2AM2U3教案

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(完整word版)牛津m2U3教案(word文档良心出品)

Module2 Unit3 ProjectTeaching aims:1.Make the students understand the life of Yang liwei2.The students will be able to make an interview3.The students will be able to write a biographyTeaching procedures:Step 1 Lead inEnjoy some music of Jay Chou .Enjoy some pictures of Tu youyou , Ning zetao and Yang Liwei.What do you think of them? (They are heroes.)Do you want to know more about him?If we are to know more about them, what should we do ? ( read a biography)What is a biography ? ( It is a description of a person’s life )Step 2 Skimming1. Skim through the passage and try to tell the main idea of each paragraph.2. Divide the passage into three parts and find the structure of a biography.( Introduction- Body -Summary)Step 3 Careful reading: find some useful information about Yang Liwei.How is the text mainly organized? (In the time order)Born:______________________________________Nationality: _____________Education:1983______________________________1983-1987 studied in ___________________________Working experiences:1987 graduated and became a pilot1998 ________________________________1998-2003received_______________Sep, 2003 be luckily _______ for the space taskOct, 2003 traveled successfully and became the first Chinese astronaut in space.Step 4 Discussion: What qualities(品质）does Yang Liwei have as an excellent astronaut?Step 5 Summary: A biographical(传记)article usually includes some aspects(方面)like:(one’s birth time, birth place, childhood, family background, education, working experiences, achievements or influences……..)Step6 Interview ( Tu youyou , Ning zetao , Jay Chou )1. How to interview an expert?1).Greet the expert in an appropriate manner.2).Introduce yourself .3).Use short and simple sentences to ask the questions that the expert can answer.e.g. Hello, I’m…from….I’d like to ask /know…2. Work in groups to complete the interview notes . One of you will be the expert and others will interview him/her like reporters. ( refer to the materials )A sample of interview notesName ___________ Home ______Male/Female _____ Age _______Interests ________________Experience ___________________________Achievements _________________________Step7 Writing posters1.It should be based on the interview notes2.Each member should write a part and choose one to design .Step 8 HomeworkComplete the writing and polish it.。

牛津英语2AM2U3教案(精品资料).doc

【最新整理，下载后即可编辑】Teaching Plan for Oxford English2AM2U3My hair is short教学设计说明学情分析：二年级学生经过一年的英语学习后，基本上逐渐适应了小学的英语学习生活，大多数学已经养成了良好的学习习惯，并且也掌握了学习英语的能力，他们对于英语学习的兴趣也愈加浓厚。

他们能根据老师的语音语调进行模仿，也喜欢用英语进行简单的日常交流。

同时，他们在听、说、读、表演等方面有了较大的进步。

通过一学年多的英语学习，他们基本具备了基本的听说能力，能进行简短的对话操练。

在学习本单元内容之前，他们已经知道了部分身体部位的单词，如face, eye, nose, mouth, ear等；对颜色、大小等形容词汇也涉略了一些；同时，他们能运用I am… It/This/That is…I can…等句型进行运用与分享。

模块教学任务分析：2AM2的模块主题是Me, my family and friends （我和我的家庭与朋友），分别围绕I can swim（我会游泳），That’s my family（那是我的家庭）以及My hair is short（我的头发是短的）这三个与孩子家庭、学习生活息息相关的话题而展开。

三个教学单元旨在帮助学生认识自我，感受能力；在进一步认识家庭成员的基础上，进行合理描述；在了解更多的人体部位的基础上，学会观察、学会比较、尝试描述与分享。

本模块学习的内容较为宽泛，从了解自我延伸到了对家人的了解，从关注自身的能力转向了对家人的特征关注；在观察、比较与梳理中，学会比对、学会思考，在分享各自能力的同时，感受亲情、体验家庭的温馨。

单元教学任务分析：2AM2U3的单元主题是My hair is short（我的头发是短的）。

通过单元学习，要求学生能初步描述与运用身体的某些部位，如：hair, head, face等，能结合M y… is/are… Your… is/are… 句型来描述自身或对方的身体部位特征，合理介绍自己和对方的某些体貌特征。

2AM2U3-3 My hair is short教案及教学说明

Oxford English 2A Module 2 Unit 3 My hair is short(3 periods)一、单元教学目标1. 在语境中学习、理解、运用下列词汇：hair, head, face2. 在语境中学习、理解、运用下列句型：My… is/are… Your… is/are…在语境中学习、理解下列句型：Your…is/are like … I can…with my…3. 能结合新旧知识用几句话来描述自己和他人的外貌特征。

4. 通过生动有趣的小故事，进一步了解头部器官的特征及功能，并能运用故事中的语言，简单描述头部器官的特征及功能。

5. 能够尝试朗读、表演小故事。

6. 通过故事让学生体会到：不要骄傲自满，要真诚待人，善于发现别人的长处，并用自己的长处去帮助那些需要帮助的人，给别人带来快乐，那么在别人的眼里，你也会很特别。

三、分课时话题和再构文本Oxford English 2A M2U3 My hair is short (3rd period)You are specialBook: Oxford English 2A Module 2 Unit 3Theme: Me, my family and friends --- My hair is short.Topic: You are specialSchool: Caojing Primary School, Jinshan District （金山区漕泾小学）Students: Class 4, Grade 2Teacher: Joy Wang（王孝娴）Date: Oct.11th, 2011I. Teaching Project（教学项目）：Words:复习巩固单词：hair, head, faceSentences: 复习巩固句型：My/Your … is/are…学习句型：Your…is/are like … I can…with my…Text（再构文本）：(In the afternoon, the sun is big and red.)(The monkey is so hot. )Elephant: My ears are big. I can make you cool with my ears.Monkey: Aha! Thank you, Elephant. Your ears are super. You are special. Elephant: En! Your ears are small. But your face is red and lovely. Your face is like an apple. You are special too.(The elephant is busy.)Elephant: My nose is long. I can water the flowers with my nose.Lion: Thank you, Elephant. Your nose is cool. You are special.Elephant: En! Your nose is small. But your hair is long and beautiful. Your hair is like a flower. You are special too.(The baby is sad.)Elephant: Don’t cry, little baby. My head is big.I can hold you up high with my head.Baby: Whee! What fun! You can make me happy. You are special. Elephant: Your head is small. But your eyes are bright. Your eyes are like stars. You are special too.(The elephant and his friends are happy. They have a good time.)II. Teaching Aids:Multi-media, sentence cards, story book, etc.Oxford English 2A M2U3 My hair is short (3rd period)You are special教学说明一、学情分析本节课的执教对象是二年级学生，本班学生我从一年级带起，学生和我之间已经培养起很深厚的感情，同时也建立了很好的默契感。

牛津英语2AM2U3教(学)案

Teaching Plan for Oxford English2AM2U3My hair is short教学设计说明学情分析：二年级学生经过一年的英语学习后，基本上逐渐适应了小学的英语学习生活，大多数学已经养成了良好的学习习惯，并且也掌握了学习英语的能力，他们对于英语学习的兴趣也愈加浓厚。

他们能根据老师的语音语调进行模仿，也喜欢用英语进行简单的日常交流。

同时，他们在听、说、读、表演等方面有了较大的进步。

通过一学年多的英语学习，他们基本具备了基本的听说能力，能进行简短的对话操练。

模块教学任务分析：2AM2的模块主题是Me, my family and friends （我和我的家庭与朋友），分别围绕I can swim （我会游泳），That’s my family（那是我的家庭）以及My hair is short（我的头发是短的）这三个与孩子家庭、学习生活息息相关的话题而展开。

单元教学任务分析：2AM2U3的单元主题是My hair is short（我的头发是短的）。

上海版新牛津英语2BM2U3教案

借助图片，领读elephants注意ts的发音。
以儿歌的形式巩固新单词，提高学生的学习兴趣。
To learn the‘zebra’
1.T:What’s this?
S:It’s azebra.
T:What clolur is it?
S:It’s black and white.
Spell the‘zebra’
Pandas are big.
______ are fat.
______ are black and white.
______ like bamboos.
拓展单词扩大学生的知识面。
利用儿歌牢固掌握
新单词。
让学生看图说话，提高学生的说话能力。
To learn the word
‘neck’
To learn the sentences
Teaching plan
Period 1
Title
Look and learn Look and say
Aims
Basic aims
1.Knowledge objectives:
a. Learn to read,spell and use the words:giraffe, snake, elephant, zebra
Main points
1.Pronouncing the key words correctly : giraffe snake elephant zebra
ing modelled sentences to find out specific information
What are they? They are…Do you like…? Yes, I do.( No,I don’t.)

上海版新牛津英语2B-M2U3教案

( ) 3. What colour are they?A.They are brown.B.They are bears.
Period 2
Title
Play a game Listen and enjoy
Aims
Basic aims
1.Knowledge objectives:
a. Lean to say:bamboo
d.Monkeys
5.Listen to the tape
6.Introduce yourshelf toys
7.Ariddle
让学生继续练习说话，提高学生的语言表达能力
通过猜一猜的游戏，使学生了解更多的单词，同时提高学生的学习兴趣和积极性。
Listen and say
1.T:Listen. ( Woof…Woof…)
They are…
They can…
They like…
They have…
1.T:What animal has a long neck?
Look. Giraffe has a long neck.
net---neck
2.Look. They are giraffes.
3.Look and read
What are they?Do you like ___?
They aresnakes. Yes, I do.
elephants. ( No, I don’t.)
zebras.
giraffes.
教
学
反
思
（建议从目标反思、过程反思、效果反思、改进意见等方面反思）
附练习：
一、Listen and math
旧句型的复33snakeelephant已学过重点放在单词拼读上领读snakes注意s的发借助图片领读elephants注意ts的发音

2A M2U3 My hair is short(课时教案)牛津上海版(试用本)

2A M2U3 My hair is short（课时教案）牛津上海版（试用本）课时主题：2A M2U3 My hair is short适用年级：小学二年级教学目标：1.学生能够掌握新词汇 short, long, curly, straight, bald, wig 的发音及使用方法。

2.学生能够用英语描述自己或他人的发型。

3.学生能够通过听、说及绘画等多种形式进行学习。

教具准备：1.幻灯片。

2.图片、卡片等。

3.绘画用品。

4.录音机。

教学内容及步骤：Step 1：Warming up（热身活动）1.1 执行动作：老师与学生进行问答互动，询问自己或他人的发型，引导学生利用简单的词汇进行描述。

Example：T: Good morning, everyone. Can you see me？What can you see on my head?S: Hair!T: Yes, I have black hair. What about you? What is your hair like?S: I have short hair.1.2 思考问题：在自我描述发型的过程中，是否有更多的词汇可以用来描述不同的发型？Step 2：New words（新词汇）2.1 学习新单词并进行拼读。

2.2 游戏引导：老师领读新单词后，通过卡片、图片等多种形式让学生识别和辨认新单词。

Step 3：Practice （练习）3.1 确认学生对新单词的掌握程度，通过播放录音让学生进行跟读，缩短发音差距。

3.2 小组交流：老师组织学生分组，进行小组讨论，让学生对不同发型进行描述，如对直发、卷发、长发、短发等。

3.3.两人对话练习：老师指导学生选定一幅图片或群体中任意一个人的发型进行描述，并提供让学生使用的句型，如：Example：T: Look at the picture, what is her hair like?S1: She has long straight hair.S2: She has curly hair.S3: She has short hair.Step 4:Culmination (小结)4.1 整理语言，进行词表梳理，让学生给出各个词汇的意思，拼音和例句。

牛津m2U3教案

牛津m2U3教案教案：牛津m2U3一、教学内容1. 学习并掌握词汇：busy, free, important, meeting, interesting, visit, museum2. 学习并掌握句型： What are you doing?I'm busy/free/important/meeting/interesting/visit/museum.3. 学习并掌握语法：现在进行时二、教学目标1. 学生能够熟练运用现在进行时描述正在进行的动作。

2. 学生能够正确使用词汇：busy, free, important, meeting, interesting, visit, museum。

3. 学生能够听懂并能够运用句型： What are you doing?I'm busy/free/important/meeting/interesting/visit/museum.三、教学难点与重点1. 教学难点：现在进行时的运用和词汇的掌握。

2. 教学重点：句型的运用和词汇的掌握。

四、教具与学具准备1. 教具：PPT2. 学具：笔记本、课本五、教学过程1. 引入：通过提问方式引导学生回顾上一节课的内容，并引入本节课的主题。

2. 新课呈现：通过PPT展示本节课的词汇和句型，并进行讲解和示范。

3. 小组活动：学生分组，进行角色扮演，运用所学的词汇和句型进行对话。

4. 随堂练习：学生独立完成课本上的练习题，教师进行讲解和反馈。

5. 作业布置：学生回家后需完成课本上的练习题，并选择一个话题，用所学的词汇和句型写一段话。

六、板书设计板书设计如下：What are you doing?I'm busy/free/important/meeting/interesting/visit/museum.七、作业设计1. 完成课本上的练习题。

2. 选择一个话题，用所学的词汇和句型写一段话。

八、课后反思及拓展延伸课后反思：1. 学生对现在进行时的掌握情况如何？是否需要进行额外的辅导？2. 学生对词汇的掌握情况如何？是否需要进行额外的复习？3. 下一节课如何继续巩固所学内容？拓展延伸：1. 引导学生运用所学的词汇和句型进行日常交流。

2A M2U3 教案

T: Repeat the sentences with “Your… is…” “Your… are…”
T: Choose a girl with long hair and a boy with short hair. Ask the boys and girls to say the new word. Point to the boy’s hair.
4. Say more
Ps: Learn the letter
K k /K/ /K/ kite
L l /l/ /l/ lion
Ps: Listen and read the rhyme.
T：Show a picture about giant.
Now if you are a giant. Can you introduce yourself? Other students listen to her/ him carefully.
My… are…”
引导学生观察，进行实物教学，学习新授单词：hair, head, face.
通过拼读巩固所学单词。
通过媒体学习新课文，方便学生学习。
III. Post-task
activity
Introduce yourself
Ps: I’m…
I’m…
My… is…
My… are…
帮助学生进行新旧语言材料的整合，将本节课所学的新单词放在语段中进行说话练习。
Ps: Hair, short hair.
T: Point to the girl’s hair.
Ps: Hair, long hair.
T: Where is your hair?
Ps: On my head.

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Board Writing:
WhoWhatHow
Myhairisshort.
face/mouthisbig.
eyesarebig.
Myheadissmall.
noseissmall.
eyes/earsaresmall.
Materials
Oxford English2AModule 2 Unit3
Hello, I’m Beedo.Hello, I’m Po.
head
1、(T) Introduce:Kungfu Panda: Po
2、(S)Look atPo’s information card, listenand finish it.
3、(S) Learn: head
4、(S) Playa guessing game: Whose head?
5、(S) Make a rhyme about‘bighead’or‘small head’(group work)
Methods
Purpose
Pre-task
Warming up
1、Listen and do
2、(S)Enjoy avideo
3、(T)Introduce:Beedo
Toarouse students’interests and elicit the main figure
While-task
1. Learn:
TeachingPlan
Name (English)
Nicole
Name (Pinyin)
Lei Cao
Course book
Oxford English2A
Topic
M2U3（Period1）
Who is handsome?
Date
Number of students
45
School(English)
Tongchuan School
Time
35minutes
Lesson Aims
1.Touse thewordsto describe your parts of body:face, mouth, nose, eyes, ears,hair, head
2.To use possessive adjectives to describeyourselves
hair
1、(S)Listen to Beedo’s
description
2、(S)Answer questions andlearn: hair
3、(S)Learn: short hair,
long hair
Choose the figure you like and saythe rhyme about it.
(S) My hair is ...
Practice: My face/mouth is ...
(S)Act as Beedo and introduce.
Tolet students learn and practice the new sentence patternbyrole-play
3.Learn:
Assignment
1、Review the new words and sentences.
2、Find favourite character and act as it to introduce.
To improve students’ ability of using the language they’ve learnt.
Tomake students catch informationby listening
To let students practice the new word by a rhyme
2.Learn:
My ... is ...
1、(T) Elict: My hair is long. How about yours?
2、(S)Showstudents’photosand use the sentences tointroduce themselves.
3、(T) Stick the photos on the board.
Togive studentsa chance tointroduce themselves
2、(S) Learn and practice: My eyes/ears are ...
3、(S) Have avote: Who is handsome? (Choosethefigureyou likeand describe)
To elicit the new sentence by listening
Difficult points
ing formulaic expressions to talk about yourself.
Teaching aids
Multimedia,flashcards,photos,etc.
Teaching procedures:
Procedure
Content
Toarouse students’interestsby another figure:Kungfu Panda
Tohelp studentspracticethewordbya gameand re ...
1、(S) Listen to the dialogue.
Eg: My…..is/are……
3. To let students know more about themselves and to be confident
Main points
ing the modeled sentences to describe yourself.
2. Reading and spelling the new words correctly.
Togivestudentsmore chances of using thelearned sentences byavote
Post-task
Talk aboutselves
1、(T)Let students know they are all handsome orbeautiful and elicit: We should be confident.