北师大版二年级英语下册教案-Unit7 2
a peach a kiwi fruit
a banana a pineapple
教学反思
教学重点
学习水果单词：orange, lemon, watermelon, pear, banana, strawberry, pineapple, kiwi fruit, nut.
教学难点
水果单词：strawberry, pineapple和kiwi fruit的学习。
教学
准备
教师准备
教材、教学卡片、多媒体课件
2、Then practice the sentence style together.
Listen to some stories.
The students practice this sentence style.
They speak the names of the fruit.
They learn the new sentence style.
内容（课题）
Grade2 Unit7 Is it a pear?第2课时
教
学
目
标
知识、
技能
1、学习常见水果的词汇：orange, lemon, watermelon, pear, banana, peach, strawberry, pineapple, kiwi fruit, nut.
2、巩固句型：What’s this?/ What’s that?
2、Repeat for the other two pictures.
3、After they finished, I’ll point to the picture with my figure and ask, “Is it a peach?”
1、I’ll say the number of the picture, and the students say the name of the pictures.
They read these words after me.
Some students read these words, and others read after him or her.
They have to say the words out.
They play the guessing game.
What is it?
It’s a/an …
Do you like …?
Yes, I do./ No, I don’t.
By the time, go over the names of some fruit.
Then elicit the new sentence style:
Is it a/an …?
Is it a/ an…?
Yes, it is./ No, it isn’t.
过程、
方法
1、Warm-up
2、Presentation
3、Listen to this
4、Play a game
5、Extending listening
情感、
态度、
价值观
通过学习，激发认识，辨别常见水果的名称、形状、味道的兴趣，主动了解不同水果的食用方法，以及了解水果对身体的作用，养成常吃水果的习惯。
Yes, it is./ No, it isn’t.
1、When we go over the sentence style, I’ll write down some fruit’s name on the blackboard. Then ask them to read after me.
2、Then ask some students to come to front and others read after him or her.
3、Then I’ll ask students to say the word which picture I pick up without thingking.
4、Then play a guessing game: I’ll ask one student to come to front and choose one picture, and others guess,“What is it?” When they guess, they have to ask,“Is it a/an …?”The students have to answer,“Yes, it is./ No, it isn’t.”
They practice the sentence style.
They listen to the stories.
板书设计
Unit7 Is it a pear?
Is it a/an …? Yes, it is./ No, it isn’t.
an orange a lemon
a watermelon a nut
5、Then ask them to read after the tape together.
1、Tell the children,“Mocky says‘What’s this?’”Point to the picture of a banana. Elicit the answer, “It’s a banana.”
They read the words after the tape.
They listen to me and think about what I say.
They do others by themselves.
S: No, it isn’t.
They say the name of the pictures.
学生准备
教材
教学用时
一课时
教学方法
多媒体教学法、小组合作法
教学过程
教Hale Waihona Puke 活动学生活动备注1、Warm-up
2、Presentation
3、Listen to this
4、Playing a game
5、Extending listening
1、Go over the sentence style:
二年级下册英语教案Unit7 Lesson2_先锋英语-经典教学教辅文档
Lesson 2教学内容：1． StructuresReview: What’s this? It’s a (dog).2． VocabularyReview: a dog, a cat, a rabbit, a fish, a bird, a lion, a tiger,a panda教具预备：1．单词卡片：dog, cat, rabbit, bird, fish, lion, tiger, panda.2．有以上动物图片的旧杂志。
3．布偶Uncle Booky.4．着色用的彩笔或蜡笔。
教学过程：1． Warm-up（1）将动物的卡片随意贴在教室周围。
（2）教师说：“Dog.”用一样的步骤练习本单元其他的动物。
2． Preview(1) 举起单词卡片rabbit并模仿兔子的动作，例如，原地跳并加上面部表情，让先生也模仿兔子的动作。
举起单词卡片dog,模仿狗的动作，汪汪叫或模仿狗喘气，让先生模仿。
(2) 反复以上步骤复习单词cat, bird, lion, tiger, panda, 并做动作（举起不同的卡片，让先生做动作）。
(3)让单个先生说出动物的名称，全班先生听并模仿；3．Listenandguess；先生用书第4页；(1)告诉先生接下去玩一个猜谜游戏.活动中他们将；断是哪些动物；(2)播放第一个动物的叫声,发问:“What’s；tiger.”；(3)反复以上步骤，完成对录音中其他动物叫声的听；4． Listen and point先生用书第4页(1) 拿出本单元的教学卡片,贴在黑板上一切先生都能看见的地方。
依次指每一个卡片，引导先生说出动物的名称。
(2) 说：“Point to the bird, please.”让先生指向小鸟的教学卡片。
用一样的方法完成其他几张卡片。
(3) 让先生翻开书第4页，看页面左侧的插图。
告诉先生接下去听录音，指相应的插图。
(4) 播放第一句录音内容，让先生找到相应的动物指出来。
二年级下英语教案-Unit 7 Fruit 北师大版
New lesson
学生热情的与教师打招呼并问候。
S：Fine, thank you. I’m fine.
Nice to meet you too.
Look at the pictures, listen to the T.
Listen to the tape.
Open the books,listen to the tape sentence by sentence. Try to understand the main idea of the story.
2.单词的准确认读。
3.相关练习的完成。
三、情感、文化、策略目标
1.通过本课学习，培养学生不懂就问的好习惯。
2.了解中西对相同物品称呼的差异。
教学重点
1.情景下，重点句型的理解和初步认读。
2.单词的积累。
教学难点
1.重点句型的初步认读。
2.相关练习的完成。
教学准备
录音机、水果、学习或常见生活用品、卡片
了解字母的发音规律。
总结发音规律。
熟悉教材。
巩固拓展语音规律。
学生的学习状态。
对已学知识的掌握情况。
。
听的准确率
师生之间的互动。
。
学生指读情况。
知识的运用情况。
。
学生是否发现规律。
帮助学生记忆单词词形和发音。
巩固所学知识。
游戏激发兴趣。
学生的学习状态
对已学知识的掌握情况。
情景教学，让知识还原到生活。
学生的语音语调。
学生的参与度，读得是否准确。
学生是否专注于听与读。
学生的指读，语音语调是否准确。
学生对单词的掌握情况。
学生对已学知识的转移和拓展。
新北师大版二年级下册英语《unit 7 at the restaurant》优秀教案之三(重点资料).doc
（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。
英语：二年级下册全部教案(北师大版)
《Unit 7 Is it a pear》第一课教案Teaching aims: Present the new words and sentence structures of this Ssto understand and read the dialogue.Teaching importance: The new sentence structure: “What’s this/that It’s a/an...”Teaching difficulties: The new sentence structure：“Is it a/an…Yes, it is./No, it isn’t.Teaching tools: flashcards for this UnitPrepare the Student Book used last term.Teaching procedure:The 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 goingto eat a lemon. What is Mocky feeling” The children can answer in Chinese.Say, “Yes, in English we say Oh, no! when we are surpris ed or frightened or worried.” Elicit a similar expression in Chinese. Have the children say Oh, no! with an appropriate expression on their faces.Display your copy of page 27 of Book One. Say, “Later in the story Mocky falls down and Ken says, ‘Oh! Poor Mocky.’” Ask, “What is Ken feeling” Have the children answer in Chinese.Confirm their answer. “Yes, Ken feels sorry for Mocky. He says, ‘Oh! Poor Mocky.’” Have the children repeat Oh! Poor Mocky. with expression in their voices and on their faces.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 child ren 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!”about the storyStudent Book pages 2 and 3Have the children open their books at pages 2 and 3. Ask thesequestions about the pictures:Picture 1: “Where are Mocky and Lulu”Picture 2: “Who has a stall there”“What does she sell”Picture 3: “What does Lulu taste first”“Does she like it”Picture 4: “What does she taste next”Picture 5: “What is the little fruit”Picture 6/7: “What does Lulu try now”Picture 8: “Does she like it”Student 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.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.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. Answe r, “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.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”.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” Eli cit, “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.the gameStudent Book page 5Hold up a pen. Say, “Is this a pen” Elicit, “Yes, it is.” Now indicate an item farther away. Say, “Is that a (ruler)”Put the children into pairs to practice each question and answer.Have the class open their books at “Play the game”. Still in pairs, have the children ask and answer questions about the numbered items, forexample, What’s this It’s a (ball). Is this a hat Yes, it is./No, it isn’t.When you say the number of an object in Chinese, they say its name together in English. If they are uncertain of the English name for some objects,you could say the word and have the children repeat it.Extend this activity by asking the children to find any items in the picture that begin with the letter b (ball, banana, book). Repeat for the letter c (computer, cup).homeworkAsk the children to practice structures:What’s this/that It’s a ... Is it a ...Yes, it is./No, it isn’t《Unit 7 Is it a pear》第三课教案PreparationYou will need:flashcards for the vocabulary introduced in this Unit.This 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.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.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.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.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 letterp on the line to complete the word.Repeat the procedure for the other words. Have the children write the letters in the blanks.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.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.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.Booky’s BlackboardStudent Book page 9Hold up the What’s and this drillcards. Read the sentence alou d. Have the children repeat the words after you. Do the same with the Whatis drillcard.Repeat the procedure, substituting that for thisHave two children stand in front of the class. Have one child hold up the It is a drillcard, and the other child hold up a flashcard for this Unit. Together they make a sentence, It is a (pear).Point to each card in turn and say the words as you point. Repeat with two other children holding up the It’s a drillcard and a differentflashcard.Repeat the two procedures. Have the children say the words.Choose four different children. Give one child the Is it a drillcard. Give each of the other children a “fruit” drillcard.Have two of the children form a sentence, Is it a (nut) Read the words to the class as you point to each word. Hold up the appropriate flashcard next to the drillcard. Elicit the answer, “Yes, it is.”Repeat the procedure, but this time have the children say the words as you point to each one.Now hold up the banan a 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 the ir 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.and sayStudent Book page 9Ask the children to take out their small fruit flashcards in this unit.Put children in pairs. Have each pair mix their cards together and then spread them face down on the desk.Student A puts his/her hand on one card and asks student B to guess. Student B says, “Is it a (lemon) ” Student A flips over the card and answers, “No, it isn’t. It’s a (pear).” or “Yes, it is.”Continue the game until all the cards are flipped over. Then thetwo students change their roles.homeworkAsk the children to finish tracing words on page 8.《Unit 7 Is it a pear》第五课教案Review 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.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.’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.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.homeworkStudent Book page 10Explain to the children that you want them to:ask their families about the fruit, using the structure Is this a(pear), and the correct English names.color the pictures on page 10.《Unit 7 Is it a pear》第六课教案Booky’s storytimeStudent Book page 12Tell the children that they are going to listen to a story.Play the tape, ask the children to listen to the story with their books closed.Have the children open their books, and look at the pictures.Ask them to look for familiar words in the story.Have children read the story silently, encourage them to try to guess the meaning of unfamiliar words.It doesn’t matter if they don’t know the words. The requirement for this part is to understand the story.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 paperwith the name written on it. Then write the name on the board.Repeat the procedure, choosing another flashcard for something with a different beginning letter.You could divide the class into teams and keep score on the board to make the game more competitive. Give one point for each correct answer.If the children appear confident in playing this game, allow a child to stand in your place and choose a flashcard. Have the child whisper its English name to you so that you can write it down. Then have the child say, “Yes, it is.” or “No, it isn’t.” in answer to the other children’s questions.Use 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.!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.Student Book page 13Have the children do this part by themselves. Children should assess themselves according to their own situation. They should be encouraged to compare their results with their classmates and learn from each other.Children could work in pairs to do the first activity. One childpoints to a picture, the other says the name. The first child checks his/her answer in the box below each picture. Then they change their roles. Children can also do this part individually.Have children do the second part individually. Encourage them to compare their results with his/her classmates.notes and teacher’s notesStudent Book page 13This activity is to help children have a look at what they have done in this unit. Ask them to assess themselves according to the items in My Notes individually. Explain to them that the stars here only indicate how well they have done in their learning and they should not be changed to scores.The teacher should evaluate the children positively in the part of Teacher’s Notes. The purpose is to have children realize that they are making progress and to help them build up a sense of achievement and confidence. Stickers provided at the end of the Teacher’s Book can be used here.《Unit 8 Are these tomotoes》第一课教案Teaching aims: Present the new words and sentence structures of this Ss to understand and read the dialogue.Teaching importance: The new sentence structure: “What’re these/those They are...”Teaching difficulties: Get Ss to understand the plural nouns. Teaching tools: Prepare gameboards and will need:flashcards for the vocabulary introduced in Units 2 and 5.Teaching procedure:Use this activity to review structures introduced in Unit 7, and the vocabulary introduced in Units 2 and 5.Hold up the flashcards one by on e. 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).”the dialogBorrow three pens, pencils, and rulers from the children.Hold up o ne 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” Rep eat 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.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”Student 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 ven dor’s line.Play one sentence at a time and point to the matching story picture. Have each group repeat its character’s sentence.homeworkTell children that you want them to:find some of the vegetables at home (beans, cabbages, carrots, mushrooms, onions, potatoes, and tomatoes)tell their families the English names for the vegetables.《Unit 8 Are these tomotoes》第二课教案PreparationYou will need:the“vegetable”flashcards listed.Hold 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.Hold 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.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 ea ch 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. to thisStudent Book page 16Display your copy of t he 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, pointingto 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. Ha ve them repeat Ken’s question, then point to the correct vegetables.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 again. Say, “Are these cabbages” Elicit,“No, they aren’t.”Repeat the question and encourage the children to answer, “No, they aren’t cabbages.”Repeat these procedures for the other flashcards.These new structures will prepare the children for the song.Have the children turn to page 17. Tell the children they are going to learn another song. Read the words aloud to the children, pointing to each word as you do so.Play the first two lines of the song and encourage the children to join in by singing and clapping. Play the rest of the song, two lines at a time, and encourage the children to join in.the songStudent Book page 17Play the song from the beginning. Encourage the children to sing along and to clap in time.homeworkTell the children you want them to sing the song to their familiesUnit 8 Are these tomotoes》第三课教案PreparationYou will need:flashcards for vocabulary introduced in this Unit.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. togetherStudent Book page 18Have the children open their books at page 18. Draw their attention tothe 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.and numberStudent Book page 18Draw the children’s attention to the b ottom 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.and lettersStudent Book page 19Draw the children’s attention to the pictures on top of the page.Play the ta pe 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.the soundsStudent Book page 19Have the children open their books at page 19. Draw their attention tothe 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.homeworkStudent Book pages 18 and 19Ask children to color the pictures on pages 18 and 19.《Unit 8 Are these tomotoes》第四课教案Preparation。
北师大版英语二年级下册unit7(2)导学案
Unit 7 Is it a pear?（3）学习目标：1、我会用What’s this?It’s a ……Is it a……进行交流（重点）2、我会替换物品，在实际生活中运用（难点）3、我懂得在需要的时候送礼物给爸爸妈妈。
Time table: 复习巩固5¹--→自学、合作学习10¹--→展示20¹--→当堂达标5¹学习流程：一、自由谈话：1.Good morning. What's your name? My name's ....2.Is it a……?3.He’s very tall,are you tall?二、整体感知对话:1、观察图片并讨论：Who are they?What are they talking?2、自读对话：我知道了：_____________________________________________________3、自读中我的困惑：这些单词我不会读：_____________________________________________________ 这些句子我不理解：______________________________________________________ ________________________________________________________________________4、读对话●听录音，跟读对话●老师重点指导，学生跟读对话●小组读对话三、小组展示1、小组预展2、小组展示四．达标测评。
Listen and number..小贴士：你可以采用多种方式哦，自己掌握Unit 7 Is it a pear?（4）学习目标：1、我会字母Bb,Pp的发音，并能运用到单词中（重点、难点）2、我知道以Bb,Pp开头的单词有baby ball book bagpen pear pineapple pencil学习流程：一、自由谈话：5'1.What's the weather like today?2.Do you make a gift for your mother/father?二、自主探究，合作学习15'1、初识单词卡片学生自读2、我知道以它们开头的单词有：1)Bb_____________________________________________________________2)Pp _____________________________________________________________ 3、自读中我的困惑：这些单词我不会读：________________________________________________ 4、读单词1、听录音，跟读单词2、老师重点指导，学生跟读，特别注意Bb,Pp的发音和拼读的方法。
北师大【一起】小学英语二下册《Unit 7 Fruit 》 (1)
北师大版二年级|英语下册教案Unit 7 Is it a pear?第|一课时Teaching Aims:1. Understand the dialogue what ,s mean.2. The students like to learn English.The students can be ask and answer the dialogue.Teaching Emphasis:Use "What ,s this?〞in the dialogue. And answer it.Emphasis sentence: Is it a……? Yes, it is. / No, it isn ,t.Teaching Difficulty:The children can be use the "What ,s this?〞in dialogue. Answer it.Teaching step:一、Greetings: Haven ,t seen you for a long time!二、Presentation and practice.Step 1 Model the dialog1. Ask the students what they say when they see something exciting or amazing. Tell them, "In English, we can say Wow!〞Have the Ss repeat the word a few minute.2. Hold up the card, ask students to answer what they can see.3. Choose one student. Ask , "What ,s this ?〞The student replies.4. Learn the new words in the same way.Step 2 Talk about the storyHave the students open their books, ask these questions about the pictures:1. Where are Lulu and Mocky?2. Who has a stall there?3. What is the litter fruit?4. Does she like it?T: We are going to talk about the story.1. Hold up a card. Say, "What ,s this?〞Elicit the answer, "peach〞.2. Repeat this for pear, orange, and nut.Step 3 Story1. T: We are going to meet some new friends.Play the tape once without stopping.2. Play the tape again, pausing after each picture. Have the students repeat each sentence afterhearing it on the tape.3. Divide the class into two groups. One group will be Mocky, the other group will be Lulu.4. Play the tape again. Stop the tape after each sentence.Step 4 Talk about the story in group.1. Have students talk about the story after teacher.2. Encourage the children to talk about the story in group.3. Choose some students to act it out.三、HomeworkEncourage the students to tell the story to their families.教学后记：先复习了上个学期所学的知识,用活动、影片的形式来调动学生的积极性,效果较好.课堂上,还要尽量注意对学生口语发音的训练.。
二年级下英语【教学设计】-Module7Unit2 We’re having a picnic.-外
二年级下英语教学设计-Module7 Unit2 We’re having a picnic.知识目标1.掌握 picnic、sandwich、juice、cake、fruit 这些单词的读音和意思，并能正确拼写。
2.能够理解和使用句型“Are you having ______？”和“ Yes, I am. / No, I’m not.”。
3.能够合理运用所学单词和句型描述野餐活动。
能力目标1.提高学生听、说、读、写的基本技能。
2.培养学生的合作意识和团队合作能力。
3.激发学生参与英语交流的兴趣和自信心。
教学重点学生掌握所学单词和句型，能够用英语描述野餐的活动内容。
教学难点学生能够自主组织语言描述野餐活动，提高英语交流的自信心和能力。
教学准备1.PPT2.野餐布、食物模型（三明治、水果、蛋糕、果汁等）3.学生课前预习资料教学过程Step 1 思维导入（5分钟）1.通过PPT向学生展示一张野餐的图片，创设情境，引出本课主题。
2.师生对话：老师问学生“Have you ever had a picnic before?” ，引导学生回答。
同时，出示单词picnic的拼写和发音。
Step 2 课堂讲授（30分钟）1.向学生介绍本课的目标和重点，并引出所需单词和句型。
2.利用食物模型进行单词教学。
出示三明治（sandwich）、水果（fruit）、蛋糕（cake）、果汁（juice）四个单词，并对其发音进行学生模仿。
并用图片向学生展示相关各单词的图片。
3.利用PPT和野餐布表演小品，模拟野餐活动。
同时出示所需句型“Are you having ______？”和“ Yes, I am. / No, I’m not.”，引导学生熟悉该句型的用法。
4.对比练习。
老师出示一幅图片并问“Are you having a sandwich?”，学生进行回答并进行练习（Yes, I am. / No, I’m not.）。
二年级英语下册第七课
二年级英语下册第七课第七课的主题是“People Who Help Us（帮助我们的人）”。
本课主要通过介绍不同职业的人以及他们的工作内容来培养学生的社会意识，并帮助他们理解社会中不同人群的重要性和他们的职责。
以下是对第七课的参考内容：开头部分：The seventh lesson of Grade 2 English Book focuses on "People Who Help Us". In this lesson, we will learn about different professions and the work they do to help us. Through this lesson, we will develop our social awareness and understand the importance of different people and their responsibilities in society. 学习目标：1. 了解不同职业的人，并能够用英语表达他们的工作内容和职责。
2. 理解帮助我们的人在社会中的作用和重要性。
3. 通过角色扮演和讨论，培养合作意识和团队精神。
学习内容：1. 不同的职业人群a. 医生 - 他们帮助我们保持健康，给我们治疗疾病。
b. 警察 - 他们保护我们的安全，维持社会秩序。
c. 消防员 - 他们救火，保护我们的生命财产安全。
d. 服务员 - 他们为我们提供食物和饮料，让我们感到舒适。
e. 教师 - 他们教育我们，帮助我们学习知识和技能。
f. 农民 - 他们种植农作物，为我们提供食物。
g. 邮递员 - 他们送信件和包裹到我们家门口。
h. 清洁工 - 他们打扫和维护我们的环境，使我们的生活更美好。
2. 相关词汇和表达a. 医生 - doctor, nurse, stethoscope, thermometer, medicineb. 警察 - police officer, uniform, badge, handcuff, patrol carc. 消防员 - firefighter, fire engine, hose, ladder, extinguisherd. 服务员 - waiter/waitress, restaurant, menu, order, servee. 教师 - teacher, classroom, whiteboard, textbook, studentf. 农民 - farmer, field, tractor, crops, harvestg. 邮递员 - mail carrier, mailbox, letters, parcels, deliverh. 清洁工 - cleaner, broom, mop, dustpan, trash can扩展活动：1. 角色扮演让学生扮演不同职业的人，表演他们的工作场景，并展示出相关的词汇和句子。
(北师大版)二年级英语下册课件 Unit 7 - 222页
3. 情感态度价值观：运用多媒体课件激发学生的学习兴趣，培 养他们的观察力和注意力; 在多种活动的辅助下为学生提供 机会，培养学生运用语言的能力，促进学生善于听说、乐于 听说等良好学习习惯的形成，发散学生思维，激发创造力。
Shengfeng Primary School, Xiaolan Town, Zhongshan , Guangdong Provice
OQDP
MNHA
Unit 8 Are these tomatoes ?
教学目标：
1. 知识与技能：能听懂并运用名词的复数形式;熟练掌握4个蔬 菜类单词： pepper, eggplant, cucumber, cauliflower； 并能在情境对话中运用句型： What are these? They are …和Are these …进行交际。
学情分析：
二年级的学生好奇心强、活泼好动，善于模仿。同时， 他们对于简单的日常用语有所掌握，对熟悉的英语知 识有所感悟，具备语言的学习和交流的欲望。但是受 到词汇量与语法知识的限制，容易产生“交际失败” 的现象，挫伤其英语学习的积极性。
针对这一特点，在平日的教学中，我注重营造愉悦、 欢快的学习氛围，运用多种活动增强学生参与的广度 和深度，使他们在亲身体验中进行有效的学习，保持 他们学习的欲望和兴趣，从而提高学习效果。
Let’s guess~~~
What’s this?
1.hat
2.banana
3.apple
4.strawberry 5. Pear 6.peach
二年级下 北师大版Unit7
Picture 4:What does she taste next?
Picture 5: What is the little red fruit?”
Picture 6:What does Lulu try now?
Picture 7: Ask the Ss try to read the sentences
1.T holds up some fruit that have learned and ask
“What’s this/that?”
Ss look carefully and answer “It’s a (pear).”
One part asks, the other part answers.
1 Ss read the information by themselves.
2 T plays the tape, Ss listen and check
Step4 Games
1 Ss talk about the pictures of page5 (What’s this? Is it a …? Check their answers
2 Pair work
1) A says a fruit, B draws a picture of the fruit.
2) B shows the picture to A and asks B: What’s this?
3) Using their small word cards, A chooses one and put it back, B asks: Is it a …?
课时计划
第7单元第4课时