2A M4U3 In the street(教案)上海牛津版(试用本)
牛津上海版二年级上册小学英语教案(全册)
Module 1 Getting to know you Unit 1 Hello教材设计了六个板块。
学生可以通过看图、听音、模仿来学习和记忆字母名称，感知新词和句子的含义、发音，找出单词中所学的字母。
【知识目标】1. 学生掌握时间类的词汇：morning, afternoon, evening和night。
2. 学生能运用Good morning / afternoon / evening / night.这个句型来问候他人并做出相应的反应，注意使用正确的语音语调。
3. 学生能使用How are you?问候别人并能用I’m fine. Thank you.做出正确的回答。
【能力目标】1. 正确唱诵和表演歌曲《Hello! How are you?》。
2. 学生能熟练掌握两个大小写字母Aa和Bb的听书读写，并会读诵字母儿歌。
【情感目标】培养学生对自然界和日常生活的观察能力，根据太阳的位置不同或时间的变化，分清afternoon 和morning，理解感受evening和night的区别。
从而激发他们对大自然的热爱, 对生活的热爱。
【教学重点】在学习了单词的基础上，以单词为载体，进行主要句型的学习，并了解其中的语法现象，根据具体情境，学会交流对话，侧重句型语法学习，交际意向和课外拓展为重点。
【教学难点】单词和句型的综合运用。
Tape recorder, Multimedia.Step 1. Look and learn1. Teach: morningT: (Point to the first picture.) Look, the sun is missing. It’s morning. Let’s read: morning.2. Teach: afternoonT: (Point to the second picture.) It’s afternoon. Let’s read: afternoon.3. Teach: eveningT: (Point to the third picture.) Look, the sun is falling down. It’s evening. Let’s read: evening.4. Teach: nightT: (Point to the fourth picture.) Look, the sun is missing. What do you see? It’s night. Let’s read: night.Step 2. Play a game1. Follow the teacher, then read:Good morning.Good afternoon.Good evening.Good night.2. Look and say:T: I will show you four pictures. Let’s say “Good …”.Step 3. Look and sayTeach: How are you?I’m fine. Thank you.1. Show a picture about Mrs. Li and Alice.2. Play the media.3. Greet with the students:T: How are you?S: I’m fine. Thank you.4. Act out the dialogue.Step 4. Say and actTeach: How are you?I’m very well. Thank you.1. Play the media2. Listen and follow3. Work in groups. Act out the story. Share in class. Step 5. Listen and enjoySing the song: Hello! How are you?Step 6. Learn the letters1. Learn the big letters(1) Write “A” on the blackboard.(2) Then show “B”.(3) Show the letter cards “A, B”.2. Learn the small letters(1) Write “a” on the blackboard.(2) Then show “b”.(3) Show the letter cards “a, b”.3. play a match game: A, a, B, b4. Tongue twisterAn apple and a bag.A big apple and a big bag.A big apple is in a big bag.Step 7. Homework1. Write the new words and sentences.2. 朗读本课单词、句子和课文。
Module3Unit1Intheplayground(教案)牛津上海版(试用本)英语二年级上册
M3U1 单元教学目标1. 在语境中学习，理解并运用下列词汇：swing, slide, seesaw, jungle gym2. 在语境中正确理解并能合理运用句型：What can you see? I can see…What colour is it? It’s ….Play/ climb on the …. How fun!3. 通过生动有趣的故事，学会描述自己看到的东西的颜色、大小等特征。
4. 能书写并认读字母Mm, Nn 。
5. 通过课堂语境的创设，使学生沉浸在儿童乐园的愉悦氛围中，感受生活的美好。
教学重点：单词：swing, slide, seesaw, jungle gym句型：What can you see? I can see…What colour is it? It’s ….Let’s play/ climb on the …. It’s fun!教学难点：新授单词的认读。
运用新授单词和句型进行描述和表达。
教学目标（The first period）知识与技能：1、通过语境，初步感知、体验单词slide, seesaw, swing，理解单词的意思。
2、根据语境理解并能运用句型：What can you see? I can see…What colour is it? It’s …. 进行问答。
3、能运用句型：I can see…. It’s …. play on the …. How fun! 对看到的东西进行描述。
过程与方法：Chant；小组合作朗读；分角色朗读和表演；歌曲欣赏情感、态度、价值观目标：通过课堂语境的创设，使学生沉浸在儿童乐园愉悦的氛围中，让学生感受生活的美好。
教学过程：Pre-task:1.Enjoy a songT: What can you do ? P: I can …复习旧知can句型。
2. Watch VCRT: Look! I can see a boy and a girl. What are they doing? Let’s watch.Can Mat play on the slide？Can Maria play on the jungle gym? Can they play on the swing? They are in the children’s garden. 引出课文的主题：children’s garden. While-task:T: It’s a sunny day. Let’s go to the children’s garden!Look! This is the children’s garden. It’s big and nice.①Teach: slideT: Mat, what can you see?Mat: I can see a slide. It’s red.It’s big and tall.Woo… How fun（有趣）!Read: sl_de (ride bicycle white)Chant:Slide, slidePlay on the slide,Play on the slide.Woo…How fun!Practice in pairs:I can see a slide.It’s _____(yellow /blue/ orange/green…).It’s ____(big/ small/ long/short…).How fun!②Teach: swingT: Maria, what can you see?Maria: I can see … Guess(猜)!It’s orange. It’s tall. I can play on it.Low and high, low and high（一低一高）.How fun!Read: sw_ _ _ (sing king wing)Chant: Swing, swing,Low and high,Low and high.How fun!③Teach: What can you see? I can see ________.What colour is it? It’s _________.T: Mat and Maria are talking about the things they see. Now I’m Mat. Who will be Maria?Mat: What can you see?Maria: I can see a swingMat: What colour is it?Maria: It’s orange.Role playPair work:A: What can you see?B: _________________.A: What colour is it?B: _________________.④Teach: seesawT: I have a magic for you. Look carefully.Read: seesawT: How is the seesaw? What colour is it?Let’s play:Seesaw, seesaw,Play on the seesaw!Up and down!Up and down!How fun!Fill in the blanks:T:What can Mat see? A slade?What colour is it?Is it long or short?Can you fill in the blanks?I can see a _________.It’’s ______.Play on the _______ .Up and down, up and down.How fun!Post-task:1. Let’s read.2. Look and say:T: Open your books and turn to page 26. Read the words and test.3. Golden eyes.4. Let’s listen.T: We like children’s gardens very much! How about you?(你呢?)It’s a sunny day. Let’s go to the children’s garden.I can see a slide. It’s red. It’s big and tall.Play on the slide. Woo! How fun!I can see a swing. It’s orange. It’s tall.Play on the swing. How fun!I can see a seesaw. It’s yellow. It’s long.Play on the seesaw.Up and down, up and down. How fun!5. Let’s read.6. Try to sayT: Now can you say something about what you see?7. Let’s enjoyT: It’s fun to play in the children’s garden.Do you like to play in the children’s garden?Next time let’s go to the children’s garden together. OK?8. Homework1. Read the new words2. Talk about the things you see in the children’s garden with your friends.。
Module3Unit1Intheplayground(教案)牛津上海版(试用本)英语二年级上册
-测试：教师可以通过设计一些小测试来评估学生对操场活动相关知识的掌握情况。例如，教师可以设计一些填空题或选择题，让学生完成，检查他们对操场活动相关词汇和句型的理解和运用能力。
-设计实践活动或实验，让学生在实践中体验知识的应用，提高实践能力。
-在新课呈现结束后，对操场活动的知识点进行梳理和总结。
-强调重点和难点，帮助学生形成完整的知识体系。
（四）巩固练习（预计用时：5分钟）
随堂练习：
-随堂练习题，让学生在课堂上完成，检查学生对知识的掌握情况。
-鼓励学生相互讨论、互相帮助，共同解决问题。
-句型结构：主语+ be动词(am/is/are) +动词-ing形式+其他。
5.课堂活动
-角色扮演：学生分组扮演不同的操场活动，使用所学词汇和句型进行交流。
-小组讨论：围绕操场活动的话题展开讨论，分享自己的经验和看法。
6.写作练习
-描述操场活动：学生用所学的词汇和句型描述操场上的活动，如玩滑梯、玩秋千等。
答案：playing
解析：根据图片，男孩正在滑梯上玩，使用动词playing。
(2) In the playground, the children are _______ around.
答案：running
解析：根据情景描述，孩子们正在操场上跑来跑去，使用动词running。
4.仿写句子题
(1) The girl is playing on the swing.
知识点梳理
上海牛津小学英语3AM4U3教案
上海牛津小学英语3A M4U3 教案一、教学内容二、教学目标1. 能够听懂、会说、认读本节课所学的动物词汇，如：tiger, elephant, monkey, panda等。
2. 能够运用所学句型What's this? It's a和How old is it?It's进行简单的问答。
3. 能够在具体的场景中运用所学知识进行交流，激发学生对动物的兴趣。
三、教学难点与重点1. 教学难点：动物词汇的发音，以及句型的灵活运用。
2. 教学重点：掌握动物词汇和句型，能够在实际场景中进行交流。
四、教具与学具准备1. 教具：PPT、卡片、磁铁、录音机、教学光盘等。
2. 学具：课本、练习本、彩色笔等。
五、教学过程1. 导入：通过展示一张动物园的图片，引导学生谈论图片中的动物，激发学生的学习兴趣。
2. 新课内容呈现：a. 教师展示PPT，呈现本节课要学习的动物词汇。
过程细节：教师一边展示PPT，一边引导学生跟读动物词汇。
b. 教师教授句型What's this? It's a和How old is it?It's过程细节：教师通过PPT和卡片，创设场景，引导学生学习句型。
3. 例题讲解：教师给出一个场景，展示如何使用所学句型进行交流。
过程细节：教师扮演导游，学生扮演游客，进行角色扮演。
4. 随堂练习：学生两人一组，运用所学句型进行交流。
过程细节：学生互相问答，教师巡回指导。
六、板书设计1. 动物词汇：tiger, elephant, monkey, panda等。
2. 句型：What's this? It's a How old is it? It's七、作业设计1. 作业题目：完成练习本上的习题。
a. 看图写单词。
答案：tiger, elephant, monkey, pandab. 根据场景，完成对话。
答案：略2. 课后拓展：学生与家长一起参观动物园，用所学知识进行交流。
上海版牛津英语2a教案全册教案
Unit 1 Where I LiveTeaching aids:A. Words : letters Aa --Bb , bin , park , road , building , ShanghaiB. Structures : I live in …. I love …. I see …. That’s …C. Functions : Give simple instructions; Refer to specific classroom objects.Material:1.Student's Book 2A page 2--62.Cassette 1A and a cassette player3.Wallcharts4.Photograph page 15.Alphabet CardsTeaching times:5 timesLearning targets:A.Basic aims:1.Be able to identify the letters Aa -- Bb2.Be able to give simple instructions3.Be able to use the simple present tense to indicate facts4.Be able to "point to your home"5.Read the rhymeB.Further aims:1.saying a new rhyme substituting 'Shanghai' with another placesLanguage focus:ing the definite article to refer to specific classroomobjectsing the simple present tense to express interests andpreferences3.Learning the words: bin , park , road , building , Shanghai Period 1Teaching focus:Using imperatives to give simple instructionsUsing the definite article to refer to specific classroom objectsTeaching steps:Period 2Teaching focus:Using the simple present tense to indicate factsUsing the simple present tense to express interests and preferencesTeaching steps:studentsIinstudentsItostudentstheand listen to the woman and her son). The boy asked Sam where he lived and Sam replied ' I live in Shanghai.' The boy said ' I love Shanghai.' Sam was pleased. Children, do you love Shanghai If you do, you must help to keep it clean. Do not litter. Throw all rubbish into the bin. Can you find a bin in this picture(Point to it)B: Ask questions such as the following:Where doesSam liveWhere doyou liveDose SamlovePost-task activitiesDraw a picture of the place they live in.say something aboutpictures by using the sentences ' I live in …,I love … ' Talk aboutConsolidationLook,listen andtick thecorrectsentence.Listen anddraw.HomeworkRead the 'Let 's talk ' after theShanghaiDo you loveShanghaiWhat isthis(pointto a bin anda buildingrespectively)C: Hold up a stamped envelope and say ' My friend in Canada sent this to me. She had to write ' Shanghai ' on it because Ilive in Shanghai.Say ' I live in Shanghai. ' and ask students to copy you.D: Hug a toy bear and say ' This is my bear. Her name is Sally. I love Sally. 'Show the picture ofPeriod 3Teaching focus:Using nouns to identify objectUsing proper nouns to refer to places Teaching steps:look at the letters and listen to the tapePost-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 cassettePeriod 4Teaching focus:Asking ' Wh-' questions to find out various kinds of specific information about a personUsing the simple persent tense to express truthUsing the simple persent tense to express interests and preferencesTeaching steps:The 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' s play' after thePeriod 5Teaching focus:Using the simple persent tense to express interests and preferencesTeaching steps:activityThe students practise saying a new rhymePractise in pairThe students read the new rhymeHomeworkRead the 'let' senjoy‘ afterthecassette.Make a newrhymeUnit 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 toadd informationMaterial:1.S tudent’s Book 2A page 17-212.C assette 1A and a cassette player3.W all charts4.P hotograph page 145.A lphabet CardsTeaching times:5 timesLearning targets:A.Basic aims:1.B e able to identify the letters Gg--Hh2.B e able to give simple instructions3.B e able to introduce oneself using I’m.4.B e able to write the sentence Hello, I’m <name>.5.S ing a song.B.Further aims:1.U sing more information to introduce oneself2.T he sorts of the alphabetLanguage focus:1.U sing imperatives to give simple instructions2.A sking How questions to find out means and Using prepositionsto indicate meas3.L earning the words: plane……Period 1Teaching focus:Using imperative to give simple instructionsTeaching 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：Period 5Teaching focus:Using nouns to identify different forms of transport Teaching steps：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 simple instructions.Material:6.S tudent’s Book 2A page 22-267.C assette 1A and a cassette player8.W all charts9.P hotograph page 1410.A lphabet CardsTeaching times:5 timesLearning targets:C.Basic aims:6.B e able to identify the letters Ii--Jj7.B e able to give simple instructions8.B e able to introduce oneself using I’m.9.B e able to write the sentence Hello, I’m <name>.10.Sing a song.D.Further aims:3.U sing more information to introduce oneself4.T he sorts of the alphabetLanguage focus:4.U sing imperatives to give simple instructions5.U sing adjectives to describe objects6.L earning the words: stop……Period 1Teaching focus:Using imperative to give simple instructions Teaching steps：Period 2Teaching focus:Using imperative to give simple instructions Using adjectives to describe objects Teaching steps：studentsthestudentstheandand follow in the page 23. Tell a story something like this,,,B Ask questions such as the following:What didSam and hisfather dobeforecrossingthe roadWhat didSam’sfather sayWhat colourwas thelight Whatdid Sam sayWhat didthey dowhen theysaw thislightThen whatdid theysee on theroad Whatdid Sam’sfather say C Point to the bus on the wallchart and say ‘The bus is slow.’Point to thePeriod 3Teaching focus:Using imperatives to give simple instructions Using nouns to identify thingsUsing adjectives to describe objects Teaching steps：。
Module3Unit3Inthepark(教案)牛津上海版(试用本)英语三年级上册
Oxford English 3A M3U3 In the park第一课时：Let’s go to the park！第二课时：We are in the park.第三课时：A story in the park.一．单元内容与要求二、单元教学目标❖知识与技能1、能够正确朗读字母包含‘u’的单词：pupil, tube等。
2、在In the park的语境中理解并学习本单元核心词汇：boat, balloon, flower, kite, red, orange, yellow.等。
3、在In the park的语境中能初步运用Look at…What colour is it? It’s…来对事物颜色进行问答。
4、在In the park的语境中能够熟练地运用核心句型What colour is it? 来询问、了解有关事物颜色的信息，并能够熟练运用核心句型It’s…进行回答。
5、在In the park的语境中能够尝试运用can, row a boat, smell the flower, swing, nice, fun, happy等词汇描述在公园中的快乐活动。
❖文化与情感通过在In the park语境中的学习，来激发学生热爱自然、亲近自然的品质，体验公园玩乐中的快乐。
❖学习策略1、通过听说读的方式，以语篇语境带动核心词句的学习。
2、以师生交流、生生交流的方式初步运用核心词汇和句型。
3、以角色扮演活动、小组交流活动等方法，进一步运用核心词汇和句型。
4．通过表演、描述等法，综合运用核心词汇和句型，提高语用能力。
【教学重难点】围绕在In the park的语境，熟练运用Look at…What colour is it? It’s…来对事物颜色进行问答,通过学习激发学生热爱自然、亲近自然的品质, 通过学习体验公园玩乐中的快乐。
三、学情与教材分析四．单课教学目标五、单课时的文本内容与教学过程Period 1 Let’s go to the park!一、第一课时文本主体学习文本：Let’s go to the park!Dad: Do you like the park?Kitty: Yes, I like the park! Look at the flower. It’s purple. How beautiful! Alice: Look at the tree. It’s green. How nice!Dad: Let’s go to the park!Kitty&Alice: Great!Dad: I have a kite.Kitty: What colour is it?Dad: Look! It’s orange.Kitty: Wow! How nice! I have a balloon.Alice: What colour is it?Kitty: Look! It’s blue.Alice: Wow! How beautiful! I have a boat.Dad: What colour is it?Alice: Look! It’s red.Dad: Wow! How cool!辅助文本辅助文本（一）White and red! What colour is it? I don’t know. White and red! What colour is it? It’s pink.辅助文本（二）Kite, kite. (boat)I have a kite. (boat)Colour the kite. (boat)DIY!预设输出语言：I have a …What colour is it?Look! It’s …Wow! How …!二、第一课时教学过程Period 2 We are in the park!一、第二课时主体学习文本第二课时辅助文本High up high,Swing to the sky.The sky is blue,I don’t know why.High up high,Swing to the sky.The sun is round,I don’t know why.High up high,Swing to the sky.The clouds are white,I don’t know why.第二课时预设输出语言: A: Look at the ____.What colour is it?B: It’s ___. (And we can _____.) A: Wow! How ____!三、第二课时教学过程教学反思：Period 3 A story in the park !一、第三课时文本主体学习文本：预设输出语言:A: Look at …’s ____.What colour is it?B: It’s ___. (And we can _____.)A: Wow! How ____!二、第三课时教学过程Procedures Contents Methods Purpose六、单元评价量表。
Module4Unit3Inthestreet(教学设计)牛津上海版(试用本)英语二年级上册
2A Module 4 The natural worldUnit 3 In the street一、单元教学目标·语言知识与技能1. 语音和词汇1）能知道字母Xx, Yy 和Zz在单词中的发音规则。
（学习内容：1.1.2 辅音字母的读音规则）2）能理解本单元核心词汇flower, tree词义，并尝试运用单词进行花草树木的介绍。
（学习内容：2.1核心词汇）2、词法（1）能知晓祈使语气Don’t...的含义。
（学习内容：3.5.3.2祈使语气）3. 句法和语篇（1）能理解并运用陈述句Look at…It’s…对看到的景物进行口头描述。
（学习内容：4.2.1陈述句）（2）能理解并尝试运用祈使句Don’t …劝阻他人的不文明行为。
（学习内容：4.2.3祈使句）（3）能读懂故事，了解什么是不文明行为，应该如何劝阻。
（学习内容：）●语言情感通过学习，培养遵守规则和爱护环境的意识。
●学习策略1、通过绘本阅读，借助听力、阅读、对话等学习途径，引导学生学会运用Don’t…来劝阻别人。
2、通过讨论、合作、交流等形式，完成学习任务。
二、单元重点、难点1. 能结合已学语言，描述街边看到的景物2. 能在创设的语境中，运用Don’t…核心句型劝阻他人的不文明行为。
三、单元语用任务能在街边游玩的语境中，运用本单元核心的语言知识，劝阻一些不文明的行为。
要求语音正确、内容基本达意，表达较流利。
四、分课时学习内容与要求●语音●词汇●词法●句法●语篇五、分课时教学与评价简析2A M4U3 Period 1 文本The things in the street （1）Eddie: Look, what’s this?Alice: It’s a flower. It’s yellow. It’s nice. I like it.Eddie: Look at the tree. It’s tall. Oh, I see a football.（2）the old man: Don’t pick the flower.Alice: I’m sorry.The old man: Don’t climb the tree.Eddie: I’m sorry.Period 2 文本The things we can’t do in the street （1）Eddie: Look, what’s this?Alice: It’s a flower. It’s yellow. It’s nice. I like it.Eddie: Look at the tree. It’s tall. Oh, I see a football.（2）the old man: Don’t pick the flower.Alice: I’m sorry.The old man: Don’t climb the tree.Eddie: I’m sorry.（3）Alice: Don’t play football.Eddie: I’m sorry.Alice: Don’t run.七、教学流程第一课时教学流程：第二课时教学流程：八、教学技术与学习资源1. 《义务教育英语课程标准》、《上海市中小学英语课程标准》（征求意见稿）2. 《上海市小学英语学科教学基本要求》（试验本）3. 《上海市小学低年段英语学科基于课程标准评价指南》（试行稿）4. 教材《牛津英语》（上海版）二年级第一学期（试用本）5. 教学板书6. 多媒体课件7. 评价单。
上海牛津小学英语3AM4U3精品教案
上海牛津小学英语3A M4U3 精品教案一、教学内容本节课选自上海牛津小学英语3A教材，涉及M4U3章节，详细内容围绕“我的家”主题展开，包括家庭成员介绍、房间及家具名称、日常活动表达等。
二、教学目标1. 学生能够听懂、会说、会拼写与家庭成员、房间及家具名称相关的词汇。
2. 学生能够运用所学句型介绍自己的家庭成员和家居环境。
3. 学生能够在实际情景中运用目标语言进行简单对话。
三、教学难点与重点1. 教学难点：家庭成员、房间及家具名称词汇的拼写和运用。
2. 教学重点：介绍家庭成员、房间及家具的句型表达。
四、教具与学具准备1. 教具：PPT、卡片、录音机、磁带。
2. 学具：英语课本、练习本、彩笔。
五、教学过程1. 导入：通过播放英文歌曲《Family Song》，引导学生进入本节课主题。
2. 新课内容展示：a. 播放教材M4U3的录音，学生跟读，学习家庭成员、房间及家具名称词汇。
b. 引导学生用所学词汇介绍自己的家庭成员和家居环境。
c. 学生分角色进行对话练习，巩固所学句型。
3. 例题讲解：以教材中的例题为示范，讲解家庭成员、房间及家具名称词汇的拼写和句型运用。
4. 随堂练习：学生完成教材M4U3的练习题，巩固所学知识。
5. 小组活动：学生分组，用所学词汇和句型编写对话，进行角色扮演。
六、板书设计1. 词汇：爸爸、妈妈、哥哥、姐姐、房间、床、桌子、椅子等。
2. 句型：This is my family. This is my room. I have a bed,a table and a chair.七、作业设计1. 作业题目：用英文介绍自己的家庭成员和家居环境，不少于5句话。
2. 答案示例：My family has four members. They are my father, mother, brother and me. We have a living room, a bedroom and a kitchen. In the living room, we have a sofa, a TV and a table. In the bedroom, we have a bed, a wardrobe anda desk.八、课后反思及拓展延伸1. 反思：本节课学生参与度较高，但在句型运用方面仍需加强练习。
小学英语牛津上海版二年级上册《Module 4 Unit 12 In the street 》课件
Listen and imitate (听音仿照)
Don’t pick the s.
I’m sorry. Don’t climb the tree.
I’m sorry.
三人小组练习对话，并表演。
1. Read the dialogue. 合作朗诵。 2. Role play the dialogue. （含有表情、语气、动作表演对话。）
En教学jo目y a story 标 Oh, what’s this?
It’s a bee.
bee
蜜蜂
En教学jo目y a story 标 Help! Help!
Help! Help! 意 为“救命救命！”
Don’t run, Danny.
Don’t run! 意为 “别跑！”
En教学jo目y a story 标
Module 3 Unit 12 In the street Don’t pick the s.
Don’t climb the tree. Don’t run. Don’t cry. Xx: fox Yy: yak Zz: zebra
Role play
三人小组分角色练习对话，并表演。
Le教t学t目ers 标
fox yak
zebra
L教e学t目’s chant 标
A fox, a yak and a zebra, In the zoo.
P教r学a目ctice 标 一、读一读，连一连。 1.
2. tree
3. fox
4. zebra
What happen to Danny? 丹尼产生了什么事情？
He …
En教学jo目y a story 标
Don’t cry, Danny.
Module4Unit3Inthestreet(教案)牛津上海版(试用本)英语二年级上册
2A Module 4 Me, my family and friendsUnit 3 In the street一、单元内容与要求二、单元教学目标❖知识与技能1. 能在语境中听懂并拼写核心词汇：flower, tree。
语音基本准确，表达较为流利。
2. 能在语境中听懂并使用核心语句Don’t …对他人不文明的行为进行劝阻。
语音基本准确，表达较为流利。
3. 能在语境中听懂并使用语句I’m sorry.对自己做出的不文明行为表达歉意。
语义连贯，表达流利。
4. 能够认识并使用核心语言说出本课两个标志的含义。
❖文化与情感能够认识到在公共场所胡乱采摘花朵以及爬树的危害，由此能够约束自己不做出上述不文明的行为并能够对他人的这种行为加以劝阻。
❖学习策略能够通过图片理解故事语境，并能在对话与chant中对于核心语言反复操练，通过积极与他人合作，共同完成学习任务。
【教学重难点】在公园游玩的语境中，能够借助语言结构和图片使用核心语言Don’t pick the flowers / climb the tree. 对他人出现的不文明行为进行劝阻；并能对自己做出的不文明行为做出道歉。
要求做到语音基本准确，表达较为流利。
五、单课文本内容与教学过程Period 1Tutu in the park主体学习文本Tutu: Wow, look at the flowers. How beautiful! I like the flowers.Mum: Don’t pick the flowers.Tutu: I’m sorry.Tutu: Wow, look at the tree. How big! I like the tree.Mum: Don’t climb the tree.Tutu: I’m sorry.预设输出语言A: Wow, look at the____. How_____! I like the ______.B: Don’t _____.(pick the flowers, climb the tree)A: I’m sorry.第一课时教学过程：2.Read the text on P46,P482AM4U3 In the streetPeriod 1 Tutu in the parkTutu: Wow, look at the … flower / treeHow …(beautiful, nice, big, tall)I like the …Mum: Don’t pick the flowers.Don’t climb the tree.Tutu: I’m sorry.Period 2 Danny in the park 主体学习文本：Danny: Look at the flower. It’s beautiful. I like the flower.Kitty & Alice: Don’t pick the flowers, Danny.Danny: Oh！What’s this?Alice: It’s a bee.Danny: Help! Help!Kitty & Alice: Don’t run, Danny.Danny: Look at the tree. It’s big. I can climb the tree.Alice: Don’t climb the tree.Danny: Ah!Kitty & Alice: Don’t cry, Danny.预设输出语言：Danny: Look at the … It’s … Help! Help!（I can …）Kitty & Alice: You can’t / Don’t …, Danny.Danny: I’m sorry.4.You can’t…= Don’t…4.1Look and listen4.2Look and readAsk and answer知识归纳，语言操练。
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2A M4U3 In the street（教案）上海牛津版（试用本）教案
教材：上海牛津版2A M4U3 In the street
教学目标：
1. 学生能够了解不同国家或地区的街道特色和文化差异。
2. 学生能够掌握一些常用的与街道相关的英语单词和短语。
3. 学生能够通过听力和口语练习提高自己的英语听说能力。
教学重难点：
1. 街道的特色和文化差异的介绍。
2. 相关英语单词和短语的掌握。
3. 听力和口语能力的提高。
教学准备：
1. PPT课件。
2. 街道照片、地图等相关材料。
3. 与街道相关的单词和短语卡片。
教学过程：
Step 1 导入
通过PPT播放街道的照片，引起学生对街道的兴趣，并问学生对街道的印象和体验。
Step 2 呈现
展示一张地图，让学生围绕不同国家和地区的街道，介绍各自国家和地区的街道的特色和文化差异，如：中国的胡同、美国的斜
坡道、英国的红色公用电话亭等，并帮助学生掌握相关的单词和短语。
Step 3 听力训练
播放录音，让学生听一段描述某地区街道的对话，并让学生回答相关问题，强化对听力的训练。
Step 4 口语练习
让学生以小组为单位，自主编写对话或口头描述自己国家或地区的街道，要求使用相关单词和短语，并相互表演或交流。
Step 5 总结
向学生总结本节课所学内容，并帮助学生进一步理解和应用所学知识。
Step 6 扩展
1. 学生自主收集有关街道的资料，进行分享和展示。
2. 学生了解国际街头艺术节，与同学们分享他们喜欢的街头艺术家的作品。
教学反思：
通过这节街道课的学习，学生能够了解不同国家或地区的街道的特色和文化差异，并掌握了一些常见的与街道相关的英语单词和短语。
同时，通过听力和口语训练，学生的英语听说能力也有了一定的提高。
在今后的英语学习中，街道这个话题也将成为学生应用英语的一个主要场景之一。