小学二年级英语教案

第一篇：小学二年级英语教案

Unit 2 This is Danny Deer

一、教学内容：

This is Danny Deer.二、教学目标：

1、掌握单词：a book , a pen , a pencil , an eraser , a ruler , a pencil sharpener , a pencil box.2、能听懂句子：Show

3、分角色表演：Uncle

三、教学过程： me a(pencil),并根据指令做出相应的动作。

Booky’s story time.这是一节小学二年级的英语常规教学，课前教师作了这样的教学设想：通过提问What’s this ? 引出所要学的新单词：eraser ruler pencil sharpener pencil box 等，获得这些单词的听、说、读的能力。教师事先准备好了有关单词的卡片、实物、录音机及相关内容的磁带，设计将堂课分成如下几个步骤：

Step 1: Warming up Sing a song “What’s your name? My name’s „„”一方面让学生进入学习英语的状态，另一方面以便复习句子：What’s your name?

Step 2 : Presentation Present new words by question “What’s this?”学生先用学过的句型回答：“This is a pen book pencil ”, 之后引出涉及的新单词：pencil sharpener ,pencil box ,eraser , ruler.并操练句型：“Show me(an eraser)”。

Step 3 :Practice：

分组操练句子：Show me a(pencil)并按指令做出回应，以及分角色表演 Uncle Booky’s

Story time.第一步，孩子们合唱熟悉的英文歌曲：“What’s your name? My name is„„”很快他们就进入了学习状态。这时，教师开始引出了这节课的教学任务，同学们所熟悉的文具：eraser , ruler , pencil sharpener , pencil box , pencil , pen , book 等。教师把这些单词范读、带读几遍，使同学们熟悉单词。接着教师把学生分成四人小组进行练习，每个同学都拿出自己的文具，运用 What can you see? I can see„„, What’s this? This is„„, Show me a„„ 等句型练习所学的单词。同学们积极主动地参与，兴趣很浓。

在教授 “Uncle Booky’s Storytime” 这个部分时，教师带领学生听两遍录音，之后分

角色来表演对话。

CoCo Mommy : Come on!Come on!CoCo : Mommy , Mommy!Mommy : Look ,my baby , An eagle , Be careful.CoCO : Mommy ,Look.Mommy : This is a worm.CoCO : Mommy , Mommy , an eagle.Mommy : This isn’t an eagle.This is a sparrow.Sparrow : Hello ,What’s your name ? CoCo

:Hi , I’m CoCo.Ken : Hello , This is for you.Mommy , COCo : Thank you.同学们很快就进入了角色，理解了故事的内容，于是，教师将同学分组进行角色表演。他们个个都信心十足，大胆发挥，把故事表演得有声有色。“兴趣是最好的老师。”培养学生学习英语的兴趣，调动学生学习英语的积极性。

四、教学反思：

第二篇：小学二年级英语教案

教学目标：

1、能听懂、会说：My schoolbag is heavy.Whats in it? Thank you so much!How many....do you have? 并能在实际情景中运用。

2、进行小组合作，完成 Group work 中简要调查，完成Lets check中简要评价。

3、培养学生的同情心、爱心和合作精神。教学重难点：重点：听、说、认读句型My schoolbag is heavy.Whats in it? Look!10 sharpeners......难点：运用所学新句型和“小组合作”学习。课前准备：

1、教师准备本课相关的 >课件，主要人物头饰及文具用品，一块标有“希望小学”字样的标牌。

2、教师准备录音机及相关录音带。

3、学生准备一些文具：蜡笔，铅笔以及各类书。教学过程：

一、热身、复习

1、唱歌：“Books and pencils”

2、教师播放Lets chant 部分录音，师生边做边吟唱该部分内容：（How many English books do you have? Thirty!Thirty!Thirty!）

3、复习单词： ①、用>课件出示一个房间，里面有各类书放在不同的地方，老师问：“How many English/Chinese...books can you see?”请学生把它们找出来，用I can see...句型回答。②、>课件出示三种小动物，它们背着一个书包，请学生猜一猜书包里有些什么文具？

二、新课呈现

1、教学 “My schoolbag is heavy.” 教师展示自己的新书包，拿给全班学生看：I have a new schoolbag.My schoolbag is heavy.引导学生朗读“My schoolbag is heavy.”注意heavy的发音。让学生跟着教师边说边做，然后请学生一个个练习。

2、教学“Whats in it?” 教师问：Whats in it? 用手势帮助学生理解句子，接着一一掏出书包中的物品介绍，强调问句和答句，让学生跟读几次。然后要求全班学生询问教师书包中物品并数数回答，老师问几个学生。然后让一个学生当小老师，跟其他学生进行对话。

3、对话合并在学生熟练掌握了上面的对话后，老师拿起自己的书包说：“My schoolbag is heavy.”引导学生提出问句：“Whats in it?”然后老师进行回答：“Look!2 story-books……”

4、情景演示教师出示Miss White、Zhang Peng 和Amy的人物头饰及希望学校的标志，自己扮演Miss White，让两位表达能力较强的学生分别扮演Zhang Peng 和Amy，协助教师呈现新对话。张鹏背着书包进教室并说：“My schoolbag is heavy.”教师询问书包中有什么：“Whats in it?”张鹏将物品一一取出并介绍：Look!20 story-books,32 pencils, 8 rulers and 3 pencil-cases.教师对之进行评价“Wow!Good!”让学生进行跟读。接着Amy呈现类似内容，教师对之表示感谢“Thank you so much!”强调so much的发音，可让学生多读几遍，并指出sooooo much表示强化感谢的程度更深。最后，引导全体学生说出礼貌用语“Thank you sooooo much!”

5、教师拿上书包，与其他学生进行类似对话。

6、播放录音或VCD：Lets talk。先让学生完整地听一遍，再跟读。

7、同桌进行操练，然后角色表演。

三、拓展、巩固

（一）、Group work（小组调查）

1、拿出事先准备好的一张调查表，记录调查结果。S1：How many（English books）do you have? S2：I have(5).2、反馈调查结果请一个其他小组的学生问：“How many（English books）do you have?”该小组的学生依次按照调查表进行回答。

（二）、Lets check 学生听录音做Lets check，做完后校对答案。

（三）、播放一段希望小学的录像，让学生知道那里的生活条件。然后发动学生为希望小学的同学们献上自己的一份爱心。学生送的时候，教师连连说：“Thank you sooooo much!”同时轻轻播放《爱的奉献》。

四、作业布置

1、活动手册上的相关练习。

2、听Lets talk部分的录音，读给家长或朋友听。

3、将自己读的Lets talk录制下来，自己听听或者带来和同学们比比。参考资料：

第三篇：小学二年级英语教案

Unit 4 Ann’s family Vocabulary:

family, mother, father, sister, brother, me, grandfather, grandmother, aunt, uncle, join us, poor, ouch, orange, queen, panda, rat, rooster, octopus, peacock, rabbit, puppet, quilt.Structure:

Who’s that?

That’s my father.That is my father.Period 1

一、Organization: Sing a song.Greetings.二、Revision: Chant it together.三、Presentation and practice

step1, talk to Ss about their families.Make sure they understand that a family can include a mother, a father, brothers, sisters.Then talk about the extender family, especially grandmother and grandfather.Give each child a large piece of paper.Tell Ss they are going to draw a picture of their family.Ask Ss to hold up their completed pictures and say, “This is my family.”

Step 2, hold up your masks of Ann and Ken.Using Ann’s mask say, “That’s my sister.” Have Ss say the sentence after you.Using Ken’s mask say, “That’s my brother.” Have Ss repeat this.Choose two Ss to hold the masks.Have one holding Ann’s mask say, “That’s my sister.” Then

have the other say, “That’s my brother.”

Repeat the procedure a few more times with other Ss.Step3, say to Ss, “Open your books.” Hold up your book.Ask these questions about the pictures:

Picture 1: What is Mocky doing?

Picture 2: What is Ann showing Uncle Booky?

Picture 3: Who is Uncle Booky looking at?

Picture 4: Who is Uncle Booky looking at now?

Picture 5: Who is the girl in the picture?

Picture 6: Who is the boy in the picture?

Picture 7: Who is this?

Picture 8: Who are in Uncle Booky’s picture?

Step4, T: Now we’re 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 on to the next picture.Divide Ss into two groups.One group will be Uncle Booky and the other group will be Ann.The leader of each group holds up the character’s mask.Play the tape again.Pause after each statement.Each group repeat the dialog for their character.Then the groups switch roles.Explain the meaning of the dialog for Picture 6.Tell Ss that Ann is agreeing with Uncle Booky.She says, “Yes.”

Remind Ss about no, which was introduced in Unit 3.Ask questions that elicit the answer no.Ask other Ss questions so that they can answer yes or no.Step5, Homework

Ask Ss to tell their families about the English words for family members.教学后记：学生对故事的内容很感兴趣，学的较好，但是对句子That’s …掌握还不熟练，须课后加强训练。

Period 2

一、Organization: Sing a song.Greetings.二、Revision:

This activity reviews the structures: This is(Ken).Who’s that? And That’s / That is(Ann).Have one student take your place and invite another student to join the first student.Make sure they stand close together.三、Presentation and practice

Step1, Have Ss hold up their drawing of their own families.Ask the class to repeat, “This is my family.”

Then ask Ss to work in pairs.One student points to a family member in the other student’s picture and ask, “Who’s that?” The second student replies, “That’s my …”.Then Ss change the roles.T: now draw your own family and hold up the picture.Point to one figure in the drawing.Ask, “Is this my father?” Ss answer yes or no.repeat for your other relatives in the picture.Step2, have Ss look at the pictures at the top of the page.As you play the tape, have Ss point to the correct picture as Ann talks about the members of her family.Play the tape again while displaying your copy of the page.As the tape is played point to the words one at a time.Without the tape, read the words together.Have Ss touch each word as they say it.Step3, point to the family pictures at the bottom of page 40.Play the first statement on the tape and touch the picture of Ann’s sister.Stop the tape.Have Ss open their books.Tell them that you want them to touch the correct picture each time Ann speaks as you continue to play the tape.Now play the tape again.This time ask Ss to circle the word they hear, for example brother, mother, etc.Step4, play a game.Say to Ss, “Open your books.” Hold up your copy of page 41.Say, “We’re going to play about families.”

Show Ss the picture at the top of the page.Point to Ann, father, mother, sister and brother and ask Ss to name each one.Point to the picture of Mocky.Say, “This is___.” Allow Ss to answer, “Mocky.”

Still work on the top of the page.Have Ss match the names on the right with the correct characters.Have Ss match the faces in the top picture with the silhouettes in the lower picture.Have them say the names in the right order.There is one extra silhouette.Ss must guess who it is.First, ask the whole class who the extra figure is.It is, of course, Uncle Booky.Step5, homework.教学后记：学生对this is与that is还会有混淆的现象，但是对that’s my都能熟练地说出是谁的称呼。对aunt的发音还有待巩固。

Period 3

一、Organization: Sing a song.Greetings.二、Revision:

三、Presentation and practice

Step1, divide the class into two groups.Hold up one character mask.Have Ss in one group ask, “Who’s that?” encourage the other group to answer.“That’s(Tommy).”

Repeat with the other five masks.Step2, Use the same two groups.Give one student the Ann mask and have him or her stand at the front of one group.And do the same with a student from the other group and the Ken mask.Have the first group speak Ann’s part to ask.Have the second group speak Ken’s part and answer.Now have Ss turn to the top of page 42.Say, “Now we can read what we said.”

Step3, have Ss open their books.Explain that you will play a tape and they will hear something about Ann’s family.Play the tape one sentence at a time.Stop after each sentence.Have Ss touch the correct character in the picture.Play the tape again.This time have Ss number the pictures in the correct order.Step4, ask the class to recall the letters they have learnt.Now ask them to look at Uncle Booky’s ABC.Say, “Find the letters you know.Now look at the next letter.This is letter O.”

Write the letter Oo on the board.Then say, “This is letter O.can you find the word that begins with the letter O?” Check that Ss have found it.Step5, have Ss return to page 43.Display your copy of the page.Draw Ss’ attention to the row of pictures of words beginning with Oo.Play the tape, pointing to the matching picture of each word.Now replay the tape, and have Ss point to the matching picture in their books.Replay the tape, and have Ss say the words aloud.Step6, Repeat the procedure that was used to introduce the letter Oo.Step7, Homework

Color the letter Oo in one color and the others are in different colors.教学后记：学生较熟练地掌握了句型，但对于字母的认识和记忆有一定的难度，对单词还须拼写，学生掌握的不是很好，课后要多发时间去巩固。中下生更要训练认识字母的能力。

Period 4

一、Organization: Sing a song.Greetings.二、Revision:

三、Presentation and practice

step1, review the letters that we have learnt.Display your page.Point to each picture in turn, for example Octopus, O, O, octopus.Now play the tape.As Ss listen to each word, they should point to its beginning letter.Without the tape, have Ss point to each picture in turn and say the beginning sound.Have Ss trace the letters beside each picture.Step2, Have Ss find “Touch and say” on page 45.Display page 45 of your book and read the words in the speech bubble, pointing to each word.Have Ss repeat the words as you point to each one.Tell Ss that you will point to the character in the picture, and they will say the words for that character.Ss could also repeat the activity in pairs or small groups.Step3, Using picture or real object to review the following words: rat, rabbit, panda.Make sure Ss

can say these things when given a picture or a real object.Use flashcards and have Ss practise reading these words.Read the rhyme to Ss, pointing to each word.Play the tape for the whole rhyme and have Ss listen and point to the words and the matching pictures on the page.Play the tape again and have Ss join in, encouraging them to hum or clap with rhythm.Have Ss point to the pictures in their books as they listen to the tape again.They can also actions and act the rhyme out.Step4, Homework

Tell Ss they can color the pictures for “Match Ann’s family.”

教学后记：学生对剩下的单词掌握的较好了，但对于拼写还是须多下工夫，很多学生会与拼音混淆。把chant配上动作，学生较感兴趣，所以学的也较好，课后须巩固一下学生对复数s的发音，效果会更好。

Period 5

一、Organization: Sing a song.Greetings.二、Revision:

Chant it together.三、Presentation and practice

Step1, Uncle Booky’s storytime.T: we are going to listen to a story.Play the tape, ask Ss to listen to the story with their books closed.Have Ss to look for familiar words in the story.Have Ss read the story silently, encourage them to try to guess the meaning of unfamiliar words.Give them more time to listen and say.Step2, another family game.This game reviews the family vocabulary presented in this Unit and the structure “That’s my __.”

Divide the class into small groups.Have Ss take out their family drawings from lessen 1.Have each student in turn show their drawing and name each family member, “That’s my aunt” etc.Step3, Bingo

Use this game to review the character names, vocabulary, and letters introduced in Unit 4.Step4, Snap.This game reviews new vocabulary and letters introduced in Unit 1 through 4.it is best played in pairs.Ask Ss to take out their small flashcards for the words.Step5 Homework Have Ss do “Self-assessment” this part in pairs or in groups by themselves.教学后记：学生在找出相同句子的时候开始自己把认识的句子读出来了，对于这种学生给于奖励，鼓励其他学生也迅速找出学过的句子。这样学生对Uncle Booky’s storytime就学的较好，本节课着重训练了单词的拼写，效果比前几节课好。

第四篇：小学二年级英语教案2

Ⅱ.Lead in T: What’s your favorite animal /sport? S:...T: What’s your favorite food? Now let's learn something about food.板书

Module 9 Unit 1 I don't like meat.Look,(课件出示food的图片)结合图片教授新单词

rice, noodles, meat, sweets 每学一个单词都分组读一次，然后请再叫一列或两列同学接火车读。

there are so much food：noodles, rice, meat, sweets.How nice!I like food very much.Do you like food?

T: Who likes meat, stand up please and say: I like meat.Who likes rice, stand up please and say: I like rice.Who likes noodles, stand up please and say: I like noodles.Who likes sweets, stand up please and say: I like sweets Ⅲ.Little game “What’s missing?” Ⅳ.New lesson

1、老师通过先说自己喜欢的食物，再说不喜欢的食物，说不喜欢的食物时要结合动作，引出“I don’t like……” 句型。

2、同学们你们都喜欢这些食物。现在仔细听一听，看一看课文中那群聚餐的小朋友都喜欢什么，不喜欢什么。教师边说边放录音,让学生带着问题从录音中找寻答案。(听过两遍录音之后，学生跟读录音找出答案。)

3、让学生替换单

“I like ……”.“I don’t like……”

同桌之间互相介绍自己喜欢与不喜欢的食物，老师先和几个学生做好示范。

4、同桌之间练习

“„„for you.”—“No!I don’t like……” 然后请四组同学起来读。

5、Let’s play a game: Among these food, 你们喜欢哪些食物，不喜欢哪些食物。

I’ll ask some students to come here.For example: I say, noodles, if you like it, show me the happy face.If you don’t like it, show me the sad face.(请四个同学上来).The whole class introduce: HeShe likes… T: HeShe doesn’t like…

6、Read the test after teacher.Ⅴ.Blackboard design Module 9 Unit 1 I don't like meat.Meat noodles rice sweets I like… I don’t like… 教学反思：

第二课时

总课时数：授课时间： 课程名称：

I don’t like ginger.教学目标： 1．使学生能够用“

I don’t like„”来表达自己的喜好。2．学会单词

ginger、onion、ice-cream.教学重难点：

1.I don’t like„这一句型 2.Ginger、onion的发音 教学过程： Step1.Warm-up.全班一起进行游戏：单词大比拼。老师在黑板上画一个方格。在方格中央写上“food”一词，将全班分为四大组，四组轮流说出关于“food”的单词，不得重复前面已经说过的单词，说对一个得1分，最后，哪个组说得最多将获胜。Step2.lead-in

将所有的有关食物的小卡片放在一个盒子中，请一个学生到前面来取出一张卡片后用“I like„”或“I don’t like„”来表达自己的喜好.Review the words例如：学生取出单词卡“apple”或“I don’t like apples.”卡片中有“onion”与“ginger”当学生取出“onion”时，教授新单词“onion”,并对学生说：“I don’t like onions.What about you?”同样的方法学习“ginger、ice-cream”.(每个新单词卡片3张，以确保学生能拿到新单词。)Step3、New-text.出示SBUnit

2活动1的挂图，让学生听录音，试着理解课文。听之前教师将对话中出现的食物卡片贴在黑板上，让学生听录音，在Sam喜欢的图片下打“P”，不喜欢的则打“×”。检查学生的听力情况。Step4、Finish-task.完成运用任务2。教师放录音之前，先请学生仔细观察左右两边的图，然后教师放第一遍录音，让学生认真听后独立完成，然后再放一遍录音，让全班对答案。两人一组进行练习，一个人指上面的图模仿练习2的例句向另外一个人提问，完成后，可在全班进行展示。

2．完成运用任务1。在听录音之前，教师先请学生自觉地去看每一幅图，然后教师放录音，要求学生认真听，并用最快的速度找出与听到的句子相对应的图，同桌两个人比一比，看谁的反应快。两人一组进行练习，学生A说句子，学生B指图，然后交换角色继续练习。

3．完成运用任务3。请学生依次看清每一幅图后根据自己的喜好在图的右下角画“P”或“×”，要求学生在做的同时，自己在心中说：“I like„/I don’t like„”待所有学生都做完后，请几个学生到讲台向全班汇报自己的答案。Step5.Homework.教学反思：

Module3 单元教学目标：

①能听说认读peach、pear、orange、watermelon等水果单词。能够用I like „来表达自己对某种水果的喜爱，还能用“It tastes good”来赞扬自己喜欢的水果。

②对名词的单复数有初步的认识；对句型“Mike likes „”有进一步的认识。

③能够用Do you like „? What about „? 来询问别人的喜好，能用Yes, I do./ No, I don’t.来回答。教学重难点：

1.能听说认读peach、pear、orange、watermelon等水果单词。2.对名词的单复数有初步的认识。

3.单词banana、orange、fruit的认读。4.能在交际练习中进一步巩固句型 “Do you like „?

Yes, I do./ No, I don’t.”。教学课时： 2课时

第一课时

总课时数：授课时间： 课程名称：

Do you like bananas? 教学目标：

By the end of the lesson ,students should be able to : 1.Say the new words of food in English.2.Practice the dialogue on the textbook and use it properly in real situation.3.Express their likes and dislike correctly and confidently.4.Inspired to use English to solve real problems.教学重难点：

1.Vacabulary of food : tomatoes bananas...2.General questions :Do you/they like...? Yes I do/No I don’---教学过程： Step 1 Review

A.Dictation Unit 5 words

B.Students write the name of food they already know on paper.C.Students draw pictures of food and share them in groups.D.Students volunteer to present their pictures and words.E.Teacher summarize, and writes the words on board.Step 2 Learn the new words

A.Use pictures and guestures to introduce the words.B.Students learn to say the words with the help of pictures.C.Play a guessing game.Work in groups for four.Let student writes the name of food on a paper, and the others guess by asking questions.Teacher demonstrate first.Step3 Learn to talk about likes and dislikes A.Group work: four students make a group and talk with each other about their likes and disliks(Use the sentence structure: Do you like...? Does she/he like...?)B.Volunteers to present their dialogue.Step4 More practice

Work in pairs and find out your partners preference and disgust food.Teach a song “It's time for lunch”.Homework:

a.Copy the new words and try to learn them by heart.b.Make up a dialogue about like and dislikes food,then write it down in exercise book.教学反思：

第二课时

总课时数：授课时间： 课程名称：

Do they like apples? 教学目标：

①能听说认读peach、pear、orange、watermelon等水果单词。能够用I like „来表达自己对某种水果的喜爱，还能用“It tastes good”来赞扬自己喜欢的水果。

②对名词的单复数有初步的认识；对句型“Mike likes „”有进一步的认识。

③能够用Do you like „? What about „? 来询问别人的喜好，能用Yes, I do./ No, I don’t.来回答。教学重难点：

1.能听说认读peach、pear、orange、watermelon等水果单词。2.对名词的单复数有初步的认识。3.单词Banana orange、fruit的认读。

4.能在交际练习中进一步巩固句型“Do you like „? Yes, I do./ No, I don’t.”。教学过程： Step1:Warm-up

1、Let’s sing:《An Apple a Day》

2、Let’s chant:

Do you like pears? Yes!Yes!I do.（动作：点头，双手轻拍胸膛）Do you like peaches? No!No!Do you like apples? Yes!Yes!I do.（动作：点头，双手轻拍胸膛）Do you like oranges? No!No!I don’t.（动作：摇头，摆手）Step2:Presentation（课件呈现）

1、导入

Today, Mother Monkey, let Little Monkey go down the hill.Little Monkey is very happy.He comes to the farm.Wow, so many fruits!What can you see ?（生说，不会的可以用中文）Little Monkey will pick many fruits and invite us to his fruit party.But we must learn these words and pass his test.Do you have a lot of confidences? Let’s go!

2、Let’s learn（注意多给学困生机会，并多形式表扬）⑴学apple ①读单词。T: What’s this ? Ss: It’s an apple.② Practice with games.③用单词造句。

T: Make some sentences with

“apple”.（引导学生说：I have„/ I like„the apple is red/Where is the„/Do you like„/How many„can you see(do you have)?等句子。）

T: Look, I have „(出示实物)Ss: an apple.T: Yes, I have an apple.The apple is red.I like apples.Hmm(作吃状)，it tastes good.（学会tastes.）

⑵同样方法学peach、orange等，但注意画音节，让学生按音节来读、写、记单词。⑶跟光碟整体读所学单词；再让学生拿出准备的单词图片，先独立读，不会可以问同学老师，再在小组里读给大家听。⑷Play games

①猜谁消失了：老师将单词卡片打乱，随机抽出一张让学生猜。②传悄悄话：老师对一行的第一个学生的耳朵悄悄地说一个单词，让他或她转身也悄悄地给下一位同学„„一直传到最后一个同学，他或她就站起来大声说出单词，看是否对。③空中写：老师用手书空写单词，让学生猜。

3、Activities & practice（注意多给学困生机会，并多形式表扬）

T: Look, Little Monkey comes and examines you！①Riddles : 猜水果名称（抢答）

a.看着是green，吃着是red，吐出是black。

b.胖娃娃，没手脚，红尖嘴儿一身毛，背上浅浅一道沟，肚里血 红好味道。

c.黄金屋里装黄金船，黄金船坐黄金人，黄金人身上带甜酸。d.红红脸，圆又圆，亲一口，脆又甜。e.黄包袱，包黑豆，尝一口，甜水流。②Let’s play

师和一个学生先黑板示范，再让学生同桌互说指令，再画一画，说一说。T: Draw a watermelon.Color it green.学生画一西瓜并涂色，然后说： This is a green watermelon.③Make a survey

师和一个学生先示范，再让学生出座位找朋友做调查。T: Hello，Tan Jian , do you like pears? S1: Yes, I do.T: Do you like apples? S1: No, I don’t.T: What about watermelons?S1: Yes, I do.T: What about oranges?S1: No, I don’t.T: What about peaches?S1: No, I don’t.T: Thank you, bye.S1: See you.教学反思：

Module4 单元教学目标： 1.Sam likes T-shirts.2.He likes this T-shirt.3.Amy likes dresses.4.She likes this dress.5.学会表达他人及自己的喜好，并回答别人的问题。教学重难点：关于单三人称的用法，比如likelikes。教学课时： 2课时

第一课时

总课时数：授课时间： 课程名称：

Sam likes T-shirts.教学目标：

1.Sam likes T-shirts.2.He likes this T-shirt.3.Amy likes dresses.4.She likes this dress.教学重难点：

Likes 及第三人称单数,动词+S 教学过程：

（一）热身复习

1、师生表演chant---What do you like ?

2、通过看图片一部分猜的游戏复习物品方面的词（特别是衣单词）。如：bike apple coat dress等。在猜的过程中练习学过的 I like…Do you like? What do you like?等句式，为后面的学习作好铺垫。

（二）任务呈现

在猜的最后，教师呈现自己的任务：你们喜欢服装吗？本节课通过调查活动你们将有机会了解你的好朋友在服装方面的爱好，之后还要参加一个“优秀店员”的评奖活动。

（三）任务准备

1、课文导入你们喜欢漂亮的服装吗？我们的好朋友

Amy 和Sam也喜欢。让我们一起去看看他们喜欢哪些衣服。

2、课文学习

1）师读课文，学生自由说出听到单词或句子。教师引导学习T-shirt、dress等词。

2）学生听后回答Amy 和Sam都喜欢什么服装。通过学生的回答引出本节课的核心句子----Sam likes T-shirts.Amy likes dresses.并通过领读、点读、大小声读、换词说等多种形式进行练习。3）学生再听录音，圈出含有likes的句子，并引导学生读出相关的句子。

4）学生跟老师读课文，同时明确每句话的含义。5）学生自由读课文后进行分角色表演。

（四）任务完成

开展调查活动(运用学过的Do you like? What do you like?采访同学的喜好,最后用本课的核心句型介绍被采访的同学在服装方面的爱好。)

（五）家庭作业调查朋友的各方面爱好，下次上课时向全班同学汇报。教学反思：

第二课时

总课时数：授课时间：

课程名称：

He doesn ’

t like these trousers.教学目标：

He/She doesn`t like …Aa, Bb, Cc 的正确书写字母

教学重难点： doesn ’

t 的读法及运用

教学过程：

（一）热身复习

1、师生表演唱字母歌

2、看明星脸上的表情猜测喜欢的物品。如：

Yaoming

likes

this

bike.等。

（二）任务呈现

这些明星一会将到我们城市的饭店吃饭和去商店购物，我们将有机会

了解他们各方面的喜好。

最后我们还要参加一个

“

优秀店员

”的评奖活

动。

（三）任务准备 1、课文导入

通过上节课的学习，我们知道我们好朋友Sam选到了自己喜欢的服装。现在Sam 在开party,但是他却不高兴，为什么？让我们一起来听一听吧。

2、课文和韵律诗学习

1）老师读课文，学生说出不高兴的原因。教师引出核心句子 He/She doesn`t like …，并采用各种方式进行练习。2）再次听音，圈出不会的单词。如clothes、trousers、shoes等。教师帮助学生认读这些词，并采用多种方式进行练习。3）学生跟读课文，同时明确每句话的含义。4）学生自由读课文。

5）组织学生练习学生用书8页第2题。6）学习Chant.a.看图谈论物品，引出单词（apple, bat, car, cat）。

b.观察单词构成，并引导学生感悟单词第一个字母在单词中的发音，最后教师给予总结。

c.通过听音跟说、自由练说、加动作声音说、表演说对Chant进行学习。

d.通过教师示范写、学生书空写和本上描摹写等多种方式进行字母

Aa, Bb, Cc的练习。

（四）任务完成

1、开展“我是小小创作家“的活动。即鼓励学生将课文中的韵句进行改编，可以利用人名、水果、动物来进行改编。

2、开展最佳店员的评选活动。点菜活动或购物活动（屏幕上呈现各式各样的菜，一人是店员，一人是厨师。客人先照菜谱，选择其中的

四种食物说

I like ……

及

I don’t like….，而店员不能要求客人停顿或

重复，只能凭借记忆，之后去厨师那里说出客人对食物的喜好。这时他要使用句子He/She likes….及He/She doesn’t like….厨师则必须按照店员的叙述，边重复对方的话。客人听说得正确时要说，Yes, I like….听到错误时则说Sorry, I don’t like….要求学生们都努力成为最佳店员。）教学反思：

第五篇：二年级英语教案

Lesson54

吕云

教学内容：FunTime

教学目标：能听，说，会读句子：No pain,no gain。能整体感知课文大意，并简单表述。培养学生热爱劳动的精神，反对不劳而获。

教学重点：No pain,no gain.教学难点：用自己的话复述全文。

教学时间：4月29日

教学过程：

（一）Warm-up

复习本单元单词及一些关于季节的句子。

（二）FunTime

1看图，整体感知课文。

请同学说说你看到了什么？（小鼹鼠和小猴子的故事）具体看1到6幅图，说一说。可加一些修饰性的词语，如：第一幅，一个阳光明媚的早晨，住在一棵大树上的两只小动物（小鼹鼠和小猴子）收到了小天使给的礼物：两粒种子。以此类推。3 教师提示一些单词：

seed 种子pick 找出peanut花生peach 桃子delicious 美味的hungry饿的师生共同总结，解决一些有问题的句子。思考:冬天到了，为什么小鼹鼠有吃的，而且很快乐。而小猴子的近况却是饥寒交迫？

学生分组讨论每组汇报讨论结果解决小猴子的问题。

出示第七幅图的句子：No pain,no gain.，解释：一份耕耘，一分收获。联想：

把“一份耕耘，一分收获”用运到我们的生活学习中。8 请同学试着复述课文。

（三）Conclusion:

通过小鼹鼠和小猴子的故事，我们知道了热爱劳动的重要性，且学到了这样一个真理：一份耕耘，一分收获。让我们大声地对自己说No pain,no gain.。

(四)Homework:

回家向家长讲述鼹鼠和猴子的故事，并告诉他们你学到的真理。

(五)Boarddesign:

Lesson54

No pain,no gain

.一份耕耘，一分收获。

教学反思： 教师给予评价。