牛津小学英语2B教案(全册)

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牛津英语上海版2B教案汇总

Module 1 Using my five sensesUnit 1 What can you see ?教学内容:认知内容: 能听懂会说white/ purple/pink/orange/ brown/black掌握句型I see ...(colour)It is … (colour)能力要求：会用英语与他人交流所见事物的颜色情感态度：我们生活在一个五彩缤纷的世界里，让孩子用色彩来表达对事物直观的感受the second period教学内容:认知内容: 1. 能听懂会说句型What colour is it /are they?It is /They are …能力要求: 1. 能在日常生活中用以上的句型进行对话情感态度：鼓励孩子用所学的句型在公共场合与他人进行交流Module 1 Using my five sensesUnit 2 Touch and feelTeaching aims:Knowledge:1.Learning new words: watch, bag, soft, hard, rough, smooth2.Learning sentence patterns: Is it…? Yes, it. /No. it‟s …Skills：1.Understanding the key words in context.ing the new words and sentence patterns to communicate withothers.Feelings：学生在游戏和表演中学习新的知识, 并能通过有趣的儿歌来巩固新学的词汇及句型。

the second periodTeaching aims:Knowledge:1. Learning the sentence pattern: Is it…? Yes, it. /No. it‟s …2. Using the sentence pattern to express.3. Learning the sounds of the letters: p, b.Language skills：1. Identifying the key words by listening to the pronunciation.2. Understanding the key patterns.3. Identifying the sounds by listening to the pronunciation.Feelings：学生在游戏和表演中学习新的知识, 并通过游戏和表演来巩固新知识,创设良好的活动氛围, 让学生带着愉快的心情去迎接新挑战.Module 1 Using my five sensesUnit 3 Can you hear a train?教学内容:The first period教学内容:认知内容: 1.单词:train, bus, car, van, bicycle, ship。

牛津小学英语2B全册教案

牛津小学英语2B全册教案让思维的火花在电子白板上蹁跹起舞《牛津小学英语》2B Unit 9 Where，s the plane?说课稿尊敬的各位老师：下午好！我说课的内容是：《牛津小学英语》2B Unit 9 Where's the plane? AB部分。

本课我结合教材的重难点以及学科的特点，利用多种教学方法，在愉快轻松的气氛中进行教学，从视、听、说等方面使学生得到了语言的训练，提高了学生学习英语的兴趣。

我从以下五个方面进行说课：说教材、说设计理念、说教法学法、说教学过程、说板书。

一、] ：材【教材分析】本课教学内容是《牛津小学英语》2B Unit9 AB部分的词句教学。

主题是“确定物品位置”。

这一话题与学生的日常学习和生活息息相关，场景便捷，易于创设。

在教学中，教师要充分利用身边的物品和场景，引导学生理解对话的意思，并始终让学生在具体的情境中进行操练和运用。

【教学目标】新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合，本着这样的认识，我制定如下教学目标。

1、知识目标：(1)能听懂特殊疑问句Where's the---?并能用It's in /on the…，作出正确应答。

(2)能用特殊疑问问Where's the～向他人询问物品的位置。

(3)能听懂、会说、初步认读介词on，in和名词bed，TV。

2、能力目标：能根据场景正确使用介词on或in来表述物品的位置。

3、情感目标：培养学生合理摆放物品的良好习惯。

【教学重难点】本课的重点是(1)能听懂特殊疑问句Where's the---?并能用It，s in /on the…，作出正确应答。

(2)能用特殊疑问问Where's the…？向他人询问物品的位置。

本课的难点是让学生正确使用介词on或in来表述物品的位置。

【教学准备】电子白板课件。

二、设计理念在低年级英语对话教学中，我们要十分重视激发学生的学习兴趣，培养学生基本的学习能力。

小学牛津英语2b教案

小学牛津英语2b教案教案标题：小学牛津英语2B教案教学目标：1. 熟练掌握词汇：动物名称（lion, tiger, elephant, giraffe, zebra, monkey）2. 能够运用句型“Is it a(n)…?”和“Yes, it is./No, it isn’t.”进行简单的询问和回答3. 能够听懂并模仿歌曲《The Animal Song》中的歌词教学重点和难点：1. 重点：动物名称的学习和句型的运用2. 难点：正确运用句型进行简单的询问和回答教学准备：1. 教材：小学牛津英语2B教材2. 多媒体设备：播放《The Animal Song》的音频3. 教学道具：动物图片、小动物玩具教学过程：Step 1: Warm-up教师出示动物图片，引导学生说出动物的名称，并教授动物名称的单词。

Step 2: Presentation教师通过图片和实物向学生展示动物，引导学生学习句型“Is it a(n)…?”和“Yes, it is./No, it isn’t.”，并进行示范。

Step 3: Practice教师让学生分组进行角色扮演，使用句型进行简单的对话练习，例如“Is it a lion?”“Yes, it is.”“Is it a tiger?”“No, it isn’t.”。

Step 4: Listening and singing教师播放《The Animal Song》的音频，让学生跟随音乐和歌词一起唱歌，并教授歌曲中的动物名称。

Step 5: Production教师让学生自由发挥，用学到的句型和词汇描述自己喜欢的动物，并与同学分享。

Step 6: Homework布置作业，要求学生用英语写一段话描述自己喜欢的动物，并准备下节课的口头表达。

教学反思：通过本节课的教学，学生能够熟练掌握动物名称和句型的运用，同时培养了学生的听、说、读、写能力。

在教学过程中，教师应注重激发学生的学习兴趣，引导学生积极参与，从而提高教学效果。

牛津英语2b教案

牛津英语2b教案教案标题：牛津英语2B教案教案目标：1. 通过本课程，学生将能够掌握牛津英语2B教材中的词汇、语法和句型。

2. 培养学生的听、说、读、写的英语能力，提高他们的综合语言运用能力。

3. 培养学生的学习兴趣和学习策略，激发他们学习英语的热情。

教学重点：1. 掌握本单元的词汇和短语。

2. 熟练运用本单元的语法和句型。

3. 发展学生的听、说、读、写的能力。

教学难点：1. 运用所学的词汇和句型进行实际交流。

2. 培养学生的听力理解能力。

教学准备：1. 牛津英语2B教材和教具。

2. 多媒体设备和投影仪。

3. 单词卡片、图片和练习册。

教学过程：1. Warm-up（热身活动）：- 利用图片和单词卡片复习上一单元的词汇。

- 通过唱歌或游戏激发学生的学习兴趣。

2. Presentation（呈现新知）：- 利用多媒体设备展示本单元的主题和相关图片。

- 引导学生观察图片，引发他们对话和思考。

3. Practice（练习）：- 分组或配对让学生进行对话练习，运用本单元的句型和词汇。

- 利用练习册或工作纸进行书面练习，巩固所学内容。

4. Listening（听力训练）：- 播放录音，让学生听力理解并回答问题。

- 分组或个人听写练习，提高学生的听力技能。

5. Speaking（口语训练）：- 利用角色扮演或小组讨论的形式，让学生运用所学的句型进行口语练习。

- 引导学生描述图片或讲述故事，培养他们的口语表达能力。

6. Reading（阅读训练）：- 分发阅读材料，让学生独立阅读并回答问题。

- 分组或个人朗读练习，提高学生的阅读理解和发音能力。

7. Writing（写作练习）：- 引导学生根据所给的提示写一篇短文或完成一篇作文。

- 互相交换作文并进行修改和评价，提高学生的写作能力。

8. Summary and Homework（总结和作业）：- 复习本节课的重点内容，概括学生的学习成果。

- 布置相应的作业，如完成练习册的部分习题或写一篇作文。

英语牛津教材2B-Unit1教案

英语牛津教材2B-Unit1教案2b unit 1 farm animalsperiod 1 let’s learncontents: 1.word: hen, chick, duck, cow, pig 2.letter: n n nose, o o orangeaim: ing nouns to identify common farm animals. e.g. hen, chick 2.learn the above names and sounds of the letters ‘n n, o o’. 3.knowning about the farm animals and say something about the animals you like.main points: using nouns to identify common farm animals.difficulties: pronounce words properly.aids: 1.t: picture cards, words cards, tape, student’s book and wordbook. p: picture cards (students prepared beforehand )procedures: ⅰ.pre-task preparation1. let the students listen to the noise of the farm animals.say out what they can hear.t: listen! what can you hear?s1: i can hear a duck.s2: i can hear a2:put the picture cards on the board according to their answers.ⅰ.while-task procedure1. point to the animals and learn to say their names.2. hold up each picture card for farm animals and ask individual students their names.3. repeat the 2nd procedure with other students but this time show the word cards as well. read the words for students to follow.4. listen to the tape of ‘let’s learn’. make the picture cards in order.(one student does so with t’s cards on the board. the others do so with their own cards.)5. listen to the teacher and do quick response.e.g. t: show me a hen./pick out a hen./raise a hen. s: (raise the picture card.) hen, hen, hen.6. repeat the something procedure in the group of four.e.g. s1: pick out a hen. s2.s3.s4: hen, hen, hen.7. look at the picture cards and word cards.listen to the teacher and judge.please clap or repeat.e.g. t: (point to the cow.) cow, cow. s: (repeat) cow, cow. t: (point to the pig.) chick, chick. s: (clap their hands and raise their hands. then correct it.) pig, pig.8. read the words on the board. then guess, what word is missing?9. ask individual students to come up and choose a word card to put next to the appropriate animal on the board. then read it.10.show students the picture cards for ‘nose’ and say “nose begins with the sound ‘n’.” show the word card for ‘nose’ and say “nⅰnose’. repeat . show alphabet cards ‘n’ and ‘n’. read and compare the capital letter ‘n’ with the small letter ‘n’.do the same with ‘o oⅰorange’.play the tape for students to follow in their books.ⅰ.post-task activities1. know more about the animals.e.g. t: i like to eat eggs. do you like to eat eggs? s: yes, i like toⅰ t: where are the eggs from? s: they’re from hens. t: where are the chicks? s: they’re from eggs. t: yes. hens lay eggs. chicks come from eggs. chicks grow and grow. they become hens and cocks. q: where is milk from? where is wool from? where is meat from? conclusion: these animals are very useful to us.2. which animals do you like best? why?ⅰ.consolidation1. listen to the tape and read the words.2. workbook page 3: match and write the correct number in the box.3. workbook page 4: draw lines to help the little animals find their rmal essay after teaching(教后随笔)：身临其境，引人入胜。

上海版牛津英语2b教案全册

The Allocation for Grade 2B2B Unit 1 Farm animals【单元分析（UNIT ANALYSIS）】一．教材地位(UNIT POSITION)1．从第一、二单元“动物”的主题来看，本单元教材内容是着重围绕“农场上的动物”这个课题展开。

2．在一年级，学生已会用口语表达I’ve got…以及I see a …句型，在此基础上，本单元巩固了这些句型，并通过有关动物词汇的累积和问答句的使用丰富了句子表述的语意。

3．在本册教材中，学生将继续识认书写大小写字母。

4．本单元学生将学习农场上常见的六种动物：hen, chick, duck, cow, sheep, pig及其相关表述。

5．结合本单元“农场”、“动物”的主题和语境，无论学生是否熟悉农场的环境，都可以让学生通过听觉和视觉感受农场上最常见的人类驯养的动物和野生动物，并且用习得的语言简单表达出自己的所见所闻。

二．学习目标（LEARNING OBJECTIVES）1．本单元学习Oo 、Nn两个字母，字母的教学可与单词教学相结合，要求学生不仅能按字母表顺序背诵字母，能正确认读大小写字母之外，还能正确掌握所学字母大小写的书写。

2．学生应该能够用正确的语音语调表达hen, chick, duck, cow, sheep, pig等动物名称，掌握这些词汇的认读、拼读、简单运用等口语表达；能够正确书写这些单词。

除此之外，可根据学生的学习能力在口语学习中适当增加所学动物的复数表达。

3．培养学生的视听观察能力，能根据实际情况运用What do you see/hear?I see/hear…进行简单的信息交换，表达个人的见闻。

教学资源（TEACHING RESOUCES）1、现代技术支撑（I.P. support）♦录音机♦电脑♦实物投影机♦多媒体软件2、视听材料辅助（Audio-visual aids）♦图片♦实物3、学习材料（Materials）♦学生用书♦配套练习册四．课时划分（PERIOD DIVISION）2B Unit 1 Farm animals【单元分析（UNIT ANALYSIS）】三．教材地位(UNIT POSITION)1．从第一、二单元“动物”的主题来看，本单元教材内容是着重围绕“农场上的动物”这个课题展开。

上海版牛津英语2b教案全册

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 instructionsTeaching 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 write 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：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：。

英语牛津教材2B-Unit4教案

英语牛津教材2B-Unit4教案教学目标1.能够听懂、会读、会说并正确使用关于家庭成员的单词和短语，如father, mother, sister, brother等。

2.能够通过听力理解简单的关于家庭成员的对话，并能够回答问题。

3.能够口头表达自己的家庭情况，并能够与他人进行简单的交流。

4.能够正确使用以下句型进行简单对话：–Who’s that? That’s my father.–Is she your mother? Yes, she is.–How many brothers do you have? I have two brothers.教学重点1.家庭成员的认知。

2.家庭成员单词和短语的听说能力训练。

3.对话中的基本句型和表达方式。

教学准备1.教材：牛津英语2B Unit 4 Family.2.多媒体课件或投影仪。

3.字卡和图片相关的道具。

4.黑板和彩色粉笔。

教学过程Step 1 导入新知1.Greetings（问候）:–T: Good morning, class!–Ss: Good morning, Teacher!–T: How are you today?–Ss: I’m fine, thank you. And you?–T: I’m fine too. Thank you.2.Warming-up（热身）:–T: Today, let’s talk about our families. Who is in your family? Can you tell me?–Ss: My family has a father, a mother, and a sister.–T: Great. Today we will learn more about family members. Are you ready?Step 2 呈现新课1.T: Now, let’s look at this picture. Who are they?–Show a picture of a family.–Ss: They are a father, a mother, a sister, and a brother.2.T: Yes, that’s right. These are family members. Can you say their names?–Show flashcards with the words: father, mother, sister, brother.–Ss: Father, mother, sister, brother.3.T: Very good. Let’s practice more. I will show you a picture, and you tell me who it is, OK? Ready?–Show flashcards with different family members, one by one.–Ss: That’s a grandmother. That’s a grandfather.4.T: Excellent. Now, let’s listen to a conversation.Step 3 听力训练1.T: I will play a dialogue for you. Listen carefully and try to answer my questions.–Play the dialogue between two students asking about their families.–T: Who has a sister?–Ss: The first student has a sister.–T: Very good. Who has a brother?–Ss: The second student has a brother.–T: Well done.Step 4 合作活动1.T: Now, I want you to work in pairs. Ask your partner about their family members.–T: Student A, ask Student B about their family.–T: Student B, answer Student A’s questions about your family.–Monitor the students and provide assistance if needed.Step 5 讲解重点句型1.T: Look at the board. These are some sentences we can use when talking about our families.–Write the following sentences on the board:–Who’s that? That’s my father.–Is she your mother? Yes, she is.–How many brothers do you have? I have two brothers.2.T: Let’s practice these sentences together.–Model the sentences and have students repeat after you.–T: Who’s that?–Ss: That’s my father.–T: Is she your mother?–Ss: Yes, she is.–T: How many brothers do you have?–Ss: I have two brothers.3.T: Now, let’s do a role-play. Pair up and practice using these sentences in a conversation about your families.–Monitor and provide fee dback on students’ conversations.Step 6 拓展活动1.T: Great job, everyone! Now, let’s do a family survey. Walk around the classroom and ask your classmates about their families. Use the sentences we just learned.–Provide a survey sheet with questions about family members for each student.–Monitor the students and assist as needed.2.T: Now, I will randomly call on a few students to share their findings with the class.–Choose a few students to share their survey results.Step 7 总结和评价1.T：好了，同学们。

牛津英语2B全册教案英文教案

Unit 1 Do you like winter?ⅠTeaching Aims:1.Ss can understand, read and say the words: spring, summer, autumnand winter.2.Ss can understand ,read and say everyday English:Do you like …?Yes, I do./No, I don’t.3.Ss can sing the song: Season’s song.ⅡTeaching Focus and Difficulties1.The words2.The structures3.The songⅢ Teaching Aids1.Pictures2.Words3.TapeⅣ Teaching TimesPeriod 1: Part A, BPeriod 2: Part C, DPeriod 1Ⅰ Teaching Contents1. Words:spring, summer, autumn, winter2. Everyday English:Do you like …?Yes, I do./No, I don’t.3. Part ABⅡ Teaching Aims1. Ss can understand and read the words correctly.2. Ss can talk with the drills freely.Ⅲ Teaching Focusthe drills, and the wordsⅣ Teaching Materials:tape, picture, cards, photos and so onⅤ Teaching StepsStep1 Free talk1. Greetings.2. Ss sing a song, Happy New Year!3. T: Happy New Year!S: Happy New Year!T: Hello, I’m Miss Ni.S1: Hello, I’m …T: Good morning/afternoon/evening.S2: Good morning/afternoon/evening.T: What’s this?Ss: It’s…Ss: practice.4. T: What can you do?S1：I can …PracticeStep2 Look and learn1. T: You look so beautiful!S: Thank you.T: Your blue coat is nice. Do you like blue?S: Yes,I do./No, I don`t.2. T：What do I like?Ss guess.T：I like white. Today I`d like to show you a picture of a white winter.(Teach ‘winter’)Ss read after T3. T teach ‘spring, summer, autumn’like above.4. Review the new words. Play a guess game.T: It`s hot. I can swim in the winter.It`s cold. I can make snowmen.……5. Ss read the words together.Step3 Learn to say1.Show a picture about PartA. Let the Ss guess who likes winter.2.Play the tape. Ss listen to the tape.T: Helen`s family are talking about winter. Does Mike like winter?How about Steven?Guess please.Ss answer.3.Ss read after the tape together.4.Ss act out the dialogue.5.Ss work in pairs.Step4 PracticeWB on Page1,3Step5 Homework1.Listen and read Part A&B for 5 times.2.Talk with the parents.Blackboard:Unit1 Do you like winter?——Do you like …？spingsummerautumnwinter——Yes，I do./No，I don`t.Period 2Ⅰ Teaching Contents1. Words:spring, summer, autumn, winter2. Everyday English:Do you like …?Yes, I do./No, I don’t.3. Sing a song: Season’s song4. PartCDⅡ Teaching Aims1. Ss can understand and say the words and drills.2. Ss can play the game with the drills learned. Ⅲ Teaching Focusthe drillsⅣ Teaching Materials:tape, picture, cards, photos and so onⅤ Teaching StepsStep1 Free talk1. Greetings.2. T: Do you like winter?S1: Yes, I do.S2: No, I don’t.T：Do you like oranges?S3: Yes, I do.…Step2 Sing a song1.Ss listen to the song.2.Ss read the sentences in the song, and understand the meanings.3.Ss sing after the tape.4.Ss sing together.5.Have a competitionStep3 Draw and say1.T draws a picture.Then let the Ss guess what T likes.Ss use ‘Do you like … ?’2.Ss draw a picture.3.Ss talk about their pictures.4.Ss review everyday English.Step4 PractiseWB on Page2,4Step5 Homework1. Listen and read Part C&D for 5 times.2. Review Part A&B.Blackboard:Unit1 Do you like winter?——Yes，I do.——Do you like…？——No，I donUnit 2 At the zooⅠTeaching Aims:1. Ss can understand, read and say the words: monkey, bear, tiger, lionand panda2.Ss can understand ,read and say everyday English:What do you like？I like….3. Ss can say the rhyme: Five little monkeys.ⅡTeaching Focus and Difficulties1. The words2. The structures3. The rhymeⅢ Teaching Aids1. Pictures2. Words3.TapeⅣ Teaching TimesPeriod 1: Part A, BPeriod 2: Part C, DPeriod 1Ⅰ Teaching Contents1. Words:monkey，bear，tiger，lion,panda2. Everyday English:What do you like？I like….3. Part ABⅡ Teaching Aims1. Ss can understand and read the words correctly.2. Ss can talk with the drills freely.Ⅲ Teaching Focusthe drills, and the wordsⅣ Teaching Materials:tape, picture, cards, photos and so onⅤ Teaching StepsStep1 Free talk1. Greetings.2. Ss sing a song, Season’s song3. T: Hello, I’m Miss Ni.S1: Hello, I’m …T: Good morning/afternoon/evening.S2: Good morning/afternoon/evening.T: Hello，do you remember the rhyme “I am a caw”?Ss: Yes.Review the words: dog,cat,cow,pig,duck4. T: Do you like dogs?S1：Yes, I do./No, I don’t.PracticeStep2 Look and learn1. T: What I am now?T: I like monkeys. Do you like monkeys?Ss: Yes，I do./No,I don`t.2. Teach ‘monkey’and ‘monkeys’.Ss read after T3. T teach ‘bear，tiger，lion，panda’like above.4. Review the new words. Play a game.What’s missing?5. Ss read the words together.Step3 Learn to say1. Show a picture about PartA.2. T：Look at the picture.Is this a monkey?T: Who are these boys?Ss：Mike and Wang Bing.T: Now they`re at the zoo. What are they talking about? Let`s tryto repeat.3. Ss listen to the tape, and read after the tape together.4. Ss act out the dialogue.5. Ss work in pairs.Step4 PracticeWB on Page5,7Step5 Homework4.Listen and read Part A&B for 5 times.5.Talk with the parents.Blackboard:Unit2 At the zoo——What do you like？monkey——I like… bear，tiger，lionpandaPeriod 2Ⅰ Teaching Contents1. Words:monkey，bear，tiger，lion, panda2. Everyday English:What do you like？I like….3. Say a rhymme: Five little monkeys4. PartCDⅡ Teaching Aims1. Ss can understand and say the words and drills.2. Ss can play the game with the drills learned. Ⅲ Teaching Focusthe drillsⅣ Teaching Materials:tape, picture, cards, photos and so onⅤ Teaching StepsStep1 Free talk1. Greetings.2. T: What do you like？S1: I like…Ss work in pairsStep2 Say a rhyme1. Ss listen to the rhyme.2.Ss read the rhyme, and understand the meanings.3.Ss say after the tape.4.Ss say together.5.Have a competitionStep3 Do a survey1.Review the words, then ask and answer——What do you like？——I like…2.Ss work in groups.Step4 PractiseWB on Page6,8Step5 Homework1. Listen and read Part C&D for 5 times.2. Review Part A&B.Blackboard:Unit2 At the zoo——What do you like？monkey——I like… bear，tiger，lionpandaUnit 3 What can you see?ⅠTeaching Aims:1. Ss can understand, read and say the words: plane，train，jeep, boat.2. Ss can understand ,read and say everyday English:What can you see？I can see….3. Ss can sing a song: Row，row，row your boat.ⅡTeaching Focus and Difficultie s1. The words2. The structures3. The songⅢ Teaching Aids1. Pictures2. Words6.TapeⅣ Teaching TimesPeriod 1: Part A, BPeriod 2: Part C, DPeriod 1Ⅰ Teaching Contents1. Words:plane，train，jeep, boat2. Everyday English:What can you see？I can see….3. Part ABⅡ Teaching Aims1. Ss can understand and read the words correctly.2. Ss can talk with the drills freely.Ⅲ Teaching Focusthe drills, and the wordsⅣ Teaching Materials:tape, picture, cards, photos and so onⅤ Teaching StepsStep1 Free talk1. Greetings.2. Ss say a rhyme, Five little monkeys.3. T: Hello, I’m Miss Ni.S1: Hello, I’m …T: Good morning/afternoon/evening.S2: Good morning/afternoon/evening.4. Review the wordsT: Do you like dogs?S1：Yes, I do./No, I don’t.PracticeStep2 Look and learn1. T: What`s this?Ss:Bus.T: What`s this?Ss:Car.T: What`s this?It’s a train.2. Teach ‘train’.Ss read after T3. T teach ‘plane，jeep， boat’like above.4. Review the new words. Play a game.What’s missing?5. Ss read the words together.Step3 Learn to say1. Show a picture about PartA.2. T：Look, who are they?Ss: Su Yang and her dad.T: What are they talking about?3.Ss listen to the tapeT: What can Su Yang see?Ss: A plane.4. Ss read after the tape5. Ss act out the dialogue.6. Ss work in pairs.Step4 PracticeWB on Page9,11Step5 Homework1. Listen and read Part A&B for 5 times.2. Talk with the parents.Blackboard:Unit3 What can you see?——What can you see？——I can see …planetrainjeepboatPeriod 2Ⅰ Teaching Contents1. Words:plane，train，jeep, boat2. Everyday English:What can you see？I can see….3. Sing a song: Row，row，row your boat4. PartCDⅡ Teaching Aims1. Ss can understand and say the words and drills.2. Ss can play the game with the drills learned.Ⅲ Teaching Focusthe drillsⅣ Teaching Materials:tape, picture, cards, photos and so onⅤ Teaching StepsStep1 Free talk1. Greetings.2. T: What can you see？S1: I can see….Ss work in pairsStep2 Sing a song1. Ss listen to the song.2. Ss read the sentences in the song, and understand the meanings.3. Ss sing after the tape.4. Ss sing together.5. Have a competitionStep3 Act and say1.Ss look at the picture, then ask and answer——What can you see？——I can see…Ss work in groups.Step4 PractiseWB on Page10,12Step5 Homework1. Listen and read Part C&D for 5 times.2. Review Part A&B.Blackboard:Unit3 What can you see?——What can you see？——I can see…Unit 4 My toysⅠTeaching Aims:1. Ss can understand, read and say the words: doll，puzzle，yo-yo, puppet.2. Ss can understand ,read and say everyday English:What do you have？I have ….3. Ss can sing a song: My lovely doll.ⅡTeaching Focus and Difficulties1. The words2. The structures3. The songⅢ Teaching Aids1. Pictures2. Words7.TapeⅣ Teaching TimesPeriod 1: Part A, BPeriod 2: Part C, DPeriod 1Ⅰ Teaching Contents1. Words:doll，puzzle，yo-yo, puppet2. Everyday English:What do you have？I have ….3. Part ABⅡ Teaching Aims1. Ss can understand and read the words correctly.2. Ss can talk with the drills freely.Ⅲ Teaching Focusthe drills, and the wordsⅣ Teaching Materials:tape, picture, cards, photos and so onⅤ Teaching StepsStep1 Free talk1. Greetings.2. Ss sing a song, Row, row, row your boat.3. T: Hello, I’m Miss Ni.S1: Hello, I’m …T: Good morning/afternoon/evening.S2: Good morning/afternoon/evening.4. T：What can you see？S：I can see…T：Do you like…？S：Yes，I do./No, I don`t.PracticeStep2 Look and learn1. T puts the toys in the box, the Ss guessT: What do I have？Can you guess？Ss: …T: Look，I have a doll.2. Teach ‘doll’.Ss read after T3. T teach ‘a puzzle，a yo-yo，a puppet’like above.4. Review the new words. Play a game.What’s missing?5. Ss read the words together.Step3 Learn to say1. Show a picture about PartA.2. T：Look, I have a doll.Yang Ling has a doll, too. What does Mikehave? Let`s listen.3.Ss listen to the tape4. Ss read after the tape5. Ss act out the dialogue.6. Ss work in pairs.Step4 PracticeWB on Page13,15Step5 Homework1. Listen and read Part A&B for 5 times.2. Talk with the parents.Blackboard:Unit4 My toysa doll，What do you have？I have… a puzzle，a yo-yo，a puppetPeriod 2Ⅰ Teaching Contents1. Words:doll，puzzle，yo-yo, puppet2. Everyday English:What do you have？I have ….3. Sing a song: My lovely doll4. PartCDⅡ Teaching Aims1. Ss can understand and say the words and drills.2. Ss can play the game with the drills learned.Ⅲ Teaching Focusthe drillsⅣ Teaching Materials:tape, picture, cards, photos and so onⅤ Teaching StepsStep1 Free talk1. Greetings.2. T: What do you have？S1: I have ….Ss work in pairsStep2 Sing a song1. Ss listen to the song.2. Ss read the sentences in the song, and understand the meanings.3. Ss sing after the tape.4. Ss sing together.5. Have a competitionStep3 Play a game1.Ss look at the picture, make the Ss know the rule clearly.——What do you have？——I have …Ss work in groups.Step4 PractiseWB on Page14,16Step5 Homework1. Listen and read Part C&D for 5 times.2. Review Part A&B.Blackboard:Unit4 My toysa doll，What do you have？I have… a puzzle，a yo-yo，a puppetUnit 5 At schoolⅠTeaching Aims:1. Ss can understand, read and say the words: Chinese, Maths, English,Music, PE and Art.8.Ss can understand ,read and say everyday English:What lessons do you have？We have ….3. Ss can say the rhyme: Let`s learn.ⅡTeaching Focus and Difficulties1. The words2. The structures3. The rhymeⅢ Teac hing Aids1. Pictures2. Words9.TapeⅣ Teaching TimesPeriod 1: Part A, BPeriod 2: Part C, DPeriod 1Ⅰ Teaching Contents1. Words:Chinese, Maths, English, Music, PE, Art2. Everyday English:What lessons do you have？We have ….3. Part ABⅡ Teaching Aims1. Ss can understand and read the words correctly.2. Ss can talk with the drills freely.Ⅲ Teaching Focusthe drills, and the wordsⅣ Teaching Materials:tape, picture, cards, photos and so onⅤ Teaching StepsStep1 Free talk1. Greetings.2. Ss sing a song, My lovely doll.3. T: Hello, I’m Miss Ni.S1: Hello, I’m …T: Good morning/afternoon/evening.S2: Good morning/afternoon/evening.4. T: Look, I have a box here, guess, what`s in it ?S: …T: Look, I have a ….What do you have?S: I have a ….T: Boys and girls, I have something in my hand . What do I have ?Guess, please,.S: …T: Look, I have a timetable of our calss. Please look here.Step2 Look and learn1. T show a English book.T: Now, we are having an English lesson.2. Teach ‘English’.Ss read after T3. T teach ‘Chinese, Maths, Music, Art, PE’like above.4. Review the new words. Play a game.What’s missing?5. Ss read the words together.Step3 Learn to say1. Show a picture about PartA.2. T：These are some of foreign visitors. Today they`re visiting Suhai`s school.T：listen! What lessons do you have?3. Ss listen to the tape, and answer the question.4. Ss read after the tape.5. Ss act out the dialogue.6. Ss work in pairs.Step4 PracticeWB on Page17,19Step5 Homework1. Listen and read Part A&B for 5 times.2. Talk with the parents.Blackboard:Unit5 At school——What lessons do you have ?——We have ….ChineseMathsEnglishMusicPEArtPeriod 2Ⅰ Teaching Contents1. Words:Chinese, Maths, English, Music, PE, Art2. Everyday English:What lessons do you have？We have ….3. Say a rhymme: Let’s learn4. PartCDⅡ Teaching Aims1. Ss can understand and say the words and drills.2. Ss can play the game with the drills learned. Ⅲ Teaching Focusthe drillsⅣ Teaching Materials:tape, picture, cards, photos and so onⅤ Teaching StepsStep1 Free talk1. Greetings.2. T: What do I have in my hand?S : (guess) you have …T: yes, I have a book.T: please take out of your books.Review the words.Step2 Say a rhyme1. Ss listen to the rhyme.2. Ss read the rhyme, and understand the meanings.3. Ss say after the tape.4. Ss say together.5. Have a competitionStep3 Play a game1. Fill in the timetable,then ask and answer:——What lessons do you have？——I have…2. Ss work in groups.Step4 PractiseWB on Page18,20Step5 Homework1. Listen and read Part C&D for 5 times.2. Review Part A&B.Blackboard:Unit5 At school——What lessons do you have ?——We have ….ChineseMathsEnglishMusicPEArtUnit 6 Let’s countⅠTeaching Aims:1. Ss can understand, read and say the words: seven, eight, nine, ten,eleven and twelve.2.Ss can understand ,read and say everyday English:Let`s count the…How many?3. Ss can say the rhyme: Numbers.ⅡTeaching Focus and Difficulties1. The words2. The structures3. The rhymeⅢ Teaching Aids1. Pictures2. Words3.TapeⅣ Teaching TimesPeriod 1: Part A, BPeriod 2: Part C, DPeriod 1Ⅰ Teaching Contents1. Words:seven, eight, nine, ten, eleven, twelve2. Everyday English:Let`s count the…How many?3. Part ABⅡ Teaching Aims1. Ss can understand and read the words correctly.2. Ss can talk with the drills freely.Ⅲ Teaching Focusthe drills, and the wordsⅣ Teaching Materials:tape, picture, cards, photos and so onⅤ Teaching StepsStep1 Free talk1. Greetings.2. Ss say a rhyme,Let’s count.3. T: Hello, I’m Miss Ni.S1: Hello, I’m …T: Good morning/afternoon/evening.S2: Good morning/afternoon/evening.4. T:what are these?S: they are pencils.T: how many ?S: one , two, three,…. Pencils.T:what are these?S: they are rulers.T: how many?S : one ,two,….Step2 Look and learn1. T show some pencils.T: How many pencils? Let`s count!Teach ‘count’, Ss know the meaning.S: one ,two, three,……, seven2. Teach ‘seven’.Ss read after T3. T teach ‘eight ,nine, ten, eleven, twelve’like above.4. Ss read the words together.Step3 Learn to say1. Show a picture about PartA.2. Ss listen to the tape, and answer the question.3. Ss read after the tape.4. Ss act out the dialogue.5. Ss work in pairs.Step4 PracticeWB on Page21,23Step5 Homework1. Listen and read Part A&B for 5 times.2. Talk with the parents.Blackboard:Unit6 Let`s count——Let`s count the….——How many?seven eight nine ten eleven twelvePeriod 2Ⅰ Teaching Contents1. Words:seven, eight, nine, ten, eleven, twelve2. Everyday English:Let`s count the…How many?3. Say a rhymme: Numbers.4. PartCDⅡ Teaching Aims1. Ss can understand and say the words and drills.2. Ss can play the game with the drills learned.Ⅲ Teaching Focusthe drillsⅣ Teaching Materials:tape, picture, cards, photos and so onⅤ Teaching StepsStep1 Free talk1. Greetings.2. T: boys and girls, can you read these numbers? Let`s read together.S: one, two,three, four, five, six, seven, eight,nine, ten,eleven, twelve.Review the words.Step2 Say a rhyme1. Ss listen to the rhyme.2. Ss read the rhyme, and understand the meanings.3. Ss say after the tape.4. Ss say together.5. Have a competitionStep3 Count and say1. Ss look at the picture clearly,then ask and answer:——Let`s count the cars/books/toys……——How many?——Six …….2. Ss work in groups.Step4 PractiseWB on Page22,24Step5 Homework1. Listen and read Part C&D for 5 times.2. Review Part A&B.Blackboard:Unit6 Let`s count——Let`s count the….——How many?seven eight nine ten eleven twelveUnit 7 Can I help you?ⅠTeaching Aims:1. Ss can understand, read and say the words: jacket,dress,shirt,blouse2. Ss can understand ,read and say everyday English:Can I help you?I’d like …3. Ss can say the rhyme: Zip,zip, zip.ⅡTeaching Focus and Difficulties1. The words2. The structures3. The rhymeⅢ Teaching Aids1. Pictures2. Words4.TapeⅣ Teaching TimesPeriod 1: Part A, BPeriod 2: Part C, DPeriod 1Ⅰ Teaching Contents1. Words:jacket,dress,shirt,blouse2. Everyday English:Can I help you?I’d like …3. Part ABⅡ Teaching Aims1. Ss can understand and read the words correctly.2. Ss can talk with the drills freely.Ⅲ Teaching Focusthe drills, and the wordsⅣ Teaching Materials:tape, picture, cards, photos and so onⅤ Teaching StepsStep1 Free talk1. Greetings.2. Ss say a rhyme,Let’s count.3. T: Hello, boys and girls. How are you?S : Fine, thank you? And you ?T : Fine ,thanks .Look at *** `s clothes. What colour is it ?S : It`s yellow.T :Look around the class, how many students in yellow clothes?S : One, two, ….4. T: (Point to the S’s coat.) what`s this?S: It`s a coat.(Ss read)T: What`s this?S : It`s a sweater.T: Is it a coat?S : No, it `s a T-shirt.T : What`s this?S : It `s a skirt.Step2 Look and learn1. T:（Point to the S’s jacket）Do you know what`s this?T: It’s a jacket.2. Teach ‘jacket’.Ss read after T3. T teach ‘shirt, dress, blouse’like above.4. Ss read the words together.Step3 Learn to say1. Show a picture about PartA.2. Ss listen to the tape, and answer the question.3. Ss read after the tape.4. Ss act out the dialogue.5. Ss work in pairs.Step4 PracticeWB on Page25,27Step5 Homework1. Listen and read Part A&B for 5 times.2. Talk with the parents.Blackboard:Unit7 Can I help you?——Can I help you?——I `d like a jacket .a dressa shirta blousePeriod 2Ⅰ Teaching Contents1. Words:jacket,dress,shirt,blouse2. Everyday English:Can I help you?I’d like …3. Say a rhymme: Zip,zip, zip.4. PartCDⅡ Teaching Aims1. Ss can understand and say the words and drills.2. Ss can play the game with the drills learned.Ⅲ Teaching Focusthe drillsⅣ Teaching Materials:tape, picture, cards, photos and so onⅤ Teaching StepsStep1 Free talk1. Greetings.2. T:Look at ***`s clothes,do you know what`s this ?S：It `s a jacket./…….Look at my shirt.it`s red. ……Practise.Step2 Say a rhyme1. Ss listen to the rhyme.2. Ss read the rhyme, and understand the meanings.3. Ss say after the tape.4. Ss say together.5. Have a competitionStep3 Act and say1. Ss look at the picture clearly,then ask and answer:——Can I help you?——I’d like …….2. Ss work in groups.Step4 PractiseWB on Page26,28Step5 Homework1. Listen and read Part C&D for 5 times.2. Review Part A&B.Blackboard:Unit7 Can I help you?——Can I help you?——I `d like a jacket .a dressa shirta blouseUnit 8 Keep the water clean!ⅠTeaching Aims:1. Ss can understand, read and say the words: bottle,can ,box2. Ss can understand ,read and say everyday English:There is a …3. Ss can say the rhyme: A bottle.ⅡTeaching Focus and Difficulties1. The words2. The structures3. The rhymeⅢ Teaching Aids1. Pictures2. Words5.TapeⅣ Teaching TimesPeriod 1: Part A, BPeriod 2: Part C, DPeriod 1Ⅰ Teaching Contents1. Words:bottle,can ,box2. Everyday English:There is a …3. Part ABⅡ Teaching Aims1. Ss can understand and read the words correctly.2. Ss can talk with the drills freely.Ⅲ Teaching Focusthe drills, and the wordsⅣ Teaching Materials:tape, picture, cards, photos and so onⅤ Teaching StepsStep1 Free talk1. Greetings.2. Ss say a rhyme,Let’s count.3. T: What can you see ?S: I can see trees.S2: I can see cars……T: What can you see in our classroom?S1: I can see a ruler,.S2: I can see an big apple…….4. T: I can see many clothes .T: look , there is a coat !Ss: There is a coat!T: look, there is a jacket.Teach ‘There is a jacket!’Step2 Look and learn1. Show a bottleT: There is a bottle.2. Teach ‘bottle’.Ss read after T3. T teach ‘box, can’like above.4. Ss read the words together.Step3 Learn to say1. Show a picture about PartA.2. Ss listen to the tape, and answer the question.3. Ss read after the tape.4. Ss act out the dialogue.5. Ss work in pairs.Step4 PracticeWB on Page29,31Step5 Homework1. Listen and read Part A&B for 5 times.2. Talk with the parents.Blackboard: Unit8 Keep the water clean!——There is a bottle.boxcan——Let`s keep the water clean!Period 2Ⅰ Teaching Contents1. Words:bottle,can ,box2. Everyday English:There is a …3. Say a rhymme: A bottle.4. PartCDⅡ Teaching Aims1. Ss can understand and say the words and drills.2. Ss can play the game with the drills learned. Ⅲ Teaching Focusthe drillsⅣ Teaching Materials:tape, picture, cards, photos and so onⅤ Teaching StepsStep1 Free talk1. Greetings.2. T: I can see many clothes .T: look , there is a coat !Ss: There is a coat!T: look, there is a jacket.Practise.Step2 Say a rhyme1. Ss listen to the rhyme.2. Ss read the rhyme, and understand the meanings.3. Ss say after the tape.4. Ss say together.5. Have a competitionStep3 Play a game1. Ss look at the picture , draw the pictures——Look！There is …….2. Ss work in groups.Step4 PractiseWB on Page30,32Step5 Homework1. Listen and read Part C&D for 5 times.2. Review Part A&B.Blackboard:Unit8 Keep the water clean!——There is a bottle.boxcan——Let`s keep the water clean!Unit 9 Where’s the plane?ⅠTeaching Aims:1. Ss can understand, read and say the words: on ,in,a bed, a TV.2. Ss can understand ,read and say everyday English:Where`s the…？It`s in /on….3. Ss can sing a song: The dog is in the plane.ⅡTeaching Focus and Difficulties1. The words2. The structures3. The songⅢ Teachi ng Aids1. Pictures2. Words10.TapeⅣ Teaching TimesPeriod 1: Part A, BPeriod 2: Part C, DPeriod 1Ⅰ Teaching Contents1. Words:on ,in,a bed, a TV2. Everyday English:Where`s the…？It`s in /on….3. Part ABⅡ Teaching Aims1. Ss can understand and read the words correctly.2. Ss can talk with the drills freely.Ⅲ Teaching Focusthe drills, and the wordsⅣ Teaching Materials:tape, picture, cards, photos and so onⅤ Teaching StepsStep1 Free talk1. Greetings.2. Ss say a rhyme, A bottle.3. T: Hello, I’m Miss Ni.S1: Hello, I’m …T: Good morning/afternoon/evening.S2: Good morning/afternoon/evening.4. T: Boys and girls, I have some toys here, what can you see ?S1: I can see a car.PracticeStep2 Look and learn1. T: Yes, there is a car .Where`s the car?Read ‘where’2. T: onRead it , and know the meaning .On the desk .It`s on the desk.Teach ‘on’.Ss read after T3. T teach ‘in, bed, TV’like above.4. Review the new words. Play a game.What’s missing?5. Ss read the words together.Step3 Learn to say1. Show a picture about PartA.2. T:look at this picture. There are two boys and some toys in it .whoare they?Ss:They are Mike and Wang Bing.T:What can you see in the picture?Ss: A car, a boat, a plane and a sofa.T: Mike and Wang Bing are playing with the toys, what are they talking about? Let`s listen.3. Ss listen to the tape4. Ss read after the tape5. Ss act out the dialogue.6. Ss work in pairs.Step4 PracticeWB on Page33,35Step5 Homework1. Listen and read Part A&B for 5 times.2. Talk with the parents.Blackboard:Unit9 Where`s the plane?——Where`s the…?——It`s in the….onPeriod 2Ⅰ Teaching Contents1. Words:on ,in,a bed, a TV2. Everyday English:Where`s the…？It`s in /on….3. Sing a song: The dog is in the plane4. PartCDⅡ Teaching Aims1. Ss can understand and say the words and drills.2. Ss can play the game with the drills learned.Ⅲ Teaching Focusthe drillsⅣ Teaching Materials:tape, picture, cards, photos and so onⅤ Teaching StepsStep1 Free talk1. Greetings.2. T: Where`s the…？S1: It`s in /on….Ss work in pairsStep2 Sing a song1. Ss listen to the song.2. Ss read the sentences in the song, and understand the meanings.。

上海版牛津小学英语2b教案全册 2B教案U9_2

第二课时（THE SECOND PERIOD）一．主要内容（Main contents）Let’ revise --- 复习动物类、家居用品类、洗漱类、一日三餐及餐具类、季节自然类等方面的名词及学过的动词、形容词。

二．学习目标（Learning objectives）1.能够正确认读学过的单词，发音准确。

2.掌握单词的意思并能进行归类。

3.能在学过的句型中正确使用单词。

三．教学建议（Teaching suggestion）1.任务前期准备阶段（Pre-task preparation section）Pre-task preparation 是指我们在进入语言学习之前，让学生获得对即将学习的语言材料的第一次感知，让学生尽快进入学习状态的前期准备阶段。

通过创建一种愉快的英语学习氛围，把学生自然地带入到单词复习的气氛中。

Activity 1 （英语乐园）1、教学辅助(Aids)1) 电脑（2B-U9-1）、（2B-U9-2）、（2B-U9-3）2）屏幕Activity 2 （英语乐园）1、教学辅助(Aids)1)电脑（2B-U9-4）、（2B-U9-5）、（2B-U9-6）2）屏幕Activity 3 （英语乐园）1、教学辅助(Aids)2)电脑（2B-U9-7）、（2B-U9-8）2）屏幕2、任务中期实施阶段（While-task procedure section）While-task Procedure，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、复说要学习的知识，从模仿到识记，使新知识由感知、理解、模仿直到储存。

Activity 1（A or B）1、教学辅助(Aids)1) 电脑（2B-U9-9）2）屏幕3）A和B的牌子Activity 2 （Guess）1、教学辅助(Aids)1) 电脑（2B-U9-10）2）屏幕3）A和B的牌子完成比较扎实的机械性操练后，就进入了意义性操练阶段。

英语牛津教材2B-Unit2教案

英语牛津教材2B-Unit2教案教材信息•教材名称：牛津英语教材2B•单元：Unit 2•教学内容：本单元的教学内容主要包括食物和食物的数量表达。

•目标语言：1.掌握食物名称的表达； 2.学习询问数量的表达方式； 3.掌握常用食物的复数形式。

教学目标1.Listening：能听懂、理解课堂教学听力材料，获取食物名称和数量的信息。

2.Speaking：能按教材要求进行对话练习，正确表达食物名称及其数量。

3.Reading：能正确读出所学的食物名称，并了解食物的复数形式。

4.Writing：能正确书写所学的食物名称，并进行相关的描述。

教学重点1.掌握食物名称的表达方式。

2.学会使用英语询问食物的数量。

3.熟练掌握食物的复数形式。

教学准备1.教师准备：教材、多媒体设备、教具（如图片或卡片，展示食物）。

2.学生准备：教材、笔、纸。

教学过程Step 1: Warming up（热身）1.教师向学生展示一些常见食物的图片。

2.引导学生说出图片中的食物的名称，可采用问答的方式。

Step 2: Presentation（呈现）1.教师向学生展示教材中的食物图片，并教授相关的英语单词。

2.教师边展示边让学生重复跟读。

3.教师可以加入一些动作来帮助学生更好地理解和记忆。

4.通过多媒体设备播放相关的英语单词和课文，让学生进行听力练习。

Step 3: Practice（练习）1.教师和学生进行对话练习，询问对方想要多少食物。

2.学生要学会正确地回答，使用英语表达数量。

3.可以使用卡片或图片进行练习，教师设计一些情境，引导学生进行对话。

Step 4: Listening（听力）1.教师播放教材中的听力材料，要求学生仔细听并理解。

2.学生听完后，回答相关的问题，确保他们对学过的内容有所掌握。

Step 5: Reading（阅读）1.学生独立阅读教材中的相关内容，尝试读出食物名称，并了解食物的复数形式。

2.教师可以进行点拨和指导，帮助学生正确发音和理解。

2B牛津小学英语优秀教案

2B牛津小学英语优秀教案篇一：牛津小学英语2B教案(全册)牛津小学英语2B教案- 1 -- 2 -- 3 -- 4 -- 5 -篇二：牛津小学英语2B教案备课组：二年级英语组备课人：温迁Unit1 Do you like winter?教学目标1、能听懂、会说单词winter.2、能听懂、会说句型Do you like??及其回答及其回答Yes,I do.和No,I donˊt.3、会唱歌曲Seasonˊs song.教学重点1、能正确地听说单词winter和like。

2、能正确地运用日常交际用语Do you like??及其回答及其回答Yes,I do.和No,I donˊt. 教学难点：能比较自如地应用Do you like??并能作出相应的回答。

教学准备：1、课文图片2、课前准备好一些课堂上可以运用的物品教学时间：两课时教学过程：第一课时一、Warm upNice to meet you.Happy New Year’s Day!二、presentation and practice1、学习生词winter(1)T:This Spring Festival Ireceived manypresents.Look!Do you like this pig?Ss:Yes,I do .T:Thank you.教师拿着玩具小猪重复用 Do you like?这个句型问学生。

S: Yes,I do .T:那不喜欢的同学该怎么回答呢？引导学生说出No,I donˊt.(2)取出一根香蕉T:Do you like this banana?S: Yes,I doS: No,I donˊtT:可以重复说几遍并板书。

特别关注学生Yes,I do.和No,I donˊt.的正确发音。

(3)然后拿出雪人图片，教授winter这个单词。

T:winterS:跟读T:Do you like winter?S: Yes,I do.\ No,I donˊt.学生用上面句型问答接龙比赛，看哪组说得又对又快三、Consolidation同桌、小组表演对话四、Assign homework1、课后与同桌练习对话用上句型Do you like?并作出相应的肯定和否定回答。

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。

上海版牛津英语2B教案

Period 5 Let’s enjoy.Contents: story: I’ve got a cow. It goes ‘moo, moo’.Aims: ⒈Using formulaic expressions to indicate possessions. e.g. I’ve got a cow.⒉Using formulaic expressions to indicate what noise animals make. e.g. Itgoes ‘moo, moo’.Main points: Using formulaic expressions to indicate possessions and what noise animals make.Difficulties: Pronounce correctly words in connected speech by linking together and using appropriate stress.2B Unit 1 Farm AnimalsPeriod 1 Let’s learnContents: 1.Word: hen, chick, duck, cow, pig2.Letter: N n nose, O o orangeAim: ing nouns to identify common farm animals.e.g. hen, chick2.Learn the above names and sounds of the letters ‘N n, O o’.3.Knowning about the farm animals and say something about the animalsyou like.Main points: Using nouns to identify common farm animals.Difficulties: Pronounce words properly.Aids: 1.T: picture cards, words cards, tape, Student’s Book and Wordbook.P: picture cards (students prepared beforehand )Period 2 Let’s talkContents: What do you see? I see┄What do you hear? I hear┄Aims: 1. Asking ‘wh’ questions to find out specific information about a farm.e.g. What do you see /hear?２.Ｕsing the simple present tense. e.g. I see/hear a duck.Main Points: Asking and answering the ‘wh’ questions.Difficulties: Using the models to communicate with other learners.Aids: the wallchart for page 3, six picture cards and six word cards ,tape , Student’s Procedures:ⅠPre-task preparation⒈Show six toy farm animals or pictures of them. Askstudents to name in English.⒉Show six word cards.Ask students to read them.⒊Match the words to the pictures on the board.⒋Ask: ①What comes from a hen?/ Where does an eggcome from?②Where does milk/a chick /a hen come from?Ⅱ. While-task procedure⒈While putting your hands on your eyes like a telescope,say ‘What do you see?’Then putting your hand on yourear like listening, say ‘What do you see?’ Getthe students to do the actions like you while repeating thequestions after you.⒉Put up the wallchart for page 3 tell a story something likethis:T: Look at the picture of a farm. This boy is Sam andthis girl is May. They’re brother and sister. This old manis their grandfather. Sam and May sometimes go to thecountry to visit their grandfather. Their grandfather is afarmer. Sam and May like to go to his farm to see theanimals. There are a lot of animals on the farm: a pig,sheep, cows, a duck and even a hen with baby chicks.How many of them do you see in the picture? S: I see…⒊Play the sounds of the animals on the recording andanswer the questions ‘What do you hear?’bysaying ‘I hear…’⒋Listen to the story again. Then answer the questionsand such as the following:①Who is the boy/girl/old man? (Sam, May, grandfather)②Wh at is Sam and May’s grandfather? (He is a farmer.)③Are there many animals on his farm? (Yes, there are.)④What animals has grandfather got on his farm? (He hasgot a pig, sheep, cows, a duck, a hen and chicks.)⑤What do you see in the picture? (I see…)⑥What do you hear on the tape? (I hear…)⒌Open their books. Listen to the let students hear thePeriod 3 Let’s actContents: Draw the cow on the paper. Draw the duck on the ground.Aims: ⒈Using imperatives to give simple instructions. e.g. Draw the cow on the paper.⒉Locating specific information in response to simple instructions.⒊Usingmodeled phrases to communicate with other learners.Main points: Using imperatives to give simple instructions.Difficulties: Using modeled phrases to communicate with other learners.Aids: plain sheets of paper, toy animals, animal picture cards, tape, Workbook,Period 4. Let’s play.Contents: Listen, tick and say: I hear a…Aims: ⒈Using the simple present tense to indicate what you hear. e.g. I hear a sheep.2. Using nouns to refer to farm animals. e.g. cowMain points: Using the simple present tense to indicate what you hear. Difficulties: Recognizing key words of the animals.Aids: Student’s Book and Workbook, tape, word and picture cards2B Unit2 In the circus Period1 Let’s act Teaching aims:1)Locate specific information in response to simple instructions.2)Use imperatives to give simple instructions.3)Learn the sentences: Come here. Go there. Come back . Education aims:Foster the thought of loving animals.Difficult points:Using imperatives to give simple instructions.Materials:Cassette 2B and cassette player.2B Unit2 In the circus Period2 Let’s learn Teaching aims:1)Learn the words: horse, bear, elephant, tiger, monkey, panda.2) Pronounce words properly.Education aims:Foster the thought of loving animals.Difficult points:Using nouns to identify animals.e. g. bear, elephantMaterials:Cassette 2B and a cassette player.Wookbook 2B page 6.Teaching essay2B Unit2 In the circus Period3 Let’s talk Teaching aims:1)Learn the sentences: Look at the…It’s… and…2) Use imperatives to draw attention to something.3 ) Use adjectives to describe animals.Education aims:Foster the thought of loving animals.Difficult points:Use imperatives to draw attention to the animals and describe them. Materials:Cassette 2B and a cassette playerWord and picture cards (animals)Wallchart 2BTeaching essay2B Unit 2 Period 4 In the circus LettersBasic aim: ing nouns to identify things.. .. e.g. pencil, quilt.2. Learning the letters: Pp , Qq.Difficult point: Writing the letters2B Unit 2 Period 5 Let’s play Guess Who’s my friend?Basic aim:ing connectives to link two adjectives.e.g. She is little and white.2.Asking “Wh-’’questions to find out specific information about a person.e.g. Who is she?Developing aims:1.Learn other words. e.g. tail,short.2.Make a riddle.Materials: cassette,player,toys,masks. Teaching procedure:Unit 2 Let’s enjoy Period 6 SongBasic aim:ing imperatives to draw attention to somethinge. g. Look at the bear.ing adjectives to describe animalse. g. It’s big and bro wn.Developing aims:1.Rhyme2.Like animals, like nature.Materials:Cassette, player, pictures, masks.UNIT 3 Let’s learnPeriod 1 Teaching aims:1.Basic aims: a. To learn the letters: Rr Ss.b. To learn the words: rubber, sweet.c. Add a new word: chocolate.2.Developing aims: using the words to make some sentences, make some dialogues or some rhymes.Main points: To learn the letters and the words.Difficult points: The pronunciation of ‘Rr’.UNIT 3 Let’s learn Period 2Teaching aims:1.Basic aims:To learn the seven words: window, door, bed, room, sofa, table, lamp.2.Developing aims: Using the words to describe a room.Main points: To learn the words.Difficult points: Using some English to describe the words. Materials: cassette, picture cards, a big picture of a room.UNIT 3 Let’s actPeriod 3Te aching aims:1.Basic aims: Using imperative to give simple instructions:Close the window, please.2. Developing aims: Using imperative in the correct situation.Main points and difficult points:Use modelled phrases to communicate with other learners.2B U NIT 3 Let’s talkPeriod 4Teaching aims:1.Basic aims:(1)Using the simple present tense to indicate facts. E.g. This is my room.(2)Using introductory ‘There’ to express facts. E.g. There is / are… in my room.2. Developing aims: To describe one place using ‘There is/are…’.Education aims: Let the students to love their homes.Main points and difficult points:Using ‘This is …’ ‘There is/are …’ to express facts.Materials: cassette, the tape of listening( 2parts),the tape of the sounds(the admire and2B UNIT 3 Let’s playPeriod 5Teaching aims:1.Basic aims: Using prepositions to indicate positions. E.g. There is a lamp onthe table.2. Developing aims: To describe the story fluently.Education aims: Let the children be interested with the story.Main points: Repeat the story.Difficult points: The using of the prepositions: on, under, in.2B UNIT 3 Let’s enjoyPeriod 6Teaching aims:1. Basic aims: To learn the story and repeat it.2. Developing aims: To say the rhyme using appropriate stress. Education aims: Let the children fell interesting with the English. Main points: To say the rhyme correctly.Difficult points: To say the rhyme using appropriate stress.2B Unit 4 In the parkThe first period Let’s learnTeaching Aims:Basic aims:Using verbs to identify momentary actions:e.g. walk, climb, skip, swing, fly, ride Difficult points: Using the verbs to say sentences Education Aims: To love sports and deep a good health Materials: Picture and word cards2B Unit 4 In the parkThe second period Let’s actTeaching Aims :Basic aims: Using imperatives to express prohibitione.g. Don’t walk on the grass.Difficult points : Using imperatives to express prohibition Education Aims : To protect the surroundingMaterials : Picture2B Uint 4 In the parkThe third periodLet’s talkTeaching Aims:Basic aims : 1. Using the modal verb “can” to express abilitiese.g. I can climb.2.Asking “Wh-“ questions to find out particular information abouta persone.g. What can you do?Difficult points : Using verbs to indicate momentary actionse.g. I can skip.Education Aims : To love sportsMaterials : PicturesUnit4 In the park LettersThe fourth period Teaching aims:1)Using nouns to identify things. e.g. tree umbrella2)Learning the letters: T t, U uDifficult points:Writing the letters correctly.Materials:Unit4 In the park Let’s playThe fifth period Teaching aims:ing modal ve rb ‘can’ to express abilities.e.g. Spotty can climb.ing verbs to indicate momentary actions.e.g. Spotty can skip.Difficult points:Using modal verb ‘can’ to express abilities.e.g. Spotty can climb.Materials:Cassette, picture, dice, countersUnit 4 In the park RhymeThe sixth period Teaching aims:ing verbs to describe movements.e.g. Walk like a cat.2. Using prepositional phrases to describe locations.e.g. On the floor.Difficult point:Using modeled phrases to communicate with other learners. Education aims:To love sports and the animals.Materials:Cassette, cassette player, pictures。

上海版牛津小学英语2b教案全册 2B教案U8_4

第四课时（4th PERIOD）一、主要新授内容(new contents)Let’s play- It’s ___ o’clock.二、学习目标(Objectives)1、进一步学习时间的表达。

在情景中能熟练运用。

2、学会认读，书写有关数字的单词，培养学生最基本的阅读能力和书写能力。

3、结合本课的主题―Time，创设语言使用环境，在为Sam制作一天的作息时间表的过程中，学会熟练地用It’s ___ o’clock. 来表达。

4、在玩玩，做做的过程中，激发学生学习的兴趣。

5. 宽度拓展 art P.E, Chinese, Maths music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。

Activity 1 Rhyme1、教学辅助(Aids)1)单词卡片2）录音机Activity 2 Look and say1、教学辅助(Aids)1）电脑（2B-U8-14）2）屏幕2、任务中期实施阶段（While-task procedure section）While-task Procedure，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。

机械性操练可以让学生准确地模仿、复说新授的语言，让他们经过从模仿到识记的过程，使新知识由感知、理解、模仿直到储存。

由于本教时新授内容是为Sam完成作息时间表，因此在这个教学阶段可以设计活动的二次或多次导入，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。

在这种情况下，建议每项Activity形式尽可能不同，时间不要长，一个活动紧接着一个活动，容易抓住学生的注意力，维持学习兴趣。

Activity 1 (Read , write and say )1、教学辅助(Aids)1）书1、教学辅助(Aids)1）电脑(1B-U2-16)2）屏幕3）7个时间卡片Activity 3 （Questions and answers）1、教学辅助(Aids)1) 屏幕2) 录音机完成比较扎实的机械性操练，就进入了意义性操练阶段。

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。

上海版牛津小学英语2b教案全册 2B教案U4_6

2B Unit 4 In the park【教学设计（TEACHING DESIGN）】第六课时(6th PERIOD)一、主要内容(Main contents)Revision二、学习目标(Objectives)1、学生能够掌握Don’t walk on the grass. Don’t ride a bicycle here. Don’t climb thetree等祈使句的含义，并且能够根据这些指令做出相应的反应。

2、学生能够用英语表达动作walk, skip, swing, climb, fly, ride3、学生能够掌握字母Tt Uu 在单词中的发音。

4、学生能够掌握句型What can you do? What can …do?及它们的回答Ican … ; …can…，并能进行交流。

5、学生能够背诵课文中的英语儿歌。

三、教学建议1、任务前期准备阶段（Pre-task preparation section）通过儿歌的演绎和听指令做动作的游戏活动来营造一个宽松的学习氛围，在上课的伊始时便活跃课堂气氛，培养学生乐学的心理，为接下来的课堂教学做铺垫。

Activity 1 ( Song )1、教学辅助(Aids)录音机Activity 2 （Quick response ）2、任务中期实施阶段（While-task procedure section）创设各种不同的情景，设计不同的语言任务，以复习巩固本单元所学习的语言内容，并通过完成、讨论练习册上的内容，达到听说读写四能并进的目的。

Activity 1 （Looking and saying）1、教学辅助(Aids)1)电脑（2B-U4-15）2）屏幕Activity 2 （Looking and saying）1、教学辅助(Aids)照片Activity 3 （Group work）活动过程(Process)1、教学辅助(Aids)1）配套练习册2）录音机Activity 4 （Exercises）活动过程(Process)1、教学辅助(Aids)1) 配套练习册2)录音机Activity 5 （Exercises）活动过程(Process)1、教学辅助(Aids)配套练习册Activity 6 （Exercises ）活动过程 (Process) 1、教学辅助(Aids)配套练习册3、任务后期完成阶段（Post-task activity section ）在学生巩固所学知识的基础上，教师通过创设情景、提供阅读材料，以培养学生良好的阅读习惯，同时也提升学生的思维能力和语用能力。

小学英语教案：牛津教材2B-Unit2

英语牛津教材2B-Unit2教案2b unit2 in the circus period1 let’s actteaching aims:1) locate specific information in response to simple instructions.2) use imperatives to give simple instructions.3) learn the sentences: come here. go there. come back .education aims: foster the thought of loving animals.difficult points: using imperatives togive simple instructions.materials:cassette 2b and cassette player.animal masksteaching procedures:pre-task preparation 1) sing a song ‘follow me’2) daily talk.3) listen, repeat and act. e.g. t: stand up. s: stand, stand, stand. stand up.(with actions.)while task procedure1) learn: come here.(1) say ‘come here’ and do a motion. invite students to copy you.(2) say ‘come here,…(student’s name).’ invite some students to stand with you.(give them hint to make sure they understand the meaning and do the correct action.)(3) write the sentence on the board and thenread.(4) check the pronunciation and intonation.(5) (invite one student to play spotty.) say: ‘look, spotty. let’s ask him to stand with us.’students stand in front of the class say: ‘come here, spotty.’add ‘spotty’ after ‘come here.’ on the board.(6) say a rhyme. e.g. come here. come here. come here, spotty. (ch ange with student’s name.)2) learn: go there.(1) say ‘that’s the door. go there.’ and point to the door. (repeatseveral times.) invite students to say and act like you.(2) say ‘go there, …(student’s name).’ students go there including spotty.(3) write the sentence on the board andread(4) sing a song. e.g. go there, spotty …(using the old music)3) learn: come back.(1) say ‘come here, …’ ‘go there, …’ then say ‘come back.’(2) write the sentence on the board and then read.(3) say and act, students copy you.4) invite students to do the actions to the various commands.5) open the student’s book to page 7. play the cassette. ask students to listen and repeat.6) work in pairs.one commands and the other does the actions. then let them change roles.post-taskactivities1) play a game: ‘we’re good friends.’invite some students to play some animals. e.g. miss pig, mr. ducklet other students to choose the animal friend to play games. e.g. come here, miss pig. ( o.k.)go there, miss pig. (o.k.) … ( first make an example with one animal.) 营造轻松愉快的课堂气氛。

英语牛津教材2B-Unit1教案

英语牛津教材2B-Unit1教案一、教学目标1.语言目标：学生能够掌握并正确使用与介绍自己的名字、年龄和国籍有关的英语表达方式。

2.听力目标：学生能够听懂他人简单的自我介绍，并能听懂有关名字、年龄和国籍的简单询问与回答。

3.说话目标：学生能够独立进行简单的自我介绍，并能流利地回答有关名字、年龄和国籍的问题。

4.文化意识目标：学生通过介绍自己和他人的名字、年龄和国籍，培养对不同国家文化的尊重和欣赏。

二、教学重点1.学习并掌握与介绍自己的名字、年龄和国籍有关的英语表达方式。

2.学会听懂和使用有关名字、年龄和国籍的简单询问与回答。

三、教学准备1.教材：英语牛津教材2B-Unit1。

2.教具：黑板、彩色粉笔。

四、教学过程第一步：导入新课1.让学生看教材2B-Unit1的课文标题，引导学生猜测即将学的内容是什么。

第二步：学习新知1.分发教材，让学生翻到2B-Unit1的第一页，一起朗读课文标题。

2.同学们，请看黑板上的单词，“name”是什么意思？请同学们用汉语解释一下。

然后请齐读一遍。

3.分别点击教材上的图片，板书“name”的汉语意思，然后读音。

请齐读一遍。

4.老师读出下面的句子，让学生跟读几次，注意语音语调：“What’s your name?”请跟我一起读。

5.再请学生找出教材上有关名字的句子，读两遍。

6.让学生两个人一组，模仿教材上的对话进行练习，比赛看哪组读得又清晰又标准。

第三步：巩固练习1.学生用英文问老师的名字，”What’s your name?“并回答”My name is [老师的名字]“。

2.学生两两相互问名字，然后回答。

老师可以同学们一对一地进行提问，倾听每个学生的回答，并在说完后给予鼓励和肯定。

第四步：引入新知1.同学们，看黑板上的单词，“age”是什么意思？请同学们用汉语解释一下。

然后请齐读一遍。

2.分别点击教材上的图片，板书“age”的汉语意思，然后读音。

请齐读一遍。

3.让学生找出教材上有关年龄的句子，读两遍。

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牛津小学英语2B教案课题：Unit1 Do you like winter?第一课时教材类型：所属学科：英语>>2B（二下）教案内容：☆教学调整☆教学目标1、能听懂、会说单词winter.2、能听懂、会说句型Do you like…?及其回答及其回答Yes,I do.和No,I donˊt.3、会唱歌曲Seasonˊs song.教学重点1、能正确地听说单词winter和like。

2、能正确地运用日常交际用语Do you like…?及其回答及其回答Yes,I do.和No,I donˊt.教学难点：能比较自如地应用Do you like…?并能作出相应的回答。

教学准备：1、课文图片2、课前准备好一些课堂上可以运用的物品教学时间：两课时教学过程：一、Warm upNice to meet you.Happy New Year’s Day!二、presentation and practice1、学习生词winter(1)T:This Spring Festival Ireceived many presents.Look!Do you like thispig?Ss:Yes,I do .T:Thank you.教师拿着玩具小猪重复用 Do you like?这个句型问学生。

S: Yes,I do .T:那不喜欢的同学该怎么回答呢？引导学生说出No,I donˊt.(2)取出一根香蕉T:Do you like this banana?S: Yes,I doS: No,I donˊtT:可以重复说几遍并板书。

特别关注学生Yes,I do.和No,I donˊt.的正确发音。

(3)然后拿出雪人图片，教授winter这个单词。

教学反思：教材类型：所属学科：英语>>2B（二下）教案内容：☆教学调整☆一、Warm upGood morning,boys and girls.二、presentation and practice1、学习生词spring,summer,autumn ,(1)T:This is my favourite fruit.Look!Do you like this apple?Ss:Yes,I do .T:.教师拿着水果重复用 Do you like?这个句型问学生。

S: Yes,I do .T:那不喜欢的同学该怎么回答呢？引导学生说出No,I donˊt.(2)取出一根香蕉T:Do you like this banana?S: Yes,I doS: No,I donˊtT:可以重复说几遍并板书。

(3)然后拿出春天景色图片，教授spring这个单词。

T:springS:跟读T:Do you like spring?S: Yes,I do.\ No,I donˊt.用同样的方法学习summer ,autumn三、Consolidation同桌、小组表演对话四、Sing a song:Seasonˊs song五、Assign homework1、课后与同桌练习对话用上句型Do you like?并作出相应的肯定和否定回答Yes,I do.\ No,I donˊt.教学反思：教材类型：牛津版所属学科：英语>>2B（二下）☆教学调整☆教案内容：教学目标1、能听懂特殊疑问句What do you like?并能用I like 表达喜欢某物，语音语调正确。

2、能使用特殊疑问句What do you like?向他人询问喜欢某物，语音语调正确。

3、会说歌谣Five little monkeys.教学重点1、能听懂，会说，初步认读单词monkey,bear,tiger,lion和panda。

教学难点：能比较自如地应用What do you like…?并能作出相应的回答。

教学准备：1、课文图片2、课前准备好一些课堂上可以运用的物品教学时间：两课时教学过程：一、Warm upGood morning,boys and gilsDo you like animals?(Yes I do.\No I donˊt.)二、presentation and practice1、(1)T:This is a picture of spring. I like spring.Do you like spring?Ss:Yes,I do .T:教师拿着图片重复用 Do you like?这个句型问学生。

S: Yes,I do .\ No I donˊtT:Look !I have four pictures of four seasons.Which season do youlike?Please guess and choose.T:Which season do you like?Ss:I like…(2)取出一个动物图片T:Do you like monkeys?S: Yes,I doS: No,I donˊtT:指导学生正确发音(3)然后老虎图片，教授liger这个单词。

T:ligerS:跟读T:Do you like tigers?S: Yes,I do.\ No,I donˊt.学生用上面句型问答接龙比赛，看哪组说得又对又快同样方法学习panda,bear,lion三、Consolidation同桌、小组表演对话四、Assign homework1、课后与同桌练习对话用上句型Do you like?并作出相应的肯定和否定回答,复习巩固所学单词。

教学反思：教材类型：牛津版所属学科：英语>>2B（二下）教案内容：☆教学调整☆一、Warm upGood morning,boys and girls。

Letˊs sing z song:seasonˊs song二、presentation and practice1、(1)T:This is my favourite animal.Look!Do you like this monkey?Ss:Yes,I do .T:.教师拿着图片问学生What do you like?S:引导学生说出 I like ….T:分组练说句型，可以重复说几遍并板书。

(3)然后拿出动物图片，学生自己找朋友复习句型。

三、Consolidation同桌、小组表演对话四、Say a rhyme:Five little monkeys五、Assign homework1、课后与同桌练习对话用上句型What do you like?并根据自己的爱好作出相应的回答I like ….教学反思：课题：Unit3 What can you see?第一课时教材类型：校本课程所属学科：英语>>2B（二下）教案内容：☆教学调整☆教学要求；1、听懂特殊疑问句What can you see ?并能根据实际情况用I can see…作出回答。

语音语调正确。

2、使用特殊疑问句What can you see ?与他人作简单的信息交流，发音正确3、能听懂、会说、初步认读plane, boat, train, jeep四个交通工具类单词，发音正确。

4、会唱歌曲Row,row,row your boat.教学重点：1、懂特殊疑问句What can you see ?并能根据实际情况用I can see…作出回答。

语音语调正确。

2、使用特殊疑问句What can you see ?与他人作简单的信息交流，发音正确。

Teaching procedures:Step 1 Warming-up1.Greetings.Good afternoon,boys and gils!2.How are you today?3.Enjoy a song ‘Seasonsˊsong’.Step 2 Presentation and Practice1. Talk about the market and teach the new sentence: ‘I can see (2)Show a kaleidoscope and teach the new sent ence ‘What can you see?’3. Guessing game -let students guess the new word ‘plane’.4. Show a picture and teach ‘boat’.5. Group work.6. Listen and guess –Teach the new words ‘train’ and ‘boat’.Step 3 Practice and Consolidation1. Review the words.2. Fun time –Practice the sentences: ‘What can you see? I can see…’3. Sing a song.4. Read the book.5. Happy hour – Let the students play by themselves.Step 4 HomeworkVisit the zoo and the park with partners, then talk about what they cansee.教学反思：课题：What can you see？第二课时教材类型：所属学科：英语>>2B（二下）☆教学调整☆教案内容：Teaching procedures:Step 1 Warming-up1. Greetings.Good afternoon,boys and gils!2. How are you today?3. Say a rhyme：Five little monkeys.Step 2 Presentation and Practice1. Show the sentence ‘What can you see?’Review the sentence2. Guessing game -let students guess the word ‘plane’.3. Show some pictures and review the other words.4. Group work.5. Listen and guess –review the words.Step 3 Practice and Consolidation1. Review the words.2.Fun time –Practice the sentences: ‘What can you see? I can see…’3.Sing a song：Row,row,row your boat.Step 4 Homework课后与同桌练习对话then talk about ‘What can you see? I can see…”教学反思：课题：Unit4 My toys 第一课时教材类型：牛津版所属学科：英语>>2B（二下）教案内容：☆教学调整☆教学目标：(1) 能听懂、会说、初步认读doll，puzzle，yo-yo和puppet，发音正确。

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