哪个专业就业前景好-个人培训总结

辽师大版快乐英语二年级




第一课
【教材分析】学生已经学会了26个英文字母，并且
已经懂得英文字母的 书写要求。从本课起，学生要在
原有基础上，学会句子的书写方法，要明确句子的书
下册教案< br>

写要求。因此，从本课开始，教师除了让学生能够“四
会”即听说读写 句型外，还应布置大量的句子让学生练
习抄写。这样，才能使学生尽快实现从汉语拼音书写
过渡 到英文句子书写的转变，在英语句子书写要求中，
对于大小写及标点符号的使用与汉语拼音句子书写不< br>同，教学中要格外注意。
Teaching aims:
Knowledge aims:
1. Enable the Ss to use the sentence patterns freely
in real life: Today we have two new students.I’m
from ….
2. Enable Ss to understand and speak the
characters’ names and the countries: Tom,
Takuya, Yuan Yuan, Joker, England, Japan,
Australia.

3. Make sure students can listen, speak, read and
write the new sentence patterns: I’m Helen.I’m in
Class1.
Ability aims:
1. To develop the students’abilities of speaking and
listening.
2. To train the students’ ability of working in groups.
Emotion aims:
1. To improve their culture feelings about other
countries by learning the flags.
2. To develop the students’interest in English.
Important points and difficult points:
1. Make sure Ss can not only use the sentence
pattern “I’m Helen.I’m in Class1.”freely, but also
write them correctly.

2. To train Ss express the countries correctly by
using the pattern “ I’m from ….”
make Ss understand the differences between
student and students.

Teaching aids：
PPT photos recorder tape
Teaching methods:
1. Student-centered teaching
2. Task-based learning
3. Communication through learning
Teaching procedure
Step1. Lead in
1. Make greetings.
flags

T: Hello, children. How about your holiday? Do you
have a good time?
Ss：Yes!
T: Do you miss me？
Ss：Yes!
T: Really?(夸张语气)
Ss: Yes!(声音十分响亮)
T: Me too. Nice to see you again, Group1!
G1: Nice to see you, too.
T: How are you, Group 2?
G2: I’m fine, thank you.
T: Glad to see you, Group 3!
G3: Glad to see you, too.
T: Good morning, Group 4!
Ss: Good morning, Miss Li.

2. sing a song: Letter Song
T: Would you like to sing a song with me?
Ss: Yes.
T: Thank you . OK. Letter Song.
……
3. Free talk.
T: Today is our first class. So we’ll learn Lesson…
Ss: One.
T: Great. Lesson One.(板书)

Step 2. Presentation, drills and consolidat
ion

1. Listen, Read and Write
T: Do you remember the old friends about 《Fun
With English》? Now let’s visit them.

Who is she?
Ss: Linda.
T: Good memory. Who is she?
Ss: Yuan Yuan.
T: That’s right. Now look at me.(老师带上头饰扮演
Yuan Yuan) I’m Yuan Yuan. I’m in Class 3. I’m from
China.
Can you translate them into Chinese?
S1: “我是圆圆，我是三班的，我来自于中国。”
T：Wonderful. Give your group 1 mark. We’ve learnt
the patterns before. But we don’t know how to write.
Today let me introduce how to write the sentences.
1. 开头字母要大写，第一人称单数“I”永远大写。
2. 句末要有标点。英语中句号为“.”即实心点，而汉语
则是“。”空心点。

3. 像class 这样的单词，当后面有具体数字表达具体
班级的时候要注 意class的大写状态，并且数字相
当于大写字母，要求数字与class 中的大写字母“C”
要写一样大，既高矮一样。
4. 强调单词之间要保持一个小写字母“a”那样大的距
离，以保证在辨认上不相混淆。
5. 以四线三格为基本书写格式。
T：Now you can have a try to write the sentences
like me. Let me see which group is the most careful.
……
T: Oh, I have to give every group 1 mark. You are all
careful. Today we have two new friends. New
friends, old friends. Do you understand? They are
from other countries. Would you like to make friends
with them?

Ss: Yes.
T: For the distance, we can’t meet them, but they
sent e-mails for us. Let’s read together. Base on the
passages to answer my question . Is she (图片)from
England? Is he (图片)in Class 1?
Let me see which group is best?
Ss: Yes.
Passage1
Hello, I’m Takuya.(Send a photo.) I’m in Class 1. I’m
from Japan. (Send a picture of Japanese flag.)
Welcome to Japan.
Passage 2
Hello. My name is Tom. (Send a photo.) I’m from
England. (Send a picture of English flag.) I’m in
Class2. Welcome to England.

T：Now look at the screen and answer my question:
Is she (图片)from England?Is he (图片)in Class 1?
S2: No.
T: You’re right. Give your group 1 mark. Follow
me.(出示头饰卡片) Tom, I’m Tom. I’m in Class 2.
（出示班级卡片）I’m from England. (出示国旗)
Takuya, I’m Takuya. (出示头饰) I’m in Class 1. （出
示班级卡片） I’m from Japan. (出示国旗) I’m Yuan
Yuan. . (出示头饰) I’m in Class 3. （出示班级卡片）
I’m from China. (出示国旗)（repeat again）
……
Drills: 让每小组长带上头饰领读
Consolidate the new words and patterns
1. Look at the cards and flags, then read.

2. Let’s have a match. Each group has a set of
cards, you should put one’s information together
with your group members. Look, which group is the
quickest?
……
T: Oh, Group 4 is the quickest. Add 1 mark.
3.T: Now shall we play a game?
Ss: OK, let’s.
T: Who wants to come here and guess who it is?
You should face to Ss when I show a picture on your
head. You can ask two questions like this: Are you
from Japan? Are you in Class 2?Other Ss should
answer “Yes” or “No”. Clear?
Ss: Yes.
……

T: Which group is best?
Ss: Group 3.
4.T: I agree with you. OK, give this group 1 mark.
Can you introduce the two friends on your notebook
like this: I’m Yuan Yuan. I’m in Class 3.
Ss: Yes.
T: Try your best to do it.
……
T: Now who wants to be the new friends, and
introduce yourself to every one?
S3: I’m Tom. I’m in Class 2. I’m from England.
T: Good. Give your group 1 mark and give you an
English flag. Anyone else?
S4: I’m Takuya. I’m in Class 1. I’m from Japan.

T: (国名拓展)Good job. Give your group 1 mark and
give you a Japanese flag. Now look at the picture.
Do you know them?
Ss: Kangaroo.
T: Ha ha, you are right. Do you know which country
has so many kangaroos?
Ss:……
T: Show the Australian flag. 澳大利亚， follow me.
Australia. Let’s count One Two.
Games: Count One Two. (The teacher says “one”,
the students face to face to read. The teacher says
“two”, the students back to back to read.)
……
T: Can you make a sentence with “Australia”?
S4: I’m from Australia.

T: I enjoy your pronunciation. Wonderful, give your
group 1 mark and give you an Australian flag. Step 3.
New text.
Learn to Say
(1). Listen and solve the question
Today there are two new students in Miss Lin’s
class. Two students, clear? (折图片跟老师读)One
student--two students, One student--three students,
One student--four students.（加深难度）One new
student, two new students.
Ss: One new student, two new students, three new
students, four new students.
T: I like your opinion. Now listen again, today there
are two new students in Miss Lin’s class. Do you
want to know who they are?

Ss: Yes.
T: Now listen to the tape, and answer my question:
Who are they?
Ss: Helen, Takuya.
T: Correct answer.
(2). Follow the tape to read.
T: Now follow the tape to read and answer another
question: Where is Helen from?
Ss: England.
(3). Practice the text by themselves
Consolidate the text
: read and act the text group by
group.
Let’s act:
Group work

Learn Let’s act by themselves and circle the
difficulties, then solve them together, at last act
【设计思路】由于本节课是开学的第一堂课，所以上< br>课前老师和学生进行问候沟通，问他们假期过的怎么
样，紧接着唱字母歌曲，让他们复习上学期的 26格
英文字母，拉近老师和学生的距离，更重要的是调动
课堂气氛，为上好这节课埋下伏笔。 由于本节课的句
型 “I’m…,I’m in Class….”在以前已经作为三会句型
学过，所以在操练的时候适当地把握尺度， 根据创设
情景来导入两个人物Tom 和Takuya.他们作为我们
的笔友身份出现，通过阅 读他们的电子邮件来学习新
知，让学生和他们从交朋友做起，介绍人物，创建情
感教学。巩固新 知时，通过动手让他们把人物和国家
还有相对应的班级放在一起，让学生手脑并用，在玩

中学，在乐中学。通过猜一猜，让他们更加熟练的掌
握人物和国家及班级最终达到教学目标。
Step 4.. Extension:
England China Australia Japan , Yuan YuanTom
Takuya, Class 1 Class 2 Class 3
根据所给信息，给你的两个外国小朋友写封信,介绍自
己的 名字，和他们问好，告诉他们你自己所在的班级，
来自于哪个国家。
【设计思路】由于前面两个人物Tom 和Takuya作为
笔友的身份出现，那么我们接下来 顺理成章的给他们
通过回信来交流情感，而且正好能用上本节课的新知，
使情感教学和知识教学 相结合。
Step 5．Homework
1. To write we’ve learnt patterns again: “I’m …. I’m
in Class ….”

2. Recite Learn to Say.
3. Read the letter to your parents.
【设计思路】
让学生课后巩固 四会句型，背诵课文，让学生掌握课
文内容，通过给家长读信树立孩子的自信心!
Teaching ideas and notes：
本堂课以小组合作的方式学习，培养 他们的合作意识，
教师多元化的评价提高了学生的学习效率。但是应注
意课后的巩固，实践证明 学生的遗忘速度很快，所以
应在下节课前以提问的方式对学生的学习情况进行了
解，做到让学生 把知识学牢。



第二课

【教材分析】本课 是快乐英语第四册的第二课。主要
讲授的内容是单词China，Japan，America，Eng land，
要求达到三回；四会句型I’m from England，提高英
语运用能力， 解决实际问题。同时了解异国文化，增
强跨文化交流意识。

Teaching aims:
Knowledge aims
1. Be able to use “This is my new friend” and
“Where are you from?I’m from….”
2. Enable the students to listen, say and read
“China Japan America England”.
3. Make sure the students can listen、read、speak
and write sentence “I ’m from England .”
Ability aims

1. Be able to make short dialogues with the help of
the teacher.
2. To train Ss to sing the song “Where Are You
from?”
Emotion aims
To enhance cross-cultural awareness, foster
patriotic spirit .
Important point and difficult point:
1. To write “I ’m from…” correctly.
2. To train Ss to use “Where are you from? I ’m
from…” in real life.
3. The pronunciation of “America”.
Teaching methods:
Situational approach. Communicative teaching
methods. Games approach.

Teaching procedure:
1、
Lead in
1. Greetings
T :Good morning , everybody.
Ss :Good morning ,teacher.
T :How are you today?
Ss :Fine, thank you
2. Sing a song “Where Are You from?”
【设计思路】活跃课堂气氛，增进师生感情。欢快的
英文儿歌把学生们带到了充 满快乐气氛的英语课堂，
同时也为本课知识目标的学习打下良好的基础。
2、
Presentation ,drills and consoliation
A .dialogue and new words
(1).

T : I have a new friend. Do you want to know
him?
Ss :Yes.
T : OK. I will introduce to you.. Look .This is
my new friend, Fuwa Bei Bei.(拿出头饰)
B :Hello, my lovely friends. Nice to meet you.
Ss :Nice to meet you ,too.
T :Where are you from, Bei Bei?
B :I’m from China. A very beautiful country.
T :Oh, Bei Bei is from China. I’m from China,
too.S1, where are you from?
S1: I’m from China.(Writing on the
blackboard)
S2 :
S3:

┊
T :Now, practice writing on your exercise
book like this, and pay attention the writing rules.
Ss :...
T : So, we are all from China, we live in a big
family and we should love our country, right?
Ss :Yes.
T : Very good. Look, this is China.(Show the
world map and take out of the card) Read after me:
China.
Ss: China (together-- group by group---one
by one)
(2).
T: Today ,Bei Bei wants to take us to travel
around the world. Are you happy?

Ss :Yes.
B : I’m very happy to travel with you , so, let’s
go.
Ss : OK.
B: Wu, wu, wu, let’s go, (show the picture)do
you know : what’s this?
Ss : 富士山
B: Great , do you know which country we’ve
arrived? I’m sure you can speak in Chinese.
Ss 日本
T: Right! This is Japan (Point to the world map
and take out of the card)
Drills: One finger you say Japan , two fingers you
say Japan ,Japan ,three fingers you say 日本

T :Good.. Who can speak “我来自日本” in
English.(find 4 or 5 students)
T : I’m from Japan,(Writing on the blackboard)I
think all of you can say this sentence.
But can you write it correctly .
Ss :Yes.
T: Really? Let’s have a try.(教师指导)
You are so clever!
(3).
B :Ha ha! Continue our travel ,OK?
Ss : OK.
B :Leave Japan, We will fly to another country.
Oh ,we are coming.
Look, this is 白宫. So, the country is …
Ss :美国

T: Right, it’s America (Point to the world map and
take out of the card) Read after me America
Ss :America (er-- group by group ---one
by one : 扔炸弹, 当老师把 “炸弹”
扔向某一名学生时,该名学生前后左右的学生
要起立说单词)
T: Can you use America make a sentence?
S 1: I’m from America
T Good job! Anyone else?( 4 or 5 students)
T: I’m from America. (writing on the
blackboard.) please practice on your exercise book
Ss :…
T :Everyone’s hand writing is good.
(4)

B :Wow! There is so big clock. It’s name is Da
Benzhong and it’s very famous attraction of
England
Ss :Oh. So beautiful.
T :Look, England. (Point to the world map and
take out of the card)
Ss :England( left hand, stand up to read right
hand, sit down to read)
T: Who can speak “英国” in English?(4 or 5
students)
Good , Can you write it on the blackboard?
Ss: Yes .
T :S3 ,please. others write on your exercise book.
Ss :...
T :Excellent.

(5) Revision
B : We have traveled so many places. Can you
Remember them.?
Ss :Yes.
B :There are four flags. I show the flag you say
the word.
Ss :China, Japan, America, England.
Drill:
T :Good.. Now ,let’s play a game. I will ask a
student come here and give him or her a flag,
the student should stick the flag on the
map ,and other students ask “Where are you
from?” the student answer it correctly.
Understand?
Ss :Yes.

T: Great ,Let’s begin.
(find 5 students)
B. the new text:
T :There are three girls in the park, do you know
them?
Ss: Yes.
T: What are they talking ?Let’s listen to the tape
and answer my question “Where is Helen from?”
1. Listen to the tape and answer the question.
the radio to read.
the difficulties and solve them together.
the text.
C. Let’s act
Tom wants to play with a girl ,do you want to
know : Who is she and where is the girl from?

1Try to read by themselves.
to answer the questions.
it with your partner.
it group by group

【设计思路】教师把福娃北北作为新朋友介绍给大家，
能激发学生的学习兴趣，接着让北北作为 我们的小导
游，带领大家环游世界用真实的情境引出本课的单词
和句型，过渡自然。同时，多样 化的单词操练方式，
可以有效的调动学生们的学习积极性。
Extension
1. Introduce your friend to others
2. Finish “Let’s play” by yourselves.
3. Learn the song “Where Are You from?”

【设计思路】根据 所学的知识，解决实际问题，提高
学生的自主学习能力和开拓创新能力。ize
T: what have you learnt today?
Ss :…
5 Home work
iew with your parents.
sentence “I’m from England”
【设计思路】英语课外作业是对英语课堂教学的有效
延伸，是学生课外学习的重要手段。有趣的互动活动
会让学生更好的提高口语水平。必要的书写练习，提
高孩子们的书写能力。加深知识点的印象。
【教学用具】
Word cards computer tape the world map
【教学后 记】基础教育阶段英语课程的任务是通过各
种教学活动，激发和培养学生学习英语的兴趣，养成

良好的学习习惯和形成有效的学习策略，培养学生运
用英语的能力。本堂课的内容是用“ Where are you
from?”来询问你来自哪里，并运用“I’m from …”来正
确回答。同时要求学生掌握四个国家的单词
(China ,England ,America ,Japan)，所以我把句型的
学习和单词结合起来，迎合孩子们的喜好，创设、 模
拟实境，极大地调动了学生的学习主动性。在教学中
对于表现好的学生我会给与及时的表扬， 从而调动学
生参与的积极性，从而巩固英语学习的乐趣。同时我
深深感受到教师具有良好的语言 素质和教学组织能力
以及富有创新精神的重要性：我也感受到创设和谐的
朋友式的师生关系的必 要性。在新课程标准改革的大
潮中，身为一名稚嫩的小学英语教师，我愿虚心的向
同行们学习， 以新课程标准的理念积极地去探索、大
胆地去尝试、勇敢地去实践！

第三课
【教材分析】从本课起，学生开始接触，星期和 科目
的表达方法。并能够清楚向他人介绍课程表，以及自
己喜欢的科目。为了使学生容易的接受 这些新知识，
教师要结合教学实际，灵活有创造性的使用教材，高
效率的完成教学目标。

Teaching aims:
Knowledge aims
1. Be able to use the sentences “Today is
have a PE class todayI like PE.”

Correctly, and can be flexibility in the use of
these languages.
2. Make sure the students be able to listen, speak
and recognize these words: Monday, Tuesday,
English, Chinese, PE.
3. To enable Ss to listen, read , speak and write the
sentence “I like PE.”
Ability aims
1. Be able to expand and show a small dialogue.
2. To train Ss to speak “chant” fluently and play
games.
Emotion aims
Foster student self-confidence, enhance the
emotional love of learning.
Important point and difficult point:

Enable Ss to use “We have aan…” and “I like…”
freely.
Teaching methods:
Task –based learning CLT Activity Approach
Teaching procedure:
1、
Lead in
1. Listen a chant “What’s Your Favorite Class?”.
2. Free talk.
T: What’s your favorite color?
S1: I like …
T: What’s your favorite fruit?
S2: I like…
T: What’s your favorite class?
S3: I like…

【设计思路】节奏明朗欢快的chant，活跃了课堂气
氛，把学生带进了一个轻松愉悦的英 语课堂。同时，
引出了下面的谈话内容，既可以复习旧知识，也为本
课的教学做铺垫。

2 Presentation ,drills and consolidation
a. words and sentences
T: Everybody. Look, I have a bag. Can you guess,
what ‘s in my bag?
Ss: Penruler….
T: Oh. It’s an English book . Show me your
English book, please.
Ss: …
T: Very good. Now follow me, English ↗，English
↘.

Ss: English ↗，English↘.(drills)
T: Do you like English?
Ss: Yes, I like English.(教师引导)
T: I like English. (writing on the blackboard)
Please write the sentence on your exercise
book..
Ss: …
T: Guess again. What’s in my bag?
S1: 语文书
T: Oh, you are so clever. It’s a Chinese book.
Show me your Chinese book.
Ss: Here here.
T: Great, read after me. Chinese.
Ss: Chinese (drills)
T: Do you like Chinese?

S: Yes, I like Chinese.
T: I like Chinese.(writing on the blackboard)
T: Good boy. The last one .What’s in my bag?
Ss:…
T: Clever! This is a PE book. Read after me, PE.
Ss: PE.
T: Good . It’s very easy, right?
Ss: Right.
T: So, who can write “I like PE” on the blackboard.
Ss: Me! Me! Me!
T: S1, please. Others write on your exercise book.
T: Did a good job.
Game: rapid response
T: I say the word and you take out of the
corresponding subjects of textbooks

Ss: …
T: There is a schedule on the blackboard . Look, this
is Monday.
Ss: Monday(drills)
T: Can you tell me what class you have on Monday?
Ss: We have …
T: Great! This is Monday. The next day is Tuesday.
Ss: Tuesday(drills)
T: What class do you have on Tuesday?
Ss: We have…
b. consolidation
出示一张新的课程表，小组合作，自编对话，并表演。
Mond
ay ay
Tuesd

1
Chinese English
2 PE
Chinese
3
English
eg :
A : What day is today? B: Today is
Monday.
A: What class do we have? B: We have a
Chinese class today
A: What’s your favorite class? B: I like
English..
【设计思路】首先用不同的课本引出三个表示科目的
单词(English, PE, English)，直观自然，有利于学生
PE

理解。并把单词与I like …句型相结合。接着用课程
表引出Monday，Tuesday ,而且与前面的单词相联系，
环环相扣。并运用游戏、编对话等方式操练，巩固学
习成果。
ue
a. Learn to Say
1. Listen to the tape.
2. Follow the tape.
3. Read with your partner.
4. Act the dialogue.
b. Let’s play.
T: I’m a little tired. Let’s have a
exercise.
Ss: OK.
Do some rest.

T: Everybody, stand up. Turn leftright; Left
arm downRight arm up.
Ss :…
T: Good job.
c. Let’s act.
1. Read the dialogue by themselves.
2. Circle out the difficulties.
3. Resolving difficulties.
4. Listen to the tape and fill in the blank.
Classroom Tuesday English
9:00
A: Today is________.
We have an _______class today.
B: Great! I like English.
A: Me, too. Oh, it’s________.
Yeah

Time for our English class .
B: ______! Let’s go to the ______.
A: OK.
【设计思路】因为已有了前面的学习成果， 所以会话< br>部分的学习主要是采取学生自学的方式，通过听录音，
跟读，表演小对话，加强学生的口语水平。 然后让学
生自己找难点，解决难点。最后的听力练习，可以检
验学生们的学习效果，又能提高听 力水平。
y:
1. Summarize this course knowledge points.
2. Teacher sums up the performance of students’
today.
【设计思路】总体归纳本课的知识点，帮学生们理清思路，加深印象。在总结知识点的同时，总结学生的
表现也是非常重要的，在提供给学生表现自己所 知所

能的各种各样的机会的同时，通过评价帮助学生自我
教育，自我进步，认识 自我，建立信心。
5. Homework
改编Let’s act 小对话，并和好朋友练习
【设计思路】开放性的作业，可以发挥学生的创新思
维能力，增强学 生的语言表达能力。又有利于激发学
生兴趣、培养学生之间的协作精神和情感态度。
Teaching aids:
Tape books schedule computer
【教学后记】在课堂上我中非常注重听说能力的培养，
课前花五到十分钟的 时间进行英语的简短会话，训练
学生的快速思维和应答的能力。采用歌谣、游戏、等
吸引学生唱 唱、跳跳、玩玩、说说，在“玩中学”，在“做
中学”。从学生实际出发和教材出发设计相应的教案，< br>课上做到师生互动、生生互动，同时把课堂内的知识

点在课外落实、巩固。激励性 评价的正确运用，能不
断地激发学生学习英语的潜力，其核心是千方百计地
促使每个学生都走向 成功。作为一名英语教师，不能
只通过学生的成绩来评价一个学生，一个学困生在课
堂上一个好 的表现，如果这个时候老师给了适时的鼓
励，说不定会使这个孩子从此改变学习态度。对着整
个 班的学生，老师能多点微笑，多点表扬，学生会更
加热情投入，效果会更好。

Lesson 4

【教材分析】本课是《快乐英语》第四册 第一单元中
的第4课。本课学习坚持通过活动化教学方式，激发
学生求知欲，以学生的发展为宗 旨，以提高学生的应
用能力为目标，培养学生的学习兴趣，帮助学生树立
“我能行”的自信心， 在获得良好的语音基础知识和用
英语进行简单的日常交流的能力后，加强书写练习，
提高书写能 力。本课重点要学习的是三会单词
Wednesday, Thursday, science, math.四会句型

“Today is Wednesday.”并要求学生能够学会并能运
用“What day is today?” 句 型，能用恰当的答句进行
回答。让学生能将所学的内容与学习、生活联系起来，
能够学以致用。
Teaching aims
Knowledge aims:
1. Enable the students to grasp the three-skills
words: Wednesday, Thursday, science, math.
2. To get the students to grasp the four- skills
sentence “Today is Wednesday.”
3. To get the students to ask and answer the
question “What day is today?”
Ability aims:
be able to ask and answer the week in
English correctly.

train the students' abilities of learning by
themselves and working in groups.
Emotion aims:
e the students’ speaking and listening.
the students’ consciousness of their
competition .
help the students build their confidence.
Teaching important points and difficult points:
pronounce the words “Wednesday,
Thursday and math” correctly .
Teaching methods: Direct teaching method and
game teaching.
Teaching aids: subject table, calendar, word cards,
English book, Math book, Chinese book, recorder.
Teaching procedures

Step in
Ⅰ.Warm up
A. Greetings
T: Good morning, everyone!
Ss: Good morning, Miss Zhu!
...
B. Chant
Teacher and Ss chant together.
Monday, Monday, 星期一，周一Monday把球
踢；
Tuesday, Tuesday,星期二，周二Tuesday把
活干
Ⅱ.Review
C. Listen and write.

Read the sentences “ I’m Helen.” “ I’m in
Class 1.”“ I’m from England.” “I like PE.
Ss write them down by themselves then check
their answers.
【设计思路】通过老师和学生的英语对话，使学生
转换到英语思维，为上课 作准备。利用chant既复习
了前一堂课的单词也活跃了课堂气氛，使孩子感兴趣
并集中注意 力，在课堂的开始就紧紧抓住孩子的好奇
心。通过听写句子让学生检查自己在书写方面存在的
不 足。
Step tation,drills and consolidation
New words and new pattern

Presentation
T: What day is today ?
Ss: Today is Monday

T: Good, you’re , what class do you
have today?
S1: We have a PE class today.
Show the subject table
T: We have a PE class on Wednesday ,too.
Follow me, Wednesday, Look at my mouth, it’s
'wenzdi .
Ss: Wednesday
T: Wednesday↗Wednesday↘
Ss: Wednesday↗Wednesday↘
Drills:
1. Read together ,in lines, etc.
2. Let Ss make word card.
T: What day is today?(Show the word
card)
Ss: It’s Wednesday.

T: Now guess what’s in my hands?
…
T: It’s a calendar, look at it, it’s Monday.
It’s …(翻动日历)
Ss: Tuesday. Wednesday
T: Oh, the Thursday is “Teachers’ Day”. What
shall we say to our teachers on Thursday?
Ss: Happy Teachers’Day!
T: Oh, you are very polite, look at my mouth [ 'θ
ə:zdi ]
Thursday ↗Thursday↘.
Ss: Thursday ↗Thursday↘.

Drills:
1. Practice reading it in different ways

2. Let Ss make word card.
T: What day is today? (Show the word
card)
Ss: It’s Thursday.

Consolidate the two words:
1. Listen and show.(Teacher says the words, the
student show the word cards.)
2. Point, do and read.(Teacher points to the words,
the students read the word and show their fingers.
eg. Wednesday. Ss show three fingers.)
3. Practice asking and answering the
question(What day is today?) between the teacher
and Ss, Then in boys and girls, in teams.

Write down the sentence ‘Today is Wednesday.’
on the exercise books.(一周七天的第一个字母要大
写，强调方法略)

T: What’s your favorite class?
S2: English! I like English class!
Prepare a math book
T: I like math class, do you like it?
Ss: Yes.
T: It’s a math book. Follow me, math mæθ
Ss: Math↗Math↘
Make word card
Drills:
1. Say it several times in different ways
2. Touch the word card and read it.

Let Ss make sentences with “math”(’s a math
book. I like math.)

T: Good job! Look, what’s this?(出示地球仪)
Ss:地球仪
T: In the science class, we often use it, yes? Follow
me, science .Pay attention the pronunciation of
science, it’s 'saɪəns,not 'sens.
Ss: Science.
T: Science↗Science↘.
Ss: Science↗Science↘
Make word card
Drills:
1. Practice it in different ways
2. Jump and read it.

Let Ss make sentences with “science”(eg. I like
science. Today we have a science class.)

Consolidate the two words: (math, science)
and show.(Teacher says the words, the
student show the books.)
ate.(Teacher points to the words, the
students speak Chinese, Teacher points to the
Chinese meaning, Ss speak English.)

Consolidation:
1. Flash the word cards and read them one by
one.

2. Play a game in teams.(Draw a subject table,
T says “Today is Monday, we have a science
class.”Ss put the ‘science’ card on the schedule. )



Consolidate the words and sentences：
1.转转盘

Monday

Tuesday



Wednesday

Friday


Thursday


(1)




PE

Chinese





English

music

(2)
Eg. “Today is Monday”,
today”.

exercise.
“We have a PE class

Today _____ Monday.
Today is _____.
_____ is Monday.
…
【设计思路】通 过师生对话复习上节课所学单词及
句型，同时自然引出本节课的内容，为新授课顺利进
行打下基 础。使用日历教具学习新单词，通过以旧带
新的方式，利用地球仪及书本导入新内容，利用多种
不同的方式操练单词，让孩子的学习不再枯燥单一，
同时将本课句型渗透进来，做到词句结合，再利用游
戏，转转盘，做练习小组合作的方式完成知识目标，
既加深印象,巩固知识，又提高了学生学习 英语的热
情。
Step into the text.
Learn to Say:

T: Look at the picture, who are they? He is Li Ming,
this is his subject table, let’s listen to the tape and
find what class does Li Ming have?
1. Listen.
2. Answer the question.(What class does Li Ming
have? Does Xiao Hui like science?)
3. Listen again, let Ss imitate carefully.
4. Follow the tape
5. Read and act the text.
Let’s act
1. Listen and answer
T writes some questions on the
blackboard.( is Thursday.( ×)2.
We have an English class today. ( √) likes
English.( √) )

2. Try to read by themselves
3. Read and act it .
【设计思路】通过图片，引出Li Ming的课表，通过
问题引出课文内容，使学生有 目的的去听录音，同时，
听录音跟读使学生纠正语音，熟悉内容，最后表演应
用于实际。
Step ion
Subject table
Monday Tuesday Wednes
day
1
2
3
4
English Math
Thursda
y
Chinese Math
science Chinese
science
PE
Chinese English
PE
science
Chinese Math
PE English
Let Ss make a dialogue in teams.

【设计思路】将学生分组，让其通过合作设计新的对
话。培养学生主动创新的能力。
Step rk
the sentence “Today is
WednesdayThursday.”
2.和组员一起练习本课对话，自编对话。
【设计思路】课下练习句子，加深印象，巩固知识。
通过练习对话，提高口语表达能力。

教学后记:
本节课针对二年级孩子好奇，对英语感兴趣的
前提下，在授课 上设计了灵活多样的教学形式，结合
实物，游戏，竞赛等方式吸引孩子们注意力，让学生
参与。 在教学过程上从单词到句子的过度，按照听说
读写的顺序自然而然的让学生掌握，在导入课文中，

通过图片自然导入Xiao Ming的课表，引出课文，通
过听音，训练孩子的听力 ，整堂课围绕教学目标展开;
在巩固练习时，采用不同的方式操练，意在吸引孩子
注意力，在复 习时，利用小组合作激发学生兴趣，提
高竞争意识；在拓展中，提供了课程表，让学生自己
编对 话，提高学生的创新能力。
不足之处：在一些环节的衔接上不是很自然，希
望各位老师提出宝贵的意见。





【课题名称】Lesson 5
【教材分析】本课是《快乐 英语》第四册第一单元中

的第5课。本课学习坚持以学生的发展为宗旨，以提
高 学生的应用能力为目标，培养学生的学习兴趣和自
信心，帮助学生获得良好的语音基础知识和用英语进< br>行简单的日常交流的能力。本课重点要学习的是四会
句型“We have a music class today.”三会单词Friday,
Saturday, Sunday, violin, piano, music.学会并运用“I
forgot my flute. Here is your flute.”句型。能够熟练掌
握“Today is have a … today.”句型。提
醒学生做事要认真仔细，不丢三落四，养成良好的生
活、学习习惯。
Teaching aims
Knowledge aims:
1. Get the students to grasp the four-skills
sentence “We have a music class today.”
2. Enable the students to grasp the three-skill

words: “Friday, Saturday, Sunday, violin, piano,
music.”
3. To understand and use the sentences : “I
forgot my is your flute.” “Today is
have a … today.”
Ability aims:
1. To cultivate the students ’language sense
and get good pronunciation and intonation.
train the students' abilities of learning by
themselves and working in groups..
the students to sing the song “Days of
a week.”
Emotion aims:

1. Let the students know it’s very important to do
something carefully. And train Ss to have a
good life and study habit.
2. Foster the students’ consciousness of their
competition .
Teaching important points and difficult points:
1. The four-skills sentence “We have a music
class today.”
2. The three-skill words: “Friday, Saturday,
Sunday, violin, piano, music.”
3. The pronunciation of the word “Friday” .
Teaching methods: TPR teaching method, Direct
teaching method and game teaching.
Teaching aids: word cards, recorder, PPT, flute.
Teaching procedures

Step in
A. Greetings
T: Hello, boys and girls!
Ss: Hello, Miss Zhu!
T: What day is today?
Ss: Today is ...
T: What class do we have?
Ss: We have a science class today.
...
B. Revision.
PPT (listen and match.)
Monday Tuesday
Wednesday Thursday

PE math English Chinese
music science
【设计思路】通过师生英语 对话，复习了上堂课的内
容，为上课作准备。同时英语连线也使孩子感兴趣并
集中注意力，为新 授课顺利进行打下基础。
Step tation,drills and consolidation
A. Words
PPT
T: Look at the screen, let’s meet our old friends.
They’re…
Ss: They’re Monday, Tuesday, Wednesday and
Thursday.

T: Ha, ha, you have a good memory. Today there
are many new friends come here. Do you want to
know them?
Ss: Yes.
T: Now let’s look at together. The first one, Friday.
'fraidi Look at my mouth, it’s ai,not e.
Ss: Friday.
T: Friday ↗Friday↘
Ss: Friday ↗Friday↘
Drills:
ce it in different ways.
at the subject table. Make the
sentences.(eg. Today is Friday, we have a science
class today.)

T: Good. You’re great. Look at the second friend,
it’s Saturday. Follow me, Saturday.
Ss: Saturday.
T: It’s 'sætədi Saturday↗Saturday↘
Ss: Saturday↗Saturday↘
Drills:
the Ss to read it several times in
different ways.
at the subject table. Make the
sentences.(eg. Today is Saturday, we have a PE
class today.)

T: You’re very clever. OK, the last friend is coming.
It’s Sunday. Follow me, Sunday 'sʌndi
Ss: Sunday
T: Sunday↗ Sunday↘

Ss: Sunday↗ Sunday↘
Drills:
it in groups, one by one.
at the subject table. Make the
sentences.(eg. Today is Sunday, we have an
English class today.)
…
Let the Ss know “Monday=Mon. , Tuesday=Tue. ,
Wednesday=Wed. , Thursday=Thur. Friday=Fri.
Saturday=Sat. Sunday=Sun. ”

Consolidate the three words:
the word.(play in groups.)
’s missing?
out neighbours (T:I say a word, Can you
say out their neighbours,….)

T: Now let’s play a guessing game. Can you
guess, what am I doing?
Ss:拉小提琴
T: Yes, I’m playing the violin. Follow me, violin [,va
ɪə'lɪn]
Ss: Violin.
T: Violin↗, violin↘,play the violin.(Clap the hands
and do the action)
Ss: Violin↗, violin↘,play the violin.
Drills: it in groups, in pairs.
and do the action.
T: Now look, this time what am I doing?
Ss:弹钢琴。

T: Yes, I’m playing the piano. Follow me, piano[pɪ
'ænəu]
Ss: Piano
T: Piano↗, Piano↘,play the piano(Clap the hands
and do the action)
Ss: Piano↗, Piano↘,play the piano
Drills: it in lines, in pairs.
and do the action.

T：I like music. What about you?
S1: I like, too.
S2:…
T: Follow me, music ['mjuzɪk]
Ss: Music.
T: Music↗ music↘

Ss: Music↗ music↘
Drills: the Ss to read it in different ways.
the sentence(eg. Today we have
a music class.)


Consolidate the three words:
the word cards one by one.
and guess.(Listen to the music and
guess what kind of the instrument.)
and do.
Consolidate:
Let the Ss make the subject table. Then
practice in groups.

“ What day is today?”“ What class do you
have?”
MondaTuesdaWedneThursdFriday
y
1
2
3
4
5
6






y






sday






ay












【设计思路】通过让学生交朋友的方式学习单词，并
且利用多种不同的方式，便于学
生记忆，同时拓展孩子的知识，
让他们了解星期的缩略式。通 过

做动作猜其余的单词。利用制作
课表进行练习，让学生学以致用，
使 学生有成就感，

B. Song
“Days of week” (Listen to the tape)

C. Sentence:
T: Oh, This is not only an English class but
also a music class.
Teach to write the sentence“ We have a
music class today.” Let students write it in their
exercise-books(强调写法略)

【设计思路】通过学习歌曲激发学生的学习热情，活
跃了课堂气氛。进一步加深对于一周七天的 巩固。

Step 3. New text.
Learn to say:
Presentation (Play a little game: 排列顺序)
these word cards:
Saturday Thursday Monday
Friday Sunday Tuesday

T: Where’s my Wednesday card?
Ss: Here.
T: Oh, I didn’t forget my Wednesday card, but
today Annie has a problem. Let’s see what

happened ? Listen to the tape and answer the
question: what does Annie forget?
…
Ss: She forgets her flute.
Show a flute, teach the word [ flu:t ]
Teach the sentence “I forgot my …”“Here is your
flute.”
T: So we should have a good life habit. OK?
again .
the tape
and act the text.
【设计思路】通过玩排列顺序的游戏，老师故意找不
到Wednesday的卡片 ，引导学生说“Here.”利用问题
引出课文内容，使学生有目的的去听录音，同时，听

录音跟读使学生纠正语音，熟悉内容，同时老师反复
教授句子，并渗透要学生要养成认真做事 的好习惯。
Let’s act
2. Listen and answer
T: (叮铃铃叮铃铃)Oh, a phone call. Listen to the
tape and answer “What happened?”
2. Try to read by themselves and line the difficulties
and solve them with their partners.
“This is …”“Is … in?”, “Hold on, please.”
3. Read and act it .
【设计思路】通过电话铃响，导入课文，让学生掌握
打电话的一 些日常用语。同时表演对话，提高学生的
会话能力。
Step ion

(利用课件给出一些素材,让学生小组练习打电话
的会话)
【设计思路】将学生分组，每组提供相同的拓展语句，
让其通过合作设计新的对话。培养学生主动创新 的能
力。
Step rk
the sentence
today.
a schedule and practice how to call the
others.
【设计思路】课下练习句子，加深印象，巩固知识。
通过练习对话，提高口语表达能力。

教学后记:

本节课内容较多，需要掌握的单词有六个，难
度也较高，如何能在短时间内把本课内容都掌握就是
个难题，所以我针对单词的内容，分两次学习，首先
第一部分让学生以交朋友为由，认识新单词，然后通
过各种不同的方式操练，让学生掌握一周七 天的说法。
第二部分通过做动作，让孩子猜出要学的单词是什么。
单词学好后，利用歌曲营造宽 松的课堂氛围，并进行
巩固练习。本堂课针对二年级孩子活泼好动的特点,
在授课上设计了灵活 多样的教学形式，结合图片，肢
体语言，歌曲，游戏，竞赛等方式吸引孩子们注意力，
让学生参 与。通过实物，具体生动的展现给学生，激
发学生的学习兴趣。整堂课紧紧围绕教学目标展开；
在拓展中，提供了多个句子，让学生自己编对话，提
高学生的创新能力。

不足之处：在一些环节的衔接上不是很自然，希
望各位老师给予批评指正。









第七课
【教材 分析】本节课Lesson7是小学二年级的一节英
语课。会话部分的主要内容是围绕着情态动词所组成
的句子展开的。分别设计了自己能做什么，询问他人

能做什么。课文会画奖儿童 喜闻乐见的卡通人运用于
教学中，创设情境来吸引学生。词汇围绕与能力相关
的动词进行目的是 让学生能够介绍和表达相应的运用
状态。

Teaching aims:
Knowledge aims
1. Students were able to use “What can you do?”
to ask someone and answer it correctly.
2. Enable them listen, read and say the words
“ walk ,write ,read and speak English” and make
a correct response.
3. Be able to understand, listening ,reading, and
writing sentence” I can speak English.”
Ability aims:

1. Be able to perform this lesson of Chant.
2. To act dialogue and develop students ability to
use English.
Emotion aims
To encourage students to study hard and
increase their abilities, trying to do a compound
talents
Important point and different point
1. Be able to “What can you do?” ask someone
and answer it.
1. The pronunciation of “speak” , “write”.
2. To write “I can speak English.” correctly.
Teaching method
TPR Directly teaching method Situational
Approach

Teaching procedure:
in
1. Greeting
T :Hello, boys and girls.
Ss :Hello ,teacher.
2. Duty report
What day is today?
What class do you have today?
Do you like ChineseEnglish?
【设计思路】以上活动拉近了师生的距离,营造学习英
语的氛围,调动学生学习英语的积极性, 同时复习了旧
知识。
tation and drills
a. new words
T: Can you guess what am I doing?

Ss :走路
T :Right. walk (Take a walk every once said)
Read after me walk (Take out of the card)
Ss :Walk
Drill :1.老师做动作，学生说单词；“小老师”做动作，学
生说单词。
2.T: Walk ,walk ,take a walk
× × (双臂摆动，呈走路状) Now, follow me.
Ss : Walk ,walk ,take a walk
× × (双臂摆动，呈走路状)
T :Can you walk?
Ss :Yes ,I can walk.
T : I can walk(writing on the blackboard)
I can means “我会”,so I can walk means…
Ss : 我会走。

T : Yes！Let’s write this sentence ,OK?
Ss :OK.
T :Did a good job! Look, What am I doing?
Ss :写字
T :Very good. It’s write.(Take out of the word card)
Read after me “write”
Ss :write
Drill: er---group by group---one by
one---together
2.T: Write ,write, write a letter.
× × (一只手握住笔，呈写字状) Now,
follow me.
Ss : Write ,write, write a letter.
× × (一只手握住笔，呈写字状)
T :Can you write?

Ss :Yes. I can write.
T: Tell me what’s the meaning of “I can write”
S2: 我会写。
T: Good. I can write(writing on the blackboard)
Please write it on your exercise book.
Ss :OK.
T: S1, Can you tell me what am I doing?
S1: 读书
T :Great! Look at the card. It’s read.
Ss :read.
Drills :1. 读书比赛：每翻一页书，学生要说一次read，
看谁说的快。
2.T :Read ,read, read a book..
× × (双手伸展，成书状) Please follow
me.

Ss : Read ,read, read a book..
× × (双手伸展，成书状)
T : I’m sure you can speak “我会读书”. Who want
to have a try?
S1: I can read.（writing on the blackboard）
T :Now. practice writing by yourself.
Ss :
T :clever.
T :Oh, dear. It ‘s 9:00. I ‘m late for school. I must
run .
Run ,run have a run.
× × (先做跑步姿势，再伸展双臂) Let’s run
together, OK?
Ss :OK. Run, run, have a run.

T :Excellent. I ‘m a teacher. I’m an English
teacher. So I can speak English.(Writing on the
blackboard) Can you speak English?
Ss :Yes .I can.
T :Who want to have a try?(Ask two or three
students)
English---speak English ---I can speak English
Ss : I can speak English (group by group---one by
one)
T: It means …
S3 : 我会说英语
T: Wonderful! I can speak English(writing on the
black board)
Let ‘s write it together.
Ss :OK

Consolidate words:
.
To follow the recording said the chant, and do the
action.
Read ,read ,read a book.
Write ,write, write a letter.
Walk ,walk, talk a walk.
Run ,run, have a run.
2. Guessing game.
T : I will divided you into 4 groups. Group
1,2,3,and 4. And then I will find a little teacher
come here, do the action. Others guess word,
if your group is faster, I will give you an apple.
Are you clear?
Ss :Yes .

T: Good.. Let’s have a try.
b. dialogue
1. T :I have a good friend. He is Robot . Let’s say
“hello “to Robot.
Ss :Hi, Robot.
T :What can you do ,Robot?
R: I can read and walk.
Ss :Wow! You can read and walk!
T :What can you do ,S1?
Ss :I can walkwritespeak English…(ask 4 or
5 students)
T :Now ,ask your partner “What can you do?”
Ss …
2.T :Open your book ,please. Listen to the tape
and follow to read.

3. To encourage students to study hard and
increase their abilities, trying to do a compound
talents
c. Let’s act
T: Our friend Robot are talking with some children,
Let’s listen what are they talking about.
to the tape.
in groups and circle difficulties
to recordings, then teacher and students
to solve difficulties together.
performance dialogue, recognize good
performance.
【设计思路】二年级学生的自制 力有限,注意力高度集
中所维持的时间不长,因此此时采用这一游戏可集中
学生的注意力,有利 于强化和巩固所学的英语单词,同

时活跃了课堂氛围.对话活动是英语课堂的重要形式,
这个活动的设计为学生创设了操练的机会,让学生在
交际过程中运用所学知识,真正做到“在用 中学,在学中
用”.
ize
r and students shared knowledge points
summarized in this lesson.
ition of a good state to learn and actively
participate in teaching activities of the group and
individual.
【设计思路】师生共同总结本课知识点，有利 于培养
学生自主学习的能力，巩固学习成果。同时积极的
评价，有利于树立孩子们的自信心，提 高学习英语
的动力。
rk

sentence “I can speak English”
about “What can a dog do?”
【设计思路】开放性的作业有利于扩展孩子们的思维，
提高学习能力。
Teaching aids:
Word cards tape pictures
【教学后记】小学生一般喜欢在游戏中完成学习任
务,所以我主要采取 游戏方式来调动大家的学习兴
趣,让学生乐于学习.同时本节课借助多种教学手段
和不同的教学 形式,刺激学生多种感官参与英语学
习活动,优化教学过程,提高教学效果. 适当地评
价 .在教学中对于表现好的学生我会给与及时的表
扬,可以是口头上的,也可以是物质上的.学生在得到< br>老师的表扬时会获得成功感,从而调动学生参与的
积极性.而对于表现较差的学生我也不会一味地 责

骂,而是用鼓励的语言激励他们.因此学生在课堂上
都乐于开口说英语.作为 一名老师,我认为我们不该
吝啬我们的表扬!在以后的教学中,我们应多多表扬
我们的学生,要 让他们感受到学会的乐趣,从而巩固
英语学习的乐趣.

第八课
【教材分析】Lesson 8是围绕着情态动词 can 所组
成的句 子展开的。介绍自己能做什么，询问他人能做
什么，本课几个动词非常贴近生活实际，所以学生容
易理解词义。课文会话中，将儿童喜闻乐见的卡通机
器人运用于教学中，所以我抓住这一媒介，精心设 计
教学环节，创设情景，层层递进地来吸引学生。
【课标分析】本课程倡导任务型的教学模式 ，让学生
在教师的指导下，通过感知、体验、实践、参与和合
作等方式，实现任务的目标，感受 成功。在学习过程
中进行情感和策略调整，以形成积极的学习态度，促
进语言实际运用能力的提 高。
Teaching aims:

Knowledge aims:
1. To train Ss can write and use the pattern “Can
you …? No, I can’t.” in the real life.
2. To enable Ss to listen, read , speak and write four
new words: fly, swim, run, jump
3. Make sure Ss can listen, read, speak and write
the pattern: What can you do? I can ….
Ability aims:
1. To train the students' abilities of learning by
themselves and working in groups.
2. To climate them keep a good hand writing habit.
Emotion aims:
1. To educate Ss to speak English as much as
possible.
2. To train Ss interest in English.

Important points and difficult points:
1. To be able to ask and answer with the pattern:
Can you …? No, I can’t.
2. To train Ss write the sentences correctly.
3. The pronunciation of the words: fly, jump, can’t
Teaching aids：
PPT cards tape recorder pictures etc.
Teaching methods:
Task-based teaching methods. Situational approach.
Communicative methods. TPR
Teaching procedure:
in
Step 1 Warming- up Greetings
T: Good morning, class!
Ss: Good morning, Miss Li.