 4. Draw their attention to the “Words to learn” exercise at the top of the page.Play the tape. Stop the tape after each new vocabulary word. Ask the children to repeat it. Do this a second time.Play the tape straight through. While it is playing, hold up your copy of the page and point to each fruit as it is named.Hold up your copy of the page. Point to each fruit in turn. Ask, “What is it?” If the children cannot answer, ask, “Is it a lemon?” etc. The children should answer, “Yes, it is.” or “No, it isn’t.” Then repeat, “What is it?” Elicit, “It is a (nut).”Play the guessing game outlined in the first part of the lesson. This time, use only the words for fruit in “Words to learn”.3.Listen to thisStudent Book page 4Display your copy of the page and point to the bottom half. Tell the children, “Mocky says, ‘What’s this?’” Point to the picture ofa 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, for example, What’s this? It’s a (ball). Is this a hat? Yes, it is./No, it isn’t.When you say the number of an object in Chinese, they say its name together in English. If they are uncertain of the English name for some objects,you could say the word and have the children repeat it.Extend this activity by asking the children to find any items in the picture that begin with the letter b (ball, banana, book). Repeat for the letter c (computer, cup).5.Set homeworkAsk the children to practice structures:What’s this/that? It’s a ... Is it a ...?Yes, it is./No, it isn’t.Lesson3PreparationYou 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.Sa y, “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 picturesin 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 theline to complete the word.Repeat the procedure for the other words. Have the children write theletters in the blanks.6.Set homeworkStudent Book pages 6 and 7Tell the children to color the pictures on pages 6 and 7.Lesson4PreparationPhotocopy 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 fir st 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 t ogether.” 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. Student B says, “Is it a (lemon)? ” Student A flips over the card and answers, “No, it isn’t. It’s a (pear).” or “Yes, it is.”Continue the game until all the cards are flipped over. Then the two students change their roles.5.Set homeworkAsk the children to finish tracing words on page 8.Lesson51.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.Lesson61.Uncle Booky’s storytim eStudent 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 requirement 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 something beginning with the letter (C).”When a child guesses correctly, show him or her the piece of paper with 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 child points 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?Lesson1Prepare gameboards and cards.You will need:flashcards for the vocabulary introduced in Units 2 and 5.1.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 the 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.Lesson2PreparationYou 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 three 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 sure 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 should 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 vegetables. 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 potatoes.”Now hold up the flashcard aga in. 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 families.Lesson3PreparationYou 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 18Have the children open their books at page 18. Draw their attention to the pictures at the top of 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. Explain 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 tomatoes. 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 19Have the children open their books at page 19. Draw their attention to the pictures at the bottom of the page. Show your copy of the page. Point to the picture of taxi. Ask, “What’s this?” Elicit the word from the children.Repeat the procedure for other pictures.Now point to the words taxi and tomatoes. Read the words and have children repeat after you. Tell the children that there is a line joining the two words together because they have the same beginning sound /t/.Read all the words in the circle and have the children touch the words that have all the same beginning sound with taxi.Read the words again and have the children repeat. This time have the children match the words that have the same beginning sound with taxi to its picture by lines.Repeat the procedure with the /d/ sound. Tell them that there might be pictures that do not match either sounds.6.Set homeworkStudent Book pages 18 and 19Ask children to color the pictures on pages 18 and 19.Lesson4PreparationPhotocopy Drillcard Master 8 and 9(pages 161 and 162)onto light cards. Cut them up to make a set of drillcards.You will need:flashcards for the vocabulary introduced in this Unit.1.Trace the words。
新教材北师大版先锋英语 二年级下册英语全册英文教案
Unit 7 Is it a pear?Lesson1Prepare the Student Book used last term.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!” Repeat the words Come on! and mime an appropriate gesture as you do so. Have the children do the same.Say, “Mocky says, ‘Oh, no!’ when he sees that the leopard is going to eat a lemon. What is Mocky feeling?” The children can answer in Chinese.Say, “Yes, in English we say Oh, no! when we are surprised or frightened or worried.” Elicit a similar expression in Ch inese. 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 ans wer in Chinese.Confirm their answer. “Yes, Ken feels sorry for Mocky. He says, ‘Oh! Poor Mocky.’” Have the children repeat Oh! Poor Mocky. with expression in their voices and on their faces.2.Model the dialogAsk the children what they say when they see something exciting or amazing. Tell them, “In English, we can say Wow!” Have the children repeat the word a few times, with expression on their faces.Ask the children what they say when they taste something really delicious. Tell them, “In English, we can say Oooh, yum!” Have the children repeat the words a few times.Ask the children what they say when they taste something very unpleasant. Tell them, “In English, we can say Yuk!” Allow the children to repeat the word a few times.Practice the expressions Oooh, yum! and Yuk! by asking, for example, “What do you think of the ice cream?” “Oooh, yum!”3.Talk about the storyStudent Book pages 2 and 3Have the children open their books at pages 2 and 3. Ask these questions about the pictures:Picture 1: “Where are Mocky and Lulu?”Picture 2: “Who has a stall there?”“What does she sell?”Picture 3: “What does Lulu taste first?”“Does she like it?”Picture 4: “What does she taste next?”Picture 5: “What is the little fruit?”Picture 6/7: “What does Lulu try now?”Picture 8: “Does she like it?”4.StoryStudent Book pages 2 and 3Say, “Now we’re going to hear what the characters said.”Play the tape once without stopping.Play the tape again, pausing after each picture. Have the children repeat each sentence after hearing it on the tape.Divide the class into two groups. One group will be Mocky, the other group will be Lulu.Play the tape again. Stop the tape after each sentence. Have each group repeat the dialog for their character. Then the groups change roles.5.Set homeworkRemind the children to practice some of the new English expressions(Wow! Oooh, yum! and Yuk!) at home.Lesson2PreparationYou 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. Itfl oats on water, etc.” Have the children try to guess what it is.Model the question Is it a (bike)? Have them repeat the question with different English words. Answer, “No, it isn’t.” or “Yes, it is.”Make the clues less clear for each card. The children then have to ask more Is it a (bike)? questions.2.Words to learnStudent Book page 4Have the children open their books at page 4. Draw their attention to the “Words to learn” exercise at the top of the page.Play the tape. Stop the tape after each new vocabulary word. Ask the children to repeat it. Do this a second time.Play the tape straight through. While it is playing, hold up your copy of the page and point to each fruit as it is named.Hold up your copy of the page. Point to each fruit in turn. Ask, “What is it?” If the children cannot answer, ask, “Is it a lemon?” etc. The children should answer, “Yes, it is.” or “No, it isn’t.” Then repeat, “What is it?” Elicit, “It is a (nut).”Play the guessing game outlined in the first part of the lesson. This time, use only the words for fruit in “Words to learn”.3.Listen to thisStudent Book page 4Display your copy of the page and point to the bottom half. Tell the children, “Mocky says, ‘What’s this?’” Point to the picture ofa 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, for example, What’s this? It’s a (ball). Is this a hat? Yes, it is./No, it isn’t.When you say the number of an object in Chinese, they say its name together in English. If they are uncertain of the English name for some objects,you could say the word and have the children repeat it.Extend this activity by asking the children to find any items in the picture that begin with the letter b (ball, banana, book). Repeat for the letter c (computer, cup).5.Set homeworkAsk the children to practice structures:What’s this/that? It’s a ... Is it a ...?Yes, it is./No, it isn’t.Lesson3PreparationYou 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.Sa y, “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 picturesin 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 theline to complete the word.Repeat the procedure for the other words. Have the children write theletters in the blanks.6.Set homeworkStudent Book pages 6 and 7Tell the children to color the pictures on pages 6 and 7.Lesson4PreparationPhotocopy 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 fir st 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 t ogether.” 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. Student B says, “Is it a (lemon)? ” Student A flips over the card and answers, “No, it isn’t. It’s a (pear).” or “Yes, it is.”Continue the game until all the cards are flipped over. Then the two students change their roles.5.Set homeworkAsk the children to finish tracing words on page 8.Lesson51.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.Lesson61.Uncle Booky’s storytim eStudent 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 requirement 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 something beginning with the letter (C).”When a child guesses correctly, show him or her the piece of paper with 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 child points 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?Lesson1Prepare gameboards and cards.You will need:flashcards for the vocabulary introduced in Units 2 and 5.1.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 the 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.Lesson2PreparationYou 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 three 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 sure 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 should 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 vegetables. 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 potatoes.”Now hold up the flashcard aga in. 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 families.Lesson3PreparationYou 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 18Have the children open their books at page 18. Draw their attention to the pictures at the top of 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. Explain 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 tomatoes. 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 19Have the children open their books at page 19. Draw their attention to the pictures at the bottom of the page. Show your copy of the page. Point to the picture of taxi. Ask, “What’s this?” Elicit the word from the children.Repeat the procedure for other pictures.Now point to the words taxi and tomatoes. Read the words and have children repeat after you. Tell the children that there is a line joining the two words together because they have the same beginning sound /t/.Read all the words in the circle and have the children touch the words that have all the same beginning sound with taxi.Read the words again and have the children repeat. This time have the children match the words that have the same beginning sound with taxi to its picture by lines.Repeat the procedure with the /d/ sound. Tell them that there might be pictures that do not match either sounds.6.Set homeworkStudent Book pages 18 and 19Ask children to color the pictures on pages 18 and 19.Lesson4PreparationPhotocopy Drillcard Master 8 and 9(pages 161 and 162)onto light cards. Cut them up to make a set of drillcards.You will need:flashcards for the vocabulary introduced in this Unit.1.Trace the words。
(完整版)北师大二年级下Unit7-Unit8单元英语试卷
北师大二年级下英语月考题（U7 —— U8）Name_______ Class________ Number_________I. Read and number. (读一读，将图片排列顺序。
)1.What’s this? It’s a pear.2.What’s that? It’s a strawberry.3.Is it a watermelon? Yes, it is.4.These are tomatoes.5.Those are cauliflowers.（）（）（）（）（）II. Read and choose. (请根据文字内容找出相应的图片并在括号里画√表示。
) 6.It’s a banana. 2. Is it a kiwi fruit?( ) ( ) （）（）7. 3.What’s that? It’s a peach. 4.What are these? These arecabbages.（）（）（）（）8. 5.Are these mushrooms. No, they aren’t. They are onions.（）（）III. Read and draw or . （请判断下列图片是否与文字内容相符，相符的用表示，不相符的则用）9. 1.What’s this? It’s a lemon. 2. It’s a nut. 3. Is it an apple?（）（）（）10.4. Are those peppers? 5.what are these? They are potatoes. 6.Theseare carrots（）（）（）IV. Read and circle. (请根据文字内容圈出相应图片下的字母标号。
)11.( )1. What are those? They are carrots.A B C12.( )2. Are those beans? Yes, they are.A B C13.( )3.Is it a watermelon? Yes, it is.A B C14.( )4.What are these? They are potatoes.A B C15.( )5.Are these cucumber? Yes, they are.A B C16.V. Read and circle the word that doesn’t belong. （读一读，圈出划线部分读音与其它两个不同的单词。
北师大版英语二年级下册教案 Unit 7(9)
（北师大版）二年级英语下册教案Unit 7 Is it a pear?(p8-p9)教学目标：1. 继续复习巩固询问物品名称的问句和答语。
2.练习在四线格里抄写单词和句子。
教学重点：复习Is it a lemon ？ No ,it isn’t.巩固句型。
教学难点：正确抄写单词和句子。
课型：复习课。
教学准备：师：复印第160页的第七组句型卡，做成一组句型卡片、本单元的教学卡片。
生：彩笔教学过程：一、复习引入：1.师生问好，组织教学。
2. 复习单词、句型。
二、呈现操练：1、Trace the wordsStudent Book page 8（1）拿出banana的教学卡片，问：“What’s this?”引导学生回答：“It’s a banana.”（2）让学生翻开书第8页，把这一页给学生展示。
让学生看第一个句子，说：“我们现在写一写刚才说过的话。
”让学生描写虚线的字a banana.（3）在第二个线格里让学生把这个词a banana自己抄写一遍。
（4）用同样的方法完成其余的句子。
2.Find and circleStudent Book page 8（1）让学生打开该页的下半部分。
让学生看教师的书，指着画有柠檬的图问学生：“What’s this?”引导学生回答：“It’s a lemon.”指着字谜上的lemon一词，让学生把这个词圈出来。
（2）用同样的方法复习其他水果名称。
（3）告诉学生，他们可以在字谜中找到这些水果名称。
（4）把学生分成两人一组，一起找字谜中的其他词，并圈出来。
（5）检查学生完成的情况。
3.Uncle Booky’s BlackboardStudent Book page 8（1）教师举起What’s和this句型卡片，朗读句子，让学生跟读。
用同样的方法练习What is卡。
（2）用that？替换this？，进行同样的练习。
（3）让两个学生站在教室前面。
一个学生举句型It is a ，另一个学生举起本单元的一张单词卡，组成一句话。
先锋英语二年级下UNIT_7、8课文
UNIT 7 Is it a pear? 课文Wow!What’s this?It’s a banana Oooh，Yum!What’s this?It’s a nut.Oooh,yum!What’s this?Is it a pear?No it is n’t.It’s a strawberry. What’s this?Is this a pear?Yes , it is.It’s a pear.Oooh,yum!What’s that?It’s a lemon.No Lulu.No!Yuk!对话Hello,Ann What’s this?It’s a gift from my father. What is it?Can you guess?Is it a teddy bear?No, it isn’t.Is it a dress?No ,it isn’t.Is it a hat?Yes ,It is.You’re so clever.CHANT歌谣Is It an Orange?Is it an orange.Is it a pear.Is it an apple. Hanging up there?Is it a lemon.Is it a nut.Is it a strawberry. Lying up there?Is it a kite.Is it a bird.Is it a plane. Flying up there?STORY故事What is it,Daddy? Come on, guess.Is it a pear?No it isn’t,Look.Oh ,it’s a pencil sharpener.What’s this?Guess.Is it a strawberry?No ,it isn’t.Look.Oh ,it’s an eraser.Daddy ,is this a ball?Be careful! It’s a watermelon Oh,no!WORD单词an orange a lemon a watermelon a nut a strawberry a banana a pear a peach a pineapple a kiwi fruitbaby ball book bagpen pencil pear句型What’s this? It’s a nut.Is it a nut? Yes, it is. What’s that? It’s a lemon. Is it a pear? No, it isn’t.Unit 8课文No! Mocky! No!What are these?They’re tomatoes.What are those?They’re beans.Are these mushrooms?Yes ,they are.Are these cabbages?No they aren’t.The y’re onions.These are cabbages.Those are potatoes, Mocky. Look, a girl!Ah,carrots!Mocky! No , Mocky, no! They’re my carrots! Mocky! Come back!SingYes ,these are potatoes. Yes these are potatoes. No, they aren’t cabbages. No,they aren’t mushrooms. Yes, they are potatoes.Yes, these are tomatoes. Yes ,these are tomatoes. No, they aren’t onions.No, they aren’t carrots. Yes, they are tomatoes.对话Mocky, come to my room,please! OK,What are those?They are my books.What are those?They are CDs.What are these?They are my toys.Are thes toys, too?Yes, They are teddy bears. Hell,teddy bears!歌谣Hi TomatoWhen Mr Big Potato.Sees Mr Big Tomato.He says, “Hi, Tomato.Be my friend.”When Mrs Big TomatoSees Mrs Big Potato.She says,”Hi,Potato.Be my friend”故事Let’s make a salad.Ok! We need some cucumbers, tomatoes, eggs and apples.What are these?They’re cucumbers.Are these tomatoes?Yes, they are.Oh,we need some apples.And eggs.Tomatoes, eggs.Apples,cucumbers.Yuk.单词peppers tomatoes potatoes eggplants cabbages onions cucumbers beans mushrooms cauliflowerstaxi tomatoes turtle tea deer desk dog duck句型What are these? They are beans.What are those? They are onions. They’re=They areAre these beans? Yes,they are.Are those potatoes? No, they aren’t.aren’t=are notUNIT 9课文Look,Lulu,birds!How many are birds are there?There are three,Lulu.There’s a nest,too.How many eggs are there?There are five.How many flowers are there?There are ten.Help!Lulu! Help!Wow,Lulu!There are six eggs.No Mocky,there are five eggs.Look out! Oh,it’s a small crocodile. Ohhhhhhhhh!There’s a big crocodile.Eeeeeee!Eeeeeeeeee!Singlet’s sing the counting song.One,two,Three,four,five,Six.Seven.Eight,nine,ten.对话Ken，how many people are there in your family?There are five.How many children are there?There are three.How many rooms are there?There are ….four,No, there are five. How many dogs are there?There is only one dog.How many….?You have so many questions! How many birds are there?There are seven birds.How many flowers are there? There are eight flowers.歌谣Once I Caught a Fish Alive One,two,three ,four,five,Once I caught afish alive. Six,seven,eight,nine,ten,Then I let it go again.Why did you let it go?Because it bit my finger so. Which finger did it bite?This little finger on my right. 故事Mike,There are some new babies. Let’s go and see them.Hello,Mike Look at my new babies.Hi, two lovely babies.Hi Mike,Look at my new babies.Oh!Six lovely babies.Wow,ten little turtles!Hi,Mike,Look at my new babies.Hello,Mike,Look at my new babies.Are these your babies?Wow,so many!A big familyYes, we are.Unit10 What color is it?What are they? They’re butterfliesHow many butterflies are there? There are five.What color are they?They’re red, yellow, blue, green and brownThis butterfly’s red BobbyWhat color is that butterfly,Mocky? It’s orange.This butterfly’s greenThat’s right Bobby. it’s green Is that butterfly blue?Yes ,it is .It’s blueLook at all the colors,Bobby.wow！。
北师大版二年级英语下册教案U7-9
鼓励学生大胆开口说英语，培养学生的自信心。
学习句型： What ’s this?/ What’s that? It ’s a nut. Is it a pear? Yes, it is./ No, it isn ’t.
教学难点
通过故事情节，进一步体会功能句型的使用情境。
教 学 教师准备 教材、多媒体课件
Look at picture5:
T: What is the little fruit?
S: It ’s a
strawberry.
Look at picture6/7:
T: What does Lulu eat now? S: She eats a
Look at picture8:
pear.
T: Does Lulu like it?
Lulu go to a market together.
Let’s look at the screen and
listen to the story. Let’s see The
students
what will happen?
listen to the story
Then listen to the story for the for the first time.
1、 Review and learn 过程、 2、 Presentation 方法 3、 Talk about the story
4、 Listen and repeat the story 5、 Extending listening 6、 Using language
情感、 态度、 价值观
教学重点
S: She sells fruit.
北师大先锋英语二年级第二单元检测卷及答案
Ii先锋英语二年级第二单元检测卷学校班级姓名学号成绩一、Listen and circle. (每题3分18分)1. A H C I2. e f d b3. 4.5. 6 .二、Listen and number. (每题6分12分)A. Canada America ChinaB. who she he三、Read and write. (每题2分共24分)_og _at _ird_lephant _uck _nsect_pple _rog _ gg_at _ress _ook四、Read and match.（每题4分共12分）五、Read and circle.(每题2分共10分)1. Who’s this?A. This is Ken.B. That's Peter.2. Who’s that?A. This is Ken.B. That's Peter.3. What do you like?A. Nice to meet you.B. I like banana.4. How old are you?A. I'm eight.B. There are five.5. What’s your name?A. My name is Ann.B. This is Mocky.六、Write the letters from Aa---Ii （共24分）A aThat’s Cathy.She’s from Canada.This is a bag..I like ball.先锋英语二年级第二单元检测卷答案一、 Listen and circle. (每题3分 18分) 1 H 2 d 3Ann 4 Lulu 5 Mocky 6 Wangling 二、Listen and number. (每题6分 12分) A. 1 America 2 China 3Canada B. 1 who 2 she 3he三、Read and write. (每题2分 共24分)_dog c_at_birde_lephant _duck i_nsecta_pple _frog e_ ggh_at d_ress b_ook四、Read andmatch.（每题4分 共12分）五、Read and circle.(每题2分 共10分)1. Who ’s this?A. This is Ken.B. That's Peter. 2. Who ’s that?A. This is Ken.B. That's Peter. 3. What do you like?A. Nice to meet you.B. I like banana. 4. How old are you?A. I'm eight.B. There are five.5. What ’s your name?A. My name is Ann .B. This is Mocky. 六、Write the letters from Aa---Ii （共24分）书写字母（略）That ’s Cathy.She ’s from Canada.This is a bag. .I like ball.。
新教材北师大版先锋英语 二年级下册英语全册英文教案
Unit 7 Is it a pear?Lesson1Prepare the Student Book used last term.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!” Repeat the words Come on! and mime an appropriate gesture as you do so. Have the children do the same.Say, “Mocky says, ‘Oh, no!’ when he sees that the leopard is going to eat a lemon. What is Mocky feeling?” The children can answer in Chinese.Say, “Yes, in English we say Oh, no! when we are surprised or frightened or worried.” Elicit a similar expression in Ch inese. 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 ans wer in Chinese.Confirm their answer. “Yes, Ken feels sorry for Mocky. He says, ‘Oh! Poor Mocky.’” Have the children repeat Oh! Poor Mocky. with expression in their voices and on their faces.2.Model the dialogAsk the children what they say when they see something exciting or amazing. Tell them, “In English, we can say Wow!” Have the children repeat the word a few times, with expression on their faces.Ask the children what they say when they taste something really delicious. Tell them, “In English, we can say Oooh, yum!” Have the children repeat the words a few times.Ask the children what they say when they taste something very unpleasant. Tell them, “In English, we can say Yuk!” Allow the children to repeat the word a few times.Practice the expressions Oooh, yum! and Yuk! by asking, for example, “What do you think of the ice cream?” “Oooh, yum!”3.Talk about the storyStudent Book pages 2 and 3Have the children open their books at pages 2 and 3. Ask these questions about the pictures:Picture 1: “Where are Mocky and Lulu?”Picture 2: “Who has a stall there?”“What does she sell?”Picture 3: “What does Lulu taste first?”“Does she like it?”Picture 4: “What does she taste next?”Picture 5: “What is the little fruit?”Picture 6/7: “What does Lulu try now?”Picture 8: “Does she like it?”4.StoryStudent Book pages 2 and 3Say, “Now we’re going to hear what the characters said.”Play the tape once without stopping.Play the tape again, pausing after each picture. Have the children repeat each sentence after hearing it on the tape.Divide the class into two groups. One group will be Mocky, the other group will be Lulu.Play the tape again. Stop the tape after each sentence. Have each group repeat the dialog for their character. Then the groups change roles.5.Set homeworkRemind the children to practice some of the new English expressions(Wow! Oooh, yum! and Yuk!) at home.Lesson2PreparationYou 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. Itfl oats on water, etc.” Have the children try to guess what it is.Model the question Is it a (bike)? Have them repeat the question with different English words. Answer, “No, it isn’t.” or “Yes, it is.”Make the clues less clear for each card. The children then have to ask more Is it a (bike)? questions.2.Words to learnStudent Book page 4Have the children open their books at page 4. Draw their attention to the “Words to learn” exercise at the top of the page.Play the tape. Stop the tape after each new vocabulary word. Ask the children to repeat it. Do this a second time.Play the tape straight through. While it is playing, hold up your copy of the page and point to each fruit as it is named.Hold up your copy of the page. Point to each fruit in turn. Ask, “What is it?” If the children cannot answer, ask, “Is it a lemon?” etc. The children should answer, “Yes, it is.” or “No, it isn’t.” Then repeat, “What is it?” Elicit, “It is a (nut).”Play the guessing game outlined in the first part of the lesson. This time, use only the words for fruit in “Words to learn”.3.Listen to thisStudent Book page 4Display your copy of the page and point to the bottom half. Tell the children, “Mocky says, ‘What’s this?’” Point to the picture ofa 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, for example, What’s this? It’s a (ball). Is this a hat? Yes, it is./No, it isn’t.When you say the number of an object in Chinese, they say its name together in English. If they are uncertain of the English name for some objects,you could say the word and have the children repeat it.Extend this activity by asking the children to find any items in the picture that begin with the letter b (ball, banana, book). Repeat for the letter c (computer, cup).5.Set homeworkAsk the children to practice structures:What’s this/that? It’s a ... Is it a ...?Yes, it is./No, it isn’t.Lesson3PreparationYou 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.Sa y, “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 picturesin 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 theline to complete the word.Repeat the procedure for the other words. Have the children write theletters in the blanks.6.Set homeworkStudent Book pages 6 and 7Tell the children to color the pictures on pages 6 and 7.Lesson4PreparationPhotocopy 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 fir st 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 t ogether.” 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. Student B says, “Is it a (lemon)? ” Student A flips over the card and answers, “No, it isn’t. It’s a (pear).” or “Yes, it is.”Continue the game until all the cards are flipped over. Then the two students change their roles.5.Set homeworkAsk the children to finish tracing words on page 8.Lesson51.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.Lesson61.Uncle Booky’s storytim eStudent 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 requirement 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 something beginning with the letter (C).”When a child guesses correctly, show him or her the piece of paper with 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 child points 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?Lesson1Prepare gameboards and cards.You will need:flashcards for the vocabulary introduced in Units 2 and 5.1.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 the 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.Lesson2PreparationYou 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 three 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 sure 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 should 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 vegetables. 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 potatoes.”Now hold up the flashcard aga in. 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 families.Lesson3PreparationYou 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 18Have the children open their books at page 18. Draw their attention to the pictures at the top of 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. Explain 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 tomatoes. 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 19Have the children open their books at page 19. Draw their attention to the pictures at the bottom of the page. Show your copy of the page. Point to the picture of taxi. Ask, “What’s this?” Elicit the word from the children.Repeat the procedure for other pictures.Now point to the words taxi and tomatoes. Read the words and have children repeat after you. Tell the children that there is a line joining the two words together because they have the same beginning sound /t/.Read all the words in the circle and have the children touch the words that have all the same beginning sound with taxi.Read the words again and have the children repeat. This time have the children match the words that have the same beginning sound with taxi to its picture by lines.Repeat the procedure with the /d/ sound. Tell them that there might be pictures that do not match either sounds.6.Set homeworkStudent Book pages 18 and 19Ask children to color the pictures on pages 18 and 19.Lesson4PreparationPhotocopy Drillcard Master 8 and 9(pages 161 and 162)onto light cards. Cut them up to make a set of drillcards.You will need:flashcards for the vocabulary introduced in this Unit.1.Trace the words。