二年级英语上册 Unit2 Lesson6教案2 北师大版

Unit 2 Lesson 6 A Special Team（第一课时）Lesson Focus•V ocabulary from the reading•Prepositions at, for, in, into, on•Responding to statements with exclamationsWarmupExercise 1Purpose: to help students discuss what's happening in a photoDirect students to the photo. Say“Look at the picture. What can you see?”Elicit an appropriate response, for example, I can see people (dressed the same / in uniform) and a (working) dog. I can see a (collapsed / destroyed / damaged) building. Then have students get into pairs. Ask“What do you think happened? What are the people doing?Discuss with your partner”. Monitor, offering help as needed.e together as a class and have students share their thoughts on the photo.Write some of their answers on the board to use as a prediction exercise with the reading.ReadingExercise 2Purpose: to help students plete sentences with numbers based on a textDirect students to the reading. Say“Read the first paragraph. What happened? See if your prediction was correct”. Monitor as studentsscan the text. If necessary, explain what scanning a text is (reading a text quickly, looking for particular information). Give students less than a minute to find the answer, and then stop them and ask again “What happened?”Elicit It was an earth. quake! If you feel your students are ready, you may skip this step.Direct students to the sentences. Read them aloud, or have students read them silently. Say““Read the entire text quickly. plete the sentences with the correct numbers”Monitor, offering help as needed.Go over the answers, asking individual students to read the sentences aloud.Answers1. two;2. 23;3. five;4. 30Exercise 3Purpose: to help students answer questions based on a textDirect students to the questions. Read them aloud, or have a student read them. Then say“Now read the text again and answer the questions”. Monitor, offering help as needed. If students need support, have them work in pairs.Go over the answers, having students first pare their answers with a partner's. Then ask individual students read the answers aloud. If necessary, point out that the answers should be in past tense. Answers1. The roads were too dangerous.2. They didn't have enough food and blankets.3. The young people gave their food and blankets to the older ones.4. They flashed their mobile phones, and the light made everyone feel safe. Expansion: Don't Stop!Note: Use this activity to give students more practice. Have students make a timeline of events based on the reading. You may wish to have students do this in pairs. They can draw a line, representing the day. The first bar, to the left, could say The Lins were on holiday at a mountain resort. The next bar could say They went for a walk. The next could say The ground started to shake. etc. Have students retell what happened using their timelines. Exercise 4Purpose: to help students listen to a recording of a text and read aloudSay“Now listen to the text. Read aloud”Monitor, offering help as needed.Expansion: Don't Stop!Note: Use this activity with more proficient students. Have students brainstorm other natural disasters, for example, typhoons, hurricanes, tsunamis, tornadoes, volcanic eruptions. Ask them what they know about the disasters, if they have or anyone they know has ever experienced any of them. Discuss in groups or as a class.。

单元知识要点Lesson 11. During his lifetime, he developed the tradition of combining poetry, calligraphy with painting.在他一生中，他进一步发展了把诗、书法和绘画集于一体的传统艺术。

develop vt. 使发达（发展、发育），开发（土地、资源等），冲洗（底片）Sports help to develop healthy bodies. 运动可以锻炼健康的身体。

develop modern science 发展近代科学develop one's mind by reading 读书增进个人的智慧develop a film 冲洗照片vi. 发展、发育Plants develop from seeds. 植物由种子发育而成。

He developed into a very good leader. 他成为优秀的领导者。

developing adj. 发展中的，开发中的developing countries 发展中国家developed adj. 发达的developed countries 发达国家2. He held several exhibitions in Asia and Europe to promote Chinese Art.在他亚洲和欧洲举办多场展览来宣传中国艺术。

①hold a exhibition 举办展览hold a party/discussion/meeting/game 举办晚会/讨论会/会议/运动会②promote v. 宣传、劝说、促进、提升、晋级promote a plan 宣传一项计划promote world peace 促进世界和平He has promoted（to）manager. 他被晋升为经理。

The band has gone on tour to promote their new album.这个乐队已开始巡回宣传他们的新唱片。

选择性必修一Unit2 Lesson21．influential adj．有影响力的→ influence vt．影响n．影响2．devote vt．把……奉献给；专心致力于→devoted adj．专心致志；忠诚的→devotion n．挚爱；奉献；忠诚3．production n．生产；产量→ product n．产品→ productive adj．(尤指)多产的；生产的→produce vt．生产n．产品；(尤指)农产品4．minimum n．最少量；最少数；最低限度adj．最小的；最低的；最低限度的→maximum n．最大限度；最大量；最高限度adj．最高的；最多的；最大极限的5．championship n．冠军称号，冠军地位→champion n．冠军vt．为…而斗争；捍卫；声援6．publisher n．出版商→publish v．出版；发行7．reject vt．拒绝接受→ rejection n．嫌弃，拒绝接受8．motivating adj．起激励作用的；激发（人）的→ motivate vt．激励；成为…的动机；激发→motivation n．动机；动力；诱因9．limit vt．限制，限定n．[C] 限度，限制；界限，范围→limited adj．有限的→limitless adj．无限制的，无界限的，无止境的→ limitation n．[U]限制，控制；[C,usually pl.]局限，限度10．distraction n．使人分心的事物→distracted adj．心烦意乱；注意力分散的；思想不集中的→ distract vt．分散(思想)；转移(注意力)；使分心11．convince vt．使确信；使信服；说服；劝说；使相信→convinced adj. 坚信的；深信的→convincing adj．令人信服的★课标词▲高频词▲★1.devote vt.献身，致力；把……用于【用法归纳】devote one’s life/ oneself to (doing) sth. 献身于/致力于(做)某事devote one’s time/ energy/attention/... to (doing) sth. 把某人的时间/精力/注意力/……用到(做)某事上▶She devoted all her life to medical work for Chinese women and children.她把一生都奉献给了中国妇女和儿童的医疗工作。

Lesson 6Teaching key points:1.My name is….2.This is…3.This isn,t… 4.Reviews new vocabulary and letters introduced in Units 1.Teaching difficult points: Uncle Booky’s story time.Teaching aids: flashcards for this Unit.Teaching Procedure1.Review.Review the vocabulary for this Unit by holding up the flashcards one by one and eliciting the correct words. And the form that contest proceeds with the group, stir up the student the interest of the study. This prepares the children for the game later in the lesson.2.Uncle Booky,s story timeStudent Book page 24·Tell the children that they are going to listen to story.·Play the tape, ask the children to the story with their books cloed.·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.3.IntroductionsThis game reviews the structures Hells! My name,s (Angela).and This is (Tommy) ✧Have the children either sit or stand in a circle. Explain to the children thatthey are going to play a game where they introduce themselves and their friends.✧Model the structures Hello! My name,s (your own name). And This is (the Englishname of the child on your right).✧Now have the child on your right say,“Hello! My name,s (Diana) ”substitutinghis or her name. The speech chain is continued as the child introduces the next child in the circle,“This is (Bobby).” Continue until all the children have had a turn.✧You can make this game more challenging by having the children use the followingstructures in a speech chain, Hello! My name,s (Angela). This is Tommy. This is (Bobby). And so on.4.Bingo·Use this game to review the Bingo! Character names, vocabulary, and letters introduced in Units 1 and 2.·Photocopy the Bingo Game board 2 for each child (page 169).·Photocopy a Bingo Game board 1 for each child(page 168)·The teacher calls out the different character names/worde and the children find the correct picture in their game board.(Make sure that you call out the names/words in a random order.)·The children circle the word or letter(in pencil)when they hear the teacher call it out.·The children call out“Bingo!”each time they have circled a full column down their Bingo boards.·At the end of the game, review all the vocabulary in a class drill.5.Snap!This game reviews new vocabulary and letters introduced in Units 1 and 2. It is best played in pairs.✧Ask the children to take out their small flashcards for Unit 1 and 2 (red andgreen cards).✧Put children in pairs .have each pair mix their cards together and then spreadthem face down on the table.✧The children in each pair take turns to flip over the cards, one by one ,so thatthey are facing up . As soon as they see two cards with the same pictures on them ,they must call out “Snap” and say the correct English word for the picture .✧The first child who calls out “Snap” and the correct word or letter ,keepsthe two matching cards .the children continue playing until there are no cards left on the table .The winner is the child with the most cards at the end of the game .✧If the child calls ‘Snap !’by mistake ,for example when two cards do notmatch ,or when he or she says an incorrect word ,the other player takes the pair of cards and adds them to his or her pile .6.Self—assessmentStudent Book page 25Have the children do this part in pairs or in groups by themselves. They should assess themselves according to their own situation. They should be encouraged to compare their results with and learn from each other.✧Students work in pairs in the first activity, practicing introducing thecharacters.✧For the second activity, in pairs one child points to a picture, the other saysthe name and then checks the box that below. Then they switch their roles.Children can also do this part individually.✧For the third activity, the children work in pairs and circle the letters theyhave learned in this unit.7.My notes and teacher,s notesStudent Book page 25✧This activity is to help children to have a look at what they have learned inthis unit. Ask them to assess themselves according to the items in My Notes individually or in pairs. Explain to them that the stars here only indicate how well they have done their work and they should not be changed into scores.✧The teacher should evaluate the children positively in the part of Teacher,sNotes. The purpose of this is to have children realize that they are making progress and therefore build up a sense of achievement and confidence. Stickersprovided at the end of the Teacher,s Resource Book can be used here.Blackboard writing:This is a worm.This isn,t an eagle.This is a sparrow.教学后记。

Unit 2 This is Danny Deer
Lesson Six
教学目标：
通过课后故事阅读和自测，让同学能够明确本单元的知识点,并对自己的掌握情况有一个客观了解。

尊敬的读者：
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Unit 2 Lesson 6 Tom Sawyer要点全析①However, Tom had to finish the work Aunt Polly gave him. 然而，汤姆却不得不完成波利姨妈吩咐他干的活儿。

要点have to 意为“不得不，必须”。

We had to give up the plan. 我们不得不放弃这个计划。

辨析have to 与musthave to侧重客观上的"不得不，必须"有更多的时态变化否定形式是don't have to /doesn't have to,表示“ 不必”must侧重主观上的必须”可用来表示现在，无时态变化直接在其后加not 变为否定形式,表示"禁止”(江西中考) 链接中考You _____ take me to the station. My brother's taking me.A. can'tB. mustn'tC. shouldn'tD. don't have to解析:can't 意为“不能”;mustn't 意为“一定不要”;shouldn't 意为“不应该”；don't have to 意为“不必”。

由下句句意“我的哥哥将常我去”可知，上句应意为 你不必带我去车站”②As Tom started to paint Aunt Polly's very long fence, along came Ben Rogers with a juicy apple in his hand. 当汤姆开始刷波利姨妈那长长的栅栏时，本•罗杰斯走了过来，手里拿着一个多汁的苹果。

要点Ⅰalong came Ben Rogers 为倒装结构，意为“本•罗杰斯走了过来”，正常的语序应为"Ben Rogers came along ”。

Unit6 Review Lesson oneTeaching PlanUnit7 Is it a pear?Lesson 1⑴教学目标①知识目标：What’s this / that? It’s a / an ….Is it a / an …? Yes, it is. / No, it isn’t.②能力目标：Listen and talk.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：Asking and answering question about single objects⑶教学过程：1.Review and learn.Review some of the English expressions in Units 2 and 3.A: What do we say when we want someone to come with us?B: What do we say when we are surprised or frightened or worried?C: What is Ken feeling when Mocky falls down in the story of Page 27 of Book One?Elicit similar expressions in Chinese for the Questions A-C and have Ss say“Come on!” “Oh no!” “Oh! Poor Mocky.” with appropriate gestures or expressions as you do so.2. Model and learn the dialog.Ask Ss what they say when they see something exciting or amazing.Tell them, “In English, we can say Wow!”Have Ss repeat the word a few times with expression their faces.Ask Ss what they say when they taste something very really delicious.Tell them, “In English, we can say Oooh, yum!”Have Ss repeat the words a few times with expression their faces.Ask Ss what they say when they taste something very unpleasant.Tell them, “In English, we can say Yuk!”Allow Ss repeat the word a few times with expression their faces.Practice the expressions Oooh, yum! Yuk! Wow! By asking some questions.3. Talk about the story.Have Ss open their books at pages 2 and 3. Ask these questions about the pictures:Picture 1: Where are Mocky and Lulu?Picture 2: Who has a stall there? What does she sell?Picture 3: What does Lulu taste first? Does she like it?Picture 4: What does she taste next?Picture 5: What is the little fruit?Picture 6/7: What does Lulu try now?Picture 8: Does she like it?4. Listen and repeat the story.Play the tape once without stopping.Play the again, pausing after each picture. Have Ss repeat each sentence after hearing it on the page. Divide the class into two groups. One group will be Mocky, the other group will be Lulu.Play the tape again. Stop the tape after each sentence. Have each group repeat the dialog for their character. Then the groups change roles.5. Set homework.Remind the Ss to practice the new English expressions at home.“Oooh, yum! Yuk! Wow!”6. 教学后记：Lesson 2⑴教学目标①知识目标：What’s this/that? It’s a …. Is it a …?②能力目标：Listen, say and sing.③情感目标：在歌曲中激发学生学习的兴趣，寓学于乐。