上海版牛津英语2a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 1Aand 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 n 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 objectsThe student performs the actionThe student performs the action.The students repeat and mime the actions.Post-task activitiesOne student give the comma nds and the other mime the actions.Change roles the front. Let the moreable student give thecomma nd and othersdo the action ・(Repeat with severalgroups of students.)D: Clean theclassroom bysweeping the floor.Let the more ablestudent to come upand say thecomma nd 1Sweepthe floor, please.f(Repeat step 3)E: Open the book topage 2 Play thecassette tape. Let thestudents listen to theinstructions'Clean the desk,please.1 and * Sweepthe floor, please.' Askstudents to repeat andmime the acti ons.A: Divide studentsinto pair. Have onestudent give thecomma nds and theother mime theactions. Then let themchange roles.cooperative learningbook cassettePeriod 2Teaching focus:Using the simple present tense to indicate factsUsing the simple present tense to express interests and preferencesWhile-task procedureLook and listen Shanghai1 slowly)T: That' s right . We alllive 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 you recon gnize any?Sitting on the benchnext to them weresome tourists(awoma n and her son).The boy asked Samwhere he lived andSam replied ' 1 live inSha nghai.' The boysaid 1 1 loveShanghai.' Sam waspleased ・ Childre n,do you loveShanghai? If you do,you must help to keepit clean. Do not litter.Throw all rubbish intothe bin.coachi ngWallchart forpage 3The students talk about and answer the questionsThe stude nts to copy 1 1 live in Shanghai.'The students repeat '1 love Sally.' Can you find a bin inthis picture?(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 a buildingrespectively)C: Hold up a stampeden velope and say 1My friend in Canadasent this to me. Shehad to write 'Shanghai * on itbecause Hive in Shanghai.Say ' 1 live inShanghai. ' and askstudents to copy you.D: Hug a toy bear andsay 1 This is my bear.Her name is Sally. 1love Sally.'cooperative learningmodeling a toy bearConsolidatio n• Look, listen and tick the correctRepeatGet student to say afterShow the picture of Shan ghai agai n. Hug it and say ' I love Shanghai.'The students look at the book and listen to the tape E: Open the stude nt'sbook to page 3. Play the cassette tape to letstude nts hear thebookcorrectpronunciation of the words and sentences ・ Then ask in dicidual stude nts to say 'I live in Sha nghai. 1 and 1 I love Shanghai.'cassettePost-task activitiesDraw a picture of the place they live in. say something about pictures by using the sentences 'I livein …，I loveTalk aboutA:Give each student a sheet ofwhite drawing paper. Ask them to draw apicture of the place they live in. B: Ask students to say something abouttheir pictures by using the sentences f I live in …， I lovemodeling cooperativelearningwhite drawi ng paper.Workbook page 2 ExplainthePeriod 3Teaching focus:Using nouns to identify objectUsing proper nouns to refer to placesLook and answer: 1 building ' A: Still referring to thewallchart・T: What you can seein the picture ?Introduce the word *building 'Hold up the picturecard for 1 building cand say ' building 4(Ask the students torepeat)Wallchartpage 4forThe stude ntsrepeattoB: T: ' What things doyou sometimes seelying on thepavement?'coachi ngShow examples ofrubbish that peopleLook , think, talk throw away 一softabout and answer drink cans, plasticthe questions . bags, food cooperativewrappers, etc.T : 1 How do theythere? Dose itmake Shanghai lookbeautiful? Whatshould we always dowith our rubbish? 1lear ningThe stude nts to Show a toy bin andrepeat. say' bin, slowly.(Ask students torepeat.)modelingC: Show the pictures the picture andof a park and a road・ T : do you often goword cardsLook , think and the park?answer the To elicit the newquestions . words ' park ' and'roadSay the wordsThe stude nts to repeat.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 slowly.(Ask the students torepeat.)D: Put up the pictureand word cards on theboard in randomorder. Thenre-arrange them byputting the word cardsbelow theircorrespondi ng picturecards, as show n intheir Stude nt' sBooks. Read thewords with thestudents.E: Play the cassettetape.Ask the students topoint to each pictureas the word is beingread out.F: Show stude nts thepicture cards for capple' and say Applebegins with the sound' a '. Show the wordcard for 4 apple* andsay A..'Apple' .(Repeat)Show alphabetcards ' A' and ' a '.Have stude ntscompare the capitalletter 4 a Do thesame with ' B b…the picture andword cardsbook cassettetape.letter1 A a * ' B b'Period 4Teaching focus:Asking 1 Wh J 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 preferencesThe students into groups of four, one student ask the question 1 Where do you live?1 the other three answer it. (change roles.)The stude nts to come to the front and actThe stude nts to repeat.Homework •Workbook page4:Listen and draw the lines to find where they live.•Read the ' let* s play ' after thecassette ・various answers・Encourage them touse the structure 1love ...D: Divide studentsinto groups of four,Have one student askthe question ' Wheredo you live?' and theother three answer it.Then let them changeroles.E: Invite groups ofstudents to act out thedialogue to the class.Workbook page 4Explain theWorkbook page 3cooperative learningthe Student' sBookWorkbookPeriod 5Teaching focus:Using the simple persent tense to express interests and preferencesevery day.coachi ngThe students openthe Student's Book B: Get students toto page 6. open the Student' sPlay a game Book to page 6. the Student* s Discuss where Sam Discuss with Bookand May live and students where Sam cooperativewhat they are doing and May live and lear ningnow. what they are doingnow.Two students cometo the front C: Invite twomodelingstudents to be Samand Mary putti ngrubbish into the bin.The Student read the Student' s the rhyme slowly D: Read the rhyme Bookline by line. slowly line by line.Practise saying bothverses ・E: Explain the wordsLook and listen and phrases ' use,every day 1 and 'keepit clearf in stude nt' smother ton gue ・F: Play the cassette the Student' s The students follow for the rhyme. Bookand read the rhyme・cassetteThe students read cooperativethe rhyme in pairlear ningG: Invite pairs ofThe stude nts to students to act outUn汁4 Going aboutTeaching designing：Teaching aids：A. Words： letters Gg—Hh z 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. Students Book 2A 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 &g—Hh2. Be able to give simple instructions3. Be able to introduce oneself using I'm.4. Be able to write the sentence Hello, Im <name>.5. Sing a song.B. Further aims：1. Using more information to introduce oneself2. The sorts of the alphabetLanguage focus：1・ Using 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：prepara tion：The students listen to the teacher and actThe students copy teacherII. While-task procedure: Practise with more st uden ts.The students actA small group of students line up in front as if they are ready to get off the bus. commands taught inthe previous units・Say the commandsand ask students.B Show a toy busand a toy car. T： Doyou often see them onthe road? Do you goto school by bus? Saythe words ’bus" andear'clearl y.A Put two chairs in aline. Ask student to sitin the front chair andact as a car driver.Pretend to get in thecar by bending overand sit ting in the backchair. T: Get in thecar.Practise withmore students.B Invite individualstudents to act aspassengers. Say thecommand and askthem to perform thescene・Make surestudentsunderstand thecommand 'Set in thecar.C Have a small groupof students line up infront as if they areready to get off thebus. Say 'Get off thebus' and prompt themto walk offcoachingScaffolding andfadingPeriod 2Teaching focus：Asking How questions to find out mean Using prepositions to indicate means Using formulaic expressions to take leaveTeaching steps：Period 3Teaching focus：Using nouns to identify forms of transport. Teaching steps：While-task procedureThe students look at the teacher and listen to the teacher.Whole class read the wordsFour groups sit in circles・ When they name the mode of transpor t /the whole group has to stand up and repeat it plane.B Ask questionsabout differentmodes of transport,including plane,ferry, train, car, busand van. Askquestions such as thefollowing—A Put up the picturecards for this unit.Introduce the newvocabulary bypointing to each 计em.Ask 'What is this?'Then say the words inEnglish and put up theword cards beside thereleva nt forms oftransport. Repeat thewords.B Get students toopen theirstudent's books topage 19. Play thecassette tape to letstudents listen to thepronunciation of thewords first, and thenpractice saying themafter the beep.C Divide the class intofor groups. Eachgroup's name is aform transport theyhave learned. Havethe groups sit in grouphas to stand up andrepeat itProgressivelyCoachingCoachingCooperativelearningPicture cardsCassette and wordcardsPeriod 4Teaching focus：Using formulaic expressions to indicate how people travel Teaching steps：While-task procedureThe studerrts open the book to page 20 and listen to the teacherThe students listen to the tape and read Review thedifferent forms oftransport using theWord and Picturecards. Then write thewords plane, 'ferry：'train, 'taxi：car,'bus： and van on theleft of the board. Onthe right, write thenames of a fewplaces. Point to aplace and ask thestudents to tell youhow they go there.Remind them to usethe structure *1 go 十0,,,by,,,'A Open the studentsbook to page 20. SayThere are fourchildren in the picture.They want to go todifferent places, butwe dont know whichform of transport theylike to use. Let'sfollow the rood to findout.Ask students todraw the routes andsay l I go topretending they arethe children in thepidture・B Play the cassettetape for students tocheck if their answersare right・CoachingCoachingCooperativelearingPicture cardsPictureCassettePeriod 5Teaching focus：Using nouns to identify different forms of transport Teaching stepsThe students read two times.The students look at the picture and listen to the cassette.The students to sing along with tape.Post -task activity The students are singing played. song.C Read the first verseline by line forstudents to follow untilthey are familiar withthe words. Then gothrough the secondand third verse in thesame way.D Play the tape againand show the pictureof the relevant type oftransport at theappropriate time.Draw student'sattention to thesounds at the end ofeach verse.E Invite students tosing along with thetape. Encourage themto imitate the sound ofeach type of transportAsk groups ofstudents to mimeeach part of the songin front of the classwhile the tape is beingplayed. Students cantake different role. Letstudents say whattype of transport theyare driving.CoachingCooperativelearningCooperativelearningPicture andcassetteCassettecassetteUnit 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 simple instruc tions. 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 Pm.9. Be able to write the sentence Hello, I'm <name>.10. Sing a song.D. Further aims：3. Using more information to introduce oneself4. The sorts of the alphabetLanguage focus：4. Using imperatives to give simple instructions5. Using adjectives to describe objects6. Learning the words： stop ....Period 1Teaching focus：Using imperative to give simple instructionsTeaching steps：匸Pre-task prepara tion：The students look atthe picture and copy to teacher.The students listen and act to teacher.II. While-task procedure：The students to stand in a row facing the teacher・A Show the picture ofthe red light・Say'Red light! Repeat f orstudents to copy you.Ask If you see the redlight, what should youdo?Say stop severaltimes so that studentscan follow.B Repeat step 1 withYellow light. Wait!1and 'Green light. Go!'C Tell students thatwhen you say 'Go!、,they should run on thespot. When you sayx Stop!',they shouldstand still. When yousay 1Wait!19 theyshould be ready tomove.A Say Lefs play agame. Get threestudents to come tothe front to help youdemonstrate ・Tell them to stand in arow facing you. BExplain that you aregoing to show thempictures of trafficlights.When they see thered light, theyCoachingCooperativelearningCoachingPicturePlay the game w计h small groups of students.Students listen and follow in the books.III. Post-taskHomework Read the 'Let's talk after the cassettePeriod 2 Teaching focus：should say "Red light.Stop!and stand onthe spot. Repeat( Yellow, Green )C Play the game withsmall groups ofstudents. When theyare familiar with thegame, the winner cantake up your role.b Get students toopen theirStudent^ Books topage 22. Play thecassette tape to letthem listen to thecorrect pronunciationof the commands.again and keepscore this time.L et's see whichgroup wins!Say It's important topay attention to thetraffic lights. 厶eTsplay the gameCooperativelearningCoopera tivelearningcassetteUsing imperative to give simple instructions Using adjectives to describe objectsTeaching steps：HomeworkListen and write the correct number in the box.The students point to the wallchart and say.Students listen and follow in the books.III. Post-task• Then what did theysee on the road? What did Sam's father say?C Point to the bus onthe wallchart and say 1The bus is slow.'Point to the car on the wallchart and say 1 The car is fasf Repea t several t imes so thatstudents can follow ・b Play the cassette tape to let studentslisten to the correctpronunciation of the expressions as they point to the item in t heirStudent's Book.CoachingCoaching Wai I chartCassetteTake the class to asafe spot where they can see a road and the traffic lights Ask them to call out 1 fast or 'slow according to how fast the traffic is moving; and 'stop to according to the flow of traffic before the light.Cooperative leaning workbookPeriod 3Teaching focus：Using imperatives to give simple instmctions Using nouns to identify thingsUsing adjectives to describe objects Teaching stepswords The students look at the picture card and say Students listen to the tape. II 匸 Post-task1.Find the correct wordforeachpicture.2. Tracetheletters.Homewor k horizontal row. Callstudents up to draw picture of the words. Revise by reading the words together. C Show students thepicture card for 'ice-cream and say Ice-cream begins with the sound T. Repeat step ^ce-cream 1for jelly. Play the tape forstudents to follow in their books. Make a matchinggame for small grouprevision word. Make sets of cards-one with a word from this unit and the other with its picture ・ Punch a small hole at the top of each picture card and at the bot tom of each word card. Then the two matching card can be joined with a string fastener.Coaching Picture card CassetteCooperative learning Word cardswordbookPeriod 4Teaching focus：Using imperative to give instructions Using adjectives to describe coloursTeaching stepsOne student say and the other actThe students play the game in pairs・Students listen and follow in the books.HI. Post-task Ask the at the back toclose his/her eyes.B Explain that whenyou say K look at thelight!and point to apicture of traffic lightsin one of the corners,thest udent in the frontshould say 77£〃'(colour of the light)Then the student atthe back with his/hereyes closed shouldsay 'Go!or 'Stop* orWait1 according to thecolour of the lighthe/she heard. C Playthe game withpairs ofstudents. Whenthey are familiar withthe game, you canask some more ablestudents to take upyour role.D Open theStudent's Book topage 25. Play thecassette tape ・Students listencarefully to the correctpronunciation ofthe expressions.Put up the word cardsfor this unit on theboard. Ask students tofollow yourinstructions and readthem・ SayCooperativelearningCooperativelearningcoachingCassette tapeWord cards.Period 5Teaching focus：Using imperatives to give simple instructions Using adjectives to describe objectsTeaching stepsIII. Post-taskThree students listen and copy to the teacherStudents listen and follow in their books.Students mote for the best performer.。
