北师大版英语二年级下册全册教案及教学反思

北师大版二年级下册英语教案【三篇】【导语】英语教案设计是改善课堂教学的一种更高层次的探索,是提高课堂教学质量和效率的一项必要工作,它可以促进教学的系统化,使老师掌握讲课节奏。

以下是为您准备的与北师大版二年级英语教案相关的资料,希望可以帮助到您！【篇一】一、Greetings.二、Presentation.Step 1,Review.Review the sentence patterns and vocabulary presented in Grade 1.T: Can you chant: An elephant can walk, walk, walk walk.??Have students change the other words for it.Step2,Model the dialog.Present the flashcard for “see”。

Hold up the flashcard and model the word for students, have them repeat it for you.Repeat the procedure for “walk, climb, listen and read.”Hold up your mask for Mocky and say, “I can walk.” Point to your legs and walk around the classroom.Repeat the sentence and add, “Can you?”Now hold up the mask fo r Ann and say, “Ye s, I can.”Have students say the sentences after you.Use the mask and repeat the procedures. Let students ask and answer.Step3Talk about the story.Have students open their books at pages 50 and 51. Ask these questions about the pictures.Picture 1/2: What can Mocky do?Picture 3/4: What happens to Mocky?Picture 5: How is Ken helping Mocky now?Picture 6: What happens to Ann?Picture 10: What are Mocky, Ann and Ken doing now?Step4,Story.T: We are going to hear what the characters said.Play the tape, have Ss look at the pictures as the tape is played.Play the tape again, pausing at each new picture. Have Ss repeat the words before you move oin to the next picture.Explain that people often say “Be careful.” And “Look out.” When someone is going to do something dangerous. “It’s all right.” Means thay you think you can solve the problem. “What’s the matter?” is another way of asking what is wrong.Step5,HomeworkEncourage students to tell the story to their families.三、教学后记对于基本句子很单词同学们都能认读,但是课文掌握并不是很理想,一些句子的阅读有些困难,需要继续加强。

全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。

北师大版二年级英语下册教案教案概述本教案适用于北师大版二年级英语下册课程。

教案旨在帮助学生巩固和提升他们的英语听、说、读、写能力。

本教案共包含教学内容、教学目标、教学重点、教学方法和教学评价等内容。

教学内容本节课的教学内容为：[请填写具体的教学内容]教学目标本节课的教学目标为：- 提高学生对英语单词的听、说、读、写能力- 培养学生研究英语的兴趣和自信心- 加强学生的交流和合作能力教学重点本节课的教学重点为：- 研究和掌握本节课的单词和短语- 运用所学内容进行口语表达和书面练教学方法本节课采用以下教学方法：- 师生互动：通过师生互动，激发学生兴趣，提高研究效果- 合作研究：鼓励学生互相合作，增强研究动力和团队精神- 多媒体辅助：运用多媒体技术，提供丰富的研究资源和互动形式教学评价本节课的教学评价包括以下内容：- 学生表现评价：对学生的听、说、读、写能力进行评估- 教师教学评价：对教师的教学方法和教学效果进行评价- 课程反思与改进：通过学生和教师的反馈，改进教学内容和方法教学资源本节课所需的教学资源如下：- 教材：《北师大版二年级英语下册教材》- 多媒体设备：投影仪、电脑等教学计划本节课的教学计划如下：- 上课前准备：复上节课内容，准备教学素材- 教学过程：引导学生研究新知识，进行口语和书面练- 课堂总结：复本节课的重点内容，让学生对所学知识进行总结- 课后作业：布置适当的课后作业，巩固学生对所学内容的掌握程度参考资料本教案参考了以下资料：- 《北师大版二年级英语下册教材》- 其他教育教学资源以上是《北师大版二年级英语下册教案完整版》的内容概要和教学计划。

希望能够对您的教学工作有所帮助。

如需更详细的教案内容，请参考相关教材和教学资源。

注：本文档中的教案内容仅为参考，具体教学安排和内容应根据实际情况进行调整。

Teaching planningUNIT ONEIs it a pear?Lesson oneTeaching 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、H ow can use “What’s this?” in the dialogu e. 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 dialog1. 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 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 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、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。

三一文库（）/小学二年级〔北师大版二年级下册英语教案【三篇】〕【篇一】一、Greetings.二、Presentation.Step 1,Review.Review the sentence patterns and vocabulary presented in Grade 1.T: Can you chant: An elephant can walk, walk, walk walk.??Have students change the other words for it.Step2,Model the dialog.Present the flashcard for “see”。

Hold up the flashcard and model the word for students, have them repeat it for you.Repeat the procedure for “walk, climb, listen and read.”Hold up your mask for Mocky and say, “I can walk.”Point to your legs and walk around the classroom.Repeat the sentence and add, “Can you?”Now hold up the mask for Ann and say, “Yes, I can.”Have students say the sentences after you.Use the mask and repeat the procedures. Let students ask and answer.Step3Talk about the story.Have students open their books at pages 50 and 51. Ask these questions about the pictures.Picture 1/2: What can Mocky do?Picture 3/4: What happens to Mocky?Picture 5: How is Ken helping Mocky now?Picture 6: What happens to Ann?Picture 10: What are Mocky, Ann and Ken doing now?Step4,Story.T: We are going to hear what the characters said.Play the tape, have Ss look at the pictures as the tape is played.Play the tape again, pausing at each new picture. Have Ss repeat the words before you move oin to the next picture.Explain that people often say “Be careful.” And “Look out.” When someone is going to do something dangerous. “It’s all right.” Means thay you think you can solve the problem. “What’s the matter?” is another way of asking what is wrong.Step5,HomeworkEncourage students to tell the story to their families.三、教学后记对于基本句子很单词同学们都能认读，但是课文掌握并不是很理想，一些句子的阅读有些困难，需要继续加强。

教学反思Unit8 1本节课根据以语言运用为中心，借助现代信息技术努力为学生创设理想的英语学习环境，倡导体验、实践、参与、交流与合作的学习方式，把语言综合运用能力的培养落实在教学中。

学生的发展是我教学的着眼点，注重培养学生发展的主体性、主动性。

在整堂课中，我始终以一个引导者、合作者的姿态与学生开展各项的课堂活动。

如在新授环节中，我利用 ppt 课件创设情景引导学生自主听、说、理解学习本课新知。

在整个学习过程学生是借助教师所提供的资料，在 Ken 在过生日制革情境中进行自主学习，而我只是同过师生问答起一个引导、检查、正音的作用。

从后面的实际交际中看，学生已能掌握本课新知，学生已具备一定的自主学习的能力。

而在交流对话、games、故事表演等活动时，学生是活动的主体，我通过网络为学生提供资源、创设语言环境，在活动中给予学生引导、辅助、鼓励，并对学生的表现给予及时的评价，使学生获得成功的体验，同时使到师生的情感交流和互动得以体现。

本节课还存在一些需要改进的地方：1设计贯穿整节课的情境，使学生能在相对真实的情境中去运用语言。

2引导鼓励学生更加灵活地表达，不用完全按照老师的示范。

Unit8 2本节课的目标是让学生掌握tomatoes等食物单词以及句型。

整节课学生兴趣高涨，注意力高度集中，我想原因是：合理、适时利用各种教学资源。

1、寻宝游戏。

French Fries的发音较难，为了解决这个困难，我设计了寻宝游戏来反复诵读这个单词，学生参与度高，注意力集中，达到了很好的训练效果。

2、拓展听读材料有趣，与所讲内容密切相关，有的孩子看的时候自然地跟读起来，非常投入。

本节课师生交际部分时间过长，效率也不高，使得后面听读时间不够，句型运用也不熟练，我想如果在出示第五个词就用新句型带，如What are these? They are既复习了单词又铺垫了新句型，效果会好些。

此外，本中也表出学生的交意差，以后着重培养孩子运用言的意与能力。

北师大版小学二年级英语下册《Numbers》教案及教学反思一、教材分析1.1 教材特点《Numbers》是北师大版小学二年级英语下册的一篇教材，主要围绕数字和数学知识展开。

教材内容比较单一，主要是数字0-100的认识和拼写，以及简单的加减法运算。

教材配有图片和例句，方便学生理解记忆。

1.2 教学目标本课教学目标主要有：1.认识并掌握数字0-100的读音和拼写；2.学习数字的概念及其在日常生活中的应用；3.学习加减法的基础知识，并能简单应用于日常生活中。

二、教学设计2.1 教学内容本课教学内容包括：1.数字的认识和拼写；2.数字的应用；3.加减法的基础知识。

2.2 教学方法本课主要采用交互式教学方法和游戏式学习。

在学习数字和加减法的过程中，老师会与学生进行互动，让学生积极参与，提高兴趣。

此外，通过游戏的方式进行学习，让学生在游戏中获得乐趣和知识，加深记忆。

2.3 教学流程第一步：导入老师放一些数字卡片在桌子上，并称，例如：“This is number one.”，让学生跟读，并学会指认数字卡片。

第二步：数字的认识与写作老师放映一段介绍数字的动画片，然后教授并读出0-100的数字，让学生跟读并模仿老师的发音。

之后老师逐个教授数字的书写方式。

第三步：运用数字老师介绍日常生活和交通时数字的应用，例如：时钟上的数字，车站牌子上的数字等等。

然后通过交互式教学，让学生尝试回答问题，巩固数字的应用知识。

第四步：加减法老师介绍简单的加减法运算，并通过例子让学生学会应用加减法。

之后老师与学生一起完成加减法运算。

第五步：总结老师和学生一起回顾学习内容，共同总结数字和加减法的重点，巩固知识。

2.4 课堂评价课堂评价主要分为两种：1.直接观察：老师观察学生是否能做好每一个环节，并进行实时记录以此评价；2.作业和测试：通过作业和测试等形式，对学生掌握的知识进行评价。

三、教学反思本节课主要以数字、加减法为主题，通过交互式的教学方式和游戏式学习，使学生在学习的过程中获得乐趣和知识，达到了较好的教学效果。

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。

全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,以便稳固所学的英语知识,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异：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、说英语的时机很少 ,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 ,旅游业比较兴旺 ,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 ,培养和开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开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: 遵循词不离句的原那么 .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 ,一方面防止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时机,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,让学生感知发音规那么,稳固和复习所学单词.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信息的反响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)英语课堂充分表达学生的实践活动 .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 ,让学生有时机用自己学到的语言材料 .〞这充分表达了小孩子爱新奇、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稳固 .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、连的时机 .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 .充分利用学校播送站 .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效劳员、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：2021、9研究：2021、9－2021、2总结：2021、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 ,社会化开展的 ,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开展进程和根底教育进程的改革 .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 ,无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 ,开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根底话题 ,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开展 .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 .比方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 ,新课标对开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表达 .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到达更好的效果 .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 ,在开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 ,比方听录音 ,看小动画等等 .掌握局部日常用语 ,如：能听懂询问名子的问及答复 ,或问是谁的语句 .区分词中的字母的不同读法 .2、Speaking:根据本册书的教学要求 ,作为根本的主导方向 ,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答复 .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、读的根底上 ,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开展 . 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 ,参加适当的对英、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 ,比方：多采纳、听取学生的意见 ,抵抗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|界张开怀抱的一个时机 ,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剧烈的社会中立足 ,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?及答复.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 =TStudent ,s activities =STeaching planningUNIT ONEIs 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 dialogue. 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 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 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、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 .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 learn1、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 repeatit. 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 this1、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 sentences 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 game1、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 gamePlay a guessing game to practice the new words and sentences.三、HomeworkSing the song and encourage the students to practice the new words and sentences.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 .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 answer 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: We are 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 letters1、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 words1、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 circle1、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 namesin the puzzle and circle them out.Step 3 Uncle Book ,s blackboard1、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 aska child to guess and say.三、HomeworkAsk students to finish tracing words on page 8.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 .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 check1、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? Read the 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 thepictures and the words.四.Homework.Read the chant and color the pictures on page 10.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 ,大局部学生对于新句型和对话掌握较好 ,成绩好的学生掌握较好 .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 storytimeTell 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 Bingo1、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 -assessment1、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 .Unit 8 Are these tomatoes?Lesson 1⑴教学目标②知识目标：What are these/those? They ,re/ They are ….Are these…? Plural nouns (regular)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 plural objects⑶教学过程：1. ReviewUse 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 dialogBorrow 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.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.Practice the structure "What are these/those? They ,re …〞 with some objects.3. Talk about the storyHave 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. StoryPlay 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 homeworkTell your families the English names for the vegetables.Read the text .6. 教学后记：根本的蔬菜名称都能掌握 ,但是要注意what are these的提问和答复不能和what ,s this混淆 .Lesson 2⑴教学目标①知识目标：What are these/those? They are …. vegetables②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 .⑵教学重难点：Asking and answering question about plural objects.⑶教学过程：1. Warm -upChoose 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 …〞 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.2. PluralsHold 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 learnDisplay 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 thisTalk 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 songUse 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 homeworkTell the children you want them to sing the song to their families. Read the new words by themselves .7. 教学后记：听力局部学生们能够迅速找出答案 ,但对于单词朗读这一局部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 .Lesson 3(3 -9)⑴教学目标②知识目标：Are these/those…? Yes, they are. No, they aren ,t.(Phonics )/t/ /d/②能力目标：Listen, talk and read.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：Have the children practice the sounds and letters.⑶教学过程：1. Warm -upLanguage drillAre these …? Yes, they are. / No, they aren ,t.2. Talk togetherHave the children open their books at page 18. draw their attention to the pictures at the top of the page. Say, "Now we 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 numberTalk about the pictures first.Play the tape, have the children number the pictures in the correct order. Check the answer.4. Sounds and lettersDraw 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 homeworkAsk children to color the pictures on pages 18 and 19.7. 教学后记：对话局部黑体字掌握比较熟练 ,首||尾阅读稍有些困难 ,听力做的不错 ,单词发音也能根本掌握 .Lesson 4(3 -11)⑴教学目标①知识目标：Are these …? Yes, they are. / No, they aren ,t.(Phonics and writing )tomatoes, onions, potatoes and beans.②能力目标：Listen, read and write.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：the correct writing of each word⑶教学过程：1. Trace the wordsHold up the flashcard for tomatoes. Ask "What are these?〞 Elicit from the children "They are tomatoes.〞Have the children open their books at page 20. 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 word tomatoes. Repeat the procedure for the other sentences.2. Read and matchDraw the children ,s attention to the pictures and words at the bottom of the page.Point to the first word eggplants. Say, "Eggplants.〞 Have the children repeat after you as they touch the word in their books.Now point to the picture of eggplants. Ask, "What are these?〞 Elicit from the children, "They ,re / They are eggplants.〞Have the children draw a line from the word to the picture and repeat the word eggplants.Repeat the procedure for the other words and pictures.3. Uncle Booky ,s Blackboard。

全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。