市场督导-联系函格式

小学英语二年级（下册）
对新课标理解：
现在的社会是向着全球化，社会化 发展的，将来的地球不管是哪一个角落都是一我们地
球林的一个村民，那么语言就成了一个统一交流的媒 介，尤其是英语的重要性在这一进程中
日益突出。本次对于课程标准的重新更定是一次符合社会发展进程 和基础教育进程的改革。
重点是要改革英语课程的教学，过分重视语法和词汇知识的讲解与传授，忽视对 学生实际语
言运用能力的培养倾向，强调课程应从学生的学习兴趣、生活体验和认知水平出，倡导学生< br>体验、实践、参与、合作与交流的学习方式和任务型的必学途径，发展学生的综合语言运用
能力， 使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，提高跨文化
意识和形成自主学习 能力的过程。做到这些要求，首先需要的就是学生浓厚的对英语学习的
兴趣，那怎么样培养学生学习兴趣 就成了一个基础话题，这一问题要面向全体学生，特别是
要关注学生的个别差异引起的情感问题。帮助学 生建立成就感和自信心。在教学中注意创设
能引导学生主动参与的教学环境，激发学生的学习积极性。使 每个学生都能得到充分的发展。
在这一过程中教学模式的转变起到了一定的作用，一定要从以老师为中心 的教学模式身以学
生为中心的教学模式转变。强调学生的参与和体验，强调采用多种形式的教学活动。比 如可
以利用我们学校已有的良好电教资源，听原版录音带习发音，也可以利用网络找一些贴近课
堂学习的情境对话或小动画，以更直接的方式引导学生学习英语，对英语产生浓厚的兴趣。
利用听、说促 进学生写单词，写短语，写句子，写对话，不能反其道而行，又造成以往我们
说的“哑吧英语”总的来说 ，新课标对发展学生自我主观能动性起到了很积极的作用。素质
教育在其中深有体现。并且由升学教育向 终身教育的转变等等都是很好的突破。在这一新课
标的指导下，希望在英语教学中可以达到更好的效果。
Teaching contents:
本册书共六个单元，其中五个单元是精读课 文，一个复习单元。这册书在编排时很注意学生
兴趣的培养，尤其在单词字母学习这一环节，教材把手写 字母相同的单词进行了归类，并且
安排了大量的听、说、读、写等多项练习，利用图片教授学习是培养学 生学习英语兴趣的主
要途径。除此之外还有多首英文歌曲的学习，书后有分类清晰的词汇表，更有利学教 师的教
和学生的学。
Teaching Aims:
知识技能：
1、Listening:
充分利用学校的电教资源，在发展学生自主学习的基调上，让学生可以 接触到更多、更直观
的学习方式，比如听录音，看小动画等等。掌握部分日常用语，如：能听懂询问名子 的问回
答，或问是谁的语句。辨别词中的字母的不同读法。
2、Speaking:
根据本册书的教学要求，作为基本的主导方向，指导学生在教师为学生设计的教学情境中，
能 够正确运用问这是什么，有多少个，什么颜色等等的语句，并能对所提问的句子做出适当
的回答。
3、Reading:
正确，流利的朗读和使用课文对话，正确读出与课文或练习中相 关的单词，认读字母和带有
此字母的单词。
4、Writing:
以听、说 、读的基础上，培养学生写的能力。正确描、写英语中的字母，能够摹仿老师的板
书写简单的字母、单词 和句子。
过程方法：

1、发挥老师的指导做用的同时，充分发挥学生的自我主观调动意识， 且提高他们自主学
习的能力，但 要注意教师在教的过程中，对学生思想的指导方向，不能一味的任学生自己发
展。三年级的学生在上课时 有些时候上课意识并不强烈，这要求教师不能只是教授新知而
以，在很大程度上是要引导学生的行为和思维。
2、充分运用学校已有资源，如：电子媒体进行多方位教学，网络教学等。 这样不但可以
提高学生的学 习兴趣，又可以丰富学生对新事物的接触能力，从而更直观、方便的教和学，
在潜移默化中培养学生学习 英语的兴趣。
3、在英语的教学过程中，加入适当的对英、美等国家一些风俗习惯在日 常生活中 的应用。
主要采取同学之间互相帮助的方法，可以形成一帮一小组等方式。使学生可以在一起分享学习英语给大家带来的乐趣。鼓励学生多说，多练，尤其注意日常口语在生活中的应用。
情感态度与价值观：
1、在英语教学的过程中注意培养学生的学习兴趣是一个老生常谈的问 题，因此更应引起我
们的重视。于此教师可以采取多种方式，比如：多采纳、听取学生的意见，抵制学英 语给学
生带来的负面压力，努力创设一个轻松的学习环境。
2、在英语教学中也应时时渗透思想道德教育的重要性。确立良好的价值 观和积极向上的
人生观，形成同样积极的学习态度。
Teaching Emphasis:
1、对于一些日常用语的应用，如：①What’s this?及回答②What color?及应答。③
How many?及应答④I can的应用
2、二十六个字母的读写。
3、提高学生对单词的掌握。
Teaching Difficulty:
1、对日常用语的应用和学生听力的培养。
2、对二十六个字母的读写。
注：Teacher’s activities=T Student’s activities=S
UNIT ONE
Is it a pear?

Lesson one
Teaching Aims:
1、Understand the dialogue what’s mean.
2、The students like to learn English.
3、The students can be ask and answer the dialogue.
Teaching Emphasis:
1、How can use “What’s this?” in the dialogue. And answer it.
2、Emphasis sentence: Is it a„„? Yes,it is. No,it isn’t.
Teaching Difficulty: The children can be use the “What’s this?” in dialogue. Answer
it.
Teaching step:
一、Greetings: Haven’t seen you for a long time!
二、Presentation and practice.
Step 1 Model the dialog
1. Ask the students what they say when they see something excitingor amazing. Tell
them,“In English, we can say Wow!” Have the Ss repeat the word a few minute.

2. Hold up the card, ask students to answer what they can see.
3. Choose one student. Ask，“What’s this ?”The student replies.
4. Learn the new words in the same way.
Step 2 Talk about the story
Have the students open their books, ask these questions about the pictures:
1. Where are Lulu and Mocky?
2. Who has a stall there ?
3. What is the litter fruit?
4. Does she like it?
T: We are going to talk about the story.
1. Hold up a card. Say,“What’s this ?”Elicit the answer,“peach”.
2. Repeat this for pear, orange, and nut.
Step 3 Story
1.T: We are going to meet some new friends. Play the tape once without stopping.
the tape again, pausing after each picture. Have the students repeat each sentences after
hearing it on the tape.
3. Divide the class into two groups. One group will be Mocky, the other group will be Lulu.
4. Play the tape again. Stop the tape after each sentences.
Step 4 Talk about the story in group.
students talk about the story after thacher.
2. Encourage the children to talk about the story in group.
some students to act it out.
三、
Homework :
教学后记：
Lesson two
Teaching Aims:
1、Understand the dialogue what’s mean.
2、The students like to learn English.
3、The students can be ask and answer the dialogue.
Teaching Emphasis:
1、How can use “What’s this?” in the dialogue. And answer it.
2、Emphasis sentence: Is it a„„? Yes,it is. No,it isn’t.
Teaching Difficulty:
The children can know the fruit words.
Teaching step:
一、Greetings.
二、Presentation.
Step 1 Words to learn
1、Have the students open their books. Draw their attention to the “ Wordsto learn ”.
2、Play the tape. Stop the tape after each new words. Ask the Ss to repeat it. Do this a second time.
3、Play the tape straight through. While it is playing, hold up the book. Point to each words in turn.
4、Play the guessing game outlined in the first part of the lesson. This time, use only the words for
fruit in “Words to learn”.

Step 2 Listen to this
1、Display copy of the page and point the bottom half. Tell the children Mocky says, What’s
this? Point to the picture of a banana. Elicit the answer, “It’s a banana.”
2、Learn the new words and sentences. Have the students repeat the sentences and touch each
word. Ask, Is it a peach? Answer, No, it isn’t. Read the sentences and have the students repeat it
before. Ask,Is it a banana? Answer, Yes, it is.
3、Read the sentences together. Tel the Ss that I am going to play a tape. Play the first question
and answer. Check that the students have chosen the answer on the page.
Step 3 Play the game
1、Hold up a pen. Say, Is this a pen? Elicit, Yes, it is. Now indicate an item farther away. Say, Is
that a „?
2、Put the Ss into pair to practice each question and answer.
3、Have the Ss open their books at “Play the game”. Still in pairs, have the Ss ask and answer
questions about the numbered items.
4、Group work. Play the game in group.
Step4 Sing a song.
Sing a song in class. Then sing the song group by group.
Step 5 Play a game
Play a guessing game to practice the new words and sentences.
三、
Homework :
教学后记：
Lesson three
Teaching Aims:
1、Understand the dialogue what’s mean.
2、The students like to learn English.
3、The students can be ask and answer the dialogue.
Teaching Emphasis:
1、How can use “What’s this?” in the dialogue. And answer it.
2、Emphasis sentence: Is it a„„? Yes,it is. No,it isn’tTeaching Difficulty:
The children can know and read the words.
Teaching step:
一、
Greetings.
二、Presentation.
Step 1 Talk together.
1、Direct the students’ attention to the top of the page. Say: Now we can read what we said.
2、Read the words in the speech bubbles aloud, pointing to the words as you do so. Have the
students repeat the words after you.
Step 2 Listen and number.
1、Have the Ss open the books at page 6. Draw their attention to the bottom half of the page.
2、T: We are going to listen to the tape. You touch the correct characters when you hear them say
“Hello.”
3、Play the tape and have the children touch the correct pictures.

4、Play the tape two sentences at a time. Stop after each pair.
5、Repeat the procedure for the other pictures.
Step 3 Sounds and letters
1、Draw the Ss’ attention to the top of the page.
2、Play the tape for baby and ball. Ask : Do these words have the sound b
3、Play the tape again and have the Ss say the sound.
4、Repeat the procedure for others.
Step 4 Listen and write.
1、Display the page and have the Ss turn to the matching page in
their own books.
2、Have Ss point to the words. Play the tape for peach, draw the Ss attention to the word under the
picture.
3、Repeat the procedure for the other words. Have the Ss write the letter in the blanks.
三、Homework.
教学后记：
Lesson four
Teaching Aims:
1、Can use the sentences and write the words correctly.
2、The students like to learn English.
3、The students can be ask and answer the dialogue.
Teaching Emphasis:
1、How can use “What’s this?” in the dialogue. And answer it.
2、Emphasis sentence: Is it a„„? Yes,it is. No,it isn’t.
Teaching Difficulty:
The children can read and write the words.
Teaching steps:
一、Greetings.
二、Presentation.
Step 1 Trace the words
1、Hold up the card for banana . Ask “What is it?” Elicit from the students, It is a banana.
2、Have the students open their books at page their attention to the first sentences. Say, We
are going to write what I said just now.
3、T: Watch me write the word. Stand with my back to the class. Write the word in the air,
using large arm movements.
4、Ask the students to write the word in the air after me. Repeat it.
5、Have the students turn to the “ Trace the words” activity in their books.
6、Have the students trace over other words by themselves.
Step 2 Find and circle
1、Display my book. Point to each picture in turn and say the matching word. Ask, What is this?
And have the Ss circle the word.
2、Repeat the procedure for the other pictures of fruit.
3、Put the Ss into pair, tell them that they must find the other fruits names in the puzzle and circle
them out.
Step 3 Uncle Book’s blackboard

1、Hold up the card, what and this , read it to the Ss, point to the words as I read them.
2、Have the Ss repeat the words after teacher.
3、Now hold up the What is this? , explain the meaning of this sentence.
4、In the same way, review Is it and introduce It is.
5、Now have Ss open the book, model the structures by reading.
6、Divide the class into two groups. Have one group repeat the question, and for the other group
repeat the answer. Have the group change places.
Step 4 Guess and say.
1、Have the students practice saying the sentences of this unit.
2、Display my book, and explain that when I point to a fruit, I will ask a child to guess and say.
三、Homework
教学后记:
Lesson five
Teaching Aims:
1、Can use the sentences and write the words correctly.
2、The students like to learn English.
3、The students can be ask and answer the dialogue.
Teaching Emphasis:
1、How can use “What’s this?” in the dialogue. And answer it.
2、Emphasis sentence: Is it a„„? Yes,it is. No,it isn’t.
Teaching Difficulty:
The children can read and write the words.
Teaching step:
一、Greetings.
二、Presentation.
Step 1 Read and check
1、Review the sentences：What is it?
2、Ask the students to practice reading sentences like, this is h..., then ask the students to read the
sentences on page 10.
3、Display the book, point to the first picture. Then, point to the question, Is it a lemon? Read the
words aloud as you point each one. Elicit the answer, Yes, it is.
4、Ask students to point to the answer in their books. Have them read the words whit you.
5、Put the students into pair, do this exercise.
Step 2 Let’s chant.
1、Use the cards and have students practice reading the words.
2、Read the rhyme to the students, point to each word. Then play the tape for the rhyme and have
students listen and point to the words on the page.
3、Play the tape again and have students join in, encouraging them to hum or clap with the
rhyme.
Step 3 Match the names.
1、Model the word for them, and color the pictures.2
、
Have the students use their fingers to follow the ant trail
between the pictures and the words.

四 .Homework.
教学后记：
Lesson six
Teaching Aims:
1、Can understand the story.
2、The students like to learn English.
3、The students can be ask and answer the dialogue.
Teaching Emphasis:
1、How can use “What’s this?” in the dialogue. And answer it.
2、Emphasis sentence: Is it a„„? Yes,it is. No,it isn’t.
Teaching Difficulty:
The children can read and write the words.
Teaching steps:
一、Greetings.
二、Presentation.
Step 1 Uncle Book’s storytime
Tell the students that they going to listen to a story.
1. Play the tap, ask the students to listen to the story .
2. Have the students open the book, and look at the pictures, ask them to look for the familiar
words in the book.
3. Have the students read the story silently, encourage them to
try to guess the meaning of unfamiliar words.
4. Try to tell the story in groups.
Step 2 Review the sentences and words.
1、 Use the picture cards.
2、What’s this? It’s ** . Is it ** ? Yes, it is. No, it isn’t.
Step 3 Bingo
1、Use this game to review the words and sentences in this Unit. Tell the Ss to take out their
cards and get ready for the game.
2、Play the game in group.
Step 4Self-assessment
1、Have the students do this part in pairs or in groups by themselves.
2、Students should assess themselves according to their own situation.
3、Check the answer.
四.Homework.
教学后记：
Unit 8 Are these tomatoes?
Lesson 1
⑴教学目标
1.知识目标：
What are thesethose? They’re They are „.
Are these„? Plural nouns (regular)
2.能力目标：
Listen 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：
Asking and answering question about plural objects
⑶教学过程：
1. Review
Use this activity to review structures introduced in Unit 7, and the vocabulary introduced in
Unit 2 and Unit 5. What’s this? It’s a „ Is it a „? Yes, it is. No, it isn’t.
2. Model the dialog
Borrow three pens, pencils, and rulers from the children. Hold up one pen and ask,
“What’sthis?” Elicit the answer, “It’s a pen.” Repeat the procedure for pencil and ruler.
Hold up a pen and repeat the question, “What’s this?”Now hold up two or three pens and say,
“What are these?”Repeat the procedure using the pencils and rulers. Now have the children
repeat each sentence as you hold up first one object, and then more than one. Explain that we use
these when we are referring to more than one object. Practice the structure “What are
thesethose? They’re „” with some objects.
3. Talk about the story
Have the children open their books at the story. Display your copy of the page and ask these
questions about the pictures. ：
Where are Ann, Ken, and Mocky?
What is Mocky looking at?
What is Mocky holding?
What other vegetables does Mocky find?
Who chases Mocky?
4. Story
Play the tape, pausing at each new picture. Have the children repeat the words before you move on
to the next picture. Play the tape again, this time without stopping. Divide the class into three
groups. One group will be Mocky, the second group will be Ken, and the third group will be
r read the vendor’s one sentence at a time and point to the matching story
picture. Have each group repeat its character’s sentence.
Read after the teacher
。
5. Set homework
。
6. 教学后记
Lesson 2
⑴教学目标
①知识目标：
What are thesethose? They are „. vegetables
②能力目标：
Listen, say and sing.
③情感目标：在歌曲中激发学生学习的兴趣，寓学于乐。
⑵教学重难点：
Asking and answering question about plural objects.

⑶教学过程：
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
theend 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 mushrooms.
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 t 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
。
7.
教学反思：
Lesson 3
⑴教学目标
1.知识目标：
Are thesethose„? Yes, they are. No, they aren’t. （Phonics）t d
2.能力目标：
Listen, talk and read.
3.情感目标：乐于模仿，敢于开口，积极参与，主动请教。
⑵教学重难点：
Have the children practice the sounds and letters.
⑶教学过程：
1. Warm-up
2. Language drill

Are these „? Yes, they are. No, they aren’t.
3. Talk together
4. Have the children open their books at page 18. draw their attention to the pictures at the toof
the page. Say, “Now we can read what we said.” Display the copy of the page and then read
aloud the words in the speech bubbles, pointing to each word as you say it. Read the words
again, and have the children repeat them after me.
Encourage the children to touch the words in their books as they say them. If time allows, the
children could substitute other vegetable names for onions. First time:listen to the tape. Second
time:listen and repeat. Read by themselves. Then elicit some students to read it.
3. Listen and number
Talk about the pictures first. Play the tape, have the children number the pictures in the
correctorder. Check the answer.
4. Sounds and letters
Draw the children’s attention to the pictures on top of the the tape for taxi and tomatoes.
Ask, “Do these words have the sound t?”Play the tape again and have the children say the words
aloud. Repeat the procedure for the d words.
5. Match the sounds.
Read all the words in the circle and have the children touch the words that have all the same
beginning sound with taxi. Read the words again and have the children repeat. This time have
the children match the words that have the same beginning sound with taxi to its picture by lines.
Repeat the procedure with the d sound. Tell them that there might be pictures that do not match
either sounds.
5. Set homework
7.
教学反思：
Lesson 4
⑴教学目标
① 知识目标：
② Are these „? Yes, they are. No, they aren’t. （Phonics and writing）
tomatoes, onions, potatoes and beans.
②能力目标：
Listen, read and write.
③情感目标：乐于模仿，敢于开口，积极参与，主动请教。
⑵教学重难点：
the correct writing of each word
⑶教学过程：
1. Trace the words
Hold up the flashcard for tomatoes. Ask “What are these?” Elicit from the children “They are
tomatoes.”
Have the children open their books at page 20. Show your copy of the page. Draw their attention
to the first sentence. Say, “We are going to write what we said just now.” Have the children trace
the word tomatoes.
Repeat the procedure for the other sentences.
2. Read and match

Draw the children’s attention to the pictures and words at the bottom of the page. Point to the
first word eggplants. Say, “Eggplants.” Have the children repeat after you as they touch the word
in their books.
Now point to the picture of eggplants. Ask, “What are these?” Elicit from the children, “They’re
They are eggplants.”
Have the children draw a line from the word to the picture and repeat the word eggplants.
Repeat the procedure for the other words and pictures.
3. Uncle Booky’s Blackboard
Attach a flashcard to the wall at the other end of the room. Stand away from the card and point
to it. Ask, “What are those?” Elicit, “They’re„” Repeat the procedure, usingthe other flashcards.
Read the question aloud, pointing to each word as you do so. Have the children repeat the question.
Attach the beans flashcard to the board and help children to model the different structures using
the drillcards, for example,
Are these beans? Yes, they are. Are these tomatoes? No, they aren’t. Model the structures on
Uncle Booky’s Blackboard by reading them aloud to the children. Have the children repeat the
questions and answers after you in a class drill, using all possible combinations.
4. Guess and say
Ask the children to take out their small vegetable flashcards of this unit: Put the children in pairs.
Then two children mix their cards with the picture facing down. Student A puts hisher hand on
one card and asks student B to guess. Student B says, “Are these„?” Student A flips over the card
and says Yes or No.
Then heshe puts hisher hand on another card and asks, “Are these „?” Student B answers, “Yes,
they are.” Or “No, they aren’t.”
Continue until all the cards are flipped over. Then the two students change their roles.
5. Set homework.
6.
教学反思：
Lesson 5
⑴教学目标
①知识目标：
Be able to chant and check the correct answer.
②能力目标：
Listen, read and write.
③情感目标：有学习英语的愿望，乐于参与各种英语实践活动。
⑵教学重难点：
use the structures in communication
⑶教学过程：
1. Warm-up
This activity reviews the stucture Is this a „? Introduced in Unit 7.
Hold up the flashcard for lemon. Ask,
“Is this a lemon?” “Yes, it is.”
Now ask, “Is this a „?” Have
the children say, “No, it isn’t.”
Choose four children to come to the front of the class and repeat the questions and answers.

Repeat the procedure with other children and different fruit.
2. Check (√) the correct answer Talk about the pictures.
Who is this? Are these „?
Have the children repeat the words the speech bubbles.
Now ask the children to check the correct answer. Make sure they have done this.
Repeat all the procedures for the other two pictures.
3. Let’s chant
Read the rhyme to the children, pointing to each word. Play the tape for the whole rhyme. Have
children listen and point to 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 the rhyme.
Have children point to the picture in their books as they listen to the tape again. They can also
add some actions and act the rhyme out.
4. Game: Find the vegetables out in the classroom
5. Set homework
6.
教学反思：
Lesson 6
⑴教学目标
①知识目标：
Let’s make „. What are these? They are „
.
②能力目标：
Listen, read and write.
③情感目标：体会英语学习中的乐趣，乐于接触英语读物。
⑵教学重难点：
consolidate the structures and vocabulary learned in this unit Elicit
⑶教学过程：
1. Uncle Booky’s storytime
Tell the children they are going to listen to the story.
Play the tape. Have the children open their books at page 24 and look at the pictures. Ask them
to look for familiar words in the story. Have the children read the story silently, encourage
themto try to guess the meaning of unfamiliar words. It doesn’t matter if they don’t know the
words. The requirement for this part is to understand the story.
2. Flashcard game
This game reviews core vocabulary. You will need the flashcards provided for earlier units.
Have the children work in groups of 4 or 5.
Have them spread all the flashcards face up on the table.
Have the children either sit or stand around the table, close enough to be able to reach and touch
the flashcards.
Explain to the children that they are going to play a game where you will call out
an English word. The first child to put hisher hand on the matching flashcard wins that card. The
game finishes when there are no flashcards left on the table. The winner is the child who has
collected the most cards. (The children can count their cards in Chinese.)
3. Self-assessment

In the first activity, point to the picture
of beans. Ask, “What are these?” Elicit “These are beans.” from the children. Put
them into pairs.
Have one child ask questions and the other provide the answer, pointing each picture.
In the second activity, point to the first picture and read the question. Tell the children that you are
going to read out two answers and only one answer is correct. Read the first answer and ask
the children if it is correct. Repeat with the second answer. Tell the children to check the correct
answer in its box. Tell the children to finish other pictures by themselves.
4. Homework:
6. 教学反思：