海棠片二年级2AM2U3第二课时
海棠片二年级2AM2U1
Oxford English 2A Module 2 Unit 1 I can swim(3 periods)一、分课时话题Period 1: I canP14 Look and say Look and learn（基于教材，学习基本的单词、词汇和句型）Period 2: Super girlP15 Enjoy a story Ask about（基于教材和学生，创编文本，学习相关词汇和句型）Period 3: Can you swim?P16 Do a survey P17 Learn the letters（通过调查来了解同学的能力，在交流的过程中达到思维和口头能力的培养。
）二、单元教学目标（一）语言知识目标1 .在语境中掌握四会单词：run, write, swim, fly2. 能正确听读并表达句型：I can… I can‘t …3. 能表演对话, 并掌握句型: Can you …? Yes, I can /No, I can‘t…4. 能听说读写字母Mm , Nn , Oo, Pp5. 拓展学习句型Can Supergirl/she/he? Yes, she/he can. No, she/he can‘t.（二）语言技能目标1. 通过教师的引导，能自编简单的儿歌来学习运用新单词。
2. 通过同桌对话、小组表演等形式培养学生英语表达交流能力。
3. 通过让学生做小调查，培养学生用英语交际的能力。
（三）情感态度目标1. 关注学生情感，努力营造宽松和谐的教学氛围，激发学生学习英语的兴趣，在合作活动中互助共进。
2. 鼓励学生能够在同学面前大胆展示自己的能力并运用所学单词和句型表达自己的所能。
三、分课时教学目标：我们围绕I can swim来处理、调整教材，将本单元的课时和内容划分为三个教时，话题Oxford English 2A Module 2 Unit 1The first period I can swim海棠小学顾晓英Knowledge Objectives:1. To learn the new word and phrases: run、write、swim、fly、fast、slowly2. To learn the sentence: Can you…?-Ye s,I can../No,I can‘t.Skill Objectives:1.Be able to pronounce the word properly.2.Be able to use the new sentences communicate with others.Emotion Objective: Be self-confidentPre-task preparation1.Sing a song:Sing together: <I can draw>2.Revision :Look at the picture and say the words: dance, read, sing, draw, ride, skip, play，dance, read, sing 3.Happy timeIntroduce oneself.While-task procedure1. run1)T: Look，who is coming？She is Supergirl.Please listen,what can Supergirl do?Listen to the mediaTo elicit: run2) Read and act after the teacher3) Little train4) Say a rhyme.E.g. Run, run, run. I can run.I can run like Supergirl.5) Make a new rhyme. (chick, duck, cow, pig…)2. fast , slowly1) Say an another rhyme.Supergirl says:‖ Run , run, run.I can run.I can run fast‖2) To elicit: fast, slowly3) Look and the flash about the rabbit and the turtle and guess the meaning of the words.4) T : Supergirl says“I can run on the land. But I can‘t run in the sea. ”(show the picture of sea) I can …5) Complete the missing letters.e.g. __mall dra__ s__ng __orning3. swim1) To elicit: swim2) Read and act the word.3) Say a rhyme.Swim, swim.Swim like a fish.Swim, swimI can swim fast.4) What can swim?Say: _______can swim.4. fly1) To elicit: ( show the picture of sky) Listen to the media，Supergirl says“I can fly.I can swim in the sea. But I can‘t swim in the sky.‖2) Read and act out the word after the teacher.3) Say a rhyme:Fly, fly, fly.I can fly.Fly, fly, fly.Fly like a bird.Fly fast, fly slowlyI can fly very high.5.write1)T: Supergirl can fly. After school she can fly to her home.( show the picture of house) Then do her homework.Supergirl says‖I can write ABC.‖2) Read and act after the teacher.3) Say a rhyme.Write, write, write, I can write.Write fast. Write slowly.I can write ABC.4) What can you write?Say: I can write_______.6. Consolidate the new words.1) Quick response: Look and say the verbs quickly.2) Memory game.3) Ask and answer : T—Ps P1---P2E.g. What can you do?I can__________.7. Can you ____? Yes, I can. / No, I can‘t.1)Elicit: T: Can you run? P1: Yes.2)Read the sentence.3)T asks some questions to the pupils to practice the sentence.4) Show the question: Can you…?Read the question5) Ask the teacher‘s abilities.E.g. Can you____?6) Ask and answer in pairs7) To elicit: No, I can‘t.T: Can you fly?P1: No.8) Read the word.9) Say the meaning.10) Look at the sign: Ask and answer.E.g. Can you …?No, I can‘t.11) Ask and answer.E.g. Can you______?Yes, I can. / No, I can‘t.What can you do ?I can…T –Ps, Group work, Pair work.Post-task activity1. Make a dialogue with the teacher.2. Make and act a new dialogue with the classmate.A: Good morning.B: Good morning.A: Are you ________? (name)B: No. I‘m _______. (name).A: Can you _______?B: No, I can‘t .A: What can you do?.B: I can ____. Can you ____?A: Yes, I can.B: Good! Let‘s ______.A: OK.Homework：1. Listen to the tape.2. Read the new words and sentences.3. Make and act a new dialogue with your friend after class.Oxford English 2A Module 2 Unit 1The sencond period Supergirl‘s ability海棠小学胡丽Knowledge Objectives:1. Learn to read the story fluently e.g. < Supergirl>2. Learn to say: I can‘t…3. Learn to use ‗but‘ to say the sentences: I can…But I can‘t…4. Learn to ask and answer: e.g. What can she do? She can__________.Skill Objectives:1. Pronouncing and writing the letters correctly.2. Using formulaic expressions to indicate the things a person can‘t do e.g. I can‘t…3. Using Wh- questions to ask about a person‘s abilities. e.g. What can she do? Shecan__________.4. Telling the story to others.Emotion Objective:1. Help the students build their self- confidence in English learning.2. Encourage the student to show and express their abilities more confident.Pre-task:1. Song< I can draw>2. Review the words:dance, read, sing, draw, ride, skip, play, run, swim, write, fly3. Make and act a new dialogue with the classmate.A: Good morning.B: Good morning.A: Are you ________? (name)B: No. I‘m _______. (name).A: Can you _______?B: No, I can‘t .A: What can you do?.B: I can ____. Can you ____?A: Yes, I can.B: Good! Let‘s ______.A: OK.While-task:1．Supergirl, Superman, Superboy1)To elicit: SupergirlT: This is my friend. She is a girl. Look. She can…(Ps look at the picture and say the words) She is super.2) Read the word and greet to Supergirl.T: The girl can fly. She is super. She is Supergirl.3)Say like this: ____can____. He/She is super. He/She is ________.2. I can‘t________.1) To elicit: I can‘t________.T: You can read and write ABC. Look. Can she write?Ps: No.T : She says ―I can‘t write‖2) Review t he word: can‘t3) Look at the sign and say:I can‘t…4) What can‘t you do?Say: I can‘t_________.5)Group work, Pair work2.story1)T: She can‘t write. But she can do many other things. Let read the story about Supergirl.2) Read the story together.3.but I can… But I can‘t…1) To elicit: butLook at the story. Supergirl says ‗I can fly. I can‘t write.‘We can also say ‗ I can fly. But I can‘t write.‘2) Read the word after the teacher.3) Look at the sign and say:I can …But I can‘t…I can‘t …But I can…Ps together , Pair work4) Listen and read the story.5) Look at the story picture and tell the story.T: The story is simple. How old is Supergirl? Is she tall…Let‘s say something more.4. What can xxx/she/he do? She/ He can_______.1) Ask and answer about the story.To elicit: She can_________.T : What can Supergirl do?(show the story picture one by one)2) Read the answers3) Try to ask: What canⅹⅹⅹ/she/he do?4) Ask and answer in groups.5) Look at the picture and ask and answer in pairs.e.g. P1: What can she do?P2: She can…5. Retell the story like this:This is Supergirl.She can…T: Are you Supergirl? No, she is Supergirl. This is Supergirl. She can…Retell the story like this:e.g. This is Supergirl.She can…Post-task：1. Make a story.2. Make a new dialogue.Homework：1.Listen and read the story on page 152. Tell the story to your parents.The third period: Can you draw?海棠小学张燕萍钱艳兰Knowledge Objectives:1. Learn to read and use phrases. e.g. skip a rope, play football, run fast.2. Lea rn to ask and answer: e.g. Can she/ he ______? Yes, she/he can. / No, she/ he can‘t.3. Learn the letters: Oo, PpSkill Objectives:1. Pronouncing letters correctly.2. Using yes/no questions to ask about a person‘s abilities. e.g. Can she/ he ______?Yes, she/he can. / No, she/ he can‘t.3. Using the phrases to ask and answer correctly.4. Using the words and the structures correctly to make and act out a dialogue.Emotion Objective:Help the students build their self- confidence in English learning Language aims:Pre-task preparation1.Sing a song:Sing together: <Hello！How are you?>2.Revision :1）Look and say the letters.2）Find the neighbor3）Guess the wordsdance, read, sing, draw, ride, skip, play, run, swim, write, fly4）Look and review the phrases.play football, skip a rope, fly a kiteride a bicycle, draw a picture, sing a song,read a book, run fast, write ABC, swim slowly.5）Say a rhyme.Play, play, play footballSkip, skip, skip a ropeRide, ride, ride a bicycleDraw, draw, draw a flowerSing, sing, sing a songRead, read, read a bookRun, run, run fastWrite, write, write ABCSwim, swim, swim slowlyFly, fly, fly a kite3. Make a story.4 Make a dialogue.While-task procedure1. Ask and answerWhat can your fiends do?E.g. What can you do?I can__________.T –Ps P1—P21）Complete the table.2）Talk about the abilities.e.g. I‘m Peter. I can ride a bicycle. I can draw. I can swim. But I can‘t skip. 3）Make a short dialogue.P1: Can you read?P2: Yes, I can.P1: Can you dance?P2: No, I can‘t.4）T holds up the tables of two pupils. Have the student ask and answer T ---Ps P1---P2E.g. What canⅹⅹⅹ/she/he do?She/ He can_______.Ask and answer about Mary‘s and Danny‘s abilitiesTo elicit: Can she/ he ______?Yes, she/he can. / No, she/ he can‘t.T: Can Mary sing?Ps: Yes.To elicit: Yes, she can.5）Read the sentences after the teacher.6）T: Can Mary draw?Ps: No.To elicit: No, she can‘t.7）Read the sentence after the teacher.Practice: T—Ps G1—G2 P1—P28）Listen to the tape and fill the table. (P16)9）Ask and answer to check the answer.Post-task activity1. Make and act out the dialogue.2. (Present O ).Teach: O(1) Follow me.(2) Read by all kinds of means(3) Write after me.(T writes on the blackboard then asks Ps to write with their finger.)(4) Write down the letter on the paper.The same way to teach other letters o, P and p.3.Workbook1）Listen and choose2）Look and chooseHomework：1. Listen and read the text on page 16.2. Do a survey in your group.3. Copy the letters.。
海棠片三年级3AM2U1
Oxford English 3A Module 2 Unit 1 My friends(3 periods)一、分课时话题Period 1: Kitty’s friends on Qingqing Grassland<Look and learn & Look and say>Period 2: 1. 通过儿歌朗读学习e的闭音节发音。
2. 能认读新单词slim，strong。
<Look and say & Learn the sound>Period 3: Who’s your friend?<Say and act & Play a game>二、单元教学目标（一）知识目标：1. 在语境中学习、理解、运用本单元核心词汇：fat, thin, tall, short, boy, girl2. 在语境中学习、理解本单元拓展词汇：slim，strong3. 在语境中学习、理解、运用本单元核心句型：He’s/She’s…Is he/she …?Yes, he/she is. / No, he/she isn’t.Who’s your friend ?4. 学习字母e在中的发音，并能熟练朗读含有e的单词、句子和儿歌。
（二）能力目标：1. 能正确认读核心词汇：fat, thin, tall, short, boy, girl并运用所学词汇自编儿歌。
2. 能正确认读核心句型：He’s/She’s…Is he/she …?Yes, he/she is. / No, he/she isn’t.Who’s your friend ?3. 能正确并合理运用核心句型介绍及询问，并能正确的应答。
4. 能制作头饰，培养学生的综合实践活动能力及团队合作能力。
5. 在语境中，引导学生能朗读故事、对话，并能尝试表演故事。
（三）情感目标：在语境中，通过欣赏、描述、表演学喜羊羊等动物的一天生活，让学生体验朋友如同阳光般温暖的主题，争做懂礼仪、讲礼貌的好孩子。
海棠二年级上册试卷【含答案】
海棠二年级上册试卷【含答案】专业课原理概述部分海棠二年级上册试卷一、选择题（每题1分，共5分）1. 海棠花属于哪个科？A. 蔷薇科B. 花卉科C. 草本科D. 松科答案：A2. 海棠花主要生长在哪个地区？A. 热带雨林B. 温带落叶林C. 亚热带常绿林D. 高山草甸答案：B3. 海棠花的花期一般在哪个季节？A. 春季B. 夏季C. 秋季D. 冬季答案：A4. 海棠花的主要繁殖方式是？A. 种子繁殖B. 扦插繁殖C. 分株繁殖D. 嫁接繁殖答案：B5. 海棠花的叶子是什么形状？A. 针形B. 卵形C. 披针形D. 心形答案：B二、判断题（每题1分，共5分）1. 海棠花是一种木本植物。
（正确）2. 海棠花的花色只有红色。
（错误）3. 海棠花的花瓣数量是偶数。
（正确）4. 海棠花可以在盐碱地生长。
（错误）5. 海棠花的花期只有一个月。
（错误）三、填空题（每题1分，共5分）1. 海棠花的花语是_______。
2. 海棠花的原产地是_______。
3. 海棠花的花瓣数量一般是_______。
4. 海棠花的叶子边缘是_______。
5. 海棠花的果实可以用来制作_______。
四、简答题（每题2分，共10分）1. 简述海棠花的花期。
2. 简述海棠花的主要繁殖方式。
3. 简述海棠花的生长环境。
4. 简述海棠花的花语。
5. 简述海棠花的用途。
五、应用题（每题2分，共10分）1. 如果你想在庭院里种植海棠花，你会选择什么品种？为什么？2. 如果你想送朋友一束海棠花，你会选择什么颜色？为什么？3. 如果你发现海棠花的叶子变黄了，你会采取什么措施？4. 如果你想要延长海棠花的花期，你会采取什么措施？5. 如果你想要繁殖海棠花，你会选择什么方式？为什么？六、分析题（每题5分，共10分）1. 分析海棠花在园林绿化中的应用。
2. 分析海棠花在传统文化中的象征意义。
七、实践操作题（每题5分，共10分）1. 设计一个以海棠花为主题的庭院景观。
新人教版部编本三年级上册语文《海滨小城》第二课时教学课件
2018 新人教版部编本三年级上册语文《海滨小城》第二课时教课方案教课要求：学习课文第二部分内容，抓住文中要点词句，认识、领会海滨小城的漂亮、整齐，进而感觉大自然给予人类的美，教育学生热爱大自然、热爱家乡。
指导学生有感情地朗诵课文。
教课要点：理解、领会文中描绘小城漂亮风景的语句。
懂得如何按必定次序察看，学习作者抓住事物特点的观点方法，休会海滨小城景色的特点，学会抓住光景的特点进行描绘。
教课难点：理清察看次序，抓住光景的特点进行描绘。
教具：实物投影，多媒体。
教课过程：一、复习导入：1、同学们，昨天，我们赏识了海洋的风景，你们感觉美吗？好，请大家一边赏识一边随着教师回想课文内容。
2、多媒体播放海滨录像，边看这引读。
3、作者写海滨先写了什么风景，再写了什么风景？（板书：海洋、沙岸）4、你感觉海洋美在哪里？沙岸呢？（板书：色彩绚烂、动静联合）5、在这样广阔无垠而又绚烂多彩的海滨的烘托下，小城又是什么样的呢？这节课，我们持续前去――海滨小城。
你会看到另一番迷人的风景。
二、学习第二部分：小城。
1、自由读四－七段，谈谈作者写了小城的哪几个地方？再想想小城给你留下了什么印象？2、学生读后沟通。
（师板书：庭院、公园、街道。
漂亮、整洁）找出留给你印象的句子，读一读。
那么，作者是如何写小城的漂亮和整齐的呢？3、我们随作者先到达庭院。
学生观看录像，师范读。
指名朗，找出一段是哪句写的？（第一句）自由一段，你得哪句写得美，什么？物投影出示句子：“ 凰开了花，开得那么，小城仿佛罩在一片片云中。
”① ：写出花多，花，争相开放。
含人手法。
罩：覆盖，花多，几乎城都是。
一片片云：花多，花，很美。
板：花美你的开的花？就是海城市独有的。
② 是一个比句，把什么比作什么？③你能把美的感觉大家？指名多人，。
④再看像，加深印象。
⑤假如你留意察，就会庭院中的――（好多）板：多；有⋯⋯些都是木，也是海小城的特点。
⑥你能找出独出心裁的地方来？（板：叶香）⑦ 第四段。
部编版语文二年级上册3.《植物妈妈有办法》第二课时(教案)
部编版语文二年级上册 3.《植物妈妈有办法》第二课时（教案）作为一名经验丰富的教师，我深知教学计划的重要性。
因此，我认真制定了这份教案，以确保教学过程的顺利进行。
下面是我对部编版语文二年级上册3.《植物妈妈有办法》第二课时的教学内容、教学目标、教学难点与重点、教具与学具准备、教学过程、板书设计、作业设计以及课后反思及拓展延伸的详细规划。
一、教学内容本节课的教学内容主要包括对课文《植物妈妈有办法》的深入解读和拓展。
教材的章节为部编版语文二年级上册第三单元第二课。
具体内容包括：课文朗读、生字词学习、句子理解、段落大意、课文翻译和课后练习。
二、教学目标三、教学难点与重点本节课的教学难点是生字词的认读和课文内容的理解，教学重点是朗读课文和书写生字词。
四、教具与学具准备为了更好地进行课堂教学，我准备了中国地图、植物图片、PPT等教具，以及课本、练习本等学具。
五、教学过程1.课堂导入（5分钟）：以一幅中国地图为背景，引导学生关注地图上的各种植物，激发学生对植物的兴趣，进而引入本课课题。
2.课文朗读（10分钟）：让学生齐读课文，注意纠正发音，然后分段朗读，体会课文韵律。
3.生字词学习（10分钟）：让学生自读课文，找出不认识的生字词，教师进行讲解，引导学生掌握生字词的正确书写。
4.句子理解（10分钟）：让学生翻译课文中的重点句子，教师进行点评和指导。
6.课文翻译（10分钟）：让学生用自己的话复述课文内容，加深对课文的理解。
7.课后练习（5分钟）：让学生完成课后练习题，巩固所学知识。
六、板书设计板书设计如下：植物妈妈有办法1. 生命力强2. 传播种子3. 适应环境七、作业设计1. 题目：用所学生字词造句。
答案：（1）妈妈有办法让我健康成长。
（2）植物妈妈通过各种方式传播种子。
（3）植物妈妈适应各种环境，让我们茁壮成长。
八、课后反思及拓展延伸本节课结束后，我认真进行了课后反思。
学生在课堂上的表现总体良好，但对部分生字词的认读和课文内容的理解还有待提高。
海棠片二年级2AM2U3
Oxford English 2A M2 U3 My hair is short(3 periods)单元教学主题: My hair is short.课时划分：第一课时Giant and Supergirl .(Look and learn, Look and say)第二课时You and me. (Say and act)第三课时Who are you? (Play a game, Learn the letters)单元教学目标：Knowledge objectives:1.To learn the words: hair, head, face, round, giant, kite, lion2. To learn the new sentence pattern:My/Your hair is short.My/Your eyes are big.3. To learn the sounds and written forms of k and l4. To learn the textsSkill objectives:1. Be able to pronounce, understand and use the words correctly: hair, head, face, round, giant, kite, lion2. Be able to use new sentences to describe different parts of our body, e.g.My/Your hair is short.My/Your eyes are big.3. Be able to use adjectives to describe people and objects4. Be able to make the dialoguesEmotion objectives:I’m lovely. I love my body.单课教学文本（再构文本）：第一课时：1) I’m Giant. 2) You are Supergirl.I’m big and tall. You are small and short.My head is big. Your face is round.My hair is short. Your hair is long.My mouth is big. Your eyes are big.My eyes are big. You’re lovely.I’m lovely. I like you.第二课时：A: Hello, I’m Superboy.B: Hi, I’m Supergirl.A: Look! My nose is small. Your nose is big.B: Yes. My nose is big.A: My hair is long.B: No, your hair is not long. Your hair is short.第三课时：A: I’m Giant now.I’m big and tall.My hair is short.And my eyes are big.B: Yes. You’re Giant.You’re big and tall.Your hair is short.Your eyes are big.And you are lovely.I like you.Oxford English 2A M2 U3 My hair is short(Period 1)漕泾小学孟仙英Teaching Aims:Knowledge objectives:2.To learn the new words: hair, head, face, round, giant2. To learn the new sentence pattern:My/Your hair is short.My/Your eyes are big.3. To learn the text: Look and saySkill objectives:1. Be able to pronounce, understand and use the words correctly: hair, head, face, round, giant2. Be able to use new sentences to describe different parts of the body:My nose is small. / My face is round.3. Help the students to act out the textEmotion objectives:Giant and Supergirl are super. They are lovely.Key and difficult points:1. The usage of the key words in the context: hair, head, face, round, giant2. The usage of modeled sentences to describe different parts of the bodyTeaching procedure:I．Pre-task preparations和Kitty一起做游戏、问答、复习i. Warming–up1. Song: <Head, shoulder, knees and toes.> <My face>2. Quick response1) How do you do? 2) Nice to see you.3) Who are you? 4) What’s your name?5) What do you see? 6) What can you do?7) Touch your nose.3. Introduce your family memberThis is my …He/She is young/old.He/She is …He/She can…ii. Revision:1. Review the organ-related words:mouth, eye, nose, ear, knees, head, hair, face2. Say and act:--Touch your____.-- OK. This is my____.3. Introduce yourselfHello! I’m Kitty.I’m a girl. I’m eight.I’m short. I’m thin.I like apples.I can write ABC very well.II．While-task proceduresKitty引出新朋友Giant, Supergirli. New words and expressions1. Learn the word: hair, head1) Elicit the new words with the introduction of Giant2) Listen to the teacher: head3) Read after the teacher4) Try to read and say: My head is big/ small.5) Listen to the teacher: hair6) Read after the teacher7) Compare the two words: hair, head8) Try to say: My hair is long/ short/ black/ nice.9) Chant:My hair is nice.My hair is short.My hair is black.10) Try to introduce yourself to Giant （再构文本的输出）Hello, Giant. I’m …I’m … and …My hair is …My head is …I’m lovely.2. Learn the word: face1) Elicit the word with the introduction of Supergirl2) Listen to the teacher3) Read and spell the word4) Practice reading:--Face, face. Touch your face.--OK OK. This is my face.5) Learn the word: round6) Try to say: Your face is round/ long/ small/ big.It’s an apple/pear/… face.7) Try to introduce Supergirl (再构文本的输出)You are Supergirl.You are … and …Your face is …It’s an … face.Your hair is …I like you.III. Post-task activities1. Review: hair, head, face1) Read the words2) Quick response2. Read after the tape3. Read the text together4. Try to introduce some cartoon characters (Micky, Weenie…)You are …You are … and …Your face is …It’s an … face.Your hair is …I like you.Oxford English 2A M2 U3 My hair is short(Period 2)漕泾小学丁祎Teaching Aims:Knowledge objectives:1. To learn the new sentence pattern:My/Your hair is not short.2. To learn the text: Say and actSkill objectives:1. Be able to use new sentences to describe different parts of the body: My/Your hair is not short.2. Be able to act out the textEmotion objectives:I’m lovely. I love my body.Key and difficult points:The usage of modeled sentences to describe different parts of the bodyTeaching procedure:I．Pre-task preparations以Supergirl为主人物，带领学生唱歌、问答、游戏i. Warming–up1. Song: <Head, shoulder, knees and toes.> <My face>2. Daily talk with Giant:1) How do you do? 2) Nice to see you.3) Who are you? 4) What’s your name?5) What do you see? 6) What can you do?7) Touch your nose.3. Play a game:1) Review the organ-related words:mouth, eye, nose, ear, knees, head, hair, face2) Say and act:--Touch your____. -- OK. Touch my____.4. Show time: introduce Giant or Supergirl1) I’m Giant. 2) You are Supergirl.I’m____ and ____. You are _____ and _____.My head is _____. Your face is _____.My hair is _____. Your hair is _____.My eyes are _____. Your eyes are _____.……I’m lovely. I like you.II．While-task proceduresSupergirl介绍她的好朋友Superboy1. Learn the new sentence: My hair is not long.1) Elicit with a picture of Superboy: Look, here comes Superboy:Hello, I’m Superboy. My hair is not long. My hair is short.2) Read after the teacher and correct pronunciation3) Try to say: My/Your _____ is not ______.4) Try to say: --My/Your _____ is not ______.--Yes./No. My/Your _____ is ______.4. Learn the text: （学习再构文本）1) Watch the flashA: Hello, I’m Superboy.B: Hi, I’m Supergirl.A: Look! My nose is small. Your nose is big.B: Yes. My nose is big.A: My hair is long.B: No, your hair is not long. Your hair is short.2) Read after the tape3) Read togetherIII. Post-task activities1. Review:1) Read the words and sentences2) Play a game: Shout, shout, shout!2. Play a game: (提前准备好一些印有人物图片的卡片，四人一组，每组发放4-5张卡片) A: Hello, I’m___. My ___ is ___. My ___ are ___.B: Yes. You’re ___. Your ___ is ___. And your ___ is ___.C: I’m___. My ___ is ___. And my ___ are ___.D: No. Your ___ is ___. And your ___ is ___.（再构文本的输出）3. Goodbye, Supergirl.Goodbye, Superboy.Oxford English 2A M2 U3 My hair is short(Period 3)漕泾小学丁祎Teaching Aims:Knowledge objectives:1. To learn the new words: lion, kite.2. To learn the letters k and l and the rhyme3. To learn the sentence pattern:Look! A lion!4. To learn the text: Play a gameSkill objectives:1. Be able to pronounce, understand and use the letters correctly2. Be able to pronounce, understand and use the words correctly3. Be able to say the rhyme and the text correctly and nicely.Emotion objectives:My friend and classmates are lovely.Key and difficult points:1. The pronunciation of the letters2. The performing or reorganizing the text: Play a gameTeaching procedure:I．Pre-task preparationsi. Warming–up以Giant为主人物，带领学生唱歌、问答1. Song: <Head, shoulder, knees and toes.>2. Quick response3. Show time:A: Hello, I’m___. My ___ is ___. My ___ are ___.B: Yes. You’re ___. Your ___ is ___. And your ___ is ___.C: I’m___. My ___ is ___. And my ___ are ___.D: No. Your ___ is ___. And your ___ is ___.II．While-task procedures以Giant为主人物，带领学生学习字母和课文1. Learn the letter: k and l1) Elicit the new letters with the flash2) Listen to the teacher3) Read after the teacher4) Correct pronunciation5) Write the letters2. Learn the words: kite and lion.1) Listen to the teacher2) Read after the teacher3) Correct pronunciation4) Learn a rhyme: Look! A lion! Look! A kite!Look! A lion and a kite. A big lion and a small kite.5) Try to make a chant:Look! A ____! Look! A ____!Look! A ____ and a ____. A big ____ and a small____.3. Learn the text: Play a game （学习再构文本）1) Elicit the text: Look! A man! He is Giant.2) Watch the flash3) Fill in the blanksIII. Post-task activities1. Read the text2. Play the game: （2人一组，画一画，说一说）A: I’m _____ now.I’m _____ and _____.My _____ is _____.And my _____ are _____.B: Yes. You’re _____.You’re ____ and ____.Your _____ is _____.Your _____ are _____.And your _____ are _____.（再构文本的输出）3. Goodbye，Giant.。
【精】二年级上语文-2树之歌 第二课时 人教部编版PPT完美课件
二年级上语文课件-2树之歌 第二课时 人教部编版(共17张PPT)
第二单元 树之歌
人教版 · 二年级上册
树之歌第二课时
杨树
榕树
梧桐
枫树
松树
柏树
木棉
桦树
银杏
水杉
桂树
zhuāng nài
装耐
yín huà
银化
shǒu jīang
守疆
guì
桂
1.课文所介绍的几种树木是什么样子的？ 2.结合相关插图和树木标本说说每种树的特点。 3.联系生活实际说说：你还认识哪些树木？它们的外形或树叶有什么特点？
杨树 梧桐 树叶 松柏 四季 桦树 耐寒 金桂 开花
高 像手掌 披绿装 守北疆 满院香
榕树 枫树 秋天 木棉 喜暖 银杏 水杉
壮 叶儿红 在南方 活化石
演示完毕 感谢聆听
1.经 典 电 磁 理 论很 容易解 释原子 的稳定 性. 2.根 据 经 典 电 磁理 论，电 子绕原 子核转 动时， 电子会 不断释 放能量 ，最后 被吸附 到原子 核上.
3.根 据 经 典 电 磁理 论，原 子光谱 应该是 连续的 . 4.原 子 的 核 式 结构 模型彻 底否定 了经典 电磁理 论. 5.高 温 物 体 发 出的 光通过 物质后 的光谱 上的暗 线反映 了高温 物体的 组成成 分. 6.同 一 种 物 质 的线 状谱与 吸收光 谱上的 暗线， 由于光 谱的不 同，它 们没有 关系. 7.让 学 生 进 一 步体 会物理 规律是 在接受 实践检 验的过 程中不 断地发 展和完 善的。
人教统编版三年级语文上册《2 花的学校 第二课时》教学课件PPT小学公开课
语文 三年级 上册zhèn yǔ huāng yě tiào wǔ kuáng huān 阵雨荒野跳舞狂欢（ ） （ ） （ ） （ ）花的学校①-②花儿狂欢③-⑤花儿上学⑥花儿放假⑦-⑨花儿回家自由朗读第三至五自然段，边读边想象画面，画一画具体描写画面的词句。
5妈妈，我真的觉得那些花朵是在地下的学校里上学。
诗人把花朵想象成地下学校的学生。
充满了童真童趣。
想象： 他们关了门做功课。
如果他们想在放学以前出来游戏，他们的老师是要罚他们的。
除了运用生动的拟人，诗人还把现实生活融入诗歌里。
“关了门做功课”“提前玩游戏”说明花儿在地底下生长，也像孩子上学一样受到拘束，花孩子们也要遵守学校的纪律。
花儿？雨一来，他们便放假了。
清风一吹，他们……蝴蝶一来，他们……蜜蜂一来，他们……★清风一吹，他们便 。
★蝴蝶一来，他们便 。
★蜜蜂一来，他们便 。
伸伸懒腰跟蝴蝶一起翩翩起舞奉上香甜的花粉雨一来，他们便放假了。
花儿上学③妈妈，我真的觉得那些花朵是在地下的学校里上学。
④他们关了门做功课。
如果他们想在放学以前出来游戏，他们的老师是要罚他们的。
⑤雨一来，他们便放假了。
自由朗读第六自然段，边读边想象画面，画一画具体描写画面的词句。
树枝在林中互相碰触着，绿叶在狂风里簌簌地响，雷云拍着大手。
········想象真奇特！“簌簌”是拟声词，你能再说几个拟声词吗？沙沙 呼呼 咚咚 砰砰哗啦啦 叮铃铃 叽叽喳喳词语积累（拟声词）这时，花孩子们便穿了紫的、黄的、白的衣裳，冲了出来。
花孩子们迎着风、伴着雨在草地上快乐地玩耍、舞蹈。
紫的紫的黄的白的小白花说：“下雨了，下雨了！终于放假了！外面的世界可真大呀！我要把在这儿看到的、听到的告诉我的妈妈！”大家交流通过读文想象一下：当时花孩子们在想什么？说什么？会有什么样的表情呢？15小黄花说：“真凉爽啊！就像洗了一个舒服的凉水澡！早知道这么好玩儿，我早就出来了，我要叫我的好朋友们都出来玩。
海棠片二年级2AM3U3
Oxford English 2A M3U3 In the kitchen(3 periods)单元教学主题: In the kitchen课时划分：第一课时Visit the kitchen(Look and learn, Look and say)第二课时Cook dinner (Say and act , Learn the letters)第三课时Naughty Ginger (Enjoy a story)单元教学目标：Knowledge objectives:1.To learn the words: bowl, plate, spoon, chopsticks，dinner, kitchen, cook, naughty2.To learn the new sentence pattern:a.How many …? There is/ are…b. Dinner is ready. This is my kitchen.c. There is/are … in /on /under …3. To learn the sounds and written forms of Qq and Rr4. To learn the textsSkill objectives:1. Be able to pronounce, understand and use the words correctly：bowl, plate, spoon, chopsticks，dinner, kitchen, cook, naughty2. Be able to use new sentences to describe your kitchen：a.How many …? There is/ are…b. Dinner is ready. This is my kitchen.c. There is/are … in /on /under …3. Use the new words and expressions to communicate with others in our daily life.4. Be able to make the dialoguesEmotion objectives:Love of labor. Love life.第三部分分课时教学目标及单课教学设计：分课时教学目标：Oxford English 2A M3 U3 In the kitchen(Period 1)金山小学曹燕萍Knowledge objectives:1.Be able to master the following new words: bowl, plate, spoon, chopsticks.2.Be able to master the sentences: How many …? There is/are …Skill objectives:e the new words and expressions to communicate with others in our daily life.e the new words and sentence to describe the room.Emotion objectives:Let the pupils love the life by enjoying the interest of the life.Pre-task preparation:1)Rhymes and songs:1.One little, two little, three little rabbits…2.Rain, rain, go away…3.I see a duck , me too..4.Hello, Ben, hello, sue…2)Quick response1.Boys: How many bags? Five.How many bags? Five.How many desks? Five.How many chairs? Five.How many ducks? Five.How many apples? Five.3)Introduce your roomLook at my room.I can see a book, a bag, a desk, a ball and a chair.The book is in the bag.The bag is on the desk.The ball is on the chair.4)Questions and answers according to the picture with the following sentences.1.What can you see/hear?2.What color is the…?3.Who is she/he?4.What can she/he do?5.What do you like?6.How many…?7.Are you…?While-task:New words learning: bowl, plate, spoon, chopsticks,Elicit: today, my friend will have dinner with me. I need some bowls, plates, spoons and chopsticks. So I ask the giant to help me.1)bowl1.Elicit2.Say after me:3.Spell the word:4.Chant: o, o, bowl, bowl, bowls, bowls.5.Say and act: a bowl of rice6.Say and act:Giant, Giant.I need a bowl.A bowl of rice.A bowl of noodles.Yummy, yummy.2)plate1.Elicit:2.Say after the little teacher3.Spell the word4.Say: a plate of meat5.Ask and answer:What can you see? I can see a plate. It’s round. It’s big.What color is the plate? It’s …What do you see on the plate? I see a flower on the plate.3)Spoon1.Elicit2.Say after me spoon---spoons3.Say by low voice and high voice4.Spell the word5.Say and act: giant, giant. Spoons, spoons. Give me two spoons. For you and me.4)Chopsticks1.Elicit2.Say after me3.Spell the word4.Chant: sticks, sticks, chopsticks5.Say: there is a chopstick6.Say: chopstick, chopstick. There is a chopstick. Chopsticks, chopsticks. There are chopsticks.7.Make a new rhyme:_______, ________There is a/an _________._______, ________There are __________.5)Consolidation1.Read the new words together according to the pictures.2.Play a game: one, two, three, bomb3.Fill in the blanks according to the sounds.4.Play a game: it’s you.5.Chant: giant, giant, I need a bowl. It’s for the rice. I need a plate. It’s for the meat. I need aspoon. It’s for the soup. I need chopsticks. For the noodles.Post- task1)Sentence: how many…? There is\ are…1.Practice with the teacher.2.Pair worksHow many bowls?There is one.2)How many plates?There are three.1.Practice with the teacher2.Practice in pairs3)Dialogue:A: Hello, look, this is my kitchen.What can you see in my kitchen?B: I see bowls , plates.A: How many bowls?B: There are four.A: Very nice.1.Practice with the teacher.2.Practice in pairs3.Make a new dialogueA: Hello, look, this is my ______.B: I see _______,_______.A: How many ________?B: There is / are ______. Very nice.4)Emotion educationThe life is wonderful, enjoying your life.Homework:★Listen , read and copy the new words.★★1. Listen , read and copy the new words.2. Ask and answer with the sentences “How many…? There is/ are…”★★★1. Listen , read and copy the new words.2. To be a little teacher and teach your father or mother what you had learned.3. Make a dialogue with “How many…? There is/ are…”Oxford English 2A M3 U3 In the kitchen(Period 2)教院附小郑勤Knowledge objectives:1、New words: dinner kitchen cook2、New phrase: cook dinner3、New sentence: Dinner is ready.This is my kitchen.4. New letters:Qq 、RrSkill objectives:1、The usage of the key words in context.2、The usage of the wh-question to find out the quantity.3、The usage of formulaic expressions to talk about the quantity.Emotion objectives:Love of labor. Love life.Steps:Ⅰ：Pre-task:1. Greeting.2. Daily talk.What can you see?What colour is it?Give me a book, please.Here you are.How many ------?3. Revise the words: bowl、plate、spoon、chopsticks4. Ask and answer:（You can use the pictures which on the computer, you also can use your things. ）--- How many _____?--- There are ______.--- How many _____?--- There is one.Ⅱ：While-task:1. kitchena. To read and spell this word.b. Describe the kitchen.e.g. This is my kitchen.The kitchen is big.The kitchen is clean.The kitchen is nice.I like my kitchen.2. Open the book and listen to the tape.(p35)1) Read after the tape.2) Read with the tape.3) Read by yourself.4) Read together.5) Read it in roles.6) Act out.3.Make a new dialogue.e.g. ---This is my kitchen. / room.--- How many ______?--- There are / is…4. Say and act.1) Listen to the tape.What can you hear?2) To learn the new word and sentence.a. dinnerb. cook dinner—— I can cook dinner.Who can cook dinner? ______ can cook dinner.c. Dinner is ready.Who is ready? ____ is ready.3) Read after the tape.4) Read with the tape.5) Read by yourself.6) Read together.7) Read it in roles.8) Act out.5.Qq Rra.read after the teacherb.read togetherc.read one by oned.spell with your fingerse.read a chantⅢ：Post-task:Choose one subject and make a new dialogue.1. e.g. ---This is my kitchen. / room.--- How many ______?--- There are / is…2. e.g. --- _______?--- No, thanks.--- ________?--- Yes, please.--- Give me a ____ ,please.--- Here you are.--- Dinner is ready.--- I’m coming.Homework1.Listen and read after the tape.2.Say and actOxford English 2A M3 U3 In the kitchen(Period 3)张堰小学张文倩Knowledge objectives:1. To learn the new words: naughty2. To learn the new sentences pattern:There is/are … in /on /under …3. To learn the rhymes.Skill objectives:1. Be able to say the new word correctly.2. Be able to read the story.3. Try to act out the story.Emotion objective:Be friendly to your friends.Pre-task preparation1.Greetings: Good morning, children. Glad to meet you. How are you today? How is the weather?What season is it?2.Chant: Cook dinnerCook, cook, I can cook. Noodles, noodles, I like noodles. Yummy… yummy…Cook, cook, I can cook. Chicken, chicken, I like chicken. Nice… nice…3.Show time:Dialogue: Prepare for dinner_____________? Yes, please. / No, thanks.How many … ? There is/are …Give me …4.Review the words:Hi, I’m Danny. This is my kitchen. It’s small, but it’s clean. There is a cupboard(碗橱) in the kitchen. In the cupboard, there is a spoon . There are four bowls , six plates and five pairs of chopsticks .There is a table and a chair in the kitchen. There are two bowls on the table. I like my kitchen.(1)Listen and choose:（听录音，选择正确的图片）(2)Look and recite the words:（看图片，背单词）(3)Read and spell the words together.While-task procedure1.Enjoy the whole story.(1)Elicit: Oh, Ginger is coming. Guess, what can she do? … Yes, she can jump. Today we’ll learnan interesting story about Ginger. First, let’s enjoy the story together.(2)Enjoy the story.2. Sentences learning：（1）There is … in the room.a. Read: There is a table in the room.b. Try to say: There is a/an ... in the room.c. There is a table and a chair in the room.(2)There are ... in/on the ...a. Read: There are two bowls on the table.b.Try to say: There are ... … in the kitchen.c.Look and say: There are two chickens in the bowls.(3) Chant 1a. Look, Ginger can jump. She is on the chair.b. Song:Chicken big, chicken small. Chicken nice, chicken yummy.Chicken, chicken, I love you. Chicken nice I love to eat.(4) Chant 2a. Chant: j ump, jump, I can jump. Jump, jump, jump to the chickens. Hahaha…b. Look, Ginger can jump. She is on the table.(5) Sentences:The bowls are on the floor. The chickens are on the floor, too.(6)Sentence:a. Try to say: Look, Ginger can jump. She is under the chair.b. Act: Wu … I’m sorry.3. New word: naughtyGinger is so naughty.Post-task activities:1.Read the whole story together after the teacher.2.Read the whole story in groups.3.Act out the story.4.Be friendly to your friends.Ginger is so sad. Danny is coming. Is Danny sad? No, because Danny and Ginger are friends. Please be friendly to your friends.Homework:1. Listen and read the story on P 362. Try to retell the story in your groups。
海棠片二年级2AM3U2
2A M3 U2 In my room第一部分单元教学主题和课时划分：单元主题：Tidy up my room. Keep my room clean!课时划分及单课时话题：第一课时：More things of room I can say! (Look and learn & Learn the letters )（基于教材，学习有关房间里的单词、词汇和两个字母及儿歌。
）第二课时：Use the box and keep my room clean every day!(Look and say & Listen and enjoy )（基于教材和学生，学习核心句型、创编文本、学习儿歌。
）第三课时：Keep my room clean every day! Love my room!(Say and act & Play a game ) （基于教材和学生，学习拓展的句型、再构文本、学会介绍自己的房间。
）第二部分单元教学目标Knowledge objectives（语言知识目标）：1.To learn the basic words and expressions: bag, box, desk, chair, in, on, in the bag, on thedesk.2.To learn the extending words: bed3.To learn the basic sentences: 1) Put…in/ on… 2) Look at your…4.To learn the extending sentences: The book is in the bag.5.To learn how to ask sb. to do sth.6. To learn how to describe one‘s room.7.To learn the letters Oo Pp and the words: orange, pig.Skill objectives（语言技能目标）：1. Be able to listen and read the new words end expressions.2. Be able to use the sentences patterns to ask sb. to do sth: Put …in/ on…3. Be able to understand how to describe one‘s room.4. Be able to listen, read and write the letters Cc, Dd correctly.Emotion objectives （情感态度目标）：Keep my room clean every day! Love my room!第三部分分课时教学目标及单课教学设计：分课时教学目标：Oxford English 2A M3 U2 More things of room I can say(Period 1)张堰小学张文倩Knowledge objectives:1. To learn the basic words and expressions: bag, box, desk, chair,in, on, in the bag, on the desk.2. To learn the extending words: bed .3. To learn the letters: Oo Pp and the words: orange, pig.4. To learn the rhyme on P33.Skill objectives:1. Be able to listen and read the new words and expressions.2. Be able to listen, read and write the letters Cc, Dd correctly.Emotion objectives:More things of room I can say! I‘m super!Pre-task:I. Warming-up:1）Sing a song "Hello"2）Quick response:(1) How are you? Fine, thank you.(2) What can you see? I can see a book.(3) What colour is it? It's blue.(4) What can you hear? I can hear a dog.(5) How many dogs? Five.(6）What do you like? I like singing./dancing......Ⅱ.RevisionShow the students a picture of a classroom (也可用实物)T: Is this a classroom?S: Yes.T: (Point to a book) What can you see in the classroom?S:I can see a book.T: (Point to a pencil) What can you see?S: I can see a pencil.T: Let's review a rhyme:A book, a pencil. I can see.A book, a pencil. For you and me.(Practice: ruler, rubber)While-task:I. New words:1. desk(1) Elicit the word desk T: ( Point to the desk in the classroom. )What‘s this?S: A desk.T: Yes, It's a desk. Read after me "desk". …e.g. Desk, desk, I can see a desk.(2) Make some phrases. e.g. a desk my desk …(Say these phrases together.)(3) Learn: on 在…上面on the desk 在课桌上面a. Show and read: on, on the deskb. Ask sb. make the phrases: on the book, on the bag, on the slide, …2. chair(1) Elicit the word chair. T: ( Point to the chair in the classroom. ) Is this a desk?S: No.T: Yes, i t‘s not a desk. It‘s a chair.Read after me "chair". …e.g. Chair, chair, I can see a chair.(2)：Make some phrases. e.g. a chair my chair on the chair …(Say these phrases together.)(3) Rhyme: e.g. A desk, a chair. I can see.A desk, a chair. For you and me.3. bag(1) Elicit the word bag. T: What can you see on the chair?S: I can see a bag.T: What colour is the bag?S: It's red.T: Yes, It's a red bag. Read after me " a red bag".T: Is it your bag?S: Yes, it's my bag.T: Read after me "my bag" "your bag"Read: Bag, bag, this is my bag.(2) Learn: in 在…里面in the bag 在书包里面a. Show and read: in, in the bagb. Ask sb. make the phrases: in the book, in the desk…(3) Play a game: T: What's in my bag? (Show them my bag) Guess, please.S: Book, pen, ruler, rubber, flower......4. box(1) Elicit the word: box,and read it. ( Point to the box)T: Look, What‘s this? It's a box. It‘s my box. Read after me "box"…(2) What colour is it?S: It's blue.T: Look at the picture. What colour is this box?S: It's yellow.T: Read after me "a blue box", "a yellow box"T show a pencil-box, Read after me "a pencil-box",Read it: Box, box, This is my box.(3) Rhyme: A bag, a box. I can see.A bag, a box. For you and me.(The student can say it by himself according to the one we have learned.)5. bed(1) Elicit the word: bed and read it. ( Point to the picture )(2) Read the phrases: on the bed, on my bed,(3) Rhyme: A bed, a desk. I can see.A bed, a desk. For you and me.6. Read the words and match the picturesbag box desk chair bed7. Play a game:Show the flashcards for 'Look and learn' on Student's Book page 30 and ask the students tosay all the words. Then take one picture away and ask them to say which word is missing.desk box chair bag bed rubber ruler pencil-boxII. Letters1 . Review the letters from Aa-Nn,T: Let‘s play the game.Quick response：What is this ?What can you see? Where is the bag?T hen show the pictures ― orange and pig‖. Then learn the letters ―Oo-Pp‖.Write the two new letters.2 .Practice the letters, then match the capital letters and the small letters.Eg. A K H G P L O D B M E Nn e b d h k l o p g n m3. Read the following letters.Eg. rye akj fat mon pbdKJH EGF ILR MNO DKH4. Read the rhyme of P33:.1)Where is the bag? It‘s in the desk. Ask and answer in pairs.Eg：Paula has an orange. It's on the plate.Read: plate , on a plate2)Her pig is fat and big. With four short legs.Read: with, leg—legs-- short legs3) Read: Come and eat the orange.4) Read the rhyme after me.5）T or F( ) ① Paula has an orange.( ) ② The orange is on the desk.( ) ③Paula‘s pig is thin.( ) ④ The pig is happy.Post-task:Activity :Have the students complete Part A 'Listen and tick' and Part B 'Listen and match' on Workbook pages 30 and 31. Then check the answers with them.Homework:1.Listen and read the words on P30 and P13.2. Write the letters: Cc Dd and copy the new words: bag, box, desk, chair, bed .orange, pig.Oxford English 2A M3 U2 Use the box and keep my room clean every day(Period 2)金山小学曹燕萍Knowledge objectives:1. To learn the basic sentences: Put…in/ on…2. To learn to respond to simple instructions:Eg: O.k./Yes./All right.3. To learn the dialogue: What can you see, Eddie?4. To learn the words: use, every day, keep,clean5. To learn the sentences: I use ......every day.6. To learn ‗Look and say & Listen and enjoy‘.Skill objectives:1. Be able to use the new words and sentences properly.2. Be able to use the sentences patterns to ask sb. to do sth: Put …in/ on…3. Be able to read the rhyme on P32.Emotion objectives:Use the box and keep my room clean every day!Pre-task:1. Warming-upRhyme: A desk, a chair . I can see.A desk, a chair. One and two…..Read the rhyme on P33.2.Revision:(1)Look at the pictures and review the words:bag, box, desk, chair, bed , orange, pig.(2) Answer the questions:What‘s this/that? ( bag, box, desk, chair, bed, ).Is this/that…?( bag, box, desk, chair, bed, ).What do you see? ( T point the things of the classroom. )What colour is the …?Where is the desk?While-task:1.Elicitation(1) Elicit the word and use them.T: Look ! What can you see on the desk?S: A bag.T: I put the bag on the desk.I put the box on the chair.Read after me "put"Sentence: Put , put, put the bag.T: Where is the bag?S: On the desk.T: Where is the box?S: On the chair.T: Where is the book?S: In the bag.(Show some pictures about on/in)2.Do some exercises: Listen and act(1) Put the bag on the chair.(2) Put the bag on the desk.(3) Put the box on the book.(4) Put the box in the bag.(5)Put the ruler in the box.3. Sentence patterns:T: Put the book in the bag, please.T: OK, Mum. / All right,Mum. / Yes,Mum.1) bag, in the box 2)pencil, in the pencil-case3) the ruler, on the desk 4) the ball, on the chaira. Ps follow Tb. T&Ps –Work in pairsc.Pp make the short dialogues.4. Listen to the recording for "Look and say" on page 30 and repeat after the recording.S1: Put the book in the bag,Eddie.S2: O.K. Dad.S1: Put the bag in the box, please.S2: Yes, Dad.S1: Put the box on the chair, please.S2: O.K., Dad.S1: Oh, no. Put the box on the desk.S2: All right.(1) Read the dialogue(2) Practise in pairs(3) Invite several groups to act it out in front of the classroom.5. Dialogue: What can you see, Eddie?1) Show the dialogue--- What can you see, Eddie?---I can see a book and a bag.---Put the book in the bag, Eddie.---OK,Dad.2) Read after T.3) Practise in pairs4) Act out the dialogue.6. Listen and enjoy1). Ask and answer: Now look at Ben‘s room. Is it clean?2). Elicit the word: clean3). Elicit the patter n: I keep ... clean every day.4). Compare: keep sheep5). Pratise the patter n: I keep ... clean every day.6). Show the pencil and ask: What‘s this?Teacher says: Yes. It‘s a pencil. We can write with the pencil every day.7). Elicit the word: use8). Pratise the pattern: I use ... every day.9）Show the pictures and listen to the tape.Explain: like 像10）Read after the tape.Post-task:1. Have a match （分几个小组进行朗读儿歌比赛）2. Practise in pairs with the things the pupils have .A: Put …in/ on ….B: OK,Alice. / All right,….. / Yes,…..Homework:1.Listen and read the dialogues2. Read‖ Listen and enjoy‖ on P32.3. Say and act :Put…in / on…with your classmates.Oxford English 2A M3 U2 Keep my room clean every day! Love my room(Period 3)教院附小郑勤Knowledge objectives:1. To learn the basic sentences: Look at your…(desk, book, pencil-box, bag, room )2. To learn the dialogue: Kitty‘s desk. & Act the dialogue.3. To learn the extending sentences: The book is in the bag.4. To learn the dialogue of P32.5. To learn describing one‘s room.Skill objectives:1. Be able to use the sentence patterns: Look at your…2. Be able to use the extending sentences: The book is in the bag.3. Be able to read the dialogue: Kitty‘s desk.4. Be able to describe one‘s room.Emotion objectives:Keep my room clean every day! Love my room!Pre-task:1.Warming up:1)Read the rhyme on P32.2)Do some exercises: Listen , act & answer:T: Put the bag on the desk. P: OK,Miss Zheng.(Yes / All right. ) 2.Revision:1) Say and act the dialogue on P30.2). Fill in the blanks with the given words: in or on. (ppt)1) Put the milk ___ the jar, please.2) Put the books ___ the bag, please.3) Put the dress ___ the chair, please.4) I can see an orange ___ the desk.While-task:1.To learn the the sentence patterns: Look at your…(1)Elicit the sentence:T: Look at your bag, Kitty.(2)Read the sentencesRead after T. ---- Ask sb. read.2. To learn the sentence patterns: The book is in the bag.(1) Elicit the sentence:T: Now the book is in the bag. The bag is in the desk….(2) Practise the sentences:The book is in the bag.1) bag, on the desk 2) ruler, in the pencil-case3) dress, on the bed 4) pear, in the box3. To learn the dialogue: Kitty‘s desk.1) Elicit the dialogue.T: Look and listen: Now look at Kitty‘s desk. Is it clean? 2). To learn the word: pencil caseT: Where is the pencil case?Put the pencil case on the desk.Teach: pencil casea. Ps spellb. Ps say /Group say/ Bs sayc. Read the sentences: Look at my pencil case.It‘s nice.The pencil case is on the desk.Put the pencils in the pencil case,please.3) Learn the dialogue: Kitty‘s desk.Read it.Practise it in pairs.Ask sb. act the dialogue.4. Play a game.A. Show the pictures of the book (P32).1) Ask and answer: Who can you see?What can you see? ( car, book, bear)2) Listen to the tape and number.B. Show the sentences and read after the tape.1) Read: I‘m sorry, Mum.T& P practise:T: Oh, Alice.Look at your....P: I‘m sorry, Mum. ( Miss Zheng, Dad …)2)Play a game.5. To learn describing one‘s room.1) Show the passage:Look at my room.I can see a book, a bag, a desk, a ball and a chair.The book is in the bag.The bag is on the desk.The ball is on the chair.2) Read it.Post-task:Look at the picture and complete.Look at my room.I can see a book, a bag, a desk , a ball and a chair.The book is in the bag.The bag is on the desk.The ball is on the chair.Homework:1.Listen and read the dialogues on P31 and P32.2.Tidy up your room clean and say the sentences. Eg. Put the books in the bag.11。