二年级英语教案 unit5 he’s my father2（北师大版）
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| 名称 | 二年级英语教案 unit5 he’s my father2（北师大版） |  | |
| 格式 | rar | ||
| 文件大小 | 15.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 北师大版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2009-10-20 14:34:00 | ||
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Unit5 He’s my father.
Lesson 1
⑴教学目标
① 知识目标：Who’s he/she He’s/She’s my … .
②能力目标：Listen, say and talk.
③情感目标：鼓励学生大胆开口说英语，培养学生的自信心。
⑵教学重难点：Introduce your family.
⑶教学过程：
1. Introduce he and she
Ask one of the girls, “What’s your name ” Elicit ,“My name’s （Diana）.”Say to the rest of the class, “She’s （Diana）.”Have the children repeat the sentence after you.
Repeat the procedure with one of the boys, substituting he’s for she’s.
Explain that we use he for males and she for females.
Repeat the question, “Who’s that ” a few more times, indicating different girls and boys in the classroom. Make sure the children use the correct pronouns when they answer.
Have the children practice asking and answering the question in pairs.
2. Introduce his and her
Ask a girl to give you her pen. Say, “This is her pen.”
Repeat the procedure for pencil, but this time ask a boy. Substitute his for he.
Explain that we use the possessive form his for males and the possessive form her for females. Point out that the possessive form my does not change.
Repeat the procedure for eraser, pencil box, pencil sharpener and book.
3. Talk about the story
Student Book pages 50 and 51
Say to the children, “Open you books.” Have them find pages 50 and 51.Ask these questions about the pictures:
Picture 1: “Who is Ken greeting ”
Picture2/3: “Who dose Mocky meet ”
Picture4/5 “Who else does Mocky meet ”
Picture6/7: “Who do you think owns the rooms ”
Picture9: “Who is Kate ”
4. Story
Student Book pages 50 and 51
Say, “Now we’re going to hear what the characters said.”
Have the class look at the pictures in their books as you play the tape.
Play the tape again, and encourage the children to say the words.
Choose children to play the roles of the characters in the story. As you play the tape again, have children role play the dialog.
5. Set homework
Tell the children that you want them to use the structure This is my (pen) with their families.
6. 教学反思
Lesson 2
⑴ 教学目标:
①知识目标：Who’s he/she He’s/She’s my … . That’s my … .
father, mother, brother, sister, grandmother, grandfather, uncle, aunt
②能力目标：Listen, say and talk.
③情感目标：乐于探究学习，对扩展活动感兴趣。渗透尊老爱幼的思想品德。
⑵教学重难点：Will able to introduce your family.
⑶教学过程：
1. Warm-up
Have the children hold up their family pictures, standing opposite each other in pairs.
Have one child indicate a family member in the other child’s picture and say “Who’s that ”
Have the other child answer: “She’s/He’s my (sister).” Check that the answers are appropriate.
Now have the children reverse the roles.
2. Learn to say
Student Book page 52
Have the children look at the pictures at the top of page 52.
As you play the tape, have the children touch the matching pictures.
Replay the tape played, point to the words one at a time.
Without the tape, read the words together. Have the children touch each word as they say it.
Play the tape again without stopping. Have the children say the words along with the tape.
3. Listen to this
Student Book page 52
Play the first pair of sentences on the tape.
Explain that you want the children to touch the correct picture.
Display your copy of the page. Point to the first character. Ask the question,“ Who’s that ” Try to elicit the answer, “She’s Kate.” Then point to the boat and say, “That’s her book.” Encourage the children to disagree.
Point to the computer and say, “That’s her computer.” The children should agree.
Repeat for the other four pairs of sentences. Make sure the children are all touching the correct pictures.
Play the tape again, stopping after each statement. Have the children drew a line form the character to his or her object.
4. Let’s sing
Student Book page 53
Read the words to the children, pointing to each word.
Play the song form the beginning. Encourage the children to touch the words in their books as they sing along.
Play the song again. This time, ask all the children to sing along and to clap in time.
Divide the class into two groups. Each group in turn sings two lines, and the whole class joins in the last line.
Lesson 3
⑴教学目标:
①知识目标：Who’s he/she He’s/She’s my … . That’s my … .
②能力目标：Listen, say and read.
③情感目标：培养良好的英语学习习惯。
⑵教学重难点：sounds and letters.
⑶教学过程：
1. Warm-up（Language drill）
Give each child paper and pencils to draw a picture of someone they like. Ask them to stand in a circle and hold up their pictures.
Choose one child and practice like this:
Q: Who’s he/she A: He’s/She’s … .
Q: What’s his/her name A: His/Her name’s ….
When the child answers correctly, move on to a second child. The first child asks the questions and his or her neighbor answers.
2. Talk together
Read the words for each picture aloud, pointing to each word on your page as you read.
Read the words again more slowly. Encourage the children to touch each word as you say it.
3. Listen and match
Call out a （a computer, a car, a bike, a boat）and have children touch the corresponding picture.
Play the tape, have the children write the number in the small box beside each picture.
Play the tape again. This time have the children check the numbers they have written.
3. Learn the new the letters
Write letter Ss on the board. Have the children find the word that begins with S in Uncle Booky’s ABC. Check that the children have found it.
Say,“sun”,have the children touch the matching pictures in their books.
Repeat the procedure used to learn Tt, Uu, Vv
Play the tape, pointing to the matching picture of each word.
Replay the tape, and have the children say the words aloud.
Practice the letters and words one by one.
4. Set homework
Trace over the new letters in Uncle Booky’s ABC.
5.教学反思：
Lesson 4
⑴教学目标:
①知识目标：Who’s he/she He’s/She’s my … . That’s my … .
②能力目标：Listen, read and write.
③情感目标：乐于在生活中用所学的英语进行交际。
⑵教学重难点：The correct writing of the letters.
⑶教学过程：
1. Write the letters Ss, Tt, Uu and Vv
Student Book page 56
Say, “Watch me write the letter S.” stand with your back to the class.
Write S in the air, using large arm movements. Have the children write the letter in the air with you.
Repeat the procedure for the small letter s.
Have the children turn to page 56 and trace over the capital Ss. On the next line, they should write some capital Ss by themselves.
repeat the same procedure for Tt, Uu and Vv.
2. Listen for S, T, U and V
Student Book page 56
Display your copy of the page. Point to each picture in turn and say the matching word and its beginning sound (for example, jeep, jeep, jeep).
Now play the tape. As the children listen to each word they should point to its beginning letter.
Without the tape, have the children point to each and say the beginning sound.
Have the children trace the letters beside the pictures.
3. Uncle Booky’s Blackboard
Student Book page 57
Hold up the He’s drill card and read it to the children. Repeat the procedure with the He is drill card. Explain that both structures mean the same thing. Repeat the last three steps for She’s and She is.
Have the children display their own family pictures.
Move around the classroom and ask the children questions about their individual families(“Who’s that ”, “Who’s he/she ” ). Elicit, “He’s/she’s my(mother).”
Put the children in pairs and have them ask and answer questions about their families.
Now pin up your sheet of drawings of the boat, etc. Using the That’s, my, his, and her drill cards, follow the procedure outlined above. Use all possible combinations as you hold up the different cards and point to the appropriate objects.
Have the children say the words along with you as repeat the procedure, this time using the flashcards.
Have the children open their books at page 57. Model the structures on Uncle Book’s Blackboard by reading them to the class.
Have the children repeat the words after you in a class drill.
4. Touch and say
Student Book page 57
Display your copy of page 57 and draw the children’s attention to the “Touch and say ” section.
Point to each character and say the appropriate sentences, for example, She’s my mother. That’s her car.
Have the children say the sentences with you as they touch the correct pictures. Make sure they first touch person and then the object.
If time allows, repeat the activity in pairs or small groups.
5.Set homework
Explain to the children that you want them to tell the story in Lesson 1 to their families.
6. 教学反思：
Lesson 5
⑴教学目标:
①知识目标：Who’s he/she He’s/She’s my … . That’s my … .
②能力目标：Read and chant.
③情感目标：在活动和歌谣中体会学习英语的乐趣。
⑵教学重难点：Chant fluently along with the music.
⑶教学过程：
1. Review
Pin up the two sheets of drawings from Lesson 4, and read out to the children, pointing to the pictures as you read them.
Have the children repeat after you.
Point to the pictures and elicit the correct words from the children.
2. Trace and match
Display your copy of the page.
Point to the picture of Ann in the center of the page. Ask,“Who’s she ” Elicit the answer, “She’s Ann.”
Explain that Ann is talking about her family. Read the words,“She’s my mother. That’s her car.”Point to the words as you say them.
Have the children say the words as you repeat them, touching each word in their books.
Now ask the children to find Ann’s mother and her car on the page in their books.
Repeat the procedure for the rest of Ann’s family.
Explain that now you want the children to draw a line from each character to the words that she says.
Have the children trace over the dotted lines on the page and color the picture.
3. Let’s chant
Use pictures or real objects and review the following words: tea, taxi, Uncle Booky, salad, violin. Make sure the children can say these things when given a picture or a real object.
Use flashcards and have children practice reading these words.
Read the rhyme to the children, pointing to each word.
Play the tape for the whole rhyme and have children listen and point the words and the matching pictures on the page.
Play the tape again and have children join in, encouraging them to hum or clap with rhyme.
Have the children point to the pictures in their books as they listen to the tape again. They can also add some actions and act the rhyme out.
4. Homework
5. 教学反思：
Lesson 6
⑴教学目标:
①知识目标：Who’s he/she He’s/She’s my … . That’s my … .
②能力目标：Listen, read and say.
③情感目标：乐于探究，对英语读物感兴趣。
⑵教学重难点：Catch the main idea of the story.
⑶教学过程：
1. Warm-up
Chant together along with the music and do the actions.
2. Uncle Booky’s Story time
Look at the picture and listen to the tape first.
Try to guess the meaning of the new words.
Listen again and catch the meaning from the teacher.
Read out the story.
3. Blackboard Game
Divide the class into two teams and have them stand in two rows, facing the blackboard. Explain that you will call out a word. The first child in each team must then rush to the blackboard and draw a matching picture on the board. For example, if you say pen, the children should draw a picture of a pen. Emphasize that the child who finishes drawing first wins a point for his or her tea. At the end of the game, point to each drawing in turn and elicit its English name.
4. Self-assessment
Have the children do this part in pairs or in groups by themselves. Children should assess themselves according to their own situation.
They should be encouraged to compare their results with and learn from each other.
In the first activity, tell the children to look at pictures and help Ann to complete the sentences. Have them compare their results with each other.
In the second activity, have the children work in pairs and circle all the letters they have learned. Have them compare their results with other groups, and read out what they have found.
5. 教学反思：
21世纪教育网 -- 中国最大型、最专业的中小学教育资源门户网站。 版权所有@21世纪教育网
Unit5 He’s my father.
Lesson 1
⑴教学目标
① 知识目标：Who’s he/she He’s/She’s my … .
②能力目标：Listen, say and talk.
③情感目标：鼓励学生大胆开口说英语，培养学生的自信心。
⑵教学重难点：Introduce your family.
⑶教学过程：
1. Introduce he and she
Ask one of the girls, “What’s your name ” Elicit ,“My name’s （Diana）.”Say to the rest of the class, “She’s （Diana）.”Have the children repeat the sentence after you.
Repeat the procedure with one of the boys, substituting he’s for she’s.
Explain that we use he for males and she for females.
Repeat the question, “Who’s that ” a few more times, indicating different girls and boys in the classroom. Make sure the children use the correct pronouns when they answer.
Have the children practice asking and answering the question in pairs.
2. Introduce his and her
Ask a girl to give you her pen. Say, “This is her pen.”
Repeat the procedure for pencil, but this time ask a boy. Substitute his for he.
Explain that we use the possessive form his for males and the possessive form her for females. Point out that the possessive form my does not change.
Repeat the procedure for eraser, pencil box, pencil sharpener and book.
3. Talk about the story
Student Book pages 50 and 51
Say to the children, “Open you books.” Have them find pages 50 and 51.Ask these questions about the pictures:
Picture 1: “Who is Ken greeting ”
Picture2/3: “Who dose Mocky meet ”
Picture4/5 “Who else does Mocky meet ”
Picture6/7: “Who do you think owns the rooms ”
Picture9: “Who is Kate ”
4. Story
Student Book pages 50 and 51
Say, “Now we’re going to hear what the characters said.”
Have the class look at the pictures in their books as you play the tape.
Play the tape again, and encourage the children to say the words.
Choose children to play the roles of the characters in the story. As you play the tape again, have children role play the dialog.
5. Set homework
Tell the children that you want them to use the structure This is my (pen) with their families.
6. 教学反思
Lesson 2
⑴ 教学目标:
①知识目标：Who’s he/she He’s/She’s my … . That’s my … .
father, mother, brother, sister, grandmother, grandfather, uncle, aunt
②能力目标：Listen, say and talk.
③情感目标：乐于探究学习，对扩展活动感兴趣。渗透尊老爱幼的思想品德。
⑵教学重难点：Will able to introduce your family.
⑶教学过程：
1. Warm-up
Have the children hold up their family pictures, standing opposite each other in pairs.
Have one child indicate a family member in the other child’s picture and say “Who’s that ”
Have the other child answer: “She’s/He’s my (sister).” Check that the answers are appropriate.
Now have the children reverse the roles.
2. Learn to say
Student Book page 52
Have the children look at the pictures at the top of page 52.
As you play the tape, have the children touch the matching pictures.
Replay the tape played, point to the words one at a time.
Without the tape, read the words together. Have the children touch each word as they say it.
Play the tape again without stopping. Have the children say the words along with the tape.
3. Listen to this
Student Book page 52
Play the first pair of sentences on the tape.
Explain that you want the children to touch the correct picture.
Display your copy of the page. Point to the first character. Ask the question,“ Who’s that ” Try to elicit the answer, “She’s Kate.” Then point to the boat and say, “That’s her book.” Encourage the children to disagree.
Point to the computer and say, “That’s her computer.” The children should agree.
Repeat for the other four pairs of sentences. Make sure the children are all touching the correct pictures.
Play the tape again, stopping after each statement. Have the children drew a line form the character to his or her object.
4. Let’s sing
Student Book page 53
Read the words to the children, pointing to each word.
Play the song form the beginning. Encourage the children to touch the words in their books as they sing along.
Play the song again. This time, ask all the children to sing along and to clap in time.
Divide the class into two groups. Each group in turn sings two lines, and the whole class joins in the last line.
Lesson 3
⑴教学目标:
①知识目标：Who’s he/she He’s/She’s my … . That’s my … .
②能力目标：Listen, say and read.
③情感目标：培养良好的英语学习习惯。
⑵教学重难点：sounds and letters.
⑶教学过程：
1. Warm-up（Language drill）
Give each child paper and pencils to draw a picture of someone they like. Ask them to stand in a circle and hold up their pictures.
Choose one child and practice like this:
Q: Who’s he/she A: He’s/She’s … .
Q: What’s his/her name A: His/Her name’s ….
When the child answers correctly, move on to a second child. The first child asks the questions and his or her neighbor answers.
2. Talk together
Read the words for each picture aloud, pointing to each word on your page as you read.
Read the words again more slowly. Encourage the children to touch each word as you say it.
3. Listen and match
Call out a （a computer, a car, a bike, a boat）and have children touch the corresponding picture.
Play the tape, have the children write the number in the small box beside each picture.
Play the tape again. This time have the children check the numbers they have written.
3. Learn the new the letters
Write letter Ss on the board. Have the children find the word that begins with S in Uncle Booky’s ABC. Check that the children have found it.
Say,“sun”,have the children touch the matching pictures in their books.
Repeat the procedure used to learn Tt, Uu, Vv
Play the tape, pointing to the matching picture of each word.
Replay the tape, and have the children say the words aloud.
Practice the letters and words one by one.
4. Set homework
Trace over the new letters in Uncle Booky’s ABC.
5.教学反思：
Lesson 4
⑴教学目标:
①知识目标：Who’s he/she He’s/She’s my … . That’s my … .
②能力目标：Listen, read and write.
③情感目标：乐于在生活中用所学的英语进行交际。
⑵教学重难点：The correct writing of the letters.
⑶教学过程：
1. Write the letters Ss, Tt, Uu and Vv
Student Book page 56
Say, “Watch me write the letter S.” stand with your back to the class.
Write S in the air, using large arm movements. Have the children write the letter in the air with you.
Repeat the procedure for the small letter s.
Have the children turn to page 56 and trace over the capital Ss. On the next line, they should write some capital Ss by themselves.
repeat the same procedure for Tt, Uu and Vv.
2. Listen for S, T, U and V
Student Book page 56
Display your copy of the page. Point to each picture in turn and say the matching word and its beginning sound (for example, jeep, jeep, jeep).
Now play the tape. As the children listen to each word they should point to its beginning letter.
Without the tape, have the children point to each and say the beginning sound.
Have the children trace the letters beside the pictures.
3. Uncle Booky’s Blackboard
Student Book page 57
Hold up the He’s drill card and read it to the children. Repeat the procedure with the He is drill card. Explain that both structures mean the same thing. Repeat the last three steps for She’s and She is.
Have the children display their own family pictures.
Move around the classroom and ask the children questions about their individual families(“Who’s that ”, “Who’s he/she ” ). Elicit, “He’s/she’s my(mother).”
Put the children in pairs and have them ask and answer questions about their families.
Now pin up your sheet of drawings of the boat, etc. Using the That’s, my, his, and her drill cards, follow the procedure outlined above. Use all possible combinations as you hold up the different cards and point to the appropriate objects.
Have the children say the words along with you as repeat the procedure, this time using the flashcards.
Have the children open their books at page 57. Model the structures on Uncle Book’s Blackboard by reading them to the class.
Have the children repeat the words after you in a class drill.
4. Touch and say
Student Book page 57
Display your copy of page 57 and draw the children’s attention to the “Touch and say ” section.
Point to each character and say the appropriate sentences, for example, She’s my mother. That’s her car.
Have the children say the sentences with you as they touch the correct pictures. Make sure they first touch person and then the object.
If time allows, repeat the activity in pairs or small groups.
5.Set homework
Explain to the children that you want them to tell the story in Lesson 1 to their families.
6. 教学反思：
Lesson 5
⑴教学目标:
①知识目标：Who’s he/she He’s/She’s my … . That’s my … .
②能力目标：Read and chant.
③情感目标：在活动和歌谣中体会学习英语的乐趣。
⑵教学重难点：Chant fluently along with the music.
⑶教学过程：
1. Review
Pin up the two sheets of drawings from Lesson 4, and read out to the children, pointing to the pictures as you read them.
Have the children repeat after you.
Point to the pictures and elicit the correct words from the children.
2. Trace and match
Display your copy of the page.
Point to the picture of Ann in the center of the page. Ask,“Who’s she ” Elicit the answer, “She’s Ann.”
Explain that Ann is talking about her family. Read the words,“She’s my mother. That’s her car.”Point to the words as you say them.
Have the children say the words as you repeat them, touching each word in their books.
Now ask the children to find Ann’s mother and her car on the page in their books.
Repeat the procedure for the rest of Ann’s family.
Explain that now you want the children to draw a line from each character to the words that she says.
Have the children trace over the dotted lines on the page and color the picture.
3. Let’s chant
Use pictures or real objects and review the following words: tea, taxi, Uncle Booky, salad, violin. Make sure the children can say these things when given a picture or a real object.
Use flashcards and have children practice reading these words.
Read the rhyme to the children, pointing to each word.
Play the tape for the whole rhyme and have children listen and point the words and the matching pictures on the page.
Play the tape again and have children join in, encouraging them to hum or clap with rhyme.
Have the children point to the pictures in their books as they listen to the tape again. They can also add some actions and act the rhyme out.
4. Homework
5. 教学反思：
Lesson 6
⑴教学目标:
①知识目标：Who’s he/she He’s/She’s my … . That’s my … .
②能力目标：Listen, read and say.
③情感目标：乐于探究，对英语读物感兴趣。
⑵教学重难点：Catch the main idea of the story.
⑶教学过程：
1. Warm-up
Chant together along with the music and do the actions.
2. Uncle Booky’s Story time
Look at the picture and listen to the tape first.
Try to guess the meaning of the new words.
Listen again and catch the meaning from the teacher.
Read out the story.
3. Blackboard Game
Divide the class into two teams and have them stand in two rows, facing the blackboard. Explain that you will call out a word. The first child in each team must then rush to the blackboard and draw a matching picture on the board. For example, if you say pen, the children should draw a picture of a pen. Emphasize that the child who finishes drawing first wins a point for his or her tea. At the end of the game, point to each drawing in turn and elicit its English name.
4. Self-assessment
Have the children do this part in pairs or in groups by themselves. Children should assess themselves according to their own situation.
They should be encouraged to compare their results with and learn from each other.
In the first activity, tell the children to look at pictures and help Ann to complete the sentences. Have them compare their results with each other.
In the second activity, have the children work in pairs and circle all the letters they have learned. Have them compare their results with other groups, and read out what they have found.
5. 教学反思：
21世纪教育网 -- 中国最大型、最专业的中小学教育资源门户网站。 版权所有@21世纪教育网