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二年级英语下册课件精华9篇

2024-03-18 12:09:06 二年级英语下册课件 二年级下册课件 下册课件

【#实用文# #二年级英语下册课件精华9篇#】在老师日常工作中,教案课件也是其中一种,老师在写教案课件的时候不能敷衍了事。形成切实可行的教案有助于教师掌握教学进度。与“二年级英语下册课件”有关的主题是本文的主要研究方向,希望我分享的经验能够让您避免一些错误!

二年级英语下册课件 篇1

一、Greetings.

二、Presentation.

Step 1,

Review.

Review the sentence patterns and vocabulary presented in Grade 1.

T: Can you chant: An elephant can walk, walk, walk walk.??

Have students change the other words for it.

Step2,

Model the dialog.

Present the flashcard for “see”。 Hold up the flashcard and model the word for students, have them repeat it for you.

Repeat the procedure for “walk, climb, listen and read.”

Hold up your mask for Mocky and say, “I can walk.” Point to your legs and walk around the classroom.

Repeat the sentence and add, “Can you?”

Now hold up the mask for Ann and say, “Yes, I can.”

Have students say the sentences after you.

Use the mask and repeat the procedures. Let students ask and answer.

Step3

Talk about the story.

Have students open their books at pages 50 and 51. Ask these questions about the pictures.

Picture 1/2: What can Mocky do?

Picture 3/4: What happens to Mocky?

Picture 5: How is Ken helping Mocky now?

Picture 6: What happens to Ann?

Picture 10: What are Mocky, Ann and Ken doing now?

Step4,

Story.

T: We are 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 oin to the next picture.

Explain that people often say “Be careful.” And “Look out.” When someone is going to do something dangerous. “It’s all right.” Means thay you think you can solve the problem. “What’s the matter?” is another way of asking what is wrong.

Step5,

Homework

Encourage students to tell the story to their families.

三、 教学后记

对于基本句子很单词同学们都能认读,但是课文掌握并不是很理想,一些句子的阅读有些困难,需要继续加强。

二年级英语下册课件 篇2

本课是《义务教育课程标准实验教科书-英语》(仁爱版)九年级 Unit4 Spaceships are mainly controlled by computers 第三课时Section C。本单元的话题是从科学技术展开,从谈论神州系列卫星进而涉及到电脑科技在航天领域的应用。本课时是本话题的第三课时,为阅读课,在整个话题中有承上启下的作用。本节课的内容由飞船的成功运行联想到电脑科技,再由电脑发送、接收邮件又回到它在日常生活中的运用,进而更深刻地认识到电脑的利与弊。其中的内容贴近生活、时代感强,对激发和培养学生的爱国主义情感起到了积极的促进作用。同时还可以让学生学会用辩证的观点去看待事物。本话题的`主要语法是宾补,其中涉及到形容词、名词、介词短语以及分词作宾补的用法为学生较难掌握的一个模块。(在上一堂课已集中讲完)

知识和技能:1). 掌握词汇及短语:(no) doubt, tiny, cancel, connect, for instance;

2). 提高学生的阅读能力;

3). 能够将所学的关于电脑的知识转化为语言运用能力。

2).通过复述课文内容,对所获得的信息进行转换,并能有条理性、逻辑性地表述出来。

2.提高学生对正确使用电脑的判断力。

确立教学目标的依据:

依据新课程标准的理念,把发现学习作为本课的教学设计的理论依据。以问题呈现的形式,让学生将所学知识发现梳理出来。以能力培养为主线,重视学生对知识形成过程的理解和把握。通过预习作业的布置,引导学生不断探究发现,既可获得知识又获得了学习能力和方法。

本节课围绕电脑的用途这一话题展开,以段落纲要为主线,提取关键词,使原本较为复杂的课文变得条理清晰,较为浅显易懂,还能让学生掌握一定的阅读技巧。同时,把所学内容与日常生活相结合,有效地起到了学以致用的作用,让教材真正为教学目标服务。

1)从知识层面上看:本课的重点在于让学生了解并能谈论电脑的用途,同时从实例中归纳总结出宾语补足语的用法。

2)从能力层面上看:本课的重难点在于如何让学生将阅读中所获取的知识转化为语言来表达观点。

3)从情感层面上看:本课的重点在于激发并培养学生的民族自豪感并能初步运用辩证的观点去看待电脑这一事物,进而得出应正确使用电脑这一结论。

本节课的教学对象是农村普通中学的九年级学生,大部分学生对英语学习的自信心不足,尤其在说的能力和深层理解能力方面较薄弱,同时他们的课外知识面较窄。但学习动机一旦被激发,且所学内容的难度适合,他们的参与热情会被激发,能够在教师的帮助下策划、组织和实施英语学习活动。经过七、八年级两年的学习,学生的认知和分析水平较之前有了进一步的提高,并且英语的学习习惯已经形成,能对给出的话题展开讨论,简单地发表自己的看法。但他们在把握段落的主旨大意及口语表达、信息重组的能力上还有些欠缺。九年级的学生己有一定的信息素养,可以从书本、电视、网络等多媒体获取信息,特别对感兴趣的事物有较强的获取信息的欲望。只是对信息的加工、提取、运用的能力还有待提高。

为了顺利完成教学目标,更好地突出重点,突破难点,根据学生对电脑是了解及喜好我设计了以下教法和学法。

围绕“阅读”这一实践活动,以“谈论”为主线,使课堂教学各个环节条理清晰、目标明确、层层递进、步步深入。在英语阅读教学中,教师要有意识地引导学生关注阅读文章精彩的构思和语言词汇的地道表达,并有针对性地进行写作训练,要求学生在写作中加以运用。这样,不仅能有效地提高学生的阅读理解能力,巩固所学的英语知识,还能举一反三,把所学的知识运用到英语写作中去,达到一举两得的效果。

Step One: Warming up and Reviews

1、Review the key sentences in Section A and Section B.

2、Brainstorm. Talk the computers

二年级英语下册课件 篇3

1. Warm-up Choose two children to come to the front of the class. Have one child hold up a flashcard and ask, “What are these?” and the other child answer, “They’re ?” After they have presented three cards, choose two more children and repeat the procedure.

Pin up one of the six flashcards. Move away and point to the flashcard. Say, “What are those?” Elicit the correct answer.

2. Plurals

Hold up the beans flashcard. Ask, “What are these?” Make sure the children say the final /s/ in They’re beans.

Explain to the children that, when we talk about more than one thing, we usually add an s at the end of the word.

Draw one tomato and one mushroom on the board. Point to the tomato and have the children say tomato. Then hold up the flashcard and have them say tomatoes, emphasizing the final /s/ sound.

Repeat the procedure for mushroom/s/.

3. Words to learn

Display your copy of the page. Play the tape once. Point to the picture of each vegetable as it is named.

Play the tape again. Have the children touch the correct picture as they hear each vegetable’s name.

Without the tape , read the words together. Encourage the children to touch each word as they say it.

Read the names again, and this time have the children repeat the words

4. Listen to this

Talk about the pictures first.

Play the tape, pausing after each pair of sentences. Have them repeat Ken’s question, then point to the correct vegetables.

5. Teach the song

Use the flashcards of the vocabulary being reviewed.

Practice the structures “Are these ?? Yes, they are. / No, it isn’t.” with the flashcards.

These new structures will prepare the children for the song.

Tell the children they are going to learn another song. Read the words aloud to the children , pointing to each word as you do so. Play the song. Encourage the children to sing along and to clap in time.

6. Set homework

Tell the children you want them to sing the song to their families. Read the new words by themselves。

四、教学后记  听力部分学生们能够迅速找出答案,但对于单词朗读这一部分同学们还是有些困难,认为 单词较长,而且比较难读。应多加强单词阅读次数。

二年级英语下册课件 篇4

Module5

Unit1

Aims:

1.知识目标:playtime, sad, skip(ping), hide-and-seek, clap(ping) games, She is…They are…

2.技能目标:听说:playtime, sad, skip(ping), hide-and-seek, clap(ping) games:能听懂发生在校园课间中的故事;大声跟读课文。

3.情感目标:快乐游戏,参与今日英语游戏:clapping games.

4.学习策略:学生能利用英语儿歌或歌谣的方式更积极地开口表达英语,更流利地发音。

Important and difficult points:

1. 感受现在进行时态与一般现在时态动词的形态变化V-ing,同时能区别is, are在人数变化时的运用;

2. 积极听、说、跟读课文

Teaching methods:

1. TPR教学法

Teaching preparations:

1.准备:课件,CD-ROM,奖励用贴纸

2.游戏教学法

将课文中的clapping games较好地在学生中间推广。

Teaching Procedures:

Step1. Warm up

T: Let’s sing a song. ”I’m listening to music.”

T: Let’s say a chant. “What are you doing?”

T: Hello boys and girls! Ss: Hello teacher.

T: Glad to meet you! Ss: Glad to meet you, too!

T: How are you, today? Ss: I’m fine. Thank you. And you?

T: I’m fine too. Thank you. Sit down, please!

T: Who knows? What day is it today? S1: It’s Wednesday.

Yes, clever. Sit down.

T: What’s the weather like? S2: It’s sunny.

Very good. Sit down.

Step2.Review

T: Please review words

T: Everyone, stand up. Please listen and do the actions. OK, now listen to me. (draw a picture, jump, play football)

T: What are you doing? Ss: I’m ……

T: Please hurry up! Sit down your chair. Please sit well and listen to me.

Step3. Free talk

T: 英才学校为了让小朋友们更健康地学习,开设了一个playtime,在我们学校也有一个playtime, What’s playtime? Guess please! Do you like this playtime?

Ss:游戏时间。

T: 在我们学校可以叫做大课间。It’s our time to play games and do exercise.

T: In the playtime. Amy finds Fangfang is sad, why? Let’s see it, together? Please open your books at page 18.

T: First, listen and find new words. Show CD.

T: Who can say new words? (sad, hide-and-seek, seek, hide, skip, clap). 教读单词。复习现在分词的构成。

T: Please look these questions.下面我们要带着问题进入课文学习。T: Listen and repeat. (边跟读边讲解)

T: Fangfang刚才有些不高兴,那你们现在知道为什么了吧?

Ss: No one is playing with Fangfang.

T: 那现在她高兴了吗?Ss: Yes, she is happy.

T: Listen and repeat again.

T: Please read the story.

让学生自读课文。齐读课文

T: Everyone read the story. (It’s playtime.)

T: Boys is Amy. Girls is Fangfang.

T: Second, who can answer the questions. Show questions

(listen, sing, watch, dance, talk, read, write, eat, drink, jump, play, run)

Step4.Consolidations

1.Show problem sentences,for “they” write activity 3 games.

引出重点句型,人称代词they

2. Look at some photos and learn to say the games.

Practice “What are they doing? They’re……”

展示图片,学生练习句型

Ss practice activity 3. What are they doing? They’re……

Step5.Play games.

设置一个活动时间。

1. T: This is playtime, you can play games.

T: What are you doing? S1: We’re…

T: What are they doing? S2:They are ……

2. 出示课件图片练习句型。

T: 我们以前也学习过第三人称询问什么的句子,那我们来看看。

Step6.Drills:

今天我们学习了5个新单词,(sad, hide-and-seek, seek, hide, skip, clap).

一个询问某些人正在做什么活动的问句。

(What are they doing? They are ……)

Step7.Homework

T: Look at our homework.

(1) Repeat Module 5 Unit 1 three times;

(2) In playtime, try to Introduction student’s games.

Blackboard

Module 5 Unit 1

Lingling is skipping.

sad seek-seeking

hide-and-seek hide-hiding What are they doing?

skip-skipping They’re……

clap-clapping

Unit2

一. 教学意图:

本节课的学习内容为外研社出版的新标准英语一年级起点第四册第五模块第二单元What are you playing?一课,这是本模块的第三课时。本节课主要复习句式(1)What are they playing? They’re… Can I help with you? Yes, you can. (2)What am I playing? Are you…及skipping/clapping /hide and seek等活动的单词。通过网络,学生自主听读Chant, 并拓展句式Where are they? They are in the playground. What are they playing? Some are…Some are… 同时拓展听读与课文知识相关的对话,拓展句式 Do you like…? What do you like? Let’s…拓展听读英语小故事,提高学生的听力,增强学生的语感。最后学生在教师指导下合作进行看图说话,初步培养学生的语言迁移能力及发散性思维。从 中也更进一步发展了学生自主听、说及协作学习语言知识的能力.

二. 教学目标分析:

1. 语言知识目标:

单词: skipping, playing hide-and-seek,playing clapping games ,playground

句型: What are they playing? They’re…

Can I help with you? Yes, you can.

What am I playing? Are you…

扩展句型:Where are they? They are in the playground.

What are they playing? Some are…Some are…

Do you like…? What do you like? Let’s…

2. 语言技能目标:

l 能听、会说词汇skipping, playing hide-and-seek,playing clapping games ,playground

l 听、说并能理解、运用本课句子What are they playing? Where are they? They’re… Some are…描述他人正在做的事情.

l 通过引导学生根据与课标内容相关的PPT图片及关键词句进行看图说话,初步培养学生在key points辅助下口语表达及语言迁移运用能力。

l 通过让学生借助网络资源自主听、说与课文知识相关的英语故事,不断增强英语语感及提高听力,同时也进一步提高了运用网络资源辅助学习的意识及能力。

3.思想情感目标:

通过本课学习,进一步激发学生学习英语的兴趣及参与课堂学习的积极性,并在合作学习中,逐步培养学生相互协作学习的意识。从中也渗透如何合理安排学习与娱乐,并处理好两者之间的关系。

4. 教学重点及难点:

教学重点:用现在进行时态来描述他人现在正在进行的活动。

教学难点:理解和感知现在进行时的意义。熟练地运用所学的单词、句式来描述他人现在正在进行的活动。

三. 教学对象分析:

本节课的教学对象为二年级学生。学生在电脑操作方面已有一定的基础,能按老师要求搜索到所要学习的资源。且此课之前学生也已掌握了部分游戏活动 的词汇: skipping, playing hide-and-seek,playing clapping games,five stones.及描述他人活动的句式 She’s…He’s…They are…具有较好的英语听、说能力,迁移运用英语的能力及发散性思维。

Module6

Unit1

Aims

1. Get students to grasp a new dialogue and some new words

2.Talking with“usually” and “...ing”

Focus

1.Key words: “usually, Sunday, help, it, thing, ill, him “.

2. Help students grasp the key sentences:

I usually help my father. But I‘m not helping him today.

Aids

Radio, cards, picture, CAI

Teaching Process

Teacher’s Activity

Students‘ Activity

Re-preparation

ⅠWarming up and Revision

1.Say hello to students.

2.Sing a song

ⅡLeading-in

I usually listen to music, but I‘m not listening to music today. Daming usually do many things. But he’s not doing them today. Why? Let‘s listen and find.

ⅢTeaching and Learning

1.Play the tape.

2.Ask some questions. On Sundays, Daming usually plays basketball/helps his father/rides his bike/does his homework. Is he playing/helping him/riding it/doing it today? Why? What’s he doing now?

3.Show the pictures and sentences.

4.Play the tape

ⅣFurther Development .

1. Look and Fill blanks

2. Practice in pairs.

ⅤHomework.

1. To all students:Make some sentences with”usually“and “-ing”,then draw them.

2. To a part of students: Make a dialogue and act it out.

1.Say“hello”to teacher

2.Sing and do the actions

Listen carefully, then listen to the tape.

1.Listen and point 2 times.

2.Answer questions.

No, he isn‘t. He’s ill.

He‘s watching TV.

3.Look and say.

4.Listen and repeat 2 times.

1. Look and say.

2. Show a dialogue.

频道小编推荐: |

二年级英语下册课件 篇5

Good afternoon everyone:

今天,我说课的内容是PEP教材BookⅡUnit4 B部分的Let’s talk。这部分教材的选用和设计都充分体现了语言的交际功能,突出语言教学的目的是为了应用,并运用语言来完成有实际目的的任务。

本课时的中心话题是“Can I have an apple , please ?”因为 A部分的Let’s talk已经教学了句型“Do you like pears ?”,给本课时的会话教学提供了铺垫。因此,本课时的功能主要是在此基础上,使学生能够根据自己的口味运用句型“Can I have …?”,表达自己想要什么水果的愿望,并能运用语言在实际情境中展开交际活动。

《英语新课程标准》是以学生的综合语言运用能力的发展水平为目标的,因此,我制定了这样的教学目标:

1、在会话中学习掌握新单词apple , bananas, strawberry , grages。

2、能听懂、会说Let’s talk部分的会话,并在生活实践情境中学习和运用句型“Can I have an apple , please ?”。

3、在情境中激发兴趣,培养大胆实践的精神;在交际中沟通情感,促进人际关系。

为了全面落实教学目标,我进行了以下的教学设计:

首先是Warm-up(热身)。

小学生生性好动,好奇心强。为了吸引他们的注意力,在Warm-up这个环节我准备了两个装有水果的箱子。

A箱中装有已学单词的水果(peach , orange , watermelon, pear)

B箱中装有要学单词的水果(apple , bananas, strawberry , grapes)

教师从A箱摸出一个水果,与一组学生合作,用句型“Do you like pears ?Yes , I do . /No , I don’t .”进行师生对话。

教师演示一个水果后,让学生在小组中自由开展对话。

等学生从A箱中摸出3、4个水果之后,教师可以将游戏引向B箱,这时,学生拿出水果,想说,但因为没学过,不会说,而遇到了困难,而这个困难适时地激发了学生想说,想学新单词的欲望,教师就可以利用这个机会在句型中渗透教学新单词(apple , bananas, strawberry , grapes)。

这个环节通过摸水果,激发了学生的学习兴趣,同时将教学过程过渡到第二个环节Presentation(新课导入)。

任务型语言教学是一种以任务为中心,以完成任务为目的的交际性教学模式。它主张创设一种接近实际生活的真实情境,让学生通过感知、体验、实践、参与和合作探究等活动方式学习和使用语言,培养学生语言实际运用的能力。

一开始,我就创设了这样一个情境:Look ! These children have a party at Miss White’s home . They are having fruits , now。以观看录像的形式,让学生整体感知对话,对即将学习的新句型有一个初步的印象。会话中的一部分句型在A部分的Let’s talk中已经教学过了,教学中可以截取其中一段录像,将重点句型反复多放几遍,让学生边看、边听、边说,领会句型大意。

接着,出示一些食物水果放在讲台上,对学生说:“Do you like fruits ? Do you want some fruits ?”,激起他们想要什么水果的欲望,再引导他们用句型“Can I have …?” “Certainly!”与教师进行交际。这样,做了一、两次示范以后,学生就能以Group Work的形式对这个句型进行交际训练。

英语是一种活动,通过活动让学生在情境中体验和参与交际的同时得到不同的.发展。因此,在设计Practise这个环节时,我力求满足不同类型不同层次学生的需求,使每一个学生的综合语言运用能力都得到发展:

首先,告诉学生:Fruits are so sweet ! And they are good to our healthy . There are many fruits in the English Supermarket . Let’s go to the Supermarket and have some fruits ! English Supermarket(英语超市)是我为了让学生的学习学以致用而创设的,根据每个单元教学内容的不同而设置相应的物品,本课时,我设置了水果、食物、饮料等物品,学生只要能够用本课时所学的句型进行表达,就能得到自己想要的物品。伴随着音乐,师生共同哼唱着歌曲《An Apple A Day》,与好友一起结伴共游English Supermarket。

由于学生语言水平存在着差异,到达English Supermarket之后,有教师加入的一组可以率先展开交际活动。如:“Do you like bananas ? Sorry , I don’t like bananas . ”“Can I have an apple , please ? Certainly!”等,给部分语言水平不高的学生作示范。对于这部分学生来说,他们的目标是能听懂教师这组的英语会话,并能模仿在自己小组开展交际活动。

但是部分语言水平较高的学生不用看示范也能自由组织语言进行交际。为了给这部分学生拓展语言提供发展的空间,我在超市的部分柜台上另外放置了一些食物、水果,引导他们联系实际,就地取材,自主组织语言,例如:“Do you like orange juice? Can I have some Coke , please? Can I have some French Fries , please? Certainly! Here you are .”等。这样就能使每个层次,每个类别的学生在下课的时候,都能这样说:“Learned this lesson , I feel get great gain .”

以上是我的说课,Thank you for your listening !

二年级英语下册课件 篇6

教学目标:

1. Learn new words:fork,spoon,chopsticks,juice,bread. Learn new structure: I want some….

2. Understand the whole passage and can act it out.

3. Arouse students’ interest in learning English.

教学重点:

Understand the whole passage and can act it out.

教学难点:

1. Understand the whole passage and can act it out.

2.让学生在听说唱玩的`动态学习过程中体验英语的快乐。

教学准备:

课件、单词卡片、文具用品等。

1.Greetings:

T: Good morning, boys and girls.

Ss: Good morning, teacher.

T: Do you like to play?

T: Do you like to sing?

T: Do you like to play games ?

T: Now.Let’s play a game.You should listen and judge.

Rules:

Say Yes, Yes, Yes if you think it is true.

Say No, No, No if you think it is false.

T: Look. They are tableware. They are food and drinks.

T: So many delicious food and drinks.Miss Zhao feels a little hungry.

Chant : Hungry,hungry,I am hungry. (Drill hungry)

T : I want some biscuits. What do you want ?

T: What are they doing ?

They are ______.

A: eating and drinking.

Now, Let’s watch the cartoon.

S : They are eating and drinking.

T : Is Sam hungry ? Let’s watch the cartoon.

T :Do they want 4 spoons ? Do they want a knife ?

T :Now,Let’s watch picture 2.

T : Read in different ways.

1.Song time :

Are you hungry? Are you hungry?

I’m hungry. I’m hungry.

I want some bread. I want some bread.

Do you want some bread? Do you want some bread?

Yes, please. Yes, please.

No, thanks. No, thanks.

I’m thirsty. I’m thirsty.

How about you? How about you?

2. Enjoy some delicious food and drinks.

Enjoy food and drinks, enjoy life.

Read P28 and act it out.

Try to say English to your parents:

I’m…..

I want some….

板书设计:

I’m hungry. I want some…

I’m thirsty. I want some…

Four spoons? Yes, please.

A knife? No, thanks.

二年级英语下册课件 篇7

《What’s she doing?》是新标准小学英语第四模块第二单元内容。在此之前,学生们已经学习了进行时态第一第二人称的疑问句和否定句,这为过度到本课题的学习起到了铺垫的作用。因此,本课题的理论、知识是对以前所学知识的小节,也是学好以后课题的基础,它在整个教材中起着承上启下的作用。

根据本教材的结构和内容分析,结合着二年级学生他们的认知结构及其心理特征,我制定了以下的教学目标:

1. 知识与技能目标: 掌握短语 playing a game , playing five-stones .

掌握句型 What’s she doing? What game are they playing ?

能够理解和朗读全文, 并能运用所学进行简单对话。

本着中小学英语新课程标准,在吃透教材基础上,我确定了以下教学重点和难点。

教学重点:能够掌握2个短语和句型What’s she doing? 并理解课文。

教学难点:能够理解运用句型What game are they playing ?

并在情景中自由表达语言。

为了讲清教材的重难点,使学生能够达到本课题设定的教学目标,我再从教法我学法上谈谈。

我们都知道英语是一门培养人的语言综合运用能力的更要学科。因此,在教学过程中,不仅要使学生“知其然”,还要使学生“知其所以然”。我们在以师生既为主体又为客体的原则下,展现获取理论知识、解决实际问题的思维过程。

考虑到二年级学生的现状,他们比较喜欢动一动,做一做,在周边熟悉的事物中运用语言,在情景故事中学习语言。所以我主要采取设置情景教学法和TPR教学法,让学生积极主动地参与到教学活动中来,使他们在活动中得到认识和体验,产生践行的愿望。教师应该通过课堂教学感染和激励学生,调动起学生参与活动的积极性,激发学生对解决实际问题的渴望,并且要培养学生以理论联系实际的能力,从而达到最佳的教学效果。基于本课题的特点,我还采用了以下的教学方法:

1. 直观演示法:利用图片等手段进行直观演示,激发学生的学习兴趣,活跃课堂气氛,促进学生对知识的掌握。

2. 活动探究法:引导学生通过创设情景等活动形式获取知识,以学生为主体,使学生的独立探索性得到了充分的发挥,培养学生的自觉能力、思维能力、活动组织能力。

3. 集体讨论法:针对学生提出的问题,组织学生进行集体和分组语境讨论,促使学生在学习中解决问题,培养学生团结协作的精神。

下面我具体来谈谈这一堂课的教学过程。

1、以唱的形式问好(让学生轻松进入课堂之中)。

2、唱课本P9歌曲 (结合动作放松的同时,也复习所学短语和第一人称句型。)

运用“Freeze”活动,学生先跟随教师复习短语,当听到口令“Freeze”,保持动作,教师接着问句型:What are you doing ? Are you ~ing ? I am ~ing ,you’re ~ing .(活动的.同时复习旧知,培养学习兴趣的同时自然倒入新课。)

师指一个女同学说,~~is a girl ,what’s she doing?引导学生先能对She is..句型有概念,然后在指男同学,尝试回答he is ~ing.

(由上节课演过的知识和教材开头的情景设置导入新课。一是概括了旧知识,引出新知识,温故而知新,使学生的未知欲望。这是教学非常重要的一个环节。)

练习中师问Where’s ~~~? 引导生回答She’s there.

在班级中师随便说人名Where’s ~~~? 生快速找出并回答。

2)Where’s Ling ling ? What’s Ling ling doing ?

3)Lingling is playing a game .(引出新短语的学习。)

Let’s play a game, hide and seek..

(游戏的目的在于操练新短语play a game,并联系句型单三人称的问答及Where’s ~~?综合操练,并引出课文中句型, she’ s playing a game with ~~~)

第二次游戏目的在于引出复数句型What are they doing ? 理解they, 并能回答。

4)通过照片练习they句型,出示拍手游戏图片,问生Do you want to play?

(目的在于游戏的过程中从they doing ?过度到What are they playing ?突破此难点我会用相机去拍下他们游戏过程的照片来操练,集中他们的注意力并激发兴趣来表达语言,突破难点。与此同时,课件的呈现来学习本课第二个短语 playing five-stones.)

5)We’re playing clapping games,What are Sam Amy Ling playing ? Listen.

(从我们的游戏中过渡到本课 带着问题第二遍听磁带,理解原文并尝试朗读,师纠正发音。)

出示四幅游戏图片,师先做示范,每组选一幅进行讨论,运用本课重难点句型并配合场景演绎。

(在演中让口语交际不那么枯燥,同时也检验本课的学习成果,可能这样的方式对于二年级孩子较为有难度,但在此我想做一个尝试。)

1 What are they playing ?

(课堂小结的目的是强化认识,可以把课堂传授的知识尽快地转化为学生的素质;简单扼要的课堂小结,可使学生更深刻地理解本课在实际生活中的应用,并且逐渐地培养学生形成良好的个性,并将本课重难点改编在歌曲中,便于生识记和运用。)

我比较注重直观地、系统的板书设计,并及时地体现教材中的知识点,以便于学生能够理解掌握。我的板书设计是:

1 2 3 4 What’s she doing ?

She is …….with…..

What are they playing ?

二年级英语下册课件 篇8

Unit2

【教学目标】

(一)知识与能力

1. 能灵活运用句型:Where is the …,please? 进行交流对话。

2. 能灵活谈论方位。

(二)情感与态度

挖掘课堂中的“兴奋点”培养学生运用英语表达自己的情感,积极参加课堂交流活动,激发学生学习英语的兴趣。

【教学重点】

运用Where is the …, please?礼貌地问路和指路。

【教学难点】

1. 准确区分并灵活使用方位词。

2.对本课所学的句型进行拓展运用。

【教学意图】

1.增加已学知识的复现率,培养学生对重点词汇和句子的认读能力。

2.通过小组学习,培养学生与他人合作的意识。

3.通过多种形式的活动激发学生的学习兴趣。

【教具准备】

1. 教材相配套的教学录音带

2. 五张写有地名的大卡片

3. 作为给学生奖励的小太阳,小星星等。

【教学过程】

Step 1.Warming-up

1. Free Talk

教师走到学生中间,和学生用英语谈论上节课所学内容,并自由延伸。

(设计说明:Free Talk是学生喜爱的一项活动,只有通过师生、生生间大量的语言交流,才能培养学生用英语交际的能力。课堂上的Free Talk是培养学生听说能力的有效方式。)

2. 老师准备五张卡片,上面写上一些名程,如下图:

老师请五个同学到台前来,分给每个人一张卡片,让学生把卡片高举,以便让其他同学也能看得到,然后教师告诉学生准备到达的目的地,学生就需要根据老师说的,讲出从自己的卡片所指的站到目的地的正确路线。如:

T: The zoo is next to the park.

S:(student with the “zoo”card moves next to the student with the “park”card.)

T: The station is in front of the zoo.

S:(student with the “station”card moves in front of the student with the “zoo”card.)

(设计说明:热身阶段采用全身反应法,不仅营造了英语学习的氛围,让学生快速进入英语学习的状态,而且为学习新授知识做了铺垫。)

Step 2 1. 教师和学生一起热身之后,教师给学生看下图,请学生大胆猜一猜图中的男孩、女孩和服务员在说些什么,如果学生猜不出来,教师就带学生一起走进课文,看看他们到底说了些什么呢?

(设计说明:用讲故事的方式,把学生引入课堂氛围,形式新颖,高效)

2.教师放录音,让学生认真看图听录音,听男孩、女孩和服务员之间的对话。教师播放第二次录音,学生边听录音边看书,同时用笔勾画出课文中的生词和词组,根据上下文猜猜每个生词和词组的意思。

(设计说明:放录音,给学生创设真实的语境,让学生从中接受语言信息,激发学生学习的兴趣,吸引学生的注意力,培养他们良好的学习习惯。)

3.老师把学生勾画出的生词生字,总结一下写在黑板上,和学生一起先猜猜生字词的意思,然后给学生进行解释,注意纠正学生的发音。

(设计说明:老师根据学生的实际认知情况,有针对性的进行教学,不仅大大提高了课堂效率节约了时间,而且不易使学生感觉“烦”,产生厌学情绪。)

Step 3 Practice

1.比比看谁的反应快且准。

老师和学生配合,示范做出下列动作:

over there(point into distance)

straight on(point straight ahead)

in front of(point directly in front )

next to (point by side )

on the left (point left)

on the right (point right)

接下来,老师说出一些方向,让学生根据刚刚演示的,用动作表现出来,如果动作太慢或者动作做错了,就被淘汰,比比看谁的反应速度快而且动作准。如:

T: in front of

S: point directly in front

(设计说明:让学生在轻松愉快的练习中学习方位词,同时,培养学生的竞争意识,鼓励学生学习英语的兴趣和信心,积极参与语言实践活动。)

Step 4: Learn to say the text.

老师再次播放课本40页的录音,每句话后停顿,请学生模仿跟读,要及时注意纠正学生的语音语调。在学生跟读期间,教师要把本单元的新单词着重给学生讲解,注意学生的发音,及时矫正。

(设计说明:此部分可以采用小组开火车、男生女生比音高等多种方式来练习,这样可以调动学生的学习热情,调节课堂气氛。

Step 5 :Activity

1. 老师让全班表演对话,男、女生与老师分别扮演男孩、女孩和服务员,也可以请三个同学一组表演对话,最后请几组同学到台前来表演展示,下面的同学当评委,给 在台上表演节目的同学打分,看看哪个小组的同学表情动作自然丰富,演技佳,语音连贯,语调准确,那么这个小组的同学就是今天的“表演之星”,老师给予这组 同学以物质奖励,同时,也要给其他参加表演的同学适当的精神和物质奖励。

(设计说明:教师创造情景给学生参与的机会,培养学生主动参与以及小组合作的意识。同时给予学生适度的奖励,这样可以大大激励学生的学习积极性,体现赏识教育的价值。)

2. 老师鼓励学生用课本第二部分的句型,同桌两个人一组进行替换练习,如:

S1: Excuse me. Where is the school,please?

S2: Go straight on .Turn left. It’s on the left.

S1: Thank you very much!

S2: You are welcome.

(设计说明:反复练习本单元的重点句型,加深学生对所学内容的印象。)

Step 6 :Learn to say the chant

1.老师播放课本41页的“CHANT”部分,让学生听韵句,老师和学生一起跟着旋律跟唱,可以辅以夸张的语气和生动的肢体语言。

(设计说明:教师鼓励学生边唱边表演,对表现很棒的同学,老师可以让他当小老师带领全班同学说唱,这种设计不仅可以激发同学们的学习积极性,同时培养学生主动参与和遵守交通规则的意识。)

2.老师把全班学生分成两组,一组同学代表单词“left”,一组代表单词“right”,老师再放录音,告诉学生当听到他们所代表的单词时就站起来,当播放的句子没有同学们所代表的单词时,全班同学都站起来,然后坐下。如:

Tape: look left.

Left group:(stands up)

Tape: look right.

Right group:(stands up)

Tape: A car is coming, so start again.

Ss:(all stand up then sit down.)

(设计说明: 通过此练习,培养学生对本单元知识的快速反应能力。)

Step 7 :Homework

1. 和小组同学复述并表演本单元的对话。

2. 回家把今天学到的“chant”说给爸爸妈妈听,还可以当小老师交给你们的爸爸妈妈;当你和家人出行时你可以尝试用你学过的英语给大家指路哦!他们一定会为你的进步感到高兴的。

(设计说明:在强调培养学生语言运用能力的同时,培养学生的自主学习能力和创造性思维能力。)

附:Bb design(板书设计)

Where is the toilet, please?

It’s…

频道小编推荐: |

二年级英语下册课件 篇9

twentieth(20th)/'twentɪəθ/第二十(的)

twenty-first(21st)/ˈtwenti: fə:st/第二十一(的)

twenty-third(23rd)/ˌtwentɪ'θɜ:d/第二十三(的)

1、询问别人具体日期的句型及回答。

例:问:When is Children’s Day?

句型结构:

问:When is +某人的+birthday?

例:问:When is your grandma’s birthday?

答:Her birthday is on June 16th.

在英语中,“几月几日”可以先说“月”,再说“日”,其中“日”要用序数词。

如果要表示某年某月某日,通常按照“月、日、年”的顺序。

June 1st,

读法是:June first, two thousand and fourteen

一,二,三。特殊记。

八去t,九去e,ve要用f替。

整十基数变序数,ty变成tie。

th最后加上去!

Unit Four When is Easter?

第四单元 复活节是什么时候?

When is Mother's Day?

母亲节是哪天?

It's on the second Sunday in May.

它在五月份的第二个星期日。

Happy birthday, Mum!

妈妈,生日快乐!

Thank you.

谢谢。

When is Mid-Autumn Day this year?

今年的中秋节是什么时候?

September 27th.

是9月27日。

What do you usually do on Mid-Autumn Day?

你们在中秋节通常做什么?

We eat mooncakes. My family will also eat a birthday cake.

我们吃月饼。我的家人还吃生日蛋糕。

A birthday cake for Mid-Autumn Day?!

中秋节吃生日蛋糕?!

My cousin's birthday is on Mid-Autumn Day this year!

我堂弟今年的生日在中秋节!

Cool!

There are some special days in April.

在四月份有一些特别的日子。

What are they?

是什么?

April Fool's Day and Easter.

愚人节和复活节。

When is April Fool's Day?

愚人节是哪天?

It's on April 1st.

它在4月1日。

And Easter?

复活节呢?

It's on April 5th this year.

在今年的4月5日。

Wow! I love April!

When is your birthday?

你的生日是哪天?

My birthday is on April 4th.

我的生日是4月4日。

That's my mother's birthday, too!

那也是我妈妈的生日!

Cool! What will you do for your mum?

真酷!你将为你妈妈做什么?

I'll cook noodles for her.

我要为她做长寿面。

Chinese noodles are delicious!

中国的面条很美味!

Please come then. We can have a birthday party for both of you!

请那时候过来。我们可以为你们两个举办生日派对!

The singing test will be on May 4th.

歌唱比赛是5月4日。

I can't sing well.

我唱得不好。

Don't worry. Practice makes perfect.

不要担心。熟能生巧。多练习就好了。

Will you come to the party? Today is Rabbit's birthday.

你来参加派对吗?今天是兔子的生日。

Sorry, I can't. I want to practise my song.

抱歉,我去不了。我想练习唱歌。

Will you play football with me after lunch?

你午饭后要和我一起踢足球吗?

Sorry, I can't. I want to practise the song.

抱歉,我踢不了。我想练习唱歌。

Let's watch TV together. The show is very funny!

我们一起看电视吧。表演很有趣!

Sorry. I need more practice.

抱歉,我需要多多练习。

Good job, Zoom.

祖姆,唱得好。

Thank you, Miss Bird.

鸟小姐,谢谢。

I'll go swimming tonight. Will you go?

我今晚要去游泳,你去吗?

Of course!

一、找出不同类的单词。

( ) 1.ok B. make C. delicious

( ) 4.A. Monday B. November C. December

三、选择最佳答案填空。

( ) 1. --_______ is the sports meet?

--It’s in June.

( ) 2. My birthday is ______ December 30th.

( ) 3. August is the ______ month of a year.

( ) 4. Mother’s Day is on the _______Sunday in May.

( ) 5. _______ is on January 1st.

( ) 6. Chen Jie will _____noodles _____ her mum.

( ) 7. There are some special days _____ April.

( ) 8. There are _____ cows on the farm.

( ) 9. When is the ______ contest?

( ) 10. Today is _______ birthday.

A. Great.

B. It’s April 1st.

C. It’s on November 6th.

D. Thank you.

E. I usually eat a birthday cake with my friends.

( ) 1.When is your father’s birthday?

( ) 2.Happy birthday, Mum!

( ) 3.Let’s cook noodles together!

( ) 4. What do you often do on your birthday?

( ) 5. When is April Fool’s Day?

二、1.third 2.fourth 3.eighth 4.ninth 5.twentieth

三、1.B 2.A 3.C 4.B 5.C 6.B 7.A 8.B 9.A 10.B


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