北师大版二年级英语下册全册教案.docx

北师大版二年级英语下册全册教案

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

1、英语课堂教学模式。

2、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

1、 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。

2、 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 .

3、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。

1）情景模拟。把句子放在真实的情景中学习。

2）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。

3）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。

a)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。

b)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。

4、以社会实践活动为载体，培养学生交际意识，提高交际能力。

5、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。

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。

Teaching contents:

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。

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。

3、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。

4、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。

Teaching Emphasis :

1、对于一些日常用语的应用，如：

①What’s this?及回答.

②What color? 及应答。

③How many?及应答 .

④I can 的应用 .

2、二十六个字母的读写。

3、提高学生对单词的掌握。

Teaching Difficulty:

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’s activities=T

Student ’s activities=S

Teaching planning

周次内容课时

Ready1

12Unit 7 Is it a pear?6

34Unit 8 Are these6

tomatoes?

56Unit 9 How many?6 7Review6

78Unit 10 what color it6

is?

89Unit 11 I can climb6

10 11Unit 12 Review6

1213Total review6

UNIT ONE

Is it a pear?

Lesson one (2-16)

Teaching Aims:

1、Understand the dialogue what’s mean.

2、The students like to learn English.

1、The students can be ask and answer the dialogue.

Teaching Emphasis:

1、How can use“What’s this?” in the dial ogue. And answer it.

2、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 dialog

1. Ask the students what they say when they see something exciting or amazing. Tell them, “ I n 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 story

Have 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 Story

1.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 sentences after hearing 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 sentences.

Step 4 Talk about the story in group.

1.Have students talk about the story after thacher.

2.Encourage the children to talk about the story in group.

3.Choose some students to act it out.

三、 Homework

Encourage the students to tell the story to their families.

教学后：

先复了上个学期所学的知，用活、影片的形式来学生的极性，效果好。堂

上，要尽量注意学生口音的。

Lesson two (2-18)

Teaching Aims:

1、Understand the dialogue what’s mean.

2、The students like to learn English.

2、The students can be ask and answer the dialogue.

Teaching Emphasis:

3、How can use“What’s this?” in the dialogue. And answer it.

4、Emphasis sentence: Is it a??? Yes,it is./ No,it isn’t.

Teaching Difficulty:

The children can know the fruit words.

Teaching step:

一、 Greetings.

二、 Presentation.

Step 1 Words to learn

1、Have the students open their books. Draw their attention to the“ Words to learn”.

2、Play the tape.Stop the tape after each new words. Ask the Ss to repeat it. Do this a second time.

3、Play the tape straight through.While it is playing,hold up the book. Point to each words in turn.

4、Play the guessing game outlined in the first part of the lesson. This time, use only the words for fruit in“Words to learn”.

Step 2 Listen to this

1、Display copy of the page and point 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. ”

2 、 Learn the new words and sentences.Have the students repeat the sente nces and touch each word. Ask,Is it a peach? Answer, No, it isn ’t. Read the sentences and have the students repeat it before. Ask, Is it a

banana? Answer, Yes, it is.

3、Read the sentences together. Tel the Ss that I am going to play a tape. Play the first question and answer. Check that the students have chosen

the answer on the page.

Step 3 Play the game

1、Hold up a pen. Say, Is this a pen? Elicit, Yes, it is. Now indicate

an item farther away. Say, Is that a??

2、Put the Ss into pair to practice each question and answer.

3、Have the Ss open their books at “Play the game”. Still in pairs,have the Ss ask and answer questions about the numbered items.

4、Group work. Play the game in group.

Step4 Sing a song.

Sing a song in class. Then sing the song group by group.

Step 5 Play a game

Play a guessing game to practice the new words and sentences.

三、 Homework

Sing the song and encourage the students to practice the new words

and sentences.

教学后：

水果的学，学生很有趣，每个人都在争着出自己喜的水果名称，用英来名字，

学生都能快掌握好音，同也加了句子的。

Lesson three (2-20)

Teaching Aims:

1、Understand the dialogue what’s mean.

2、The students like to learn English.

3、The students can be ask and answer the dialogue.

Teaching Emphasis:

5、How can use“What’s this?” in the dialogue. And an swer it.

6、Emphasis sentence: Is it a??? Yes,it is./ No,it isn’t.

Teaching Difficulty:

The children can know and read the words.

Teaching step:

一、 Greetings.

二、 Presentation.

Step 1 Talk together.

1、Direct the students’ attention to the top of the page. Say: Now we can read what we said.

2、Read the words in the speech bubbles aloud, pointing to the words as

you do so. Have the students repeat the words after you.

Step 2 Listen and number.

1、Have the Ss open the books at page 6 . Draw their attention to the bottom half of the page.

2、T: Weare going to listen to the tape. You touch the correct characters when you hear them say“Hello.”

3、Play the tape and have the children touch the correct pictures.

4、Play the tape two sentences at a time. Stop after each pair.

5、Repeat the procedure for the other pictures.

Step 3 Sounds and letters

1、Draw the Ss ’ attention to the top of the page.

2、Play the tape for baby and ball. Ask : Do these words have the sound

/b/

3、Play the tape again and have the Ss say the sound.

4、Repeat the procedure for others.

Step 4 Listen and write.

1、Display the page and have the Ss turn to the matching page in their

own books.

2、Have Ss point to the words. Play the tape for peach, draw the Ss attention to the word under the picture.

3、Repeat the procedure for the other words. Have the Ss write the letter in the blanks.

三、 Homework.

color the pictures on page 6 and 7.

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。

Lesson four (2-23)

Teaching Aims:

1、Can use the sentences and write the words correctly.

2、The students like to learn English.

3、The students can be ask and answer the dialogue.

Teaching Emphasis:

4、How can use“What’s this?” in the dialogue. And answer it.

5、Emphasis sentence: Is it a??? Yes,it is./ No,it isn’t. Teaching Difficulty:

The children can read and write the words.

Teaching step:

一、 Greetings.

二、 Presentation.

Step 1 Trace the words

1、Hold up the card for banana . Ask “What is it? ” Elicit from the students, It is a banana.

2、Have the students open their books at page 8.Draw their attention to

the first sentences. Say, We are going to write what I said just now.

3、T: Watch me write the word.

Stand with my back to the class. Write the word in the air, using

large arm movements.

4、Ask the students to write the word in the air after me.

Repeat it.

5、Have the students turn to the“ Trace the words” activity in their books.

6、Have the students trace over other words by themselves.

Step 2 Find and circle

1、Display my book. Point to each picture in turn and say the matching

word. Ask, What is this? And have the Ss circle the word.

2、Repeat the procedure for the other pictures of fruit.

3、Put the Ss into pair, tell them that they must find the other fruits

names in the puzzle and circle them out.

Step 3 Uncle Book’s blackboard

1、Hold up the card, what and this , read it to the Ss, point to the words as I read them.

2、Have the Ss repeat the words after teacher.

3、Now hold up the What is this? , explain the meaning of this sentence.

4、In the same way, review Is it and introduce It is.

5、Now have Ss open the book, model the structures by reading.

6、Divide the class into two groups. Have one group repeat the question, and for the other group repeat the answer. Have the group change places.

Step 4 Guess and say.

1、Have the students practice saying the sentences of this unit.

2、Display my book, and explain that when I point to a fruit, I will ask

a child to guess and say.

三、 Homework

Ask students to finish tracing words on page 8.

教学后：

通物教学 ( 水果 ) 学生能很快直接地接受新的意思，新知都是学生在日常生

活中比熟悉的，通物或卡通形式来激学生的学趣，在复中也能提高学的极

性。

Lesson five(2-25)

Teaching Aims:

1、Can use the sentences and write the words correctly.

2、The students like to learn English.

3、The students can be ask and answer the dialogue.

Teaching Emphasis:

6、How can use“What’s this?” in the dialogue. And answer it.

7、Emphasis sentence: Is it a??? Yes,it is./ No,it isn’t.

Teaching Difficulty:

The children can read and write the words.

Teaching step:

一、 Greetings.

二、 Presentation.

Step 1 Read, and check

1 、Review the sentences：What is it?

2 、Ask the students to practice reading sentences like, this is ...,then ask the students to read the sentences on page 10.

3、 Display the book, point to the first picture. Then, point to the

question, Is it a lemon? Readthe words aloud as you point each one. Elicit the answer, Yes, it is.

4 、Ask students to point to the answer in their books. Have them read

the words whit you.

5 、Put the students into pair, do this exercise.

Step 2 Let’s chant.

1 、Use the cards and have students practice reading the words.

2 、Read the rhyme to the students, point to each word. Then play the tape for the rhyme and have students listen and point to the words on the page.

3 、Play the tape again and have students join in, encouraging them to hum or clap with the rhyme.

Step 3 Match the names.

1、Model the word for them, and color the pictures.

2、 Have the students use their fingers to follow the ant trail between

the pictures and the words.

四.Homework.

Read the chant and color the pictures on page 10.

教学后：

个学生的音有待加，通各种形式的操，大部分学生于新句型和掌握好，成好的学生掌握好。

Lesson six (2-28)

Teaching Aims:

1、Can understand the story.

2、The students like to learn English.

3、The students can be ask and answer the dialogue.

Teaching Emphasis:

8、How can use“What’s this?” in the dialogue. And answer it.

9、Emphasis sentence: Is it a??? Yes,it is./ No,it isn’t. Teaching Difficulty:

The children can read and write the words.

Teaching step:

一、 Greetings.

二、 Presentation.

Step 1 Uncle Book’s storytime

Tell the students that they going to listen to a story.

1.Play the tap, ask the students to listen to the story .

2.Have the students open the book, and look at the pictures, ask

them to look for the familiar words in the book.

3.Have the students read the story silently, encourage them to try

to guess the meaning of unfamiliar words.

4.Try to tell the story in groups.

Step 2 Review the sentences and words.

1、Use the picture cards.

2、What’s this? It ’s ** . Is it ** ? Yes, it is. No, it isn’t.

Step 3 Bingo

1 、Use this game to review the words and sentences in this Unit.

Tell the Ss to take out their cards and get ready for the game.

2 、Play the game in group.

Step 4 Self-assessment

1、Have the students do this part in pairs or in groups by themselves.

2、Students should assess themselves according to their own situation.

3、Check the answer.

四.Homework.

Read Part A B , and the words and sentences.

教学后：

学生故事的句子很快就可以理解，但是于一些旧的音不是很好，有待加。

Unit 8 Are these tomatoes?

Lesson 1

⑴教学目

②知目： What are these/those? They’re/ They are?.

Are these ?? Plural nouns (regular)

②能力目： Listen and talk.

③ 情感目：鼓励学生大胆开口英，培养学生的自信心。

⑵教学重点： Asking and answering question about plural objects

⑶ 教学程：

1. Review

Use this activity to review structures introduced in Unit 7, and the

vocabulary introduced in Unit 2 and Unit 5.

What’s this? It’s a ?Is it a?? Yes, it is. / No, it isn’t. 2. Model the dialog

Borrow three pens, pencils, and rulers from the children.

Hold up one pen and ask,“What’s this?” Elicit the answer,“It ’s a pen. ” Repeat the procedure for pencil and ruler.

Hold up a pen and repeat the question,“What’s this?”

Now hold up two or three pens and say,“What are these? ”

Repeat the procedure using the pencils and rulers.

Nowhave 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.

Practice the structure“What are these/those? They’re?” with some objects.

3. Talk about the story

Have the children open their books at the story. Display your copy of the page and ask these questions about the pictures.

Where are Ann, Ken, and Mocky?

What is Mocky looking at?

What is Mocky holding?

What other vegetables does Mocky find?

Who chases Mocky?

4. Story

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.Teacher read the

vendor ’s line.

Play one sentence at a time and point to the matching story picture. Have each group repeat its character’s sentence.

Read after the teacher。

5. Set homework

Tell your families the English names for the vegetables.

Read the text 。

6. 教学后：基本的蔬菜名称都能掌握，但是要注意 what are these 的提和回答不能和 what’s this混淆。

Lesson 2

⑴教学目

①知目： What are these/those? They are?. vegetables

②能力目： Listen, say and sing. ③情感目：在歌曲中激学生学的趣，

寓学于。⑵教学重点： Asking and answering question about plural

objects. ⑶教学程：

1. Warm-up

Choose two“What are these? ”and the other child answer,“They’re ?” After they have presented t hree cards, choose two more children and repeat the procedure.

Pin up one of the six flashcards. Move away and point to the flashcard.

Say, “What are those? ” Elicit the correct answer.

2. Plurals

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/.

3. Words to learn

Display your copy of the page. Play the tape once. Point to the

picture of each vegetable as it is named.

Play the tape again. Have the children touch the correct picture as they hear each vegetable’s name.

Without the tape , read the words together. Encourage the children to touch each word as they say it.

Read the names again, and this time have the children repeat the words.

4. Listen to this

Talk about the pictures first.

Play the tape, pausing after each pair of sentences. Have them

repeat Ken’s question, then point to the correct vegetables.

5. Teach the song

Use the flashcards of the vocabulary being reviewed.

Practice the structures “Are these ?? Yes, they are. / No, it isn ’t. ” with the flashcards.

These new structures will prepare the children for the song.

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 song. Encourage the children to sing along and to clap in time.

6. Set homework

Tell the children you want them to sing the song to their families.

Read the new words by themselves。

7.教学后：听力部分学生能迅速找出答案，但于朗一部分同学是有些

困，，而且比。多加次数。

Lesson 3(3-9)

⑴教学目

②知目： Are these/those?? Yes, they are. No, they aren’t.

（Phonics ）/t/ /d/

②能力目： Listen, talk and read.

③情感目：于模仿，敢于开口，极参与，主教。⑵教学重点： Have

the children practice the sounds and letters.

⑶教学程：

1.Warm-up

Language drill

Are these?? Yes, they are. / No, they aren’t.

2. Talk together

Have the children open their books at page 18. draw their attention to

the pictures at the top of the page. Say, “Nowwe can read what we said. ”Display the 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.

First time:listen to the tape.

Second time:listen and repeat.

Read by themselves. Then elicit some students to read it.

3. Listen and number

Talk about the pictures first.

Play the tape, have the children number the pictures in the correct order. Check the answer.

4. Sounds and letters

Draw the children ’s attention to the pictures on top of the page.

Play the tape for taxi and tomatoes.Ask, “Do these words have the sound /t/?”

Play the tape again and have the children say the words aloud.

Repeat the procedure for the /d/ words.

5. Match the sounds.

Read all the words in the circle and have the children touch the words

that have all the same beginning sound with taxi.

Read the words again and have the children repeat. This time have the

children match the words that have the same beginning sound with taxi to

its picture by lines.

Repeat the procedure with the /d/ sound. Tell them that there might be

pictures that do not match either sounds.

6. Set homework