（精品）新牛津（绿色上教版）二年级下册《英语》教案（全册打包）.rar

TitleUnit1 Farm animalsStyleNew lessonTeaching AimsLanguage focus:Asking Wh-questions to find out specific informationAbout a farm e.g.What do you see?Using the simple present tense e.g.I see a duck.Using imperatives to give simple instructions e.g.Draw the cow on the paper.Language skills:Listening:Locate specific information in response to questionsLocate specific information in response to simpleInstructionsSpeaking:Use modeled phrases to communicate with other learnersOpen an interaction by eliciting a responseUse modeled phrases to communicate with other learnersMain&Difficult PointsMethodsDirect way CommunicationTimesOne weekAidsComputer,tape,picturesTeaching ProcessBlackboard design:Part OnePre-task preparation1.Show some toy farm animals or pictures of farm animals.Ask students if they can name them in Chinese.2.Show the class the wallchart for page3.Point at the animals and say their English names for students to listen to.Then repeat for them to follow.3.Ask what comes from a hen?What can we make from sheeps wool?4.Show a picture of a cow.Ask What animal is this5.Draw an outline of a cow on the blackboard.Ask the students what you are doing?Then ask them what you are drawing on the blackboard.6.Ask Can you draw a cow?Give the students a few pieces of paper each.Say Today well learn to draw some animals.While-task procedure1.While pointing to your eyes say.What do you see?Then pointing to your ears say,What do you hear?Get the students to point to their own eyes and ears while repeating the questions after you.2.Put up the wallchart for page3.Tell a story.3.Open the Students Book to page3.Play the cassette tape to let students hear the correct pronunciation of the sentences.4.Let the students look at the pictures in their Students Book and in pairs practice the language.Monitor their pronunciation.5.Teach the students to draw a cow on the paper.Make sure they understand the meaning of drawing a cow on the paper.6.Show toy animals and say Draw the.on the paper.e.g.bird.You may need to teach them to draw it.Play the cassette tape.Let the students listen to the instructions Draw the cow on the paper.and Draw the duck on the ground.Ask the students to repeat and mine the actions.7.Invite individual students to act out the scene.Post-task activitiesAsk the students some more questions about the picture:What colour.?Do you like?2.Ask students to make the correct noise for each animal in the picture.3.Make fuzzy paper sheep.Draw the outline of a sheep on the board or on paper for each student.Students draw or cut out the outline of the sheep.Then help them glue cotton wool balls onto the sheeps body.4.Divide students into pairs.Have one student give the instruction and the other mime the action.Then let them change roles.5.Invite pairs of students to act out the dialogue to the class.Students vote for the best pairs.7.Ask some students to draw a pig on the blackboard.The rest of the students choose which drawing they like best.HomeworkTeaching notesPart2Pre-task preparation1.Hold up the picture card for each of the farm animals and ask the students to make the appropriate noise.2.Show the class the wallchart for page3.Point to the animals and have students call out the names to check if they can identify the animals correctly.While-task procedure1.Hold up the picture card for each farm animal and ask the students to say the animals name.2.Repeat the above procedure with other students,but this time show the word cards as well.Read the words for students to follow.3.Put the wallchart on the board and the word cards face down on the desk.Ask individual students to come up and choose a word card to put next to the appropriate animal on the wallchart.4.Get the students to open the Students Book to page4.Play the cassette tape for students to listen to native speakers saying the vocabulary while they look at the pictures in their own books.5.Put the picture cards for the farm animals in different positions of the classroom.Give each group slip of paper with one of the farm animals written on it.Each group tries to find the appropriate picture in the classroom.Once every group has found their position,ask the groups,Which animal are you?Ask each group to imitate the sound their animal makes and say,What can you hear?Post-task activitiesDraw a large outline of a barn and explain what it is.Tell students that if they can read the names of the farm animals that you write next to the barn,you will write their names on the barn.ConsolidationWorkbook page3:Match and write the correct number in the box.Workbook page4:Draw lines to help the little animals find their mothers.Homework:Teachers note.Part3.Pre-task preparation1.Imitate some animals sounds and ask students to guess what animals they are.2.Randomly put the picture and word cards on the board.Get students to put the correct words and pictures together.Revise the names of the animals by reading the word cards together.See who can read all of the words by themselves.3.Flash the picture cards and word cards for cow,duck,pig,hen to check that students remember the words.4.Ask various students to point to each picture and say I see a.5.Ask students to imitate the sounds and actions the animals make.6.Hold up a toy animals and say,Ive got a.It goes.While-task procedure1.Open the Students Book to page5.Ask them to read out the names of them animals on the right.2.Point to the first picture and play the recording(the noise made by a sheep.)Put one hand to your ear and ask What do you hear?to elicit I hear a sheep.3.Tell the students to tick the correct answer in the box.4.Repeat steps 2 and3 for the rest of the choices.5.Go around the class to check students answers.6.Get the students to open their Students Books to page 6.Ask the students to call out the names and sounds of the animals in the four pictures.7.Read the story slowly to the class.Ask Who has got a?What goes?Who has got four eggs?Then read the story.8.Play the cassette for the story.Students listen and follow in their books.9.Divide the students into groups of four and ask them to act out the story.Once they have had time to practice,invite some to act in front of the class.Post-task activities1.Let the students play a guessing game in pairs.They can take turns to make an animal sound and to guess what the animal is by saying,I hear a.2.Play a game called Duck,Duck,Hen.This is best played outdoors.Get students to sit in a circle.Choose a student to walk around outside the circle tapping each classmate on the head while saying,Duck,duck,duck hen!When the student who is tapped hears hen,he/she must quickly get up and chase the tapper,who has to try to sit down where the hen was sitting.3.Divide the class into pairs and encourage them to compose another verse by substituting the farm animals in the story with any other animals that they know the sounds of,e.g.dog,cat,sheep.Help the less able students while you walk around the classroom.4.Invite some students to act out their new story.ConsolidationWorkbook page3:a Colour the word in the puzzle.b Trace the letters.Homework:Teachers note.TitleUnit 2 In the circusStyleNew lessonTeaching AimsLanguage focus:Using imperatives to give simple instructions e.g.Come here,Spotty.Using nouns to identify animals e.g.bear,elephant,monkey Using connectives to link two adjectives e.g.She is little and while.Asking Wh-questions to find out specific information About a person e.g.Who is she?Language skills:Listening:Locate specific information in response to simple Instructions.Identify key words in an utterance by recognizing stressSpeaking:Use modeled phrases to communicate with other learnersPronounce words properlyLearn the names and sounds of the letter P p,Q qPronounce correctly words in connected speech by linkingWords together and using appropriate stressMaintain an interaction by providing information inResponse to factual questionsMain&Difficult PointsMethodsDirect way CommunicationTimesOne weekAidsComputer,tape,picturesTeaching ProcessBlackboard design:Part OnePre-task preparation1.Revise the classroom instruction language students have learnt,e.g.Stand up,please.Ask the students to listen and act.2.And do a motioning hand action.Students3.Say Come here,.(students name).Invite some students to stand with you.You can give them a hint to make sure they understand the meaning and do the correct action.4.Say Thats the door.Go there.Make sure students understand by pointing to the door.Say Go there.(students name).Then say Come back,.(students name).5.Invite some students to do the actions to the various.6.Show a picture of a circus.Ask students if they have ever been to one or have seen one on television.Discuss what you can see at a circus.7.Show the students picture cards.Point to the pictures and tell students the names for the animals in English.Repeat for students to follow.While-task procedure1.Have the class listen and move their hands according to your instructions,Come here.Go there.Come back.Repeat several times.2.Open the Students Book to page 7.Play the cassette.Ask students to listen and repeat.3.Divide the class into pairs to practice acting out the instructions.In each group,one student gives instructions and the other does the actions.Then let them change roles.4.Put up the wallchart for page8.Tell a story something like this:Guess where father took May to celebrate her birthday?To the cricus1May had never been to one before,but she had seen one on television.She was surprised to see so many animals.Do you know what animals she saw?5.Divide the class into pairs.In pairs the students take turns to ask each other about the animals in the picture,Then they change roles.Let a few pairs practice in front of the class.The class can decide which pair is best at pretending they are at the circus.Post-task activities1.Play a game:Who is the quickest to respond?Divide the class into eight groups.Ask all the students to act according to your instructions.The group with the most students to act the quickest,wins a point.2.Play Simon saysusing the instructions taught in this lesson in addition to the more familiar ones.3.Teach the students the following fun rhyme.Get five students to stand at me front.Ask the rest of the class to repeat after me:Five little elephants stand in a row,Five little elephants say hello.oh,says one elephant,Four little elephants stand in a row Four little elephants say hello.4 Keep changing the animal to give the next five students a turn if time permits.HomeworkTeaching notesPart2Pre-task preparationPut on the blackboard some picture of animals found on a farm and at a circus.Ask students to come up and circle the animals they would find at a circus.While-task procedure1.Say Guess the animal.It is fat.It is black and white.It like to eat bamboo.What is it?2.Hold up a toy panda or show the picture card and slowly say the word panda.Students listen and repeat.3.Point to the panda and ask What is it?What colour is it?Is it big?Is it fat?4.Repeat the steps with the other five words,i.e.elephant,bear,tiger,monkey,horse.5.Open the Students Book to page 9.Play the cassette tape for students to listen to the correct pronunciation.Ask students to point to the relevant pictures and repeat the words.6.Put up the picture and word cards on the board in random order.Ask individual students to come up and rearrange them by putting the word cards below their corresponding picture cards,as shown in their Students Books.Post-task activities1.Before the class,draw an outline of a horse,elephant and bear face onto pager.Photocopy and enlarge to make a mask for each student.The students cut out the nose,mouth and eye holes.Then they colour the mask.Punch holes on the sides and put a piece of string through each hole and knot it.Tie the string at the back to fit the students head.Tell students to get into groups and pretend they are at the circus.Members of the group take turns being the animals(wearing the masks)and the audience.2.Write the six animal names on the board in pairs(elephant/house,monkey/panda/tiger/bear).Clap your hands while reading the three pairs of words.Then invite students to clap and read together.Quicken the pace as the students get more familiar with rhyme.ConsolidationWordbook page 6:a Underline the correct word for each animal.b What is it?Join the dots and say the word.Homework:Teachers note.Part3.Pre-task preparation1.Put up the word cards for this unit on the left hand side of the board and their corresponding picture cards on the right hand side but in a random order.Put a word card next to the corresponding picture card and ask Is this right?2.Encourage students to come up and put the rest of the word cards next to the correct picture cards.Repeat until all the words have been reviewed.You may need to remind students of the word rabbit.3.Say Guess the animal.It is big and brown.What is it?4.Say Today well guess an animal riddle.While-task procedure1.Get students to open their Students Books to page 10.Play the cassette tape for students to listen and follow.Encourage students to repeat after the tape.2.Ask Who is she?to elicit She is a rabbit.3.Practice reading the riddle once or twice with the students.They should point to each line as you say it.Walk around to see if they are able to follow the sequence correctly.4.Get the students to open their Students Books to Page 11.Point to the pictures and ask the students to name the animals.5.Read the words of the song slowly as you point at the pictures.Repeat two lines at a time,stopping for the students to repeat after you.6.Play the cassette tape for students to listen and follow.Repeat until the students are familiar with the words and the tune.Post-task activitiesa.Divide students into groups of three.Ask each group to choose one animal from the four pictures.i.e.horse,elephant,panda,tiger,and compose another riddle.b.Invite the groups to read their riddles to the class.The rest of the class guess what the animal is.ConsolidationWordbook page7:Cross out(x)the animal that is different in each row.Trace the letters in the correct word.Homework:Teachers note.TitleUnit 3 My roomStyleNew lessonTeaching AimsLanguage focus:Using imperatives to give simple instructionse.g.Close the window,please.Using the simple present tense to indicate factsUsing possessive adjectives to express possessionUsing introductory Thereto express factsLanguage skills:Listening:Locate specific information in response to simpleinstructions Speaking:Use modeled phrases to communicate with other learnersMain&Difficult PointsMethodsDirect way CommunicationTimesOne weekAidsComputer,tape,picturesTeaching ProcessBlackboard design:Part OnePre-task preparation1.Point to or use hand gestures to illustrate door,window and room,Say the words.2.Point to an open window and say the command Close the window,please.Ask a student to close the window.following your instruction.3.Point to a closed door and say Open the door,please.A