译林出版社牛津英语小学二年级英语下册教案Unit 6 Let's count

牛津译林版小学英语二年级下册知识点(全)译林版小学英语二年级下册知识点Uni t1一、认读单词1.基础词汇On在…上面under在…下面behind在…后面in在…里面Sofa沙发vase花瓶basket篮子XXX（猫叫声）喵Where’s = Where is在哪里isn’t = is not不是on the sofa在沙发上under the table在桌子下behind the XXX在花瓶后in XXX在篮子里2.拓展词汇living room客厅play with和…一块玩broom打扫rain下雨snail蜗牛tail尾巴二、认读句子1.基础句子1.Where’s kitty?XXX在哪里2.-- Is it under table?她在桌子下面吗？Yes。

/ No.是的/不是3.it’s behind the vase。

= it is behind the vase.它在花瓶背面。

4.it isn’t on the sofa/ = It is not on the sofa.它不在沙发上。

2.拓展句子1.-- Where’s Liu Tao?XXX在哪？He’s in the living room.他在客厅2.-- Is the cat behind the vase?猫在花瓶背面吗？Yes。

it is。

/ No。

it isn’t.是的，它在/不，它不在。

3.-- Is the puppy on the table?小狗在桌子上吗No。

It’s under the chair.不，它在椅子下面。

4.-- Is this your teddy?这是你的泰迪熊吗？No。

My teddy is in the box.不是，我的泰迪熊在盒子里。

paint绘画译林版小学英语二年级下册知识点一、单词Unit 21.单词认读rice米饭（不可数）broccoli（西兰花）（不可数）fish鱼（不可数）soup汤（不可数）meat肉（不可数）noodles面条dinner晚餐；正餐XXX谢谢yum美味的for给great极好的2.拓展辞汇pizza披萨hamburger汉堡包cookie饼干dumplings饺子meal一顿饭XXX蜜蜂XXX腿tree树二、基础短语XXX nice三、句型。

苏教牛津版二年级英语下册《Let's count》Lesson2教案设计教学内容：1. Words；Review the words learned in part B2. Everyday English：Let’s count the…How many？3. Part A教学目标：1. Ss can understand and say the words and drills.2. Ss can play the game with the drills learned.重点难点：The drills教学准备：tape，pictures，cards，photos and so on教学过程：Step1 Pre-task preparation1. GreetingsT：Class begins.Ss：Stand up，please.T：Sit down.T：Hello/Good morning/afternoon，boys and girls.Ss：Hello/Good morning/afternoon，Miss Chen.2. Free talkT：Look at …。

S1：It’s …。

Do pair work and group work.Step2 While-task presentation1. T：Boys and girls，can you read these numbers？Let’s read together.S：One，two，three，four，five，six，seven，eight，nine ，ten，eleven，twelve.2. T says the numbers，Ss do it3. Learn to saya. Listen and answerT：How many eggs？S：Eight.T：Let’s count the eggs.Ss：One ，two …。

本节课是二年级下册英语教材中的Module 2 Unit 6，主要内容为“Animals I like”，旨在通过对一些小学生感兴趣的动物和宠物进行学习，让学生能够学会表达自己喜欢的动物的英语表达方式，学会区分动物的名称和种类，从而不断提高学生的英语听、说、读、写能力。

一、教学目标1. 能听懂、讲述、朗读、认读单词cat, dog, turtle, parrot, fish, panda, horse。

2. 能运用所掌握的生词及句型表达对不同动物的喜爱。

3. 在老师指导下，独立完成如下任务：a. 配对图片和词汇；b. 口头呈现喜欢或不喜欢的动物；c. 通过朗读、表演、写作方式融会贯通。

二、教学重点1. 通过图片和口头交流，学生能够认识和掌握不同种类的动物（cat, dog, turtle, parrot, fish, panda, horse）。

2. 通过与同学和老师的互动，学生能够自如地表达自己喜欢或不喜欢的动物。

三、教学难点1. 通过提问、呈现、板书等多种教学方式，学生能够融会贯通各种信息。

2. 学生能够在复杂环境下适应英语交流，敢于尝试表达自己的意见和想法。

四、教学方法1. 任务法。

在设计教学环节和流程时，根据学生的认知心理和吸收能力，有针对性地开展各个教学任务。

2. 互动法。

采用多种互动方式，如小组讨论、游戏化教学、角色扮演等，建立学生与老师和同学之间的互信关系，激发学生的学习兴趣和动力。

五、教学步骤1. Warming-up：通过图片呈现、音乐播放、问答等形式，让学生自然地进入课堂气氛。

2. Presentation：呈现所需要学习的单词和图片，让学生掌握与之相关的知识和信息。

3. Practice：通过游戏化或多种角色扮演方式，让学生互相交流和掌握相应的生词和句型。

4. Production：通过角色扮演、写作、朗读、表演等形式，让学生融会贯通，产出符合自身的英语表达方式。

5. Conclusion：通过巩固、复习、总结等方式，让学生真正掌握所学知识和技能，提高学生的英语听、说、读、写能力。

课题：2B Unit6 Let’s go shopping Story time授课时间(Period 1)教学设计：二次备课一、教学目标Learning objectives:1. Read and know the new words: dress, skirt,shorts, T-shirts, blouse, hat, let’s, go shopping.2. Read and know the new sentence pattern: Lookat this… I don’t like it. How about …?二、教学重难点：重点：Important points:1. Read and know the new words: dress, skirt,shorts, T-shirts, blouse, hat, let’s, go shopping.2. Read and know the new sentence pattern: Lookat this… I don’t like it. How about …?难点：Difficulties:Read and know the new sentence pattern: Look atthis… I don’t like it. How about …?三、教学时间： 1 课时四、学情分析：Analysis of the students:Students may have difficulties in pronunciations ofthe new words; I should concern about their needsand pay more attention to them.五、教学准备：Preparations: PPT cards六、教学方法: Teaching methods:Interesting stimulating methodTask-based teaching method七、教学过程：Teaching procedures:Step 1. Warming up1.Greetings.T:Good morning, boys and girls.Ss:Good morning, Miss Lu.T: Let’s chant the rhyme: I can…Step 2. Presentation(1)1.Show a picture of different clothes.T: Look, we have many beautiful clothes here.Brain storming: What clothes do you know?Ss: coat, scarf, beanie, sweater…2.Look and say:①Today, we’ll learn more clothes.T: We wear it in summer. It’s for girls. What isit?Ss: skirt dressTeach: skirt (Use different ways to drill)。

课题：Unit1My family教案内容：☆教学调整☆教学目标：1、能听懂、会说、会认单词father、mother、brother、sister、me2、能用This is my …来介绍自己的家庭成员。

教学重点目标1、2教学准备：手指套、全家福照片、图片、一副眼镜、领带教学时间：三课时教学过程：第一课时一、warm up1、greetingT: Good morning.How are you?2、listen and do. Raise your hand. Wave your hand. Put itdown.二、presentationT show the family photo: now, boys and girls, look,what isthis? This is my family photo. Look, my father, my motherand me . This is my family.用手圈一下。

教my family.由慢到快。

Ss read one by oneSs say : my family, your family.（出示他们的照片）（一）teach: father, mother, me(1)老师出示自己的全家照自问自答：look, guess who is he?S: Father. (给予学生适当的奖励)T: Yes. This is my father。

T show the card :father 贴于Bb, 领读几遍，注意th 的发音。

Ss read : father，father ，my father （一小组传卡片挨个读; 一组一组读，）T : look, this is my father. 出示句型卡片This is my ……学生跟读遍。

T：Who can follow me ?introduce your father学生手指着照片练说。

(沪教牛津版)二年级英语下册教案Unit6Unit 6 Eating and drinkingThe second period一、主要新授内容(new contents)Let’s learn—fork, knifeLet’s act-- Give it to Kitty, Sam.二、学习目标(Objectives)1、学会认读单词fork, knife，增加学生生活用品的词汇量。

2、学习句型Give it to Kitty, Sam.以及应答，在情境中进一步巩固新授单词并正确运用这些单词。

3、结合学习Bring me …这个句型以及应答，引出本课的主题------从小懂得要做一些力所能及的事。

4、结合新句型Give it to Kitty, Sam.，根据名词的单复数不同，可数与不可数的不同，学习比较it和them之间的区别。

三、教学建议1、任务前期准备阶段（Pre-task preparation section）Pre-task Preparation是指我们要求学生运用目的语（即所学的语言）之前，呈现给学生的新语言材料。

也就是我们常说的：Input。

在这个环节主要让学生获得对新语言材料的第一次感知。

Activity 1 Questions and answers1、教学辅助(Aids)1) 简笔画2）图片2．活动过程（Process）Activity 2 Sound the New Words 1、教学辅助(Aids)1）电脑（2B-U6-7）2）屏幕2．活动过程（Process）可以用类似的方法练习knifeActivity 3 Practice the New Words1、教学辅助(Aids)1）电脑（2B-U6-8）2）屏幕3）实物2．活动过程（Process）2、任务中期实施阶段（While-task procedure section）While-task Procedure，这是指语言技能的习得过程。

牛津小学英语4B Unit6 Let’s go by taxi（A部分）第一课时教学设计教学目标1.知识与技能目标（1）学生能熟练掌握单词theatre。

（2）学生能熟练掌握词组by taxi, by train, by plane, by bike, by bus, by car, 并能初步感知on foot。

（3）学生能熟练掌握句型How do we go there?/ Shall we go there by…?/ Is this …for …?及其应答Yes, it is./ No, i t isn‟t.2.情感、策略与文化目标（1）通过学习，学生能邀请别人外出，并能根据实际情况与同伴商量外出的交通方式，从而培养学生运用英语初步交流的能力。

（2）通过学习，培养学生与人交往的合作精神；通过在不同的地点情况下运用不同的交通方式，培养学生的生活能力。

教学重、难点1. 单词theatre的读音。

2. 学生能熟练运用句型并选择合适的交通工具邀请外出。

教学过程Step 1 : Warm up1.师生互致问候T: Boys and girls, shall we begin our class ?Ss: OK!T: Please look at here, this is my Chinese name? So you can call me Miss Wang.T：OK! Class begins. Good morning , boys and girls .Ss: Good morning , Miss Wang .T: Sit down, please.T: Today, I‟m very happy to be here with you.May I know your names? What‟s your name? Can you tell me ? Do you have an English name ?(I‟m sorry. Let me give you one. How about Happy? Do you like it as your English name ? I hope you be happy every day.) Nice to meet you ! How are you?2.巩固旧知，递进教学T: Now, I know some of you. Do you want to know my English name? Please read and remember Miss Wang‟s information within the time. T: Now, let me test your memory.My English name is ______ .I live in _______.I go to school by ______ .I like ____ .T: Do you like reading?Ss: Yes.T: Now, let‟s read together.go to the supermarket / go to Changshu / go to the cinema / go to thepark / go to Beijing / go to the zooT: Look, supermaeket, cinema, park and zoo, they are common nouns. Changshu and Beijing, they are proper nouns.Please with your magic eyes, and look carefully.Now, can you read it?go to 后跟普通名词，_____加the. (要)go to 后跟专有名词，_____加the. (不)Step 2 : Presentation and practice1、邀约出游(1) Invite you.T: Look! The places are beautiful. I want to go . Let me invite you .T: Let‟s go to the supermarket/cinema?S: OK./All right./ …We also can say : Shall we go to … ?T: Shall we go to the zoo/park ?S: OK./All right./ …T: Shall we go to Changshu / Beijing ?S: OK./All right./ …(2) Invite me.T: I know, there are some nice places in Yangzhou. This is He Yuan.This is Slender West Lake. This is Ge garden. … They are beautiful.T: But, today I‟m new here. Can you invite me to go anywhere?S: Shall we go to … ?T: OK./All right./ …S: Shall we go to … ?T: Great. But how?S: By … .S: Shall we go to … ?T: Great. How do we go there ?S: By … .(3) Invite your partner.T: Now, can you invite your partner?Please invite in two.2、语篇教学A.Pre-reading.T: The places are beautiful. David and Nancy are free now. They want to go ,too.T: L et‟s watch a flash and answer the question.Where? Where do they want to go?T: Now, can you tell us ? Choose A, B or C?S: C.T: Yes. Listen.新授：theatreT: Please look at my mouth .   theatre. This is my ear. ♓☯ ♓☯theatre. Look at this word. ♦☯ ♦☯ theatre.B. While-reading.Task1. Watch and answer(1) T:Yes. They want to go to the theatre. And let‟s watch it again.(P1)Answer: How do they go there?(2) T: How do they go there?S: By bus.T: Yes. You are right. And how do they talk? Let‟s go and have a look .a. T: Do you know how does David give suggtions? Can you say?Let‟s listen. Please read.b.T: If you are Nancy, what will you say? Nancy, l et‟s go to the theatre.S: …T: Please read “there”. What does it mean?S: “the theatre”.c. T: Next, how does David give suggtions?d. T: Nancy says…(3)T: They want to go to the theatre by bus. Look at this sign, are they in the bus?S: No, they are in the taxi.T: This is the taxi driver. How do they talk?跟读(P4)Task2. Think and read.(1)T: Now , how do they go to the theatre?S: By taxi .T: Yes, they don‟t go to the theatre by bus. At last, they go there by taxi. Why?T: Please open your English books and turn turn to Page44.Please read and find out the reasons.T: Please read the sentences loudly.S: Excuse me , is this bus for the theatre? No, it isn‟t.(2)T: Let‟s go and have a look. How do they talk ?T: Please pay attention to “for”.①“for”has the similar pronounciation as “four”.②It means the direction in which something or someonegoes to ] in the direction of; towards.T: The bus driver says,….T: If I‟m the bus driver, who wants to ask me ?S:Excuse me , is this bus for the theatre?T:No, it isn‟t.T: Now, who wants to be the bus driver? Let‟s ask together.Ss:Excuse me , is this bus for the theatre?S1:No, it isn‟t.T: The bus isn‟t for the theatre, so they go there bu taxi.(3)T: Please read the dialogues again, can you find out the otherreasons?S: They are late.T: Let‟s learn to say.T: Because they‟re late, they go by taxi.(4)T: David and Nancy want to go to the theatre by bus. But this busisn‟t for the theatre. And they‟re late. So they go there by taxi.(5)(6)T: Now, I‟ll give you a good idea.When you go out, please choose the suitable vehicle.C. Post-reading.(1) T: Please listen carefully and imitate the pronoucation.(2) T: Let‟s read and fill in the blanks.(3) T: Now, please read the dialogues by yourselves.If you have finished, please read in two.At last, please read by choosing your favourite roles.(4) T: Please look at your blackboard. Let‟s retell the dialogues.This is David . This is Nancy. Let‟s say together. The first,David says… .Next, … . How to ask the bus driver? The busdriver answers, … . Next, Nancy says… . Now they are in thetaxi . How do they talk ? The taxi driver says … . (一一出示)(5) T: It‟s show time.There are some rules for you. If you speak loudly , you will getone star. If you be confident , you will get two stars. If you actwell , you will get three stars. Please work in four . Let‟s start.T: Now, it‟s your turn. (给予相应的头饰)T: You should say: Thank you.T: How many stars do you want to get ?Step 3 : ConsolidationT: You did a good job. Let‟s do something fun. There‟s a storybook for you.Look , this is Sam. This is Bobby . This is their master, Nancy. May Day is coming .Nancy wants to take Sam and Bobby go out to travel. They‟re making a plan.T: But this isn‟t a complete story.T: Now, take out your storybooks. Please discuss in three and make dialogues.T: Now, please complete the title and then act.T: After class, maybe you can make many stories.Step 4 : HomeworkT: Today …s homework. Please try to remember your homework.1.Listen and repeat the dialogue.(听并跟读课文对话。