以多种活动激发学生英语学习兴趣——以《牛津小学英语2A》Unit 1 Part A&B为例

牛津小学英语2AUnit1第一课时

教案2A Unit1 My family（第一课时）【教学目标】:1、知识目标：能听懂、会说、会读新单词father, mother , family和句型Who’s he \ she ?He’s \ She’s …。

2、能力目标：能运用所学语言进行交际。

3、情意目标：激发学生对家人的亲情之爱。

【教学重点及难点】:1、重点：能听懂、会说、会读新单词father, mother , family和句型Who’s he \ she ?He’s \ She’s …2、难点：能准确区分he和she，并能对句子Who’s he \ she ?作出相应的回答He’s \ She’s …【教学准备】图片、课件。

【教学过程】Step1 Pre-task Preparation1、Students’ introduction:( Introduce the best friends )A: Hello, …. This is …B: Hello.\ Hi .C: Hello.\ Hi .2、Teacher’s introduction: ( Introduce the best friend )Show a photo（学生认识的一位老师）T: Look at the photo. Who’s she ?待学生回答后，老师再作补充回答：She’s …Step2 While-task Procedure1、Introduce the sentences: Who’s she ? She’s …Show some pictures about some famous people（如：宋祖英、邓亚萍、美羊羊等等）Ask and answer one by one .2、Introduce the sentences: Who’s he ? He’s …Show some pictures about some famous people（如：姚明、刘翔、喜羊羊、灰太狼等等）Ask and answer one by one .3、Introduce :(my) father教师出示一张自己父亲的照片问学生：Do you know :who’s he ?教师介绍：He’s my Dad . He’s my father .教学单词father及词组my fatherAsk the teacher one by one: Who’s he ?Teacher answer: He’s my father .4、Show some photosPPT上依次出示班中学生的父亲照片, 教师或其它学生一起问：Who’s he ? ，其中一名学生会主动回答：He’s my father .5、Introduce :(my) mother （用同样的方法进行教学）教师出示一张自己母亲的照片问学生：Do you know :who’s s he ?教师介绍：She’s my Mum. She’s my mother .教学单词mother及词组my motherAsk the teacher one by one: Who’s she ?Teacher answer: She’s my mother .6、Show some photosPPT上依次出示班中学生的母亲照片, 教师或其它学生一起问：Who’s she ? ，其中一名学生会主动回答：She’s my mother .Step3 Post-task Activities1、Listen to the song 《My family》( Flash )2、Introduce : familyShow the meaning of “family”Tell the students: To be a good child. Love your mother, your father, your family.3、Listen to the passage，read it together.Step4 Assignment1、Read Part A 10 minutes.2、Use the photo of the family to ask and answer in pairs.Who’s she ? She’s my motherWho’s he ? He’s my father .Blackboard writing:Unit 1 My familyWho’s she ? She’s my mother .Who’s he ? He’s my father .。

牛津小学英语2A精品教案unit1

(My name is…)
请学生打开书本至List of characters，用Who`s NO.1?等句子和学生复习本册书中的人物，同时引导学生正确运用she和he。
……
B、look and Learn
1、准备B部分四个人物的形象指套。
T：（手戴Mike的指套）
Hello，I`m Mike. Welcome to my famiy. Look, this is my father.
Hello，I`m Mr Brown, Mike`s father.
2、出示单词father，教学单词读音，先带领学生模仿录音朗读，再开“小火车”操练，以加深学生对单词的印象。
3、以相同方法教学mother，brother和sister
4、让学生戴上人物手套，分角色进行操练：
Hello，I`m…. Look, this is my father/mother/brother/sister.
6、鼓励有能力的学生用grandfather、uncle等学过的人物称呼结合
教学随笔
小学外语备课用笺
教学过程：
自己的家庭照片进行拓展练习。
C．Sing a song
1、播放My family，让学生听几遍，再次熟悉歌曲歌词和曲调。
2、朗读歌曲歌词，理解歌词大意。
D、Practise
1、活动手册P1
（1）指导学生认真仔细观察图片，了解图片大意。
（2）听录音完成练习。
2、活动手册P2
（1）观察图片理解图片大意。
（2）结合单词swim, run…等单词引导学生复习练习I can…/He can…/She can…
（3）听录音完成练习。
E、Assign homework

牛津小学英语2a (3)

牛津小学英语2A简介《牛津小学英语2A》是一本为适龄儿童设计的英语教材，旨在帮助儿童轻松学习英语，建立起英语学习的基础。

本教材遵循牛津小学英语教学体系，注重培养儿童的英语听、说、读、写能力，涵盖了基础的词汇、语法、句型等内容，通过有趣的故事、游戏和练习，激发儿童学习英语的兴趣，并帮助他们建立自信。

教材特点1.与儿童年龄相适应：本教材针对适龄儿童，内容浅显易懂，符合儿童认知水平和兴趣。

2.多样的故事和活动：每个单元都包含有趣的故事和游戏，帮助儿童更好地理解和掌握英语知识。

3.循序渐进的学习内容：本教材的内容按照课程进度循序渐进，从简单到复杂，逐步提高学生的英语水平。

4.注重口语训练：教材中注重口语训练，通过对话和朗读练习，帮助儿童提高口语表达能力。

5.多样的练习形式：教材中设计了丰富的练习形式，包括填空、连线、选择题等，以提高儿童的学习兴趣和互动性。

教材结构《牛津小学英语2A》总共包含8个单元，每个单元含有主题故事、词汇表和活动练习等部分。

单元一：My School•场景：学校日常活动、校园设施介绍等。

•主题故事：围绕校园生活展开的有趣故事。

•词汇表：学习与学校有关的词汇，如teacher、student、desk等。

•活动练习：相应的活动练习，帮助学生巩固所学的词汇和句型。

单元二：Toys•场景：介绍玩具的种类和用途。

•主题故事：以玩具为主线的故事情节。

•词汇表：学习与玩具相关的词汇，如doll、ball、car等。

•活动练习：通过游戏和练习，让学生巩固所学的词汇和句型。

单元三：My Family•场景：介绍家庭成员和关系。

•主题故事：以家庭为背景的故事情节。

•词汇表：学习与家人相关的词汇，如father、mother、sister等。

•活动练习：通过练习巩固所学的词汇和句型，例如根据图片描述家庭成员。

单元四：Food and Drink•场景：介绍食物和饮料的种类。

•主题故事：以食物和饮料为主题的故事情节。

小学二年级英语：牛津2a unit1教案

新修订小学阶段原创精品配套教材牛津2a unit1教案教材定制 / 提高课堂效率 /内容可修改Oxford 2a unit1 lesson plan教师：风老师风顺第二小学编订：FoonShion教育牛津2a unit1教案教学目的：1 正确熟练掌握字母：aa bb2 正确熟练掌握单词：bin park road building shanghai3 正确熟练掌握句型：clean the desk, please.sweep the floor, please.4 正确熟练进行问答练习：where do you live ?i live in pudong.i love pudong.教学用具：字母卡片图片教学步骤：一复习字母：aa bb正确掌握这两个字母的读音和写法。

练习：look and circle.（圈出下列单词中的字母aa和bb）1 black umbrella bread barber clime2 bin park road building shanghai二复习单词：bin park road building shanghai正确掌握着五个单词的拼读方法和读音，以及汉语意思。

练习：look and choose.（根据图选择相应的单词）1高楼 a butterfly b building c birthday2公园 a purple b peach c park3 天安门 a shanghai b beijing c nanjing4马路 a road b read c ruler5 垃圾箱 a blue b bin c building三复习句型：clean the desk, please.sweep the floor,please.通过此句型的复习达到举一反三的作用，可以通过改变句型中的名词这一个词来组成另一个意思不同的句子，让学生可以自由发挥做造句子练习。

练习：look and tick.（看图，勾出正确的句子）1 檫自行车 a clean the swing, please.b clean the bike, please.2 洗脸 a wash your face, linda.b wash your hands, linda.3 扫地 a tom, clean the desk, please.b tom, sweep the floor, please.四复习问答句型：where do you live ?i live in pudong.i love pudong.通过此句型的复习达到举一反三的作用，把这个句型运用到实际生活中，会就“你住在哪里进行提问？”并能根据这个提问做出语。

(整理)沪教版牛津英语2A二年级上册教案全册

Module 1 Getting to know youUnit 1 Good morningThe first period一、Teaching aim认知内容: 能听懂会说Good morning. Good afternoon.Good evening. Good night.及回答。

能力要求：学会用所学句型进行情境表演。

情感态度：学会在不同时间里和人打招呼。

二、Teaching proceduresPre-task preparationWarmera. Say hello to everybodyb. P.4 songc. Elicit Alice:Ask and answerWho is she？She is Alice.While-task procedure1.RevisionmorningafternoonGood morning.Good afternoon.a. Listen to a dialogue(It’s 8o’clock in the morning. Alice is going to school. She meets her friend Kitty.)Good morning, Alice.Good morning, Kitty.(It’s 14o’clock in the afternoon. Alice is having an English class.)Good afternoon, Alice.Goodafternoon, Miss…b. try to say the dialoguec. play a game:according to the pictures, Judge the words2. IntroductioneveningnightGood evening.Good night.a. Listen to a dialogue and try to understand the meaning of the dialogue (It’s 18o’clock in the evening. Alice is having a dinner.)Good evening, Alice.Good evening, dad.(It’s 21o’clock at night. Alice is going to bed.)Good night, Alice.Good night, Mum.b.Say a chant in groupsEvening, evening,Good evening.Night, night,Good night.Post-task activitya.Listen to the whole dialoguesb.role playact out the whole dialogue in groups三、Assignmenta. Listen to the tapesb. read P2,4The second period一、Teaching aim认知内容: 能听懂会说How are you？并能回答I’m fine./I’m very well. Thank you.学会认读并且学会正确书写英语字母大小写Aa, Bb. 能力要求：学会礼貌地问候别人并且礼貌回应别人的问候。

牛津2A英语教案

Module 1 Getting to know youUnit 1 HelloTasks in this unit:Begin an interaction by greeting someone politelyUse modeled phrases to maintain an interactionEnd an interaction with simple expressions of farewellLearn the letters: Aa to JjLanguage focus:The usage of the key words in contexte.g., morning, afternoon, evening, nightThe usage of formulaic expressions to greet people and make farewelle.g., Good evening./ Good night./ How are you?/ Goodbye.The usage of the common pattern to respond to peo ple’s greetingse.g., I’m fine.The pronunciation and writing of the letters Aa to JjLanguage skills:ListeningIdentifying the key words by hearing the pronunciatione.g., morning, afternoon, evening, nightUnderstand formulaic expressions of greetings and farewell in context, and respond appropriatelye.g., Hello/Good morning./Good afternoon./ Good evening./ Good night./ How are you?/ I’m fine. Thank you./Goodbye.Understand a simple story with the help of pictures, puppets or the teacher’s body langu ageIdentifying the letters Aa to Jj by listening to the pronunciation.SpeakingPronouncing the key words, phrases and sentences correctlye.g., evening, nightUsing formulaic expressions of greeting and farewell in the appropriate contexte.g., Good evening./ Good night./ How are you?/ Goodbye. Pronouncing the letters Aa to Jj correctlyWritingWriting the letters correctlye.g. , Aa to JjScheme of work:Period 1Language focus:Language focus:The usage of the key words in contexte.g., morning, afternoon, evening, nightThe usage of formulaic expressions to greet people and make farewell e.g., Good evening./ Good night.The pronunciation and writing of the letters Aa to EeLanguage skills:ListeningIdentifying the key words by hearing the pronunciatione.g., morning, afternoon, evening, nightUnderstand formulaic expressions of greetings and farewell in context, and respond appropriately e.g., Hello/Good morning./Good afternoon./ Good evening./ Good night./ Goodbye.Understand a simple story wit h the help of pictures, puppets or the teacher’s body language Identifying the letters Aa to Ee by listening to the pronunciation.SpeakingUsing formulaic expressions of greeting and farewell in the appropriate contexte.g., Good evening./ Good night.WritingWriting the letters correctlye.g. , Aa to EePeriod 2Language focus:The usage of formulaic expressions to greet people and make farewell e.g., Good evening./ Good night./ How are you?/ Goodbye.The pronunciation and writing of the letters Ff to JjLanguage skills:ListeningUnderstanding formulaic expressions of greeting in context, and responding appropriatelye.g., Good night./ How are you today?/ I’m fine. Thank you./Goodbye.Understand formulaic expressions of greetings and farewell in context, and respond appropriately e.g., Hello./ Hi. /Good evening./ How are you?/ Goodbye.Understand a simple story with the help of pictures, puppets or the teacher’s body language Identifying the letters Ff to Jj by listening to the pronunciation.SpeakingUsing formulaic expressions of greeting and farewell in the appropriate contexte.g., Good night./ How are you today?/ Goodbye.Using a common pattern to introduce oneselfe.g., Hello, I’m …Pronouncing the letters Ff to Jj correctlyWritingWriting the letters correctlye.g. , Ff to JjModule 1 Getting to know youUnit 2 I’m DannyTasks in this unit:Use modelled phrases to communicate with other students Understand descriptions of individualsLearn the letters: Kk-TtLanguage focus:The usage of the key words in contexte.g., boy, girl, big, smallThe usage of key patterns and adjectives to describe peoplee.g., I’m short. You’re tall.The usage of the common pattern to respond to people’s greetings e.g., I’m fine.The pronunciation and writing of the letters Kk to TtLanguage skills:ListeningIdentifying the key words by listening to the pronunciatione.g., boy, girl, big, smallusing key patterns and adjectives to describe peoplee.g., I’m shortl. You’re tall.Understanding how to describe people using key patternse.g., You’re …yes, I’m …/No. I’m …Identifying the letters Kk to Tt by listening to the pronunciation.SpeakingPronouncing the key words, phrases and sentences correctly e.g., boy, girl, big, smallUsing key patterns to describe people and respond appropriately e.g., S1: You’re…S2: Yes, I’m …/No. I’m …Pronouncing the letters Kk to Tt correctlyWritingWriting the letters correctlye.g. , Kk to TtScheme of work:Period 1Language focus:The usage of the key words in contexte.g., boy, girlThe usage of key patterns and adjectives to describe peoplee.g., I’m a boy. I’m short and thi n.You’re tall.Language skills:ListeningIdentifying the key words by listening to the pronunciatione.g., boy, girl, tall, short, fat, thinusing key patterns and adjectives to introduce oneself and describe people e.g., I’m a boy. I’m short and thin.You’re tall.SpeakingUsing key patterns to introduce oneselfe.g., I’m a boy. I’m short and thin.Materials:Student’s book 2A, pp.6, 7, 8Workbook 2A, p6 Part ACassette 2ACharacter puppetsPeriod 2 Language focus:The usage of the key words in contexte.g., big, smallThe usage of key patterns and adjectives to describe people e.g., I’m short. You’re tall.The usage of wh-questions to communcate with other people e.g., Who am I?You’re …The usage of key patterns to respond appropriatelye.g., You are …Yes,I’m…/ No. I’m …The pronunciation and writing of the letters Kk to Oo Language skills:ListeningUnderstanding key patterns and adjectives to describe people e.g., I’m shortl. You’re tall.Understanding key patterns and responding appropriatelye.g., You’re …Yes, I’m …/No. I’m …Identifying the letters Pp to Tt by listening to the pronunciation.SpeakingUsing key patterns and adjectives to describe peoplee.g., I’m short. You’re tall.Using wh-questions to communicate with other peoplee.g., Who am I?You’re …Using key patterns to describe people and respond appropriately e.g., You’re …Yes I’m …/ No. I’m …Pronouncing the letters Pp to Tt correctlyWritingWriting the letters correctlye.g. , Pp to TtModule 1 Getting to know youUnit 3 A new classmate Tasks in this unit:Use modelled phrases to communicate with other peopleUse numbers to talk about one’sageLearn the letters: Uu-ZzLanguage focus:The usage of the key words in contexte.g., seven, eight, nine, tenThe usage of modelled phrases to communicate with other peoplee.g., Are you…?Yes./No.The pronunciation and writing of the letters Uu to ZzLanguage skills:ListeningIdentifying the key words by listening to the pronunciatione.g., seven, eight, nine, tenunderstanding the wuestions and responding appropriatelye.g., Are you…?Yes, I’m…/No. I’m …Understanding the key patternse.g., Are you …?Yes. /No.Identifying the letters Uu to Zz by listening to the pronunciation.SpeakingPronouncing the key words, phrases and sentences correctly e.g., seven, eight, nine, tenUsing modelled phrases to communicate with other peoplee.g., Are you …?Yes. /No.Using numbers to talk a bout one’s agee.g., Are you seven?Yes, I’m seven.Pronouncing the letters Uu to Zz correctlyWritingWriting the letters correctlye.g. , Uu to ZzScheme of work:Period 1Language focus:The usage of the key words in contexte.g., seven, eight, nine, tenNumbers 7 through 10 and revision of the numbers 1 through 6 e.g., One, two, three,…The usage of modelled phrases to communicate with other people e.g., Are you…?Yes./No.Language skills:ListeningIdentifying the key words by listening to the pronunciatione.g., seven, eight, nine, tenUnderstanding the wuestions and responding appropriatelye.g., Are you…?Yes, I’m…/No. I’m …SpeakingUsing a rhyme to practise the numberse.g., One, two, three…Pronouncing numbers 1to 10 correctlyUsing modelled phrases to communicate with other peoplee.g., Are you …?Yes. /No.Materials:Student’s book 2A, pp.10and 11 Workbook 2A, p10 and 11 Parts A and B Cassette 2AWall picture 2AFlashcards 2A (seven, eight, nine, ten)Period 2 Language focus:The usage of modelled phrases to communicate with other people e.g., Are you…?Yes./No.The pronunciation and writing of the letters Xx to ZzLanguage skills:ListeningIdentifying the key words by listening to the pronunciatione.g., seven, eight, nine, tenUnderstanding the key patternse.g., Are you …?Yes. /No.Identifying the letters Xx to Zz by listening to the pronunciation.SpeakingUsing modelled phrases to communicate with other peoplee.g., Are you …?Yes. /No.Pronouncing the letters Xx to Zz correctlyWritingWriting the letters correctlye.g. , Xx to ZzModule 2 Me, my family and friendsModule 2 Me, my family and friendsModule 2 Me, my family and friendsModule 2 Me, my family and friendsModule 2 Me, my family and friendsModule 2 Me, my family and friendsModule 2 Me, my family and friends Unit 3 My hair is shortModule 2 Me, my family and friends Unit 3 My hair is shortModule 2 Me, my family and friends Unit 3 My hair is shortModule 3 Places and activitiesUnit1 In the children’s gardenTasks in this unit:Begin an interaction by asking wh-questionsEnd an interaction by using simple formulaic expressionsGet to know the objects in a playgroundLanguage focus:The usage of the key words in contexte.g., slide, swing, seesawThe usage of wh-question to find out specific informatione.g., What can you see?I can see…Language skills:ListeningIndentifying the key words by listening to the pronunciatione.g.,slide, swing, seesawUnderstanding the meaning of wh-questionse.g., What can you see?I can see…SpeakingPronouncing the key words, phrases and sentences correctlye.g., slide, swing, seesawUsing modelled phrases to initiate and engage in an interaction by providing a response to factual questionse.g., What can you see?I can see…Period 1Language focus:The usage of the key words in contexte.g., slide, swing, seesawThe usage of wh-question to find out specific informatione.g., What can you see?I can see…Language skills:ListeningIndentifying the key words by listening to the pronunciatione.g.,slide, swing, seesawUnderstanding the meaning of wh-questionse.g., What can you see?I can see…SpeakingPronouncing the key words, phrases and sentences correctlye.g., slide, swing, seesawUsing modelled phrases to initiate and engage in an interaction by providing a response to factual questionse.g., What can you see?I can see…Materials:Students’s Book 2A:pp.26 and 28Workbook 2A:pp.26Parts ACassette 2AFlashcards 2A (slide, swing, seesaw)Period 2 Language focus:The usage of wh-question to find out specific informatione.g., What can you see?I can see…Language skills:ListeningIndentifying the key words by listening to the pronunciatione.g.,slide, swing, seesawUnderstanding the meaning of wh-questionse.g., What can you see?SpeakingPronouncing the key words, phrases and sentences correctlye.g., slide, swing, seesawUsing modelled phrases to initiate and engage in an interaction by providing a response to factual questionse.g., What can you see?I can see…Materials:Students’s Book 2A:pp.27，28and 29Workbook 2A:pp.27，28and 29Parts B,C,D and taskCassette 2AFlashcards 2A (slide, swing, seesaw,mouse,net)。

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

1. T: You can read and write ABC. Look. Can she write?
Ps: No.
T: She says“Ican’t write”
To elicit:Ican’t________.
2. Review the word: can’t
3.Look at the sign and say:
This isSuper girl.
She can…
T: This is my friend. She is a girl. Look. She can…(Ps look at the picture and say the words) She is super.
To elicit:Super girl
I’m______.(tall/short)I’m______. (big/small)
Ican______ .Ican______.
ButIcan’t____.Ilike_______..
教
学
反
思
（建议从目标反思、过程反思、效果反思、改进意见等方面反思）
Period 2
Title
Say and act Do a survey Learn the letters
3.Look at the sign and say:
Ican…ButIcan’t…
Ican’t…ButIcan…
Ps together , Pair work
Listen and read the story.
Look at the story picture and tell the story.
4. Telling the story to others.

牛津英语2a教案

牛津英语2a教案教案标题：牛津英语 2A 教案教案目标：1. 通过本节课的学习，学生将能够掌握牛津英语 2A 中的词汇和句型。

2. 学生将能够运用所学的知识进行听、说、读、写的综合能力训练。

3. 学生将能够在情境中灵活运用所学的英语知识进行交流。

教学资源：1. 牛津英语 2A 教材和练习册。

2. 多媒体设备和投影仪。

3. 课堂活动准备：图片、卡片、游戏道具等。

教学步骤：Step 1: 导入 (5分钟)1. 利用多媒体设备播放一段与本课相关的视频，引起学生对主题的兴趣。

2. 引导学生回顾上一节课所学的内容，通过问答形式巩固学生的基础知识。

Step 2: 新知呈现 (15分钟)1. 展示课文中的图片，引导学生观察并回答与图片相关的问题，激发学生的思考。

2. 播放课文录音，让学生跟读，注意语音语调和语速。

3. 通过课文的内容，教授新的词汇和句型，使用图片和示范引导学生理解和模仿。

Step 3: 听说训练 (15分钟)1. 利用多媒体设备播放与课文相关的听力材料，让学生听并回答问题。

2. 进行口语训练，以小组形式进行对话练习，学生可以使用所学的句型和词汇进行交流。

Step 4: 读写训练 (15分钟)1. 学生根据课文内容，进行朗读训练，注意语音语调和流利度。

2. 利用多媒体设备播放与课文相关的阅读材料，让学生进行阅读理解练习。

3. 引导学生进行写作训练，要求他们根据所学的词汇和句型，写一篇关于自己的介绍。

Step 5: 温故知新 (10分钟)1. 利用游戏道具或卡片进行复习，让学生回忆本节课所学的内容。

2. 进行简短的问答环节，检查学生对本节课内容的掌握情况。

Step 6: 作业布置 (5分钟)1. 布置课后练习册的相关习题，巩固所学的知识。

2. 鼓励学生自主学习，提供相关的学习资源和网站链接。

教学反思：在教案中，通过多种教学手段和资源的运用，帮助学生全面掌握牛津英语 2A中的词汇和句型。

同时，通过听、说、读、写的综合能力训练，培养学生的英语交际能力。

上海版牛津小学英语2A知识归类

上海版牛津小学英语2A知识归类篇一：沪教版牛津小学英语2A知识点汇总牛津小学英语2A Unit 1-unit 8 复习提纲词汇学习：bin垃圾箱park公园road路bird鸟building大楼 clean弄干净 Shanghai上海sweep扫live居住day天apple苹果 desk书桌 love爱floor地板 use用where哪里 every每一个 keep保持复习巩固：please请 classroom教室doll娃娃bicycle自行车 balloon气球 slide滑梯 point to指向 swing秋千词汇拓展：home家举一反三： ball球 the Bund外滩tower塔1．Clean the bicylce, please. 请把自行车弄干净。

2．Clean the classroom, please. 请把教室弄干净。

3．Sweep the classroom, please. 请把教室扫一扫。

4．Sweep the road, please. 请把马路扫一扫。

5．Where do you live? I live in Pudong. I love Pudong.你居住在哪里？我居住在浦东。

我爱浦东。

6．Where do you live? I live in Jiading. I love Jiading.你居住在哪里？我居住在嘉定。

我爱嘉定。

7．This is my mother. She is a nurse.I love my mother.这是你的母亲。

她是一名护士。

我爱我的母亲8．That is my father. He is a postman. I love my father.那是我的父亲。

他是一名邮递员。

我爱我的父亲。

9．I love my teacher. I love my school.我爱我的老师。

我爱我的学校。

10．I use the bin every day. 我每天都使用垃圾箱。

上海牛津英语2A第一单元教案

单元教学重点
1、掌握park ,road ,building ,Shanghai, bin这些词汇的认读、拼读、简单运用等口语表达据实际情况运用I live in …和I love…表达自己居住情况及对其感情；从而在原来自我介绍口语表达的基础上，能够对个人信息作出更详细的介绍。
2、能用Where do you live?询问他人并作出正确应答；能用Clean/Sweep the……来提醒他人做一些力所能及的事来保持自己居住环境整洁，培养学生良好的行为习惯。
7、充分利用有限的录音和教学资料“愉悦式教学”。
8、课时数由单元的教学难度决定。
课题研究
利用小组分成教学，提高学生的自学能力。
教学目标
激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们建立初步的学习英语的自信心；培养学生一定的语感和良好的语音、语调和书写基础，以及良好的学习习惯；使他们形成初步用英语进行简单日常交流的能力。同时，培养学生的观察、记忆、思维和创造能力。适当介绍中西方文化，培养学生爱国主义精神，增强世界意识，为学生的进一步学习奠定良好的基础。
教
学
反
思
教学得失细节陈述
归因
分析
改进
措施
教案续页（第课时）
目标达成
教学流程
补充修改
时间分配
Warming-up
Sing a song<Good morning>
Revision
Listen and act
T: (Give the commands)
P:(Repeat and act)
Presentation
A. Learn to say.
通过情境对话，着重训练听说技能，提高会话能力同时呈现新的词语，句型，功能和话题等。

牛津小学英语2A教案

牛津小学英语2A教案课题：Unit1 My family教材类型：所属学科：英语>>2A（二上）主备教师：秦红梅备课时间：3 浏览人数：1☆教学调整☆教案内容：教学目标：1、能听懂、会说、会认单词father、mother、brother、sister、me2、能用This is my …来介绍自己的家庭成员。

教学重点目标1、2教学准备：手指套、全家福照片、图片、一副眼镜、领带教学时间：三课时教学过程：第一课时一、warm up1、greetingT: Good morning.How are you?2、listen and do. Raise your hand. Wave your hand. Put it down.二、presentationT show the family photo: now, boys and girls, look,what is this? This is myfamily photo. Look, my father, my mother and me . This is my family.用手圈一下。

教my family.由慢到快。

Ss read one by oneSs say : my family, your family.（出示他们的照片）（一）teach: father, mother, me(1)老师出示自己的全家照自问自答：look, guess who is he? S: Father. (给予学生适当的奖励)T: Yes. This is my father。

T show the card :father 贴于Bb, 领读几遍，注意th 的发音。

Ss read : father，father ，my father （一小组传卡片挨个读; 一组一组读，）T : look, this is my father. 出示句型卡片This is my …… 学生跟读遍。

牛津小学英语2a教案

牛津小学英语2a教案教案标题：牛津小学英语2a教案教学目标：1. 学习掌握基本的英语词汇和句型。

2. 培养学生的听、说、读、写的综合能力。

3. 培养学生的合作和沟通能力。

教学准备：1. 教材：《牛津小学英语2A》2. 教具：黑板、彩色粉笔、教学PPT、音乐、图片、实物等。

教学过程：Step 1: Warm-up (热身活动) (10分钟)教师可以使用教学PPT或音乐等方式引导学生进行热身活动，如唱一首英文歌曲或说一些简单的英文口号，让学生活跃起来，进入英语学习的氛围。

Step 2: Presentation (呈现) (20分钟)1. 教师可以使用图片、实物等教具，呈现新学的词汇，如动物、水果、颜色等。

并引导学生进行观察和描述，帮助他们理解和记忆新词汇。

2. 教师可以使用教材上的图片和示例对话，引导学生学习新的句型和表达方式，并通过多次模仿和练习，帮助他们掌握。

Step 3: Practice (练习) (30分钟)1. 教师可以设计一些基础的听力练习，如听录音，找出正确的单词或图片等。

通过听力练习，培养学生的听力理解能力。

2. 教师可以设计一些口语练习，如小组活动，让学生两两组队进行对话练习，加强他们的口语表达和交流能力。

3. 教师可以设计一些阅读和写作练习，如让学生阅读课本中的短文，并回答相关问题；或让学生根据所学内容，写一篇小短文等。

Step 4: Consolidation (巩固) (20分钟)1. 教师可以使用教材上的练习题，让学生进行复习和巩固。

2. 教师可以设计一些游戏活动，如英语单词卡片游戏、角色扮演等，让学生在游戏中巩固所学的知识。

Step 5: Assessment (评估) (10分钟)教师可以设计一些简单的评估题目，检查学生对所学内容的理解和掌握程度。

可以使用选择题、填空题、配对题等形式。

Step 6: Wrap-up (总结) (10分钟)教师可以对本节课的学习内容进行总结，并鼓励学生积极参与下节课的学习。

以多种活动激发学生英语学习兴趣——以《牛津小学英语2A》Unit 1 Part A＆B为例

以多种活动激发学生英语学习兴趣——以《牛津小学英语2A》
Unit 1 Part A＆B为例
陈宁
【期刊名称】《江苏教育：小学教学》
【年(卷),期】2009(000)007
【摘要】为帮助广大小学英语教师更好地领会《英语课程标准（实验稿）》的精神，把握小学英语课堂教学改革的前进方向，发挥名师的教学示范和专家的专业引领作用，本次暑假合刊遴选了一组名优小学英语教研员、英语教师的课例设计的文章、供教师们参考、选用。

【总页数】2页(P105-106)
【作者】陈宁
【作者单位】南京市鼓楼区教师进修学校
【正文语种】中文
【中图分类】G623.31
【相关文献】
1.运用学情后测优化活动设计r——以"译林版"牛津小学英语四年级(下册)Unit
6(Period 3)为例 [J], 蔡雪飞
2.“自主学习任务单”：“自实现“翻转课堂”的前提--以译林版《牛津小学英语》2A Unit 7Here you are 为例 [J], 李建东
3.激发中高年段小学生英语学习兴趣——激发中高年段学生英语学习兴趣的教学策
略 [J], 陈宇
4.采取多种方法激发学生英语学习兴趣探研 [J], 孔令芳
5."分层走班"理念下激发和培养初中学生英语学习兴趣的教学策略初探
——以译林版《英语》八年级上册Unit 5第一课时为例 [J], 陆勇;杨晶晶
因版权原因，仅展示原文概要，查看原文内容请购买。

精--牛津英语2AUnit1教学设计--精.doc

牛津英语 2A Unit 1教课方案first period let’s act徐汇区教师深造学院施嘉平陈一明一、主要新授内容 (new contents)let’s act---clean the desk,please.---sweep the floor,please.二、学习目标(objectives)1.能听懂擦桌、扫地的等祈使句，并作出相应的动作反响。

2.能认读并理解clean the desk/sweep the floor句子。

3.能依据所给的情形发出擦桌、扫地等指令。

三、教课建议 1、任务先期准备阶段（ pre-task preparation section ） activity 1（song）1、教课协助(aids)录音机磁带2、活动过程（ process ）stepscontentsmethodspurpose1song“read read,i can read“教师经过近似“ look, i can do many things. i can draw.i can dance.can you do these things. let’s sing asong together.”等让学生一边唱歌一边和老师34567891011first period let’s act徐汇区教师深造学院施嘉平陈一明一、主要新授内容 (new contents)let’s act---clean the desk,please.---sweep the floor,please.二、学习目标(objectives)1.能听懂擦桌、扫地的等祈使句，并作出相应的动作反响。

2.能认读并理解clean the desk/sweep the floor句子。

3.能依据所给的情形发出擦桌、扫地等指令。

三、教课建议 1、任务先期准备阶段（ pre-task preparation section ） activity 1（song）1、教课协助(aids)录音机磁带2、活动过程（ process ）stepscontentsmethodspurpose1song“read read,i can read“教师经过近似“ look, i can do many things. i can dra w.together.”等让学生一边唱歌一边和老师34567891011first period let’s act徐汇区教师深造学院施嘉平陈一明一、主要新授内容 (new contents)let’s act---clean the desk,please.---sweep the floor,please.二、学习目标(objectives)1.能听懂擦桌、扫地的等祈使句，并作出相应的动作反响。

小学英语第2A册教案(Oxford)

O x f o r d2A教材分析Oxford 2A共有8个Unit和1个Rivision，3个Theme：My living place and area. Transport. Winter. 其中，My living place and area. 有3个sub-topic：Where I live. A snack bar. Things I like to do. Transport.有2个sub-topic：Going about. Crossing the road. 而Winter有3个sub-topic：Christmas. Weather. Clothes. 同时本学期还要把26个字母的认和写要教下去，这样就解决了单词拼读和拼背能力的培养，同时还要把1A, 1B的单词也要插进去拼背。

这学期共有19周，其中授课时间为18周。

所以期中考试之前建议上到UNIT 5由于本学期开始一年级为每周3课时，每课时35分钟，其中有1课时我们要进行听力课（15分钟）和阅读课（20分钟）因而，一周真正教牛津教材的时间以3课时计算，那么，二周教一个UNIT，即5课时左右一个Unit.二年级应该在起始年级的基础上，继续要运用各种手段来，激发学生英语学习兴趣，培养学生良好的英语学习习惯（听的习惯，说的习惯，读的习惯和写的习惯）。

一、教学建议：1营造一个宽松式的教育氛围，不要求学生一次性学会。

2教学要灵活，灵活运用教材。

如，教职业时，可增加一些教材里没有出现的，比如是他们爸爸妈妈的职业等。

3用任务型策略设计教学，活动形式尽量要多样化，趣味性。

4要尽量贴今学生的生活实际，体现学中用、用中学，学以致用。

5要将结构溶于功能之中，要明确词汇教学的最终目的是运用6 建议字母的书写能集中读写Oxford 2A教材分析----Unit 1，Unit 2 &Unit 3二、接下来，我们进行分UNIT 的课时分析。

牛津英语二年级上册2A全册教案（上海版）

牛津英语二年级上册2A全册教案（上海版）牛津英语二年级上册2A全册教案（上海版）oxfordEnglish2AU1AisTolearnthefolloingords,e.g,afternoon,evening,night,orning.TeachingfocusTogreettheothers,e.g.,Good….TeachingAidsedia,as,cards,etc.ProceduresStepTeacher'sactivitiesStudents'activitiesPurpose Pre-taspreparation1.Singasong.Sayarhye.Singasong.Sayarhye.利用歌曲，让学生进入学习状态。

hile-tasprocedureToteach:afternoonToelicit:T:Goodafternoon,boysandgirls.Readtheord.T:Say“goodafternoon”toyourclassatesorteachers. ShosoepicturesToteach:eveningShoapictureandas:Looatthesun.Isitafternoon? Readtheord.Fillintheblans:_veningGuess:orningorEvening?Say“Goodevening”tortiger,rdog,…Letstudentdopair-or3.Toteach:nightT:Loo,thesunisissing.hatdoyousee?ReadShoapictureRhye:Night,night,goodnight,u.Night,night,goodnight,Dad.Goodnight,goodnight,Hu----hu---aeanerhye.Shoapictureofnight.T:It’snight.Goodnight,children.Toteach:orningListentoacocReadEnjoyasong.1.Ss:Goodafternoon.Boysreadit.Girlsreadit.Say“Goodafternoon.”totheothers.Saytogether.Ss:No.choosetheanser.Playaguessinggae.Role-playintheeveningshoorinpairs.S:Isee…ReadSayarhye.aearhyeSs:Goodnight.FollotheteacherSingorenjoythesong根据上课的实际时间，先教授afternoon一词.从情景过度到实际生活，学生从学到用。