北师大版二年级英语下册全册教案

北师大版二年级英语下册教案农村小学英语教学与实践活动的研究方案一、问题提出:随着中国与世界的交往日益密切,英语学习已经成为人们的必须.英语作为一门语言,在学习过程中既要有正规系统的学习渠道,而又要有随时随地都能进行的学习练习及应用场所,以便巩固所学的英语知识,提高英语交际的能力。渤海镇小学现状:：1、渤海镇小学的生源来自于附近行政村，与城里小孩相比会有一定的差别：农村孩子胆小、拘谨、不善言谈，羞于说英语，缺少自信心。2、渤海镇小学英语师资力量相对薄弱。3.缺乏运用英语的环境。目前社会上尤其是农村，用英语的环境很少，甚至没有。因此学生听英语、说英语的机会很少，他们缺少一个学习英语的语言环境。但是渤海镇又有自己得天独厚的条件，旅游业比较发达，农家院大量兴起，都是学生进行交际的有利场所。如何根据农村小学的实际情况，有效地把握课堂教学，创设良好的英语学习环境，培养和发展学生使用英语这种交际工具的能力。怎样发挥本地区的优势，使课堂教学与实践活动相结合，培养学生交际意识，提高学生交际能力，所以提出了“农村小学英语教学，与实践活动的研究”课题。二、文献综述三、研究的目的、意义英语教学的目的就是培养和发展学生使用这种交际工具的能力。英语教学新课程的理念是要尽可能多的为学生创设英语交际的环境，尽可能多的让学生以多种形式接触、学习、使用英语。本课题探索充分利用农村的多种资源如旅游业、农家院等，给学生创设英语交际的环境，开展实践活动，培养学生的交际意识、提高他们的交际能力的措施与对策，以供其他农村学校在此方面有所借鉴，共同提高学生的英语水平。四、研究内容英语课堂教学模式。英语教学的课外实践活动。五、研究假设充分利用农村的语言环境，给学生创设英语交际的环境，开展实践活动，就能培养学生的交际意识，提高他们的交际能力。六、研究方法行动研究法七、研究措施(一)农村小学课堂教学模式3－5分钟谈话训练。利用课堂3分钟时间，可以在课始，可以在课中，也可以在课末，根据实际情况再定。5-10分的复习时间,在复习的过程中要注意孩子们兴趣的培养,多设计一些有趣的活动.新授内容单词教学:遵循词不离句的原则。以词带句、一句带词，八单词放在句子里学习，在词语和相应的事物之间建立联想，而不是机械的学习，一方面避免了直接教单词的枯燥，另一方面，有帮助学生建立初步的语感，增强了趣味性。句子课文教学:要注意创设一定的情况,多给学生各种口头练习和听力练习的机会,让他们口,脑并用,并将简单的对话用到肢体语言当中去;注意角色的扮演,允许学生自由发挥.语音教学:通过学生自主学习,让学生感知发音规则,巩固和复习所学单词.韵文教学:可以当作一节课的导入内容,当学生对他了解后在进行教学4信息的反馈在这个环节中教师要充分调动学生的积极性,及时的查补缺5制定一个学生的自我评价表，随时的对学生进行监控。二)英语课堂充分体现学生的实践活动。布卢姆认为：“成功的外语课堂教学应当在课内创设更多的情境，让学生有机会用自己学到的语言材料。”这充分体现了小孩子爱新奇、好动的特点，突出了语言的实践性与交际性，使学生能够“学以致用”，同时有利于语言的记忆和巩固。情景模拟。把句子放在真实的情景中学习。角色扮演。将所学对话或课文让学生扮演各种角色，允许学生自由发挥，表达真实感情。充分利用现代教育技术，培养学生写的能力。学校为学生开辟一个英语论坛专栏，学生可以进行简单的英文聊天，结交网友，有助于提高学生写的能力。三）创设环境，开设实践活动，培养交际意识，提高交际能力。生活中人们离不开交际，特别是语言交际，英语教学是语言教学，语言源于生活，有始建于生活。杰克波森曾说过：“教好英语的先要条件是要尽可能让学生接触英语和使用英语。学英语就像学游泳一样，学生必须潜到水里去。这样，他最后才能像一个熟练的游泳着那样乐在其中。因此教师要给学生创造尽量多的听、说、连的机会。让他们多听、多说、多练。校园生活处处用英语。在校园内创设大的英语学习环境，如学生到老师帮哦能够使、下课同学一起玩儿、其他科目老师的简单课堂用语，只要能用到英语的尽量用英语交流，哪怕只说一个单词。学生把所学内容向老师表达，不管老师会不会都要认真倾听。要求所有学生都要和老师或同学交流，哪怕是一个单词。在室内、外建立英语角等活动阵地，为学生学习英语创造良好的学习环境。室内：布置一间空房子，房间的布置要有浓厚的英语气息，学生可以利用课余时间到英语角和老师交流、和同学交流。可以放一些英文电影、动画片让学生感受英语的语音、与调。房间里可以给学生提供一些适合学生阅读的报刊。充分利用学校广播站。以社会实践活动为载体，培养学生交际意识，提高交际能力。充分发挥当地旅游资源的优势，组织学生到慕田峪长城、农家院、饭店进行实践活动。在组织活动是教师可以给学生一些人物，通过活动完成一些人物，教师所给人物必须是容易完成的，如调查一些旅游者从事的工作、爱好、国际、姓名等。交流的对象可能是外国人，也可能是当地的群众。也可以把所学的知识讲给当地饭店的服务员、买东西的老板。能用英语的必须用英语交流。在组织活动是，教师要求学生主动和外国友人、旅游者打招呼，提高学生的交际能力。八、时间和步骤准备：2008、9研究：2008、9－2009、2总结：2009、9九、研究结果研究论文、汇报课和学生展示小学英语二年级（下册）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，将来的地球不管是哪一个角落都是一我们地球林的一个村民，那么语言就成了一个统一交流的媒介，尤其是英语的重要性在这一进程中日益突出。本次对于课程标准的重新更定是一次符合社会发展进程和基础教育进程的改革。重点是要改革英语课程的教学，过分重视语法和词汇知识的讲解与传授，忽视对学生实际语言运用能力的培养倾向，强调课程应从学生的学习兴趣、生活体验和认知水平出，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。利用听、说促进学生写单词，写短语，写句子，写对话，不能反其道而行，又造成以往我们说的“哑吧英语”。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。Teachingcontents:本册书共六个单元，其中五个单元是精读课文，一个复习单元。这册书在编排时很注意学生兴趣的培养，尤其在单词字母学习这一环节，教材把手写字母相同的单词进行了归类，并且安排了大量的听、说、读、写等多项练习，利用图片教授学习是培养学生学习英语兴趣的主要途径。除此之外还有多首英文歌曲的学习，书后有分类清晰的词汇表，更有利学教师的教和学生的学。TeachingAims:知识技能：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: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，能够正确运用问这是什么，有多少个，什么颜色等等的语句，并能对所提问的句子做出适当的回答。Reading:正确，流利的朗读和使用课文对话，正确读出与课文或练习中相关的单词，认读字母和带有此字母的单词。Writing:以听、说、读的基础上，培养学生写的能力。正确描、写英语中的字母，能够摹仿老师的板书写简单的字母、单词和句子。过程方法：1、发挥老师的指导做用的同时，充分发挥学生的自我主观调动意识，且提高他们自主学习的能力，但要注意教师在教的过程中，对学生思想的指导方向，不能一味的任学生自己发展。二年级的学生在上课时有些时候上课意识并不强烈，这要求教师不能只是教授新知而以，在很大程度上是要引导学生的行为和思维。2、充分运用学校已有资源，如：电子媒体进行多方位教学，网络教学等。这样不但可以提高学生的学习兴趣，又可以丰富学生对新事物的接触能力，从而更直观、方便的教和学，在潜移默化中培养学生学习英语的兴趣。3、在英语的教学过程中，加入适当的对英、美等国家一些风俗习惯在日常生活中的应用。主要采取同学之间互相帮助的方法，可以形成一帮一小组等方式。使学生可以在一起分享学习英语给大家带来的乐趣。鼓励学生多说，多练，尤其注意日常口语在生活中的应用。情感态度与价值观：1、在英语教学的过程中注意培养学生的学习兴趣是一个老生常谈的问题，因此更应引起我们的重视。于此教师可以采取多种方式，比如：多采纳、听取学生的意见，抵制学英语给学生带来的负面压力，努力创设一个轻松的学习环境。2、在英语教学中也应时时渗透思想道德教育的重要性。确立良好的价值观和积极向上的人生观，形成同样积极的学习态度。3、对于申奥成功，无疑是北京对世界张开怀抱的一个机会，学生作为未来世界的主动力，在学习中提倡培养学生的创新意识。这样才能在竞争如些激烈的社会中立足，做一个社会主义新人。TeachingEmphasis:对于一些日常用语的应用，如：①What’sthis?及回答.②Whatcolor?及应答。③Howmany?及应答.④Ican的应用.2、二十六个字母的读写。

3、提高学生对单词的掌握。TeachingDifficulty:1、对日常用语的应用和学生听力的培养。2、对二十六个字母的读写。注：Teacher’sactivities=TStudent’sactivities=STeachingplanning周次内容课时Ready112Unit7Isitapear?634Unit8Arethesetomatoes?656Unit9Howmany?67Review678Unit10whatcoloritis?689Unit11Icanclimb61011Unit12Review61213Totalreview6UNITONEIsitapear?Lessonone(2-16)TeachingAims:1、Understandthedialoguewhat’smean.2、ThestudentsliketolearnEnglish.Thestudentscanbeaskandanswerthedialogue.TeachingEmphasis:Howcanuse“What’sthis?”inthedialogue.Andanswerit.Emphasissentence:Isita……?Yes,itis./No,itisn’t.TeachingDifficulty:Thechildrencanbeusethe“What’sthis?”indialogue.Answerit.Teachingstep:一、Greetings:Haven’tseenyouforalongtime!二、Presentationandpractice.Step1Modelthedialog1.Askthestudentswhattheysaywhentheyseesomethingexcitingoramazing.Tellthem,“InEnglish,wecansayWow!”HavetheSsrepeatthewordafewminute.2.Holdupthecard,askstudentstoanswerwhattheycansee.3.Chooseonestudent.Ask，“What’sthis?”Thestudentreplies.4.Learnthenewwordsinthesameway.Step2TalkaboutthestoryHavethestudentsopentheirbooks,askthesequestionsaboutthepictures:1.WhereareLuluandMocky?2.Whohasastallthere?3.Whatisthelitterfruit?4.Doesshelikeit?T:Wearegoingtotalkaboutthestory.1.Holdupacard.Say,“What’sthis?”Elicittheanswer,“peach”.2.Repeatthisforpear,orange,andnut.Step3Story1.T:Wearegoingtomeetsomenewfriends.Playthetapeoncewithoutstopping.2.Playthetapeagain,pausingaftereachpicture.Havethestudentsrepeateachsentencesafterhearingitonthetape.3.Dividetheclassintotwogroups.OnegroupwillbeMocky,theothergroupwillbeLulu.4.Playthetapeagain.Stopthetapeaftereachsentences.Step4Talkaboutthestoryingroup.1.Havestudentstalkaboutthestoryafterthacher.2.Encouragethechildrentotalkaboutthestoryingroup.3.Choosesomestudentstoactitout.三、HomeworkEncouragethestudentstotellthestorytotheirfamilies.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。Lessontwo(2-18)TeachingAims:1、Understandthedialoguewhat’smean.2、ThestudentsliketolearnEnglish.Thestudentscanbeaskandanswerthedialogue.TeachingEmphasis:Howcanuse“What’sthis?”inthedialogue.Andanswerit.Emphasissentence:Isita……?Yes,itis./No,itisn’t.TeachingDifficulty:Thechildrencanknowthefruitwords.Teachingstep:一、Greetings.二、Presentation.Step1Wordstolearn1、Havethestudentsopentheirbooks.Drawtheirattentiontothe“Wordstolearn”.2、Playthetape.Stopthetapeaftereachnewwords.AsktheSstorepeatit.Dothisasecondtime.3、Playthetapestraightthrough.Whileitisplaying,holdupthebook.Pointtoeachwordsinturn.4、Playtheguessinggameoutlinedinthefirstpartofthelesson.Thistime,useonlythewordsforfruitin“Wordstolearn”.Step2Listentothis1、Displaycopyofthepageandpointthebottomhalf.TellthechildrenMockysays,What’sthis?Pointtothepictureofabanana.Elicittheanswer,“It’sabanana.”2、Learnthenewwordsandsentences.Havethestudentsrepeatthesentencesandtoucheachword.Ask,Isitapeach?Answer,No,itisn’t.Readthesentencesandhavethestudentsrepeatitbefore.Ask,Isitabanana?Answer,Yes,itis.3、Readthesentencestogether.TeltheSsthatIamgoingtoplayatape.Playthefirstquestionandanswer.Checkthatthestudentshavechosentheansweronthepage.Step3Playthegame1、Holdupapen.Say,Isthisapen?Elicit,Yes,itis.Nowindicateanitemfartheraway.Say,Isthata…?2、PuttheSsintopairtopracticeeachquestionandanswer.3、HavetheSsopentheirbooksat“Playthegame”.Stillinpairs,havetheSsaskandanswerquestionsaboutthenumbereditems.4、Groupwork.Playthegameingroup.Step4Singasong.Singasonginclass.Thensingthesonggroupbygroup.Step5PlayagamePlayaguessinggametopracticethenewwordsandsentences.三、HomeworkSingthesongandencouragethestudentstopracticethenewwordsandsentences.教学后记：对水果单词的学习，学生很有兴趣，每个人都在争着说出自己喜欢的水果名称，用英语来说名字，学生都能较快掌握好语音，同时也加强了句子的训练。Lessonthree(2-20)TeachingAims:1、Understandthedialoguewhat’smean.2、ThestudentsliketolearnEnglish.Thestudentscanbeaskandanswerthedialogue.TeachingEmphasis:Howcanuse“What’sthis?”inthedialogue.Andanswerit.Emphasissentence:Isita……?Yes,itis./No,itisn’t.TeachingDifficulty:Thechildrencanknowandreadthewords.Teachingstep:一、Greetings.二、Presentation.Step1Talktogether.1、Directthestudents’attentiontothetopofthepage.Say:Nowwecanreadwhatwesaid.2、Readthewordsinthespeechbubblesaloud,pointingtothewordsasyoudoso.Havethestudentsrepeatthewordsafteryou.Step2Listenandnumber.1、HavetheSsopenthebooksatpage6.Drawtheirattentiontothebottomhalfofthepage.2、T:Wearegoingtolistentothetape.Youtouchthecorrectcharacterswhenyouhearthemsay“Hello.”3、Playthetapeandhavethechildrentouchthecorrectpictures.4、Playthetapetwosentencesatatime.Stopaftereachpair.5、Repeattheprocedurefortheotherpictures.Step3Soundsandletters1、DrawtheSs’attentiontothetopofthepage.2、Playthetapeforbabyandball.Ask:Dothesewordshavethesound/b/3、PlaythetapeagainandhavetheSssaythesound.4、Repeattheprocedureforothers.Step4Listenandwrite.1、DisplaythepageandhavetheSsturntothematchingpageintheirownbooks.2、HaveSspointtothewords.Playthetapeforpeach,drawtheSsattentiontothewordunderthepicture.3、Repeattheprocedurefortheotherwords.HavetheSswritetheletterintheblanks.三、Homework.colorthepicturesonpage6and7.教学后记：用听力、口语的形式来操练句型，学生复习的较好，但对于boat与boy的读音还要加强训练纠正，强调好字母的书写，单词的拼写。Lessonfour(2-23)TeachingAims:1、Canusethesentencesandwritethewordscorrectly.2、ThestudentsliketolearnEnglish.3、Thestudentscanbeaskandanswerthedialogue.TeachingEmphasis:Howcanuse“What’sthis?”inthedialogue.Andanswerit.Emphasissentence:Isita……?Yes,itis./No,itisn’t.TeachingDifficulty:Thechildrencanreadandwritethewords.Teachingstep:一、Greetings.二、Presentation.Step1Tracethewords1、Holdupthecardforbanana.Ask“Whatisit?”Elicitfromthestudents,Itisabanana.2、Havethestudentsopentheirbooksatpage8.Drawtheirattentiontothefirstsentences.Say,WearegoingtowritewhatIsaidjustnow.3、T:Watchmewritetheword.Standwithmybacktotheclass.Writethewordintheair,usinglargearmmovements.4、Askthestudentstowritethewordintheairafterme.Repeatit.5、Havethestudentsturntothe“Tracethewords”activityintheirbooks.6、Havethestudentstraceoverotherwordsbythemselves.Step2Findandcircle1、Displaymybook.Pointtoeachpictureinturnandsaythematchingword.Ask,Whatisthis?AndhavetheSscircletheword.2、Repeattheprocedurefortheotherpicturesoffruit.3、PuttheSsintopair,tellthemthattheymustfindtheotherfruitsnamesinthepuzzleandcirclethemout.Step3UncleBook’sblackboard1、Holdupthecard,whatandthis,readittotheSs,pointtothewordsasIreadthem.2、HavetheSsrepeatthewordsafterteacher.3、NowholduptheWhatisthis?,explainthemeaningofthissentence.4、Inthesameway,reviewIsitandintroduceItis.5、NowhaveSsopenthebook,modelthestructuresbyreading.6、Dividetheclassintotwogroups.Haveonegrouprepeatthequestion,andfortheothergrouprepeattheanswer.Havethegroupchangeplaces.Step4Guessandsay.1、Havethestudentspracticesayingthesentencesofthisunit.2、Displaymybook,andexplainthatwhenIpointtoafruit,Iwillaskachildtoguessandsay.三、HomeworkAskstudentstofinishtracingwordsonpage8.教学后记：通过实物教学(水果)学生能很快直接地接受新词的意思，该课新知识都是学生在日常生活中比较熟悉的，通过实物或卡通形式来激发学生的学习兴趣，在复习中也能提高学习的积极性。Lessonfive(2-25)TeachingAims:1、Canusethesentencesandwritethewordscorrectly.2、ThestudentsliketolearnEnglish.3、Thestudentscanbeaskandanswerthedialogue.TeachingEmphasis:Howcanuse“What’sthis?”inthedialogue.Andanswerit.Emphasissentence:Isita……?Yes,itis./No,itisn’t.TeachingDifficulty:Thechildrencanreadandwritethewords.Teachingstep:一、Greetings.二、Presentation.Step1Read,andcheck1、Reviewthesentences：Whatisit?2、Askthestudentstopracticereadingsentenceslike,thisis...,thenaskthestudentstoreadthesentencesonpage10.3、Displaythebook,pointtothefirstpicture.Then,pointtothequestion,Isitalemon?Readthewordsaloudasyoupointeachone.Elicittheanswer,Yes,itis.4、Askstudentstopointtotheanswerintheirbooks.Havethemreadthewordswhityou.5、Putthestudentsintopair,dothisexercise.Step2Let’schant.1、Usethecardsandhavestudentspracticereadingthewords.2、Readtherhymetothestudents,pointtoeachword.Thenplaythetapefortherhymeandhavestudentslistenandpointtothewordsonthepage.3、Playthetapeagainandhavestudentsjoinin,encouragingthemtohumorclapwiththerhyme.Step3Matchthenames.Modelthewordforthem,andcolorthepictures.Havethestudentsusetheirfingerstofollowtheanttrailbetweenthepicturesandthewords.四.Homework.Readthechantandcolorthepicturesonpage10.教学后记：个别学生对单词的发音还有待加强，通过各种形式的操练，大部分学生对于新句型和对话掌握较好，成绩好的学生掌握较好。Lessonsix(2-28)TeachingAims:1、Canunderstandthestory.2、ThestudentsliketolearnEnglish.3、Thestudentscanbeaskandanswerthedialogue.TeachingEmphasis:Howcanuse“What’sthis?”inthedialogue.Andanswerit.Emphasissentence:Isita……?Yes,itis./No,itisn’t.TeachingDifficulty:Thechildrencanreadandwritethewords.Teachingstep:一、Greetings.二、Presentation.Step1UncleBook’sstorytimeTellthestudentsthattheygoingtolistentoastory.1.Playthetap,askthestudentstolistentothestory.2.Havethestudentsopenthebook,andlookatthepictures,askthemtolookforthefamiliarwordsinthebook.3.Havethestudentsreadthestorysilently,encouragethemtotrytoguessthemeaningofunfamiliarwords.4.Trytotellthestoryingroups.Step2Reviewthesentencesandwords.1、Usethepicturecards.2、What’sthis?It’s**.Isit**?Yes,itis.No,itisn’t.Step3Bingo1、UsethisgametoreviewthewordsandsentencesinthisUnit.TelltheSstotakeouttheircardsandgetreadyforthegame.2、Playthegameingroup.Step4Self-assessment1、Havethestudentsdothispartinpairsoringroupsbythemselves.2、Studentsshouldassessthemselvesaccordingtotheirownsituation.3、Checktheanswer.四.Homework.ReadPartAB,andthewordsandsentences.教学后记：学生对故事的句子很快就可以理解，但是对于一些旧的单词读音不是很好，有待加强。Unit8Arethesetomatoes?Lesson1⑴教学目标②知识目标：Whatarethese/those?They’re/Theyare….Arethese…?Pluralnouns(regular)②能力目标：Listenandtalk.③情感目标：鼓励学生大胆开口说英语，培养学生的自信心。⑵教学重难点：Askingandansweringquestionaboutpluralobjects⑶教学过程：1.ReviewUsethisactivitytoreviewstructuresintroducedinUnit7,andthevocabularyintroducedinUnit2andUnit5.What’sthis?It’sa…Isita…?Yes,itis./No,itisn’t.2.ModelthedialogBorrowthreepens,pencils,andrulersfromthechildren.Holduponepenandask,“What’sthis?”Elicittheanswer,“It’sapen.”Repeattheprocedureforpencilandruler.Holdupapenandrepeatthequestion,“What’sthis?”Nowholduptwoorthreepensandsay,“Whatarethese?”Repeattheprocedureusingthepencilsandrulers.Nowhavethechildrenrepeateachsentenceasyouholdupfirstoneobject,andthenmorethanone.Explainthatweusethesewhenwearereferringtomorethanoneobject.Practicethestructure“Whatarethese/those?They’re…”withsomeobjects.3.TalkaboutthestoryHavethechildrenopentheirbooksatthestory.Displayyourcopyofthepageandaskthesequestionsaboutthepictures.WhereareAnn,Ken,andMocky?WhatisMockylookingat?WhatisMockyholding?WhatothervegetablesdoesMockyfind?WhochasesMocky?Mockytakethecarrots。Doyouthinkisright?Mockytakethecarrots。Doyouthinkisright?4.StoryPlaythetape,pausingateachnewpicture.HavethechildrenrepeatthewordsSentencebeforeyoumoveontothenextpicture.SentencePlaythetapeagain,thistimewithoutstopping.Dividetheclassintothreegroups.OnegroupwillbeMocky,thesecondgroupwillbeKen,andthethirdgroupwillbeAnn.Teacherreadthevendor’sline.Playonesentenceatatimeandpointtothematchingstorypicture.Haveeachgrouprepeatitscharacter’ssentence.Readaftertheteacher。5.SethomeworkTellyourfamiliestheEnglishnamesforthevegetables.Readthetext。6.教学后记：基本的蔬菜名称都能掌握，但是要注意whatarethese的提问和回答不能和what’sthis混淆。Lesson2⑴教学目标①知识目标：Whatarethese/those?Theyare….vegetables②能力目标：Listen,sayandsing.③情感目标：在歌曲中激发学生学习的兴趣，寓学于乐。⑵教学重难点：Askingandansweringquestionaboutpluralobjects.⑶教学过程：1.Warm-upChoosetwochildrentocometothefrontoftheclass.Haveonechildholdupaflashcardandask,“Whatarethese?”andtheotherchildanswer,“They’re…”Aftertheyhavepresentedthreecards,choosetwomorechildrenandrepeattheprocedure.Pinuponeofthesixflashcards.Moveawayandpointtotheflashcard.Say,“Whatarethose?”Elicitthecorrectanswer.2.PluralsHoldupthebeansflashcard.Ask,“Whatarethese?”Makesurethechildrensaythefinal/s/inThey’rebeans.Explaintothechildrenthat,whenwetalkaboutmorethanonething,weusuallyaddansattheendoftheword.Drawonetomatoandonemushroomontheboard.Pointtothetomatoandhavethechildrensaytomato.Thenholduptheflashcardandhavethemsaytomatoes,emphasizingthefinal/s/sound.Repeattheprocedureformushroom/s/.3.WordstolearnDisplayyourcopyofthepage.Playthetapeonce.Pointtothepictureofeachvegetableasitisnamed.Playthetapeagain.Havethechildrentouchthecorrectpictureastheyheareachvegetable’sname.Withoutthetape,readthewordstogether.Encouragethechildrentotoucheachwordastheysayit.Readthenamesagain,andthistimehavethechildrenrepeatthewords.Teacherreadthewordsforstudents。TTeacherreadthewordsforstudents。Thenusetheflashcards。4.ListentothisTalkaboutthepicturesfirst.Playthetape,pausingaftereachpairofsentences.HavethemrepeatKen’squestion,thenpointtothecorrectvegetables.5.TeachthesongUsetheflashcardsofthevocabularybeingreviewed.Practicethestructures“Arethese…?Yes,theyare./No,itisn’t.”withtheflashcards.Thesenewstructureswillpreparethechildrenforthesong.Tellthechildrentheyaregoingtolearnanothersong.Readthewordsaloudtothechildren,pointingtoeachwordasyoudoso.Playthesong.Encouragethechildrentosingalongandtoclapintime.6.SethomeworkTellthechildrenyouwantthemtosingthesongtotheirfamilies.Readthenewwordsbythemselves。7.教学后记：听力部分学生们能够迅速找出答案，但对于单词朗读这一部分同学们还是有些困难，认为单词较长，而且比较难读。应多加强单词阅读次数。Lesson3(3-9)⑴教学目标②知识目标：Arethese/those…?Yes,theyare.No,theyaren’t.（Phonics）/t//d/②能力目标：Listen,talkandread.③情感目标：乐于模仿，敢于开口，积极参与，主动请教。⑵教学重难点：Havethechildrenpracticethesoundsandletters.⑶教学过程：1.Warm-upLanguagedrillArethese…?Yes,theyare./No,theyaren’t.2.TalktogetherHavethechildrenopentheirbooksatpage18.drawtheirattentiontothepicturesatthetopofthepage.Say,“Nowwecanreadwhatwesaid.”NowwewillreadadialogaboutAnn’NowwewillreadadialogaboutAnn’stoys.Displaythecopyofthepageandthenreadaloudthewordsinthespeechbubbles,Bondsentence.pointingtoeachwordThesentenceasyousayit.Bondsentence.ThesentenceReadthewordsagain,andhavethechildrenrepeatthemafteryou.Encouragethechildrentotouchthewordsintheirbooksastheysaythem.Iftimeallows,thechildrencouldsubstituteothervegetablenamesforonions.Letthestudentslookatthepictureandthink:whataretheytalkingFirsttime:listentothetape.Letthestudentslookatthepictureandthink:whataretheytalkingSecondtime:listenandrepeat.Readbythemselves.Thenelicitsomestudentstoreadit.3.ListenandnumberTalkaboutthepicturesfirst.Playthetape,havethechildrennumberthepicturesinthecorrectorder.Checktheanswer.Checktheanswer.Andreadwithtape.Checktheanswer.Andreadwithtape.4.SoundsandlettersDrawthechildren’sattentiontothepicturesontopofthepage.Playthetapefortaxiandtomatoes.Ask,“Dothesewordshavethesound/t/?”Playthetapeagainandhavethechildrensaythewordsaloud.Repeattheprocedureforthe/d/words.5.Matchthesounds.Readallthewordsinthecircleandhavethechildrentouchthewordsthathaveallthesamebeginningsoundwithtaxi.Readthewordsagainandhavethechildrenrepeat.Thistimehavethechildrenmatchthewordsthathavethesamebeginningsoundwithtaxitoitspicturebylines.Repeattheprocedurewiththe/d/sound.Tellthemthattheremightbepicturesthatdonotmatcheithersounds.6.SethomeworkAskchildrentocolorthepicturesonpages18and19.Readthedialogandthewords.Readthedialogandthewords.7.教学后记：对话部分黑体字掌握比较熟练，首尾阅读稍有些困难，听力做的不错，单词发音也能基本掌握。Lesson4(3-11)⑴教学目标①知识目标：Arethese…?Yes,theyare./No,theyaren’t.（Phonicsandwriting）tomatoes,onions,potatoesandbeans.②能力目标：Listen,readandwrite.③情感目标：乐于模仿，敢于开口，积极参与，主动请教。⑵教学重难点：thecorrectwritingofeachword⑶教学过程：1.TracethewordsHolduptheflashcardfortomatoes.Ask“Whatarethese?”Elicitfromthechildren“Theyaretomatoes.”Havethechildrenopentheirbooksatpage20.Showyourcopyofthepage.Drawtheirattentiontothefirstsentence.Say,“Wearegoingtowritewhatwesaidjustnow.”Havethechildrentracethewordtomatoes.Repeattheprocedurefortheothersentences.2.ReadandmatchDrawthechildren’sattentiontothepicturesandwordsatthebottomofthepage.Pointtothefirstwordeggplants.Say,“Eggplants.”Havethechildrenrepeatafteryouastheytouchthewordintheirbooks.Nowpointtothepictureofeggplants.Ask,“Whatarethese?”Elicitfromthechildren,“They’re/Theyareeggplants.”Havethechildrendrawalinefromthewordtothepictureandrepeatthewordeggplants.Repeattheprocedurefortheotherwordsandpictures.3.UncleBooky’sBlackboardAttachaflashcardtothewallattheotherendoftheroom.Standawayfromthecardandpointtoit.Ask,“Whatarethose?”Elicit,“They’re…”Repeattheprocedure,usingtheotherflashcards.Readthequestionaloud,pointingtoeachwordasyoudoso.Havethechildrenrepeatthequestion.Attachthebeansflashcardtotheboardandhelpchildrentomodelthedifferentstructuresusingthedrillcards,forexample,Arethesebeans?Yes,theyare.Arethesetomatoes?No,theyaren’t.ModelthestructuresonUncleBooky’sBlackboardbyreadingthemaloudtothechildren.Havethechildrenrepeatthequestionsandanswersafteryouinaclassdrill,usingallpossiblecombinations.Useflashcard:onestudentask,onestudentanswer..Makeallstudentsjoinit.Useflashcard:onestudentask,onestudentanswer..Makeallstudentsjoinit.4.GuessandsayAskthechildrentotakeouttheirsmallvegetableflashcardsofthisunit:Putthechildreninpairs.Thentwochildrenmixtheircardswiththepicturefacingdown.StudentAputshis/herhandononecardandasksstudentBtoguess.StudentBsays,“Arethese…?”StudentAflipsoverthecardandsaysYesorNo.Thenhe/sheputshis/herhandonanothercardandasks,“Arethese…?”StudentBanswers,“Yes,theyare.”Or“No,theyaren’t.”Continueuntilallthecardsareflippedover.Thenthetwostudentschangetheirroles.5.Sethomework.Forhomeworktheycanfinishthetracingandcopyingtasks.6.教学后记：对于基本语句学生们大部分能阅读下来，难点还是在单词朗读和记忆上。Lesson5(3-13)⑴教学目标①知识目标：Beabletochantandcheckthecorrectanswer.②能力目标：Listen,readandwrite.③情感目标：有学习英语的愿望，乐于参与各种英语实践活动。⑵教学重难点：usethestructuresincommunication⑶教学过程：1.Warm-upThisactivityreviewsthestuctureIsthisa…?IntroducedinUnit7.Holduptheflashcardforlemon.Ask,“Isthisalemon?”Elicit“Yes,itis.”Nowask,“Isthisa…?”Havethechildrensay,“No,itisn’t.”Choosefourchildrentocometothefrontoftheclassandrepeatthequestionsandanswers.Repeattheprocedurewithotherchildrenanddifferentfruit.2.Check(√)thecorrectanswerTalkaboutthepictures.Whoisthis?Arethese…?What’What’sthis?Or“Arethese…?”Havethechildrenrepeatthewordsthespeechbubbles.Nowaskthechildrentocheckthecorrectanswer.Makesuretheyhavedonethis.Repeatalltheproceduresfortheothertwopictures.3.Let’schantReadtherhymetothechildren,pointingtoeachword.Playthetapeforthewholerhyme.Havechildrenlistenandpointtothewordsandthematchingpicturesonthepage.Playthetapeagainandhavechildrenjoinin,encouragingthemtohumorclapwiththerhyme.Havechildrenpointtothepictureintheirbooksastheylistentothetapeagain.Theycanalsoaddsomeactionsandacttherhymeout.4.Game:FindthevegetablesoutintheclassroomBookorclassroomorpictures.Bookorclassroomorpictures.5.SethomeworkAskthechildrentocolorthepicturesonpage22.Askthestudentstoreadtherhyme.Readthesentencesof:whatarethese?They’Askthestudentstoreadtherhyme.Readthesentencesof:whatarethese?They’re……6.教学后记：check这一部分同学们做的很快，而且正确率很高；chant这部分少数同学能够跟读下来。Lesson6(3-16)⑴教学目标①知识目标：Let’smake….Whatarethese?Theyare….②能力目标：Listen,readandwrite.③情感目标：体会英语学习中的乐趣，乐于接触英语读物。⑵教学重难点：consolidatethestructuresandvocabularylearnedinth