森提纳克斯号-新世纪的新一代

2020年小学英语二年
级下册全册精编版

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农村小学英语教学与实践活动的研究方案
一、 问题提出:
随着中国与世界的交往 日益密切,英语学习已经成为人们的必须.英语作为一门
语言,在学习过程中既要有正规系统的学习渠道 ,而又要有随时随地都能进行的学习
练习及应用场所,以便巩固所学的英语知识,提高英语交际的能力。
渤海镇小学现状:：1、 渤海镇小学的生源来自于附近行政村，与城里小孩相
比会有一定的差别：农村孩子胆小、 拘谨、不善言谈，羞于说英语，缺少自信
心。2、 渤海镇小学英语师资力量相对薄弱。3. 缺乏运用 英语的环境。目前社会
上尤其是农村，用英语的环境很少，甚至没有。因此学生听英语、说英语的机会很
少，他们缺少一个学习英语的语言环境。但是渤海镇又有自己得天独厚的条件，旅
游业比较发达 ，农家院大量兴起，都是学生进行交际的有利场所。如何根据农村小
学的实际情况，有效地把握课堂教学 ，创设良好的英语学习环境，培养和发展学生
使用英语这种交际工具的能力。怎样发挥本地区的优势，使 课堂教学与实践活动相
结合，培养学生交际意识，提高学生交际能力，所以提出了“农村小学英语教学， 与
实践活动的研究”课题。
二、文献综述
三、研究的目的、意义
英语教学的目的就是培养和发展学生使用这种交际工具的能力。
英语教学新课程的理念是要 尽可能多的为学生创设英语交际的环境，尽可能多
的让学生以多种形式接触、学习、使用英语。
本课题探索充分利用农村的多种资源如旅游业、农家院等，给学生创设英语交
际的环境，开展实践活动 ，培养学生的交际意识、提高他们的交际能力的措施与对
策，以供其他农村学校在此方面有所借鉴，共同 提高学生的英语水平。
四、研究内容
1、英语课堂教学模式。
2、英语教学的课外实践活动。
五、研究假设
充分利用农村的语言环境，给学生创 设英语交际的环境，开展实践活动，就
能培养学生的交际意识，提高他们的交际能力。
六、研究方法
行动研究法
七、研究措施
(一)农村小学课堂教学模式
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1、3－5分钟谈话训练。利用课堂3分钟时间， 可以在课始，可以在课中，也
可以在课末，根据实际情况再定。
2、5-10分的复习时间, 在复习的过程中要注意孩子们兴趣的培养,多设计一些
有趣的活动.
3、新授内容
单词教学: 遵循词不离句的原则。以词带句、一句带词，八单词放在句子
里学习，在词语和相 应的事物之间建立联想，而不是机械的学习，一方面
避免了直接教单词的枯燥，另一方面，有帮助学生建 立初步的语感，增强
了趣味性。
句子课文教学: 要注意创设一定的情况,多给学生各种口头 练习和听力练
习的机会,让他们口,脑并用,并将简单的对话用到肢体语言当中去;注意角
色的 扮演,允许学生自由发挥.
语音教学: 通过学生自主学习,让学生感知发音规则,巩固和复习所学单词.
韵文教学: 可以当作一节课的导入内容,当学生对他了解后在进行教学
4信息的反馈在这个环节中教师要充分调动学生的积极性,及时的查 补缺
5 制定一个学生的自我评价表，随时的对学生进行监控。
二)英语课堂充分体现学生的实践活动。 布卢姆认为：“成功的外语课堂教学应当在课内创设更多的情境，让学生
有机会用自己学到的语言材 料。”这充分体现了小孩子爱新奇、好动的特
点，突出了语言的实践性与交际性，使学生能够“学以致用 ”，同时有利于
语言的记忆和巩固。
1）情景模拟。把句子放在真实的情景中学习。
2）角色扮演。将所学对话或课文让学生扮演各种角色，允许学生自由发
挥，表达真实感情。
3）充分利用现代教育技术，培养学生写的能力。学校为学生开辟一个英
语论坛专栏，学生可以 进行简单的英文聊天，结交网友，有助于提高
学生写的能力。
三）创设环境，开设实践活动，培养交际意识，提高交际能力。
生活中人们离不开交际，特别 是语言交际，英语教学是语言教学，
语言源于生活，有始建于生活。杰克波森曾说过：“教好英语的先要 条件
是要尽可能让学生接触英语和使用英语。学英语就像学游泳一样，学生
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必须 潜到水里去。这样，他最后才能像一个熟练的游泳着那样乐在其
中。因此教师要给学生创造尽量多的听、 说、连的机会。让他们多听、
多说、多练。
a) 校园生活处处用英语。在校园内创设大的英 语学习环境，如学生到老师帮
哦能够使、下课同学一起玩儿、其他科目老师的简单课堂用语，只要能用< br>到英语的尽量用英语交流，哪怕只说一个单词。学生把所学内容向老师表
达，不管老师会不会都要 认真倾听。要求所有学生都要和老师或同学交
流，哪怕是一个单词。
b) 在室内、外建立英语角等活动阵地，为学生学习英语创造良好的学习环
境。
室内：布置一间空 房子，房间的布置要有浓厚的英语气息，学生可以利用
课余时间到英语角和老师交流、和同学交流。可以 放一些英文电影、动画
片让学生感受英语的语音、与调。房间里可以给学生提供一些适合学生阅
读的报刊。
充分利用学校广播站。
4、以社会实践活动为载体，培养学生交际意识，提高交际能力。
5、充分发挥当地旅游资源的优势，组织学生到慕田峪长城、农家院、饭店进
行实践活动。 < br>在组织活动是教师可以给学生一些人物，通过活动完成一些人物，教师所给人
物必须是容易完成的 ，如调查一些旅游者从事的工作、爱好、国际、姓名等。交流
的对象可能是外国人，也可能是当地的群众 。也可以把所学的知识讲给当地饭店的
服务员、买东西的老板。能用英语的必须用英语交流。
在组织活动是，教师要求学生主动和外国友人、旅游者打招呼，提高学生的交
际能力。
八、时间和步骤
准备：2008、9
研究：2008、9－2009、2
总结：2009、9
九、研究结果
研究论文、汇报课和学生展示





小学英语二年级（下册）
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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，听原版录音带练习发音，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 听懂询问名子的问及回答，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。
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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。 二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。
3、对于申奥成功，无疑是北京对世界张开怀抱的一个机会， 学生作为未来世界的
主动力，在学习中提倡培养学生的创新意识。这样才能在竞争如些激烈的社会
中立足，做一个社会主义新人。
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。
③How many?及应答.
④I can的应用.
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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

Teaching planning

周次

1 2
3 4
5 6
7
7 8
8 9
10 11
12 13








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内容
Ready
课时
1
6
6
6
6
6
6
6
6
Unit 7 Is it a pear?
Unit 8 Are these
tomatoes?
Unit 9 How many?
Review
Unit 10 what color it
is?
Unit 11 I can climb
Unit 12 Review
Total review

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UNIT ONE


Is it a pear?
Lesson one(2-16)

Teaching Aims:
1、Understand the dialogue what’s mean.
2、The students like to learn English.
1、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 exciting or
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.
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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
Encourage the students to tell the story to their families.

教学后记：
先复习了上个学期所学的知识，用活动、影片的形式来调动学生的积极性，效果较
好。课堂上，还要尽量注意对学生口语发音的训练。


Lesson two(2-18)

Teaching Aims:
1、Understand the dialogue what’s mean.
2、The students like to learn English.
2、The students can be ask and answer the dialogue.
Teaching Emphasis:
3、How can use “What’s this?” in the dialogue. And answer it.
4、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.
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Step 1 Words to learn
1、Have the students open their books. Draw their attention to the
“ Words to 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.
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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
Sing the song and encourage the students to practice the new words and
sentences.

教学后记：
对水果单词的学习，学生很有 兴趣，每个人都在争着说出自己喜欢的水果名称，用
英语来说名字，学生都能较快掌握好语音，同时也加 强了句子的训练。


Lesson three(2-20)
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:
5、How can use “What’s this?” in the dialogue. And answer it.
6、Emphasis sentence: Is it a……? Yes,it is. No,it isn’t.
Teaching 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.
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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.

color the pictures on page 6 and 7.

教学后记：
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用听力、口语的形式来操练句型，学生复习的较好 ，但对于boat与boy的读音还
要加强训练纠正，强调好字母的书写，单词的拼写。



Lesson four(2-23)
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:
4、How can use “What’s this?” in the dialogue. And answer it.
5、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 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.
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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

Ask students to finish tracing words on page 8.

教学后记：

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通过实物教学 (水果) 学生能很快直接地接受 新词的意思，该课新知识都是学生在
日常生活中比较熟悉的，通过实物或卡通形式来激发学生的学习兴趣 ，在复习中也
能提高学习的积极性。


Lesson five(2-25)
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:
6、How can use “What’s this?” in the dialogue. And answer it.
7、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 ...,
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.
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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.
Read the chant and color the pictures on page 10.

教学后记：
个别学生对单词 的发音还有待加强，通过各种形式的操练，大部分学生对于新句型
和对话掌握较好，成绩好的学生掌握较 好。


Lesson six(2-28)
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:
8、How can use “What’s this?” in the dialogue. And answer it.
9、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.
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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 4 Self-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.

Read Part A B , and the words and sentences.

教学后记：
学生对故事的句子很快就可以理解，但是对于一些旧的单词读音不是很好，有待加
强。



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Unit 8 Are these tomatoes?

Lesson 1
⑴教学目标
② 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’s this?” 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
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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 line.
Play 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
Tell your families the English names for the vegetables.
Read the text。
6. 教学后记：基本的蔬菜名称都能掌握，但是要注意what are these的提问和回
答不能和what’s this混淆。


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 the end of the word.
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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 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。
7. 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。


Lesson 3(3-9)
⑴教学目标
② 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。
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⑵教学重难点：Have the children practice the sounds and letters.
⑶教学过程：
1. Warm-up
Language drill
Are these …? Yes, they are. No, they aren’t.
2. Talk together
Have the children open their books at page 18. draw their attention to
the pictures at the top of 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 you.
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 correct
order.
Check the answer.
4. Sounds and letters
Draw the children’s attention to the pictures on top of the page.
Play 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.
6. Set homework
Ask children to color the pictures on pages 18 and 19.
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7. 教学后记：对话部分黑体字掌握比较熟练， 首尾阅读稍有些困难，听力做的不
错，单词发音也能基本掌握。



Lesson 4(3-11)
⑴教学目标
①知识目标：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, using the other flashcards.
Read the question aloud, pointing to each word as you do so. Have the
children repeat the question.
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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.
For homework they can finish the tracing and copying tasks.
6. 教学后记：对于基本语句学生们大部分能阅读下来，难点还是在单词朗读和记
忆上。



Lesson 5(3-13)
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?” Elicit “Yes,
it is.” Now ask, “Is this a …?” Have the children say, “No, it
isn’t.”
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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
Ask the children to color the pictures on page 22.
6. 教学后记：check这一部分同学们做的很快， 而且正确率很高；chant这部分少
数同学能够跟读下来。


Lesson 6(3-16)
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
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.
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Have the children read the story silently, encourage them to 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. Do the practice in the activity book.
5. 教学后记：story里面的句子同学们基本能跟读下来，比较难的地方在于we
need some 这个句子的朗读上。





Unit9 How many?

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Lesson 1（3-25）
⑴教学目标:
①知识目标: birds, eggs, flowers
How many … are there? There are…. There is a … , too.
②能力目标: listening, reading, speaking and communication
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 quantities.
⑶教学过程：
1、Greeting：T:How are you students? S:I’m fine,thank you.
2、Warm- up：①Before class，let’s listen to a song（英语数字歌）.
T:Do you remember the numbers from one to ten?
S:Yes.
T:OK. Let’s count.(黑板上写好，带领同学读。)
② You are so clever。The next, I want you to answer my questions:
Q1:Look at my picture:What’s this?
A:It’s a bird!
Q2:What are these?
A:These are eggs.
Q3:Are these cabbagespotatoes?
A:Yes,they areNo,they aren’t.
③The next question,a little difficult,please listen carefully(take out
mushroom’s picture):
Q4:How many mushroom are there?
T:Do you remember this sentence:How many(有多少个？)
S:repeat the sentence with the teacher.
A:there are …eggs.(rapeat.)
④Use the pencilruler to ask.
3、Model the dialog
Drawing of three birds, say, “How many birds are there?” Elicit response
“There are three birds.”
4、story：
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① Have the students open their book at page 26：
T：Today we will learn a story about Mocky and Lulu. Now please look at
the picture and listen to my questions:
边放边问：
Q1：Where are Mocky and lulu？
A：They are in the forest.
Q2：How many birds are there？
A：There are three birds.
Q3: How many eggs are there？
A：There are five eggs.
Q5: How many eggs does Mocky find?
A:six.
Q6: How many eggs are there now?
A:five.
Q7:Why do they run？
A：Because they find a big crocodile！
②带领同学们回顾课文，把卡片贴在黑板上，带领同学们说一说。
③listen and repeat。
④read after the teacher。
⑤read in roles。
5、game：guess how many things are there？
6、Homework：read the story after class。
⑷教学 反思：由于本篇课文涉及的内容是一年级学过的数字英语，所以同学们学起
来也比较容易。我主要是从一 首英文数字歌进行引入，然后让同学们回顾学过的数
字英语知识，再进行句型的提问复习，然后以how many的句子提问引入课文，课
文学习之后，进行句子练习。总体感觉课堂气氛不错，学生掌握的也还 可以，不足
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之处就在于教学设计有些前紧后松，课文内容涉及 学习还是有些不到位，练习部分
应多涉及课文内容。

http:21v_


Lesson 2(3-27)
⑴ 教学目标:
① 知识目标: numbers one through ten
How many … are there? There are …
② 能力目标: listening, reading, speaking and communication
③ 情感目标: Teaching Aids: recorder, tape, word cards.
⑵ 教学重难点：Asking and answering question about plural objects.
⑶ 教学过程：
1. Warm-up Ask the children volunteers to act out the dialog.
2. Review the numbers.
＊ Write the numbers 1-10 on the blackboard. Point to each number in
turn and say its name.
＊ Practice the structure “How may…?” with the numbers.
3. Words to learn.
＊ Have the children open their books at “Words to learn” at the top of
the page.
＊ Read the words together.
＊ Have the children say the words along with the tape.
4. Game (Find your partner): Divide the students into 10-member groups.
Prepare 10 cards of the numbers. Distribute the cards randomly to the
class. When the teacher calls the number, the two student with the same
number stand up as quickly as possible and come to the platform to say
“Hello” to each other and read out the number together.
5. Listen to this. 【该文件来源[一起学习网] 】

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＊ Have the children look at the two rows of pictures at the bottom of
page 28.
＊ Point to the first group of objects. Ask, “ How many cars are there? ”
Try to elicit the correct answer, “There are six cars.”
＊ Listen to the tape. Have the children number the box next to the
picture.
＊ Check the answer.
6. Teach the song.
＊ Have the children turn to page 29. Say, “ We are going to learn a song
about numbers.
＊ Read the words aloud to the children, pointing to each word as you do
so.
＊ Play the tape. Encourage the children to join in by singing or
clapping.
＊ Divide the class into two groups. Have all the children sing the
first line together. Then have each group sing alternate number in the
song.
rk:read the words and sing the song to their parents.
8. 教学后记: 同学们对于句型的掌握很熟练，对于单词都能够认读，总体学习效
果还是比较好的。



Lesson 3(3-30)
⑴教学目标
①知识目标： zero, smile, How many … are there? There are …
（Phonics）s z
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。
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⑵教学重难点：Have the children practice the sounds and letters.
⑶教学过程：
Step 1
1. Review the numbers using the word cards.
2. Sing the counting song.
Step 2
Talk together
＊ Ask each child to take out a sheet of paper and crayons. Then have
each child write a number on their paper.
＊ Explain that you want them to draw a number of objects to match the
number they have on their page. Tell them that the objects must have an
English name they have learnt.
＊ Group work. Ask one child to hold up his or her picture. Have a
second child ask, “How many…are there?” A third child answers, “There
are …” Have the children change roles.
＊ Have the children turn to page 30. Listen to the tape and repeat.
Step 3
Listen and number.
＊ Attract the children’s attention to the bottom of half of the page 30.
Explain they are going to listen to 4 car license plates.
＊ Play the tape. Have the children number the pictures in the boxes as
they hear.
Step 4
1. Sounds and letters ( Page 31 )
＊ Play the tape for snake, salad, six and sun. Ask, “Do these words have
the sounds s?”
＊ Play the tape again and have the children say the words aloud.
＊ Repeat the procedure for the z words.
2. Listen and write.
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＊ Play the tape, have the children touch the matching picture on their
books.
＊ Now point to the word under the picture. Say, “Which letter is
missing?” Elicit the correct letter name from the children. Have them
write down the missing letter on the line.
＊ Check the answer.
5. Set homework
Tell the children that you want them to color the pictures on page 31.
6. 教学后记:对话的学习比以往的效果好，其主要原因是学生掌握了相应的句型，
单词发音部分也很准确。


Lesson 4(4-1)
⑴教学目标
①知识目标：two, five, eggs, birds.
How many … are there? There are …
There is a …, too.
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：
Step 1
1. Warm-up.
＊ Hold up two pencils, say, “How many pencils are there?” Elicit from
children, “There are two.”
＊ Repeat the procedure for the other objects.
2. Trace the words.
＊ Have the children trace the words: two, five, eggs and birds.
＊ Have the children copy the words by themselves.
Step 2
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Match the numbers.(Page 32)
＊ Draw the children’s attention to the pieces of broken paper stripes.
Tell them the words on these strips are the name of numbers but they
were broken. Tell the children that you want them to restore the words.
＊ Point to the first one. Ask the children which number do they think
it is. Elicit the correct answer from the children to find the matching
part for the word six.
＊ Now have the children draw a line between the two parts of the word
seven and match them together and say it aloud.
＊ Repeat the procedure for the other words.
Step 3
Uncle Booky’s Blackboard. (Page 33)
＊ Practice the structure, and substituting other words for birds and
flowers.
＊ Draw the children’s attention to the order of the sentence.
＊ Read the sentence by themselves as you point to each word.
Step 4
Touch and say
＊ Point to an object and ask, “How many apples are there?” Elicit,
“There are eight apples.”
＊ Have the children repeat the activity in pairs. Make sure each child
takes a turn at asking the question and responding.
5. Set homework
Tell the children that you want them to finish the tracing task on
page 32.
6.教学后记: 单词和句型同学们都能够正确的拼写下来，但是有些单词占格有问
题，需要强调。



Lesson 5(4-3)
⑴教学目标
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①知识目标：birds, eggs, flowers, How many … are there? There are …
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：
Step 1
Warm-up: number game
＊ Number each child 1 through 10. Give each child a piece of paper with
his or her number (and its name) on it.
＊ Explain that you will give commands, but only the children with that
number must follow them, for example, “Four, stand up.” All the children
given that number should stand up.
＊ Continue with the other numbers and different commands, until all the
numbers have been used.
Step 2
Read and check (Page 34)
＊ Have the children open their books at page 34. Display your copy of
the page. Point to the first picture. Say, “What are these?” Elicit,
“They are birds.”
＊ Now read the words as you point to each one. Elicit the correct
answer, “There are two.”
＊ Have the children repeat the question as they touch each word in
their books. Then check the correct answer to complete the sentence.
＊ Repeat the procedure for the other questions and pictures.
＊ Put the children into pairs. Have the children practice asking and
answering the questions. Have the children change roles for each picture.
Step 3
Let’s chant (Page 35)
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＊ Tell the children that they are going to learn a chant about a boy
catching fish. Have them open their books at page 35. Draw their
attentions to the picture. Ask them to talk about the picture in Chinese.
＊ Read the rhyme to the children, pointing to each word.
＊ Play the tape for the rhyme straight through. Have children listen
and touch the words on the page.
＊ Play the tape again and have children join in, encouraging them to
say or clap with the tape.
＊ Play the tape again. This time have them role-play the thyme while
say it with the tape.
Step 4
＊ Photocopy the page and give each child a copy. Read each number aloud
to the children, and have them write the matching numeral immediately
next to each number’s name.
＊ Color the same number of objects in each row.
5. Set homework
Encourage the children to say the rhyme to their families and color
the pictures on page 34 in the book.
6. 教学后记:同学们对于chant部分的学习很感兴趣，源于对句型和单词的熟练掌
握，应继续保持。



Lesson 6(4-7)
⑴教学目标
①知识目标：birds, eggs, flowers, How many … are there? There 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
⑶教学过程：
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Step 1
Warm-up
Let’s chant with music. (Page 35)
Step 2
Uncle Booky’s storytime
＊ Tell the children to open their books at page 36. Draw their
attention to the picture. Explain that these pictures tell a story about
numbers.
＊ Ask questions about the pictures. Have the children talk about the
story.
＊ Play the tape. Tell the children listen to the story pointing to the
matching picture.
＊ Encourage children to guess the meanings of unfamiliar words.
＊ Play the tape again. This time have the children touch the speaking
character.
Step 3
Self-assessment
＊ In Activity 1, point to the pictures of the cats, ask, “How many cats
are there?” Elicit from the children the correct answer. Point to the
word in front of the picture and ask which letter is missing. Then have
different letter cases.
＊ In Activity 2, the children need to write the name of numbers by
themselves. Have the children look at the picture carefully. Draw the
attention to the first question on the right and ask, “How many bikes?”
Elicit the correct answer from the children. Then have them write out
the name of number on the line below the question. Tell them to finish
the other questions.
Step 4 Snap game

教学后记:整体学习效果较好，story部分的句子同学们基本能读熟练，应继续保
持。


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Unit10 What color is it?

Vocabulary:
Numbers one through ten, the colors, butterfly, crab, bear, fish, snake,
ladder, lemon, Lulu, moon, money, mushroom, noodles, nut, nest.

Structure:
What color is it? What color is that?
It’s blue.
Is that butterfly blue?
Yes, it is.
No, it isn’t.

Lesson 1（4-10）

一、Greetings.
二、Presentation.
Step1, Introduce colors.
Hold up one of the colored pencils you have brought to class.
T: What’s this?
S: It’s a pencil.
T: Do you know what color is the pencil?
Elicit the word of color.
Review the colors we have learnt.
S: It’s green.
T: What color is this book?
S: It’s red.
Step2, Model the dialog.
Ask students in Chinese the name of an insect that is very colorful, and
that likes flowers. Elicit the word for butterfly.
Draw a butterfly on the board. Say, the English word is butterfly. Write
the word on the board. Have students repeat the word.
Now say, “What’s this?” as you point to the picture on the board.
Elicit “It’s a butterfly.”
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Hold up a blue pencil. Ask “Is this pencil blue?” elicit “Yes, it
is.”
Now hold up a red pencil, ask “Is this pencil blue?” students should
answer “No, it isn’t. It’s red.”
Repeat the procedure for the other six pencils.
Step3, Tale about the story.
Have students open their books at pages 38 and 39. ask these questions
about the pictures:
What are Mocky and Bobby Bear looking at?
How many butterflies are there?
What colors are the butterflies?
Is this butterfly blue?
How many butterflies are there now?
Step4, Story.
T: Now you will hear what the characters said. Play the tape and have Ss
look at the pictures as they listen.
Play the tape again, pausing at each picture. Have Ss repeat the words
each time.
Step4, Homework:
Ask students to tell their families the English names for colors.

教学后记: color这部分同学们也能很快掌握，源于一年级的积累。但是课文中有
些句子 还是读的不准确，需要注意。



Lesson 2（4-13）

一、Greetings.
二、Presentation.
Step 1, Review the structures from the first period.
Hold up a green pencil and say, : What color is this pencil?
Is this pencil green?
Repeat the procedure for the other colors.
Step2, Words to learn.
Have students open their books at page 40. display your copy of the page.
Point to each of the colors in turn. Elicit the correct names from
students.
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Point to the bear. Say, “This is a bear.” Have students repeat the
word after you. Repeat the procedure for butterfly, fish, crab and snake.
Play the tape and have students point to the matching color as they hear
it mentioned on the tape.
Without the tape, point to one of the colors and elicit its name from
students. Repeat for all the colors and pictures.
Step3 Listen to this.
Have students look at the pictures at the bottom of page 40. point to
the first butterfly and ask, “What’s this?” elicit “It’s a
butterfly.”
Play the tape, stopping after each sentence, and have Ss point to the
corresponding picture. Make sure they are touching the correct butterfly.
Play the tape again, stopping after each sentence. Explain that this
time you want students to write the number in the box next to the
matching picture.
Check the answers in a class drill.
Step4, Teach the song.
Point to the book and say, “What are these?” elicit “They’re
birds.”
Read the first line of the song, pointing to each word. Have students
repeat the words as they touch each one in their books.
Repeat the procedure for the next five lines.
Now point to all the fish. Say, “What are these?” Elicit, “They’re
fish.”
Repeat the procedure used for the first verse.
Step5, Sing the song.
Play the tape straight through. Have students listen and clap along with
the words.
Play again and encourage students to touch the words in their books as
they listen. 【该文件来源[一起学习网] 】

Now play the song and have students sing along in time.
Divide students into four groups. Give each group a color name, red,
blue, green and yellow.
Have the red group sing the first blue group sing the second
ling, and so on.
Have the groups change roles so that students have a turn singing about
each color.
Step6, Homework
Ask students to show the picture to their families and tell them each
creature’s English name and color.
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教学后记:颜色单词大部分同学都掌握的很好，， 只有动物单词里的crab还有些难
度，需要多注意。

Lesson 3（4-15）

一、Greetings.
二、Presentation.
step1, Bingo game
Use this game to review the vocabulary and letters from this Unit.
Step2, Talk together.
Have students open their books at page 42. Draw their attention to the
top of the page.
Display your copy of the page. Point to the first picture. Say, “What
do you think Cathy is asking?” Try to elicit, “What color is this
bird?”
Elicit, “It’s blue.”
Have students repeat the question and answer.
Draw students’ attention to the second picture. Point to the frog. Ask,
“What color is this frog?” Elicit, “It’s green.” Repeat for the
other pictures.
Put students into pairs to practice the questions and answers.
Step3, Listen and color.
Draw students’ attention to the bottom of the page. Explain that you
will play a tape and that you want them to color each picture with the
color they hear. If necessary, review the names of the animals before
listening to the tape.
Play the tape two sentences at a time. After each pair, T: Which picture
matches those sentences?
Have students touch the picture after hearing the sentences on the tape.
It is important to watch that students choose correctly.
Play the tape a second time. This time, have students color each picture
with the color they hear on the tape.
Step4, Sounds and letters.
Draw students’ attention to the top of the page.
Play the tape for ladder, lemon, Lulu.
T: Do these words have the sound l?
Play the tape again and have students say the words aloud.
Repeat the procedure for the m and n sound words.
Step5, Listen and circle.
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Have Ss open their books at page 43. Show your copy of the book. Have Ss
look at the pictures at the bottom of the page. Point to the picture of
moon. T: What’s this?
Play the tape for the word moon. Have students repeat after the tape.
Repeat the procedure for other pictures and words.
Step6, Homework.
Explain to students that you want them to color the pictures on the page.
教学后记：整体课堂效果还不错，同学们都能跟读下对话，有些单词发音不够准
确，需要纠正。



Lesson 4（4-17）

一、Greetings.
二、Presentation.
Step1, Trace the words.
Take out a colored pencil. T: What color is it? Elicit from Ss “It’s
red.”
Have students open their books at page 44. Show your copy of the page.
【该文件来源[一起学习网] 】

Show two pencils of the same color. Repeat the procedure. But this time
ask “What color are they?”
Repeat the procedure for the other sentences.
Step2 Do and say.
Take out the set of water color paints you prepared. Mix the red and
white paints together and paint the picture of fish.
T: What color is it?
Have students check the correct word on their books.
Repeat with other picture and color.
Step3, Uncle Booky’s story time.
Tell students to open their books at page 49. Draw their attention to
the pictures. Explain that these pictures tell a story about a butterfly
reading a book with her mother.
Ask questions about the pictures. Have Ss talk about the story and what
they think each character is saying.
T: Now we are going to listen to what the characters say.
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Play the tape. Tell students to listen to the story, pointing to the
matching pictures.
Encourage them to guess the meaning of unfamiliar words.
Play the tape of the whole story again. This time have students touch
the speaking character.
Step4, Touch and say.
Draw students’ attention to the bottom half of the page. Ask them what
things they can see in the picture. Elicit their English names snake,
duck, bird, butterfly, fish and flower.“What color is it?”
Have students repeat the question. Then elicit the answer.“It’s
blue.”
Put students into pairs to practice asking and answering the questions.
Step5, Homework.
Tell students that you want them to finish tracing the words.
教学后记：重点还是在单词和字母的拼写上。

Lesson 5（4-20）

一、Greetings.
二、Presentation.
Step 1, Review.
Review the flashcards for this Unit. Hold up the flashcard for snake.
Ask “What’s this?” Elicit “It’s a snake.”
Repeat the procedure for bear, crab and fish.
Step2, Read and color.
Have Ss open their books at page 46. Display your copy of the page.
Point to each creature in turn and elicit its correct name.
Draw students’ attention to the bottom of the page. Point to the first
sentence and read it aloud, touching each word as you do so. Have Ss
repeat the words as they touch each one in their books.

Repeat the procedure for the other sentences and pictures.
Step3, Let’s chant.
Use pictures to review the following words: green, yellow, brown, red,
orange, blue, black and white. Make sure Ss can say these colors when
given a picture.
Read the rhyme to students, pointing to each word.
Play the tape again and have Ss join in, encouraging them to clap with
the rhyme.
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Have students 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.
Step 4, Homework.
Say the new rhyme to their families.
Color the pictures at page 46.

Lesson 6(4-22)
Step 1:review the sentence and the words.
Step 2
Uncle Booky’s storytime
＊ Tell the children to open their books at page 47. Draw their
attention to the picture. Explain that these pictures tell a story about
colors.
＊ Ask questions about the pictures. Have the children talk about the
story.
＊ Play the tape. Tell the children listen to the story pointing to the
matching picture.
＊ Encourage children to guess the meanings of unfamiliar words.
＊ Play the tape again. This time have the children touch the speaking
character.
Step 3
Self- assessment
Let students finish the question and the check it.
Homework:read the story.
教学后记：这一单元掌握的情况基本良好，同学们能够自己认读单词和句子。




Unit11 I can climb.

Vocabulary:
Can, can’t, climb, see, catch, walk, carry, listen, run, read, jump,
dance, sing, write, talk, draw, house, hand, hat, help, rabbit, ruler,
red, rat.
Structures: 【该文件来源[一起学习网] 】
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Be careful, all right. What’s the matter? Once upon a time.


Lesson 1(5-4)

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 12: What can Mocky do?
Picture 34: 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.
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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。

Lesson 2（5-6）

一、Greetings.
二、Presentation.
Step1, Words to learn.
Have students open their books at page 52. direct their attention to the
top of the page.
Display your copy of the page. Point to the first picture.
T: Run.
Have students repeat the word.
Repeat the procedure for the other pictures and actions.
Play the tape. Stop after each new vocabulary word. Point to each
picture as the action is named.
Step2, Introduce you, he, she can….
Review the structure I can ….
Have students repeat the sentence as they see the picture cards and do
the action.
Now introduce the structure “You can….”
Repeat the procedure with different students working in pairs. Then use
the other action picture cards.
Step3, Listen to this.
Display your copy of the page. T: Now we will see what Mocky can do.
Ask the question, “What can Mocky do?” Repeat the question.
Point to the first picture. T: He can carry his bag.
Repeat for the other three pictures.
Now have Ss open their books. As you play the tape, have them touch the
matching picture. Make sure they all touch the correct picture.
Step4, Let’s chant.
Use pictures review the following words: read, write, walk, run, talk,
sing, jump, dance. Make sure Ss can say these words when they see the
action.
Read the rhyme to students, pointing to each word.
Play the tape for the whole rhyme. Tell them the book only shows the
first two parts of the rhyme. Have Ss listen and point to the words and
the matching pictures on the page.
Play the tape again and have students join in, encouraging them to clap
with the rhyme.
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Have students 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.
Step5, Homework.
Tell their families in English some things that they can do, using the
sentence structure I can …。
教学后记：让学生来说自己能做什么动作时，学生自己来表演 ，教者就可以纠正学
生的读音不足之处。在课后还要多关注一下中下生。

Lesson 3（5-15）

一、Greetings.
二、Presentation.
Step1, Talk together.
Hold up the jump card. T: I can jump.
Have students repeat the sentence.
T: Can you jump?
S: Yes, I can. No, I can’t.
Display your copy of the page. Then read aloud the words in the speech
bubbles, pointing to each word as you say it.
Read the words again, and have students touch each word in their books
as they repeat them after you.
Step2, Listen and number.
Have students turn to the bottom of page 54. explain to them thay you
will play a tape and that you want them to number the sentence they hear
on the correct picture.
Play the tape, one sentence at a time. Stop after each sentence.
Have students touch the picture after hearing the sentence on the tape.
Make sure that students choose correctly.
Play the tape a second time, sentence by sentence. This time have Ss
write the number of the sentence in the box beside each picture as they
hear the sentence on the tape.
Step3, Sounds and letters.
Draw students’ attention to the top of the page.
Play the tape for house, hand, hat and help.
T: Do these words have the sound h?
Play the tape again and have students say the words alound.
Repeat the procedure for other words.
Step4, Read and circle.
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Have students turn to page 55. display your copy of the page. Point to
the clor red and sak, “What color is it?” Elicit the correct name from
students.
Pointing to the words next to the color. Tell Ss that there is only one
word matches the picture and you want them to find it.
Now read the four words again. Have Ss open page after you and and
circle circle the word ead.
Step 5 Homework.
Tell students that you want them to color the pictures on page 55.
教学后记：
学生对于动作的单词能较好地掌握，也能做出正确的反应，但对个别单词不能很好
发音，需在课后多辅导、纠正。


Lesson 4（5-20）

一、Greetings.
二、Presentation.
Step 1, Review.
Use this game to review action verbs presented in this unit “carry,
catch, climb, dance, draw, jump, listen, read, run, see, sing, talk,
walk and write.”
Give the instructions. Let students say and do.
Step 2, Read and match.
Display your copy of the page. Read the words aloud to students,
pointing to each word in turn.
Have students repeat the words as they touch them in their books.
Put students in pairs and tell them that you want them to draw lines
between the words and pictures. Check to see that all students do this
correctly.
Step3, Teach the song.
Have students open their books at page 59.
T: we are going to learn a song.
Read the words to students, pointing to each word as you do so. Play the
first two lines of the song several times, and encourage students to
join in by singing and clapping.
Repeat the procedure for the rest of the song.
Step4, Let’s sing.
Play the song from the beginning. Encourage students to touch the words
in their books as they sing along.
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Play the song again. This time, ask all students to sing along and to
clap in time.
Divide the class into two groups. Go through the song again, once or
twice. Have each group sing one line of the song in turn.
Have the groups change roles.
Step5, let Ss sing the song for four.
Step6, Homework.
Sing the song for family.
教学后记：

歌曲的单词很多都已经学会，但是节奏快，句 子也较长，学生还不能很好地把握，
不过，大部分学生都对这首歌感兴趣。在课后多听，多唱，学生可以 掌握好的。

Lesson 5（5-22）

一、Greetings.
二、Presentation.
Step1, Warming up.
Sing the song.
Step2, Review.
Do the action of the words and let Ss say “I can …….”
Step3, Uncle Booky’s storytime.
Tell students to open their books at page 60. draw their attentions to
the pictures. Explain that these pictures tell a story about a little
turtle.
Ask question about the pictures. Have students talk about the story and
what they think each character is saying.
T: we are going to listen to the story, pointing to the matching
pictures.
Tell students to look at each speech bubble. Ask them to find out the
words they know. Encourage them to guess the meaning of unfamiliar words.
Play the tape of the whole story again. This time have students touch
the speaking character.
Step4, Play the roles of the story.
Step5, Homework.
Tell the story for the family.
教学后记：
故事里有很多句子学生都已经掌握，所以能 很好地来分角色朗读，同时渗透学生不
能随便地讥笑别人，任何人都能做好一件事，任何人都会有优点的 。

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Unit12 Review

一、Teaching contents :
Vocabulary: candy bar, cookies, animals, snake, ladder, house, ruler,
pear, rabbit, ball, sun, money, zebra, nut, turtle, deer, duck, bag.

Structure:
What’s thisthat?
What are these those?
How many are there?
What color is it?

二、Teaching aims:
Asking and answering questions about single objects.

三、 key points:
and chant.
2. Asking and answering questions about single objects.

四、Teaching tools:
Really objects, tape, pictures

Lesson 1（5-25）

一、Greetings.

二、Presentation.
Step1, Structures review: What’s this that?
What are these those?
Present the pictures for candy bar, cookies, watermelon, and monkey.
Hold up the picture for monkey. Model the word for Ss and have them
repeat it after you.
What’s this? It’s a monkey.
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What are these? They are cookies.
Repeat the procedure using other pictures for single objects.
Step2, Talk about the story.
Have Ss open their books at pages 62 and 63. display your copy of the
page. Ask these questions about the pictures.
Picture 1, Where are Ann, Ken and Mocky?
Picture 2, What does Mocky find on the shelf?
Picture 3, How many are there?
Picture6, Does Mocky like watermelon?
Picture 10, Do you think Ann and Ken will take Mocky there again? Why
not?
Step3, Story.
Have Ss look at the pictures as the tape is played.
T: Now we’re going to hear what the characters said.
Play the tape, pausing at each new picture. Have Ss repeat the words
before you move on to the next picture.
Play the tape again, this time without stopping.
Replay the tape again. Choose four Ss to role-play the first picture.
Explain the use of please to the class. At the same time you could
introduce thank you.
Step4, Structures review:
Use the pictures in the story to review the questions What’s this? What
are these? Who’s he? Who’s she?
Ask Ss to say each one in turn.
Step5, Homework.
Have Ss tell their families about the story.
教学后记：
通过用游戏来复习单词和句子，学生对故事也感兴趣，特别是有关Mocky被赶的那
一段。


Lesson 2（5-27）

一、Greetings.

二、Presentation.
Step1, Structures review: What’s this? Is this a snake? How many are
there?
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Hold up the picture for snake. T: What’s this?
Ss: It’s a snake.
T: Is it a frog?
Ss: No, it isn’t.
T: How many snakes are there?
Ss: There is one.
Repeat the procedure with other pictures.

Step2, Listen for words.
T: Open your books on page 64.
Draw their attention to the pictures at the top of the page.

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

Play the tape again. Have Ss touch the correct picture as they hear the
words.

Step3, Listen to this.
Draw Ss’ attention to the pictures and words on the bottom half of the
page. T: Now we will listen to the sound of the beginning letters of
some words.
Play the tape of the first word. Have Ss point with their pencils to the
first letter of the word as they hear it.
Ask them to say the first sound of the word, for example, s snake s.
Repeat the procedure for all the other words.

Play the tape. Have Ss check the pictures in the order that they hear
the words.

If Ss are not able to tell you the beginning sounds and letters, replay
the first part of the tape to give more practice.
Step4, Read and match.

Have Ss open their books at page 65. draw their attention to the words
in the boxes.
Display your copy of the page. Have Ss name each picture. Point to each
word in books as you read the words aloud to the class.
Have Ss say the words after you and touch them in their books.
Put Ss in pairs. Ask them to draw lines connecting each speech bubble to
its matching picture. Check to see that all Ss do this correctly.

教学后记：
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在复习的过程中，学生对一般的疑问句较感兴趣，答案也容易说，对How many？的
回答学生也通过简明的单复数对比区分清楚，效果较好。






Lesson 3（5-31）

一、Greetings.
二、Presentation.
Step1, Review the numbers.
Hold up some of your fingers and ask, “How many are there?”
Elicit, “There are five.”
Change the number of fingers and repeat the procedure for the remaining
numbers.
Step2, Talk together.
Have each student draw several pictures of one animal or object from the
vocabulary.
Have them stand in a circle and hold up their drawings.
Ask and answer one by one.
Use these sentences: Are these ducks? Yes, they are. How many are there?
There are six.
Have Ss turn to page 66. display your copy of the page and read the
words in the speech bubbles aloud, pointing to each word as you do so.
Read the sentences again, and have Ss repeat them after you. Encourage
Ss touch each word as they say it.
Step3, Listen and number.
Draw Ss’ attention to the bottom half of the page.
Let Ss listen to the tape and do the exercise.
Step4, Write the letter.
Have Ss write the letter p on the line to complete the word.
Step5, Homework.
Color the pictures.
教学后记：
让学生来充当小老师，学生的积极性就较高，然后让会的 同学来帮助不是很会的同
学，达到共同进步。

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Lesson 4-lesson 5 学生做练习题




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