北师大版二年级英语教案
小学二年级英语教案课题：Unit One Hello一、学习目标：1、学会使用下列日常用语: What’s your name? My name is …. XX is my name. Good morning/afternoon/evening.2、能够正确书写字母Aa ~~Dd，并知道其在字母表中的顺序。
3、能够“三会”掌握下列单词：apple, ball , baby, cat, dog等。
4、能够了解下列单词的读音：ant, boy , carrots, door, deer.5、通过课文内容的学习，使学生学习礼貌待人。
二、学习重难点：重点：1、单词：apple, ball, baby, cat, dog, ant ,boy ,carrots, door, deer的学习。
2、句型What’s your name? My name is XX/ XX’s my name. 的正确使用。
3、字母Aa至Dd的学习。
（音、型）难点：1、句型：What’s your name? My name is XX. /Xx is my name.的运用。
2、字母的正确书写。
三、学习过程：第一课时学习内容：1、句型：What’s your name? My name is .2、问候用词Good morning/afternoon/evening.的学习。
学习内容：一、复习准备：1、教师出示头饰，让学生说出其的名字。
2、发给学生一些英语名字的卡片，并用别针别在胸前。
一边发一边说英语名字。
让学生记住自己的名字。
3、教师一次举起一张卡片，上面写有名字，哪个学生就站起来。
二、新课呈现与操练：1、使用英语名字：叫起一名学生，问他：What’s your English name?学生根据自己卡片上的名字回答。
（如果学生不会，教师帮助学生回答，纠正学生的发音，让全班学生听清楚）2、介绍本单元的主要人物：（1）直接向学生说明：接下来将要阅读关于这几个人物的故事。
（2）教师举起Ann的面具，问：“这是谁？”引导学生回答：“Ann”。
（3）用同样的方法复习Ken, Mocky和Uncle Booky。
（4）学习两个要认识的新朋友。
举起Peter的面具说，“这是Peter。
”让学生重复，用同样的方法介绍王玲。
3、示范对话：（1）教师举起王玲和Mocky的面具（一手举一个）（2）教师用王玲的面具遮住自己的脸说：“Hello,what’s your name?”教师然后用Mocky的面具遮住自己的脸说：My name is Mocky.（3）教师举起四个面具中的任何两个，用同样的方法进行对话。
让学生帮助教师回答。
三、巩固与发展：1、教师放录音，让学生跟读课文。
2、学生同桌操练对话。
用What’s your name? My name is …3、学生听故事，了解P3页的内容。
（教师放录音，让学生听，感爱对话的内容）4、小结所学内容：问对方叫什么名: What’s your name?回答：My name is ….四、作业：1、听录音，跟读课文。
2、将自己的英语文告诉给自己的朋友或家庭，并询问他们的名字。
板书设计：What’s your name?My name is….教学后记：老师给学生命英文名字，学生非常喜欢，因此学得很积极。
同时，纪律好的才能得到英文名，学生的纪律也能得到很好的控制。
第二课时学习内容：1、继续巩固运用句型：What’s your name? My name is ….2、学唱歌曲My name is …3、能够根据所听内容，做出正确的选择。
学习过程：一、复习准备：1、让学生佩戴英语姓名卡。
2、教师说：Hello! What’s your name?”鼓励学生依次回答：“My name is ….”。
3、教师举起任意一张名字卡片上名字，让与卡片上名字相同的学生站起来。
教师问：What’s your name? 学生回答My name is …。
二、新课呈现与操练：1、教师要求学生准备好的面具，教师举起一个教学面具，对全班说：举起这个人物的面具。
2、教师提问：What’s your name? 学生应回答：My name is …3、用同样的方法重复上面的步骤。
4、学生看P4上半部的插图。
教师一边放录音一边让学生在课上指出说话的人物。
5、再放一次录音，教师向学生展示自己的书。
指着书上的内容。
6、学生跟录音读课文内容。
三、巩固与发展：1、教师向学生展示自己手中的课本，指着6幅插图说：请看第一幅图。
谁在说话呢？（Mocky）2、用同样的方法练习其他几幅图。
3、放录音，让学生翻开书边听边选择相应的图。
4、再放一遍，让学生根据录音的顺序在插图左上角的小方格里写出数字。
5、学唱歌曲。
四、作业：1、把歌曲唱给家长或朋友听。
2、听录音，将课文内容再复习一次。
板书设计：Hello, My name is ….. What’s your name?My name is教学后记：经过一节课的学习，学生对句型较熟悉，因此，学得较自信。
二周一第三课时学习内容:1.继续巩固句型:What’s your name? My name is ….?2.“三会”掌握下列单词:apple , ball, baby, cat, dog.3.掌握字母Aa~~Dd,能够按要求书写.学习过程：一、复习准备：1、用What’s your name? My name is …?每个学生的英文名字。
2、翻到课本P4，复习主要人物的名字以及句子结构My name is …3、借助面具，以对话的形式复习学习过的结构如：Hello. My name is Uncle Booky. What’s your name? 学生回答：My name is …二、新课呈现与操练1、出示课文P6页上半部分的插图投影，放录音，一边放一边指着说话的人物。
2、分角色跟录音读课文内容。
3、同桌与间练习对话练习。
让学生用他们的英文名字替换划线部分的名字。
4、让学生看P6下半部分，听录音，要求学生听录音时，听到某个人物说“Hello！”就用手指向那个人物。
5、再放一遍录音，这一次要学生在每张插图旁边的方格里写下句子的顺序号。
（1、2、3、4）。
6、学习字母：Aa~~Dd（1）让学生在自己的书上找到一幅Ann的图，教师黑板上写出Ann，并说这是“Ann”的名字。
请看第一个字母，这是字母“A”。
（2）让学生看教师手中的单词卡片，引导学生找出以字母A打头的图（apple）。
（3）放录音，教师指出单词相对应的图。
（4）再放录音，让学生大声学说这个单词。
（5）以同样的方法学习字母Bb,Cc,Dd。
三、巩固与发展：1、教师把自己的书翻到P79页，的彩色页，向学生展示。
2、让学生指出字母Aa, Bb, Cc, Dd。
3、告诉学生字母有两种写法，即大写和小写。
4、让学生在书上找字母Aa, Bb, Cc, Dd。
并涂上颜色。
四、布置作业：1、完成学生用书第7页下半部分的练习。
给字母Aa, Bb, Cc, Dd,把这两个字母描实并给相应的插图涂上颜色。
2、学生同桌之间操练对话。
板书设计：Hello. My name’s ….What’s your name?教学后记：字母的学习较难，但开始几个还是能在一节课完成。
三周一第四课时学习内容:1、字母Aa~~Dd的书写。
并能认出单词中的所含的字母。
2、学习单词：ant , boy , carrots, door, deer。
3、归纳所学的句型，并知道What’s是What is的缩写。
My name’s是Myname is的缩写。
学习过程：一、复习准备：1、复习字母：教师出示字母表，让学生认读字母。
2、复习单词：教师出示单词卡片，让学生认读单词，并说出单词中含那些字母。
（只说出自己认识的字母即可）二、学习新课：1、字母书写教学：4.教师出示字母表，认读字母Aa~~Dd。
5.教师出示小黑板，让学生认识四线三格。
6.教学生书写字母Aa，先让学生观察教师书写，一边写一边强调有关注意事项。
7.学生空中写字母。
8.学生做课本中的“临摹和抄写”练习。
9.用同样的方法学习其他字母。
2、学习单词：（听录音，找字母）（6）让学生看P8下半部分的插图。
（7）教师向学生展示自己手中的书，依次指着每幅图并说出相应的单词和第一个字母，例如：baby, Bb, baby.（8）放录音，让学生一边跟读一边手手指出单词的第一个字母。
（9）让学生依次指图片，并说出每个单词的第一个字母。
3、句型归纳：（1）教师举起What’s your name?的句型卡片，边读说边指单词。
（2）让学生重复这句话。
（3）教师举起What is your name？的句型卡片，重复同样的步骤。
告诉学生这两个结构的意思是一样的。
（4）教师指着What’s中的’s 解释缩写号’表示少略了一个字母。
（5）用同样的方法解释name’s 和I’m。
（6）让学生把课本打开翻到P9，看Uncle Booky Blackboard。
（7）教师领读这两个句子结构。
三、巩固发展1、让学生简要复习前一个活动中练习过的句子。
2、让学生看P9页的下半部分。
教师向学生展示手中的书。
教师指向某个人物时，叫一名学生告诉全班那个学生会说什么话。
四、作业：1、抄写字母：Aa, Bb, Cc, Dd。
2、读单词给家长或同学听。
板书设计ant boy carrots door deerWhat’s=What is My name’s = My name isI’m = I am教学后记：字母的书写教学对于急于写的学生来说，老师的控制较难，学生很容易在老师教学写的时候，自己写，这样学习习惯就难以养成。
四周一Unit 2 This is Danny DeerThe fourth weekTeaching material: Unit 2 This is Danny DeerLesson OneAims and demands: Introduce new friendsSentence structures: This is ……This isn’t……Important and difficult points: This is ……This isn’t ……Teaching procedure:Step 1: Warm-up1.sing the song: My name’s Cathy2.Let’s chant: Hello dog, hello cat.3.Greetings between the teacher and the studentsStep 2 Presentation1.Leading: Introduce the new characters“ This is Mocky/ Ann/Ken/ Uncle Boocky…..”“ This is Lulu/ Danny……”Get the students to make the sentences: This is……2.After the students are familiar with the sentence “This is……”Try to teacher another new sentence structure: This isn’t …….“This isn’t Mocky/ Ann/ Ken/ Uncle Booky…….”3.Books open, listen to the story on the page of 14 and 15.Help the students understand the story, guiding points/;Supper! Oh,no! Come on! Nice to meet you.What a lovely deer!4.Ask and answer about the story:1)What can you see in the pictures?2)Where are they?3)What are they doing?4)Who is their new friend? And its name?5)What mistake does Mocky make in the end?5.Listen to the tape again, and read after it again and againStep 3 Practice1.Read the story together2.Read in roles3.Act out the storyStep 4 Consolidation1. Sentence structure: This is…….2. New language pointsStep 5 Homework1.make sentences after class with your classmates using the structure: This is……2.listen to the tape and read the story three times教学后记：this is 较难读，在老师的鼓励下，还是乐意讲，乐意介绍自己的朋友。
最新北师大版二年级下册英语教案【三篇】
北师大版二年级下册英语教案【三篇】【导语】英语教案设计是改善课堂教学的一种更高层次的探索,是提高课堂教学质量和效率的一项必要工作,它可以促进教学的系统化,使老师掌握讲课节奏。
以下是为您准备的与北师大版二年级英语教案相关的资料,希望可以帮助到您！【篇一】一、Greetings.二、Presentation.Step 1,Review.Review the sentence patterns and vocabulary presented in Grade 1.T: Can you chant: An elephant can walk, walk, walk walk.??Have students change the other words for it.Step2,Model the dialog.Present the flashcard for “see”。
Hold up the flashcard and model the word for students, have them repeat it for you.Repeat the procedure for “walk, climb, listen and read.”Hold up your mask for Mocky and say, “I can walk.” Point to your legs and walk around the classroom.Repeat the sentence and add, “Can you?”Now hold up the mask fo r Ann and say, “Ye s, I can.”Have students say the sentences after you.Use the mask and repeat the procedures. Let students ask and answer.Step3Talk about the story.Have students open their books at pages 50 and 51. Ask these questions about the pictures.Picture 1/2: What can Mocky do?Picture 3/4: What happens to Mocky?Picture 5: How is Ken helping Mocky now?Picture 6: What happens to Ann?Picture 10: What are Mocky, Ann and Ken doing now?Step4,Story.T: We are 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 oin to the next picture.Explain that people often say “Be careful.” And “Look out.” When someone is going to do something dangerous. “It’s all right.” Means thay you think you can solve the problem. “What’s the matter?” is another way of asking what is wrong.Step5,HomeworkEncourage students to tell the story to their families.三、教学后记对于基本句子很单词同学们都能认读,但是课文掌握并不是很理想,一些句子的阅读有些困难,需要继续加强。
北师大版二年级下册英语教案【三篇】
【导语】英语教案设计是改善课堂教学的⼀种更⾼层次的探索，是提⾼课堂教学质量和效率的⼀项必要⼯作，它可以促进教学的系统化，使⽼师掌握讲课节奏。
以下是为您准备的与北师⼤版⼆年级英语教案相关的资料，希望可以帮助到您！【篇⼀】⼀、Greetings. ⼆、Presentation. Step 1, Review. Review the sentence patterns and vocabulary presented in Grade 1. T: Can you chant: An elephant can walk, walk, walk walk.?? Have students change the other words for it. Step2, Model the dialog. Present the flashcard for “see”。
Hold up the flashcard and model the word for students, have them repeat it for you. Repeat the procedure for “walk, climb, listen and read.” Hold up your mask for Mocky and say, “I can walk.” Point to your legs and walk around the classroom. Repeat the sentence and add, “Can you?” Now hold up the mask for Ann and say, “Yes, I can.” Have students say the sentences after you. Use the mask and repeat the procedures. Let students ask and answer. Step3 Talk about the story. Have students open their books at pages 50 and 51. Ask these questions about the pictures. Picture 1/2: What can Mocky do? Picture 3/4: What happens to Mocky? Picture 5: How is Ken helping Mocky now? Picture 6: What happens to Ann? Picture 10: What are Mocky, Ann and Ken doing now? Step4, Story. T: We are 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 oin to the next picture. Explain that people often say “Be careful.” And “Look out.” When someone is going to do something dangerous. “It’s all right.” Means thay you think you can solve the problem. “What’s the matter?” is another way of asking what is wrong. Step5, Homework Encourage students to tell the story to their families. 三、教学后记 对于基本句⼦很单词同学们都能认读，但是课⽂掌握并不是很理想，⼀些句⼦的阅读有些困难，需要继续加强。
北师大版英语二年级上册全册教案
二年级英语第三册教案小学英语二年级（上学期）课全册备对新课标理解：英语逐渐的成为我们生活中不可现在的社会是向着全球化，社会化发展的。
更应该得越来越被人重视，小学英语作为教育发展的重要环节，缺少的一部分，到重视。
新课标强调课程应以学生的学习兴趣、生活体验和认知水平为基本出发点，倡导学生体验、实践、参与、合作与交流的学习方式和任务型的必学途径，发展主学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度，动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程。
那怎么样培首先需要的就是学生浓厚的对英语学习的兴趣，做到这些要求，特别是要关注这一问题要面向全体学生，养学生学习兴趣就成了一个基础话题，学生的个别差异引起的情感问题。
帮助学生建立成就感和自信心。
在教学中注意创设能引导学生主动参与的教学环境，激发学生的学习积极在这一过程中教学模式的转变起到了一定使每个学生都能得到充分的发展。
性。
强一定要从以老师为中心的教学模式身以学生为中心的教学模式转变。
的作用，比如可以利用我们学校已调学生的参与和体验，强调采用多种形式的教学活动。
也可以利用网络找一些贴近课堂学有的良好电教资源，听原版录音带练习发音，对英语产生浓厚的习的情境对话或小动画，以更直接的方式引导学生学习英语，兴趣。
素质教新课标对发展学生自我主观能动性起到了很积极的作用。
总的来说，在并且由升学教育向终身教育的转变等等都是很好的突破。
育在其中深有体现。
这一新课标的指导下，希望在英语教学中可以达到更好的效果。
Teaching Aims:知识技能：1、Listening:充分利用学校的电教资源，在发展学生自主学习的基调上，让学生可以接触到更多、更直观的学习方式，比如听录音，看小动画等等。
掌握部分日常用语，如：能听懂询问名子的问及回答，或问是谁的语句。
辨别词中的字母的不同读法。
．Speaking:、2根据本册书的教学要求，作为基本的主导方向，指导学生在教师为学生设计的教学情境中，能够正确运用问名子，问是谁，问是什么等等的语句，并能对所提问的句子做出适当的回答。
北师大版二年级英语下册教案
北师大版二年级英语下册教案教案概述本教案适用于北师大版二年级英语下册课程。
教案旨在帮助学生巩固和提升他们的英语听、说、读、写能力。
本教案共包含教学内容、教学目标、教学重点、教学方法和教学评价等内容。
教学内容本节课的教学内容为：[请填写具体的教学内容]教学目标本节课的教学目标为：- 提高学生对英语单词的听、说、读、写能力- 培养学生研究英语的兴趣和自信心- 加强学生的交流和合作能力教学重点本节课的教学重点为：- 研究和掌握本节课的单词和短语- 运用所学内容进行口语表达和书面练教学方法本节课采用以下教学方法：- 师生互动：通过师生互动，激发学生兴趣，提高研究效果- 合作研究：鼓励学生互相合作，增强研究动力和团队精神- 多媒体辅助：运用多媒体技术，提供丰富的研究资源和互动形式教学评价本节课的教学评价包括以下内容：- 学生表现评价：对学生的听、说、读、写能力进行评估- 教师教学评价：对教师的教学方法和教学效果进行评价- 课程反思与改进：通过学生和教师的反馈，改进教学内容和方法教学资源本节课所需的教学资源如下：- 教材：《北师大版二年级英语下册教材》- 多媒体设备：投影仪、电脑等教学计划本节课的教学计划如下：- 上课前准备：复上节课内容，准备教学素材- 教学过程：引导学生研究新知识，进行口语和书面练- 课堂总结：复本节课的重点内容，让学生对所学知识进行总结- 课后作业：布置适当的课后作业，巩固学生对所学内容的掌握程度参考资料本教案参考了以下资料：- 《北师大版二年级英语下册教材》- 其他教育教学资源以上是《北师大版二年级英语下册教案完整版》的内容概要和教学计划。
希望能够对您的教学工作有所帮助。
如需更详细的教案内容，请参考相关教材和教学资源。
注：本文档中的教案内容仅为参考，具体教学安排和内容应根据实际情况进行调整。
北师大版小学英语二年级上册精品教案全册
北师大版小学英语二年级上册精品教案全册小学英语二年级（上学期）全册备课对新课标理解：现在的社会是向着全球化，社会化发展的。
英语逐渐的成为我们生活中不可缺少的一部分，越来越被人重视，小学英语作为教育发展的重要环节，更应该得到重视。
新课标强调课程应以学生的学习兴趣、生活体验和认知水平为基本出发点，倡导学生体验、实践、参与、合作与交流的学习方式和任务型的必学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程。
做到这些要求，首先需要的就是学生浓厚的对英语学习的兴趣，那怎么样培养学生学习兴趣就成了一个基础话题，这一问题要面向全体学生，特别是要关注学生的个别差异引起的情感问题。
帮助学生建立成就感和自信心。
在教学中注意创设能引导学生主动参与的教学环境，激发学生的学习积极性。
使每个学生都能得到充分的发展。
在这一过程中教学模式的转变起到了一定的作用，一定要从以老师为中心的教学模式身以学生为中心的教学模式转变。
强调学生的参与和体验，强调采用多种形式的教学活动。
比如可以利用我们学校已有的良好电教资源，听原版录音带练习发音，也可以利用网络找一些贴近课堂学习的情境对话或小动画，以更直接的方式引导学生学习英语，对英语产生浓厚的兴趣。
总的来说，新课标对发展学生自我主观能动性起到了很积极的作用。
素质教育在其中深有体现。
并且由升学教育向终身教育的转变等等都是很好的突破。
在这一新课标的指导下，希望在英语教学中可以达到更好的效果。
Teaching Aims:知识技能：1、Listening:充分利用学校的电教资源，在发展学生自主学习的基调上，让学生可以接触到更多、更直观的学习方式，比如听录音，看小动画等等。
掌握部分日常用语，如：能听懂询问名子的问及回答，或问是谁的语句。
辨别词中的字母的不同读法。
2、Speaking:根据本册书的教学要求，作为基本的主导方向，指导学生在教师为学生设计的教学情境中，能够正确运用问名子，问是谁，问是什么等等的语句，并能对所提问的句子做出适当的回答。
北师大版二年级下册英语教案【三篇】
三一文库（）/小学二年级〔北师大版二年级下册英语教案【三篇】〕【篇一】一、Greetings.二、Presentation.Step 1,Review.Review the sentence patterns and vocabulary presented in Grade 1.T: Can you chant: An elephant can walk, walk, walk walk.??Have students change the other words for it.Step2,Model the dialog.Present the flashcard for “see”。
Hold up the flashcard and model the word for students, have them repeat it for you.Repeat the procedure for “walk, climb, listen and read.”Hold up your mask for Mocky and say, “I can walk.”Point to your legs and walk around the classroom.Repeat the sentence and add, “Can you?”Now hold up the mask for Ann and say, “Yes, I can.”Have students say the sentences after you.Use the mask and repeat the procedures. Let students ask and answer.Step3Talk about the story.Have students open their books at pages 50 and 51. Ask these questions about the pictures.Picture 1/2: What can Mocky do?Picture 3/4: What happens to Mocky?Picture 5: How is Ken helping Mocky now?Picture 6: What happens to Ann?Picture 10: What are Mocky, Ann and Ken doing now?Step4,Story.T: We are 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 oin to the next picture.Explain that people often say “Be careful.” And “Look out.” When someone is going to do something dangerous. “It’s all right.” Means thay you think you can solve the problem. “What’s the matter?” is another way of asking what is wrong.Step5,HomeworkEncourage students to tell the story to their families.三、教学后记对于基本句子很单词同学们都能认读，但是课文掌握并不是很理想，一些句子的阅读有些困难，需要继续加强。
北师大版小学英语二年级上册教案 全册
北师大版小学英语二年级上册教案全册第一课：Greeting目标- 研究使用基本的问候语- 能够与他人进行简单的交流教学过程1. 呈现问候语的图片和词语，引导学生认读。
2. 老师模仿问候语的语音和表情，引导学生模仿。
3. 操练问候语的对话，例如：- A: Good morning!- B: Good morning! How are you?- A: I'm fine, thank you! How about you?- B: I'm good too, thanks!4. 分角色进行角色扮演，以加强学生的实际应用能力。
5. 小组内讨论和分享自己常用的问候语，培养学生合作和交流能力。
6. 教师总结本课所学内容，提醒学生巩固复。
拓展活动- 学生可编写问候语的对话，并与其他小组进行交流。
- 在课堂上进行问候语的表演或比赛，以激发学生的兴趣和参与度。
第二课：Colors目标- 研究基本的颜色词汇- 能够用基本的句型描述物品的颜色教学过程1. 呈现不同颜色的图片，引导学生观察并说出颜色。
2. 研究颜色词汇，并进行发音训练。
3. 引导学生用句型"This is a [color] [object]." 描述物品的颜色。
4. 进行游戏，例如：“Teacher says”，老师用指令引导学生说出正确的句子。
5. 老师出示物品，学生用适当的颜色进行描述，例如：“This isa blue pen.”6. 教师总结本课所学内容，提醒学生巩固复。
拓展活动- 学生制作个人颜色卡片，通过游戏来识别和配对颜色。
- 学生可以在班级中进行颜色展示，用英语描述展示物品的颜色。
...(继续完整的教案内容)。
新北师大版小学二年级英语上册全册教案
新北师大版小学二年级英语上册全册教案Unit 1: Greetings- Lesson 1: Introduction to greetings- Objective: To learn basic greetings such as "Hello" and "Goodbye"- Activities:- Students greet each other using different greetings- Role-play situations where greetings are used- Materials: Flashcards with different greetings written on them- Lesson 2: Asking and answering "How are you?"- Objective: To learn how to ask and answer the question "How are you?"- Activities:- Students practice asking and answering "How are you?" in pairs - Teacher presents different emotions (happy, sad, tired) and students express how they feel- Materials: Emotion flashcardsUnit 2: Numbers- Lesson 1: Introduction to numbers 1-10- Objective: To learn how to count from 1 to 10- Activities:- Students practice counting from 1 to 10 individually and as a class - Teacher presents objects and students count them- Materials: Counting flashcards- Lesson 2: Numbers 11-20- Objective: To learn numbers from 11 to 20- Activities:- Students practice counting from 11 to 20 using flashcards- Teacher presents random numbers and students say the corresponding number word- Materials: Number flashcardsUnit 3: Colors- Lesson 1: Introduction to colors- Objective: To learn basic colors in English- Activities:- Students learn color words through singing a color song- Teacher presents objects of different colors and students name the colors- Materials: Color flashcards, color song- Lesson 2: Mixing colors- Objective: To learn how to mix primary colors to create secondary colors- Activities:- Students mix primary colors using paint and create secondary colors- Teacher shows pictures of objects of different colors and students identify the colors used to create them- Materials: Primary color paints, pictures of objectsUnit 4: Animals- Lesson 1: Introduction to animals- Objective: To learn names of different animals in English- Activities:- Students learn animal names through a matching activity- Teacher presents flashcards with different animals and students name them- Materials: Animal flashcards, matching activity- Lesson 2: Animal sounds- Objective: To learn sounds made by different animals- Activities:- Students listen to audio recordings of animal sounds and guess the animal- Teacher presents pictures of animals and students imitate the sounds they make- Materials: Audio recordings of animal sounds, animal flashcards ... (continue with lessons for the remaining units)Assessment:- At the end of each unit, there will be a short assessment to test students' understanding of the content covered. The assessment may include multiple-choice questions, matching activities, and basic written exercises.Note for Teachers:- This lesson plan is designed for the textbook "新北师大版小学二年级英语上册."- Make sure to provide ample opportunities for students to practice speaking and listening skills.- Encourage students to participate actively and provide positive feedback to reinforce their learning.。
北师大版小学二年级英语下册《Numbers》教案及教学反思
北师大版小学二年级英语下册《Numbers》教案及教学反思一、教材分析1.1 教材特点《Numbers》是北师大版小学二年级英语下册的一篇教材，主要围绕数字和数学知识展开。
教材内容比较单一，主要是数字0-100的认识和拼写，以及简单的加减法运算。
教材配有图片和例句，方便学生理解记忆。
1.2 教学目标本课教学目标主要有：1.认识并掌握数字0-100的读音和拼写；2.学习数字的概念及其在日常生活中的应用；3.学习加减法的基础知识，并能简单应用于日常生活中。
二、教学设计2.1 教学内容本课教学内容包括：1.数字的认识和拼写；2.数字的应用；3.加减法的基础知识。
2.2 教学方法本课主要采用交互式教学方法和游戏式学习。
在学习数字和加减法的过程中，老师会与学生进行互动，让学生积极参与，提高兴趣。
此外，通过游戏的方式进行学习，让学生在游戏中获得乐趣和知识，加深记忆。
2.3 教学流程第一步：导入老师放一些数字卡片在桌子上，并称，例如：“This is number one.”，让学生跟读，并学会指认数字卡片。
第二步：数字的认识与写作老师放映一段介绍数字的动画片，然后教授并读出0-100的数字，让学生跟读并模仿老师的发音。
之后老师逐个教授数字的书写方式。
第三步：运用数字老师介绍日常生活和交通时数字的应用，例如：时钟上的数字，车站牌子上的数字等等。
然后通过交互式教学，让学生尝试回答问题，巩固数字的应用知识。
第四步：加减法老师介绍简单的加减法运算，并通过例子让学生学会应用加减法。
之后老师与学生一起完成加减法运算。
第五步：总结老师和学生一起回顾学习内容，共同总结数字和加减法的重点，巩固知识。
2.4 课堂评价课堂评价主要分为两种：1.直接观察：老师观察学生是否能做好每一个环节，并进行实时记录以此评价；2.作业和测试：通过作业和测试等形式，对学生掌握的知识进行评价。
三、教学反思本节课主要以数字、加减法为主题，通过交互式的教学方式和游戏式学习，使学生在学习的过程中获得乐趣和知识，达到了较好的教学效果。
最新北师大版二年级英语上册全英文教案(全册 共81页)
最新北师大版二年级英语上册全英文教案（全册共81页）Unit 7 Is it a pear?第一课教案Teaching aims: Present the new words and sentence structures of this Unit.Get Ss to understand and read the dialogue.Teaching importance: The new sentence structure: “What’s this/that? It’s a/an...”Teaching difficulties: The new sentence structure：“Is it a/an…? Yes, it is./No, it isn’t.Teaching tools: flashcards for this UnitPrepare the Student Book used last term.Teaching procedure:1.ReviewThe following exercise reviews some of the English expressions in Units 2 and 3.Display your copy of pages 14 and 15 of Book one. Show the children the pictures and ask what they remember of the story. You may have to prompt the children by asking specific questions about each picture.Tell the children, “In Unit 2, Mocky takes Ann and Ken to meet Uncle Booky. Mocky says to them, ‘Come on!’ when they set out. What do we say when we want someone to come with us?” Elicit an appropriate expression in Chinese.Say, “Yes, and in English we say Come on!” Rep eat the words Come on! and mime an appropriate gesture as you do so. Have the children do the same.Say, “Mocky says, ‘Oh, no!’ when he sees that the leopard is going to eat a lemon. What is Mocky feeling?” The children can answer in Chinese.Say, “Yes, in English we say Oh, no! when we are surprised or frightened or worried.” Elicit a similar expression in Chinese. Have the children say Oh, no! with an appropriate expression on their faces.Display your copy of page 27 of Book One. Say, “Later i n the story Mocky falls down and Ken says, ‘Oh! Poor Mocky.’” Ask, “What is Ken feeling?” Have the children answer in Chinese.Confirm their answer. “Yes, Ken feels sorry for Mocky. He says, ‘Oh! Poor Mocky.’” Have the children repeat Oh! Poor Mocky. wi th expression in their voices and on their faces.2.Model the dialogAsk the children what they say when they see something exciting or amazing. Tell them, “In English, we can say Wow!” Have the children repeat the word a few times, with expression on their faces.Ask the children what they say when they taste something really delicious. Tell them, “In English, we can say Oooh, yum!” Have the children repeat the words a few times.Ask the children what they say when they taste something very unpleasant. Tell them, “In English, we can say Yuk!” Allow the children to repeat the word a few times.Practice the expressions Oooh, yum! and Yuk! by asking, for example, “What do you think of the ice cream?” “Oooh, yum!”3.Talk about the storyStudent Book pages 2 and 3Have the children open their books at pages 2 and 3. Ask these questions about the pictures:Picture 1: “Where are Mocky and Lulu?”Picture 2: “Who has a stall there?”“What does she sell?”Picture 3: “What does Lulu taste first?”“Does she like it?”Picture 4: “What does she taste next?”Picture 5: “What is the little fruit?”Picture 6/7: “What does Lulu try now?”Picture 8: “Does she like it?”4.StoryStudent Book pages 2 and 3Say, “Now we’re going to hear what the characters said.”Play the tape once without stopping.Play the tape again, pausing after each picture. Have the children repeat each sentence after hearing it on the tape.Divide the class into two groups. One group will be Mocky, the other group will be Lulu.Play the tape again. Stop the tape after each sentence. Have each group repeat the dialog for their character. Then the groups change roles.5.Set homeworkRemind the children to practice some of the new English expressions(Wow! Oooh, yum! and Yuk!) at home.Unit 7 Is it a pear?第二课教案PreparationYou will need:any six flashcards from previous Units.nguage drillChoose any six flashcards from previous Units. Hold up the first card so that the children cannot see the picture. Give one or two clues about the object on the card, for example, “It’s something big. It floats on water, etc.” Have the children try to guess what it is.Model the question Is it a (bike)? Have them repeat the question with different English words. Answer, “No, it isn’t.” or “Yes, it is.”Make the clues less clear for each card. The children then have to ask more Is ita (bike)? questions.2.Words to learnStudent Book page 4Have the children open their books at page 4. Draw their attention to the “Words to learn” exercise at the top of the page.Play the tape. Stop the tape after each new vocabulary word. Ask the children to repeat it. Do this a second time.Play the tape straight through. While it is playing, hold up your copy of the page and point to each fruit as it is named.Hold up your copy of the page. Point to each fruit in turn. Ask, “What is it?” If the children cannot answer, ask, “Is it a lemon?” etc. The children should answer,“Yes, it is.” or “No, it isn’t.” Then repeat, “What is it?” Elicit, “It is a (nut).”Play the guessing game outlined in the first part of the lesson. This time, use only the words for fruit in “Words to learn”.3.Listen to thisStudent Book page 4Display your copy of the page and point to the bottom half. Tell the children, “Mocky says, ‘What’s this?’” Point to the picture of a banana. Elicit the answer, “It’s a banana.”Repeat for the other two pictures.Display your copy of the page. Point to the first sentence. Read the words as you point to each one.Have the children repeat the sentence and touch each word.Ask, “Is it a peach?” Elicit, “No, it isn’t.”Read the next sentence and have the children repeat it as before.Ask, “Is it a banana?” Elicit, “Yes, it is.”Read the third sentence together. Ask, “Is it a strawberry?” Elicit, “No, it isn’t.”Tell the children that you are going to play a tape. Explain that you want them to put a check (??)beside the answer in their books that matches the answer on the tape.Play the first question and answer. Check that the children have chosen the correct sentence.Repeat the procedure for pear and lemon.4.Play the gameStudent Book page 5Hold up a pen. Say, “Is this a pen?” Elicit, “Yes, it is.” Now indicate an item farther away. Say, “Is that a (ruler)?”Put the children into pairs to practice each question and answer.Have the class open their books at “Play the game”. Still in pairs, have the children ask and an swer questions about the numbered items, for example, What’s this? It’s a (ball). Is this a hat? Yes, it is./No, it isn’t.When you say the number of an object in Chinese, they say its name together in English. If they are uncertain of the English name for some objects,you could say the word and have the children repeat it.Extend this activity by asking the children to find any items in the picture that begin with the letter b (ball, banana, book). Repeat for the letter c (computer, cup).5.Set homeworkAsk the children to practice structures:What’s this/that? It’s a ... Is it a ...?Yes, it is./No, it isn’tUnit 7 Is it a pear?第三课教案PreparationYou will need:flashcards for the vocabulary introduced in this Unit.1.ReviewThis is a vocabulary review. Use the flashcards for this Unit.Hold up each of the flashcards in turn. Ask the children, “Is it a (nut)?” Elicit, “Yes, it is.” If necessary, give the answer to the first question. Have the children repeat it.Hold up ea ch of the four cards in turn. Ask, “What’s this?” Elicit, “It’s a (pear).”Choose one child to hold up the cards in turn again. This time, ask, “What’s that? Is it a (nut)?” Deliberately give the wrong name for some of the fruit. Elicit No, it isn’t.It’s a (lemon). or Yes, it is.2.Talk togetherStudent Book page 6Display your copy of the page. Direct the children’s attention to the top of the page.Say, “Now we can read what we said.”Read the words in the speech bubbles aloud, pointing to the words as you do so. Have the children repeat the words after you.3.Listen and numberStudent Book page 6Have the children open their books at page 6. The children will number each pair of sentences on a picture.Play the tape two sentences at a time. Stop after each pair. Ask, “Which picture matches those sentences?” Have the children touch the matching picture.Play the tape a second time. This time have the children number the pictures in the order they hear on the tape.4.Sounds and lettersStudent Book page 7Draw the children’s attention to the top of the page.Play the tape for baby and ball. Ask, “Do these words have the sound /b/?”Play the tape again and have the children say the words aloud.Repeat the procedure for the/p/words.5.Listen and writeStudent Book page 7Have the children look at the two rows of pictures at the bottom of the page. Show your copy of the page. Point to the first picture and ask, “What’s this?” The children should answer, “It’s a peach.” Write the letter p in the blank.Play the tape for peach. Draw the children’s attention to the word under the picture. Say, “Which letter is missing?” Elicit from the children p.Play the tape again and this time have children write the letter p on the line to complete the word.Repeat the procedure for the other words. Have the children write the letters in the blanks.6.Set homeworkStudent Book pages 6 and 7Tell the children to color the pictures on pages 6 and 7.Unit 7 Is it a pear?第四课教案PreparationPhotocopy Drillcard Master 7(page 160)onto light card. Cut it up to make a set of drillcards.You will need:flashcards for vocabulary introduced in this Unit.1.Trace the wordsStudent Book page 8Hold up the flashcard for banana. Ask, “What is it?” Elicit from the children “It’s a banana.”Have the children open their books at page 8. Show your copy of the page. Draw their attention to the first sentence. Say, “We are going to write what we said just now.” Have the children trace the phrase a banana.On the second box, have the children copy the phrase a banana by themselves.Repeat the procedure for the other sentences.2.Find and circleStudent Book page 8Draw the children’s attention to the bottom of the page. Show your copy of the page. Point to the picture of the lemon and ask, “What’s this?” Elicit, “It’s a lemon.” Point to the word lemon and have the children circle the word.Repeat the procedure for the other pictures of fruit.Explain to the children that they can find all the fruit names in the puzzle.Put the children into pairs. Tell them that together they must find the other fruit names in the puzzle and circle them out.Check that the children find all the words and circle them correctly.3.Uncle Booky’s BlackboardStudent Book page 9Hold up the What’s and this? drillcards. Read the sentence aloud. Have the children repeat the words after you. Do the same with the What is drillcard.Repeat the procedure, substituting that? for this?Have two children stand in front of the class. Have one child hold up the It is a drillcard, and the other child hold up a flashcard for this Unit. Together they make a sentence, It is a (pear).Point to each card in turn and say the words as you point. Repeat with two other children holding up the It’s a drillcard and a different flashcard.Repeat the two procedures. Have the children say the words.Choose four different children. Give one child the Is it a drillcard. Give each of the other children a “fruit” drillcard.Have two of the children form a sentence, Is it a (nut)? Read the words to the class as you point to each word. Hold up the appropriate flashcard next to the drillcard. Elicit the answer, “Yes, it is.”Repeat the procedure, but this time have the children say the words as you point to each one.Now hold up the banana flashcard. Say, “Is it a pear?” Elicit the answer, “No, it isn’t/is not.”Repeat the procedure for the other flashcards. Occasionally hold up the matching flashcard. Make sure that all the children change to Yes, it is.Have the children open their books at page 9. Say, “Now we will read these words together.” Encourage the children to touch the words as they read them. Use all possible combinations.4.Guess and sayStudent Book page 9Ask the children to take out their small fruit flashcards in this unit.Put children in pairs. Have each pair mix their cards together and then spread them face down on the desk.Student A puts his/her hand on one card and asks student B to guess. StudentB says, “Is it a (lemon)? ” Student A flips over the card and answers, “No, it isn’t. It’s a (pear).” or “Yes, it is.”Continue the game until all the cards are flipped over. Then the two students change their roles.5.Set homeworkAsk the children to finish tracing words on page 8.Unit 7 Is it a pear?第五课教案1.ReviewReview the flashcards for this unit. Hold up one of the flashcards and ask, “What’s this?” Elicit, “It’s a pear.”Repeat this for peach, lemon, orange, nut, strawberry, banana.2.Read and check ()Student Book page 10Have the children turn to page 10. Display your copy of the page. Point to the first picture. Then point to the question Is it a lemon?. Read the words aloud as you point to each one. Elicit the answer, “Yes, it is.”Now ask the children to point to the answer in their books. Have them read the words with you.Repeat the procedure for the other pictures. Check each answer.Put the children into pairs. Have one child in each pair ask the other child the first question. The other child then checks () the box beside the correct answer.Have the children change roles for the second question, and so on. Repeat until every child has asked and answered all questions.Now hold up your copy of the page and read the questions and the correctanswers. Have the children check their own answers.3.Let’s chantStudent Book page 11Use pictures or real objects to review the following words: orange, pear, apple, lemon, nut, strawberry, kite, bird. Make sure the children can say these things when given a picture or a real object.Read the rhyme to the children, pointing to each word.Play the tape for the whole rhyme. Have children listen and point to the words and the matching pictures on the page.Play the tape again and have children join in, encouraging them to hum or clap with the rhyme.Have children point to the pictures in their books as they listen to the tape again. They can also add some actions and act the rhyme out.4.An additional activity: Match the namesTeacher’s Book page 28Photocopy the page and give each child a copy.Ask the students to say the words and color the pictures.Have the children use their fingers to follow the ant trail between the pictures and the words.Note: An additional activity is provided at the end of Unit 7 through Unit 11. You can decide to use or not to use according to your own situation.5.Set homeworkStudent Book page 10Explain to the children that you want them to:ask their families about the fruit, using the structure Is this a (pear)?, and the。