1、北師大版小學英語二年級下冊精品教案全冊農村小學英語教學與實踐活動的研究方案一、 問題提出:隨著中國與世界的交往日益密切,英語學習已經成為人們的必須.英語作為一門語言,在學習過程中既要有正規系統的學習渠道,而又要有隨時隨地都能進行的學習練習及應用場所,以便鞏固所學的英語知識,提高英語交際的能力。渤海鎮小學現狀:：1、 渤海鎮小學的生源來自于附近行政村，與城里小孩相比會有一定的差別：農村孩子膽小、 拘謹、不善言談，羞于說英語，缺少自信心。2、 渤海鎮小學英語師資力量相對薄弱。3. 缺乏運用英語的環境。目前社會上尤其是農村，用英語的環境很少，甚至沒有。因此學生聽英語、說英語的機會很少，他們缺少一個學

2、習英語的語言環境。但是渤海鎮又有自己得天獨厚的條件，旅游業比較發達，農家院大量興起，都是學生進行交際的有利場所。如何根據農村小學的實際情況，有效地把握課堂教學，創設良好的英語學習環境，培養和發展學生使用英語這種交際工具的能力。怎樣發揮本地區的優勢，使課堂教學與實踐活動相結合，培養學生交際意識，提高學生交際能力，所以提出了“農村小學英語教學，與實踐活動的研究”課題。二、文獻綜述三、研究的目的、意義英語教學的目的就是培養和發展學生使用這種交際工具的能力。 英語教學新課程的理念是要盡可能多的為學生創設英語交際的環境，盡可能多的讓學生以多種形式接觸、學習、使用英語。本課題探索充分利用農村的多種資源如旅

3、游業、農家院等，給學生創設英語交際的環境，開展實踐活動，培養學生的交際意識、提高他們的交際能力的措施與對策，以供其他農村學校在此方面有所借鑒，共同提高學生的英語水平。四、研究內容1、 英語課堂教學模式。2、 英語教學的課外實踐活動。五、研究假設充分利用農村的語言環境，給學生創設英語交際的環境，開展實踐活動，就能培養學生的交際意識，提高他們的交際能力。六、研究方法行動研究法七、研究措施(一)農村小學課堂教學模式1、 35分鐘談話訓練。利用課堂3分鐘時間，可以在課始，可以在課中，也可以在課末，根據實際情況再定。2、 5-10分的復習時間,在復習的過程中要注意孩子們興趣的培養,多設計一些有趣的活動.

4、3、 新授內容單詞教學: 遵循詞不離句的原則。以詞帶句、一句帶詞，八單詞放在句子里學習，在詞語和相應的事物之間建立聯想，而不是機械的學習，一方面避免了直接教單詞的枯燥，另一方面，有幫助學生建立初步的語感，增強了趣味性。句子課文教學: 要注意創設一定的情況,多給學生各種口頭練習和聽力練習的機會,讓他們口,腦并用,并將簡單的對話用到肢體語言當中去;注意角色的扮演,允許學生自由發揮.語音教學: 通過學生自主學習,讓學生感知發音規則,鞏固和復習所學單詞.韻文教學: 可以當作一節課的導入內容,當學生對他了解后在進行教學4信息的反饋在這個環節中教師要充分調動學生的積極性,及時的查 補缺5 制定一個學生的自

5、我評價表，隨時的對學生進行監控。二)英語課堂充分體現學生的實踐活動。布盧姆認為：“成功的外語課堂教學應當在課內創設更多的情境，讓學生有機會用自己學到的語言材料。”這充分體現了小孩子愛新奇、好動的特點，突出了語言的實踐性與交際性，使學生能夠“學以致用”，同時有利于語言的記憶和鞏固。1） 情景模擬。把句子放在真實的情景中學習。2） 角色扮演。將所學對話或課文讓學生扮演各種角色，允許學生自由發揮，表達真實感情。3） 充分利用現代教育技術，培養學生寫的能力。學校為學生開辟一個英語論壇專欄，學生可以進行簡單的英文聊天，結交網友，有助于提高學生寫的能力。三）創設環境，開設實踐活動，培養交際意識，提高交際能

6、力。生活中人們離不開交際，特別是語言交際，英語教學是語言教學，語言源于生活，有始建于生活。杰克波森曾說過：“教好英語的先要條件是要盡可能讓學生接觸英語和使用英語。學英語就像學游泳一樣，學生必須潛到水里去。這樣，他最后才能像一個熟練的游泳著那樣樂在其中。因此教師要給學生創造盡量多的聽、說、連的機會。讓他們多聽、多說、多練。a) 校園生活處處用英語。在校園內創設大的英語學習環境，如學生到老師幫哦能夠使、下課同學一起玩兒、其他科目老師的簡單課堂用語，只要能用到英語的盡量用英語交流，哪怕只說一個單詞。學生把所學內容向老師表達，不管老師會不會都要認真傾聽。要求所有學生都要和老師或同學交流，哪怕是一個單詞

7、。b) 在室內、外建立英語角等活動陣地，為學生學習英語創造良好的學習環境。室內：布置一間空房子，房間的布置要有濃厚的英語氣息，學生可以利用課余時間到英語角和老師交流、和同學交流。可以放一些英文電影、動畫片讓學生感受英語的語音、與調。房間里可以給學生提供一些適合學生閱讀的報刊。充分利用學校廣播站。4、 以社會實踐活動為載體，培養學生交際意識，提高交際能力。5、 充分發揮當地旅游資源的優勢，組織學生到慕田峪長城、農家院、飯店進行實踐活動。在組織活動是教師可以給學生一些人物，通過活動完成一些人物，教師所給人物必須是容易完成的，如調查一些旅游者從事的工作、愛好、國際、姓名等。交流的對象可能是外國人，也

8、可能是當地的群眾。也可以把所學的知識講給當地飯店的服務員、買東西的老板。能用英語的必須用英語交流。在組織活動是，教師要求學生主動和外國友人、旅游者打招呼，提高學生的交際能力。八、時間和步驟準備：2008、9研究：2008、92009、2總結：2009、9 九、研究結果研究論文、匯報課和學生展示小學英語二年級（下冊）全冊備課對新課標理解：現在的社會是向著全球化，社會化發展的，將來的地球不管是哪一個角落都是一我們地球林的一個村民，那么語言就成了一個統一交流的媒介，尤其是英語的重要性在這一進程中日益突出。本次對于課程標準的重新更定是一次符合社會發展進程和基礎教育進程的改革。重點是要改革英語課程的教學

9、，過分重視語法和詞匯知識的講解與傳授，忽視對學生實際語言運用能力的培養傾向，強調課程應從學生的學習興趣、生活體驗和認知水平出，倡導學生體驗、實踐、參與、合作與交流的學習方式和任務型的必學途徑，發展學生的綜合語言運用能力，使語言學習的過程成為學生形成積極的情感態度，主動思維和大膽實踐，提高跨文化意識和形成自主學習能力的過程。做到這些要求，首先需要的就是學生濃厚的對英語學習的興趣，那怎么樣培養學生學習興趣就成了一個基礎話題，這一問題要面向全體學生，特別是要關注學生的個別差異引起的情感問題。幫助學生建立成就感和自信心。在教學中注意創設能引導學生主動參與的教學環境，激發學生的學習積極性。使每個學生都能

10、得到充分的發展。在這一過程中教學模式的轉變起到了一定的作用，一定要從以老師為中心的教學模式身以學生為中心的教學模式轉變。強調學生的參與和體驗，強調采用多種形式的教學活動。比如可以利用我們學校已有的良好電教資源，聽原版錄音帶練習發音，也可以利用網絡找一些貼近課堂學習的情境對話或小動畫，以更直接的方式引導學生學習英語，對英語產生濃厚的興趣。利用聽、說促進學生寫單詞，寫短語，寫句子，寫對話，不能反其道而行，又造成以往我們說的“啞吧英語”。總的來說，新課標對發展學生自我主觀能動性起到了很積極的作用。素質教育在其中深有體現。并且由升學教育向終身教育的轉變等等都是很好的突破。在這一新課標的指導下，希望在英

11、語教學中可以達到更好的效果。teaching contents: 本冊書共六個單元，其中五個單元是精讀課文，一個復習單元。這冊書在編排時很注意學生興趣的培養，尤其在單詞字母學習這一環節，教材把手寫字母相同的單詞進行了歸類，并且安排了大量的聽、說、讀、寫 等多項練習，利用圖片教授學習是培養學生學習英語興趣的主要途徑。除此之外還有多首英文歌曲的學習，書后有分類清晰的詞匯表，更有利學教師的教和學生的學。teaching aims:知識技能：1、 listening:充分利用學校的電教資源，在發展學生自主學習的基調上，讓學生可以接觸到更多、更直觀的學習方式，比如聽錄音，看小動畫等等。掌握部分日常用語，

12、如：能聽懂詢問名子的問及回答，或問是誰的語句。辨別詞中的字母的不同讀法。2、 speaking:根據本冊書的教學要求，作為基本的主導方向，指導學生在教師為學生設計的教學情境中，能夠正確運用問這是什么，有多少個，什么顏色等等的語句，并能對所提問的句子做出適當的回答。3、 reading:正確，流利的朗讀和使用課文對話，正確讀出與課文或練習中相關的單詞，認讀字母和帶有此字母的單詞。4、 writing:以聽、說、讀的基礎上，培養學生寫的能力。正確描、寫英語中的字母，能夠摹仿老師的板書寫簡單的字母、單詞和句子。過程方法：1、發揮老師的指導做用的同時，充分發揮學生的自我主觀調動意識，且提高他們自主學習

13、的能力，但要注意教師在教的過程中，對學生思想的指導方向，不能一味的任學生自己發展。 二年級的學生在上課時有些時候上課意識并不強烈，這要求教師不能只是教授新知而以，在很大程度上是要引導學生的行為和思維。2、充分運用學校已有資源，如：電子媒體進行多方位教學，網絡教學等。這樣不但可以提高學生的學習興趣，又可以豐富學生對新事物的接觸能力，從而更直觀、方便的教和學，在潛移默化中培養學生學習英語的興趣。3、在英語的教學過程中，加入適當的對英、美等國家一些風俗習慣在日常生活中的應用。主要采取同學之間互相幫助的方法，可以形成一幫一小組等方式。使學生可以在一起分享學習英語給大家帶來的樂趣。鼓勵學生多說，多練，尤

14、其注意日常口語在生活中的應用。情感態度與價值觀： 1、在英語教學的過程中注意培養學生的學習興趣是一個老生常談的問題，因此更應引起我們的重視。于此教師可以采取多種方式，比如：多采納、聽取學生的意見，抵制學英語給學生帶來的負面壓力，努力創設一個輕松的學習環境。2、在英語教學中也應時時滲透思想道德教育的重要性。確立良好的價值觀和積極向上的人生觀，形成同樣積極的學習態度。3、對于申奧成功，無疑是北京對世界張開懷抱的一個機會，學生作為未來世界的主動力，在學習中提倡培養學生的創新意識。這樣才能在競爭如些激烈的社會中立足，做一個社會主義新人。teaching emphasis:1、 對于一些日常用語的應用，

15、如：whats this?及回答.what color?及應答。how many?及應答.i can的應用.2、二十六個字母的讀寫。3、提高學生對單詞的掌握。teaching difficulty:1、對日常用語的應用和學生聽力的培養。2、對二十六個字母的讀寫。注：teachers activities=t students activities=steaching planning 周次內容課時ready11 2unit 7 is it a pear?63 4unit 8 are these tomatoes?65 6unit 9 how many?67review67 8unit 10 w

16、hat color it is? 68 9unit 11 i can climb610 11unit 12 review612 13total review6unit one is it a pear?lesson one(2-16) teaching aims:1、understand the dialogue whats mean.2、the students like to learn english.1、 the students can be ask and answer the dialogue.teaching emphasis: 1、 how can use “whats th

17、is?” in the dialogue. and answer it.2、 emphasis sentence: is it a? yes,it is./ no,it isnt.teaching difficulty:the children can be use the “whats this?” in dialogue. answer it.teaching step:一、greetings: havent seen you for a long time!二、presentation and practice. step 1 model the dialog 1. ask the st

18、udents 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，“whats this ?”the student replies.4. learn the new words in th

19、e 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,“whats this ?”

20、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. 2.play the tape again, pausing after each picture. have the students repeat each sentences after hearing it on the tape. 3. divide the cl

21、ass 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. 1.have students talk about the story after thacher. 2. encourage the children to talk about the story in group. 3.choose some

22、students to act it out. 三、homework encourage the students to tell the story to their families. 教學后記：先復習了上個學期所學的知識，用活動、影片的形式來調動學生的積極性，效果較好。課堂上，還要盡量注意對學生口語發音的訓練。lesson two(2-18) teaching aims:1、understand the dialogue whats mean.2、the students like to learn english.2、 the students can be ask and answe

23、r the dialogue.teaching emphasis: 3、 how can use “whats this?” in the dialogue. and answer it.4、 emphasis sentence: is it a? yes,it is./ no,it isnt.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 thei

24、r 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

25、 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, whats this? point to the picture of a banana. elicit the answer, “its a banana.” 2、learn the new words and

26、 sentences. have the students repeat the sentences and touch each word. ask, is it a peach? answer, no, it isnt. 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 firs

27、t 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 b

28、ooks 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

29、、homework sing the song and encourage the students to practice the new words and sentences. 教學后記：對水果單詞的學習，學生很有興趣，每個人都在爭著說出自己喜歡的水果名稱，用英語來說名字，學生都能較快掌握好語音，同時也加強了句子的訓練。lesson three(2-20) teaching aims:1、understand the dialogue whats mean.2、the students like to learn english.3、 the students can be ask an

30、d answer the dialogue.teaching emphasis: 5、 how can use “whats this?” in the dialogue. and answer it.6、 emphasis sentence: is it a? yes,it is./ no,it isnt.teaching difficulty:the children can know and read the words.teaching step:一、greetings. 二、presentation. step 1 talk together. 1、direct the studen

31、ts 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 botto

32、m 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

33、. 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 t

34、urn 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. 教學后記：用聽力、口語

35、的形式來操練句型，學生復習的較好，但對于boat與boy的讀音還要加強訓練糾正，強調好字母的書寫，單詞的拼寫。 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 “whats this?” in the dialogue. and an

36、swer it.5、 emphasis sentence: is it a? yes,it is./ no,it isnt.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 student

37、s open their books at page 8.draw 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. re

38、peat 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、repe

39、at 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 books 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 repe

40、at 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 o

41、ther 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

42、8. 教學后記：通過實物教學 (水果) 學生能很快直接地接受新詞的意思，該課新知識都是學生在日常生活中比較熟悉的，通過實物或卡通形式來激發學生的學習興趣，在復習中也能提高學習的積極性。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 “

43、whats this?” in the dialogue. and answer it.7、 emphasis sentence: is it a? yes,it is./ no,it isnt.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

44、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 boo

45、ks. have them read the words whit you. 5、put the students into pair, do this exercise. step 2 lets 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 wor

46、ds 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.

47、read the chant and color the pictures on page 10. 教學后記：個別學生對單詞的發音還有待加強，通過各種形式的操練，大部分學生對于新句型和對話掌握較好，成績好的學生掌握較好。 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 “whats thi

48、s?” in the dialogue. and answer it.9、 emphasis sentence: is it a? yes,it is./ no,it isnt.teaching difficulty:the children can read and write the words.teaching step:一、greetings. 二、presentation. step 1 uncle books storytime tell the students that they going to listen to a story. 1. play the tap, ask

49、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. s

50、tep 2 review the sentences and words. 1、use the picture cards. 2、whats this? its * . is it * ? yes, it is. no, it isnt. 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-a

51、ssessment 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. 教學后記：學生對故事的句子很快就可以理解，但是對于一些舊的單詞讀音不是很好，有待加強。unit 8 are these tomatoes?less

52、on 1教學目標 知識目標：what are these/those? theyre/ they are . are these? plural nouns (regular) 能力目標：listen and talk. 情感目標：鼓勵學生大膽開口說英語，培養學生的自信心。 教學重難點：asking and answering question about plural objects 教學過程：1. reviewuse this activity to review structures introduced in unit 7, and the vocabulary introduced

53、in unit 2 and unit 5.whats this? its a is it a ? yes, it is. / no, it isnt.2. model the dialogborrow three pens, pencils, and rulers from the children.hold up one pen and ask, “whats this?” elicit the answer, “its a pen.” repeat the procedure for pencil and ruler.hold up a pen and repeat the questio

54、n, “whats 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.practi

55、ce the structure “what are these/those? theyre ” with some objects.3. talk about the storyhave 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

56、vegetables does mocky find?who chases mocky?mocky take the carrots。do you think is right?4. storyplay the tape, pausing at each new picture. have the children repeat the wordssentence before you move on to the next picture.play the tape again, this time without stopping.divide the class into three groups. one group wil