上海版沪教版牛津英语A教学设计2

U n i t5C r o s s i n g t h e r o a d【教学设计（TEACHING DESIGN）】第四课时(4th PERIOD)一、主要新授内容(Main contents )Let’s talk—Look! The car is fast.Let’s learn—slow fast二、学习目标(Objectives)1、学生能够用形容词slow 和fast描述事物的快慢。

2、学生能够使用句型The …is fast/slow.更完整地表述事物的速度，并能用祈使句Look!来引起对方的注意。

3、据学生的生活实际，补充一些相关的内容，如：Listen! But…等。

4、通过学生之间的合作活动，培养学生的语言交际和交往能力。

三、教学建议( Teaching suggestion )1、任务前期准备阶段（Pre-task preparation section）通过让学生观看日常的生活场景和图片，来复习巩固上节课的内容，并导入新知，让学生对所要掌握的语言知识有较形象的感知。

Activity 1 （Watching the video）1、教学辅助(Aids)1)电脑（2A-U5-P4-1）2）屏幕Activity 2 （Quick response）1、教学辅助(Aids)交通灯教具,图片Activity 3 （Game）Driving vehicles 1、教学辅助(Aids)交通灯教具,图片头饰2、任务中期实施阶段（While-task procedure section）学生通过跟读录音机及教师培养良好的听读习惯。

吹气球，说出反义词和反义的句子等操练形式，将有利于激发学生的学习兴趣，培养他们的思维能力。

Activity 1 （Repetition）1、教学辅助(Aids)图片Activity 2 ( Blowing a balloon )Activity 3 （Opposite meaning）1、教学辅助(Aids)图片提供给学生一些生活的场景，使学生能够运用他们所学的语言知识对事物的速度进行描述，并通过比较、猜谜、记忆等游戏形式加以操练、巩固与反馈，以熟练掌握单词、句型的运用。

牛津2A Unit 1 Where I Live Teaching aids:A. Words : letters Aa --Bb , bin , park , road , building , ShanghaiB. Structures : I live in …. I love …. I see …. That’s …C. Functions : Give simple instructions; Refer to specific classroom objects.Material:1. Student's Book 2A page 2--62. Cassette 1A and a cassette player3. Wallcharts4. Photograph page 15. Alphabet CardsTeaching times:5 timesLearning targets:A. Basic aims:1. Be able to identify the letters Aa -- Bb2. Be able to give simple instructions3. Be able to use the simple present tense to indicate facts4. Be able to "point to your home"5. Read the rhymeB. Further aims:1.2.Practise saying a new rhyme substituting 'Shanghai' with another places Language focus:1. Using the definite article to refer to specific classroom objects2. Using the simple present tense to express interests and preferences3. Learning the words: bin , park , road , building , ShanghaiPeriod 1Teaching focus:Using imperatives to give simple instructionsUsing the definite article to refer to specific classroom objectsTeaching steps:Students activitiesTeachingactivitiesTeachingstarlegryMediaPre-task preparation:point to their own desk and say 'desk'students to follow : 'This is a classroom. We are in the classroom now. 'While-task procedureLookPerforms the action and repeats the command A:Point to a deskand say ' dsek '.Encourage the classto point to their owndesk and say ' desk 'B: Gesture with armto indicate theclassroom and say'This is a classroom.We are in theclassroom now. '(Say the word'classroom' slowlyand encouragestudents to follow)C: T :'Our classroomis nice. We musthelp to keep it clean.'A: T say 'Clean thedesk.' And wipe adesk with a ragB: Invite a more ablestudent to come tothe front. Give therag to him/her andsay 'Clean the desk,please. 'C: Invite more ablestudent to come tothe front. Let themore able studentcoachingcoachingcoachingShow 'Let's act'The student performs the actionThe student performs the action.The students repeat and mime the actions.Post-task activitiesOne student give the commands and the other mime the actions.Change roles give the commandand others do theaction.(Repeat with severalgroups of students.)D: Clean theclassroom bysweeping the floor.Let the more ablestudent to come upand say thecommand ' Sweepthe floor, please. '(Repeat step 3)E: Open the book topage 2. Play thecassette tape. Letthe students listen tothe instructions'Clean the desk,please.' and ' Sweepthe floor, please. 'Ask students torepeat and mime theactions.A: Divide studentsinto pair. Have onestudent give thecommands and theother mime theactions. Then letthem change roles.B: Invite pairs ofcooperativelearningcooperativelearningbookcassetteLookVote for the best pairHomeworkRead the ' Let' act ' after the cassette students to act outthe dialogue to theclass.WorkbookPeriod 2Teaching focus:Using the simple present tense to indicate factsUsing the simple present tense to express interests and preferences Teaching steps:Students activitiesTeachingactivitiesTeachingstarlegryMediaPre-task preparation:Say the word ' Shanghai ' A:Ask the studentsWhere do you alllive ?Show a picture ofShanghai(Say the word 'Shanghai ' slowly)coaching Show a pictureof ShanghaiWhile-task procedureLook and listen T: That ' s right . Weall live in Shanghai .Shanghai is ourhome .A: Put up thewallchart for page 3.Tell a storysomething like this :Sam and his fatherwent for a walk onSunday. After a whilethey sat down to restand watched theferries go by. Theycould see theOriental Pearl Towerand a lot of tallbuildings. Can yourecongnize any?Sitting on the benchnext to them weresome tourists(awoman and herson). The boy askedSam where he livedand Sam replied ' Ilive in Shanghai.'The boy said ' I loveShanghai.' Sam waspleased. Children,do you loveShanghai? If you do,you must help tokeep it clean. Do notlitter. Throw allrubbish into the bin.Can you find a bin inthis picture?coachingWallchart forpage 3The students talk about and answer the questionsThe students to copy ' I live in Shanghai. 'The students repeat ' I love Sally. 'Repeat (Point to it)B: Ask questionssuch as thefollowing:Where doesSam live?Where do youlive?Dose Sam loveShanghai?Do you loveShanghai?What isthis?(point to abin and abuildingrespectively)C: Hold up astamped envelopeand say ' My friendin Canada sent thisto me. She had towrite ' Shanghai ' onit because Ilive inShanghai.Say ' I live inShanghai. ' and askstudents to copyyou.D: Hug a toy bearand say ' This is mybear. Her name isSally. I love Sally. 'Show the picture ofShanghai again.cooperativelearningmodelinga toy bearGet student to say afterThe students look at the book and listen to the tapePost-task activitiesDraw a picture of the place they live in.say something about pictures by using the sentences ' I live in …，I love … 'Talk aboutConsolidationLook, listenand tick thecorrectsentence.Listen and Hug it and say ' Ilove Shanghai. 'E: Open thestudent's book topage 3. Play thecassette tape to letstudents hear thecorrectpronunciation of thewords andsentences. Then askindicidual studentsto say 'I live inShanghai. ' and ' Ilove Shanghai. 'A: Give eachstudent a sheet ofwhite drawing paper.Ask them to draw apicture of the placethey live in.B: Ask students tosay something abouttheir pictures byusing the sentences' I live in …，I love … 'Workbook page 2Explain theWorkbook page 2modelingcooperativelearningbookcassettewhite drawingpaper.Workbookdraw.HomeworkRead the 'Let 's talk' after the cassettePeriod 3Teaching focus:Using nouns to identify objectUsing proper nouns to refer to places Teaching steps:Students activitiesTeachingactivitiesTeachingstarlegryMediaPre-task preparation:The students to say something about the pictureI live in …'aI love …’While-task procedure A:Put up thewallchart for page 3.Ask the students tosay something aboutthe picture by usingthe sentences theyhave learned in theprevious lesson: ‘　Ilive in …’ａI love …’A: Still referring tocoaching Put up thewallchartLook and answer:' building 'The students to repeatLook , think, talk about and answer the questions .The students to repeat.Look , think and answer the questions .The students to the wallchart.T: What you can seein the picture ?Introduce the word‘ building ‘　Hold up the picturecard for ‘　building‘ and say ‘ building ‘(Ask the students torepeat)B: T: ‘　What thingsdo you sometimessee lying on thepavement? ‘Show examples ofrubbish that peoplethrow away –softdrink cans, plasticbags, foodwrappers, etc.T : ‘　H ow do theythere? Dose itmake Shanghai lookbeautiful? Whatshould we always dowith our rubbish? ‘　Show a toy bin andsay ‘ bin’ slowly.(Ask students torepeat. )C: Show the picturesof a park and a road.T : do you often go tothe park?To elicit the newwords ‘　p ark ‘　a nd‘road ‘.Say the wordsslowly.(Ask the students tocoachingcooperativelearningmodelingWallchart forpage 4the picture andword cardsrepeat.the students read the wordsOpen the book to page 4.Students listen and repeat.the students to point to each picture as the word is being read out.The students look at the letters and listen to the tape repeat.)D: Put up the pictureand word cards onthe board in randomorder. Thenre-arrange them byputting the wordcards below theircorrespondingpicture cards, asshown in theirStudent’　s Books.Read the words withthe students.E: Play the cassettetape.Ask the students topoint to each pictureas the word is beingread out.F: Show studentsthe picture cards for‘　apple’　and sayApple begins withthe sound ‘　a ‘　.Show the word cardfor ‘　apple’　and say‘ A …’　Apple’ .(Repeat)Show alphabetcards ‘ A ‘ and ‘ a ‘ .Have studentscompare the capitalletter ‘　a ‘ . D o thesame with ‘ B b…Bird ‘ .Play the tape forthe picture andword cardsbookcassette tape.letter ' A a ' ' Bb 'Post-task activitiesstudents have just learneds1: I see a bin.S2: That' s a building.Homework Workbook page 3:Colour theword in thepuzzle.Trace theletters.Read the ' let' s learn ' after the cassette students to follow intheir books.A: Say somethingabout the wallchart,using the new wordse.g. : I see …That’ s …Workbook page 3Explain theWorkbook page 3modelingbookcassetteWorkbookPeriod 4Teaching focus:Asking ' Wh-' questions to find out various kinds of specific information about a person Using the simple persent tense to express truthUsing the simple persent tense to express interests and preferencesTeaching steps:Students activitiesTeachingactivitiesTeachingstarlegryMediaPre-task preparation:The students to say something about the picturestudents to come up take one, and put it under the corresponding picture.While-task procedure A:T: Yesterday welearned some newwords. Do youremember what theyare?Put up the picturecards for ' bin, park,road , building, andShanghai ' .Hold up the wordcards.Ask individualstudents to come up,take one, and put itunder thecorrespondingpicture. Continueuntil all cards havebeen matched. Thenremove the picturesbut leave the wordcards. Ask variousstudents to come upand get the wordthat you say.coaching Put up thewallchartthe picture cardsfor ' bin, park,road , building,and Shanghai ' .the word cards.The students answer : I live in ShanghairepeatPlay a gamea more able student to come to the front.point to the area he lives in on the map and use the structures I lives in …　I love …to answer the questionOpen the Student' s Book to page 5.Look , think, talk about and answer the questions . A: Put up a simplemap of Shanghai.T : Where do youlive?Point to the area youlive in and say I livein (name of thearea). I love (nameof the area).B: Play a game withthe students.Invite a more ablestudent to come tothe front.Ask him/her to pointto the area he/shelives in on the mapand use thestructures I livesin …　I love …To answer thequestion Where doyou live?C: Open the Student's Book to page 5.Check that thestudents know all theplaces on the map,such as Lu XunPark. ShanghaiRailway Station. YuGarden…Ask individualstudents Where doyou live? To elicitvarious answers.Encourage them tocoachingcooperativelearningmodelingcooperativelearningmodelinga simple map ofShanghai.a simple map ofShanghaithe Student' sBookThe students into groups of four,one student ask the question ' Where do you live?'the other three answer it.(change roles.)The students to come to the front and actThe students to repeat.HomeworkWorkbookpage 4:Listen and draw the lines to find where they live.Read the ' let' splay ' after thecassette. use the structure Ilove …D: Divide studentsinto groups of four,Have one studentask the question 'Where do you live?'and the other threeanswer it. Then letthem change roles.E: Invite groups ofstudents to act outthe dialogue to theclass.Workbook page 4Explain theWorkbook page 3cooperativelearningthe Student' sBookWorkbookPeriod 5Teaching focus:Using the simple persent tense to express interests and preferences Teaching steps:Students activitiesTeachingactivitiesTeachingstarlegryMediaPre-task preparation:The students look at the picture and read the wordsThe students look at the picture and say ' This is …While-task procedureThe students answer follow and repeat A:Flash the picturecards and wordcards for ' bin ,building, park, roadand Shanghai ' tocheck that studentsremember thewords.B: Ask variousstudents to point toeach picture and say' This is …A: Invite somestudents to clean theclassroom with you.Put rubbish into atoy bin you havebrought to class.T : ' We use the binevery day. We keepShanghai cleanevery day.the picture cardsfor ' bin, park,road , building,and Shanghai ' .the word cards.The students openthe Student' s Bookto page 6.Play a gameDiscuss where Sam and May live and what they are doing now.Two students come to the frontThe Student read the rhyme slowly line by line.Look and listenThe students follow and read the rhyme.The students read the rhyme in pairThe students to come to the front and act B: Get students toopen the Student' sBook to page 6.Discuss withstudents where Samand May live andwhat they are doingnow.C: Invite twostudents to be Samand Mary puttingrubbish into the bin.D: Read the rhymeslowly line by line.Practise saying bothverses.E: Explain the wordsand phrases ' use,every day ' and'keep it clean' instudent' s mothertongue.F: Play the cassettefor the rhyme.G: Invite pairs ofstudents to act outthe rhyme to theclass.coachingcooperativelearningmodelingcooperativelearningthe Student' sBookthe Student' sBookthe Student' sBookcassettePost-task activityThe students practise saying a new rhymePractise in pairThe students read the new rhymeHomeworkRead the ' let' senjoy ‘ after thecassette.Make a newrhyme Have pairs ofstudents practisesaying a new rhymesubstituting 'Shanghai ' with 'Beijing' or 'Guangzhou' .Invite pairs to saytheir rhymes to theclass.modelingcooperativelearningmodelingUnit 4 Going aboutTeaching designing:Teaching aids:A.Words: letters Gg—Hh, plane, ferry, train, taxi, car, bus, van.B.Structures: Get ……How do you go to……C.Functions: Give simple instructions; Using connectives to add information Material:1.Student’s Book2A page 17-212.Cassette 1A and a cassette player3.Wall charts4.Photograph page 145.Alphabet CardsTeaching times:5 timesLearning targets:A.Basic aims:1.Be able to identify the letters Gg--Hh2.Be able to give simple instructions3.Be able to introduce oneself using I’m.4.Be able to write the sentence Hello, I’m <name>.5.Sing a song.B.Further aims:ing more information to introduce oneself2.The sorts of the alphabetLanguage focus:ing imperatives to give simple instructions2.Asking How questions to find out means and Using prepositions to indicate meas3.Learning the words: plane……Period 1Teaching focus:Using imperative to give simple instructions Teaching steps：Students activitiesTeachingactivitiesTeaching MediaI. Pre-task preparation:The students listen to the teacher and actThe students copy teacherII. While-task procedure:Practise with more students.The students act A Revise all thecommands taught inthe previous units.Say the commandsand ask students.B Show a toy busand a toy car. T:Doyou often see themon the road? Do yougo to school by bus?Say the words ‘bus’and ‘car’ clearly.A Put two chairs ina line. Ask studentto sit in the frontchair and act as acar driver. Pretendto get in the car bybending over andsitting in the backchair. T: Get in thecar.Practise withmore students.B Invite individualstudents to act aspassengers. Say thecommand and askthem to performthe scene. Makesure studentsunderstand thecommand ‘Get in thecoachingScaffolding andfadingA small group of students line up in front as if they are ready to get off the bus.RepeatStudents listen and follow in the books.III. Post-task car’.C Have a smallgroup of studentsline up in front as ifthey are ready toget off the bus.Say ’Get off thebus’and promptthem to walk offone by one.D Repeat step Cwith more groups ofstudents. Ask themto repeat thecommand after youwhile doing theaction.E Open thestudent’s book topage 17. Play thecassette tape todrill the correctpronunciation.Teach the othertwo commands to dowith cars andbuses;Get out of the car.Get on the bus.cassettePeriod 2Teaching focus:Asking How questions to find out meanUsing prepositions to indicate meansUsing formulaic expressions to take leaveTeaching steps：Students Teaching Teaching Mediaactivities activitiesPre-taskpreparationThe students mime the actions as theylisten to thecommandsThe studentsanswer the teacher’s questionWhile-taskprocedureThe students listen the story.The studentsanswer the teacher’s questionThe students copyteacher.Look, listen andcopy teacher.A Revise thecommands to dowith transportwhich studentslearned in theprevious lesson.Have studentsrepeat cachcommand as theyperform the action.B Show somepictures ofdifferent types oftransport. Teacherasks How do youcome to school? Doyou sometimes goby bus, by van or bytaxi?A Put up thewallchart for page18. Tell a story.B Ask questions forpage 18 ofteacher’s book.C Explain theexpression ‘I goto …by…’b y giving anexample of how youyourself travel toschool. Repeat andlet students copyyou.D Wave your handat students andpretend to leavethe classroom,saying ’Goodbye’.Encourage studentsto wave their handsand repeatCoachingCoachingPicturePictureThe students open the book to page18 and readPost-taskactivitiesThe studentsanswer thequestion.HomeworkA Listen and respond quickly.B Listen and circlethe correctpicture.‘Goodbye’E Play the cassettetape to let studentshear the correctpronunciation ofthe expressions.Get students torepeat after thetape.A Ask a fewstudents to tell theclass how they getto school.B Use the tune ofthe song from Book1A ‘Good morning’.Change’Goodmorning’to‘Goodbye’ and ‘toschool’ to ‘backhome’Cooperativeleaming,CassetteworkbookPeriod 3Teaching focus:Using nouns to identify forms of transport. Teaching steps：Students activitiesTeachingactivitiesTeaching MediaPre-task preparationThe students answer the teacher’s questionWhile-task procedureThe students look at the teacher and listen to the teacher.Whole class read the words A Fly a paper planeto the students.Ask Who has beenon a plane? Tell usabout it!Share your ownexperience if noneof the studentshave been on aplane.B Ask questionsabout differentmodes of transport,including plane,ferry, train, car,bus and van. Askquestions such asthe following,,,A Put up the picturecards for this unit.Introduce the newvocabulary bypointing to eachitem. Ask ‘What isthis?’Then say thewords in English andput up the wordcards beside therelevant forms oftransport. Repeatthe words.B Get students toopen theirstudent’s books topage 19. Play thecassette tape to letstudents listen tothe pronunciationof the words first,and then practicesaying them afterthe beep.CoachingCoachingPicturePicture cardsCassette and wordcardsFour groups sit in circles. When they name the mode of transport ,the whole group has to stand up and repeat it.The students look at the picture card’ girl’ and sayPost-task activityThe students to guess.HomeworkColour the correct word. C Divide the classinto for groups.Each group’s nameis a form transportthey have learned.Have the groups sitin group has tostand up and repeatit. Progressivelyquicken the pacefor moreexcitement.D Show studentsthe picture cardfor ‘girl’and say‘G,,,girl’Repeat .Show alphabetcards ’G’and ‘g’.Have studentscompare the capitalletter ‘G’with thesmall letter ‘g’ . Dothe same with ‘Hh,,,hand.’ Play the tapefor students tofollow in theirbooks.Ask the followingriddles forstudents to guessthe mode oftransport. Tellthem to give theanswer in English.CooperativelearningCoachingcoachingPicture cardworkbookPeriod 4Teaching focus:Using formulaic expressions to indicate how people travel Teaching steps：Students activitiesTeachingactivitiesTeaching MediaPre-task preparationWhile-task procedureThe students open the book to page 20 and listen to the teacher Review thedifferent forms oftransport using theWord and Picturecards. Then writethe words ‘plane’,‘ferry’, ‘train’, ‘taxi’,‘car’, ‘bus’, and ‘van’on the left of theboard. On the right,write the names ofa few places. Pointto a place and askthe students to tellyou how they gothere. Remind themto use thestructure ‘I goto,,,by,,,’A Open thestudent’s book topage 20. Say Thereare four children inthe picture. Theywant to go todifferent places,but we don’t knowwhich form oftransport they liketo use. Let’s followthe road to findout. Ask studentsto draw the routesCoachingCoachingPicture cardsPictureThe students listen to the tape and readMake several board games that can be used in small groups to revise the expression’I go to,,,by,,,’and the vocabulary they have learned.Post-task activityThe students answer the teacher’s questionHomework and say ‘I goto ,,,by,,,’,pretending they arethe children in thepidture.B Play the cassettetape for studentsto check if theiranswers are right.C Make severalboard games thatcan be used in smallgroups to revise theexpression’I goto,,,by,,,’and thevocabulary theyhave learned. Makegameboards formcardboard. Fourplayers take turnsrolling a dice andmoving forward onthe boardaccording to thenumber on the dice.They must think ofa place and say’ I goto ,,,A Ask Which formof transport do youlike to use? Pleasedraw it on paper.Ask students toshow their owntransport picturesand say ‘I go to ,,,by ,,,’B Write up thenumber of studentswho like to use eachform of transporton the board.CooperativelearingCooperativelearingCoachingcoachingCassetteworkbookA Listen and matchthe pictures.B Circle the onethat does notbelongPeriod 5Teaching focus:Using nouns to identify different forms of transport Teaching steps：Students activitiesTeachingactivitiesTeaching MediaPre-task preparationThe students look at the teacher and listen.The students look at pictures and copy to the teacher.While-task procedure A Hold up a muppetand say ’Hello , goodmorning.’Everyday,I take a bus toschool. I go to thebus-stop to wait forthe bus.’Sketch abus-stop. Ask Doyou have to wait fora bus, too? Or acar/van?B Show pictures ofa ‘bus-stop’and a‘train station’.Explain to studentsthe differencebetween ‘bus-stop’and ‘station’. Repeatthem several timesand let studentscopy you.CoachingCoachingMuppetPicturesThe students answer the teacher’s questions.The students listen to the tape.The students read two times.The students look at the picture and listen to the cassette.The students to sing along with tape.Post-task activityThe students are singing played. A Refer to eachpicture of student’sbook page 21. Askquestions such asthe following,,,B Play the cassettetape once forstudents to listento the lyrics of thesong.C Read the firstverse line by linefor students tofollow until theyare familiar withthe words. Then gothrough the secondand third verse inthe same way.D Play the tapeagain and show thepicture of therelevant type oftransport at theappropriate time.Draw student’sattention to thesounds at the endof each verse.E Invite studentsto sing along withthe tape. Encouragethem to imitate thesound of each typeof transportAsk groups ofstudents to mimeeach part of thesong in front of theclass while the tapeis being played.Students can takedifferent role. LetCoachingCoachingCooperativelearningCooperativelearningPicturesCassettePicture andcassetteCassettecassettestudents say whattype of transportthey are driving.Unit 5 Crossing the roadTeaching designing:Teaching aids:D.Words: letters—Ii Jj, stop, light, go, fast, slow.E.Structures: Look at the light. It’s…, Go! / Stop! / Wait! /F.Functions: Using imperatives to give simple instructions; To give simpleinstructions.Material:6.Student’s Book2A page 22-267.Cassette 1A and a cassette player8.Wall charts9.Photograph page 1410.Alphabet CardsTeaching times:5 timesLearning targets:C.Basic aims:6.Be able to identify the letters Ii--Jj7.Be able to give simple instructions8.Be able to introduce oneself using I’m.9.Be able to writ e the sentence Hello, I’m <name>.10.Sing a song.D.F urther aims:ing more information to introduce oneself4.The sorts of the alphabetLanguage focus:ing imperatives to give simple instructionsing adjectives to describe objects6.Learning the words: stop……Period 1Teaching focus:Using imperative to give simple instructionsTeaching steps：Students activitiesTeachingactivitiesTeaching MediaI. Pre-task preparation:The students look at the picture and copy to teacher. A Show the pictureof the red light.Say ’Red light.’Repeat forstudents to copyyou. Ask If you seethe red light, whatshould you do? Say’stop’several timesCoaching Picture。

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 1A and a cassette player3. Wallcharts4. Photograph page 15. Alphabet CardsTeaching times:5 timesLearning targets:A. Basic aims:1. Be able to identify the letters Aa -- Bb2. Be able to give simple instructions3. Be able to use the simple present tense to indicate facts4. Be able to "point to your home"5. Read the rhymeB. Further aims:1.2.Practise saying a new rhyme substituting 'Shanghai' with another places Language focus:1. Using the definite article to refer to specific classroom objects2. Using the simple present tense to express interests and preferences3. Learning the words: bin , park , road , building , ShanghaiPeriod 1Teaching focus:Using imperatives to give simple instructionsUsing the definite article to refer to specific classroom objectsTeaching steps:Students activitiesTeachingactivitiesTeachingstarlegryMediaPre-taskpreparation:point to their own desk and say 'desk'students to follow : 'This is a classroom. We are in the classroom now. 'While-task procedureLookPerforms the action and repeats the command A:Point to a deskand say ' dsek '.Encourage the classto point to their owndesk and say ' desk 'B: Gesture with armto indicate theclassroom and say'This is a classroom.We are in theclassroom now. '(Say the word'classroom' slowlyand encouragestudents to follow)C: T :'Our classroomis nice. We musthelp to keep it clean.'A: T say 'Clean thedesk.' And wipe adesk with a ragB: Invite a more ablestudent to come tothe front. Give therag to him/her andsay 'Clean the desk,please. 'C: Invite more ablestudent to come tocoachingcoachingcoachingShow 'Let's act'The student performs the actionThe student performs the action.The students repeat and mime the actions.Post-task activitiesOne student give the commands and the other mime the actions.Change roles the front. Let themore able studentgive the commandand others do theaction.(Repeat with severalgroups of students.)D: Clean theclassroom bysweeping the floor.Let the more ablestudent to come upand say thecommand ' Sweepthe floor, please. '(Repeat step 3)E: Open the book topage 2. Play thecassette tape. Letthe students listen tothe instructions'Clean the desk,please.' and ' Sweepthe floor, please. 'Ask students torepeat and mime theactions.A: Divide studentsinto pair. Have onestudent give thecommands and theother mime theactions. Then letthem change roles.cooperativelearningbookcassetteLookVote for the best pairHomeworkRead the ' Let' act ' after the cassette B: Invite pairs ofstudents to act outthe dialogue to theclass.cooperativelearningWorkbookPeriod 2Teaching focus:Using the simple present tense to indicate factsUsing the simple present tense to express interests and preferences Teaching steps:Students activitiesTeachingactivitiesTeachingstarlegryMediaPre-task preparation:Say the word ' Shanghai ' A:Ask the studentsWhere do you alllive ?Show a picture ofShanghai(Say the word 'coaching Show a pictureof ShanghaiWhile-task procedure Look and listen Shanghai ' slowly)T: That ' s right . Weall live in Shanghai .Shanghai is ourhome .A: Put up thewallchart for page 3.Tell a storysomething like this :Sam and his fatherwent for a walk onSunday. After a whilethey sat down to restand watched theferries go by. Theycould see theOriental Pearl Towerand a lot of tallbuildings. Can yourecongnize any?Sitting on the benchnext to them weresome tourists(awoman and herson). The boy askedSam where he livedand Sam replied ' Ilive in Shanghai.'The boy said ' I loveShanghai.' Sam waspleased. Children,do you loveShanghai? If you do,you must help tokeep it clean. Do notlitter. Throw allrubbish into the bin.coachingWallchart forpage 3The students talk about and answer the questionsThe students to copy ' I live in Shanghai. 'The students repeat ' I 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 abuildingrespectively)C: Hold up astamped envelopeand say ' My friendin Canada sent thisto me. She had towrite ' Shanghai ' onit because Ilive inShanghai.Say ' I live inShanghai. ' and askstudents to copyyou.D: Hug a toy bearand say ' This is mybear. Her name isSally. I love Sally. 'cooperativelearningmodelinga toy bearRepeatGet student to say afterThe students look at the book and listen to the tapePost-task activitiesDraw a picture of the place they live in.say something about pictures by using the sentences ' I live in …,I love … 'Talk aboutConsolidationLook, listen and tick thecorrect Show the picture ofShanghai again.Hug it and say ' Ilove Shanghai. 'E: Open thestudent's book topage 3. Play thecassette tape to letstudents hear thecorrectpronunciation of thewords andsentences. Then askindicidual studentsto say 'I live inShanghai. ' and ' Ilove Shanghai. 'A: Give eachstudent a sheet ofwhite drawing paper.Ask them to draw apicture of the placethey live in.B: Ask students tosay something abouttheir pictures byusing the sentences' I live in …,I love … 'Workbook page 2Explain themodelingcooperativelearningbookcassettewhite drawingpaper.sentence.Listen and draw.HomeworkRead the 'Let 's talk ' after the cassette Workbook page 2WorkbookPeriod 3Teaching focus:Using nouns to identify objectUsing proper nouns to refer to places Teaching steps:Students activitiesTeachingactivitiesTeachingstarlegryMediaPre-task preparation:The students to say something about the pictureI live in …'aI love …’While-task procedure A:Put up thewallchart for page 3.Ask the students tosay something aboutthe picture by usingthe sentences theyhave learned in theprevious lesson: ‘ Ilive in …’aI love …’coaching Put up thewallchartLook and answer: ' building 'The students to repeatLook , think, talk about and answer the questions .The students to repeat.Look , think and answer the questions . A: Still referring tothe wallchart.T: What you can seein the picture ?Introduce the word‘ building ‘Hold up the picturecard for ‘ building‘ and say ‘ building ‘(Ask the students torepeat)B: T: ‘ What thingsdo you sometimessee lying on thepave ment? ‘Show examples ofrubbish that peoplethrow away –softdrink cans, plasticbags, foodwrappers, etc.T : ‘ How do theythere? Dose itmake Shanghai lookbeautiful? Whatshould we always dowith our rubbish? ‘Show a toy bin andsay ‘ bin’ slowly.(Ask students torepeat. )C: Show the picturesof a park and a road.T : do you often go tothe park?To elicit the newwords ‘ park ‘ and‘road ‘.Say the wordscoachingcooperativelearningmodelingWallchart forpage 4the picture andword cardsThe students 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 onthe board in randomorder. Thenre-arrange them byputting the wordcards below theircorrespondingpicture cards, asshown in theirStudent’ s Books.Read the words withthe students.E: Play the cassettetape.Ask the students topoint to each pictureas the word is beingread out.F: Show studentsthe picture cards for‘ apple’ and sayApple begins withthe sound ‘ a ‘ .Show the word cardfor ‘ apple’ and say‘ A …’Apple’ .(Repeat)Show alphabetcards ‘ A ‘ and ‘ a ‘ .Have studentscompare the capitalletter ‘ a ‘ . Do thesame with ‘ B b…the picture andword cardsbookcassette tape.letter ' A a ' ' Bb 'Post-task activitiesstudents have just learneds1: I see a bin.S2: That' s a building.Homework Workbook page 3: ●Colour theword in thepuzzle.●Trace theletters.Read the ' let' s learn ' after the cassette Bird ‘ .Play the tape forstudents to follow intheir books.A: Say somethingabout the wallchart,using the new wordse.g. : I see …That’ s …Workbook page 3Explain theWorkbook page 3modelingbookcassetteWorkbookPeriod 4Teaching focus:Asking ' Wh-' questions to find out various kinds of specific information about a person Using the simple persent tense to express truthUsing the simple persent tense to express interests and preferencesTeaching steps:Students activitiesTeachingactivitiesTeachingstarlegryMediaPre-task preparation:The students to say something about the picturestudents to come up take one, and put it under the corresponding picture.While-task A:T: Yesterday welearned some newwords. Do youremember what theyare?Put up the picturecards for ' bin, park,road , building, andShanghai ' .Hold up the wordcards.Ask individualstudents to come up,take one, and put itunder thecorrespondingpicture. Continueuntil all cards havebeen matched. Thenremove the picturesbut leave the wordcards. Ask variousstudents to come upand get the wordthat you say.coaching Put up thewallchartthe picture cardsfor ' bin, park,road , building,and Shanghai ' .the word cards.procedureThe students answer : I live in ShanghairepeatPlay a gamea more able student to come to the front.point to the area he lives in on the map and use the structures I lives in …I love …to answer the questionOpen the Student' s Book to page 5.Look , think, talk about and answer the questions . A: Put up a simplemap of Shanghai.T : Where do youlive?Point to the area youlive in and say I livein (name of thearea). I love (nameof the area).B: Play a game withthe students.Invite a more ablestudent to come tothe front.Ask him/her to pointto the area he/shelives in on the mapand use thestructures I livesin …I love …To answer thequestion Where doyou live?C: Open the Student's Book to page 5.Check that thestudents know all theplaces on the map,such as Lu XunPark. ShanghaiRailway Station. YuGarden…Ask individualstudents Where doyou live? To elicitcoachingcooperativelearningmodelingcooperativelearningmodelinga simple map ofShanghai.a simple map ofShanghaithe Student' sBookThe students into groups of four,one student ask the question ' Where do you live?'the other three answer it. (change roles.)The students to come to the front and actThe students to repeat.Homework●Workbookpage 4:Listen and draw the lines to find where they live.●Read the ' let' splay ' after thecassette. various answers.Encourage them touse the structure Ilove …D: Divide studentsinto groups of four,Have one studentask the question 'Where do you live?'and the other threeanswer it. Then letthem change roles.E: Invite groups ofstudents to act outthe dialogue to theclass.Workbook page 4Explain theWorkbook page 3cooperativelearningthe Student' sBookWorkbookPeriod 5Teaching focus:Using the simple persent tense to express interests and preferences Teaching steps:Students activitiesTeachingactivitiesTeachingstarlegryMediaPre-task preparation:The students look at the picture and read the wordsThe students look at the picture and say ' This is …While-task procedureThe students answer follow and repeat A:Flash the picturecards and wordcards for ' bin ,building, park, roadand Shanghai ' tocheck that studentsremember thewords.B: Ask variousstudents to point toeach picture and say' This is …A: Invite somestudents to clean theclassroom with you.Put rubbish into atoy bin you havebrought to class.T : ' We use the binevery day. We keepShanghai cleanthe picture cardsfor ' bin, park,road , building,and Shanghai ' .the word cards.The students open the Student' s Book to page 6.Play a game Discuss where Sam and May live and what they are doing now.Two students come to the frontThe Student read the rhyme slowly line by line.Look and listenThe students follow and read the rhyme.The students read the rhyme in pairThe students to every day.B: Get students toopen the Student' sBook to page 6.Discuss withstudents where Samand May live andwhat they are doingnow.C: Invite twostudents to be Samand Mary puttingrubbish into the bin.D: Read the rhymeslowly line by line.Practise saying bothverses.E: Explain the wordsand phrases ' use,every day ' and'keep it clean' instudent' s mothertongue.F: Play the cassettefor the rhyme.G: Invite pairs ofstudents to act outcoachingcooperativelearningmodelingcooperativelearningthe Student' sBookthe Student' sBookthe Student' sBookcassettecome to the front and actPost-task activityThe students practise saying a new rhymePractise in pairThe students read the new rhymeHomework●Read the ' let' senjoy ‘ after thecassette.●Make a newrhyme the rhyme to theclass.Have pairs ofstudents practisesaying a new rhymesubstituting 'Shanghai ' with 'Beijing' or ' Guangzhou' .Invite pairs to saytheir rhymes to theclass.modelingcooperativelearningmodelingUnit 4 Going aboutTeaching designing:Teaching aids:A.Words: letters Gg—Hh, plane, ferry, train, taxi, car, bus, van.B.Structures: Get ……How do you go to……C.Functions: Give simple instructions; Using connectives to add information Material:1.Student’s 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：Students activitiesTeachingactivitiesTeaching MediaI. Pre-task A Revise all thepreparation:The students listen to the teacher and act The students copy teacherII. While-task procedure: Practise with more students.The students act A 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 themon the road? Do yougo to school by bus?Say the words ‘bus’and ‘car’ clearly.A Put two chairs ina line. Ask studentto sit in the frontchair and act as acar driver. Pretendto get in the car bybending over andsitting in the backchair. T: Get in thecar.Practise withmore students.B Invite individualstudents to act as passengers. Say thecommand and askthem to performthe scene. Makesure studentsunderstand thecommand ‘Get in thecar’.C Have a smallgroup of studentsline up in front as ifthey are ready toget off the bus.Say ’Get off thebus’and promptthem to walk offcoachingScaffolding andfadingRepeat Students listen and follow in the books.III. Post-task one by one.D Repeat step Cwith more groups ofstudents. Ask themto repeat thecommand after youwhile doing theaction.E Open thestudent’s book topage 17. Play thecassette tape todrill the correctpronunciation.Teach the othertwo commands to dowith cars andbuses;Get out of the car.Get on the bus.cassettePeriod 2Teaching focus:Asking How questions to find out mean Using prepositions to indicate means Using formulaic expressions to take leave Teaching steps：Students activitiesTeachingactivitiesTeaching MediaPre-taskpreparation The students mime the actions as they listen to thecommandsA Revise the commands to do with transport which students learned in the previous lesson. Have students repeat cachThe studentsanswer the teacher’s question While-taskprocedure The students listen the story. The studentsanswer the teacher’s question The students copyteacher. Look, listen and copy teacher.The students open the book to page18 and readcommand as theyperform the action.B Show somepictures ofdifferent types oftransport. Teacherasks How do youcome to school? Doyou sometimes goby bus, by van or bytaxi?A Put up thewallchart for page18. Tell a story.B Ask questions forpage 18 ofteacher’s book.C Explain theexpression ‘I goto …by…’by giving anexample of how youyourself travel toschool. Repeat andlet students copyyou.D Wave your handat students andpretend to leavethe classroom,saying ’Goodbye’.Encourage studentsto wave their handsand repeat‘Goodbye’E Play the cassettetape to let studentshear the correctpronunciation ofthe expressions.Get students torepeat after thetape.CoachingCoachingPicturePictureCassettePost-task activitiesThe studentsanswer thequestion.HomeworkA Listen and respond quickly.B Listen and circlethe correctpicture.A Ask a fewstudents to tell theclass how they getto school.B Use the tune ofthe song from Book1A ‘Good morning’.Change’Goodmorning’to‘Goodbye’ and ‘toschool’ to ‘backhome’Cooperativeleaming,workbookPeriod 3Teaching focus:Using nouns to identify forms of transport. Teaching steps：Students activitiesTeachingactivitiesTeaching MediaPre-task preparationThe students answer the teacher’s question A Fly a paper planeto the students.Ask Who has beenon a plane? Tell usabout it!Share your ownexperience if noneof the studentshave been on aPictureWhile-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 transport ,the whole group has to stand up and repeat it. plane.B Ask questionsabout differentmodes of transport,including plane,ferry, train, car,bus and van. Askquestions such asthe following,,,A Put up the picturecards for this unit.Introduce the newvocabulary bypointing to eachitem. Ask ‘What isthis?’Then say thewords in English andput up the wordcards beside therelevant forms oftransport. Repeatthe words.B Get students toopen theirstudent’s books topage 19. Play thecassette tape to letstudents listen tothe pronunciationof the words first,and then practicesaying them afterthe beep.C Divide the classinto for groups.Each group’s nameis a form transportthey have learned.Have the groups sitin group has tostand up and repeatit. ProgressivelyCoachingCoachingCooperativelearningPicture cardsCassette and wordcardsThe students look at the picture card’ girl’ and sayPost-task activity The students to guess.Homework Colour the correct word. quicken the pacefor moreexcitement.D Show studentsthe picture cardfor ‘girl’and say‘G,,,girl’Repeat .Show alphabetcards ’G’and ‘g’.Have studentscompare the capitalletter ‘G’with thesmall letter ‘g’ . Dothe same with ‘Hh,,,hand.’ Play the tapefor students tofollow in theirbooks.Ask the followingriddles forstudents to guessthe mode oftransport. Tellthem to give theanswer in English.CoachingcoachingPicture cardworkbookPeriod 4Teaching focus:Using formulaic expressions to indicate how people travel Teaching steps：Students activitiesTeachingactivitiesTeaching MediaPre-task preparationWhile-task procedureThe students open the book to page 20 and listen to the teacherThe students listen to the tape and read Review thedifferent forms oftransport using theWord and Picturecards. Then writethe words ‘plane’,‘ferry’, ‘train’, ‘taxi’,‘car’, ‘bus’, and ‘van’on the left of theboard. On the right,write the names ofa few places. Pointto a place and askthe students to tellyou how they gothere. Remind themto use thestructure ‘I goto,,,by,,,’A Open thestudent’s book topage 20. Say Thereare four children inthe picture. Theywant to go todifferent places,but we don’t knowwhich form oftransport they liketo use. Let’s followthe road to findout. Ask studentsto draw the routesand say ‘I goto ,,,by,,,’,pretending they arethe children in thepidture.B Play the cassettetape for studentsto check if theiranswers are right.CoachingCoachingCooperativelearingPicture cardsPictureCassetteMake several board games that can be used in small groups to revise the expression’I go to,,,by,,,’and the vocabulary they have learned. Post-task activity The students answer the teacher’s questionHomeworkA Listen and match the pictures.B Circle the one that does not belongC Make severalboard games thatcan be used in smallgroups to revise theexpression’I goto,,,by,,,’and thevocabulary theyhave learned. Makegameboards formcardboard. Fourplayers take turnsrolling a dice andmoving forward onthe boardaccording to thenumber on the dice.They must think ofa place and say’ I goto ,,,A Ask Which formof transport do youlike to use? Pleasedraw it on paper.Ask students toshow their owntransport picturesand say ‘I go to ,,,by ,,,’B Write up thenumber of studentswho like to use eachform of transporton the board.CooperativelearingCoachingcoachingworkbookPeriod 5Teaching focus:Using nouns to identify different forms of transport Teaching steps：Students activitiesTeachingactivitiesTeaching MediaPre-task preparationThe students look at the teacher and listen.The students look at pictures and copy to the teacher.While-task procedureThe students answer the teacher’s questions.The students listen to the tape. A Hold up a muppetand say ’Hello , goodmorning.’Everyday,I take a bus toschool. I go to thebus-stop to wait forthe bus.’Sketch abus-stop. Ask Doyou have to wait fora bus, too? Or acar/van?B Show pictures ofa ‘bus-stop’and a‘train station’.Explain to studentsthe differencebetween ‘bus-stop’and ‘station’. Repeatthem several timesand let studentscopy you.A Refer to eachpicture of student’sbook page 21. Askquestions such asthe following,,,B Play the cassettetape once forstudents to listento the lyrics of theCoachingCoachingCoachingMuppetPicturesPicturesCassetteThe 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 firstverse line by linefor students tofollow until theyare familiar withthe words. Then gothrough the secondand third verse inthe same way.D Play the tapeagain and show thepicture of therelevant type oftransport at theappropriate time.Draw student’sattention to thesounds at the endof each verse.E Invite studentsto sing along withthe tape. Encouragethem to imitate thesound of each typeof transportAsk groups ofstudents to mimeeach part of thesong in front of theclass while the tapeis being played.Students can takedifferent role. Letstudents say whattype of transportthey are 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 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：。

Module1GettingtoknowyouUnit1GoodmorningThefirst period一、Teachingaim认知内容:能听懂会说Goodmorning.Goodafternoon. Goodevening.Goodnight.及回答。

能力要求：学会用所学句型进行情境表演。

情感态度：学会在不同时间里和人打招呼。

二、TeachingproceduresPre-taskpreparation Warmera.Sayhellotoeverybodyb.P.4songc.ElicitAlice:SheisAlice. While-taskprocedure1.RevisionmorningafternoonGoodmorning.Goodafternoon.a.Listentoadialogue(It’s8o’clockinthemorning. Aliceisgoingtoschool.Shemeet sherfriendKitty.) Goodmorning,Alice. Goodmorning,Kitty. (It’s14o’clockintheafterno on.AliceishavinganEnglishcla ss.)Goodafternoon,Alice. Goodafternoon,Miss…b.trytosaythedialoguec.playagame: accordingtothepictures,Judge thewords2.IntroductioneveningnightGoodevening.Goodnight.a.Listentoadialogueandtrytou nderstandthemeaningofthedial ogue(It’s18o’clockintheevening .Aliceishavingadinner.) Goodevening,Alice. Goodevening,dad.(It’s21o’clockatnight.Alic eisgoingtobed.)Goodnight,Alice. Goodnight,Mum.b.SayachantingroupsEvening,evening,Goodevening.Night,night,Goodnight.Post-taskactivitya.Listentothewholedialoguesb.roleplayactoutthewholedialogueing roups三、Assignmenta.Listentothetapesb.readP2,4AskandanswerWhoisshe？Thesecon dperiod一、Teachingaim认知内容:能听懂会说Howareyou？并能回答I’mfine./I’mverywell.Thank you.学会认读并且学会正确书写英语字母大小写Aa,Bb.能力要求：学会礼貌地问候别人并且礼貌回应别人的问候。

Oxford English 2AOxford English 2A M1 U1 (2)Oxford English 2A M1 U1 (3)Oxford English 2AOxford English 2A M1 U2 (2)Oxford English 2A M1 U2 (3)Oxford English 2A M1 U3 (1)Oxford English 2A M1 U3 (2)Oxford English 2A M1 U3 (3)Oxford English 2AOxford English 2AOxford English 2AOxford English 2AOxford English 2AOxford English 2AOxford English 2AOxford English 2AM3U1 (1)themselves.5) guessing gameswiswi6) Say a chantBlue swing, red swing, One and two.Blue swing, red swing,I see you.3. Teach :seesaw1) Play a flash then ask:: What’s this?Yes, it’s a seesaw. Do you like the seesaw?2) Read it follow me3) Ask students read by themselves.4) Ask and answerT: What can you do?S: I can play the seesaw/…5) Say a rhymeThin boy ,fat boy,one and two.Thin boy ,fat boy,I see you.Thin boy up,Fat boy down.You like to play,Up and down. swing,One and two.___ swing, ___swing,I see you.3. ee-ee-seesaw1) Students can answer.It’s …Yes, I like the seesaw.2) follow the teacher3)little train4) a. T-Sb.S1-S25) try to say and act outPost-task activity 1. Listen and choose. e.g.I like the …?What dose Alice like?2. Look and say.3.Pair workS1:What’s This ?S2:It’s a …S1: What can you do ?1. Listen the media andchoose the right one.2. Look and say.3. Act out the dialogue.通过听对话来完成答案的选择，培养学生收集，分析整理有效信息的能力。

牛津英语１Ａ第二单元教案上海版牛津英语 1A 第二单元教案（上海版）一、教学目标1、学生能够听懂、认读和运用本单元的核心词汇，如“apple”“banana”“pear”等。

2、学生能够理解并正确使用句型“What's this? It's a/an”进行简单的问答交流。

3、培养学生的观察能力和语言表达能力。

4、激发学生学习英语的兴趣，培养他们积极参与课堂活动的意识。

二、教学重难点1、重点掌握本单元的核心词汇，发音准确。

熟练运用句型“What's this? It's a/an”进行问答。

2、难点区分“a”和“an”的用法。

能够在实际情境中灵活运用所学词汇和句型。

三、教学方法1、情景教学法：通过创设水果市场的情景，让学生在真实的语境中学习和运用英语。

2、游戏教学法：设计有趣的游戏，如“水果猜猜猜”，增加学习的趣味性，提高学生的参与度。

3、歌曲教学法：利用相关的英语歌曲，帮助学生巩固所学知识，增强记忆。

四、教学过程1、导入（Warming up）播放一首欢快的英语歌曲《Fruit Song》，让学生跟着歌曲一起唱，营造轻松愉快的学习氛围。

展示一些水果的图片，问学生：“Do you like fruits?”引导学生回答“Yes, I do”或“No, I don't”2、词汇学习（Vocabulary）依次展示“apple”“banana”“pear”的图片，教学生发音，并让学生跟读几遍。

利用实物或卡片，进行词汇的操练。

例如，教师举起一个苹果，问：“What's this? ”引导学生回答：“It's an apple”强调“a”和“an”的用法，“an”用于元音音素开头的单词前，“a”用于辅音音素开头的单词前。

3、句型学习（Sentence Patterns）教师拿着一个水果，问学生：“What's this?”引导学生回答：“It'sa/an”让学生两人一组，进行句型的操练。

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

能力要求：学会用所学句型进行情境表演。

情感态度：学会在不同时间里和人打招呼。

二、Teaching procedures Pre-task preparation Warmera. Say hello to everybodyb. P.4 songc. Elicit Alice:She is Alice.While-task procedure1.RevisionmorningafternoonGood morning.Good afternoon.a. Listen to a dialogue (It’s 8o’clock in the morning. Alice is going to school. She meets her friend Kitty.) Good morning, Alice.Good morning, Kitty.(It’s 14o’clock in the afternoon. Alice is having an English class.)Good afternoon, Alice. Goodafternoon, Miss…b. try to say the dialoguec. play a game:accordingto 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 wholedialoguesb.role playAsk and answerWho is she？act 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。

上海版牛津英语2A教案(共85页)-本页仅作为预览文档封面，使用时请删除本页-Unit 1 Where I livePeriod OneTeaching contents: Clean the desk, please.Clean the classroom, please. Teaching aims:1、知识目标：Drill: Clean the ________, please.2、能力目标：提高学生自然运用英语进行交际的能力。

3、情感目标：教育学生做一个爱卫生讲卫生的好孩子。

Difficult and key points:句型的灵活运用。

Teaching aids: tape, some rags and so onUnit 1 Where I livePeriod TwoTeaching contents: I live in Shanghai.I love Shanghai.Teaching aims:4、知识目标：Drills: I live in ________. I love __________.5、能力目标：提高学生实际运用英语的能力。

6、情感目标：激发学生热爱祖国热爱家乡的美好情感。

Difficult and key points: 句型的灵活运用。

Teaching aids: tape, some pictures and so onUnit 1 Where I livePeriod ThreeTeaching contents: 1. Look and learn2. LettersTeaching aims:7、知识目标：To learn the new words and letters.8、能力目标：Read the new words and letters properly.9、情感目标：教育学生热爱家园，保持家园安洁。

Difficult and key points: Pronounce words and letters properly. Teaching aids: tape, pictures, word and letter cardsUnit 1 Where I livePeriod FourTeaching contents: Where do you live?I live in Pudong.I love Pudong.Teaching aims:10、知识目标：Ask and answer: Where do you live I live in ____.11、能力目标：能自由问答练习12、情感目标：激发学生对祖国对家乡的美好情感Difficult and key points: Where do you live I live in _______. Teaching aids: tape, some maps and so onUnit 1 Where I livePeriod FiveTeaching contents: RhymeTeaching aims:13、知识目标：诵读儿歌并加以表演14、能力目标：能创编儿歌15、情感目标：教育学生做个讲卫生守规范的好孩子Difficult and key points: 朗读技能的训练Teaching aids: tape, a toy binUnit 2 A snack barPeriod OneTeaching contents:Let’s act.Teaching aims:1、知识目标：学会招待客人吃东西的2句简单的祈使句.2、能力目标: 会用英语发命令并且根据命令做动作。