上海版牛津英语2a教案
二年级英语教案-上海版牛津英语2A教案
I’m fine, too.
Language focus
To greet others fluently.
Teaching aids
media, mask, cards, etc.
Procedures
Step
Teacher’s activities
Students’ activities
Purpose
Students’ activities
Purpose
Pre-task
1. Song<Hello! How are you> 1. Sing the song.
歌曲，进入英语
preparation 2. Look and say. 3. Quick response. Good morning. Good afternoon. Good night. Good evening. Goodbye. How are you
your classmates or teachers.
(4) Show some pictures
(Kitty, Alice, Danny, Eddie, Miss Fang.)
2. To teach: evening (1) Show a picture and ask:
Look at the sun. Is it
Aims
Oxford English 2A M1 U1(1)
To learn the following words, , afternoon, evening, night, morning.
Teaching focus To greet the others, ., Good ….
Teaching Aids media, mask, cards, etc.
牛津英语二年级上册2A全册教案(上海版)
牛津英语二年级上册2A全册教案（上海版）本资料为woRD文档，请点击下载地址下载全文下载地址oxfordEnglish2Am1U1AimsTolearnthefollowingwords,e.g,afternoon,evening,nigh t,morning.TeachingfocusTogreettheothers,e.g.,Good….TeachingAidsmedia,mask,cards,etc.ProceduresStepTeacher'sactivitiesStudents'activitiesPurposePre-taskpreparation.Singasong.2.Sayarhyme..Singasong.2.Sayarhyme.利用歌曲，让学生进入学习状态。
while-taskprocedure.Toteach:afternoonToelicit:T:Goodafternoon,boysandgirls.Readtheword.T:Say“goodafternoon”toyourclassmatesorteachers. Showsomepictures2.Toteach:eveningShowapictureandask:Lookatthesun.Isitafternoon? Readtheword.Fillintheblanks:_veningGuess:morningorEvening?Say“Goodevening”tomrtiger,mrdog,…Letstudentdopair-work3.Toteach:nightT:Look,thesunismissing.whatdoyousee?ReadShowapictureRhyme:Night,night,goodnight,mum.Night,night,goodnight,Dad. Goodnight,goodnight,Hu----hu---makeanewrhyme. Showapictureofnight.T:It’snight.Goodnight,children. 4.Toteach:morningListentoacockReadEnjoyasong..Ss:Goodafternoon.2.Boysreadit.Girlsreadit.3.Say“Goodafternoon.”totheothers.4.Saytogether..Ss:No.2.choosetheanswer.3.Playaguessinggame.4.Role-playintheeveningshow5.workinpairs.1.S:Isee…2.Read3.Sayarhyme.4.makearhyme1.Ss:Goodnight.2.Followtheteacher3.Singorenjoythesong根据上课的实际时间，先教授afternoon一词.从情景过度到实际生活，学生从学到用。
最新整理上海版沪教版小学牛津英语2A教案
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。
沪教版牛津英语二年级上册2A全册教案
沪教版牛津英语二年级上册2A全册教案Unit 1 Where I Live Teaching aids:A. Words : letters Aa --Bb , bin , park , road , building , ShanghaiB. Structures : I live in …. I love …. I see …. That’s …C. Functions : Give simple instructions; Refer to specific classroom objects.Material:1. Student's Book 2A page 2--62. Cassette 1A and a cassette player3. Wallcharts4. Photograph page 15. Alphabet CardsTeaching times:5 timesLearning targets:A. Basic aims:1. Be able to identify the letters Aa -- Bb2. Be able to give simple instructions3. Be able to use the simple present tense to indicate facts4. Be able to "point to your home"5. Read the rhymeB. Further aims:1.2.Practise saying a new rhyme substituting 'Shanghai' with another places Language focus:1. Using the definite article to refer to specific classroom objects2. Using the simple present tense to express interests and preferences3. Learning the words: bin , park , road , building , ShanghaiPeriod 1Teaching focus:Using imperatives to give simple instructionsUsing the definite article to refer to specific classroom objectsTeaching steps:Period 2Teaching focus:Using the simple present tense to indicate factsUsing the simple present tense to express interests and preferences Teaching steps:Period 3Teaching focus:Using nouns to identify objectUsing proper nouns to refer to places Teaching steps:Period 4Teaching focus:Asking ' Wh-' questions to find out various kinds of specific information about a person Using the simple persent tense to express truthUsing the simple persent tense to express interests and preferencesTeaching steps:Period 5Teaching focus:Using the simple persent tense to express interests and preferences Teaching steps:Unit 4 Going about Teaching designing:Teaching aids:A.Words: letters Gg—Hh, plane, ferry, train, taxi, car, bus, van.B.Structures: Get ……How do you go to……C.Functions: Give simple instructions; Using connectives to add information Material:1.Student’s Book 2A page 17-212.Cassette 1A and a cassette player3.Wall charts4.Photograph page 145.Alphabet CardsTeaching times:5 timesLearning targets:A.Basic aims:1.Be able to identify the letters Gg--Hh2.Be able to give simple instructions3.Be able to introduce oneself using I’m.4.Be able to write the sentence Hello, I’m <name>.5.Sing a song.B.F urther aims:ing more information to introduce oneself2.The sorts of the alphabetLanguage focus:ing imperatives to give simple instructions2.Asking How questions to find out means and Using prepositions to indicatemeas3.Learning the words: plane……Period 1Teaching focus:Using imperative to give simple instructions Teaching steps：Period 2Teaching focus:Asking How questions to find out mean Using prepositions to indicate means Using formulaic expressions to take leave Teaching steps：Period 3Teaching focus:Using nouns to identify forms of transport. Teaching steps：Period 4Teaching focus:Using formulaic expressions to indicate how people travel Teaching steps：。
上海牛津英语二上2AM3U1教案新版
Oxford English(Shanghai Edition)2A Module3 Places and activitiesUnit1 In the playground第一部分单元整体规划一、教材内容二、内容要求1.主题范畴☑人与自我☑人与社会☐人与自然(单元主题In the playground)主题群人际交往子主题内容询问与介绍2.语篇类型☑连续性文本☐ 非连续性文本3.语言知识语音知识特殊疑问句降调词汇知识Slide, swing, seasaw语法知识Modal verb can: I can...Wh-questions: What can you see? What colour is it?Verb to be: It’s...语篇知识语篇文本结构In the playground, I can see ...It’s (I)can ...How ... !语用知识梳理信息并使用句型结构I can see ... It’s ... I can ...How ...来表达自己的所见、所玩、所感。
4.语言技能能在语境中听懂、朗读并使用句型What can you see?来询问他人，并能够用语句I can see ... . 回答他人问题。
5.文化知识体验与人为善、助人为乐的快乐。
6.学习策略☐元认知策略☑认知策略☑交际策略☑情感管理策略三、语篇分析第二部分单元整体设计一、单元主题内容框架图二、单元学习目标●知识与技能1.能正确朗读并书写字母Mm和Nn,初步了解字母在单词中的基本发音规律。
2.能知晓游乐设施类词汇slide、swing、seesaw的正确读音，理解词义。
3.能在语境中听懂、朗读并使用句型What can you see?来询问他人，并能够用语句I can see ... . 回答他人问题。
4.能理解语篇内容，梳理信息并使用句型结构I can see ... It’s ... I can ... How ...来表达自己的所见、所玩、所感。
沪教版牛津英语2A教案完整版
..Module 1 Getting to knowyouUnit 1 Good morningThe first period一、Teaching aim认知内容: 能听懂会说Good morning. Good afternoon.Good evening. Good night.及回答。
能力要求：学会用所学句型进行情境表演。
情感态度：学会在不同时间里和人打招呼。
二、Teaching procedures Pre-task preparationWarmera. 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:according to the pictures, Judge the words2. IntroductioneveningnightGood evening.Good night.a. Listen to a dialogue and try to understand the meaning of the dialogue(It’s 18o’clock in the evening. Alice is having a dinner.)Good evening, Alice.Good evening, dad.(It’s 21o’clock at night. Alice is going to bed.)Good night, Alice.Good night, Mum.b.Say a chant in groupsEvening, evening,Good evening.Night, night,Good night.Post-task activitya.Listen to the whole dialoguesb.role playact out the whole dialogue in groups三、Assignmenta. Listen to the tapesb. read P2,4The second period一、Teaching aim认知内容: 能听懂会说How are you？Ask and answer Who is she？..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。
沪教版牛津英语2A教案完整版
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。
上海版牛津英语2A教案全套
preparation
you>
2. Look and say.
2. Look and say.
While-task procedure
2. Read 3. Say a rhyme. 4. Make a rhyme
1. Ss: Good night. (Enjoy a song: Good night.) 2. Follow the teacher 3. Sing or enjoy the song
创设情景，给学 生特定的语境， 回归生活实际。
1. Say after the teacher 2. Do more exercises
1. Listen to the tape and read the new words. 2. Try to greet your parents.
养成课后复习、 坚持听录音的 学习英语的好 习惯。
板
教
书
学
设
media, mask, cards, etc.
Procedures
Teacher's activities
Students' activities
1. Sing a song.
1.
2. Say a rhyme.
Sing a song.
2. Say a rhyme.
Purpose 利用歌曲，让学 生进入学习状 态。
says “Good night” to her mum and dad.) Rhyme: Night, night, good night, Mum. Night, night, good night, Dad. Good night, good night, Hu----hu--(4) Make a new rhyme. (5) Show a picture of night. T: It’s night. Good night, children. 4.To teach: morning (1) Listen to a cock (sound) (2) Read (3) Enjoy a song.
牛津英语二年级上册2A全册教案（上海版）
牛津英语二年级上册2A全册教案（上海版）牛津英语二年级上册2A全册教案（上海版）xfrd English 2A1 U1(1)AisT learn the flling rds, eg, afternn, evening, night, rning Teahing fusT greet the thers, eg, Gd …Teahing Aidsedia, as, ards, etPreduresStepTeaher’s ativitiesStudents’ ativitiesPurpsePre-taspreparatin1 Sing a sng2 Sa a rhe1Sing a sng2 Sa a rhe利用歌曲，让学生进入学习状态。
hile-tas predure1 T teah :afternn(1) T eliit:T: Gd afternn, bs and girls(Sh the rd and piture)(2) Read the rd(3) T: Sa “gd afternn” t ur lassates r t eahers(4) Sh se pitures(itt, Alie, Dann, Eddie, iss Fang)2 T teah: evening(1) Sh a piture and as: L at the sun Is it afternn?(2) Read the rd(3) Fill in the blans: _vening(4) Guess: rning r Evening?() Sa “Gd evening” t r tiger, r dg, …(6)Let student d pair-r3 T teah: night(1) T: L, the sun is issing hat d u see?(2) Read(3) Sh a piture (a girl sas “Gd night” t her u and dad) Rhe: Night, night, gd night, uNight, night, gd night, DadGd night, gd night,Hu----hu---(4) ae a ne rhe() Sh a piture f nightT: It’s night Gd night, hildren4T teah: rning(1) Listen t a (sund)(2) Read(3) En a sng1 Ss: Gd afternn2 Bs read itGirls read it3 Sa “Gd afternn” t the thers4 Sa tgether(Gd afternn, …)1 Ss: N2 hse the anser3 Pla a guessing gae4 Rle-pla in the evening sh (anials’ass) r in pairs1 S: I see…2 Read3 Sa a rhe4 ae a rhe1 Ss: Gd night(En a sng: Gd night)2 Fll the teaher3 Sing r en the sng根据上的实际时间，先教授afternn一词从情景过度到实际生活，学生从学到用。
上海版牛津英语2A教案
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。
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Unit 1 Where I livePeriod One Teaching contents: Clean the desk, please.Clean the classroom, please. Teaching aims:知识目标：Drill: Clean the ________, please.能力目标：提高学生自然运用英语进行交际的能力。
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 Two Teaching contents: I live in Shanghai.I love Shanghai.Teaching aims:知识目标：Drills: I live in ________. I love __________. 能力目标：提高学生实际运用英语的能力。
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 Three Teaching contents: 1. Look and learn2. LettersTeaching aims:知识目标：To learn the new words and letters.能力目标：Read the new words and letters properly.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:知识目标：Ask and answer: Where do you live? I live in ____. 能力目标：能自由问答练习情感目标：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 Five Teaching contents: RhymeTeaching aims:知识目标：诵读儿歌并加以表演能力目标：能创编儿歌情感目标：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 One Teaching 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。
3、情感目标：要礼貌对人.Difficult and key point: Can order and act two sentences. Teaching aids:Some noodles and some soupA cassette player and cassettSome picture cards and word cardsPeriod Two Teaching contents: Let’s act.Teaching aims:知识目标：Learn the sentence :May I have a ? 能力目标：Learn how to buy something in the shop.情感目标：教育学生要懂礼貌。
Difficult and key points: Say the sentence correctly. Teaching aids: 1. A big picture.2.Some foods.3.A cassette player and cassette.Period Three Teaching contents:Let’s learn.Letters and words.Teaching aims:1.知识目标：Learn some words : biscuit, juice, waterLearn two letters and two words: Cc, Dd ,cat,dog2.能力目标：Act short dialogues using the new words.3.情感目标：Don’t throw rubbish.Difficult and key points:Read the words correctly.Read and write the letters correctly.Teaching aids:Picture and word cards.Letters and picture cards.Period Four Teaching contents: Let’s play.Teaching aims:知识目标：Say the sentence : May I have ? 能力目标：Ask and answer.情感目标：教育学生要懂礼貌.Difficult and key points: Can ask and answer. Teaching aids: some picture cards, some foodsPeriod Five Teaching contents: Let’s enjoy.Teaching aims:1．知识目标：Can say the story.2．能力目标：Can make new stories.3．情感目标：教育学生要爱护小动物。
Difficult and key points: Say the story by themselves. Teaching aids: some foods, a big picture.Unit 3 Thing I like to doPeriod One Teaching contents: Come and play with me.Come and sing with me.Teaching aims:知识目标：听懂命令并作出正确反应能力目标：提高学生的听说能力。
情感目标：教育学生团结同学，共同参与活动。
Difficult and key points: Say the commandsTeaching aids: pictures，cassette playerUnit 3 Thing I like to doPeriod Two Teaching contents: Let’s talkTeaching aims:知识目标：学习句型I like to能力目标：提高学生交际能力。
情感目标：教育学生热爱学习，全面发展。
Difficult and key points: I like to…Teaching aids: pictures, cassette playerUnit 3 Thing I like to doPeriod Three Teaching contents: Words：play run sleep swim Teaching aims:知识目标：学习单词play run sleep swim能力目标：提高学生认读单词能力。
情感目标：教育学生要有广泛的爱好Difficult and key points: 认读单词Teaching aids: pictures，word cards，cassette playerUnit 3 Thing I like to doPeriod Four Teaching contents: Ee egg Ff fishWhat do you like to do? I like to…Teaching aims:知识目标：学习句型What do you like？I like to---Letters：Ee，Ff Words：egg fish 能力目标：了解字母发音规律及英语交际能力。
情感目标：教育学生要有广泛的爱好。
Difficult and key points: 字母发音规律Teaching aids:Unit 3 Thing I like to doPeriod Five Teaching contents: Sing the songTeaching aims:知识目标：学习歌曲，巩固所学动词及句型I like to能力目标：提高学生活用知识的能力。
情感目标：教育学生热爱学习，全面发展。
Difficult and key points: 会唱歌曲并能把动词进行替换。
Teaching aids: pictures，recorder，cardsUnit 4 Going aboutPeriod OneTeaching contents: Let’s actTeaching aims:知识目标：学会用祈使句句型发简单的命令，并作出正确的动作。
能力目标：培养学生的听说能力。
情感目标：教育学生遵守先下后上的乘车原则。
Difficult and key points: Give the simple instructions and act it out correctly. Teaching aids: a cassette player, a toy bus and a toy carTeaching procedure:Unit 4 Going aboutPeriod TwoTeaching contents: Let’s learnTeaching aims:1、知识目标：掌握交通工具类的英语单词和字母Gg和Hh。
2、能力目标：培养学生的听说能力。
3、情感目标：教育学生要讲文明，讲礼貌，讲卫生。
Difficult and key points: Pronounce words correctly. Teaching aids: a cassette player, pictrure cards, word cardsUnit 4 Going aboutPeriod Three Teaching contents: Let’s playTeaching aims:1、知识目标：掌握句型“I go to ... by ...”2、能力目标：培养学生的灵活运用语言的能力。