上海版新牛津英语2B M1U2教案

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上海版牛津2AModule2Unit2Period3教案.doc

Period 3
Title
Look and learnPlay a game
Aims
l.Knowl edge objectives:
乩Lecirn lo retid and use the words: girlboy
b. Learn to say: Is that a boy? Yes,he is a boy.
从单词到词组，递进学习，注意以多种形式模仿读，增加趣味。
注意学生。的使用，学生错误回答时,教师需及时纠正
通过对话问答外型，来猜猜是谁？这个环节冇一定的难度，教师要示范清楚。
1. rhyme
Harry has a jar.
Harry has a jar・
Harry has an insect.
Step
Contents
Methods
Purpose
Pre-task p repei rati on
1.Warming up:
Say a rhyme
<She,my mummy>
2.da订y talk
T play the flash
Ss say it together
T ask-S answer
Who'she/she? He/She is.
2A English Class
一、看大写，写小写GFJUPQLT
二、找邻居:
An in sect in ape.
2.Make a new rhyme・
3・Practise the articles "an.a”
注意a, an的用法。
用小练习的方法让
an and a
4. Do some exercises

牛津英语2AM1U2教案

Teaching Plan for Oxford English 2A M1Getting to know youM1U2 I’m Danny教学设计说明学情分析：二年级学生经过一年多的英语学习，已经有了一定的词汇量，对英语学习产生了较为浓厚的学习兴趣，良好的学习习惯也在慢慢形成。

学生们善于模仿，对儿歌、游戏、肢体表演等活动形式尤感兴趣。

他们具备了基本的听说能力，能进行简短的日常对话交流。

能进行简单的打招呼；能用高矮、胖瘦等形容词进行自我介绍以及对相关人物作出描述；模块教学任务分析：2AM1U1的学习主题是Getting to know you（慢慢认识你），分别围绕Hello（你好），I’m Danny （我是Danny）以及A new classmate（一个新同学）这三个与孩子学习生活息息相关的话题而展开。

三个教学单元旨在帮助学生懂得如何与他人打招呼问候、介绍自己、形容自己和他人以及认识新朋友，了解新朋友。

本模块从简单的打招呼延伸到问候他人，从了解自身的特点转向了他人特点的了解。

此外，通过本模块的学习，旨在鼓励学生逐步养成礼貌待人、友爱同学的好品质，逐步养成懂礼貌，尊重他人的好品质。

单元教学任务分析：2AM1U2的单元主题是I’m Danny，主要学习一些常见的名词（boy, girl）和形容词（big, small）；通过I’m…和You’re…两个句型，能初步进行自我介绍和对对方的描述，其中涉及性别、高矮、胖瘦、大小和姓名等信息，在交流与分享中分清你我，学会观察、合理描述，了解各自的不同特点，积累一定的生活经验。

此外，本单元还要求学生能准确认读、书写字母Cc和Dd。

单元教学设计思考：第一课时，通过Danny和Mary的自我介绍和相互描述，学习boy, girl, big, small等四个核心词汇，初步感知与理解I’m… You’re… ”的不同与表达。

第二课时，借助Danny认识的新朋友，在复习单元核心词汇的基础上，进一步理解与运用I’m…和You’re…。

沪教牛津英语2b教案

沪教牛津英语2b教案【篇一：小学牛津英语2b全册教案】unit1 do you like winter?第一课时教学目标：1、能听懂一般疑问句do you like?？引导尝试用yes，i do.和no，i don`t.回答。

2、能听懂、会说、初步认读sping、summer、autumn和winter四个单词，发音正确。

3、初步学习歌曲season`s song。

教学重点难点：1、能听懂一般疑问句do you like?？引导尝试用yes，i do.和no，i don`t.回答。

2、能听懂、会说、初步认读sping、summer、autumn和winter四个单词，发音正确。

教具准备及辅助活动：录音机、词语卡片、挂图教学过程：a. free talk:1、播放歌曲happy new year，给学生创造新年新气象的愉悦氛围。

2、播放season`s song给学生欣赏，让学生初步了解本歌曲的曲调和节奏。

b、learn to say1、由学生的衣服和颜色引出单词：t: happy new year!（指着某个学生的衣服表示赞美）you look so beautiful! 引导学生用thank you 回答。

t: your blue coat is nice. do you like blue?（根据学生衣服的实际情况引导学生回答）yes,i do./no, i don`t.2、让学生猜猜教师喜欢的颜色，引出单词winter。

t：what do i like?学生说颜色的单词，引导学生尝试用do you like ??的句型来问。

t：i like white. today i`d like to show you a picture of a white winter.教师出示冬天的图片，引出winter，组织学生听单词录音，朗读单词。

3、以相同的方法学习单词sping、summer、autumn。

上海牛津版1B M2教案新部编本

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Module 2 My favourite things Unit 1 Toys I like本课分三课时。

第一课时教学目标：1. 学习单词：doll, bicycle, ball, kite,学生能够对单词的音型义有深刻理解。

2.在丰富的课堂活动中体会单词：doll, bicycle, ball, kite的含义,学会正确发音。

3.通过学习所熟悉的玩具的英语,让学生进一步了解玩具的特性,从而培养学生珍惜自己所喜欢的东西的美好情感。

重点和难点：Using nouns to identify toyse.g., doll, bicycle, ball, kite教学准备：Book 1B P14，Cassette and a cassette player，Media教学过程：Unit 1 toys I like dollbicycleballkiteModule 2 My favourite things Unit 1 Toys I like第二课时教学目标：1.复习单词：doll, bicycle, ball, kite，学生能够熟练地运用这些单词。

2.学习句型：I like the…，学生能学会用I like the…表达自己的喜好。

3.通过丰富的课堂学习，学生能学会表达自己的喜好,从而也培养了学生珍惜所喜欢的东西的美好情感。

重点和难点：Using formulaic expressions to indicate preferencesI l ike the…教学准备：Book 1B P14，Cassette and a cassette player，Media教学过程：Unit 1 toys I likeI like the …Module 2 My favourite things Unit 1 Toys I like第三课时教学目标：1.学会用I like …(复数)句型表达自己的喜好。

牛津英语上海版二年级第一学期M2U2教案

2A Module 2 Me, my family and friendsUnit 2 That’s my friendThe first periodI. Teaching aims:1. Learning the opposite meaning word: young and old.2. Describing someone with the sentences: He/She is ….3. Getting to know who he/she is with asking with: Who is he/she?4. Describing one family member with more sentences.II. Key points:1. Learning the opposite meaning word: young and old.2. Describing someone with the sentences: He/She is ….3. Describing one family member with more sentences.III. Difficult points:Describing one family member with more sentences. IV. Teaching aids:Computers, word cards, picture, photos of family members.Board writing:This is my mother. Who’s he?Kind and dear. He’s my ….This is my father. He is … and ….Big and tall. He can … and ….This is my sister. I like my ….The second periodI. Teaching aims:1. Learning the word: friend.2. Using senteces to get more information of others: Is he/she your…? Is he/she …? Yes, he/she is. No, he/she isn’t..3. Getting to know more about others with asking.4. Showing love of person your like.II. Key points:1. Learning the word: friend.2. Using senteces to get more information of others: Is he/she your…? Is he/she …? Yes, he/she is. No, he/she isn’t..III. Difficult points:Identify ‘Is he/she your …? Is he/she …?’.IV. Teaching aids:Computers, word cards, picture, photos of family members.Board writing:P1: This is Sally.P2: Is she your friend? P1: Yes, she is. She is kind and dear. P2: Is she tall? P1: Yes, she is. P2: Is she fat? P1: No, she isn’t . she ’s thin. I like my friend.The third periodI. Teaching aims:1. Learning the word: insect, jar.2. Learning the pronuncitation of letters: Ii and Jj.3. According to the information and get to know who he/she is.4. Getting to know more about other with playing games.II. Key points:1. Learning the word: insect, jar.2. Learning the pronuncitation of letters: Ii and Jj.3. According to the information and get to know who he/she is.III. Difficult points: Leanring the pronuncition of Jj and word of insect. IV . Teaching aids: Computers, word cards, picture, photos of family members.P1: Is that a boy/girl? P2: Yes./No.P1: Is he/she …? P2: Yes./No.P1: Who’s he/she? P2: He/She’s ….。

沪教版1B英语M2U2第二课时教案

最终屏幕显示教学步骤教学内容教学方法说明说明教学要求显示牛津英语上海版1B教材封面显示本课时课题Module2 Unit2 Food Ilike period21、能运用to do 句型的一般疑问句询问他人是否喜欢某种事物。

Do youlike …?2、能运用yes或no回答to do 句型的一般疑问句。

Yes./ No.3、能运用恰当的语句来表达提供给他们某一事物。

One for you.复习英语歌曲，用歌曲激发学生学习的兴趣，为新授创设情景，做铺垫。

I．任务前期Pre-task Preparations II. 任务中期While-task procedures 1.欣赏儿歌<I like ice cream>2. 朗读单词jelly, ice cream, sweet,biscuit1. 造句Make sentences例：Do you like …?1-1师：播放儿歌flash.生：集体齐唱。

1-2师：提问How is ice cream?生：回答Cold and sweet.师：提问Do you like ice cream?生：回答Yes./No.2-1师：逐一出示图片。

生：说出单词。

2-2生：每一词读两遍，击掌两下，直到4个词读完。

1-2-3师：提问Do you like icecream/jelly/sweets/biscuits?生：回答Yes./No.1-1师：示范朗读Do you like …?生：跟读3-5遍。

1-2师：每出示一张图片，请学生用Do you like …?造句生：请3人说说他们造的句子Doyou like …?1-3师：请一名说得最好的学生做小老师，领读Do you like …?生：集体跟读。

1-4生：集体朗读问句。

通过造句活动，学习和操练todo 句型的一般疑问句。

2. 朗读儿歌Say a rhyme3. 朗读课文（课本第18页）Look and say4. 朗读课文，并演一演（课本第19, 20页）Say and act 2-1师：呈现第一段图片和句子，朗读儿歌。

2B Unit1 period 2(上海版牛津英语教案)

2B Unit1 period 2（上海版牛津英语教案）lesson planschool: penglai no.2 primary schoolname: zhang yingyingbook: oxford english (shanghai edition)2b unit 1topic: farm animalaims: 1. structures: draw the duck on the ground.2.words: duck, chick3. function: using "draw ?on the ?.language focus: using imperatives to give simple instructions.aids: computer, radio, picturesprocedurescontentsmethodspurposei. pre-taskpreparation1. warming-upps: say a chant about animals.1. 通过同学宠爱的节奏小诗,调动同学学习的乐观性,并对多种动物进行复习。

2.让同学通过记忆来描述他们所看到的动物, 以起到巩固复习作用，同时,也能起到培育同学的观看力量的作用。

2. questions and answerswhat do you see?(computer)t: show some animals and ask students to remember what they see.pn: i see a cow. (etc.)3. quick responset: put the animals on the paper.pn: draw the ?on the paper.ii. while-task procedurecontent 1: ground1. introduction:t: put the cat on the ground. draw the cat on the ground.1. 同学通过机械的朗读及拼读，对所学单词基本把握。

(完整版)上海版新牛津英语2BM1U2教案

Teaching planPeriod 1Title Look and learn Look and sayLanguage aims:Aims 1.To help the students master the names of the lifegoods.watch bag2. To help the students master the adjectives ofdescribing how objects feelsoft smooth hard rough3. To help the students master the imperatives to letsomeone touchTouch ⋯4. To help the students master the yes/no questionsto inquire the characteristics of the objectsIs it⋯?Ability aims:Through teacher's guidance, encouragestudent's divergent thoughtTrains the student to describe the goods ability with thecorrect adjectiveEmotional aims:Raises custom which the student takes good care ofpublic propertyDeveloping aims:The⋯is smooth. The⋯ is soft.Main points Using adjectives to describe how objects feel .e.g. soft smooth hard roughDifficult Pronouncing the key words correctly.e.g. smooth,points roughUnderstanding the key words.e.g. soft smoothhard roughTeaching aids Power Point ; Objects ( bag, toy rabbit, porcelainrabbit ⋯ )ProceduresStep Contents Methods Purposepreparation eg.-- Smell thenoodles.-- Nice,nice,nice.-- Taste the egg.Chant “ Tom’s -- Yummy, yummy,rabbit ”yummy⋯.Say a chant together:Tom’s rabbit is smooth’s rabbitsits on the table andeats Tom ’s soup.While-task 1.Learn the new 1.T acts the magician procedure word: and says: Hello, I ’m a bag magician. My name isTom.Point to the big andsoft bag and say: Thisis my bag.Read:Bag, bag, it ’s a bag.B-a-g, bag, bag, bag.A big bag.2.Learn the Say the phrases withwords: “ bag ”soft, smooth 2. T:Touch my bag. HowPatterns: is it?... is soft. Read:... is smooth. Soft, soft, it ’s soft .Touch ... My bag is soft.Is it ...? Yes, Smooth, smooth, it ’sit is. smooth.My bag is smooth.Say: What is soft?What is smooth?When one says therabbit, T takes the toyrabbit from the bag andsays: Yes , the rabbitis soft. Touch this 式造英的氛，引学生入学的状。

上海版牛津英语2B教案

上海版牛津英语2B教案教案名称：上海版牛津英语2B教案教案简介：本教案是针对上海版牛津英语2B教材的教学设计，旨在帮助学生提高英语听、说、读、写的能力。

通过多种教学方法和活动，培养学生的英语交际能力和语言运用能力，提升学生对英语学习的兴趣。

一、教学目标：1. 语言目标：a. 能够听懂、理解并正确朗读教材中的单词、句子和短文。

b. 能够用正确的语音、语调和语法进行简单的对话和表达。

c. 能够通过听、说、读、写的综合训练，掌握教材中的语言知识和表达方式。

2. 情感目标：a. 培养学生对英语学习的兴趣和自信心。

b. 培养学生团队合作意识和积极参与课堂活动的能力。

二、教学重点：1. 学习教材中的单词、句子和短文。

2. 培养学生的听、说、读、写的综合能力。

三、教学内容：本教案包括以下几个单元的教学内容：1. Unit 1: My School Life2. Unit 2: My Family3. Unit 3: My Daily Routine4. Unit 4: My Hobbies5. Unit 5: My Body四、教学步骤：1. 导入（5分钟）：利用图片、视频或实物等引起学生对课题的兴趣，激发学生的学习欲望。

2. 新课呈现（10分钟）：通过教师的示范和板书等方式，向学生介绍本课的新词汇、句子和语法。

3. 听力训练（15分钟）：利用录音机或多媒体设备播放教材中的听力材料，让学生听懂并理解内容，完成相应的听力练习。

4. 口语练习（15分钟）：利用教材中的对话和问题，让学生进行口语练习，培养学生的听、说能力。

5. 阅读训练（15分钟）：让学生阅读教材中的短文或文章，理解并回答相关问题。

6. 写作训练（15分钟）：让学生根据教材中的写作要求，进行写作练习，培养学生的写作能力。

7. 小组活动（15分钟）：将学生分成小组，进行小组活动，如角色扮演、讨论等，培养学生的团队合作意识和口语表达能力。

8. 温故知新（10分钟）：复习本节课所学的知识点，巩固学生的学习成果。

(完整版)上海版新牛津英语2BM1U2教案

3.Learn the new word:
hard, rough
Patterns:
Is it...? No, it’s ...
4.Learn the new word:
watch
1.T actsthe magician and says: Hello, I’ma magician. My name is Tom.
Let the students touch the porcelain rabbit.
Read:
Hard, hard, it’shard.
H-a-r-d,the rabbit is hard.
Rough, rough, it’srough.
R-o-u-g-h,the rabbit is rough.
师生互动的方式营造英语的氛围，引导学生进入学习的状态。
While-task procedure
1.Learn thenew word:
bag
2.Learn the words:
soft, smooth
Patterns:
... is soft.
... is smooth.
Touch ...
Is it ...? Yes, it is.
Teaching plan
Period 1
Title
Look and learn Look and say
Aims
Language aims:
1.To help the students master the names of the life goods.
watch bag
2. To help the students master theadjectives of describing how objects feel

上海牛津版1B M2教案

Module 2 My favourite things Unit 1 Toys I like本课分三课时。

第一课时教学目标：1. 学习单词：doll, bicycle, ball, kite,学生能够对单词的音型义有深刻理解。

2.在丰富的课堂活动中体会单词：doll, bicycle, ball, kite的含义,学会正确发音。

3.通过学习所熟悉的玩具的英语,让学生进一步了解玩具的特性,从而培养学生珍惜自己所喜欢的东西的美好情感。

2.学习句型：I like the…，学生能学会用I like the…表达自己的喜好。

3.通过丰富的课堂学习，学生能学会表达自己的喜好,从而也培养了学生珍惜所喜欢的东西的美好情感。

重点和难点：Using formulaic expressions to indicate preferencesI like the…教学准备：Book 1B P14，Cassette and a cassette player，Media教学过程：Unit 1 toys I likeI like the …Module 2 My favourite things Unit 1 Toys I like第三课时教学目标：1.学会用I like …(复数)句型表达自己的喜好。

上海版牛津英语 2B的全部教案

最大最全最精的教育资源网Unit1 Farm animalsThe First PeriodLanguage focus:Using imperatives to give simple instructionse.g. Draw the cow on the paper.Language skills:Listening and speakingMaterials:Book, cassette, plain sheets of paper, toy animals, workbookPre-task preparation1.Show a picture of a cow. Ask‘ What animal is this?’2.Draw an outline of a cow on the blackboard. Ask the students what you are doing?Ask them what you are drawing on the blackboard.3.Ask Can you draw a cow? Give the students a few pieces of paper each. SayToday we’ll learn to draw some animals.While-task procedure1.Teach the students to draw a cow on the paper. Make sure they understand themeaning of drawing a cow on the paper.2.Show toy animals and say‘ Draw the…on the paper.’ e.g. bird.3.Tell a story like this:One day, a boy went out to play. When he came to the river, he saw a duck swimming. How beautiful! He picked up a stick and began to draw the duck on the ground.4.Ask What did the boy draw? Where did he draw the duck?5.Say‘ Draw the duck on the group.’ The students repeat and point to the correctpicture.6.Play the cassette tape. Let the students listen to the instructions. Ask the studentsto repeat and mime the actions.7.Invite individual students to act out the scene.Post-task activity1.Divide students into pairs. Have one students give the instruction and the othermime the action. Then let them change roles.2.Invite pairs of students to act out the dialogue to the class. Students vote for thebest pairs.3.Ask some students to draw a pig on the blackboard. The rest of the studentschoose which drawing they like best.ConsolidationWorkbook page 2: Listen and draw.P2最大最全最精的教育资源网The Second PeriodLanguage focus:Review: Let’s act e.g. Draw the…on the…Language skills:Listening , speaking and writingMaterials:Book, cassette, cards, pictures…Pre-task preparation1.Read the words and phrases: e.g. cow, duck, cat, on the ground, on the floor…2.Guess some words.3.Guess some phrases.4.Dictation.While-task procedure1.Look at the pictures and speak.(1)one by one(2)work in groups(3)act out2.Listen to the tape , think about and answer the questions.3.Write the sentences.4.Play a game.Post-task activities1. Copy the words and sentences.e.g. Draw the cow on the paper.Draw the duck on the ground.Draw the face on the paper…2. Make some sentences.ConsolidationExercise paperP2The Third PeriodLanguage focus:Asking‘ wh-’questi ons to find out specific information about a farme.g. What do you see?Using the simple present tensee.g. I see a duck.Language skills:Listening and speakingMaterials:Book, cassette, pieces of paper…Pre-task preparation1.Show some toy farm animals or pictures of farm animals. Ask students if they canname them in Chinese.2.Show the class the wallchart for page3. Point at the animals and say their Englishnames for students to listen to. Then repeat for them to follow.3.Ask What comes from a hen? Wha t can we make from sheep’s wool?While-task procedure1.While pointing to your eyes say,‘ What do you see?’ Then pointing to your earssay,‘ What do you hear?’Get the students to point to their own eyes and ears while repeating the questions after you2.Put u p the wallchart for page3. Tell a story …3.Ask questions such as the following:●What is Sam and May’s grandfather?( He is a farmer.)●What animals has grandfather got on his farm?( He has got a pig, sheep,cows, a duck, a hen and chicks.)●What do you see in the picture?( I see…)●What do you hear on the tape?( I hear…)4.Play the cassette tape to let students hear the correct pronunciation of thesentences . The students listen and repeat. Then ask individual students to say‘ What do you see/hear?’ and ‘ I see/hear…’5.Let the students look at the pictures in their Student’s Book and in pairs practicethe language. Monitor their pronunciation.Post-task activities1. Ask the students some more questions about the picture:What colour…?Do you like…?2. Ask students to make the correct noise for each animal in the picture.4.Make fuzzy paper sheep.C onsolidationWorkbook page 2: Look, listen and answer the questions.P3The Fourth PeriodLanguage focus:Review the sentences: e. g .What do you see? I see..What do you hear? I hear…Language skills:Listening, speaking, reading and writingMaterials:Book, cassette, word cards, pictures, paper..Pre-task preparation1.Read the sentences.2.Make some sentences.3.Dictation.While-task procedure1.Look at the pictures and speak.(1)one by one(2)work in groups(3)act out2.Listen to the tape , think about and answer the questions.3.Write the sentences.4.Play a game.Post-task activities1.Copy the words and sentences.2.Listen and write.3.Act out.4.Ask and answer.ConsolidationExercise paper.P3The Fifth PeriodLanguage focus:Using nouns to identify common farm animalse.g. a cowLanguage skills:SpeakingPronounce words properlyLearn the names and sounds of the letters ‘N n, O o’MaterialsBook, cassette, cards, pictures…Pre-task preparation1.Hold up the picture card for each of the farm animals and ask the students to makethe appropriate noise.2.Point to the animals and have students call out the names to check if they canidentify the animal’s correctly.While-task procedure1.Hold the picture card for each farm animals and ask the students to say theanimals name.2.Show the words cards and read the words for students to follow.3.Ask individual students to come up and choose a word card to put next to theappropriate animal on the wallchart.4.Play the cassette for students to listen to native speakers saying the vocabularywhile they look at the pictures in their own books.5.Ask: Which animal are you? What do you hear?6.Learn: nose, orange, Nn, Oo.7.Learn the sound /n/ /o/ Play the cassette.Pos-task activityDraw a large outline of a barn and explain what it is. Tell students that if they can read the names of the farm animals that you write next to the barn, you will write their names on the barn.ConsolidationWorkbook page3,4.The Six PeriodLanguage focus:Using the simple present tense to indicate what you heare.g. I hear a sheep.Using nouns to refer to farm animalse.g. cowLanguage skills:Listening : Identify key words by recognizing animal noisesSpeaking: Use modeled phrases to communicate with other learnersMaterials:Book, cassette, word and picture cards, workbook.Pre-task preparation1.Imitate some animals sound and ask students to guess what animals they are.2.Randomly put the picture and word cards on the board. Get students to put thecorrect words and pictures together. Revise the names of the animals by reading the word cards together. See who can read all of the words by themselves. While-task procedure1.Look at page5. Ask them to read out the names of the animals on the right.2.Play the recording. Put one hand to your ear and ask‘ What do you hear’ to elicit‘ Ihear a sheep.’3.Tick the correct answer in the box.4.Repeat step2 and 3 for the rest of the choices.5.Go around the class to check students’ answers.Post-task activities1.Play a guessing game in pairs. They can take turns to make an animal sound andto guess what the animal is by saying, ‘ I hear a…’2.Play a game called‘ duck, duck, Hen’.ConsolidationWorkbook page 4: Listen and trace the letters.P5The Seventh PeriodLanguage focus:Using formulaic expressions to indicate possessionse.g. I’ve got a cow.Using formulaic expressions to indicate what noises animals makee.g. It goes‘ moo, moo’.Language skills:Listening and speakingMaterials:Book, cassette, a toy animal, cards.Pre-task preparation1.Flash the picture cards and word cards for‘ cow’,‘ duck’,‘ pig’,‘ hen’ to check thatstudents remember the words.2.Ask various students to point to each picture and say‘ I see a…’.3.Ask students to imitate the sounds and actions the animals make.4.Hold up a toy animal and say,‘ I’ve got a… It goes…’5.Say Today we will learn to tell a story about animals on a farm.While-task procedure1.Get the students to open their Studen t’s Books to page 6. Ask the students to callout the names and sounds of the animals in the four pictures2.Read the story solely to the class. Ask‘ Who has got a…? What goes…? Whohas got four eggs?’3.Read the story again line by line so that the students can repeat after you.4.Play the cassette for the story. Students listen and follow in their books.5.Play the cassette again and ask students to listen and repeat.6.Divide the students into groups of four and ask them to act out the story. Oncethey have had time to practice, invite some to act in front of the class.Post-task activitiesa. Divide the class into pairs and encourage them to compose another verse by substituting the farm animals in the story with any other animals that they know the sounds of, e.g. dog, cat, sheep. Help the less able students while you walk around the classroom.b. Invite some students to act out their new story.ConsolidationExercise paperP6Unit 2 In the circusLanguage focus:Using imperatives to give simple instructionse.g. Come here, Spotty.Language skills:Listening and speakingMaterials:Book., cassette and a cassette playerPre-task preparation1.Revise the classroom instruction language.2.Say‘ Come here.’ and do a motioning hand action. Students copy you.3.Say‘ Come here,…(student’s name).’Invite some students to stand with you. Youcan give them a hint to make sure they understand the meaning and do the correct action.4.Say‘ That’s the door. Go there.’ Make sure students understand by pointing to thedoor. Say‘ go there…( student’s name).’ Then say‘ Come back,…( student’s name)’.5.Invite some students to do the action to the various commands.While-task procedure1.Have the class listen and move t heir hands according to your instruction,‘ Comehere. Go there. Come back.’ Repeat several times.2.Open the Student’s Book to page 7. Play the cassette. Ask students to listen andrepeat.3.Divide the class into pairs to practise acting out the instructions. In each group,one students gives instructions and the other does the actions. Then let them change roles.Post-task activities1.Play a game: Who is the quickest to respond? Divide the class into eight groups.Ask all the students to act according to your instructions. The group with the most students to act the quickest, wins a point.2.Play‘ Simon says…’using the instruction taught in this lesson in addition to themore familiar ones.P7 Language focus:Using imperatives to draw attention to somethinge.g. Look at the bear.Using nouns to identify zoo animalse.g. elephant, monkey, tigerUsing adjectives to describe animalse.g. It’s big and brown.Language skills:Listening and speakingMaterials:Book, cassette, word and picture cards, etc.Pre-task preparation1.Show a picture of a circus. Ask students if they have ever been to one or have seenone on television. Discuss what you can see at a circus.2.Show the cards: bear, panda, elephant, horse, monkey, tiger. Point to the picturesand tell students the names for the animals in English. Repeat for students to follow.While-task procedure1.Put up the wallchart for page 8. Tell a story something like this:Guess where father took May to celebrate her birthday? To the circus! May had never been to one before, but she had seen one on television. She was surprised to see so many animals. Do you know what animals she saw?2.Invite students to say aloud the animals in the picture.3.Say‘ Look at the bear.’ Then ask students to answer some questions about the beare.g. Is it big? What colour is it? Is it big and brown?4.Repeat step 3 with the other animals( elephant, horse, monkey, tiger and panda)5.Play the cassette tape for students to listen to native speakers saying the lineswhile they look at their own books. Students listen and repeat.6.Divide the class into pairs.Post-task activityTeach the students the following fun rhyme. Get five students to stand at the front. Ask the rest of the class to repeat after you:Five little elephants stand in a row,Five little elephants say‘ hello’.‘Oh’, say one elephant,‘I must go!’( Get the first students in the row to look at his/her watch, say the line and walk back to his/her seat. Then continue the rhyme.)Four little elephants stand in a row.Four little elephants say ‘ hello’.…Keep changing the animal to give the next five students a turn if time permits. ConsolidationWorkbook page 5最大最全最精的教育资源网P8 Language focus:Using nouns to identify animalse.g. bear, elephant, monkeyLanguage skills:Speaking: Pronounce words properly; Learn the names and sounds of the letters‘ Pp, Qq’Materials:Book, cassette, masks, etc.Pre-task preparationPut on the blackboard some pictures of animals found on a farm and at a circus. Ask students to come up and circle the animals they would find at a circus.While-task procedure1.Guess the animals and review the animal’s name.2.Students listen and repeat the words.3.Point to the panda and ask‘ What is it? What colour is it? Is it big? Is it fat?4.Repeat the steps with the other five words, i.e.‘ elephant’, ‘bear’, ‘ tiger’,‘ monkey’, ‘ horse’.5.Play the cassette tape for students to listen to the correct pronunciation. Askstudents to point to the relevant pictures and repeat the words.6.Put up the picture and word cards on the board in random order. Ask individualstudents to come up and rearrange them by putting the word cards below their corresponding pic ture cards, as show in their Student’s Books.7.Show students the picture card for‘ pencil, quilt’ and say Pencil, quilt begins withthe sound‘ p ’‘ q ’. Learn the letters: Pp, Qq.Post-task activities1.Play a game.2.Write the six animal names on the board in pairs.ConsolidationWorkbook page 6P9 Language focus:Using connectives to link two adjectivese.g. She is little and white.Asking‘ Wh-’ questions to find out specif ic information about a persone.g. Who is she?Language skills:Listening and speakingMaterials:Book, cassette, cassette player, workbook.Pre-task preparation1.Put up the word cards for this unit on the left hand side of the board and theircorresponding picture cards on the right hand side but in a random order. Put a word card next to the corresponding picture card and ask‘ Is this right’2.Encourage students to come up and put the rest of the word cards next to thecorrect picture cards. Repeat until all the words have been reviewed. You may need to remind students of the word‘ rabbit’.3.Say‘ Guess the animal. It is big and brown. What is it?’4.Say Today we’ll guess an animal riddle.While-task procedure1.Get students to open their Student’s Books to page 10. Play the cassette tape forstudents to listen and follow.Encourage students to repeat after the tape.2.Ask‘ Who is she?’ to elicit‘ She is a rabbit.’3.Practise reading the riddle once or twice with the students. They should point toeach line as you say it. Walk around to see if they are able to follow the sequence correctly.Post-task activitya.Divide students into groups of three. Ask each group to choose one animalsfrom the four pictures, i.e. horse, elephant, panda, tiger, and compose another riddle.b.Invite the group to read their riddles to the class. The rest of the class guesswhat the animal is.ConsolidationWorkbook page 7.P10Language focus:Using imperatives to draw attention to somethinge.g. Look at the bear.Using adjectives to describe animalse.g. It’s big and brown.Language skills:Listening and speakingMaterials:Book, cassette, a cassette player.Pre-task preparation1.Put up the picture cards of all the animals in this unit. Revise the vocabulary withthe class.2.P oint to one of the animals and say‘ Look at the… It’s…and…’.Let students tell you which animal they like and then discuss this animal.3.Say It would be more fun to sing about the animals we can find at the circus. Let’ssing.While-task procedure1.Point to the pictures and ask the students to name the animals.2.Read the words of the song slowly as you point at the pictures. Repeat two lines ata time, stopping for the students to repeat after you.3.Play the cassette tape for students to listen and follow.Repeat until the students are familiar with the words and the tune.4.Say The circus is fun and so is singing! Let’s sing our new song again. This timeboys sing it through and then the girls.You could also alternate verses between boys and girls.Post-task activitySing the song again. First, divide the class into three groups. Give each group a picture card of an animal, i.e. bear, horse or elephant. Say that they can all sing the song, but when it comes to an animal word, only the group with that animal’s pi cture card can sing. For example, all the students sing‘ Look at the’, but only the bear groupcan sing the word‘ bear’. They should hold up the picture card when they sing the word.ConsolidationExercise paperP11Unit 3 My roomLanguage focus:Using imperatives to give simple instructionse.g. Close the window, please.Language skills:Listening and speakingMaterials:Book, cassette 2B and a cassette playerPre-task preparation1.Point to or use hand gestures to illustrate‘ door ’,‘ window ’ and ‘ room ’. Say thewords.2.Point to an open window and say the command ‘ Close the window, please.’ Ask astudent to close the window, following your instruction.3.Point to a closed door and say‘ Open the door, please.’ Again, get a student tofollow your instruction.4.Show a picture of an untidy room. Point to the picture and say‘ Clean the room.’Ask individual students if they still remember the meaning of‘ clean’.While-task procedure1.Open Student’s Book to page12. Look at the pictures with the students and explai nthe scene for each picture. Make sure students understand the possessive adjective‘ your’.2.Play the cassette tape. Let the students listen to the instructions‘ Close the window,please.’, ‘ Open the door, please.’ and‘ Clean your room, please.’ Ask stude nts to repeat and mime the actions.Post-task activities1.Divide students into pairs. Have one student give the commands and the othermime the actions. Then let them change roles.2.Invite pairs of students to act out the dialogue to the class. Students vote for thebest pairs.3.Let the students draw a picture of their bedroom at home. Display the bestdrawing.P12Language focus:Using the simple present tense to indicate factse.g. This is my room.Using possessive adjectives to express possessione.g. This is my room.Using introductory‘ There’ to express factse.g There is/are… in my room.Language skill: SpeakingMaterials:Book, cassette, cards and so on.Pre-task preparation1.Draw an outline of a room on the blackboard, with a door, a window and a bed.2.Point to the room and say‘ This is my room. There is a door in my room. There isa window in my room. There is a bed in my room.’ Repeat for students to getfamiliar with the expression‘ There is…’While-task procedure1.Put up the wallchart for page13. Tell a story something.2.Ask questions such as the following:*Where are Ann and May? * What are they doing? * What is/are there in Ann’s room?3.Ask: What is this? Is it…(colour)? How many…? Et c.4.Play the cassette tape to let students hear the correct pronunciation of theexpressions. Then ask individual students to say‘ This is my room. There is/are…in my room.’Post –task activities1.Ask students what they have in their room.2.Give each students a sheet of white paper. Ask the students to draw and colour thething they can find in their room.3.Ask students to say something about their pictures by using the expressions‘ thisis my room. There is/are… in my room.’ConsolidationWorkbook page 8P13Language focus:Using nouns to identify things around the housee.g. window, door, bed. RoomLanguage skills: S peaking(pronounce words, Rr,Ss)Material: Book, cassette, cards and so on.Pre-task preparation1.Revise: window, door, bed, room. Repeat with the other vocabulary items.2.Introduce: sofa, table, lamp. Students say and repeat.While-task procedure1.Stick the picture cards for‘ window, door, bed, room, sofa, table, lamp’ on theblackboard. Ask What do you have in your room? Do a survery and see which item are the most common.2.Place the word cards under the correct pictures. Then remove the pictures and readthe words with the whole class.3.Play the cassette tape. Listen-ask-repeat.4.Learn: sound‘ r , s’, Rr, Ss, rubber, sweet.Pos-task activityWork pairsConsolidationWorkbook page9P14Language focus:Using preposition to indicate positionse.g. There is a lamp on the table.Language skills: SpeakingMaterials:Book, cassette, a cassette playerPre-task preparation1.Review the words and ask‘ What is this?’ It is…2.Revise prepositions‘ in, on, under’ with the students. Ask: Where is the pencil?Repeat with the pe ncil under the desk and in a bag to elicit‘ in, under’.While-task procedure1.Say We are going to tell a story.2.Say the sentences for the first three pictures. Ask students to guess what is goingto happen.3.Uncover pictures4 to 6 one by one and tell the students what is happening in eachpicture.4.Play the cassette tape for students to listen to native speakers saying the lineswhile they look at the pictures in their own books.5.Play the cassette tape again and ask students to repeat the story after each line. Seeif hey can follow the lines as they read.6.Get the students to read the story aloud together.Post-task activityDivide students into groups of six. Ask them to tell the story together, each member of the group reading one line. Have group tell the story to the rest of the class. ConsolidationWorkbook page10: Listen and colour.P15Language focus:Using prepositions to identify locatione.g. In my room there is a bed.Language skills:Speaking and listeningMaterials: Book, cassette and a cassette playerPre-task preparation1.Say‘ In my room there is…’ and point at a student to say something that is in theirown room. Write on the board what each student says until there is list of things found in a bedroom on the board.2.Point to some of the words on the board and ask students to tell the class somethings about the item, e.g. colour, size, etc.3.Tell the students they are going to learn a rhyme.While-task procedure1.Get students t o open their Student’s Book to page16. Ask them‘ What colour is thebed?’ and‘ What is on the bed?’2.Ask them to tell you the names of the animals in the bottom picture. Try to elicitthe word‘ zoo’.3.Read the rhyme slowly line by line. Practise saying both verses.4.Repeat the poem a bit faster and point out to the students that it rhymes.5.Play the cassette for the rhyme. Students follow and read the hyme.6.Invite pairs of students to act out the rhyme to the class.Post-task activitySay the rhyme again, with boys saying one verse and girls the next. ConsolidationUnit3 presents further grammar and vocabulary exercises as well as listening, reading and writing skills development tasks.P16Unit 4 In the parkLanguage focus:Using imperatives to express prohibitione.g. Don’t walk on the grass.Language skills:ListeningLocate specific information in response to simple instructionsSpeakingUse modeled phrases to communicate with other learnersMaterials:●Student’s Book 2B page17●Cassette 2B and a cassette playerPre-task preparation1.Show pictures of someone walking on the grass, someone riding a bicycle in theplayground and someone climbing a tree. Ask what is happening in each picture.2.Stick the pictures on the blackboard. Draw a big cross through or next to eachpicture. Say‘ Don’t walk on the grass. Don’t ride a bicycle here.’ And ‘Don’t climb the tree.’ Ask the students if they have ever seen these signs and if so, where.3.Point at the various pictures to elicit the verbs. Then point at the cross to elicit theprohibition.While-task procedure1.Say‘ I am in a park.’ Draw some grass on the board and put a cross through it.Point to it and then to your feet as you walk and shake your head. See if any of the students can say‘ Don’t walk on the grass.’2.Repeat step 1 but pretend to ride a bicycle and then pretend to climb a tree.3.Play the cassette tape. Listen and ask students to repeat and mime the actions.4.In pairs, let the students take turns to act and say the appropriate prohibitions.5.Invite some students to come to the front. Let some students give the commandsand others do the actions. Repeat with several groups of students.Post-task activityHave some students take turns to act out one of the actions they have just learn. Let them choose which one to act. The rest of the class call out the correct prohibition.P17 Language focus:Using t he model verb‘ can ’ to express abilitiese.g. I can climb.Using verbs to indicate momentary actionse.g. I can skip.Asking‘ Wh- ’ questions to find out particular information about a persone.g. What can you do?Language skills:Speaking: Use modeled phrases to open and maintain an interaction by providing information in response to factual questions open an interaction by elicitinga responseListening: Locate specific information in response to questionsMaterials:Book, cassette, pictu res…Pre-task preparation1.Hold up the pictures showing various activities. Say the verbs for students tobecome familiar with.2.Act out an action and say‘ I can…(action)’. Students repeat..3.Select a student and ask‘ What can you do?’ Prompt the student to r espond bydoing an action‘ I can…(action).’ The rest of the class repeat what the student says.While-task procedure1.Put up the wallchart for page18. Ask Do you like going to the playground? Whatdo you like to do at the playground? How often do you go to the playground.2.Tell a story something.3.Ask questions such as the following:●Where were Sam and May playing with Tom and Ann?●What can Sam( May, Ann, Tom) do?●What can Spotty do?4.Play the cassette and work in pairs.Post-task activities1. Give each student a sheet of white drawing paper. Ask them to draw a picture of themselves doing their favourite activity.2.Speak some sentences.ConsolidationWorkbook page 11: Look, listen and repeat the correct sentence.P18 Language focus;Using verbs to identify momentary actionse.g. walk, climb, skip, swing, fly, rideLanguage skills:Speaking: Pronounce words properlyLearn the names and sound of the letters‘ Tt, Uu’Materials:Book, cassette, a cassette play, pictures, words..Pre-task preparation1.Put up the wallchart for page 18. Revise: walk, run, skip, climb .2.introduce‘ swing, fly, ride ’ to students. Hold up the picture card for‘ swing’ andsay‘ swing ’slowly. Ask students to repeat. Do the same with‘ fly’ and‘ ride’. While-task procedure1.Do a survey and see which activity is the most popular.2.Place the word cards under the correct pictures. Then remove the pictures and readthe words with the whole class.3.Play the cassette tape.4.Put up the picture and word cards on the board in random order. Ask individualstudents to come up and rearrange them by putting the word cards below their corresponding picture cards, as shown in their Student’s Books.5.Show students the picture card for‘ tree’ and say Tree begins with the sound‘ t ’.Show the word card for‘ tree ’ and say‘ t…tree’. Repeat. Show alphabet cards‘ Tt’.Have students compare the capital letter‘ T’ with the small‘ t’. Do the same with‘ Uu…umbrella’. Play the tape for students to follow in their books.Post-task activityAsk a student to come up to the front. Show him/her one of the word cards for this unit without letting the rest of the class see it. He/she does the action and the class guesses what it is. Then write the word on the board but leave out one letter, See of。

牛津上海版英语二年级下M1U2教案

3.To learn to describe how objects feel
教学过程TeachingProcedure
Pre-task Activities
Step 1
Show a picture of a birthday cake and sing the song“Happy Birthday”together
板书设计Blackboard Writing
watch, bag, soft, hard, rough, smooth
Is it…?
Yes, it is./No, it isn’t.
课后作业Assignments
课后反思Reconsi for unit 2 and read it three times.
功能目标
Functional Targets
语言目标
Language Targets
情感目标
Emotional Targets
OxfordEnglish 2B M1 Using my five senses
U2 Touch and feel
Period 1
e yes/no questions to find out facts
Eg, T: pineapple
S: (take away the picture of pineapple) It’s rough.It’s hard.
…
Step 2
Play a guessing game in groups.
One student describes the object in his or her picture, then the other students in the group guess what it is.

牛津2B M1-M2 教案

2B Module 1 Using my five senses2BModule 1 Using my five sensesUnit 1 What can you see?I.Unit 1教学内容Using adjectives to identify colourse.g., I t‘s white.Use Wh-questions to find out the colours of objectse.g., What colour are they?Using the modal verb can to identify what one can seee.g., I can see a pear.Review the 26 lettersII.学情分析这一单元教学的内容是牛津英语2B M1 U1 What can you see?，在M1这个模块中三个单元都是围绕Using my five senses这个主题。

在U1中，学生主要学习表示颜色的词white, purple, pink, orange, brown, black，以及用句型What colour is/are…? It is/They are…What c an you see? I can see(n.pl.)来对看到的事物进行简单的问答。

在一年级1A M4中学生已经学会了表示颜色的词red，yellow，green，blue，（orange,pink儿歌里学过的）句型What colour is…? It is的简单问答，同时在2AM3U1中学过了句型What can you see? I can see…所以这一单元要学会仔细观察，理解物体的复数形式，主要学会用句型的复数形式来表达所看到的事物和颜色，如：What can you see?I can see three rabbits.What colour are they? They are white. 同时复数的表达形式也是这一单元的教学难点。

2B Unit1 period 2(上海版牛津英语教案)

2B Unit1 Period 2（上海版牛津英语教案）课程概述本节课是上海版牛津英语2B第一单元第二课时的教案。

本节课主要教授学生如何用英语表达询问他人的家庭成员，并回答属于自己的家庭成员的问题。

通过多种教学活动，如听力练习、口语表达以及小组合作学习等，帮助学生掌握所学内容，提高他们的英语听说能力。

教学目标1.学习家庭成员的英文表达：father, mother, brother, sister, grandfather, grandmother。

2.学会询问他人的家庭成员，并用英语回答自己的家庭成员。

3.提高学生的听说能力，培养学生的团队合作意识。

教学准备1.PPT演示文档。

2.课件：家庭成员的图片及单词。

3.学生手册：练习册第一单元的相关练习。

教学过程1. Warm-up（热身）首先，教师可以通过PPT或实物，向学生介绍一些家庭成员的图片，并鼓励他们用中文说出这些家庭成员的名字。

2. Presentation（呈现）教师出示所准备的家庭成员的图片，让学生逐个认读，并跟着教师大声朗读其英文单词，如father, mother, brother, sister, grandfather, grandmother。

3. Listening（听力练习）让学生听一段描述家庭成员的对话，并要求他们根据听到的内容回答问题。

教师可以按照以下步骤进行：•播放录音，并让学生全神贯注地听。

•放完录音后，教师将几个与听力内容相关的问题写在黑板上。

•学生回答问题，并与同桌进行讨论。

4. Practice（练习）在练习环节，教师可以设计一些情境让学生进行交流。

例如，学生分成小组，每组派出一名代表，向其他组的代表询问他们家中的家庭成员，并将所得到的信息写在纸上。

然后，两名代表交换纸条，根据纸条中的信息进行对话。

教师可以提供一些问题来引导学生进行对话，如：•Does your father have any brothers or sisters?•How many sisters do you have?5. Group work（小组合作）教师组织学生进行小组活动，让他们在小组内讨论并合作完成练习册第一单元的相关练习。

牛津英语上海版二年级第一学习M1U2教案

Module 1 Getting to know youUnit2 I’m DannyI. Teaching aims: 1. Learning the words: big,small,boy,girl, you, you’reing the patterns: I’m…3. Using patterns to describe people:You’re…1. Using patterns to describe people:I’m short. You’re tall.2. Understanding how to describe people using patterns.Eg: You’re …Yes,I’m…/No, I’m….II. Key points: 1. Opposite words:big-small fat-thin tall-short2. . Using patterns to describe people:I’m short. You’re tall.3. Understanding how to describe people using patterns.Eg: You’re …Yes,I’m…/No, I’m….III. Difficult points: ing patterns and adjectives to describe ―I‖ and ―you‖2. Understanding how to describe people using patterns.Eg: You’re …Yes,I’m…/No, I’m….Unit 2 I’m DannyFirst periodI. Teaching aims:1. Learning the words: big,small,boy,girl,ing the patterns: I’m…II. Key points:1. Opposite words:big-small fat-thin tall-shortIII. Difficult points:Using patterns and adjectives to describe ―I‖IV. Teaching aids: Tape, Blackboard, Pictures, slide and so on.Board writing:tall---short thin---fat big---small boy—girl I’m Lu Shenyun. I’m a girl.I’m eight.I’m short.I’m thin.I’m small.Unit 2 I’m Dannysecond periodI. Teaching aims:1. Learning the words:you, you’re2. Using patterns to describe people:You’re…3. Using adjectives to describe ―I‖ and ―You‖II. Key points:1. Using patterns to describe people:You’re…III. Difficult points:Using adjectives to describe people: I’m tall.--- You’re tall. IV. Teaching aids: Tape, Blackboard, Pictures, slide and so on.Board writing:I’m a boy.--- You’re a boy.I’m nine.---You’re nine.I’m tall.--- You’re tall.I’m …_----You’re …..Who am I? ----You’re Min Renjie.Unit 2 I’m Dannythird periodI. Teaching aims:1. Using patterns to describe people:I’m short. You’re tall.2. Understanding how to describe people using patterns.Eg: You’re …Yes,I’m…/No, I’m….II. Key points:1. . Using patterns to describe people:I’m short. You’re tall.2. Understanding how to describe people using patterns.Eg: You’re …Yes,I’m…/No, I’m….III. Difficult points: Understanding how to describe people using patterns.Eg: You’re …Yes,I’m…/No, I’m….IV. Teaching aids: Tape, Blackboard, Pictures, slide and so on.You’re …Is it a cat? Yea, I’m…/No,I’m…Yes, it’s a…No, it’s a…。

(新沪教牛津版)二年级英语上册《Module 1 Unit 2》优质教案设计2

Period 2
Title
Say and act Do a survey Learn the letters
Aims
Basic aims
1.Knowledge objectives:
a. Learn to say and answer: You’re…Yes, I’m…/ No. I’m…
Who am I ? You’re ***
Make new chants
4. Revision words.
Read together.
5. Sing the song.<My face>
复习所学的儿歌，营造融恰的英语气氛。
通过师生间的问候，增进师生友谊。
While-task procedure
1.face
2. hair
3.head
…
4. My___ is ____.
Developing aimsLearn to say: I’m…and…You’re…and…
Main points
1. Using the key patterns to respond appropriately
e.g. You’re…Yes,I’m…/No, I’m…
2. Using wh-questions to communicate with other people
b. T: What is round?
Eg:P1: The apple is round….
(Show the apple/face/football)
(3) Say a chant.
1. T: Look ! My hair is long.
To elicit: hair

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