二年级香港朗文2A英语教案
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香港朗文2A教案 chapter 5 signs we see AB2
One is park keeper,one is naughty kid.
A:Don’t...
B:Sorry
Show in the front
Step 5: Homework
1.Listen and read after the video for 15 minutes.
Instructional Strategies
Game 1:Look and say (pictures)
Game 2:Sharp eyes (phrases)
Step 3: Presentation
T:What’s this?
S:Park
T:Look at the shadow and guess:Who is the man?
S: Park keeper!
Then ask:What’s he/she doing? S:... throw litter
T:Is that good or bad? ...Very bad.
T:So we can say: Don’t...
Use the same pattern to teach the other five new phrases:
Do not feed the duc Nhomakorabeaspick the flowers
walk on the grass
make a noise
Difficulties:
The pronunciation of some new vocab:throw, path, litter, feed, noise
Assessment:Students can identify different signs in the park and read these signs in English.
A:Don’t...
B:Sorry
Show in the front
Step 5: Homework
1.Listen and read after the video for 15 minutes.
Instructional Strategies
Game 1:Look and say (pictures)
Game 2:Sharp eyes (phrases)
Step 3: Presentation
T:What’s this?
S:Park
T:Look at the shadow and guess:Who is the man?
S: Park keeper!
Then ask:What’s he/she doing? S:... throw litter
T:Is that good or bad? ...Very bad.
T:So we can say: Don’t...
Use the same pattern to teach the other five new phrases:
Do not feed the duc Nhomakorabeaspick the flowers
walk on the grass
make a noise
Difficulties:
The pronunciation of some new vocab:throw, path, litter, feed, noise
Assessment:Students can identify different signs in the park and read these signs in English.
香港朗文2A教案 2AChapter 1 AB 2
Procedure
Step1: Warm up
1. Greetings
2.Song: How do you come to school?
3.Talk with the Ss
Purpose of design
Sing a song together to review the key pattern and to arouse Ss passion for the class.
Step 2:Review
1.Play guessing game(hide a part of the picture)to reviewdifferent means of transport.
Purpose of design
To review vocab by playing games.
2. Listen and repeat after e-book.
3.Review sentences by playing games.Divide Ss in 3 groups and then have a competition among the groups.Ask Ss to ask and answer: How do you come to school? I come to school...in sequence.The fastest group will be the winner.
Purpose of design
Ss can practice target language by playing a game.It’s agood way to stimulate Ss’interest.
4.Which a video about different ways of transport.
Step1: Warm up
1. Greetings
2.Song: How do you come to school?
3.Talk with the Ss
Purpose of design
Sing a song together to review the key pattern and to arouse Ss passion for the class.
Step 2:Review
1.Play guessing game(hide a part of the picture)to reviewdifferent means of transport.
Purpose of design
To review vocab by playing games.
2. Listen and repeat after e-book.
3.Review sentences by playing games.Divide Ss in 3 groups and then have a competition among the groups.Ask Ss to ask and answer: How do you come to school? I come to school...in sequence.The fastest group will be the winner.
Purpose of design
Ss can practice target language by playing a game.It’s agood way to stimulate Ss’interest.
4.Which a video about different ways of transport.
香港朗文2A教案 Chapter3 E1
T:What is thank-you note?Can you guess?Ss:...
Explain the difference between note and letter
T:(ppt)Look, here are 2 thank-you notes.Who can read the notes for me?
Ss:Yes
T:Why?
Ss:...He is friendly and...
Step3 Practice
(ppt)T:Look at the pictures and make dialogues with your partner.
Happy face:like Sad face:dislike
2.students can understand the concept of thank-you note,writer and receiver and can write a thank you note to the people they want to say thanks.
3.Student can use adjectives(good great super...) to describe a person
Ss:...
T:Who do you think wrote the note? Ss: Charlie / Candy
T:Yes.He/She is the writer.
T:Who get the note?
Ss:Mr Ho/...
T:Yes.He/She is the receiver.
T:Does Charlie/Candy like...?
Content:LWTE 2A
Explain the difference between note and letter
T:(ppt)Look, here are 2 thank-you notes.Who can read the notes for me?
Ss:Yes
T:Why?
Ss:...He is friendly and...
Step3 Practice
(ppt)T:Look at the pictures and make dialogues with your partner.
Happy face:like Sad face:dislike
2.students can understand the concept of thank-you note,writer and receiver and can write a thank you note to the people they want to say thanks.
3.Student can use adjectives(good great super...) to describe a person
Ss:...
T:Who do you think wrote the note? Ss: Charlie / Candy
T:Yes.He/She is the writer.
T:Who get the note?
Ss:Mr Ho/...
T:Yes.He/She is the receiver.
T:Does Charlie/Candy like...?
Content:LWTE 2A
香港朗文2A教案 chapter 6 E2
Content:Unit 6 Part E2
Period:
Class:
Date:
Objectives:
-Reviewvocabularyfrom Unit 6 part A.
playground, pond, snack bar, tennis court, swimming pool, toilets
Show a picture of the park from part E on the PPT. Ask students“What can you see?”to get their interest.
Ask“Where is the…..?”.
Then ask students,“What can we do in the swimming pool?”
1–wash our hands
2 - swim
3 - play tennis
4 - feed the ducks
5–pick flowers
6–eat snacks
7–play
Show dialogue from part E on PPT.
a) I want to swim.
b) Don’tswim here. You can go to the swimming pool.
Startto use part E sentence structure correctly.
Difficulties:
Vocabulary from part A is difficult for some students.
e.g between, in front of
Assessment:
Students will practice dialogue in pairs.
Period:
Class:
Date:
Objectives:
-Reviewvocabularyfrom Unit 6 part A.
playground, pond, snack bar, tennis court, swimming pool, toilets
Show a picture of the park from part E on the PPT. Ask students“What can you see?”to get their interest.
Ask“Where is the…..?”.
Then ask students,“What can we do in the swimming pool?”
1–wash our hands
2 - swim
3 - play tennis
4 - feed the ducks
5–pick flowers
6–eat snacks
7–play
Show dialogue from part E on PPT.
a) I want to swim.
b) Don’tswim here. You can go to the swimming pool.
Startto use part E sentence structure correctly.
Difficulties:
Vocabulary from part A is difficult for some students.
e.g between, in front of
Assessment:
Students will practice dialogue in pairs.
香港朗文2A教案 Chapter 4 People at work C2
Do you like him/her ?
Yes. I do . /No. I don’t.
What is yourfather’sjob?
He’sa policewoman.
Focus:
To get pupils to practice talking about more about their partners .
3.To interpret and use simple given information through processes or activities such as labeling, matching, sequencing, describing, classifying; and to follow simple instructions
Procedure
Step 1:warm up
T:Good morning, class! Lets sing a song together. “ T: What day is it today?
S:It’s Tuesday.
T: How is the whether today?
Step2 :Presentation
Learning Targets
2.To obtain and provide objects and information in simple classroom situations and through activities such as interactive games and role-play
People at work
Weather Date Group A B C
What’s your father ‘s job?
Yes. I do . /No. I don’t.
What is yourfather’sjob?
He’sa policewoman.
Focus:
To get pupils to practice talking about more about their partners .
3.To interpret and use simple given information through processes or activities such as labeling, matching, sequencing, describing, classifying; and to follow simple instructions
Procedure
Step 1:warm up
T:Good morning, class! Lets sing a song together. “ T: What day is it today?
S:It’s Tuesday.
T: How is the whether today?
Step2 :Presentation
Learning Targets
2.To obtain and provide objects and information in simple classroom situations and through activities such as interactive games and role-play
People at work
Weather Date Group A B C
What’s your father ‘s job?
香港朗文2A教案 第五单元signs we see第六课时
通过跟读与课文角色表演来巩固课文。
Post-task activity
1.Group work
2.Listen and enjoy
1. Peter and Danny can’t play football in the park, they walk around the park and find some other signs. Ss work in groups and try to tell the meaning ofthesigns.
Sentence: You can’t ride your bicycle here /walk you dog here/ play football here.
1.T shows some pictures Peter and Danny see on the road to the park. Peter and Danny tell Ss‘They are signs.’
You can’t play football here.It means‘No ball games.’/ Don’t play ball games (football) here.
教学反思
通过朗读关于朋友的小短句，引出故事的主人公Peter and Danny。
While-task procedure
Word: sign
Words:mean,
Sentence: Don’ swim!/ No swimming! /You can’t swim.
Word: litter
Sentence: Don’t litter! /You can’t throw rubbish!
You can’t ride your bicycle here.It means‘No bicycles’. /‘Don’t ride your bicycle here!’
Post-task activity
1.Group work
2.Listen and enjoy
1. Peter and Danny can’t play football in the park, they walk around the park and find some other signs. Ss work in groups and try to tell the meaning ofthesigns.
Sentence: You can’t ride your bicycle here /walk you dog here/ play football here.
1.T shows some pictures Peter and Danny see on the road to the park. Peter and Danny tell Ss‘They are signs.’
You can’t play football here.It means‘No ball games.’/ Don’t play ball games (football) here.
教学反思
通过朗读关于朋友的小短句，引出故事的主人公Peter and Danny。
While-task procedure
Word: sign
Words:mean,
Sentence: Don’ swim!/ No swimming! /You can’t swim.
Word: litter
Sentence: Don’t litter! /You can’t throw rubbish!
You can’t ride your bicycle here.It means‘No bicycles’. /‘Don’t ride your bicycle here!’
香港朗文2A英语学期教学计划
1.每天提前布置预习内容，帮助学生养成课前预习的良好习惯；
2. 在教学过程中注重语境的创设和活动的增加，多给学生展示的机会，让他们在一年级的基础上更大胆地开口说英语，更自信；
3. 进一步规范学生书写，让学生写一手漂亮的英文字。
4.1A时学习了26个字母的发音，重读开音节，重读闭音节，本册除了掌握书上的语音知识以外，视情况加入字母组合发音的教学；
7. 练习形式多种多样，手，脑， 眼，肢体并运用，静态，动态结合，基本功操练与自由练习相结合，单项和综合练习结合。通过大量的实践，使学生具有良好的语音，语调，书写和拼读的基础。
8. 严格执行学校课程处规定，1-2 年级无书写作业，每周5次视频作业，科学、合理而有序地布置家庭作业，做到减压减负，快乐学习。
5. 设置多样化的英语活动，调动学生学习积极性，设置“口语小达人”、“书写小能手”、“阅读之星”“学术之星”等奖项，结合积分银行设置并给予一定精神奖励。
6. 多教授chant 和歌谣或小故事等促进多单词和句型的记忆。充分利用教科书中的课文创设富有生活气息的情景，并且进行一定的延伸加入自己的特色和元素；
9.根据“备、教、批、辅、考”的基本要求，每堂课结束后进行检测，注重所有学生的培辅并做好记载，努力提高班级学生的英语学习成绩，并逐步提升其实操应用技能。
本学期二年级学生的学习书目以香港朗文2A为主：
1、从话题内容上
话题上包括交通工具、个人信息、地点表述、人称、礼貌用语、职业、标识、公园地点、方位介词、动词短语等，以及从简单的自我陈述到运用简单疑问句和特殊疑问句进行提问和交流。
2、从语法内容上
（1）词性
- 代词：
人称代词（主格：I；you：he；she；it；they、所有格：my；our；your；his；her）；物主代词（this；that；these；those）；疑问代词（how，how many, who, when, where, why）；不定代词（one）
2. 在教学过程中注重语境的创设和活动的增加，多给学生展示的机会，让他们在一年级的基础上更大胆地开口说英语，更自信；
3. 进一步规范学生书写，让学生写一手漂亮的英文字。
4.1A时学习了26个字母的发音，重读开音节，重读闭音节，本册除了掌握书上的语音知识以外，视情况加入字母组合发音的教学；
7. 练习形式多种多样，手，脑， 眼，肢体并运用，静态，动态结合，基本功操练与自由练习相结合，单项和综合练习结合。通过大量的实践，使学生具有良好的语音，语调，书写和拼读的基础。
8. 严格执行学校课程处规定，1-2 年级无书写作业，每周5次视频作业，科学、合理而有序地布置家庭作业，做到减压减负，快乐学习。
5. 设置多样化的英语活动，调动学生学习积极性，设置“口语小达人”、“书写小能手”、“阅读之星”“学术之星”等奖项，结合积分银行设置并给予一定精神奖励。
6. 多教授chant 和歌谣或小故事等促进多单词和句型的记忆。充分利用教科书中的课文创设富有生活气息的情景，并且进行一定的延伸加入自己的特色和元素；
9.根据“备、教、批、辅、考”的基本要求，每堂课结束后进行检测，注重所有学生的培辅并做好记载，努力提高班级学生的英语学习成绩，并逐步提升其实操应用技能。
本学期二年级学生的学习书目以香港朗文2A为主：
1、从话题内容上
话题上包括交通工具、个人信息、地点表述、人称、礼貌用语、职业、标识、公园地点、方位介词、动词短语等，以及从简单的自我陈述到运用简单疑问句和特殊疑问句进行提问和交流。
2、从语法内容上
（1）词性
- 代词：
人称代词（主格：I；you：he；she；it；they、所有格：my；our；your；his；her）；物主代词（this；that；these；those）；疑问代词（how，how many, who, when, where, why）；不定代词（one）
二年级香港朗文2A英语教案
课题：剑桥英语1级U2 和课本U2课时：6课时教学重点：1句型：Where do you live? I live in ...2问名字并回答What’s your name? My name is ...3问年龄并回答How old are you? I’m...4问电话号码What’s your telephone number? It’s 232345465字母A-----F6 人称代词和物主代词的认识7 动物的词汇教学难点：特殊疑问词Where 的用法，用来问地点。
介词in 的运用。
数字0到10的英语说法及熟练运用。
教学目标：学生能在日常生活中熟练运用本课句型；能正确书写和认读字母A到F；认识并会运用人称代词和物主代词。
教学方法：情景教学，任务型教学1---3课时教学过程：Step1 复习上次课的内容1单词：写出相应的中文或英文bus ________________ 迷你巴士______________________地铁_______________ LRT___________________________电车_______________ train___________________________女孩__________________ 的士_______________________________ ferry__________________ pupil _______________________________2 情景对话How do you come to school?I come to school on.../by...注意：I come to school on foot.的同义句是：______________________________________.3连线题Ask your friends 然后组成小组Come on , Wendy 去问一下你的朋友们Then get into groups 来吧，WendyJoin a group 加入一个小组4认读单词Let’s group bike boat motorbike plane Helicopter lorry too also driveStep2 新授句型对话：1 Where do you live?I live in... (换不同的地点练习)2What’s your name?My name is Kitty.(互问)3复习0到10的数字的英语表达出示数字卡片，让学生说英语，或者老师说英语学生反应数字。
香港朗文2A教案 chapter2 about me C
Purpose of design:
Step3 :Presentation
Pre-reading
T:Today we will read a new story about two girls , Mary and Kitty.
Click to show the name Mary .Draw pupils’attention to the dancing figures on the wall and the dancing shoes in Mary’s bag.
Click to show the name Kitty .
T:This is Mary's new friend , Kitty
Click to show the guiding question .
T:What does Mary ask her new friend ? Can you guess ? -
Content:LWTE 2A
Chapter 2 C
Period:
Class: 1803/1804
Date: 2019/9/25
Objectives:
1.to reinforce the key structures with a story
2.to develop pupils' reading skills
-make observations from pictures
-support inferences or judgements about the text with reasoning
Whiteboard Design:
Chapter 2 About me C
What does Mary ask her friend?
Step3 :Presentation
Pre-reading
T:Today we will read a new story about two girls , Mary and Kitty.
Click to show the name Mary .Draw pupils’attention to the dancing figures on the wall and the dancing shoes in Mary’s bag.
Click to show the name Kitty .
T:This is Mary's new friend , Kitty
Click to show the guiding question .
T:What does Mary ask her new friend ? Can you guess ? -
Content:LWTE 2A
Chapter 2 C
Period:
Class: 1803/1804
Date: 2019/9/25
Objectives:
1.to reinforce the key structures with a story
2.to develop pupils' reading skills
-make observations from pictures
-support inferences or judgements about the text with reasoning
Whiteboard Design:
Chapter 2 About me C
What does Mary ask her friend?
香港朗文2A教案 chapter 5 signs we see AB1
PPT: Don’t
Explain don’t= do not
Show the signs on ppt and ask students to read the signs
Don’t climb the trees
Don’t walk on the grass
Don’t walk on the path
Content:
LWTE 2A Chapter 5
People at workA1804
Date:
Objectives:
1.Students can get the gist of the concept of ‘signs’
2.Students can use the new phrases to describe children’s behavior in English
3.Students can identify different signs in the park and read these signs in English.
4.Students can understand it’s right to obey what signs tell them to do.
Are those good behavior?
T:Who’s that ? S:park keeper
T:What does a park keeper do?
Where does a park keeper work?
What will the park keeper say to the children?
Don’t feed the ducks
Don’t pick the flowers
Explain don’t= do not
Show the signs on ppt and ask students to read the signs
Don’t climb the trees
Don’t walk on the grass
Don’t walk on the path
Content:
LWTE 2A Chapter 5
People at workA1804
Date:
Objectives:
1.Students can get the gist of the concept of ‘signs’
2.Students can use the new phrases to describe children’s behavior in English
3.Students can identify different signs in the park and read these signs in English.
4.Students can understand it’s right to obey what signs tell them to do.
Are those good behavior?
T:Who’s that ? S:park keeper
T:What does a park keeper do?
Where does a park keeper work?
What will the park keeper say to the children?
Don’t feed the ducks
Don’t pick the flowers
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课题：剑桥英语 1 级 U2 和课本 U2 课时： 6 课时 教学重点： 1 句型： Where do you live? I live in ...
2
3 4 5 6 7 教学
难点： 问名字并回答 What 's your name? My name is ... 问年龄并回答 How old are you? I 'm... 问电话号码 What 's your telephone number? It 's 23234546 字母 A ---- F 人称代词和物主代词的认识
动物的词汇 特殊疑问词 Where 的用法，用来问地点。
介词 in 的运用。
数字 0 到 10 的英语说法及熟练运用。
教学目
标： 学生能在日常生活中熟练运用本课句型； 能正确书写和认读字母A 到F ;
认识并会运用人称代词和物主代词。
教学方法：情景教学，任务型教学
1---3 课时
教学过程：
Step1 复习上次课的内容
1 单词：写出相应的中文或英文
bus _______________ 迷你巴士 __________________________________
地铁 ________________ LRT _____________________________
电车 ________________ train _____________________________
女孩 ____________________ 的士 ____________________________________________ ferry _________________ pupil __________________________________
2 情景对话
How do you come to school?
I come to school on.../by...
注 意 ： I come to Step2 新授句型 对话： 1 Where do you live?
school on foot. 的 同 义 句 是
3 连线题 Ask your
friends Come on , Wendy
Then get into groups Join
a group
4 认读单词 Let 's
group
plane
Helicopter lorry too
然后组成小组 去问一下你的朋友们 来吧， Wendy 加入一个小组 bike boat also drive
motorbike
I live in... （换不同的地点练习） 2What 's your name?
My name is Kitty.（互问）
3 复习0 到10 的数字的英语表达出示数字
卡片，让学生说英语，或者老师说英语学生
反应数字。
4what 's=what is I 'm=I am
5 练习，填空_ your n am'es Kitty. do you live? ___ I live Wan Chai
写同义句
What's your name? I 'm Kitty.
My ruler/... your... her... his... Step4 总结，补充。
单词：文具，交通工具语法点：人称代词和物
主代词
2 补充：口语早上好及回答见到你很高兴及回答name?
Step3 记剑桥英语的单词和句型。
1 认读单词：a pen a pencil a pencil-case a
book a bag an eraser
2 把单词放进句型里记忆。
What 's this?
ruler
1 回忆本次课的知识点：句型：
What
What Where do you live? I live in...
's your name ? My name is ...
's this? It 's a...
It 's a ...
3 把单词连着物主代词记。