二年級(jí)英語教案

1、. 二年級(jí)英語教案（2006-2007上學(xué)年） Teacher: 王 靜Teaching Plan and ProgressA. a) Have finished the lessons in four weeks from 1 to 4 then have a test. b) Have finished the lessons in five weeks from 5 to 8 then have a test.c) Have finished the lessons in four weeks from 9 to 11 then have a test.d) Have finished

2、the lessons in five weeks from 12 to 16 then have a test.B. General review in two weeks Unit 1 My ageTask objectivesUse simple expressions and structures to interact with othersAsk questions to find out informationUse English to communicate with others when playing gamesUse proper pronunciation and

3、intonationLanguage focusCan I help you? Yes, please.How old are you? ImThe first periodA. Look and say.Presentation1 (Books closed.) Draw two large faces on pieces of paper. One face should be a young person. The other face should be of an older person. Use these as puppets and move them as if they

4、are talking to each other.2 Move the older persons head and say My names Mr / Mrs / Miss Whats your name? Move the young persons head and say My names Now make the older puppet say Im old. Youre young.3 Then ask a confident pupil to come to the front of the class. Give him / her heavy stack of books

5、 to carry. Look at him / her and ask can I help you? Prompt him /her to say yes, please and take some of the books from his /her pile. Then switch roles and prompt the pupil to ask me the question.4 Show Transparency. Play the tape and point to the speech bubbles. Play the tape again and ask the pup

6、ils to repeat after the beeps. Pay particular attention to the intonation and stress of the words.Practice1 (Books open.) Read the characters speech bubbles aloud. Get the pupils to say the words after me.2 Point to the situations in the pictures and ask the pupils to make sentences about them.Cross

7、 action of the lesson:Give a confident pair of pupils the puppets from my presentation. Ask them to role-play the situations on the first page. Then have the class make their own puppets. Ask half the class to make an older puppet and the other half a young one. Match the pairs and ask them to role-

8、play the situations from the book.The second periodB Say and act. Presentation1 Revise numbers one to ten by numbering the pupils. Then count to ten. When I count, the pupils with the labeled number should stand up and say that number.2 Bring a puppet and a picture of a birthday cake with five candl

9、es on it to class.3 Show the puppet to the class. Acting as the puppet, introduce myself and greet the pupils. Then show the picture of the birthday cake and make the puppet say Im five.4 Still acting the part of the puppet, ask the pupils how old are you? If they cant answer, repeat Im (age). How o

10、ld are you?5 Show Transparency. Show the pupils where the children want to go by pointing the entrance to the swimming complex. Show the pupils that the age requirement is six years and older. Play the tape and point to the speech bubbles. Continue to play the cassette and ask the pupils to repeat a

11、fter the beeps. Do the same with the vocabulary items.Note: Let the pupils know that it is usually not polite for children to ask adults how old are you? And that adult does not usually ask each other this question unless it is for an official reason, such as filling out a form.Practice1 (Books open

12、.) Ask some pupils how old are you? When they reply correctly, say OK. Come in. Ask the puppet how old are you? Play the part of the puppet and say Im five. Say No, sorry. To the puppet. Have the puppet act disappointed and wave goodbye to the pupils.2 Read the speech bubbles of the characters and a

13、sk the pupils to repeat them after me.3 Ask the pupils to work in pairs and play the roles of the children and the park worker.Cross action of the lessonGet the pupils to tell me their ages. Ask those who are, for example, nine, to stand up. Ask them how old are you? Encourage them to reply in choru

14、s Im nine.The third periodC Story time1 Show Transparency. Point to the poster at the entrance to show that it is a zoo. Point to the sign that shows you must be over eight years old to enter.2 Play the tape. Point to the speech bubbles in each picture.3 Ask some pupils to come up and role-play the

15、story. Prepare an extra pair of adult sized shoes, a hat that would be much too big for the pupils. The pupil playing the part of the girl can put on the adult clothes for the final part of the story.4 Ask the pupils to act out the story in small groups and to read the characters speech bubbles.Cros

16、s action of the lesson:Point to the poster outside the zoo and ask the pupils what can you see? to revise the names of the animals.D Match and draw lines.Count the candles on the cakes with the pupils. Show the pupils how to draw a line from the dot under the picture to the correct speech bubbles. C

17、heck answers using Transparency.E Say the sound and the words.1 Play the Pupils Book Cassette and asks the pupils to say the sound and the words. Point out the spelling of this long e sound.2 Play the Pupils Book Cassette again and asks the pupils to say the rhyme after the cassette.3 Read the instr

18、uctions to the pupils. Demonstrate what the instructions mean by drawing leeches on the board and circling it.The fourth periodF looks and does.1 Tell the pupils to draw the shape shown in picture 1 on a piece of paper.2 Tell the pupils to write their age in the shape using numbers. Ask them to colo

19、r the shape.3 Ask the pupils to cut out their badge and help any pupils who need assistance.4 Help the pupils to make holes in their badge so they can hang it around their necks.5 Ask the pupils to put their badges on backwards so that the others cannot see their ages. Then ask them to walk around t

20、he class asking each other how old are you? And replying Im (age).G Listen, number and sing.1 Play the tape for the pupils to listen to the song.2 Point to the numbered pictures of the characters doing various actions.3 Ask the pupils to listen again and write the correct numbers from the pictures a

21、t the top in the boxes next to each of the characters.4 Play the tape again for the pupils to join in the song and do the appropriate actions for each verse.Cross action of the lesson:More able pupils can be encouraged to recycle other language they know by greeting each other and asking questions,

22、e.g. whats your name? How old are you? Can I help you? What can you see? The fifth periodWorkbookWorkbook (p.1)Ask the pupils to look at the pictures and tick the correct utterances.Workbook (p.2)Ask the pupils to look at the pictures and listen to the Workbook Cassette. Then tell the pupils to draw

23、 the correct number of candles on the cakes and write the correct ages on the cards.Workbook (p.3)Ask the pupils to look at the pictures and listen to the Workbook Cassette. Then tell the pupils to match the animals and the ages at the bottom of the page.Workbook (p.4)Ask the pupils to look at the t

24、op of the page and listen to the Workbook Cassette. They need to circle the picture that matches the sound.Ask the pupils to look at the second part of the page. Tell them to trace the words in the model sentence for the picture on the left and write the words for the picture on the right.Workbook (

25、p.5)Tell the pupils to look at the pictures in order to get the gist of the story. Then ask them to find the right words for each speech bubble. Check answers orally before letting the pupils write the correct numbers in the speech bubbles.Unit 2 Coming to schoolTask objectivesAsk and answer questio

26、ns about personal informationUse simple expressions and structures to interact with othersUnderstand simple instructions and act accordinglyRecognize basic words in familiar contextsUse proper pronunciation and intonationLanguage focusI can see a What can you see?How do you come to school? I come to

27、 school by / I walk.The first periodA Point and say.Presentation1 Show Transparency. Point to the vehicles and say their names slowly and clearly. Ask the pupils to echo me. Then point to the pictures and prompt the pupils to say the words for each vehicle.2 Play the Pupils Book Cassette. The pupils

28、 listen and follow in their books. Continue to play the cassette and ask the pupils to repeat after the beeps. Do the same with the vocabulary items.3 Point to the characters and ask the pupils to say the words in their speech bubbles.Practice1 (Books closed.) Draw simple pictures of the vehicles on

29、 the board. Ask the pupils what can you see? And prompt them to name all the vehicles.2 (Books open.) Tell the class, for example, Point to a taxi. Check that the pupils are pointing to the correct vehicle.3 Get the pupils to work in pairs to role-play the scene on the page.Cross action of lesson;Ge

30、t the pupils to draw their favorite vehicle. Tell them to show their drawing to a friend and to ask and answer what can you see? I can see a or whats this? Its a The second periodB Say and act.Presentation1 (Books closed.) Show photos or pictures of different vehicles and for each one, say I come to

31、 school by Then mime walking and say I walk.2 Ask individual pupils how do you come to school? Prompt the answer by helping them with I come to school by or I walk.3 (Books open.) Show Transparency. Tell the pupils that the children are at school. Point to the school bus in Pats thought bubbles and

32、say I come to school by school bus. Point to Ann walking in her thought bubble and say I walk. Ask the pupils to echo me.4 Play the Pupils Book Cassette. The pupils listen and follow in their books. Continue to play the cassette and ask the pupils to repeat after the beeps.Practice1 (Books open.) Po

33、int to the vehicles in the characters thought bubbles and ask the pupils to name them.2 Demonstrate how to do the practice by asking a pupil how do you come to school, Tim? And prompting them to answer I come to school by bus by pointing to the bus in his thought bubble. Ask the pupils to work in pa

34、irs to ask and answer the questions. Help the pupils with the pronunciation of the names.3 Walk around the room to monitor and correct the pupils pronunciation and accuracy.Cross action of the lessonTell the pupils to group themselves according to the method of transport they use to come to school.

35、Ask them to walk around the classroom and ask other pupils how do you come to school?The third periodC Story time1 Read the story once while showing Transparency or play the Pupils Book Cassette all the way through pointing to the characters and their speech bubbles in each of the pictures.2 Ask som

36、e pupils to come up and role-play the story.3 Ask the pupils to act out the story in groups of five and read the characters speech bubbles.D Follow the lines. Tick or cross. Tell the pupils to follow the strings from the different characters to the pictures. They tick the box if the method of transp

37、ort in the sentence matches that in the picture. Otherwise, they put a cross in the box. Check the answers using Transparency.E Say the sound and the words.1 Play the Pupils Book Cassette and asks the pupils to say the sound and the words. Point out the spelling of this long o sound.2 Play the Pupil

38、s Book Cassette again and asks the pupils to say the rhyme after the cassette.3 Read the instructions to the pupils. Demonstrate what the instructions mean by pretending to color the window.The fourth periodF Ask questions and color.1 Tell the pupils to work in groups of six to conduct a survey. Eac

39、h group should have a group secretary. 2 Get one pupil in each group to start by asking the person on his / her left how do you come to school? The pupil replies in a full sentence and then asks the pupil to their left How do you come to school? This continues until everyone at the table has asked a

40、nd answered the question.3 The group secretary colors one small picture in the chart at the bottom of the page for each of the methods of transport the pupils in the group use to come to school. When the survey is finished, all the pupils in the group should use the secretarys chart as a guide and c

41、olor their own charts.4 Walk around the classroom to make sure the pupils are asking and answering correctly.Cross action of the lesson;Make a large chart on the board similar to the one on page 11 but without the pictures in each square. Get the results from each groups secretary and make a large c

42、hart to show the results for the whole class.G .Tick and sing.1 Tell the pupils to tick the modes of transport they use to come to school.2 Play the Pupils Book Cassette for the pupils to listen to the song.3 Write 1 by bus, 2 I walk, 3 by school bus, 4 by car, 5 by bike, 6 by taxi and 7 by minibus

43、on the board. Play the Pupils Book Cassette again. Ask the pupils to sing along with the first two verses and sing the rest of the song substituting the words on the board at the end of the following verses.4 Get seven pupils to come to the front. Give a picture to each pupil. The seventh pupil repr

44、esents walking and has no picture to hold. Ask the other pupils to line up behind the person who is holding the picture of the vehicle they use to come to school. The people who walk to school line up behind the person with no picture.5 Play the Pupils Book Cassette again and tells the pupils in the

45、 correct group to sing and march in time pretending they are in the vehicle or walking. The first person in the line should hold up the picture as they do this. Point to the words / pictures on the board to cue the pupils for the verses.The fifth periodWorkbookWorkbook (p.6)1 Ask the pupils to look

46、at the picture and choose the correct word for each vehicle.2 Tell the pupils to trace the correct words.Workbook (p.7)1 Ask the pupils to look at the pictures and listen to the Workbook Cassette.2 Ask the pupils to match the pictures according to what they hear on the tape.Workbook (p.8)1 Ask the p

47、upils to look at the pictures and listen to the Workbook Cassette.2 Tell the pupils to find out how each animal pupil comes to school and put a tick in the correct boxes.Workbook (p.9)1 Ask the pupils to look at the first part of the page and listen to the Workbook Cassette. They need to match the c

48、orrect word with the sound they hear and draw a line from the kite to the boy.2 Ask the pupils to look at the second part of the page. Tell them to trace the words in the model sentence for the picture on the left and fill in the blanks under the picture on the right.Workbook (p.10)Tell the pupils t

49、o look at the pictures on the left and read the speech bubbles. Then ask the pupils to match the sentences on the left with the pictures on the right. Unit 3 In my school bag1. Task objectivesUnderstand simple questionsAsk questions to find out informationUse English to communicate with others when

50、doing tasksRecognize basic words in familiar contextsUse proper pronunciation and intonation2. Language focusHeres your /Here are yourWhats in your ?Theres a /There are two3. Teaching toolsObjects, pictures, a recorder The first periodStep 1.A Look and say1. Put a drink, a towel, a cup, a pencil cas

51、e, a book and a ruler into a pupils bag. The pencil case should have two rubbers and three pencils in it2. Open the bag and take out the ruler and the book and put them on the desk. Hand these items to different pupils saying heres your book. Heres your ruler, etc. Then take out the pencil case, ope

52、n it and do the same with the pencils, pens and rubbers in it saying here are your pencils. Here are your rubbers, etc.3. Shake and feel the bag to show there are still some things inside. Take out the drink, towel, cup and stickers and hand them to different pupils one saying heres your drink. Here

53、 are your stickers, etc. Ask the pupils to echo you.4. Show transparency. Play the Pupils Book Cassette and point to the speech bubbles. Continue to play the cassette and ask the pupils to repeat after the beeps. Do the same with the vocabulary items.3 Then point to the characters and ask the pupils

54、 to say the words in their speech bubbles.Step 2.Practice(1) Go to the pupils given the items to and prompt them to say heres your drink. Here are your pencils, etc., as they give the items back to you.(2) Ask the pupils to role-play the scene in groups of three, first, by reading the speech bubble,

55、 and then, by making sentences about the thing.Step 3.Play a memory gameStep4.WorkbookAsk the pupils to look at the pictures of the school objects and say their names.Tell the pupils to spell the words correctly with the help of the letter cues. Then ask them to write the words in the blanks.Homewor

56、k: 1.Read and recite it. 2. Do some written exercises.The second periodStep 1: Revision2. Revise the word with the whole class.3. Invite some pupils to act part A.Step 2: Say and act1. Fill a bag with the same object listed in number 1 for Part A. Pick up the bag. Show the pupils that it is very big

57、 and heavy.2. Ask the pupils whats in the bag? Ask them to tell me the name of the objects as I take them out saying together Theres a ./ There are.3. Write Theres a./There are. On the blackboard. Explain the different between them.4. Play the tape and ask the pupils to repeat it.5. Point to the characters and ask the pupils to say the words in their speech bubbles.Step 3.Practice 1. Ask the pupils to work in pairs and play t