1、北師大版小學(xué)英語二年級(jí)下冊(cè)精品教案全冊(cè)農(nóng)村小學(xué)英語教學(xué)與實(shí)踐活動(dòng)的研究方案一、 問題提出:隨著中國與世界的交往日益密切,英語學(xué)習(xí)已經(jīng)成為人們的必須.英語作為一門語言,在學(xué)習(xí)過程中既要有正規(guī)系統(tǒng)的學(xué)習(xí)渠道,而又要有隨時(shí)隨地都能進(jìn)行的學(xué)習(xí)練習(xí)及應(yīng)用場所,以便鞏固所學(xué)的英語知識(shí),提高英語交際的能力。渤海鎮(zhèn)小學(xué)現(xiàn)狀:：1、 渤海鎮(zhèn)小學(xué)的生源來自于附近行政村，與城里小孩相比會(huì)有一定的差別：農(nóng)村孩子膽小、 拘謹(jǐn)、不善言談，羞于說英語，缺少自信心。2、 渤海鎮(zhèn)小學(xué)英語師資力量相對(duì)薄弱。3. 缺乏運(yùn)用英語的環(huán)境。目前社會(huì)上尤其是農(nóng)村，用英語的環(huán)境很少，甚至沒有。因此學(xué)生聽英語、說英語的機(jī)會(huì)很少，他們?nèi)鄙僖粋€(gè)學(xué)

2、習(xí)英語的語言環(huán)境。但是渤海鎮(zhèn)又有自己得天獨(dú)厚的條件，旅游業(yè)比較發(fā)達(dá)，農(nóng)家院大量興起，都是學(xué)生進(jìn)行交際的有利場所。如何根據(jù)農(nóng)村小學(xué)的實(shí)際情況，有效地把握課堂教學(xué)，創(chuàng)設(shè)良好的英語學(xué)習(xí)環(huán)境，培養(yǎng)和發(fā)展學(xué)生使用英語這種交際工具的能力。怎樣發(fā)揮本地區(qū)的優(yōu)勢，使課堂教學(xué)與實(shí)踐活動(dòng)相結(jié)合，培養(yǎng)學(xué)生交際意識(shí)，提高學(xué)生交際能力，所以提出了“農(nóng)村小學(xué)英語教學(xué)，與實(shí)踐活動(dòng)的研究”課題。二、文獻(xiàn)綜述三、研究的目的、意義英語教學(xué)的目的就是培養(yǎng)和發(fā)展學(xué)生使用這種交際工具的能力。 英語教學(xué)新課程的理念是要盡可能多的為學(xué)生創(chuàng)設(shè)英語交際的環(huán)境，盡可能多的讓學(xué)生以多種形式接觸、學(xué)習(xí)、使用英語。本課題探索充分利用農(nóng)村的多種資源如旅

3、游業(yè)、農(nóng)家院等，給學(xué)生創(chuàng)設(shè)英語交際的環(huán)境，開展實(shí)踐活動(dòng)，培養(yǎng)學(xué)生的交際意識(shí)、提高他們的交際能力的措施與對(duì)策，以供其他農(nóng)村學(xué)校在此方面有所借鑒，共同提高學(xué)生的英語水平。四、研究內(nèi)容1、 英語課堂教學(xué)模式。2、 英語教學(xué)的課外實(shí)踐活動(dòng)。五、研究假設(shè)充分利用農(nóng)村的語言環(huán)境，給學(xué)生創(chuàng)設(shè)英語交際的環(huán)境，開展實(shí)踐活動(dòng)，就能培養(yǎng)學(xué)生的交際意識(shí)，提高他們的交際能力。六、研究方法行動(dòng)研究法七、研究措施(一)農(nóng)村小學(xué)課堂教學(xué)模式1、 35分鐘談話訓(xùn)練。利用課堂3分鐘時(shí)間，可以在課始，可以在課中，也可以在課末，根據(jù)實(shí)際情況再定。2、 5-10分的復(fù)習(xí)時(shí)間,在復(fù)習(xí)的過程中要注意孩子們興趣的培養(yǎng),多設(shè)計(jì)一些有趣的活動(dòng).

4、3、 新授內(nèi)容單詞教學(xué): 遵循詞不離句的原則。以詞帶句、一句帶詞，八單詞放在句子里學(xué)習(xí)，在詞語和相應(yīng)的事物之間建立聯(lián)想，而不是機(jī)械的學(xué)習(xí)，一方面避免了直接教單詞的枯燥，另一方面，有幫助學(xué)生建立初步的語感，增強(qiáng)了趣味性。句子課文教學(xué): 要注意創(chuàng)設(shè)一定的情況,多給學(xué)生各種口頭練習(xí)和聽力練習(xí)的機(jī)會(huì),讓他們口,腦并用,并將簡單的對(duì)話用到肢體語言當(dāng)中去;注意角色的扮演,允許學(xué)生自由發(fā)揮.語音教學(xué): 通過學(xué)生自主學(xué)習(xí),讓學(xué)生感知發(fā)音規(guī)則,鞏固和復(fù)習(xí)所學(xué)單詞.韻文教學(xué): 可以當(dāng)作一節(jié)課的導(dǎo)入內(nèi)容,當(dāng)學(xué)生對(duì)他了解后在進(jìn)行教學(xué)4信息的反饋在這個(gè)環(huán)節(jié)中教師要充分調(diào)動(dòng)學(xué)生的積極性,及時(shí)的查 補(bǔ)缺5 制定一個(gè)學(xué)生的自

5、我評(píng)價(jià)表，隨時(shí)的對(duì)學(xué)生進(jìn)行監(jiān)控。二)英語課堂充分體現(xiàn)學(xué)生的實(shí)踐活動(dòng)。布盧姆認(rèn)為：“成功的外語課堂教學(xué)應(yīng)當(dāng)在課內(nèi)創(chuàng)設(shè)更多的情境，讓學(xué)生有機(jī)會(huì)用自己學(xué)到的語言材料?！边@充分體現(xiàn)了小孩子愛新奇、好動(dòng)的特點(diǎn)，突出了語言的實(shí)踐性與交際性，使學(xué)生能夠“學(xué)以致用”，同時(shí)有利于語言的記憶和鞏固。1） 情景模擬。把句子放在真實(shí)的情景中學(xué)習(xí)。2） 角色扮演。將所學(xué)對(duì)話或課文讓學(xué)生扮演各種角色，允許學(xué)生自由發(fā)揮，表達(dá)真實(shí)感情。3） 充分利用現(xiàn)代教育技術(shù)，培養(yǎng)學(xué)生寫的能力。學(xué)校為學(xué)生開辟一個(gè)英語論壇專欄，學(xué)生可以進(jìn)行簡單的英文聊天，結(jié)交網(wǎng)友，有助于提高學(xué)生寫的能力。三）創(chuàng)設(shè)環(huán)境，開設(shè)實(shí)踐活動(dòng)，培養(yǎng)交際意識(shí)，提高交際能

6、力。生活中人們離不開交際，特別是語言交際，英語教學(xué)是語言教學(xué)，語言源于生活，有始建于生活。杰克波森曾說過：“教好英語的先要條件是要盡可能讓學(xué)生接觸英語和使用英語。學(xué)英語就像學(xué)游泳一樣，學(xué)生必須潛到水里去。這樣，他最后才能像一個(gè)熟練的游泳著那樣樂在其中。因此教師要給學(xué)生創(chuàng)造盡量多的聽、說、連的機(jī)會(huì)。讓他們多聽、多說、多練。a) 校園生活處處用英語。在校園內(nèi)創(chuàng)設(shè)大的英語學(xué)習(xí)環(huán)境，如學(xué)生到老師幫哦能夠使、下課同學(xué)一起玩兒、其他科目老師的簡單課堂用語，只要能用到英語的盡量用英語交流，哪怕只說一個(gè)單詞。學(xué)生把所學(xué)內(nèi)容向老師表達(dá)，不管老師會(huì)不會(huì)都要認(rèn)真傾聽。要求所有學(xué)生都要和老師或同學(xué)交流，哪怕是一個(gè)單詞

7、。b) 在室內(nèi)、外建立英語角等活動(dòng)陣地，為學(xué)生學(xué)習(xí)英語創(chuàng)造良好的學(xué)習(xí)環(huán)境。室內(nèi)：布置一間空房子，房間的布置要有濃厚的英語氣息，學(xué)生可以利用課余時(shí)間到英語角和老師交流、和同學(xué)交流?？梢苑乓恍┯⑽碾娪啊?dòng)畫片讓學(xué)生感受英語的語音、與調(diào)。房間里可以給學(xué)生提供一些適合學(xué)生閱讀的報(bào)刊。充分利用學(xué)校廣播站。4、 以社會(huì)實(shí)踐活動(dòng)為載體，培養(yǎng)學(xué)生交際意識(shí)，提高交際能力。5、 充分發(fā)揮當(dāng)?shù)芈糜钨Y源的優(yōu)勢，組織學(xué)生到慕田峪長城、農(nóng)家院、飯店進(jìn)行實(shí)踐活動(dòng)。在組織活動(dòng)是教師可以給學(xué)生一些人物，通過活動(dòng)完成一些人物，教師所給人物必須是容易完成的，如調(diào)查一些旅游者從事的工作、愛好、國際、姓名等。交流的對(duì)象可能是外國人，也

8、可能是當(dāng)?shù)氐娜罕姟Ｒ部梢园阉鶎W(xué)的知識(shí)講給當(dāng)?shù)仫埖甑姆?wù)員、買東西的老板。能用英語的必須用英語交流。在組織活動(dòng)是，教師要求學(xué)生主動(dòng)和外國友人、旅游者打招呼，提高學(xué)生的交際能力。八、時(shí)間和步驟準(zhǔn)備：2008、9研究：2008、92009、2總結(jié)：2009、9 九、研究結(jié)果研究論文、匯報(bào)課和學(xué)生展示小學(xué)英語二年級(jí)（下冊(cè)）全冊(cè)備課對(duì)新課標(biāo)理解：現(xiàn)在的社會(huì)是向著全球化，社會(huì)化發(fā)展的，將來的地球不管是哪一個(gè)角落都是一我們地球林的一個(gè)村民，那么語言就成了一個(gè)統(tǒng)一交流的媒介，尤其是英語的重要性在這一進(jìn)程中日益突出。本次對(duì)于課程標(biāo)準(zhǔn)的重新更定是一次符合社會(huì)發(fā)展進(jìn)程和基礎(chǔ)教育進(jìn)程的改革。重點(diǎn)是要改革英語課程的教學(xué)

9、，過分重視語法和詞匯知識(shí)的講解與傳授，忽視對(duì)學(xué)生實(shí)際語言運(yùn)用能力的培養(yǎng)傾向，強(qiáng)調(diào)課程應(yīng)從學(xué)生的學(xué)習(xí)興趣、生活體驗(yàn)和認(rèn)知水平出，倡導(dǎo)學(xué)生體驗(yàn)、實(shí)踐、參與、合作與交流的學(xué)習(xí)方式和任務(wù)型的必學(xué)途徑，發(fā)展學(xué)生的綜合語言運(yùn)用能力，使語言學(xué)習(xí)的過程成為學(xué)生形成積極的情感態(tài)度，主動(dòng)思維和大膽實(shí)踐，提高跨文化意識(shí)和形成自主學(xué)習(xí)能力的過程。做到這些要求，首先需要的就是學(xué)生濃厚的對(duì)英語學(xué)習(xí)的興趣，那怎么樣培養(yǎng)學(xué)生學(xué)習(xí)興趣就成了一個(gè)基礎(chǔ)話題，這一問題要面向全體學(xué)生，特別是要關(guān)注學(xué)生的個(gè)別差異引起的情感問題。幫助學(xué)生建立成就感和自信心。在教學(xué)中注意創(chuàng)設(shè)能引導(dǎo)學(xué)生主動(dòng)參與的教學(xué)環(huán)境，激發(fā)學(xué)生的學(xué)習(xí)積極性。使每個(gè)學(xué)生都能

10、得到充分的發(fā)展。在這一過程中教學(xué)模式的轉(zhuǎn)變起到了一定的作用，一定要從以老師為中心的教學(xué)模式身以學(xué)生為中心的教學(xué)模式轉(zhuǎn)變。強(qiáng)調(diào)學(xué)生的參與和體驗(yàn)，強(qiáng)調(diào)采用多種形式的教學(xué)活動(dòng)。比如可以利用我們學(xué)校已有的良好電教資源，聽原版錄音帶練習(xí)發(fā)音，也可以利用網(wǎng)絡(luò)找一些貼近課堂學(xué)習(xí)的情境對(duì)話或小動(dòng)畫，以更直接的方式引導(dǎo)學(xué)生學(xué)習(xí)英語，對(duì)英語產(chǎn)生濃厚的興趣。利用聽、說促進(jìn)學(xué)生寫單詞，寫短語，寫句子，寫對(duì)話，不能反其道而行，又造成以往我們說的“啞吧英語”。總的來說，新課標(biāo)對(duì)發(fā)展學(xué)生自我主觀能動(dòng)性起到了很積極的作用。素質(zhì)教育在其中深有體現(xiàn)。并且由升學(xué)教育向終身教育的轉(zhuǎn)變等等都是很好的突破。在這一新課標(biāo)的指導(dǎo)下，希望在英

11、語教學(xué)中可以達(dá)到更好的效果。teaching contents: 本冊(cè)書共六個(gè)單元，其中五個(gè)單元是精讀課文，一個(gè)復(fù)習(xí)單元。這冊(cè)書在編排時(shí)很注意學(xué)生興趣的培養(yǎng)，尤其在單詞字母學(xué)習(xí)這一環(huán)節(jié)，教材把手寫字母相同的單詞進(jìn)行了歸類，并且安排了大量的聽、說、讀、寫 等多項(xiàng)練習(xí)，利用圖片教授學(xué)習(xí)是培養(yǎng)學(xué)生學(xué)習(xí)英語興趣的主要途徑。除此之外還有多首英文歌曲的學(xué)習(xí)，書后有分類清晰的詞匯表，更有利學(xué)教師的教和學(xué)生的學(xué)。teaching aims:知識(shí)技能：1、 listening:充分利用學(xué)校的電教資源，在發(fā)展學(xué)生自主學(xué)習(xí)的基調(diào)上，讓學(xué)生可以接觸到更多、更直觀的學(xué)習(xí)方式，比如聽錄音，看小動(dòng)畫等等。掌握部分日常用語，

12、如：能聽懂詢問名子的問及回答，或問是誰的語句。辨別詞中的字母的不同讀法。2、 speaking:根據(jù)本冊(cè)書的教學(xué)要求，作為基本的主導(dǎo)方向，指導(dǎo)學(xué)生在教師為學(xué)生設(shè)計(jì)的教學(xué)情境中，能夠正確運(yùn)用問這是什么，有多少個(gè)，什么顏色等等的語句，并能對(duì)所提問的句子做出適當(dāng)?shù)幕卮稹?、 reading:正確，流利的朗讀和使用課文對(duì)話，正確讀出與課文或練習(xí)中相關(guān)的單詞，認(rèn)讀字母和帶有此字母的單詞。4、 writing:以聽、說、讀的基礎(chǔ)上，培養(yǎng)學(xué)生寫的能力。正確描、寫英語中的字母，能夠摹仿老師的板書寫簡單的字母、單詞和句子。過程方法：1、發(fā)揮老師的指導(dǎo)做用的同時(shí)，充分發(fā)揮學(xué)生的自我主觀調(diào)動(dòng)意識(shí)，且提高他們自主學(xué)習(xí)

13、的能力，但要注意教師在教的過程中，對(duì)學(xué)生思想的指導(dǎo)方向，不能一味的任學(xué)生自己發(fā)展。 二年級(jí)的學(xué)生在上課時(shí)有些時(shí)候上課意識(shí)并不強(qiáng)烈，這要求教師不能只是教授新知而以，在很大程度上是要引導(dǎo)學(xué)生的行為和思維。2、充分運(yùn)用學(xué)校已有資源，如：電子媒體進(jìn)行多方位教學(xué)，網(wǎng)絡(luò)教學(xué)等。這樣不但可以提高學(xué)生的學(xué)習(xí)興趣，又可以豐富學(xué)生對(duì)新事物的接觸能力，從而更直觀、方便的教和學(xué)，在潛移默化中培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣。3、在英語的教學(xué)過程中，加入適當(dāng)?shù)膶?duì)英、美等國家一些風(fēng)俗習(xí)慣在日常生活中的應(yīng)用。主要采取同學(xué)之間互相幫助的方法，可以形成一幫一小組等方式。使學(xué)生可以在一起分享學(xué)習(xí)英語給大家?guī)淼臉啡?。鼓?lì)學(xué)生多說，多練，尤

14、其注意日常口語在生活中的應(yīng)用。情感態(tài)度與價(jià)值觀： 1、在英語教學(xué)的過程中注意培養(yǎng)學(xué)生的學(xué)習(xí)興趣是一個(gè)老生常談的問題，因此更應(yīng)引起我們的重視。于此教師可以采取多種方式，比如：多采納、聽取學(xué)生的意見，抵制學(xué)英語給學(xué)生帶來的負(fù)面壓力，努力創(chuàng)設(shè)一個(gè)輕松的學(xué)習(xí)環(huán)境。2、在英語教學(xué)中也應(yīng)時(shí)時(shí)滲透思想道德教育的重要性。確立良好的價(jià)值觀和積極向上的人生觀，形成同樣積極的學(xué)習(xí)態(tài)度。3、對(duì)于申奧成功，無疑是北京對(duì)世界張開懷抱的一個(gè)機(jī)會(huì)，學(xué)生作為未來世界的主動(dòng)力，在學(xué)習(xí)中提倡培養(yǎng)學(xué)生的創(chuàng)新意識(shí)。這樣才能在競爭如些激烈的社會(huì)中立足，做一個(gè)社會(huì)主義新人。teaching emphasis:1、 對(duì)于一些日常用語的應(yīng)用，

15、如：whats this?及回答.what color?及應(yīng)答。how many?及應(yīng)答.i can的應(yīng)用.2、二十六個(gè)字母的讀寫。3、提高學(xué)生對(duì)單詞的掌握。teaching difficulty:1、對(duì)日常用語的應(yīng)用和學(xué)生聽力的培養(yǎng)。2、對(duì)二十六個(gè)字母的讀寫。注：teachers activities=t students activities=steaching planning 周次內(nèi)容課時(shí)ready11 2unit 7 is it a pear?63 4unit 8 are these tomatoes?65 6unit 9 how many?67review67 8unit 10 w

16、hat color it is? 68 9unit 11 i can climb610 11unit 12 review612 13total review6unit one is it a pear?lesson one(2-16) teaching aims:1、understand the dialogue whats mean.2、the students like to learn english.1、 the students can be ask and answer the dialogue.teaching emphasis: 1、 how can use “whats th

17、is?” in the dialogue. and answer it.2、 emphasis sentence: is it a? yes,it is./ no,it isnt.teaching difficulty:the children can be use the “whats this?” in dialogue. answer it.teaching step:一、greetings: havent seen you for a long time!二、presentation and practice. step 1 model the dialog 1. ask the st

18、udents 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，“whats this ?”the student replies.4. learn the new words in th

19、e 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,“whats this ?”

20、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 cl

21、ass 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

22、students to act it out. 三、homework encourage the students to tell the story to their families. 教學(xué)后記：先復(fù)習(xí)了上個(gè)學(xué)期所學(xué)的知識(shí)，用活動(dòng)、影片的形式來調(diào)動(dòng)學(xué)生的積極性，效果較好。課堂上，還要盡量注意對(duì)學(xué)生口語發(fā)音的訓(xùn)練。lesson two(2-18) teaching aims:1、understand the dialogue whats mean.2、the students like to learn english.2、 the students can be ask and answe

23、r the dialogue.teaching emphasis: 3、 how can use “whats this?” in the dialogue. and answer it.4、 emphasis sentence: is it a? yes,it is./ no,it isnt.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 thei

24、r 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

25、 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, whats this? point to the picture of a banana. elicit the answer, “its a banana.” 2、learn the new words and

26、 sentences. have the students repeat the sentences and touch each word. ask, is it a peach? answer, no, it isnt. 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 firs

27、t 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 b

28、ooks 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

29、、homework sing the song and encourage the students to practice the new words and sentences. 教學(xué)后記：對(duì)水果單詞的學(xué)習(xí)，學(xué)生很有興趣，每個(gè)人都在爭著說出自己喜歡的水果名稱，用英語來說名字，學(xué)生都能較快掌握好語音，同時(shí)也加強(qiáng)了句子的訓(xùn)練。lesson three(2-20) teaching aims:1、understand the dialogue whats mean.2、the students like to learn english.3、 the students can be ask an

30、d answer the dialogue.teaching emphasis: 5、 how can use “whats this?” in the dialogue. and answer it.6、 emphasis sentence: is it a? yes,it is./ no,it isnt.teaching difficulty:the children can know and read the words.teaching step:一、greetings. 二、presentation. step 1 talk together. 1、direct the studen

31、ts 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 botto

32、m 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

33、. 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 t

34、urn 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. 教學(xué)后記：用聽力、口語

35、的形式來操練句型，學(xué)生復(fù)習(xí)的較好，但對(duì)于boat與boy的讀音還要加強(qiáng)訓(xùn)練糾正，強(qiáng)調(diào)好字母的書寫，單詞的拼寫。 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 “whats this?” in the dialogue. and an

36、swer it.5、 emphasis sentence: is it a? yes,it is./ no,it isnt.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 student

37、s 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. re

38、peat 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、repe

39、at 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 books 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 repe

40、at 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 o

41、ther 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

42、8. 教學(xué)后記：通過實(shí)物教學(xué) (水果) 學(xué)生能很快直接地接受新詞的意思，該課新知識(shí)都是學(xué)生在日常生活中比較熟悉的，通過實(shí)物或卡通形式來激發(fā)學(xué)生的學(xué)習(xí)興趣，在復(fù)習(xí)中也能提高學(xué)習(xí)的積極性。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 “

43、whats this?” in the dialogue. and answer it.7、 emphasis sentence: is it a? yes,it is./ no,it isnt.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

44、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 boo

45、ks. have them read the words whit you. 5、put the students into pair, do this exercise. step 2 lets 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 wor

46、ds 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.

47、read the chant and color the pictures on page 10. 教學(xué)后記：個(gè)別學(xué)生對(duì)單詞的發(fā)音還有待加強(qiáng)，通過各種形式的操練，大部分學(xué)生對(duì)于新句型和對(duì)話掌握較好，成績好的學(xué)生掌握較好。 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 “whats thi

48、s?” in the dialogue. and answer it.9、 emphasis sentence: is it a? yes,it is./ no,it isnt.teaching difficulty:the children can read and write the words.teaching step:一、greetings. 二、presentation. step 1 uncle books storytime tell the students that they going to listen to a story. 1. play the tap, ask

49、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. s

50、tep 2 review the sentences and words. 1、use the picture cards. 2、whats this? its * . is it * ? yes, it is. no, it isnt. 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-a

51、ssessment 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. 教學(xué)后記：學(xué)生對(duì)故事的句子很快就可以理解，但是對(duì)于一些舊的單詞讀音不是很好，有待加強(qiáng)。unit 8 are these tomatoes?less

52、on 1教學(xué)目標(biāo) 知識(shí)目標(biāo)：what are these/those? theyre/ they are . are these? plural nouns (regular) 能力目標(biāo)：listen and talk. 情感目標(biāo)：鼓勵(lì)學(xué)生大膽開口說英語，培養(yǎng)學(xué)生的自信心。 教學(xué)重難點(diǎn)：asking and answering question about plural objects 教學(xué)過程：1. reviewuse this activity to review structures introduced in unit 7, and the vocabulary introduced

53、in unit 2 and unit 5.whats this? its a is it a ? yes, it is. / no, it isnt.2. model the dialogborrow three pens, pencils, and rulers from the children.hold up one pen and ask, “whats this?” elicit the answer, “its a pen.” repeat the procedure for pencil and ruler.hold up a pen and repeat the questio

54、n, “whats 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.practi

55、ce the structure “what are these/those? theyre ” 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

56、vegetables does mocky find?who chases mocky?mocky take the carrots。do you think is right?4. storyplay the tape, pausing at each new picture. have the children repeat the wordssentence before you move on to the next picture.play the tape again, this time without stopping.divide the class into three groups. one group wil