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Unit 7 Weather1st periodI、Teaching Contents:Let's actII、Teaching Aims:Using imperatives to give simple instructionsAsk and answer about timeIII、Main points and difficult points:1.Locate specific information in response to simple instructionse the patterns “Listen to ・・・ Look at../'in oral practiceIV、Materials:Student's Book2Apage 32Cassette2Aand a cassette playerV、Teaching Procedures:Step 1 Pre-task preparation1.Do a matching exercise by putting up six word cards from the previous three units in a vertical colu mn on thewhiteboard with their corresponding pictures in a column across from them but in a differe nt order. Ask students to come up and connecl them with lines・2.Show a picture of a winter scene where snow is falling. Ask students if they have ever seen snow・3.Enjoy a song: Tick tock time Show the topic: timeElicit: A clock tells the time.e a model clock to practice asking and answering: what time is it? IFs •…(整点)5.Make a chant: Tick, tock, tick, tock, listen to the clock・1,2, 3, 4, look at the clock.What time is it? What time is it?It's time to get up. (It's ・・・ o'clock)Step 2 While-task procedure1.Pair work: ask and answer2.Enjoy a story: What time is it?3.Repeat the story・ Retell the story.4.Play the cassette tape・ Students listen and follow in their books・5.Play the cassette tape again. Students listen and repeat several times・6.Select groups to act the model dialogue for the class・ Before performing the role-play, each student m ay introducehis character.Step 3 Post-task activityTeach some useful classroom language using the expressions students have learned・Read a passage. Then say about myself.Step4 Assignment1.Follow the flash story and retell to your parents.2.Talk about My day2nd periodI、Teaching Contents:Let's talkII、Teaching Aims:1.Asking yes/no questions to obtain simple responses・ing imperatives to give simple instructionsIII、Main points and difficult points:Use modelled phrases to communicate with other learnersIV、Materials: PPT, etcV、Teaching Procedures:Step 1 Pre-task preparation1.Show students some snowflake patterns・ Have one cut out before class・ Put it in front of your mouth andblow, saying Look at the snow. Listen to the wind. Have studen(s copy you.2.Daily report: day, weather, ect3.Elicit: Winter is coming ・ Raise questions about win ter: What do you see? What do you like to do?4.Elicit: snow, snowman, snowball, ice, window flower5.Make a snowman by gluing three white cotton balls in a column on a sheet of blue constructions pa per. Glue ona cut-out of a black hat and a red scarf. Add dots on with white chalk to represent sno w. Point to the snowmanand say This is a snowman. Repeat snowman for students to follow.6.Elicit: Do you like winter? Answer: Yes, I do. No, I don't.Step 2 While-task procedure1.Put up the wallchart for page 33 and ask students to look at it for a short time. Take down the wall cha4rt and askstudents to name some of the things they saw.2.Put-up the wallchart again. Point at the scene and say It is winter. Repeat winter. Shiver and say Fm cold.Repeat cold several times・ Students repeat after you.3.Hold up a puppet and say Are you cold? The puppet shivers and says Yes, Fm cold・ Then ask the p uppet Doyou like winter? The puppet replies No, I don^t・4.Play the cassette tape for students to listen to the correct pronunciation. Student follow in their books.5.Divide the class into pairs・ Students practice acting the dialogue・ Select pairs to act the model dialog ue inclass・6.Relaxing time: Sing a song: Little Snowman7・Show other seasons and talk about like or dislike: Do a survey in pairs・8. Make a chaWinter, winter, do you like winter? Yes, yes, yes, I do.Summer, summer, do you like summer? No, no, no, I don't.1.Put up picture cards of some food items on the board・ Have the same pairs practice making new dial ogues bysubstituting snow and snowman with different food items・ Tell the reasons if they can.2.Invite a number of groups to act their dialogues to the class・Step 4 Assignment: Learn a flash story…Snowman3nl periodI、Teaching Contents:Let's learnII、Teaching Aims:ing nouns to identify clothinging adjectives to express how you feeling nouns to identify season and weatherIII、Main points and difficult points:ing nouns to identify clothing2.Pronounce words properlyIV、Materials: PPT, a puppetV、Teaching Procedures:Step 1 Pre-task preparation1.Sing a song: Little Snowman2.Daily report: Talk about winter3.Check the homework: retell the flash story…Winter4.Hold up a puppet and say You are cold. You must wear a ha(・ Put a hat on the puppet. It says Tha nk you.Continue putting toy clothing on the puppet until it has a hat, a pair of gloves and a scarf o n.5.Point to the hat, the gloves and the scarf on the puppet and say the words・ Repeat for students to fo How.Step 2 While-task procedure1.Put the vocabulary picture cards on your desk・ Say the words and invite individual students to come up and pickout the right card.2.Put up the picture card for hats on the board, and put the word card next to it. Read the word sever al times andask the students to repeat. Do the same with the other 6 new words.3.Open the Student's Book to page 34. Play the cassette tape・ Ask the students to point to the relevant picturesand repeat the words・4.Put up the picture and word cards on the board in a random order. Ask individual students to come up andrearrange them by putting the word card below their corresponding picture cards, as shown in t heir Student's Books・5.CAI: show many clothes and ask Ss to talk about like or dislike and tell the reason.1.Draw the outline of Sam on the board・ Put the picture cards for the clothing vocabulary items on the table.Have individual students come up and put the clothing items on Sam with magnets・ Then stick thecorresponding words next to the picture cards.2.Play a game: Clothes game and learn more clothing words.Step 4 Assignment:Learn a flash story■一Winter4th periodI、Teaching Contents:Let's play & Let's enjoyII、Teaching Aims:ing adjectives to express how people feeling nouns to refer to facial featuresIII、Main points and difficult points:1. Maintain an interaction by providing informationIV > Materials: PPTV、Teaching Procedures:Step 1 Pre-task preparation1.Draw a snowman with a big hat on the board・ Write several lists of six words each・ Tell students th at ifanyone can read any of the lists, you will write his name on the hat!2.Revise the words face and nose by showing students the word cards and asking them to read the wor ds.Step 2 While-task procedure1.Hole up a puppet and the puppet begins to say the rhyme slowly.2.Say Lei's listen to the rhyme again・ We will make the sounds and do the actions, too.3.Play the cassette tape for the class to listen to and encourage them to make the sounds and d o the actions.4.Play the cassette tape again, pausing at each line until students are familiar with the rhyme.e the cassette tape again, this time letting students read and follow the rhyme on Students B ook page 35, miming the actions at the some time・6.For the better Ss: Make a long rhymeThe wind blows on my face. My face is cold.The wind blows on my nose・ My nose is cold.(My ears / feet/ toes are ...)Step 3 Post-task activities1.Ask individuals or groups of students to perform the rhyme in front of the class・2.Play a guessing game・ Say 1 will do an action and you must try to guess the word it refers to. Mim e actionssuch as wind blowing, snowing, or shivering・3.Continue the guessing game but ask individual students to do the actions for the class to guess・Step4 AssignmentRead a passage: Winter。
Unit 5 Crossing the road1st periodI、Teaching Contents:Let's actII、Teaching Aims：Using imperatives to give simple instructionsIII、Main points and difficult points:1.Locate specific information in response to simple instructionse modelled phrases to communicate with other learnersIV、Materials: Pictures of traffic lights, PPTV、T eaching proceduresStep 1 Pre-task preparations1.Show the picture of the red light. Say red light. Repeat of students to copy you. Ask if you see the red light, whatshould you do? Say stop several times so that students can follow.2.Repeat stepl with Yellow light. And Green light.3.Tell students that when you say Go. They should run on the spot. When you say stop, they should s tand still・When you say wait, they should be ready to move・4.Say a rhyme: Traffic light, traffic light.Red, yellow, green.Traffic light, traffic light,/ see you.On the road, on the street,Slop, wait, go!Step 2 While-task procedure1.Say Let's play a game ・ Get three students to come to the front to help you dem on strate ・ Tell them t o standin a row facing you.2.Explain that you are going to show them pictures of traffic lights・ When they see the red light, they should sayred light stop and stand on the spot. When they see the yellow light, they should say Yell ow light wait.3.Play the game with small groups of students・ When they are familiar with the game, the winner can take upyour role.4.Get students to open their Student's Books to page 22. Play the cassette tape to let them listen to the correctpronunciation of the commands・Step 3 Post-task activitySay Il's important to pay attention to the traffic lights. Let's play the game again and keep score this time. Let's see which group wins!2nd periodI、Teaching Contents:Let's talkII、Teaching Aimsing imperatives to give simple instructionsing adjective to describe objectsIII、Main points and difficult points:1.Locate specific information in response to simple instructionse modelled phrases to communicate with other learnersIV > Materials: PPTV、Teaching proceduresStep 1 Pre-task preparations1.Recite the rhyme: Traffic lights2.Show pictures of traffic lights・ Ask individual students to say the colour of the lights and what they should dowhen they see each colour of the light.3.Ask Do you watch the traffic on the road? What can you see?Step 2 While-task procedure1.Put up the wallchart for page 23. Tell a story something like this.2.Ask questions such as the following:What did Sam and his father do before crossing the road?What did Sam's father say?What colour was the light?3.Point to the bus on the wallchart and say The bus is slow・ Point to the car on the wallchart and say the car isfast. Repeat several times so that students can follow・4.Play the cassette tape to let students listen to the correct pronunciation of the expressions as they poi nt to theitems in their Student's Books・Step 3 Post-task activityTake the class to a safe spot where they can see a road and the traffic lights. Ask them to call out fast or slow according to how fast the traffic is moving; and stop or go according to the flow of traffic before t he light.1.Review the traffic vehicles・ Compare which is fast/ slow. Use the new sentence pattern.2.Show some places to Ss and talk about: Where do you go? How do you go? Why?Step 4 ConsolidationWorkbook page 15: Listen and write the correct number in the box・3rd periodI、Teaching Contents:Let's learnII、Teaching Aimsing imperatives to give simple instructionsing nouns to identify thingsing adjective to describe objectsIII、Main points and difficult points:1.Pronounce words properly2.Learn the names and sounds of the lettersIV > Materials: PPTV、Teaching proceduresStep 1 Pre-task preparations1.Put up the wallchart for page 23・ Point to the items on the wallchart for stop, go light, fast and slow and saythe words in English・ Repeat for students to follow.2.Pup up the picture cards for the above five items on the board ・ Ask in dividual students to point to e achpicture and say the word.3.Play the game: Jody says Then play another game: Give commands to go somewhere and bring so mething. Step 2 While-task procedure1.Put the relevant word card beside each item on the wallchart・ Read the words slowly. Let the student s copyyou.2.Put the word cards up on the board in a horizontal row・ Call students up to draw pictures of the wo rds. Reviseby reading the words together.3.Show students the picture card for ice-cream and say ice-cream begins with the sound i. Show the w ord card forice-cream and say I...ice-cream・4.Elicit another sound of Ii: I Find words to make sentences・ Sing the letter song・ The learn to write・5.The same teaching procedures of Jj・Step 3 Post-task activityMake a matching game for small group revision work. 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 bottom of eac h word card. Then the two matching cards can be joined with a string fastener.Step 4 ConsolidationWorkbook page 16: Find the correct word for each picture・4th periodI、Teaching Contents：Let's play & Let's enjoyII、Teaching Aimsing imperatives to give instructionsing adjectives to describe colours3.Learning the rhymes on Page 26III、Main points and difficult points:Use modelled phrases and sentences to communicate with other learners・IV、Materials: PPTV> Teaching proceduresStep I Pre-task preparation1.Get the whole class to stand up. Tell students that when you hold up the word card for go. They sh ould run onthe spot. When you hold up the word card for stop, they should stand still.2.Progressively quicken the pace to have more excitement.Step 2 While-task procedure1.Say Let's play a game・ Put three pictures of traffic lights in three comers of the classroom, each sho wing adifferent colour. Get a pair of students to come to the front to help you demonstrate・ Tell the m to stand in a row facing you. Ask the student at the back to close her eyes.2.Explain that when you say Look at the light. And point to a picture of traffic lights in one of the co rners. thestudent in the front should say If s... Then the student at the back with his eyes closed sho uld say go or stop or wait according to the colour of the light he heard・3.Play the game with pairs of students. When they are familiar with the game, you can ask some more ablestudents to take up your role.4.Open the Student's Book to page 25. Play the cassette tape. Students listen carefully to the correct pr onunciationof the expressions・5.When you cross the road, you will see the traffic light at the crossing. Practise the new words: cross, crossing6.Make a rhyme: Cross, cross, cross the road.I see the traffic lightat the crossing・Look at the light.It's red. Red light! Stop!7.Listen to the rhyme on P26 and repeat.Step 3 Post-task activity:1.Put up the word cards for this unit on the board・ Ask students to follow your instructions and read the m. Say slow and fast randomly so that students will adjust their speed when reading the words. They can have fun saying the word fast as slowly as possible・2.Try to recite the rhyme and check in pairs・Step 4 ConsolidationWorkbook page 17: Listen and colour the light. Then use the same colour for the correct word.。
沪教版牛津英语二年级上册2A全册教案Unit 1 Where I Live Teaching aids:A. Words : letters Aa --Bb , bin , park , road , building , ShanghaiB. Structures : I live in …. I love …. I see …. That’s …C. Functions : Give simple instructions; Refer to specific classroom objects.Material:1. Student's Book 2A page 2--62. Cassette 1A and a cassette player3. Wallcharts4. Photograph page 15. Alphabet CardsTeaching times:5 timesLearning targets:A. Basic aims:1. Be able to identify the letters Aa -- Bb2. Be able to give simple instructions3. Be able to use the simple present tense to indicate facts4. Be able to "point to your home"5. Read the rhymeB. Further aims:1.2.Practise saying a new rhyme substituting 'Shanghai' with another places Language focus:1. Using the definite article to refer to specific classroom objects2. Using the simple present tense to express interests and preferences3. Learning the words: bin , park , road , building , ShanghaiPeriod 1Teaching focus:Using imperatives to give simple instructionsUsing the definite article to refer to specific classroom objectsTeaching steps:Period 2Teaching focus:Using the simple present tense to indicate factsUsing the simple present tense to express interests and preferences Teaching steps:Period 3Teaching focus:Using nouns to identify objectUsing proper nouns to refer to places Teaching steps:Period 4Teaching focus:Asking ' Wh-' questions to find out various kinds of specific information about a person Using the simple persent tense to express truthUsing the simple persent tense to express interests and preferencesTeaching steps:Period 5Teaching focus:Using the simple persent tense to express interests and preferences Teaching steps:Unit 4 Going about Teaching 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.Basic aims:1.Be able to identify the letters Gg--Hh2.Be able to give simple instructions3.Be able to introduce oneself using I’m.4.Be able to write the sentence Hello, I’m <name>.5.Sing a song.B.F urther 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 indicatemeas3.Learning the words: plane……Period 1Teaching focus:Using imperative to give simple instructions Teaching steps：Period 2Teaching focus:Asking How questions to find out mean Using prepositions to indicate means Using formulaic expressions to take leave Teaching steps：Period 3Teaching focus:Using nouns to identify forms of transport. Teaching steps：Period 4Teaching focus:Using formulaic expressions to indicate how people travel Teaching steps：。
Oxford English Shanghai Edition 2AUnit 8 Clothes1st periodI、Teaching Contents:Let’s act & Let’s playII、Teaching Aims:1. Learn the Words：coat, your, shoes2. Learn the Phrases：put on, take off3. Learn the sentence structures：Put on your… Take off your…III、Main points and difficult points:Using imperatives to give simple instructions e.g. put on your coat.IV、Materials: PPT, pictures of clothesV、Teaching Procedures:Step 1 Pre-task preparation1. Ask students to recite the rhyme on page35 or have groups of students stand in front of the class to rec ite and mime the rhyme together.2. Write a list of words about winter on the board. Next to it list some words about transport. Also makea list of food items students have learned. Say who can read th e first list? The second? The third? Let’s re ad them together.Step 2 While-task procedure1. T holds up a puppet and say are you cold? You only have a shirt . you must wear more clothes. Put a coat on the puppet and say ‘put on your coat’. Repeat for stud ents to follow.2. T continues putting toy clothes on the puppet until it has a coat, a scarf, a hat and a pair of gloves. The puppet says’ I’m not cold. I’m hot. Start taking off the toy clothes from the puppet and say ‘take off yo ur scarf. Take off your gloves.’ Repeat so that students can follow.3. Say ‘put on your coat.’ And ‘take off your coat.’ And ask individual students to follow your instruction s.4. Explain the difference between ‘ put on’ and ‘take off’5. Open the student’s book to page 37. pla y the cassette tape to practise the pronunciation. Students listen and follow in their books.6. Play the media again. Students listen and repeat several times.7. Ask pairs of students to role-play the two commands.Step3 Post-task activities1. Extend th e task by having the students practise using the two phrasal verbs, i.e.’put on ‘ and ‘take off’, but substituting ‘coat ‘and ‘shoes’ with other clothing items, e.g. hat , scarf, gloves.2. Select pairs to say and act the modified commands to the class.Step4 Assignment1、Listen and read after the tape2、Do the oral practice2nd periodI、Teaching Contents:Let’s learnII、Teaching Aims:1、Using nouns to identify clothing items, e.g. dress, coat.2、Learn the letter ‘Mm’ and the word ‘moon’.III、Main points and difficult points:Learn three new words and one new letter.IV、Materials: PPT, pictures of clothesV、Teaching Procedures:Step 1 Pre-task preparation1. Revision1).Sing a song.2).Daily talk.2. Warming upFour words: tie, belt, socks and shirt.a、Look and say.b、Clap or repeat.Ask and answer. E.g. What’s this? What colour is the belt? May I have a shirt? …Step 2 While-task procedure1、Teach: dressa、T: (show a dress) I’m May. I’m a girl. I have a dress. It is very nice.b、Say the word.c、Make phrases. E.g. red dress, blue dress.d、Do a survey: (Ask girls) –Do you like dresses? --How many dresses have you got?2、Teach: coata、T: I like my dress and I like my coat, too.b、Say the word.c、Try to say ‘Put on your coat.’d、Work in pairs, one asks and the other acts.3、Teach: Mm –moona、T: (show a picture) Look, this is the moon.b、Say the word.c、T: “moon’, the first letter is ‘m’.Say the letter ‘Mm’.Step3 Post-task activities1、Look and say the new words.2、Look and say the letters ‘Aa’—‘Mm’.3、Find the letters.Teacher draws some pictures on the board. Pupils try to find the letters in them.4、Look and talk something about ‘clothes’. ( Show a big picture of family.) e.g. –This is Mum’s coat. It’s new.—That is dad’s belt. It’s b lack.—This is my dress. It’s red and white.Step4 AssignmentCopy the new words3rd periodI、Teaching Contents:Let’s talkII、Teaching Aims:1. Using verbs to indicate needs, e.g. I need a new dress.III、Main points and difficult points:Using modeled sen tence ‘I need…’ correctly.IV、Materials: PPTV、Teaching Procedures:Step 1 Pre-task preparation1. Warming up:1).Sing a song.2).Daily talk.2. Revision1). Read the old words.2). Listen and act.3). Have a match. Two pupils come to the front, listen to the teacher’s order, then choose one clothes and put on or take off.Using ‘Put on …’or ‘Take off …’, make sentences. (Work in pairs)Step 2 While-task procedure1、Teach: I need …a、T: (show a big picture) One day, May and his father go to shop. What do they say? Look. Father says: I need a new belt.b、Say the word ‘need’ and tell the pupils the Chinese meaning.c、Say the sentence ‘I need a new belt.’ Ask some boys to say like Father.d、T: Please look at May and guess. What does May need? T: Listen. Now I’m 1、2、Teach: May, Ineed a new dress.a、Try to say sentences.b、Look at the clothes. If you are Father or May, what do you need? E.g. I need a tie. I need socks.…Step3 Post-task activities1、To the supermarket.T: After May and Father buy the clothes, they go to the supermarket. This time, what will they do? Le t’s have a look.(Teacher acts like a shop-assistant, encourages two pupils to act the roles. Make a short dialogu e.)--- What can I do for you? --- I need some biscuits. --- I need some sweets. --- Here you are.--- How much?--- Seventeen yuan.--- Thank you.Step4 AssignmentA group of three children makes a dialogue ‘shopping’.4th periodI、Teaching Contents:Let’s enjoy.II、Teaching Aims:1. Using verbs to indicate needs.2. Using proper expressions to express thanks.3. Using proper expressions to express preferences.III、Main points and difficult points:Using formulaic expressions to expre ss preferences. E.g. I like…I don’t like…IV、Materials: PPTV、Teaching Procedures:Step 1 Pre-task preparation1. Warm-up1).Sing a song.2).Daily talk.2. Revision1). Play the game.‘Boys and girls’2). Review the clothes.T: Look, this is a shop. Now, what’s in the shop? (dress, hat, scarf …)T: Now, May and Mother are in the shop. What are they doing? Let’s have a look. (Show a big picture.) Step 2 While-task procedure1、Teach: Picture Onea、T: Look, this is May and her mother. What does May say? If you are May, you will say … Who can tell me? E.g.This is a beautiful dress. I like this dress. I need a new dress.b、Say the sentence: I need a new dress.2、Teach: Picture Twoa、T: This time, look, Mother choose a green dress for May. Does May like it? Let’s listen to the tape.b、Play the media and say after it.c、Ask pupils to repeat and act.E.g.Mother: Do you like this dress?May: I don’t like green, Mum.I like pink.3、Teach: Picture Threea、T: Look at this picture. Which dress does she choose? (pink) Maybe what will she say to her mother? S: I like this pink dress. This dress is nice. I like it. …b、T: Listen to the media. Her mother will say ‘Yes, it’s beautiful.’c、Ask pupils to say the two sentences.4. Teach: Picture Foura、T: Look. May is very happy. She says to her mother: Thank you, Mum.b、Say the picture .c、Add some sentences.Mother: You are nice./You are welcome.Step3 Post-task activities1、Do role play.2、Make a new dialogue.Step4 Assignment1、Look at the pictures. Try to read it.2、Ask pupils to act the story.Make a dialogue.(Change ‘dress’ to ‘hat, shirt’.)。
Unit2 Asnack bar1st periodI、Teaching Contents:Let's learn; Let's talk— May I have a hot dog?II、Teaching Aims:1、Using nouns to identify food and drinks: pizza, biscuit, hot dog, juice, water2、Using the structure to conimunicate with others: May I have a hot dog? Yes, here you are.3、Extend some expressions to describe food and drinks: yummy, delicious, nice, tasty, yukkyIII、Main points and difficult points:Using nouns to identify food and drinksIV、Materials: Picture cards, word cards, CAIV、Teaching proceduresStep 1 Pre-task preparations1.T and Ss greet each other then Ss do daily English report・2.Enjoy some part of cartoon film Disney Magic English: Delicious food3.T questions: What food do you see in the movie? What food do you like to eat? Show some food on t he screen・ Ss answer and discuss in groups・4.T encourages Ss to find out her likes on food・ Then lead out the new word■— pizza・5.T draws circles, triangles, olives and changes into food to elicit: biscuit, sandwich, hamburger, hotdog・Ss watch and guess what can it be using shapes・ Then practice the new words.Step 2 While-task procedures1.T gives instruction to Ss to eat different food in different manners. Ss pretend toeat food and read the words・ Make rhymes like:Pizza, pizza, big and round・ Pizza, pizza, I like pizzas・ Yummy, yummy, yummy!2.T puts some food or food pictures on the desk and changes it a snack bar. T and Ss make a dialogue・ Encouraged by T, Ss make a dialogue with T. Then T and Ss exchange their roles and make a dialogue・ E licit the new sentence structure:S: Hello! What do you like/ want?T: May I have a hot dog?S: Yes, here you are.3.Ss in pairs practice the new structure to make dialogues・Step 3 Post-task activities1.T is a shop assistant. T gives Ss commands to arrange the shelf. Ss help T to put correct food on the s helfaccording to Ts order・2.T and Ss make a dialogue as a seller and a buyer. Listen to a dialogue and make a new dialogue in gr oups・ Act out the dialogueStep 4 AssignmentRead the words aloud and make rhymes.VI、Blackboard designA snack barpizzabiscuitMay I have a(some) hot dogsandwichhamburgerjuice/ water/ Coke/ tea/ milkYes, here you are.2nd periodI、Teaching Contents:Let's play9 let's enjoyII、Teaching Aims：1、Using the sentence pattern May / have ・..? to get goods・2、Extended words: hot, tired, How much?III、Education Aims: Improve their abilities of cooperation with others.IV、M ain points and difficult points:Using formulaic expressions to buy somethingUsing nouns to identify food and drinksV、Materials： Picture cards, word cards, CAIVI、T eaching procedureStep 1 Pre-task preparations1.Daily greeting2.T shows the pictures and review.What do you see?What do you like to eat/ drink?Ss respond・(pair work, group work, train work)3.T divides Ss into groups・ Ss in groups do a survey: what do you want? Then report the shopping list toT.4.T puts the list on the Bb and asks Ss to count. Ss guess and count the number of the food. one biscuit,two biscuits, three biscuits four sweets, Elicit: some biscuits, some juiceStep 2 While-task procedures1.On the screen T shows some food or some real food in the snack bar. Ask Ss to count. Ss answer: How many pizzas/cakes…？2.Read their own shopping lists together・3.T is a buyer. S is a seller. Make a dialogue: May I have…?4.Ss in groups to buy the same things to see which group is the best seller and buyer.5.Ss in pairs practice buying and selling according to the shopping list on P 10Step 3 Post-task activities1.T plays the flash story on Pll. Ss repeat.2.Ss in pairs/ groups act this story・3.Group work: Make a new story・4.Order the meal in groups・ See whose orders the most nutritious meal.Let's chant: Can I have some more?Step 4 AssignmentMake a shopping dialogue with your partner・3rd periodI、Teaching Contents:Let's act, lettersII、Teaching Aims：1、Using imperatives to give demands2> Learn the letter C DIII、Main points and difficult points:Using imperatives to give simple instructionsUsing indefinite determiner "some” to show quantitiesIV、T eaching aids: picture cards, word cards, CAIV、Teaching proceduresStep 1 Pre-task preparations1.T shows a box to Ss. T gives them some information:It is small. It has two short ears and a long tail. It can catch mice. It likes fish. It goesu Miao-miao v. Ss guess what's in it?2.New letter: Cc Read: Cc /k/ cat, learn to write3.The same input of Dd Read: Dd /d/ dog, learn to write4.Group work: Try to say more・Step 2 While-task procedures1.T lists out those food words that have Cc /k/, Dd /d/・ Read these words.2.T questions: what do you like to eat? Ss answer: I like to eat....3.They exchange・ Elicit: cake, noodles Ss practice the words・4.Find out what kind of noodles Ss like to eat. Answer: I like chicken noodles, fish noodles, meat noodle5.T pretends to invite them to eat and elicit: Have some・・・Ss accept and pretend to eat and drink: Thank you.Yummy, delicious, nice・Practice the new item.6.Enjoy a rhyme・ Ss can make a new rhyme・Step 3 Post-task activities1.Show kinds of food on the screen: (to eat and drink) questions: what can you eat for breakfast/ lunch/ d inner? Ssprovide suitable food to T using: Have some ・・・ for... T appreciates their offers・2.T and a good S make a model dialogue. Mum, Fm home・Are you thirsty? Have some juice.Thank you. Mum. I'm hungry, too.All right. Have some biscuits・Oh, how nice!3.Pair work: Make a new one・ Then act it out.4.Role play: T gives the different scenes: At a snack bar/ in the restaurant/ At home Group work to mak e a shortplay.Step 4 AssignmentsPrepare a dialogue with partners like the one in class・4th periodI、Teaching Contents:RevisionII、Teaching aids: radio, word cardsIII、Teaching proceduresStep 1 Pre-task preparationsI、Review words: WhaCs missing? BingoGuess and match list and count2^ Ask and answer: What do you like to eat/ drink? Do a survey.Step 2 While-task procedures1、Enjoy a short movie: listen, watch and find what they like・ Then answer・2、According to the movie in groups make a shopping list.3、Shopping: In groups act the dialogue・4、After shopping comes a party. Do group work to serve the food: Have some・・・ Thank you. Step 3 Post- task activities1、Finish the exercises on <Workbook>2、Unit quiz: <Work book>。
Unit2 Asnack bar1st periodI、Teaching Contents:Let ' searn; Let ' Salk-- May I have a hot dog?II、Teaching Aims:1、Using nouns to identify food and drinks: pizza, biscuit, hot dog, juice, water2、Using the structure to communicate with others: May I have a hot dog? Yes, here you are.3、Extend some expressions to describe food and drinks: yummy, delicious, nice, tasty, yukky111、Main points and difficult points:Using nouns to identify food and drinksIV、Materials: Picture cards, word cards, CAIV、Teaching proceduresStep 1 Pre-task preparations1.T and Ss greet each other then Ss do daily English report.2.Enjoy some part of cartoon film Disney Magic English: Delicious food3.T questions: What food do you see in the movie? What food do you like to eat? Show some food on t he screen. Ss answer and discuss in groups.4.T encourages Ss to find out her likes on food. Then lead out the new word--- pizza.5.T draws circles, triangles, olives and changes into food to elicit: biscuit, sandwich, hamburger, hot dog. Ss watch and guess whatcan it be using shapes. Then practice the new words.Step 2 While-task procedures1.T gives instruction to Ss to eat different food in different manners. Ss pretend toeat food and read the words. Make rhymes like:Pizza, pizza, big and round. Pizza, pizza, I like pizzas. Yummy, yummy, yummy!2.T puts some food or food pictures on the desk and changes it a snack bar. T and Ss make a dialogue. Encouraged by T, Ss make a dialogue with T. Then T and Ss exchange their roles and make a dialogue. E licit the new sentence structure:S:Hello! What do you like/ want?T:May I have a hot dog?S: Yes, here you are.3.Ss in pairs practice the new structure to make dialogues.Step 3 Post-task activities1.T is a shop assistant. T gives Ss commands to arrange the shelf. Ss help T to put correct food on the s helf according to T' sorder.2.T and Ss make a dialogue as a seller and a buyer. Listen to a dialogue and make a new dialogue in gr oups. Act out the dialogueRead the words aloud and make rhymes.VI、Blackboard designA snack barStep 4 AssignmentpizzabiscuitMay I have a(some) hot dogsandwichhamburgerjuice/ water/ Coke/ tea/ milkYes, here you are.2nd periodI、Teaching Contents:Let ' play, let ' enjoy11、Teaching Aims :1、Using the sentence pattern May I have •••? to get goods.2、Extended words: hot, tired, How much?III、Education Aims: Improve their abilities of cooperation with others.IV、Main points and difficult points:Using formulaic expressions to buy somethingUsing nouns to identify food and drinksV、Materials ： Picture cards, word cards, CAIVI、Teaching procedureStep 1 Pre-task preparations1.Daily greeting2.T shows the pictures and review.What do you see?What do you like to eat/ drink?Ss respond.(pair work, group work, train work)3.T divides Ss into groups. Ss in groups do a survey: what do you want? Then report the shopping list to T.4.T puts the list on the Bb and asks Ss to count. Ss guess and count the number of the food. one biscuit, two biscuits, three biscuitsfour sweets, Elicit: some biscuits, some juiceStep 2 While-task procedures1.On the screen T shows some food or some real food in the snack bar. Ask Ss to count. Ss answer: Ho w many pizzas/cakes •••?2.Read their own shopping lists together.3.T is a buyer. S is a seller. Make a dialogue: May I have •••?4.Ss in groups to buy the same things to see which group is the best seller and buyer.5.Ss in pairs practice buying and selling according to the shopping list on P 10Step 3 Post-task activities1.T plays the flash story on P11. Ss repeat.2.Ss in pairs/ groups act this story.3.Group work: Make a new story.4.Order the meal in groups. See whose orders the most nutritious meal.Let ' chant: Can I have some more?Step 4 AssignmentMake a shopping dialogue with your partner.3rd periodI、Teaching Contents:Let ' act, lettersII、Teaching Aims :1、Using imperatives to give demands2、Learn the letter C DIII、Main points and difficult points:Using imperatives to give simple instructionsUsing indefinite determiner "some"to show quantitiesIV、Teaching aids: picture cards, word cards, CAIV、Teaching proceduresStep 1 Pre-task preparations1.T shows a box to Ss. T gives them some information:It is small. It has two short ears and a long tail. It can catch mice. It likes fish. It goes “Miaomiao” .Ss guess what'所it?2.New letter: Cc Read: Cc /k/ cat, learn to write3.The same input of Dd Read: Dd /d/ dog, learn to write4.Group work: Try to say more.Step 2 While-task procedures1.T lists out those food words that have Cc /k/, Dd /d/. Read these words.2.T questions: what do you like to eat? Ss answer: I like to eat ….3.They exchange. Elicit: cake, noodles Ss practice the words.4.Find out what kind of noodles Ss like to eat. Answer: I like chicken noodles, fish noodles, meat noodle s--5.T pretends to invite them to eat and elicit: Have some…Ss accept and pretend to eat and drink: Thank you. Yummy, delicious, nice.Practice the new item.6.Enjoy a rhyme. Ss can make a new rhyme.Step 3 Post-task activities1.Show kinds of food on the screen: (to eat and drink) questions: what can you eat for breakfast/ lunch/ d inner? Ss provide suitablefood to T using: Have some …for …T appreciates their offers.2.T and a good S make a model dialogue. Mum, I ' ntnome.Are you thirsty? Have some juice.Thank you, Mum. I ' ntnungry, too.All right. Have some biscuits.Oh, how nice!3.Pair work: Make a new one. Then act it out.4.Role play: T gives the different scenes: At a snack bar/ in the restaurant/ At home Group work to mak e a short play.Step 4 AssignmentsPrepare a dialogue with partners like the one in class.4th periodI、Teaching Contents:RevisionII、Teaching aids: radio, word cardsIII、Teaching proceduresStep 1 Pre-task preparations1、Review words: What' smissing? BingoGuess and match list and count2、Ask and answer: What do you like to eat/ drink? Do a survey.Step 2 While-task procedures1、Enjoy a short movie: listen, watch and find what they like. Then answer.2、According to the movie in groups make a shopping list.3、Shopping: In groups act the dialogue.4、After shopping comes a party. Do group work to serve the food: Have some•- Thank you.Step 3 Post- task activities1、Finish the exercises on <Workbook>2、Unit quiz: <Work book>。
上海版牛津小学二年级英语教案（2a+2b）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 writ e the sentence Hello, I’m <name>.10.Sing a song.D.F urther aims:ing more information to introduce oneself4.The sorts of the alphabetLanguage focus:ing imperatives to give simple instructionsing adjectives to describe objects6.Learning the words: stop……Period 1Teaching focus:Using imperative to give simple instructions Teaching steps：Period 2Teaching focus:Using imperative to give simple instructions Using adjectives to describe objectsTeaching steps：Period 3Teaching focus:Using imperatives to give simple instructions Using nouns to identify thingsUsing adjectives to describe objects Teaching steps：Period 4Teaching focus:Using imperative to give instructions Using adjectives to describe coloursTeaching steps：Period 5Teaching focus:Using imperatives to give simple instructions Using adjectives to describe objectsTeaching steps：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。
2A Module 2 Me, my family and friendsUnit 2 That’s my friendThe first periodI. Teaching aims:1. Learning the opposite meaning word: young and old.2. Describing someone with the sentences: He/She is ….3. Getting to know who he/she is with asking with: Who is he/she?4. Describing one family member with more sentences.II. Key points:1. Learning the opposite meaning word: young and old.2. Describing someone with the sentences: He/She is ….3. Describing one family member with more sentences.III. Difficult points:Describing one family member with more sentences. IV. Teaching aids:Computers, word cards, picture, photos of family members.Board writing:This is my mother. Who’s he?Kind and dear. He’s my ….This is my father. He is … and ….Big and tall. He can … and ….This is my sister. I like my ….The second periodI. Teaching aims:1. Learning the word: friend.2. Using senteces to get more information of others: Is he/she your…? Is he/she …? Yes, he/she is. No, he/she isn’t..3. Getting to know more about others with asking.4. Showing love of person your like.II. Key points:1. Learning the word: friend.2. Using senteces to get more information of others: Is he/she your…? Is he/she …? Yes, he/she is. No, he/she isn’t..III. Difficult points:Identify ‘Is he/she your …? Is he/she …?’.IV. Teaching aids:Computers, word cards, picture, photos of family members.Board writing:P1: This is Sally.P2: Is she your friend? P1: Yes, she is. She is kind and dear. P2: Is she tall? P1: Yes, she is. P2: Is she fat? P1: No, she isn’t . she ’s thin. I like my friend.The third periodI. Teaching aims:1. Learning the word: insect, jar.2. Learning the pronuncitation of letters: Ii and Jj.3. According to the information and get to know who he/she is.4. Getting to know more about other with playing games.II. Key points:1. Learning the word: insect, jar.2. Learning the pronuncitation of letters: Ii and Jj.3. According to the information and get to know who he/she is.III. Difficult points: Leanring the pronuncition of Jj and word of insect. IV . Teaching aids: Computers, word cards, picture, photos of family members.P1: Is that a boy/girl? P2: Yes./No.P1: Is he/she …? P2: Yes./No.P1: Who’s he/she? P2: He/She’s ….。
Module 1 Getting to know youUnit 1 Good morningThe first period一、Teaching aim认知内容: 能听懂会说Good morning. Good afternoon.Good evening. Good night.及回答。
能力要求：学会用所学句型进行情境表演。
情感态度：学会在不同时间里和人打招呼。
二、Teaching proceduresPre-task preparationWarmera. Say hello to everybodyb. P.4 songc. Elicit Alice:Ask and answerWho is she？She is Alice.While-task procedure1.RevisionmorningafternoonGood morning.Good afternoon.a. Listen to a dialogue(It’s 8o’clock in the morning. Alice is going to school. She meets her friend Kitty.)Good morning, Alice.Good morning, Kitty.(It’s 14o’clock in the afternoon. Alice is having an English class.)Good afternoon, Alice.Goodafternoon, Miss…b. try to say the dialoguec. play a game:according to the pictures, Judge the words2. IntroductioneveningnightGood evening.Good night.a. Listen to a dialogue and try to understand the meaning of the dialogue (It’s 18o’clock in the evening. Alice is having a dinner.)Good evening, Alice.Good evening, dad.(It’s 21o’clock at night. Alice is going to bed.)Good night, Alice.Good night, Mum.b.Say a chant in groupsEvening, evening,Good evening.Night, night,Good night.Post-task activitya.Listen to the whole dialoguesb.role playact out the whole dialogue in groups三、Assignmenta. Listen to the tapesb. read P2,4The second period一、Teaching aim认知内容: 能听懂会说How are you？并能回答I’m fine./I’m very well. Thank you.学会认读并且学会正确书写英语字母大小写Aa, Bb. 能力要求：学会礼貌地问候别人并且礼貌回应别人的问候。
Unit2 Asnack bar1st periodI、Teaching Contents:Let’s learn;Let’s talk-- May I have a hot dog?II、Teaching Aims:1、Using nouns to identify food and drinks: pizza, biscuit, hot dog, juice, water2、Using the structure to communicate with others: May I have a hot dog? Yes, here you are.3、Extend some expressions to describe food and drinks: yummy, delicious, nice, tasty, yukkyIII、Main points and difficult points:Using nouns to identify food and drinksIV、Materials: Picture cards, word cards, CAIV、Teaching proceduresStep 1 Pre-task preparations1. T and Ss greet each other then Ss do daily English report.2. Enjoy some part of cartoon film Disney Magic English: Delicious food3. T questions: What food do you see in the movie? What food do you like to eat? Show some food on t he screen. Ss answer and discuss in groups.4. T encourages Ss to find out her likes on food. Then lead out the new word--- pizza.5. T draws circles, triangles, olives and changes into food to elicit: biscuit, sandwich, hamburger, hot dog.Ss watch and guess what can it be using shapes. Then practice the new words.Step 2 While-task procedures1. T gives instruction to Ss to eat different food in different manners. Ss pretend toeat food and read the words. Make rhymes like:Pizza, pizza, big and round. Pizza, pizza, I like pizzas. Yummy, yummy, yummy!2. T puts some food or food pictures on the desk and changes it a snack bar. T and Ss make a dialogue. Encouraged by T, Ss make a dialogue with T. Then T and Ss exchange their roles and make a dialogue. E licit the new sentence structure:S: Hello! What do you like/ want?T: May I have a hot dog?S: Yes, here you are.……3. Ss in pairs practice the new structure to make dialogues.Step 3 Post-task activities1. T is a shop assistant. T gives Ss commands to arrange the shelf. Ss help T to put correct food on the shelf according to T’s order.2. T and Ss make a dialogue as a seller and a buyer. Listen to a dialogue and make a new dialogue in gr oups. Act out the dialogueStep 4 AssignmentRead the words aloud and make rhymes.VI、Blackboard designA snack barpizzabiscuitMay I have a(some) hot dog ?sandwichhamburgerjuice/ water/ Coke/ tea/ milkYes, here you are.2nd periodI、Teaching Contents:Let’s play, let’s enjoyII、Teaching Aims：1、Using the sentence pattern May I have …?to get goods.2、Extended words: hot, tired, How much?III、Education Aims: Improve their abilities of cooperation with others.IV、Main points and difficult points:Using formulaic expressions to buy somethingUsing nouns to identify food and drinksV、Materials：Picture cards, word cards, CAIVI、Teaching procedureStep 1 Pre-task preparations1. Daily greeting2. T shows the pictures and review.What do you see?What do you like to eat/ drink?Ss respond.(pair work, group work, train work)3. T divides Ss into groups. Ss in groups do a survey: what do you want? Then report the shopping list toT.4. T puts the list on the Bb and asks Ss to count. Ss guess and count the number of the food. one biscuit,two biscuits, three biscuits four sweets, Elicit: some biscuits, some juiceStep 2 While-task procedures1. On the screen T shows some food or some real food in the snack bar. Ask Ss to count. Ss answer: How many pizzas/cakes…?2. Read their own shopping lists together.3. T is a buyer. S is a seller. Make a dialogue: May I have…?4. Ss in groups to buy the same things to see which group is the best seller and buyer.5. Ss in pairs practice buying and selling according to the shopping list on P 10Step 3 Post-task activities1. T plays the flash story on P11. Ss repeat.2. Ss in pairs/ groups act this story.3. Group work: Make a new story.4. Order the meal in groups. See whose orders the most nutritious meal.Let’s chant: Can I have some more?Step 4 AssignmentMake a shopping dialogue with your partner.3rd periodI、Teaching Contents:Let’s act, lettersII、Teaching Aims：1、Using imperatives to give demands2、Learn the letter C DIII、Main points and difficult points:Using imperatives to give simple instructionsUsing indefinite determiner “some” to show quantitiesIV、Teaching aids: picture cards, word cards, CAIV、Teaching proceduresStep 1 Pre-task preparations1. T shows a box to Ss. T gives them some information:It is small. It has two short ears and a long tail. It can catch mice. It likes fish. It goes “Miao-miao”. Ss guess what’s in it?2. New letter: Cc Read: Cc /k/ cat, learn to write3. The same input of Dd Read: Dd /d/ dog, learn to write4. Group work: Try to say more.Step 2 While-task procedures1. T lists out those food words that have Cc /k/, Dd /d/. Read these words.2. T questions: what do you like to eat? Ss answer: I like to eat….3. They exchange. Elicit: cake, noodles Ss practice the words.4. Find out what kind of noodles Ss like to eat. Answer: I like chicken noodles, fish noodles, meat noodles…5. T pretends to invite them to eat and elicit: Have some…Ss accept and pretend to eat and drink: Thankyou. Yummy, delicious, nice.Practice the new item.6. Enjoy a rhyme. Ss can make a new rhyme.Step 3 Post-task activities1. Show kinds of food on the screen: (to eat and drink) questions: what can you eat for breakfast/ lunch/ dinner? Ss provide suitable food to T using: Have some … for… T appreciates their offers.2. T and a good S make a model dialogue. Mum, I’m home.Are you thirsty? Have some juice.Thank you, Mum. I’m hungry, too.All right. Have some biscuits.Oh, how nice!3. Pair work: Make a new one. Then act it out.4. Role play: T gives the different scenes: At a snack bar/ in the restaurant/ At home Group work to make a short play.Step 4 AssignmentsPrepare a dialogue with partners like the one in class.4th periodI、Teaching Contents:RevisionII、Teaching aids: radio, word cardsIII、Teaching proceduresStep 1 Pre-task preparations1、Review words: What’s missing?BingoGuess and match list and count2、Ask and answer: What do you like to eat/ drink? Do a survey.Step 2 While-task procedures1、Enjoy a short movie: listen, watch and find what they like. Then answer.2、According to the movie in groups make a shopping list.3、Shopping: In groups act the dialogue.4、After shopping comes a party. Do group work to serve the food: Have some… Thank you.Step 3 Post- task activities1、Finish the exercises on <Workbook>2、Unit quiz: <Work book>。
