小学英语 Unit 1 Where I Live教案 牛津版
二年级英语上册Unit1whereIlive教案沪教牛津版
Unit 2 A snack bar第四课时(4th PERIOD)一、主要新授内容(new contents)Let’s act-- Rhyme ( I am a ______.)二、学习目标(Objectives)1、在一年级的基础上，学会用祈使语气表达意愿并理解。
2、学会用不定限定词some来说明物体的数量。
3、结合本课的主题――小吃店，创设语言使用环境，学会用Have some…来表达请人吃东西的意愿及相应的回答。
4、在角色表演的过程中，激发学生学习的兴趣，培养学生的表演能力。
三、教学建议1、任务前期准备阶段（Pre-task preparation section）Pre-task Preparation是指我们要求学生运用目的语（即所学的语言）之前，呈现给学生的新语言材料。
也就是我们常说的：Input。
在这个环节主要让学生获得对新语言材料的第一次感知。
Activity 1 （Riddle）1、教学辅助(Aids)1) 图片Activity 2 （Look and say）1、教学辅助(Aids)1）电脑（2A-U2-15）2）屏幕Activity 3 （Guessing）1、教学辅助(Aids)1）一小袋饼干2）一小袋糖果2、任务中期实施阶段（While-task procedure section）While-task Procedure，这是指语言技能的习得过程。
其中分为机械性操练和意义性操练两部分。
机械性操练可以让学生准确地模仿、复说新授的语言，让他们经过从模仿到识记的过程，使新知识由感知、理解、模仿直到储存。
由于本教时新授内容有词汇也有句子而且都在两个以上，在这个教学阶段也可以设计新授知识的二次或多次导入，并根据语言训练的需要设计相应的机械性操练和意义性操练。
在这种情况下，建议每项Activity形式尽可能不同，时间不要长，一个活动紧接着一个活动，容易抓住学生的注意力，维持学习兴趣。
牛津(绿色上教版)二年级上册Unit1、where、I、live教案7
沪教牛津版二年级上册英语Unit 1 Where I livePeriod 1 Teaching 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 onTeaching procedure:Unit 1 Where I livePeriod 2Teaching contents: I live in Shanghai. I love Shanghai. Teaching aims:1．知识目标：Drills: I live in ________. I love __________. 2．能力目标：提高学生实际运用英语的能力。
3．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 on Teaching procedure:Unit 1 Where I livePeriod 3 Teaching contents: 1. Look and learn2. LettersTeaching aims:1．知识目标：To learn the new words and letters.2．能力目标：Read the new words and letters properly.3．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 cardsTeaching procedure:。
二年级英语上册 Unit 1 where I live教案(2) 沪教牛津版(2021年整理)
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Unit1 Where I liveSecond period Let’s talk一、主要新授内容（New contents)Let’s learn ——-ShanghaiLet’s talk —--I live in Shanghai。
I love Shanghai.二、学习目标(Learning objectives)1．先通过在“居住地”的主题中，学到介绍自己居住地情况时可以使用的简短句型。
让学生初步形成以自己家乡为荣的思想感情.2．在生活中,朋友之间互相生活信息交流的语言环境中，能用正确的语音语调说出Shanghai 这个新词汇。
3．能熟练运用I live in …和I love …的简单语句对自己居住地进行简单介绍。
4．根据二期课改新课标的形式,在确保完成基本教学目标的基础上，可以结合学生学习能力和语言的实际使用对教材呈现的教学内容进行拓展，所以在介绍中，根据实际情况正确表达自己居住地的称谓拓展到全国，甚至世界各地。
有助于扩充学生的知识面。
三、教学建议1、任务前期准备阶段(Pre—task preparation section)Activity 1 （Song）1．教学辅助电脑屏幕2．活动过程Activity 2 (Free talk）1．教学辅助头饰2、任务中期实施阶段（While—task procedure section）Activity 1 (Listening and speaking ）1、教学辅助（Aids)录音机图片Activity 2 （Listening and speaking）1、学辅助(Aids）录音机图片Activity 3 ( Song)1、教学辅助（Aids)录音机图片2、活动过程（Process）Activity 4 ( Game ）1、教学辅助(Aids）图片2、活动过程（Process)Activity 5 （Listening and speaking）Activity 6 （Listening and speaking)3、任务后期完成阶段（Post-task activity section)Activity 1(Story）1．教学辅助（Aids)屏幕电脑练习纸Activity 2( Writing and speaking）1、教学辅助（Aids)调查纸。
(小学教育)2019年二年级英语上册Unit1whereIlive教案2沪教牛津版
2019年二年级英语上册Unit1whereIlive教案2沪教牛津版一、主要新授内容(New contents)Let’s learn ---ShanghaiLet’s talk ---I live in Shanghai. I love Shanghai.二、学习目标(Learning objectives)1．先通过在“居住地”的主题中，学到介绍自己居住地情况时可以使用的简短句型。
让学生初步形成以自己家乡为荣的思想感情。
2．在生活中，朋友之间互相生活信息交流的语言环境中，能用正确的语音语调说出Shanghai这个新词汇。
3．能熟练运用I live in …和I love …的简单语句对自己居住地进行简单介绍。
4．根据二期课改新课标的形式，在确保完成基本教学目标的基础上，可以结合学生学习能力和语言的实际使用对教材呈现的教学内容进行拓展，所以在介绍中，根据实际情况正确表达自己居住地的称谓拓展到全国，甚至世界各地。
有助于扩充学生的知识面。
三、教学建议1、任务前期准备阶段（Pre-task preparation section）Activity 1 （Song）1．教学辅助电脑屏幕Activity 2 (Free talk)1．教学辅助头饰2、任务中期实施阶段（While-task procedure section）Activity 1 (Listening and speaking )1、教学辅助(Aids)录音机图片Activity 2 （Listening and speaking）1、学辅助(Aids)录音机图片Activity 3 ( Song)1、教学辅助(Aids)录音机图片Activity 4 ( Game )1、教学辅助(Aids)图片2、活动过程（Process）Activity 5 (Listening and speaking)Activity 6 (Listening and speaking)3、任务后期完成阶段（Post-task activity section）Activity 1（Story）1．教学辅助(Aids)屏幕电脑练习纸Activity 2（ Writing and speaking）1、教学辅助(Aids)调查纸小学教育资料好好学习，天天向上！第6 页共6 页。
上海版牛津二年级英语上册教案Unit1WhereILive
上海版牛津二年级英语上册教案Unit1 Where I LiveUnit 1 Where I LiveTeaching aids:A. Words : letters Aa --Bb , bin , park , road , building , Shanghai. I love …. I see …. That’s … B. Structures : I live in …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 , Shanghai Period 1Teaching focus:Using imperatives to give simple instructionsUsing the definite article to refer to specific classroom objects Teaching steps:Students Teaching Teaching Mediaactivities activities starlegryPre-taskpreparation:A: Point to a deskand say ' dsek '. coaching point to their own Encourage the class desk and say 'desk' to point to their owndesk and say ' desk 'B: Gesture with armto indicate theclassroom and say students to follow : 'This is a classroom. 'This is a We are in the classroom. We are classroom now. ' in the classroom (Say the word now. ' 'classroom' slowly coachingand encouragestudents to follow)C: T :'Our classroomis nice. We must Show 'Let's act'help to keep it clean.'While-taskprocedureA: T say 'Clean thedesk.' And wipe adesk with a rag LookB: Invite a more ablestudent to come tothe front. Give therag to him/her and coachingsay 'Clean the desk, Performs the action please. ' and repeats the commandC: Invite more ablestudent to come tothe front. Let themore able studentThe student give the command cooperative performs the action and others do the learningaction.(Repeat with severalgroups of students.)D: Clean theclassroom bysweeping the floor. The student Let the more able performs the action. student to come upand say thecommand ' Sweepthe floor, please. '(Repeat step 3)E: Open the book topage 2. Play the bookcassette tape. Letthe students listen tothe instructions cassette'Clean the desk,please.' and ' Sweep The students repeat the floor, please. ' and mime the Ask students to actions. repeat and mime the actions.Post-taskactivitiesA: Divide studentsinto pair. Have one One student give student give the the commands and commands and the the other mime the other mime the actions. actions. Then let Change roles them change roles.cooperativeB: Invite pairs of learningstudents to act out Look the dialogue to the Vote for the best class. pairWorkbook HomeworkRead the ' Let' act 'after the cassettePeriod 2Teaching focus:Using the simple present tense to indicate factsUsing the simple present tense to express interests and preferences Teaching steps:Students Teaching Teaching Mediaactivities activities starlegryPre-taskpreparation:A: Ask the studentsWhere do you all coaching Show a pictureSay the word ' live ? of Shanghai Shanghai ' Show a picture of Shanghai(Say the word 'Shanghai ' slowly)T: That ' s right . Weall live in Shanghai .Shanghai is ourhome .While-taskprocedureA: Put up thewallchart for page 3. Look and listen Tell a story Wallchart for something like this : page 3Sam and his fatherwent for a walk onSunday. After a whilethey sat down to restand watched theferries go by. Theycould see theOriental Pearl Towerand a lot of tallbuildings. Can you recongnize any?Sitting on the bench coaching next to them weresome tourists(awoman and herson). The boy askedSam where he livedand Sam replied ' Ilive in Shanghai.'The boy said ' I love Shanghai.' 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?(Point to it)B: Ask questions The students talk such as the about and answer following: the questions , Where does cooperativeSam live? learning, 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 in The students to Shanghai. copy ' I live in Say ' I live in Shanghai. ' Shanghai. ' and askstudents to copyyou.D: Hug a toy bearand say ' This is my modelingbear. Her name is a toy bear The students repeat Sally. I love Sally. ' ' I love Sally. 'Show the picture of Repeat Shanghai again.Get student to say Hug it and say ' I after love Shanghai. 'E: Open thestudent's book to The students look at page 3. Play the the book and listen cassette tape to let to the tape students hear the book correctpronunciation of thewords and cassettesentences. Then askindicidual studentsto say 'I live inShanghai. ' and ' Ilove Shanghai. 'Post-taskactivitiesA: Give each Draw a picture of white drawingthe place they live student a sheet of paper. in. white drawing paper.Ask them to draw apicture of the place modeling say something they live in. about pictures byB: Ask students to using the sentences ' I live in …, say something aboutI love … ' their pictures by cooperative Talk about using the sentences learning' I live in …,I love … 'Consolidation, Look, listenand tick the Workbook page 2correct Explain thesentence. Workbook page 2 , Listen and Workbookdraw.HomeworkRead the 'Let 's talk' after the cassettePeriod 3Teaching focus:Using nouns to identify object Using proper nouns to refer to places Teaching steps:Students Teaching Teaching Mediaactivities activities starlegryPre-taskpreparation:A: Put up thewallchart for page 3. coaching Put up theAsk the students to wallchartsay something about The students to say the picture by using something about the sentences they the picture have learned in the previous lesson: ‘ I I live in …'a live in …’a I love …’ Ilove …’While-taskprocedureA: Still referring toLook and answer: the wallchart. ' building ' T: What you can see in the picture ? Wallchart forIntroduce the word page 4‘ building ‘Hold up the picturecard for ‘ building‘ and say ‘ building ‘ The students to (Ask the students to repeat repeat)B: T: ‘ What thingsdo you sometimessee lying on thepavement? ‘coachingShow examples ofrubbish that people Look , think, talk throw away – soft about and answer drink cans, plastic the questions . bags, food cooperative wrappers, etc. learningT : ‘ How do theythere? Dose itmake Shanghai lookbeautiful? Whatshould we always dowith our rubbish? ‘ The students to Show a toy bin and repeat. say ‘ bin’ slowly.(Ask students torepeat. )modelingC: Show the pictures the picture andof a park and a road. word cardsT : do you often go to Look , think and the park? answer the To elicit the new questions . words ‘ park ‘ and‘road ‘.Say the wordsslowly. The students to (Ask the students torepeat. repeat.)D: Put up the pictureand word cards onthe board in randomorder. Then the picture andre-arrange them by word cardsputting the wordcards below theircorrespondingpicture cards, asshown in their the students read Student’ s Books. the words Read the words withthe students.Open the book to bookE: Play the cassette page 4. cassette tape.tape. Students listen and repeat. Ask the students topoint to each picture the students to point as the word is being to each picture as read out. the word is being read out.F: Show studentsthe picture cards for‘ apple’ and sayApple begins withthe sound ‘ a ‘ .Show the word card The students look at for ‘ apple’ and say the letters and listen ‘ A …’ letter ' A a ' ' Bto the tape Apple’ .(Repeat) b 'Show alphabetcards ‘ A ‘ and ‘ a ‘ .Have studentscompare the capitalletter ‘ a ‘ . Do thesame with ‘ B b…Bird ‘ .Play the tape forstudents to follow intheir books. book Post-taskactivitiesmodeling students have just cassetteA: Say something learned s1: I see a bin. about the wallchart, S2: That' s a using the new words building. e.g. : I see …That’ s …HomeworkWorkbook page 3: , Colour the Workbookword in the Workbook page 3puzzle. Explain the , Trace the Workbook page 3letters.Read the ' let' slearn ' after thecassettePeriod 4Teaching focus:Asking ' Wh-' questions to find out various kinds of specific information about a personUsing the simple persent tense to express truth Using the simple persent tense to express interests and preferencesTeaching steps:Students Teaching Teaching Mediaactivities activities starlegryPre-taskpreparation:A: T: Yesterday welearned some new coaching Put up thewords. Do you wallchartremember what theyThe students to say are?something about Put up the picturethe picture cards for ' bin, park,road , building, and the picture cardsShanghai ' . for ' bin, park,Hold up the word road , building,cards. and Shanghai ' .Ask individualstudents to come up,take one, and put itstudents to come up under the the word cards. take one, and put it correspondingunder the picture. Continuecorresponding until all cards havepicture. been matched. Thenremove the picturesbut leave the wordcards. Ask variousstudents to come upand get the wordthat you say.While-taskprocedureA: Put up a simple a simple map ofmap of Shanghai. Shanghai.T : Where do you coachinglive?Point to the area youlive in and say I live The students in (name of the answer : I live in area). I love (name cooperative Shanghai of the area). learning repeatB: Play a game withthe students. modelingInvite a more ablestudent to come to Play a game the front. a more able student Askhim/her to point a simple map ofto come to the front. to the area he/she Shanghailives in on the map point to the area he and use the lives in on the map structures I lives cooperative and use the in … learning structures I lives I love … in … To answer the I love … question Where do to answer the you live? questionC: Open the Student's Book to page 5. the Student' sOpen the Student' s Check that the Book Book to page 5. studentsknow all theplaces on the map,such as Lu XunPark. ShanghaiRailway Station. Yu modelingGarden… Look , think, talk Ask individual about and answer students Where do the questions . you live? To elicitvarious answers.Encourage them touse the structure Ilove …D: Divide studentsinto groups of four,Have one student The students into ask the question ' groups of four, Where do you live?' the Student' sone student ask the and the other three cooperative Book question ' Where do answer it. Then let learning you live?' them change roles. the other three answer it. (change roles.)E: Invite groups of The students to students to act out come to the front the dialogue to the and act class.The students to repeat.Homework, Workbook Workbook page 4page 4: Explain the Workbook Listen and draw the Workbook page 3 lines to find where they live. , Read the ' let' splay ' after thecassette.Period 5Teaching focus:Using the simple persent tense to express interests and preferences Teaching steps:Students Teaching Teaching Mediaactivities activities starlegryPre-taskpreparation:A: Flash the picturecards and word the picture cardscards for ' bin , for ' bin, park,building, park, road road , building,The students look at and Shanghai ' to and Shanghai ' . the picture and read check that students the words remember thewords.the word cards.B: Ask variousstudents to point to The students look at each picture and say the picture and say ' ' This is … This is …While-taskprocedureA: Invite somestudents to clean theclassroom with you.Put rubbish into atoy bin you havebrought to class. The students T : ' We use the bin answer follow and every day. We keep repeat Shanghai cleanevery day.The students open coachingB: Get students to the Student' s Book to page 6. open the Student' s Play a game Book to page 6. the Student' sDiscuss where Sam Discuss with Book and May live and students where Sam cooperative what they are doing and May live and learning now. what they are doingnow.Two students comeC: Invite two to the front modelingstudents to be Samand Mary puttingrubbish into the bin. The Student read the Student' sD: Read the rhyme the rhyme slowly Book line by line. slowly line by line.Practise saying bothverses.E: Explain the words Look and listen and phrases ' use,every day ' and'keep it clean' instudent' s mothertongue.F: Play the cassette the Student' sThe students follow for the rhyme. Book and read the rhyme.cassette The students read cooperative the rhyme in pair learning G: Invite pairs of The students to students to act out come to the front the rhyme to the and act class.Post-taskactivityThe students Have pairs of practise saying a students practise modeling new rhyme saying a new rhymesubstituting ' Practise in pair Shanghai ' with ' cooperative Beijing' or ' learningGuangzhou' . The students read Invite pairs to say the new rhyme their rhymes to theclass.Homework, Read the ' let' senjoy ‘ after the modelingcassette., Make a newrhyme。
牛津英语2A Unit 1 Where I live
Unit 1 Where I livePeriod 1Language focus:Using imperatives to give simple instructionsUsing definite article to refer to specific classroom objectsLanguage skills:ListeningLocate specific information in response to simple instructionSpeakingUse modeled phrases to communicate with other learnersMaterials:Student’s Book 2A page 2Cassette 2A and a cassette playerCome ragsPre-task preparation1.Point to a desk and say ‘desk’. Encourage the class to point to their owndesks and say ‘desk’.2.Gesture with your arm to indicate the classroom and say ‘This is a classroom.We are in the classroom now.’3.Say Our classroom is nice. We must help to keep it clean.While-task procedure1.Say ‘Clean the desk.’ And wipe a desk with a rag.2.Invite a more able student to come to the front. Give the rag to him/her andsay ‘Clean the desk, please.’The student performs the action and repeats your command.3.Invite more students to come to the front. Let the more able student give thecommand and others do the action.4.Clean the classroom by sweeping the floor, putting rubbish into the wastebasket and cleaning the blackboard with an eraser. Invite another more able student to come up and say the command.5.Open the book to page2. Play the cassette tape. Let the students listen to theinstructions ‘Clean the desk, please.’ And ‘Clean the classroom, please.’ Ask students to repeat and mime the actions.6.Invite individual students to act out the scene.Post-task activities1.Divide students into pairs. Have one student give the commands and othermime the actions. Then let them change roles.2.Invite pairs of students to act out the dialogue to the class. Students vote forthe best pairs.Period 2Language focus:Using the simple present tense to indicate factsUsing the simple present tense to express interests and preferencesUsing proper nouns to indicate placesLanguage skill:SpeakingUse modeled phrases to communicate with other learnersMaterials:Student’s Book 2A page 3Cassette 2A and a cassette playerWallcharts 2AA picture of Shanghai, a stamped envelope, a toy bearWorkbook 2A page 2Pre-task preparationAsk the students Where do you all live?Show a picture of Shanghai. Say That’s right, we all live in Shanghai. Shanghai is our home.While-task procedure1.Put up the wallchart for page 3. Tell a story something like this:Sam and his father went for a walk on Sunday. After a while they sat down to rest and watched the ferries to by. They could see the Oriental Pearl Tower and o lot of tall buildings. Can you recognize any? Sitting on the bench next to them were some tourists. The boy asked Sam where he lived and Sam replied ‘I live in Shanghai’. Sam was pleased. Children, do you love Shanghai? If you do, you must help to keep it clean. Do not litter. Throw all rubbish into the bin. Can you find a bin in this picture? Point to it.2.Ask questions such as the following:Where does Sam live?Where do you live?Does Sam love Shanghai?Do you love Shanghai?What is this?3.Hold up a stamped envelope and say My friend in Canada sent this to me.She had to write ‘Shanghai’ on it because I live in Shanghai. Say ‘I live in Shanghai’. And ask students to copy you.4.Hug a toy bear and say This is my bear. Her name is Sally. I love Sally. Hugthe bear more tightly and say “I love Sally.’Show the picture of Shanghai again. Hug it and say ‘I love Shanghai.’Repeat. Get students to say after you.5.Open the book to page 3. play the cassette tape to let students hear thecorrect pronunciation of the words and sentences. Then ask individual students to say ‘I live in Shanghai.’ And ‘I love Shanghai.’Post-task activities1.Give each student a sheet of white drawing paper. Ask them to draw apicture of the place they live.2.Ask students to say something about their pictures by using the sentences ‘Ilive in …, I love…’ConsolidationWorkbook page 2:look, listen and repeat the correct sentence.Listen and draw.Period 3Language focus:Using nouns to identify objectsUsing proper nouns to refer to placesLanguage skills:SpeakingPronounce words properlyLearn the names and sounds of the letters ‘Aa,Bb’Materials:Student’s Book 2A page 4Cassette 2A and a cassette playerWallcharts 2AWorkbook 2A page 3Pre-task preparationPut up the wallchart for page 3. Ask the students to say something about thepicture by using the sentences they have learned in the previous lesson: ‘I live in…’ and ‘I love…’While-task procedure1.Still referring to the wallchar, discuss what you can see in the picture.Introduce the word ‘building’. Hold up the picture card for ‘building’and say ‘building’. Ask students to repeat.2.Ask What things to you sometimes see lying on the pavement? Showexamples of rubbish that people throw away soft drink cans, plastic bags, food wrappers, etc. Ask How do they get there? Does it make Shanghai look beautiful? What should we always do with our rubbish? Show a toy bin and say ‘bin’ slowly. Ask students to repeat.3.Show the pictures of a park and a road. Ask Do you often go to the park? Toelicit the new words ‘park’ and ‘road’. Say the words slowly. Ask students to repeat.4.Put up the picture and word cards on the board in random order. Thenrearrange them by putting the word cards below their corresponding picture cards, as shown in their Student’s Books. Read the words with the students.5.Open the book to page 4. Play the cassette tape. Students listen and repeat.Ask students to point to each picture as the word is being read out.6.Show students the picture cards for ‘apple’and say Apple begins with thesound ‘a’. Show the word card for ‘apple’ and say ‘A… apple’. Repeat. Post-task activitySay something about the wallchart, using the new words students have just learnedConsolidationWorkbook page 3:A.Colour the word in the puzzle.B.Trace the lettersPeriod 4Language focus:Asking ‘wh-’ questions to find out various kinds of specific information about a personUsing the simple present tense to express truthLanguage skills:Use modeled phrases to communicate with other learnersOpen an interaction by elic iting a responseMaintain an interaction by providing informationMaterials:Student’s Book 2A page 5Cassette 2A and a cassette playerA big map of ChinaPre-task preparationSay yesterday we learned some new words. Do you remember what they are? Put up the picture cards for ‘bin’, ‘park’, ‘road’, ‘building’ and ‘Shanghai’. Hold up the word cards. Ask individual student to come up, take one, and put it under the corresponding picture. Continue until all cards have been matched. Then remove the pictures but leave the word cards. Ask various students to come up and get the word that you say.While-task procedure1.Put up a big map of China. Show students where Shanghai is.2.Ask ‘Where do you live?’. Encourage students to answer ‘I live inShanghai.’3.Play a ‘tourist game’ with the students. Invite a more able student to come tothe front.4.Get the students to open the book to page5. Play the cassette tape forstudents to listen to native speakers saying the lines while they look at the pictures in their own books.5.Divide students into groups of four. Have one student ask the question‘Where do you live?’ and other three answer it. Then let them change roles. 6.Invite groups of students to act out the dialogue to the class. ConsolidationWorkbook page 4: listen and draw the lines to find where they livePeriod 5Language focus:Using the simple present tense to express interests and preferences Language skills:ListeningIdentify key word in an utterance by recognizing stressSpeakingPronounce correctly words in connected speech by linking together and using appropriate stressMaterialsCassette 2A and a cassette playerA toy binPre-task preparation1.Flash the picture cards and word cards for ‘bin’, ‘building’, ‘park’, ‘road’and ‘Shanghai’ to check that students remember the words.2.Ask various students to point to each picture and say ‘This is …’.While-task procedure1.i nvite some students to clean the classroom with you. Put rubbish into a toybin you have brought to class. Say We use the bin every day. We keep Shanghai clean every day.2.Get students to open the Students’ book page 6. Discuss with students whereSam and May live and what they are doing now.3.Invite two students to be Sam and May putting rubbish into the bin.4.Read the rhyme slowly line by line. Practise saying both verses.5.Explain the words and phrases ‘use’, ‘every day’and ‘keep it clean’instudent’s mother tongue.6.Play the cassette for the rhyme. Students follow and read the rhyme.7.Invite pairs of students to act out the rhyme to the class.Post-task activityHave pairs of students practise saying a new rhyme substituting ‘Shanghai’with ‘Beijing’ or ‘Guangzhou’. Invite pairs to say their rhymes to the class.。
二年级英语上册Unit1whereIlive教案沪教牛津版
二年级英语上册Unit1whereIlive教案沪教牛津版Unit1 Where I live Lesson1一．教学课题 Unit1 Where I live Lesson1 二．学生素质发展目标：Language focus: 1. Using imperatives to give simple instructions.ing the definite article to refer to specific classroom objects.三．教学重点和难点：Teaching aims: 1. Review the sentences: Look at the … Open/Close the… Show/ me your… Take your…2. Teach the new sentences: Clean the desk, please. Sweep the floor,please. 四．主要教学方法： 1． Read and say:2． Look, read and learn: 3． Look and say: 4． Think and guess:5． Look and read: 五．教具：Teaching aids: tape recorder, tape, word andpicture cards, some objects. 六．教学过程：Teach ing procedure: Teacher’sactivity Students’s activity Remark Pre-task preparation Listen and sing asong 歌曲开始课堂让学 together. 生重新感受到英语1.Warming up: 课的气氛。
Sing a song: Hello! 2. Free talk: Say hello to each others 1) T: Hello,boys and girls, in the class. I’m very happy to see you again. Welcometo back our school and our classroom. (Ss say the word ‘classroom’together several times.) First please say ‘hello’ to your partner.Ss do it. 1)和2)是让学生 2) T: Good morning, S1. 先动动，调起他们 S1:Good morning , Miss 的积极性。
二年级英语上册Unit1whereIlive教案(2)沪教牛津版
Unit1 Where I liveSecond period Let’s talk一、主要新授内容(New contents)Let’s learn ---ShanghaiLet’s talk ---I live in Shanghai. I love Shanghai.二、学习目标(Learning objectives)1．先通过在“居住地”的主题中，学到介绍自己居住地情况时可以使用的简短句型。
让学生初步形成以自己家乡为荣的思想感情。
2．在生活中，朋友之间互相生活信息交流的语言环境中，能用正确的语音语调说出Shanghai这个新词汇。
3．能熟练运用I live in …和I love …的简单语句对自己居住地进行简单介绍。
4．根据二期课改新课标的形式，在确保完成基本教学目标的基础上，可以结合学生学习能力和语言的实际使用对教材呈现的教学内容进行拓展，所以在介绍中，根据实际情况正确表达自己居住地的称谓拓展到全国，甚至世界各地。
有助于扩充学生的知识面。
三、教学建议1、任务前期准备阶段（Pre-task preparation section）Activity 1 （Song）1．教学辅助电脑屏幕2．活动过程1．教学辅助头饰2、任务中期实施阶段（While-task procedure section）Activity 1 (Listening and speaking )1、教学辅助(Aids)录音机图片Activity 2 （Listening and speaking）1、学辅助(Aids)录音机图片Activity 3 ( Song)1、教学辅助(Aids)录音机图片Activity 4 ( Game )1、教学辅助(Aids)图片2、活动过程（Process）Activity 5 (Listening and speaking)Activity 6 (Listening and speaking)3、任务后期完成阶段（Post-task activity section）Activity 1（Story）1．教学辅助(Aids)屏幕电脑练习纸Activity 2（ Writing and speaking）1、教学辅助(Aids)调查纸。
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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 instructionsPeriod 2Teaching focus:Asking How questions to find out mean Using prepositions to indicate means Using formulaic expressions to take leavePeriod 3Teaching focus:Using nouns to identify forms of transport.Period 4Teaching focus:Using formulaic expressions to indicate how people travelPeriod 5Teaching focus:Using nouns to identify different forms of transportUnit 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 instructionsPeriod 2Teaching focus:Using imperative to give simple instructions Using adjectives to describe objectsPeriod 3Teaching focus:Using imperatives to give simple instructions Using nouns to identify thingsUsing adjectives to describe objectsPeriod 4Teaching focus:Using imperative to give instructions Using adjectives to describe coloursPeriod 5Teaching focus:Using imperatives to give simple instructions Using adjectives to describe objects。