上海牛津英语2A第一单元教案
牛津小学英语2A教案(全册)
S: No.(若学生能说出cook,则给予奖励)
T: He is a cook.出示卡片cook，领读。
Ss read :doctor,doctor, he’s a doctor./nurse,nurse, she’s a nurse./worker,worker, he’s a worker/cook,cook, he’s a cook.
T: Yes. This is my father。
T show the card :father贴于Bb,领读几遍，注意th的发音。
Ss read : father，father，my father（一小组传卡片挨个读;一组一组读，）
T : look, this is my father.出示句型卡片This is my ……学生跟读遍。
Ss read one by one
Ss say : my family, your family.（出示他们的照片）
（一）teach: father, mother, me
(1)老师出示自己的全家照自问自答：look, guess who is he? S: Father. (给予学生适当的奖励)
now, please work in pairs,this is my father，he’s a doctor,this is my mother, she’s a nurse .this is me,. I’m a teacher同桌小朋友互相介绍。
(4)抽几组小朋友说
(5)在学生介绍的基础上，进一步练说worker和cook
How are you?
牛津小学英语2AUnit1第一课时
教案2A Unit1 My family（第一课时）【教学目标】:1、知识目标：能听懂、会说、会读新单词father, mother , family和句型Who’s he \ she ?He’s \ She’s …。
2、能力目标：能运用所学语言进行交际。
3、情意目标：激发学生对家人的亲情之爱。
【教学重点及难点】:1、重点：能听懂、会说、会读新单词father, mother , family和句型Who’s he \ she ?He’s \ She’s …2、难点：能准确区分he和she，并能对句子Who’s he \ she ?作出相应的回答He’s \ She’s …【教学准备】图片、课件。
【教学过程】Step1 Pre-task Preparation1、Students’ introduction:( Introduce the best friends )A: Hello, …. This is …B: Hello.\ Hi .C: Hello.\ Hi .2、Teacher’s introduction: ( Introduce the best friend )Show a photo（学生认识的一位老师）T: Look at the photo. Who’s she ?待学生回答后，老师再作补充回答：She’s …Step2 While-task Procedure1、Introduce the sentences: Who’s she ? She’s …Show some pictures about some famous people（如：宋祖英、邓亚萍、美羊羊等等）Ask and answer one by one .2、Introduce the sentences: Who’s he ? He’s …Show some pictures about some famous people（如：姚明、刘翔、喜羊羊、灰太狼等等）Ask and answer one by one .3、Introduce :(my) father教师出示一张自己父亲的照片问学生：Do you know :who’s he ?教师介绍：He’s my Dad . He’s my father .教学单词father及词组my fatherAsk the teacher one by one: Who’s he ?Teacher answer: He’s my father .4、Show some photosPPT上依次出示班中学生的父亲照片, 教师或其它学生一起问：Who’s he ? ，其中一名学生会主动回答：He’s my father .5、Introduce :(my) mother （用同样的方法进行教学）教师出示一张自己母亲的照片问学生：Do you know :who’s s he ?教师介绍：She’s my Mum. She’s my mother .教学单词mother及词组my motherAsk the teacher one by one: Who’s she ?Teacher answer: She’s my mother .6、Show some photosPPT上依次出示班中学生的母亲照片, 教师或其它学生一起问：Who’s she ? ，其中一名学生会主动回答：She’s my mother .Step3 Post-task Activities1、Listen to the song 《My family》( Flash )2、Introduce : familyShow the meaning of “family”Tell the students: To be a good child. Love your mother, your father, your family.3、Listen to the passage，read it together.Step4 Assignment1、Read Part A 10 minutes.2、Use the photo of the family to ask and answer in pairs.Who’s she ? She’s my motherWho’s he ? He’s my father .Blackboard writing:Unit 1 My familyWho’s she ? She’s my mother .Who’s he ? He’s my father .。
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：。
Oxford English 2A 牛津英语2A 上海版 oxford unit 1
Solution:
T can act in class(Throw a piece of paper on the floor on purpose, then give the instruction to a certain S to clean the floor) .
Let’s talk
1.T shows slides 15-17 and to teach the sentence “Where do you live?”. Ask the class or a kid who raises his/her hand to try to answer it before showing them the answer.
90% of the SS can use the sentences in their own life.
Unit SLO:
100% of the SS are able toread, recognize and understand the words .
100% of the SS are able to read and know the meaning of the sentences what they have learned.
2. Do a competition group by group, group 1 listen and spell the words T speak out, then give points to this group if spell correct and loudly.
3. Do this part practice together, T points the picture, Ss answer. Show slides 12-13
2B Unit1 period 1(上海版牛津英语教案)
2B Unit1 period 1（上海版牛津英语教案）2B Unit1 period 12B Unit1 period 1（上海版牛津英语教案）前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
lesson planschool: penglai no.2 primary schoolname: zhang yingyingbook: oxford english （shanghai edition）2b unit 1topic: farm animalaims: 1.structures: draw the cow on the paper.2.word: cow3.function: using "draw … on the paper".language focus: using imperatives to give simple instructions.aids: pictures, realiaprocedures contentsmethodspurpose i.pre-taskpreparation1. warming-up ps: sing a song about animals.1.通过歌曲,让学生对动物有初步的印象。
2．描述动物，为课文最后的综合练习打下基础。
3．帮助学生辨别什么是野生动物，什么是农场里动物，丰富学生的知识，进一步激发他们学习的兴趣。
2. questions and answers which animal do you like best? why?which animal do you have as a pet?do you like …?t: ask pupils to answer the : answer.pa: ask questions.pb: answer.3. quick response tigers, sheep, elephants, crocodiles, ducks, cows （show the pictures）ps: farm animals.ps: wildanimals.ii.while-taskprocedure content 1: cow1.introduction:t: elicit ‘cow’ from the previous game. what’s this?2.imitation: cow1） t: ask pupils to follow.t-ps2） t: spell the word.pa-pb-pn通过机械性的仿说及拼读，使学生对所学单词基本掌握。
牛津英语2AM1U1教案
Teaching Plan for Oxford English 2A M1Getting to know youM1U1 Hello教学设计说明学情分析：二年级学生经过一年多的英语学习，已经有了一定的词汇量，对英语学习产生了较为浓厚的学习兴趣，良好的学习习惯也在慢慢形成。
学生们善于模仿，对儿歌、游戏、肢体表演等活动形式尤感兴趣。
他们具备了基本的听说能力，能进行简短的日常对话交流。
能进行简单的打招呼；能用高矮、大小等形容词对相关事物作出描述，在一年级曾接触、学习过数字1-6。
模块教学任务分析：2AM1U1的学习主题是Getting to know you （慢慢认识你），分别围绕Hello（你好），I’m Danny （我是Danny）以及A new classmate（一个新同学）这三个与孩子学习生活息息相关的话题而展开。
三个教学单元旨在帮助学生懂得如何与他人打招呼问候、介绍自己、形容自己和他人以及认识新朋友，了解新朋友。
本模块从简单的打招呼延伸到问候他人，从了解自身的特点转向了他人特点的了解。
此外，通过本模块的学习，旨在鼓励学生逐步养成礼貌待人、友爱同学的好品质，逐步养成懂礼貌，尊重他人的好品质。
单元教学任务分析：2AM1U1的单元主题是Hello（你好）。
通过本单元学习，学生能初步运用Good morning/ afternoon/ evening/ night. 等四个不同时间的打招呼方式，利用太阳的位置变化及各种图标来学会观察，逐渐巩固四个不同时间段的招呼用语，进而能结合How are you来问候对方；在区分Hello和How are you 这两种不同的招呼方式的同时，学会用I’m fine. 来回答，学会有礼貌，懂得礼貌待人。
此外，本单元还要求学生能准确认读、书写字母Aa和Bb。
单元教学设计思考：第一课时，以四个不同的时间中Alice与家人、老师之间发生的对话而展开，结合已学的句型，学习Good morning/ afternoon/ evening/ night四种招呼用语，鼓励学生在生活中要像Alice一样做一个有礼貌的好孩子。
上海牛津版英语五年级下册Module2Unit1M2U1同步讲义教案
5.量词用法 可数名词
不可数名词
可数和不可数名词
many
much, little, a little
a lot of=lots of, some, any
批注：本单元学习了 a lot of 的用法，要提醒学生它既可以修饰不可数名词，也可以修饰可数名词。
（建议 5-10 分钟）
( ) 1.Have you _______ water? I’m too thirsty.
5
6
A. either
B. too
C. never
（ ）6. Peter didn’t _____his breakfast this morning.
A. have,
B. had
C. has
（ ）7. The hamburgers ______ unhealthy. Would you like _______ rice?
4. either/too I like English. My sister likes English, too. I don’t like English. My sister doesn’t like English, either.
批注：让学生自己比较两个句子，从而得出结论：either 用于否定句，too 用于肯定句
( ) 4. Do you like ____ films or ____ TV?
A. see watch,
B seeing, watching
C. looking, watching
( ) 5. My mother doesn’t like dancing, I don’t like dancing ___________.
牛津小学英语 2A Unit 1 Where I live
牛津小学英语 2A Unit 1 Where Ilive2a unit 1 where i liveteaching aims1、able students to use imperatives to give simple instructions.2、let students know the sentences and the words about their own city.3、able students to identify the words.:bin,park,road,building,shanghai.4、able students to identify the letters:aa，bb。
5、foster students love their hometown.teaching focus and difficult1、the pronunciation of bin ,park, road, building, shanghai.2、using the sentences:where do you live? i live in… i love…to communicate3、teach the new sentences: clean the desk, please.sweep the floor, please.4、 to be able to use suzhou, beijing and so on to replace shanghai. teaching method1． read and say2． look, read and learn3． think and guess4． think and guess5． look and readteaching aidstape recorder, tape,word and picture cards,some objects.teaching period5teaching procedurepeorid 1teaching contents:1. review the commmunicative language vocabulary:park,building.2 vocabulary:park,building.3 pattern: i li ve in… i love …teaching steps:step 1 greetingst：good morning , boys and girls! i am miss chang.s: …t: how are you today?s: …step 2 free talkt: what’s your name?s: …t: nice to meet you !s: …t: how old are you ?s: …t: how are you?s: …t: hello, boys and girls, i’m very happy to see you . welcome back to our school and our classroom.(ss say the word ‘classroom’ together several times.)first please say ‘hello’ to your partner.ss do it.step 3 presentation and new items(1)t: my name is miss chang,i live in yangzhou .where do you live ? then teach “live” [liv] :first teacher pronounce,ask students follow e the sentence “i live in yang zhou”.(2)t:i live in yang zhou , yang zhou is very beautiful so i love yang zhou.(make a love post )teac h students read “love”.step 4 praticeaks some groups to read the new word one by one .choose the best group.and then let stundents say four sentences “i am ,i am 8, i live in , i love yangzhou 。
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1、掌握park ,road ,building ,Shanghai, bin这些词汇的认读、拼读、简单运用等口语表达据实际情况运用I live in …和I love…表达自己居住情况及对其感情；从而在原来自我介绍口语表达的基础上，能够对个人信息作出更详细的介绍。
2、能用Where do you live?询问他人并作出正确应答；能用Clean/Sweep the……来提醒他人做一些力所能及的事来保持自己居住环境整洁，培养学生良好的行为习惯。
7、充分利用有限的录音和教学资料“愉悦式教学”。
8、课时数由单元的教学难度决定。
课题研究
利用小组分成教学，提高学生的自学能力。
教学目标
激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们建立初步的学习英语的自信心；培养学生一定的语感和良好的语音、语调和书写基础，以及良好的学习习惯；使他们形成初步用英语进行简单日常交流的能力。同时，培养学生的观察、记忆、思维和创造能力。适当介绍中西方文化，培养学生爱国主义精神，增强世界意识，为学生的进一步学习奠定良好的基础。
教
学
反
思
教学得失细节陈述
归因
分析
改进
措施
教 案 续 页（第 课时）
目标达成
教学流程
补充修改
时间分配
Warming-up
Sing a song<Good morning>
Revision
Listen and act
T: (Give the commands)
P:(Repeat and act)
Presentation
A. Learn to say.
通过情境对话，着重训练听说技能，提高会话能力同时呈现新的词语，句型，功能和话题等。
B. Look and learn
主要按话题归类和图文结合的方式呈现新的词语，并通过多种形式巩固、操练。
C. Sing a song.
通过游戏，诵童谣，唱歌等活动，进一步巩固已学内容，培养听说和思维能力。
D. draw and say
这种以活动板快的结构和形式来编写的《牛津小学英语》有利于教师根据学生实际和自身特点组织教学。
二、教学中的注意点
1、能透彻地了解教材，准确地把握教材，从纵向、横向看透教材。
2、活用教材，能灵活、合理、科学地使用好每个板快，注重早渗透，不断积累。
3、因地制宜，因材施教，用好教材。
3、本册教材起，学生将正式开始学习认读字母和书写字母。
a)本单元学生将首次接触日常生活场所中常见常用的五个单词park ,road ,building ,Shanghai, bin。
b)结合本单元“居住地”的主题和语境，增加了I love……和Clean/Sweep the……的句型，前者可以表达对居住地的感情，后者可以使学生体验到情感和行为规范之间的统一。
5、要求学生在课余时间尽量的运用已经学习的英语进行对话。
6、多看英语画报，多读英语故事，多看英语书籍。
7、多与学生交流，进行口语交际训练。
学情分析
对于二年级的孩子内容虽然简单，但这一过程实际上学生正在一种未将英语翻成母语的情况下培养用英语理解、思考和行动的能力的训练，所以要尽量让学生在重复中找到自信。
本单元在其基础上增加更详细的个人居住信息：I live in …的句型以及询问他人居住情况：Where do you live?的简单问答，体现语言交流的交互性和完整性，丰富个人生活信息交流的范围。学生对live和love的发音的混淆。
教 案 首 页
课题
Unit 1 Where I live
Period 1
P2: That’s OK.
Consolidation
1．Listen to thetalk between May and her mother.
“Clean the desk, please.Sweep the floor, please.”and say after it.
2. T saysand acts:Clean the desk, please.Sweep the floor, please.
& Module 4
总计
周节次
2节
学期总节数
42节
全册教材分析
项目
内容
教情分析
1、认真备课，钻研教材，抓紧课堂教学，做到当堂内容当堂掌握。
2、运用各种不同的肢体语言来辅助教学。
3、在课堂上多开展一些有趣的活动、游戏让学生在活动中学习英语，在生活中学习英语。
4、多为学生营造一些学习氛围，如：创设英语角等等。
单元教学难点
能用Where do you live?询问他人并作出正确应答；能用Clean/Sweep the……来提醒他人做一些力所能及的事来保持自己居住环境整洁，培养学生良好的行为习惯。
学情分析
一年级学习的基础上，学生已具备口头简单介绍自己的姓名、年龄等个人情况以及询问他人的年龄，会做什么等了解他人信息的基本语言交流能力。
第7周
Unit 4
Going about
第8周
Unit 4
Going about
第9周
Unit 5
Crossing the road
第10周
Unit 5
Crossing the road
第11周
Revision
Module 1& Module 2
第12周
Unit 6
Christmas
第13周
Unit 6
主备人
杜文艳
教学
课时
1
授课
时间
学
情
分
析
学习基础
一年级学习的基础上，学生已具备口头简单介绍自己的姓名、年龄等个人情况以及询问他人的年龄，会做什么等了解他人信息的基本语言交流能力。
学习困难预测
学生对动词的发音，及名词不能准确的替换。
教
材
分
析
Clean/Sweep the……的句型，可以使学生体验到情感和行为规范之间的统一。
3、据实际情况运用I live in …和I love…表达自己居住情况及对其感情；从而在原来自我介绍口语表达的基础上，能够对个人信息作出更详细的介绍。能用Where do you live?询问他人并作出正确应答；能用Clean/Sweep the……来提醒他人做一些力所能及的事来保持自己居住环境整洁，培养学生良好的行为习惯。
英语学科二年级牛津英语1册版本教学进度
周次
单元
内容
备注
第1周
Unit1
WhereIlive
第2周
Unit1
WhereIlive
第3周
Unit 2
Asnack bar
第4周
Unit 2
Asnack bar
第5周
Unit 3
ThingsIlike to do
第6周
Unit 3
ThingsIlike to do
5.Say after the teacher: classroom
6.Say some sentences:
My classroom is nice.
The classroom is big.
7.Play a game
T: If you heard “desk”, please say together “desk” and clap the desk three times. If you heard “classroom”, please say together “classroom” and drub two times.
A: To teach : desk, classroom
1.T: (point to the desk) This is a desk.
2.Say after the teacher: desk
3.Say some sentences:
This is a desk.
I see a desk.
4.T: (Gesture with arm to indicate the classroom) This is a classroom. We are in the classroom now.
a. Read and act after T.
教
学
重
点
句型的灵活运用。能用所学的命令相互交流。
教
学
难
点
能用所学的命令相互交流。
教具学具
准备
A cassette player.
Multia-media
板
书
设
计
U1Where I live
Clean, clean, clean the desk, please.
Sweep, sweep, sweep the floor, please.
B: To teach: Clean the _______, please.
1.T: Look, the desk is not clean. It’s dirty. Let meclean it. Wipe a desk with a rag and say<Clean the desk>
2.Say after the teacher: Clean the desk.
4、面向全体学生，切实落实各项教学任务，以活动为上课的主要形式。
5、打好语音基础，读准每个音，让学生在情景中学，情景中用。
6、2B是听说领先，读写跟上，不是纯听说教材。应为以后3、4、5、6年级听说读写打基础，“听说”到“读写”需跨一个“门槛”，这就要求2B对于我们2A已学过单词和句子能“认读”最好能“拼读”对于我们2A已学过单词和字母的学生来说应不成问题。