沪教版牛津英语2A教案完整版
二年级英语上册Unit2Asnackbar教案(4-6)沪教牛津版
Contents
Methods
Purpose
1
This is a zoo。 What animals can you see in the zoo?
教师出示动物园的图片.This is a zoo。 What animals can you see in the zoo？
Who want to be the animals?
Post-task Activity，这是指经过机械性操练和意义性操练,引导学生运用他们所获得的知识与技能来完成一个交际性的任务“task"，也就是语言的输出：output。学生通过前两个阶段的学习，在知识和能力上已具备综合新旧知识进行交际的能力，教师可以根据学生的实际水平设计或选用提供的活动，使学生在相应的尽可能贴近生活的语境中，正确有效使用习得语言,完成交际性的任务。
Activity 1 （Riddle）
1、教学辅助（Aids）
1） 图片
2．活动过程(Process）
Steps
Contents
Purpose
1
Riddle：
cake
It is round.
It is nice。
You have it on your birthday。
What is it?
以儿歌引出,激发学生的兴趣，为新课作准备。
4、在角色表演的过程中，激发学生学习的兴趣，培养学生的表演能力。
三、教学建议
1、任务前期准备阶段（Pre-task preparation section)
Pre—task Preparation是指我们要求学生运用目的语（即所学的语言）之前，呈现给学生的新语言材料。也就是我们常说的：Input。在这个环节主要让学生获得对新语言材料的第一次感知。
最新整理上海版沪教版小学牛津英语2A教案
牛津2A Unit 1 Where I Live Teaching aids:A. Words : letters Aa --Bb , bin , park , road , building , ShanghaiB. Structures : I live in …. I love …. I see …. That’s …C. Functions : Give simple instructions; Refer to specific classroom objects.Material:1. Student's Book 2A page 2--62. Cassette 1A and a cassette player3. Wallcharts4. Photograph page 15. Alphabet CardsTeaching times:5 timesLearning targets:A. Basic aims:1. Be able to identify the letters Aa -- Bb2. Be able to give simple instructions3. Be able to use the simple present tense to indicate facts4. Be able to "point to your home"5. Read the rhymeB. Further aims:1.2.Practise saying a new rhyme substituting 'Shanghai' with another places Language focus:1. Using the definite article to refer to specific classroom objects2. Using the simple present tense to express interests and preferences3. Learning the words: bin , park , road , building , ShanghaiPeriod 1Teaching focus:Using imperatives to give simple instructionsUsing the definite article to refer to specific classroom objectsTeaching steps:Students activitiesTeachingactivitiesTeachingstarlegryMediaPre-task preparation:point to their own desk and say 'desk'students to follow : 'This is a classroom. We are in the classroom now. 'While-task procedureLookPerforms the action and repeats the command A:Point to a deskand say ' dsek '.Encourage the classto point to their owndesk and say ' desk 'B: Gesture with armto indicate theclassroom and say'This is a classroom.We are in theclassroom now. '(Say the word'classroom' slowlyand encouragestudents to follow)C: T :'Our classroomis nice. We musthelp to keep it clean.'A: T say 'Clean thedesk.' And wipe adesk with a ragB: Invite a more ablestudent to come tothe front. Give therag to him/her andsay 'Clean the desk,please. 'C: Invite more ablestudent to come tothe front. Let themore able studentcoachingcoachingcoachingShow 'Let's act'The student performs the actionThe student performs the action.The students repeat and mime the actions.Post-task activitiesOne student give the commands and the other mime the actions.Change roles give the commandand others do theaction.(Repeat with severalgroups of students.)D: Clean theclassroom bysweeping the floor.Let the more ablestudent to come upand say thecommand ' Sweepthe floor, please. '(Repeat step 3)E: Open the book topage 2. Play thecassette tape. Letthe students listen tothe instructions'Clean the desk,please.' and ' Sweepthe floor, please. 'Ask students torepeat and mime theactions.A: Divide studentsinto pair. Have onestudent give thecommands and theother mime theactions. Then letthem change roles.B: Invite pairs ofcooperativelearningcooperativelearningbookcassetteLookVote for the best pairHomeworkRead the ' Let' act ' after the cassette students to act outthe dialogue to theclass.WorkbookPeriod 2Teaching focus:Using the simple present tense to indicate factsUsing the simple present tense to express interests and preferences Teaching steps:Students activitiesTeachingactivitiesTeachingstarlegryMediaPre-task preparation:Say the word ' Shanghai ' A:Ask the studentsWhere do you alllive ?Show a picture ofShanghai(Say the word 'Shanghai ' slowly)coaching Show a pictureof ShanghaiWhile-task procedureLook and listen T: That ' s right . Weall live in Shanghai .Shanghai is ourhome .A: Put up thewallchart for page 3.Tell a storysomething like this :Sam and his fatherwent for a walk onSunday. After a whilethey sat down to restand watched theferries go by. Theycould see theOriental Pearl Towerand a lot of tallbuildings. Can yourecongnize any?Sitting on the benchnext to them weresome tourists(awoman and herson). The boy askedSam where he livedand Sam replied ' Ilive in Shanghai.'The boy said ' I loveShanghai.' Sam waspleased. Children,do you loveShanghai? If you do,you must help tokeep it clean. Do notlitter. Throw allrubbish into the bin.Can you find a bin inthis picture?coachingWallchart forpage 3The students talk about and answer the questionsThe students to copy ' I live in Shanghai. 'The students repeat ' I love Sally. 'Repeat (Point to it)B: Ask questionssuch as thefollowing:Where doesSam live?Where do youlive?Dose Sam loveShanghai?Do you loveShanghai?What isthis?(point to abin and abuildingrespectively)C: Hold up astamped envelopeand say ' My friendin Canada sent thisto me. She had towrite ' Shanghai ' onit because Ilive inShanghai.Say ' I live inShanghai. ' and askstudents to copyyou.D: Hug a toy bearand say ' This is mybear. Her name isSally. I love Sally. 'Show the picture ofShanghai again.cooperativelearningmodelinga toy bearGet student to say afterThe students look at the book and listen to the tapePost-task activitiesDraw a picture of the place they live in.say something about pictures by using the sentences ' I live in …，I love … 'Talk aboutConsolidationLook, listenand tick thecorrectsentence.Listen and Hug it and say ' Ilove Shanghai. 'E: Open thestudent's book topage 3. Play thecassette tape to letstudents hear thecorrectpronunciation of thewords andsentences. Then askindicidual studentsto say 'I live inShanghai. ' and ' Ilove Shanghai. 'A: Give eachstudent a sheet ofwhite drawing paper.Ask them to draw apicture of the placethey live in.B: Ask students tosay something abouttheir pictures byusing the sentences' I live in …，I love … 'Workbook page 2Explain theWorkbook page 2modelingcooperativelearningbookcassettewhite drawingpaper.Workbookdraw.HomeworkRead the 'Let 's talk' after the cassettePeriod 3Teaching focus:Using nouns to identify objectUsing proper nouns to refer to places Teaching steps:Students activitiesTeachingactivitiesTeachingstarlegryMediaPre-task preparation:The students to say something about the pictureI live in …'aI love …’While-task procedure A:Put up thewallchart for page 3.Ask the students tosay something aboutthe picture by usingthe sentences theyhave learned in theprevious lesson: ‘ Ilive in …’ａI love …’A: Still referring tocoaching Put up thewallchartLook and answer:' building 'The students to repeatLook , think, talk about and answer the questions .The students to repeat.Look , think and answer the questions .The students to the wallchart.T: What you can seein the picture ?Introduce the word‘ building ‘ Hold up the picturecard for ‘ building‘ and say ‘ building ‘(Ask the students torepeat)B: T: ‘ What thingsdo you sometimessee lying on thepavement? ‘Show examples ofrubbish that peoplethrow away –softdrink cans, plasticbags, foodwrappers, etc.T : ‘ H ow do theythere? Dose itmake Shanghai lookbeautiful? Whatshould we always dowith our rubbish? ‘ Show a toy bin andsay ‘ bin’ slowly.(Ask students torepeat. )C: Show the picturesof a park and a road.T : do you often go tothe park?To elicit the newwords ‘ p ark ‘ a nd‘road ‘.Say the wordsslowly.(Ask the students tocoachingcooperativelearningmodelingWallchart forpage 4the picture andword cardsrepeat.the students read the wordsOpen the book to page 4.Students listen and repeat.the students to point to each picture as the word is being read out.The students look at the letters and listen to the tape repeat.)D: Put up the pictureand word cards onthe board in randomorder. Thenre-arrange them byputting the wordcards below theircorrespondingpicture cards, asshown in theirStudent’ s Books.Read the words withthe students.E: Play the cassettetape.Ask the students topoint to each pictureas the word is beingread out.F: Show studentsthe picture cards for‘ apple’ and sayApple begins withthe sound ‘ a ‘ .Show the word cardfor ‘ apple’ and say‘ A …’ Apple’ .(Repeat)Show alphabetcards ‘ A ‘ and ‘ a ‘ .Have studentscompare the capitalletter ‘ a ‘ . D o thesame with ‘ B b…Bird ‘ .Play the tape forthe picture andword cardsbookcassette tape.letter ' A a ' ' Bb 'Post-task activitiesstudents have just learneds1: I see a bin.S2: That' s a building.Homework Workbook page 3:Colour theword in thepuzzle.Trace theletters.Read the ' let' s learn ' after the cassette students to follow intheir books.A: Say somethingabout the wallchart,using the new wordse.g. : I see …That’ s …Workbook page 3Explain theWorkbook page 3modelingbookcassetteWorkbookPeriod 4Teaching focus:Asking ' Wh-' questions to find out various kinds of specific information about a person Using the simple persent tense to express truthUsing the simple persent tense to express interests and preferencesTeaching steps:Students activitiesTeachingactivitiesTeachingstarlegryMediaPre-task preparation:The students to say something about the picturestudents to come up take one, and put it under the corresponding picture.While-task procedure A:T: Yesterday welearned some newwords. Do youremember what theyare?Put up the picturecards for ' bin, park,road , building, andShanghai ' .Hold up the wordcards.Ask individualstudents to come up,take one, and put itunder thecorrespondingpicture. Continueuntil all cards havebeen matched. Thenremove the picturesbut leave the wordcards. Ask variousstudents to come upand get the wordthat you say.coaching Put up thewallchartthe picture cardsfor ' bin, park,road , building,and Shanghai ' .the word cards.The students answer : I live in ShanghairepeatPlay a gamea more able student to come to the front.point to the area he lives in on the map and use the structures I lives in … I love …to answer the questionOpen the Student' s Book to page 5.Look , think, talk about and answer the questions . A: Put up a simplemap of Shanghai.T : Where do youlive?Point to the area youlive in and say I livein (name of thearea). I love (nameof the area).B: Play a game withthe students.Invite a more ablestudent to come tothe front.Ask him/her to pointto the area he/shelives in on the mapand use thestructures I livesin … I love …To answer thequestion Where doyou live?C: Open the Student's Book to page 5.Check that thestudents know all theplaces on the map,such as Lu XunPark. ShanghaiRailway Station. YuGarden…Ask individualstudents Where doyou live? To elicitvarious answers.Encourage them tocoachingcooperativelearningmodelingcooperativelearningmodelinga simple map ofShanghai.a simple map ofShanghaithe Student' sBookThe students into groups of four,one student ask the question ' Where do you live?'the other three answer it.(change roles.)The students to come to the front and actThe students to repeat.HomeworkWorkbookpage 4:Listen and draw the lines to find where they live.Read the ' let' splay ' after thecassette. use the structure Ilove …D: Divide studentsinto groups of four,Have one studentask the question 'Where do you live?'and the other threeanswer it. Then letthem change roles.E: Invite groups ofstudents to act outthe dialogue to theclass.Workbook page 4Explain theWorkbook page 3cooperativelearningthe Student' sBookWorkbookPeriod 5Teaching focus:Using the simple persent tense to express interests and preferences Teaching steps:Students activitiesTeachingactivitiesTeachingstarlegryMediaPre-task preparation:The students look at the picture and read the wordsThe students look at the picture and say ' This is …While-task procedureThe students answer follow and repeat A:Flash the picturecards and wordcards for ' bin ,building, park, roadand Shanghai ' tocheck that studentsremember thewords.B: Ask variousstudents to point toeach picture and say' This is …A: Invite somestudents to clean theclassroom with you.Put rubbish into atoy bin you havebrought to class.T : ' We use the binevery day. We keepShanghai cleanevery day.the picture cardsfor ' bin, park,road , building,and Shanghai ' .the word cards.The students openthe Student' s Bookto page 6.Play a gameDiscuss where Sam and May live and what they are doing now.Two students come to the frontThe Student read the rhyme slowly line by line.Look and listenThe students follow and read the rhyme.The students read the rhyme in pairThe students to come to the front and act B: Get students toopen the Student' sBook to page 6.Discuss withstudents where Samand May live andwhat they are doingnow.C: Invite twostudents to be Samand Mary puttingrubbish into the bin.D: Read the rhymeslowly line by line.Practise saying bothverses.E: Explain the wordsand phrases ' use,every day ' and'keep it clean' instudent' s mothertongue.F: Play the cassettefor the rhyme.G: Invite pairs ofstudents to act outthe rhyme to theclass.coachingcooperativelearningmodelingcooperativelearningthe Student' sBookthe Student' sBookthe Student' sBookcassettePost-task activityThe students practise saying a new rhymePractise in pairThe students read the new rhymeHomeworkRead the ' let' senjoy ‘ after thecassette.Make a newrhyme Have pairs ofstudents practisesaying a new rhymesubstituting 'Shanghai ' with 'Beijing' or 'Guangzhou' .Invite pairs to saytheir rhymes to theclass.modelingcooperativelearningmodelingUnit 4 Going aboutTeaching designing:Teaching aids:A.Words: letters Gg—Hh, plane, ferry, train, taxi, car, bus, van.B.Structures: Get ……How do you go to……C.Functions: Give simple instructions; Using connectives to add information Material:1.Student’s Book2A page 17-212.Cassette 1A and a cassette player3.Wall charts4.Photograph page 145.Alphabet CardsTeaching times:5 timesLearning targets:A.Basic aims:1.Be able to identify the letters Gg--Hh2.Be able to give simple instructions3.Be able to introduce oneself using I’m.4.Be able to write the sentence Hello, I’m <name>.5.Sing a song.B.Further aims:ing more information to introduce oneself2.The sorts of the alphabetLanguage focus:ing imperatives to give simple instructions2.Asking How questions to find out means and Using prepositions to indicate meas3.Learning the words: plane……Period 1Teaching focus:Using imperative to give simple instructions Teaching steps：Students activitiesTeachingactivitiesTeaching MediaI. Pre-task preparation:The students listen to the teacher and actThe students copy teacherII. While-task procedure:Practise with more students.The students act A Revise all thecommands taught inthe previous units.Say the commandsand ask students.B Show a toy busand a toy car. T:Doyou often see themon the road? Do yougo to school by bus?Say the words ‘bus’and ‘car’ clearly.A Put two chairs ina line. Ask studentto sit in the frontchair and act as acar driver. Pretendto get in the car bybending over andsitting in the backchair. T: Get in thecar.Practise withmore students.B Invite individualstudents to act aspassengers. Say thecommand and askthem to performthe scene. Makesure studentsunderstand thecommand ‘Get in thecoachingScaffolding andfadingA small group of students line up in front as if they are ready to get off the bus.RepeatStudents listen and follow in the books.III. Post-task car’.C Have a smallgroup of studentsline up in front as ifthey are ready toget off the bus.Say ’Get off thebus’and promptthem to walk offone by one.D Repeat step Cwith more groups ofstudents. Ask themto repeat thecommand after youwhile doing theaction.E Open thestudent’s book topage 17. Play thecassette tape todrill the correctpronunciation.Teach the othertwo commands to dowith cars andbuses;Get out of the car.Get on the bus.cassettePeriod 2Teaching focus:Asking How questions to find out meanUsing prepositions to indicate meansUsing formulaic expressions to take leaveTeaching steps：Students Teaching Teaching Mediaactivities activitiesPre-taskpreparationThe students mime the actions as theylisten to thecommandsThe studentsanswer the teacher’s questionWhile-taskprocedureThe students listen the story.The studentsanswer the teacher’s questionThe students copyteacher.Look, listen andcopy teacher.A Revise thecommands to dowith transportwhich studentslearned in theprevious lesson.Have studentsrepeat cachcommand as theyperform the action.B Show somepictures ofdifferent types oftransport. Teacherasks How do youcome to school? Doyou sometimes goby bus, by van or bytaxi?A Put up thewallchart for page18. Tell a story.B Ask questions forpage 18 ofteacher’s book.C Explain theexpression ‘I goto …by…’b y giving anexample of how youyourself travel toschool. Repeat andlet students copyyou.D Wave your handat students andpretend to leavethe classroom,saying ’Goodbye’.Encourage studentsto wave their handsand repeatCoachingCoachingPicturePictureThe students open the book to page18 and readPost-taskactivitiesThe studentsanswer thequestion.HomeworkA Listen and respond quickly.B Listen and circlethe correctpicture.‘Goodbye’E Play the cassettetape to let studentshear the correctpronunciation ofthe expressions.Get students torepeat after thetape.A Ask a fewstudents to tell theclass how they getto school.B Use the tune ofthe song from Book1A ‘Good morning’.Change’Goodmorning’to‘Goodbye’ and ‘toschool’ to ‘backhome’Cooperativeleaming,CassetteworkbookPeriod 3Teaching focus:Using nouns to identify forms of transport. Teaching steps：Students activitiesTeachingactivitiesTeaching MediaPre-task preparationThe students answer the teacher’s questionWhile-task procedureThe students look at the teacher and listen to the teacher.Whole class read the words A Fly a paper planeto the students.Ask Who has beenon a plane? Tell usabout it!Share your ownexperience if noneof the studentshave been on aplane.B Ask questionsabout differentmodes of transport,including plane,ferry, train, car,bus and van. Askquestions such asthe following,,,A Put up the picturecards for this unit.Introduce the newvocabulary bypointing to eachitem. Ask ‘What isthis?’Then say thewords in English andput up the wordcards beside therelevant forms oftransport. Repeatthe words.B Get students toopen theirstudent’s books topage 19. Play thecassette tape to letstudents listen tothe pronunciationof the words first,and then practicesaying them afterthe beep.CoachingCoachingPicturePicture cardsCassette and wordcardsFour groups sit in circles. When they name the mode of transport ,the whole group has to stand up and repeat it.The students look at the picture card’ girl’ and sayPost-task activityThe students to guess.HomeworkColour the correct word. C Divide the classinto for groups.Each group’s nameis a form transportthey have learned.Have the groups sitin group has tostand up and repeatit. Progressivelyquicken the pacefor moreexcitement.D Show studentsthe picture cardfor ‘girl’and say‘G,,,girl’Repeat .Show alphabetcards ’G’and ‘g’.Have studentscompare the capitalletter ‘G’with thesmall letter ‘g’ . Dothe same with ‘Hh,,,hand.’ Play the tapefor students tofollow in theirbooks.Ask the followingriddles forstudents to guessthe mode oftransport. Tellthem to give theanswer in English.CooperativelearningCoachingcoachingPicture cardworkbookPeriod 4Teaching focus:Using formulaic expressions to indicate how people travel Teaching steps：Students activitiesTeachingactivitiesTeaching MediaPre-task preparationWhile-task procedureThe students open the book to page 20 and listen to the teacher Review thedifferent forms oftransport using theWord and Picturecards. Then writethe words ‘plane’,‘ferry’, ‘train’, ‘taxi’,‘car’, ‘bus’, and ‘van’on the left of theboard. On the right,write the names ofa few places. Pointto a place and askthe students to tellyou how they gothere. Remind themto use thestructure ‘I goto,,,by,,,’A Open thestudent’s book topage 20. Say Thereare four children inthe picture. Theywant to go todifferent places,but we don’t knowwhich form oftransport they liketo use. Let’s followthe road to findout. Ask studentsto draw the routesCoachingCoachingPicture cardsPictureThe students listen to the tape and readMake several board games that can be used in small groups to revise the expression’I go to,,,by,,,’and the vocabulary they have learned.Post-task activityThe students answer the teacher’s questionHomework and say ‘I goto ,,,by,,,’,pretending they arethe children in thepidture.B Play the cassettetape for studentsto check if theiranswers are right.C Make severalboard games thatcan be used in smallgroups to revise theexpression’I goto,,,by,,,’and thevocabulary theyhave learned. Makegameboards formcardboard. Fourplayers take turnsrolling a dice andmoving forward onthe boardaccording to thenumber on the dice.They must think ofa place and say’ I goto ,,,A Ask Which formof transport do youlike to use? Pleasedraw it on paper.Ask students toshow their owntransport picturesand say ‘I go to ,,,by ,,,’B Write up thenumber of studentswho like to use eachform of transporton the board.CooperativelearingCooperativelearingCoachingcoachingCassetteworkbookA Listen and matchthe pictures.B Circle the onethat does notbelongPeriod 5Teaching focus:Using nouns to identify different forms of transport Teaching steps：Students activitiesTeachingactivitiesTeaching MediaPre-task preparationThe students look at the teacher and listen.The students look at pictures and copy to the teacher.While-task procedure A Hold up a muppetand say ’Hello , goodmorning.’Everyday,I take a bus toschool. I go to thebus-stop to wait forthe bus.’Sketch abus-stop. Ask Doyou have to wait fora bus, too? Or acar/van?B Show pictures ofa ‘bus-stop’and a‘train station’.Explain to studentsthe differencebetween ‘bus-stop’and ‘station’. Repeatthem several timesand let studentscopy you.CoachingCoachingMuppetPicturesThe students answer the teacher’s questions.The students listen to the tape.The students read two times.The students look at the picture and listen to the cassette.The students to sing along with tape.Post-task activityThe students are singing played. A Refer to eachpicture of student’sbook page 21. Askquestions such asthe following,,,B Play the cassettetape once forstudents to listento the lyrics of thesong.C Read the firstverse line by linefor students tofollow until theyare familiar withthe words. Then gothrough the secondand third verse inthe same way.D Play the tapeagain and show thepicture of therelevant type oftransport at theappropriate time.Draw student’sattention to thesounds at the endof each verse.E Invite studentsto sing along withthe tape. Encouragethem to imitate thesound of each typeof transportAsk groups ofstudents to mimeeach part of thesong in front of theclass while the tapeis being played.Students can takedifferent role. LetCoachingCoachingCooperativelearningCooperativelearningPicturesCassettePicture andcassetteCassettecassettestudents say whattype of transportthey are driving.Unit 5 Crossing the roadTeaching designing:Teaching aids:D.Words: letters—Ii Jj, stop, light, go, fast, slow.E.Structures: Look at the light. It’s…, Go! / Stop! / Wait! /F.Functions: Using imperatives to give simple instructions; To give simpleinstructions.Material:6.Student’s Book2A page 22-267.Cassette 1A and a cassette player8.Wall charts9.Photograph page 1410.Alphabet CardsTeaching times:5 timesLearning targets:C.Basic aims:6.Be able to identify the letters Ii--Jj7.Be able to give simple instructions8.Be able to introduce oneself using I’m.9.Be able to writ e the sentence Hello, I’m <name>.10.Sing a song.D.F urther aims:ing more information to introduce oneself4.The sorts of the alphabetLanguage focus:ing imperatives to give simple instructionsing adjectives to describe objects6.Learning the words: stop……Period 1Teaching focus:Using imperative to give simple instructionsTeaching steps：Students activitiesTeachingactivitiesTeaching MediaI. Pre-task preparation:The students look at the picture and copy to teacher. A Show the pictureof the red light.Say ’Red light.’Repeat forstudents to copyyou. Ask If you seethe red light, whatshould you do? Say’stop’several timesCoaching Picture。
二年级英语教案 沪教版牛津英语2A Unit 8 Clothes 5
二年级英语教案沪教版牛津英语2A U n i t8C l o t h e s5【教学设计（TEACHINGDESIGN）】第5课时（5th PERIOD）一、主要新授内容(newcontents)Let’senjoy—story(Ineed….I(don’t)like….)二、学习目标(Objectives)继续复习学过的服饰类单词：hat,gloves,scarf,tie,belt,….能熟练运用Ineed…,I(don’t)like…的句式来表达自己的需要和喜好，并能用学过的单词作适当替换。
能表达自己所需所喜的东西，在实际生活中能灵活运用英语进行简短的交流。
充分体现了语言的交际功能。
三、教学建议1、任务前期准备阶段（Pre-taskpreparationsection）Pre-taskPreparation是指我们要求学生运用目的语（即所学的语言）之前，呈现给学生的语言材料。
在这个环节可以创设一个特定的语言的环境，让学生获得对即将操练语言材料的第一次感知。
在这里只是创建一种愉快的英语学习氛围.Activity11、教学辅助(Aids)1)电脑（2A-U8-1）2）屏幕3)一个小娃娃穿着一件旧的裙子Activity21．教学辅助（Aids）电脑（2A-U8-2）电脑（2A-U8-3）屏幕22、任务中期实施阶段（While-taskproceduresection）While-taskProcedure，这是指语言技能的习得过程。
其中分为机械性操练和意义性操练两部分。
机械性操练：让学生准确地模仿、复说新授的语言，从模仿到识记。
使新知识由感知、理解、模仿直到储存。
由于本教时所学的内容在前几教时已有接触,在这个教学阶段可以进一步地进行理解和熟悉，并根据语言训练的需要设计相应的机械性操练和意义性操练，来帮助学生熟练掌握。
教师要尽量创设不同的情景让学生操练，并通过一些游戏环节来抓住学生的注意力，维持学习兴趣。
上海版沪教版牛津英语2a教案精品
牛津2A Unit 1 Where I LiveTeaching aids:A. Words : letters Aa --Bb , bin , park , road , building , ShanghaiB. Structures : I live in …. I love …. I see …. That’s …C. Functions : Give simple instructions; Refer to specific classroom objects.Material:1. Student's Book 2A page 2--62. Cassette 1A and a cassette player3. Wallcharts4. Photograph page 15. Alphabet CardsTeaching times:5 timesLearning targets:A. Basic aims:1. Be able to identify the letters Aa -- Bb2. Be able to give simple instructions3. Be able to use the simple present tense to indicate facts4. Be able to "point to your home"5. Read the rhymeB. Further aims:1.2.Practise saying a new rhyme substituting 'Shanghai' with another places Language focus:1. Using the definite article to refer to specific classroom objects2. Using the simple present tense to express interests and preferences3. Learning the words: bin , park , road , building , ShanghaiPeriod 1Teaching focus:Using imperatives to give simple instructionsUsing the definite article to refer to specific classroom objectsPeriod 2Teaching focus:Using the simple present tense to indicate factsUsing the simple present tense to express interests and preferencesPeriod 3Teaching focus:Using nouns to identify objectUsing proper nouns to refer to placesPeriod 4Teaching focus:Asking ' Wh-' questions to find out various kinds of specific information about a person Using the simple persent tense to express truthUsing the simple persent tense to express interests and preferencesPeriod 5Teaching focus:Using the simple persent tense to express interests and preferencesUnit 4 Going aboutTeaching designing:Teaching aids:A.Words: letters Gg—Hh, plane, ferry, train, taxi, car, bus, van.B.Structures: Get ……How do you go to……C.Functions: Give simple instructions; Using connectives to add information Material:1.Student’s Book 2A page 17-212.Cassette 1A and a cassette player3.Wall charts4.Photograph page 145.Alphabet CardsTeaching times:5 timesLearning targets:A.B asic aims:1.Be able to identify the letters Gg--Hh2.Be able to give simple instructions3.Be able to introduce oneself using I’m.4.Be able to write the sentence Hello, I’m <name>.5.Sing a song.B.Further aims:ing more information to introduce oneself2.The sorts of the alphabetLanguage focus:ing imperatives to give simple instructions2.Asking How questions to find out means and Using prepositions to indicate meas3.Learning the words: plane……Period 1Teaching focus:Using imperative to give simple instructions Teaching steps：Period 2Teaching focus:Asking How questions to find out mean Using prepositions to indicate means Using formulaic expressions to take leave Teaching steps：Period 3Teaching focus:Using nouns to identify forms of transport. Teaching steps：Period 4Teaching focus:Using formulaic expressions to indicate how people travel Teaching steps：Period 5Teaching focus:Using nouns to identify different forms of transport Teaching steps：Unit 5 Crossing the roadTeaching designing:Teaching aids:D.Words: letters—Ii Jj, stop, light, go, fast, slow.E.Structures: Look at the light. It’s…, Go! / Stop! / Wait! /F.Functions: Using imperatives to give simple instructions; To give simpleinstructions.Material:6.Student’s Book 2A page 22-267.Cassette 1A and a cassette player8.Wall charts9.Photograph page 1410.Alphabet CardsTeaching times:5 timesLearning targets:C.Basic aims:6.Be able to identify the letters Ii--Jj7.Be able to give simple instructions8.Be able to introduce oneself using I’m.9.Be able to writ e the sentence Hello, I’m <name>.10.Sing a song.D.F urther aims:ing more information to introduce oneself4.The sorts of the alphabetLanguage focus:ing imperatives to give simple instructionsing adjectives to describe objects6.Learning the words: stop……Period 1Teaching focus:Using imperative to give simple instructions Teaching steps：Period 2Teaching focus:Using imperative to give simple instructions Using adjectives to describe objectsTeaching steps：Period 3Teaching focus:Using imperatives to give simple instructions Using nouns to identify thingsUsing adjectives to describe objects Teaching steps：Period 4Teaching focus:Using imperative to give instructions Using adjectives to describe coloursTeaching steps：Period 5Teaching focus:Using imperatives to give simple instructions Using adjectives to describe objectsTeaching steps：。
沪教版牛津英语2A教案完整版
..Module 1 Getting to knowyouUnit 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 procedures Pre-task preparationWarmera. Say hello to everybodyb. P.4 songc. Elicit Alice: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？Ask and answer Who is she？..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。
沪教版牛津英语2A教案完整版
Module1GettingtoknowyouUnit1GoodmorningThefirst period一、Teachingaim认知内容:能听懂会说Goodmorning.Goodafternoon. Goodevening.Goodnight.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、TeachingproceduresPre-taskpreparation Warmera.Sayhellotoeverybodyb.P.4songc.ElicitAlice:SheisAlice. While-taskprocedure1.RevisionmorningafternoonGoodmorning.Goodafternoon.a.Listentoadialogue(It’s8o’clockinthemorning. Aliceisgoingtoschool.Shemeet sherfriendKitty.) Goodmorning,Alice. Goodmorning,Kitty. (It’s14o’clockintheafterno on.AliceishavinganEnglishcla ss.)Goodafternoon,Alice. Goodafternoon,Miss…b.trytosaythedialoguec.playagame: accordingtothepictures,Judge thewords2.IntroductioneveningnightGoodevening.Goodnight.a.Listentoadialogueandtrytou nderstandthemeaningofthedial ogue(It’s18o’clockintheevening .Aliceishavingadinner.) Goodevening,Alice. Goodevening,dad.(It’s21o’clockatnight.Alic eisgoingtobed.)Goodnight,Alice. Goodnight,Mum.b.SayachantingroupsEvening,evening,Goodevening.Night,night,Goodnight.Post-taskactivitya.Listentothewholedialoguesb.roleplayactoutthewholedialogueing roups三、Assignmenta.Listentothetapesb.readP2,4AskandanswerWhoisshe？Thesecon dperiod一、Teachingaim认知内容:能听懂会说Howareyou？并能回答I’mfine./I’mverywell.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。
牛津沪教版英语四年级上Unit 2 Can you swim 教案(公开课)2
Module 1 Unit 2 教案2一、教学重点词汇：fast句型：She can swim. Can you swim?二、教学栏目Listen and say, Ask and answer, Think and say三、教学目标1. 通过Listen and say的对话，帮助学生感知句型She can swim 和Can you swim?2. 通过Ask and answer栏目，让学生进行句型操练，从而稳固对句型What can he/she do?He/She can ... 的运用。
3. 通过猜谜游戏，帮助学生进一步理解和运用句型Can you ...?四、教学步骤Pre-task preparations1.出示一些画家、运发动等不同职业的名人图片，简单介绍他们的能力，让学生仿说。
也可以提问，让学生答复。
T: (show the picture of an athlete) … can run.He/She can run very fast.(show the picture of Miss Zhang)Miss Zhang can run fast.(show the picture of some students)Who can run fast in our class/school?Ss: … can run fast.2.出示run，write，draw，jump，fly的单词卡片，要求学生看图说单词。
接着请学生说说自己能做的事情，并将学生提到的动词写在黑板上。
T: I can run fast. What can you do?S1: I can sing.S2: I can write a story/draw/paint/ …然后让学生一起边做动作边读黑板上的单词。
While-task procedures1.出示挂图中Supergirl的图片，请学生看图答复以下问题，或者教师自问自答。
牛津沪教版六上英语Unit 2 My summer holiday 教案
Module 1 Getting to know each otherUnit 2 My summer holiday 教案一、教学目标1. 认知目标：学习掌握新词汇：famous，during，spend，everyone，countryside，掌握句型：How was your summer holiday? 以及回答：It was ...。
2. 能力目标：能运用所学句型描述自己的暑假过得如何。
3. 情感目标：让学生通过对课文内容的学习掌握，增强学习的信心，调动学生的学习兴趣。
二、教学重难点1. 重点能运用所学句型描述自己的暑假过得如何。
2. 难点句型：How was your summer holiday? 以及回答：It was ... 的理解掌握。
三、教学用具照片、多媒体教学设备、单词卡片。
四、教学设计Step 1 warming1. 师生互相问好，教师询问大家刚刚过去的暑假有没有去一些好玩的地方，暑假做了些什么。
2. 教师向学生们说说自己的暑假做了些什么，发生了什么有趣的事。
Step 2 Revision and Presentation1. 教师告诉我们这节课就要学学如何用英文描述自己的暑假。
2. 教师请学生谈谈自己的暑假。
3. 教师出示单词卡片进行新单词教学，带读并配合肢体动作让同学们印象深刻。
4. 教师播放课文内容录音，请同学们认真听一遍，争取做到理解内容。
Step 3 New Lesson1. 活动Let’s discuss and performance教师请同学们分别画出自己暑假所去的地方，并在画完后请同学们向其他同学介绍，做的棒的同学会得到奖励。
2. 同学们发挥想象为朋友或家人制作一张特别的明信片，比一比，谁做的最好。
Step 4 Practice分小组讨论练习，两人一组，相互介绍自己的暑假。
Step 5 Summary教师根据本课时所学内容进行回忆总结，并请同学们谈谈本节课印象最深刻的环节。
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Module 1 Getting to knowyouUnit 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 procedures Pre-task preparationWarmera. Say hello to everybodyb. P.4 songc. Elicit Alice: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。
Ask and answer Who is she情感态度：通过本课时的学习，培养师生之间礼貌问候并且进一步加深同学之间的友谊。
二、Teaching proceduresPre-task preparationWarm-upa. Greet the childrenHello./Hi./Good morning. /Good afternoon.b.P4songc.introduce 2 puppetsWhile-task procedure1.IntroductionHow are youI’m fine. /I’m very well.a.Listen to a dialogue.Puppet1: Hello, I’m a little pig. Oink, oink.Puppet2: Hello, I’m a little dog. Woof. Woof.Puppet1: How are youPuppet2: I’m very well. Thank you.b.Hold up a puppet and to learn’I’m very well. Thank you.’A teacher asks, and has the students answer.c.Hold up another puppet and tolearn ’How are you’d.Act out the dialogue in pairs.Thank you.Try to say with good friends.2. Learn the lettersA aB ba.Learn to say the sound of theletter.(Hello, I’m the little pig’s friend. ) What’s this?It’s A. It’s an apple.Look, ’A’ in an apple.A, a.An apple. An apple.b. learn the chantP.5in pairs.c. play a gameshow a letter card and ask studentsto say a word with the letter.d. learn how to write the letters.Revision: P3 Look and saya.Listen and repeatb.Act outPost-task activityListen to the tape and read P3,5三、AssignmentTalk with your classmates how togreet to people.Module1 Getting to know youUnit 3 I’m eightThe first period一、Teaching AIMS:1. To learn the new words: seveneight nine ten2. To learn the new sentences andextension: Seven, eight, nine, ten3. To learn how to describe thingswith numbers.4. To be able to use numbersaround us.二、Teaching AIDS: cattle player, word cards ,三、teaching proceduresⅠ. Pre-task PreparationWarming-up1. Song: Ten little paper rabbits2. Rhyme:One, two, three.I am a bee.…2. RevisionThe numbers:One, two, three, four, five, six Q:How many pencils?/rulers?/apples...Ps spell the wordsAsk and answer (T-Pn)Ⅱ. While-task Procedure1.ElicitationContent1: sevenT asks and ps answer1+2=__2+3=__6+1=__2.Mechanical Practicea.Ps follow Tb.Spell the wordContent 2:eight1.ElicitationHow old are you?T asks and pn answer2.Mechanical PracticePs follow Tps spell3.Meaningful PracticeHello, ...Hello.How old are you?I’m …Content 3:nine, tenTen minus nine is eight.1. Elicitation 8+1=__9+1=__10-1=__10-9=__Ps fill in the blanks2.Mechanical PracticePs follow Tps spellWhen I am sad I sayWhen I am happy I say.3.Meaningful Practice4.5+4=__5.10-3=__6.7-0=__7.8-6=__Ⅲ. Post-task ActivityActivity 1One, two, three, touch your knees. Ps read after the tape四、Consolidation1.Listening: SB P102.Speaking SB P103.Reading SB P104.WritingWords: one two threefour five sixseven eightnine tenThe second period 一．Teaching AIMS:1.To learn the new patterns andextension:You’re…Are you…?Yes, I’m…/No. I’m…Sorry.That’s OK.2. To learn how to use model phrases to communicate with other learner二、teaching AIDS:media, computer, pictures, word/sentence cards三、PROCEDURESⅠ. Pre-task Preparation1.Warming-up1. RhymeOne, two, three, touch your knees.2.RevisionI’m Jojo. I’m twenty-four. I’ma girl. I’m tall.How about you?Ⅱ. While-task Procedure Content1:You are…Are you…?Yes, I’m…/No. I’m…1.ElicitationElicit by previous practice2.Mechanical PracticePs say/Bs say/Gs say3.Meaningful Practice Guessing gameI’m ten years old. I like to swim. And I can swim fast. I like to ride the bicycle, too. Content 2:Sorry.That’s OK.1.Elicitation1and 2 on P112.Mechanical PracticePs follow TBs say/Gs say3.Meaningful PracticeDialogue on P11Ⅲ. Post-task ActivityActivity 1P11-12 Ps read after the tape Activity 2 Dialogue on P12Pg say and act四、Consolidation Listening: P11-P13 Speaking: P11-P13Reading : P11-P13Writing: words:Sentence:Pic2 , 4(P11) Pic1(P12)Module 2 My familyfriends and meUnit 4 Can you swimThe first period一、Teaching aims认知内容: 能听懂会说run write swim fly这四个单词。