2A M2U2 That's my family - Period 1(教案)牛津上海版(试用本)
小学英语牛津上海版一年级上册《My family Period 2》课件
Let’s read.
He’s my grandfather. He can read books. She’s my grandmother. She can dance very well.
He’s my father. He can draw. She’s my mother. She can sing songs.
Ask and answer
What can your father/mother do? What can your grandfather/grandmother do?
Who’s he? Who’s she?
He’s my grandfather.
She’s my grandmother.
Who is __h_e___? Who’s _s_h_e___?
_H_e_’_s_ my father. _S_h_e_’_s my mother.
Say a rhyme
Who is he? Who is he? He’s my father. He’s my father. How are you? How are you? Fine. Fine. Thank you.
thank you！
My family
Period 2
Show & introduce
This is … He is … She is …
Show & introduce
Danny’s family
This is my… This is your…
loofather. This is my father.
He is my grandfather. He is my father.
2A M2U1 I can swim - Period 1(教案)牛津上海版(试用本)
2A M2U1 I can swim - Period 1（教案）牛津上海版（试用本）Unit 1: I Can SwimPeriod 1Objectives:1. To introduce the topic of swimming and identify students' prior knowledge and interest.2. To teach and enable students to use target vocabulary related to swimming.3. To develop students' listening and speaking skills through guided conversation and role-playing activities.4. To foster a positive and supportive classroom environment where all students feel comfortable participating and expressing themselves.Materials:Flipchart, marker, swimming pictures, flashcards, vocabulary sheet, role-play cards.Procedures:1. Warm-up: (5 minutes)- Ask students if they have ever been swimming before. If so, where and with whom?- Show pictures of people swimming and ask students to describe what they see.- Explain that today we will be learning about swimming and some vocabulary related to it.2. Presentation of Vocabulary: (10 minutes)- Display flashcards with target words on the board: swim, pool, goggles, towel, bathing suit, diving board, and float.- Ask students to say each word aloud as you point to it.- Pronounce each word and ask students to repeat after you.- Explain any new words that students may not be familiar with.3. Listening and Speaking Activities: (15 minutes)- Divide the class into pairs.- Distribute role-play cards with different scenarios involving swimming.- Ask students to take turns reading their cards to their partners, who will then respond and react appropriately.- Encourage students to use the target vocabulary during their conversations.- Monitor and assist students as needed.4. Assessment: (5 minutes)- Have 5 students come up to the front of the class.- Show them flashcards with target words and have them say the correct word aloud.- Give feedback and praise their efforts.5. Wrap-up: (5 minutes)- Review the target vocabulary with students and ask for any questions or clarifications.- End the lesson with a positive note, expressing appreciation for students' participation and enthusiasm.Homework:- Students should write sentences or draw pictures about a time they have gone swimming or would like to go swimming.。
上海版牛津英语2a教案全册.doc
上海版牛津英语2a教案全册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 1Aand 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 n 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 objectsThe student performs the actionThe student performs the action.The students repeat and mime the actions.Post-task activitiesOne student give the comma nds and the other mime the actions.Change roles the front. Let the moreable student give thecomma nd and othersdo the action ・(Repeat with severalgroups of students.)D: Clean theclassroom bysweeping the floor.Let the more ablestudent to come upand say thecomma nd 1Sweepthe floor, please.f(Repeat step 3)E: Open the book topage 2 Play thecassette tape. Let thestudents listen to theinstructions'Clean the desk,please.1 and * Sweepthe floor, please.' Askstudents to repeat andmime the acti ons.A: Divide studentsinto pair. Have onestudent give thecomma nds and theother mime theactions. Then let themchange roles.cooperative learningbook cassettePeriod 2Teaching focus:Using the simple present tense to indicate factsUsing the simple present tense to express interests and preferencesWhile-task procedureLook and listen Shanghai1 slowly)T: That' s right . We alllive 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 you recon gnize any?Sitting on the benchnext to them weresome tourists(awoma n and her son).The boy asked Samwhere he lived andSam replied ' 1 live inSha nghai.' The boysaid 1 1 loveShanghai.' Sam waspleased ・ Childre n,do you loveShanghai? If you do,you must help to keepit clean. Do not litter.Throw all rubbish intothe bin.coachi ngWallchart forpage 3The students talk about and answer the questionsThe stude nts to copy 1 1 live in Shanghai.'The students repeat '1 love Sally.' Can you find a bin inthis picture?(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 a buildingrespectively)C: Hold up a stampeden velope and say 1My friend in Canadasent this to me. Shehad to write 'Shanghai * on itbecause Hive in Shanghai.Say ' 1 live inShanghai. ' and askstudents to copy you.D: Hug a toy bear andsay 1 This is my bear.Her name is Sally. 1love Sally.'cooperative learningmodeling a toy bearConsolidatio n• Look, listen and tick the correctRepeatGet student to say afterShow the picture of Shan ghai agai n. Hug it and say ' I love Shanghai.'The students look at the book and listen to the tape E: Open the stude nt'sbook to page 3. Play the cassette tape to letstude nts hear thebookcorrectpronunciation of the words and sentences ・ Then ask in dicidual stude nts to say 'I live in Sha nghai. 1 and 1 I love Shanghai.'cassettePost-task activitiesDraw a picture of the place they live in. say something about pictures by using the sentences 'I livein …，I loveTalk aboutA:Give each student a sheet ofwhite drawing paper. Ask them to draw apicture of the place they live in. B: Ask students to say something abouttheir pictures by using the sentences f I live in …， I lovemodeling cooperativelearningwhite drawi ng paper.Workbook page 2 ExplainthePeriod 3Teaching focus:Using nouns to identify objectUsing proper nouns to refer to placesLook and answer: 1 building ' A: Still referring to thewallchart・T: What you can seein the picture ?Introduce the word *building 'Hold up the picturecard for 1 building cand say ' building 4(Ask the students torepeat)Wallchartpage 4forThe stude ntsrepeattoB: T: ' What things doyou sometimes seelying on thepavement?'coachi ngShow examples ofrubbish that peopleLook , think, talk throw away 一softabout and answer drink cans, plasticthe questions . bags, food cooperativewrappers, etc.T : 1 How do theythere? Dose itmake Shanghai lookbeautiful? Whatshould we always dowith our rubbish? 1lear ningThe stude nts to Show a toy bin andrepeat. say' bin, slowly.(Ask students torepeat.)modelingC: Show the pictures the picture andof a park and a road・ T : do you often goword cardsLook , think and the park?answer the To elicit the newquestions . words ' park ' and'roadSay the wordsThe stude nts to repeat.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 slowly.(Ask the students torepeat.)D: Put up the pictureand word cards on theboard in randomorder. Thenre-arrange them byputting the word cardsbelow theircorrespondi ng picturecards, as show n intheir Stude nt' sBooks. Read thewords with thestudents.E: Play the cassettetape.Ask the students topoint to each pictureas the word is beingread out.F: Show stude nts thepicture cards for capple' and say Applebegins with the sound' a '. Show the wordcard for 4 apple* andsay A..'Apple' .(Repeat)Show alphabetcards ' A' and ' a '.Have stude ntscompare the capitalletter 4 a Do thesame with ' B b…the picture andword cardsbook cassettetape.letter1 A a * ' B b'Period 4Teaching focus:Asking 1 Wh J 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 preferencesThe students into groups of four, one student ask the question 1 Where do you live?1 the other three answer it. (change roles.)The stude nts to come to the front and actThe stude nts to repeat.Homework •Workbook page4:Listen and draw the lines to find where they live.•Read the ' let* s play ' after thecassette ・various answers・Encourage them touse the structure 1love ...D: Divide studentsinto groups of four,Have one student askthe question ' Wheredo you live?' and theother three answer it.Then let them changeroles.E: Invite groups ofstudents to act out thedialogue to the class.Workbook page 4Explain theWorkbook page 3cooperative learningthe Student' sBookWorkbookPeriod 5Teaching focus:Using the simple persent tense to express interests and preferencesevery day.coachi ngThe students openthe Student's Book B: Get students toto page 6. open the Student' sPlay a game Book to page 6. the Student* s Discuss where Sam Discuss with Bookand May live and students where Sam cooperativewhat they are doing and May live and lear ningnow. what they are doingnow.Two students cometo the front C: Invite twomodelingstudents to be Samand Mary putti ngrubbish into the bin.The Student read the Student' s the rhyme slowly D: Read the rhyme Bookline by line. slowly line by line.Practise saying bothverses ・E: Explain the wordsLook and listen and phrases ' use,every day 1 and 'keepit clearf in stude nt' smother ton gue ・F: Play the cassette the Student' s The students follow for the rhyme. Bookand read the rhyme・cassetteThe students read cooperativethe rhyme in pairlear ningG: Invite pairs ofThe stude nts to students to act outUn汁4 Going aboutTeaching designing：Teaching aids：A. Words： letters Gg—Hh z 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. Students 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 &g—Hh2. Be able to give simple instructions3. Be able to introduce oneself using I'm.4. Be able to write the sentence Hello, Im <name>.5. Sing a song.B. Further aims：1. Using more information to introduce oneself2. The sorts of the alphabetLanguage focus：1・ Using 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 instructionsTeaching steps：prepara tion：The students listen to the teacher and actThe students copy teacherII. While-task procedure: Practise with more st uden ts.The students actA small group of students line up in front as if they are ready to get off the bus. commands taught inthe previous units・Say the commandsand ask students.B Show a toy busand a toy car. T： Doyou often see them onthe road? Do you goto school by bus? Saythe words ’bus" andear'clearl y.A Put two chairs in aline. Ask student to sitin the front chair andact as a car driver.Pretend to get in thecar by bending overand sit ting in the backchair. T: Get in thecar.Practise withmore students.B Invite individualstudents to act aspassengers. Say thecommand and askthem to perform thescene・Make surestudentsunderstand thecommand 'Set in thecar.C Have a small groupof students line up infront as if they areready to get off thebus. Say 'Get off thebus' and prompt themto walk offcoachingScaffolding andfadingPeriod 2Teaching focus：Asking How questions to find out mean Using prepositions to indicate means Using formulaic expressions to take leaveTeaching steps：Period 3Teaching focus：Using nouns to identify forms of transport. Teaching steps：While-task procedureThe students look at the teacher and listen to the teacher.Whole class read the wordsFour groups sit in circles・ When they name the mode of transpor t /the whole group has to stand up and repeat it plane.B Ask questionsabout differentmodes of transport,including plane,ferry, train, car, busand van. Askquestions such as thefollowing—A Put up the picturecards for this unit.Introduce the newvocabulary bypointing to each 计em.Ask 'What is this?'Then say the words inEnglish and put up theword cards beside thereleva nt forms oftransport. Repeat thewords.B Get students toopen theirstudent's books topage 19. Play thecassette tape to letstudents listen to thepronunciation of thewords first, and thenpractice saying themafter the beep.C Divide the class intofor groups. Eachgroup's name is aform transport theyhave learned. Havethe groups sit in grouphas to stand up andrepeat itProgressivelyCoachingCoachingCooperativelearningPicture cardsCassette and wordcardsPeriod 4Teaching focus：Using formulaic expressions to indicate how people travel Teaching steps：While-task procedureThe studerrts open the book to page 20 and listen to the teacherThe students listen to the tape and read Review thedifferent forms oftransport using theWord and Picturecards. Then write thewords plane, 'ferry：'train, 'taxi：car,'bus： and van on theleft of the board. Onthe right, write thenames of a fewplaces. Point to aplace and ask thestudents to tell youhow they go there.Remind them to usethe structure *1 go 十0,,,by,,,'A Open the studentsbook to page 20. SayThere are fourchildren in the picture.They want to go todifferent places, butwe dont know whichform of transport theylike to use. Let'sfollow the rood to findout.Ask students todraw the routes andsay l I go topretending they arethe children in thepidture・B Play the cassettetape for students tocheck if their answersare right・CoachingCoachingCooperativelearingPicture cardsPictureCassettePeriod 5Teaching focus：Using nouns to identify different forms of transport Teaching stepsThe students read two times.The students look at the picture and listen to the cassette.The students to sing along with tape.Post -task activity The students are singing played. song.C Read the first verseline by line forstudents to follow untilthey are familiar withthe words. Then gothrough the secondand third verse in thesame way.D Play the tape againand show the pictureof the relevant type oftransport at theappropriate time.Draw student'sattention to thesounds at the end ofeach verse.E Invite students tosing along with thetape. Encourage themto imitate the sound ofeach type of transportAsk groups ofstudents to mimeeach part of the songin front of the classwhile the tape is beingplayed. Students cantake different role. Letstudents say whattype of transport theyare driving.CoachingCooperativelearningCooperativelearningPicture andcassetteCassettecassetteUnit 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 instruc tions. Material:6. Student's Book 2A 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 Pm.9. Be able to write the sentence Hello, I'm <name>.10. Sing a song.D. Further aims：3. Using more information to introduce oneself4. The sorts of the alphabetLanguage focus：4. Using imperatives to give simple instructions5. Using adjectives to describe objects6. Learning the words： stop ....Period 1Teaching focus：Using imperative to give simple instructionsTeaching steps：匸Pre-task prepara tion：The students look atthe picture and copy to teacher.The students listen and act to teacher.II. While-task procedure：The students to stand in a row facing the teacher・A Show the picture ofthe red light・Say'Red light! Repeat f orstudents to copy you.Ask If you see the redlight, what should youdo?Say stop severaltimes so that studentscan follow.B Repeat step 1 withYellow light. Wait!1and 'Green light. Go!'C Tell students thatwhen you say 'Go!、,they should run on thespot. When you sayx Stop!',they shouldstand still. When yousay 1Wait!19 theyshould be ready tomove.A Say Lefs play agame. Get threestudents to come tothe front to help youdemonstrate ・Tell them to stand in arow facing you. BExplain that you aregoing to show thempictures of trafficlights.When they see thered light, theyCoachingCooperativelearningCoachingPicturePlay the game w计h small groups of students.Students listen and follow in the books.III. Post-taskHomework Read the 'Let's talk after the cassettePeriod 2 Teaching focus：should say "Red light.Stop!and stand onthe spot. Repeat( Yellow, Green )C Play the game withsmall groups ofstudents. When theyare familiar with thegame, the winner cantake up your role.b Get students toopen theirStudent^ Books topage 22. Play thecassette tape to letthem listen to thecorrect pronunciationof the commands.again and keepscore this time.L et's see whichgroup wins!Say It's important topay attention to thetraffic lights. 厶eTsplay the gameCooperativelearningCoopera tivelearningcassetteUsing imperative to give simple instructions Using adjectives to describe objectsTeaching steps：HomeworkListen and write the correct number in the box.The students point to the wallchart and say.Students listen and follow in the books.III. Post-task• Then what did theysee on the road? What did Sam's father say?C Point to the bus onthe wallchart and say 1The bus is slow.'Point to the car on the wallchart and say 1 The car is fasf Repea t several t imes so thatstudents can follow ・b Play the cassette tape to let studentslisten to the correctpronunciation of the expressions as they point to the item in t heirStudent's Book.CoachingCoaching Wai I chartCassetteTake the class to asafe spot where they can see a road and the traffic lights Ask them to call out 1 fast or 'slow according to how fast the traffic is moving; and 'stop to according to the flow of traffic before the light.Cooperative leaning workbookPeriod 3Teaching focus：Using imperatives to give simple instmctions Using nouns to identify thingsUsing adjectives to describe objects Teaching stepswords The students look at the picture card and say Students listen to the tape. II 匸 Post-task1.Find the correct wordforeachpicture.2. Tracetheletters.Homewor k horizontal row. Callstudents up to draw picture of the words. Revise by reading the words together. C Show students thepicture card for 'ice-cream and say Ice-cream begins with the sound T. Repeat step ^ce-cream 1for jelly. Play the tape forstudents to follow in their books. Make a matchinggame for small grouprevision word. Make sets of cards-one with a word from this unit and the other with its picture ・ Punch a small hole at the top of each picture card and at the bot tom of each word card. Then the two matching card can be joined with a string fastener.Coaching Picture card CassetteCooperative learning Word cardswordbookPeriod 4Teaching focus：Using imperative to give instructions Using adjectives to describe coloursTeaching stepsOne student say and the other actThe students play the game in pairs・Students listen and follow in the books.HI. Post-task Ask the at the back toclose his/her eyes.B Explain that whenyou say K look at thelight!and point to apicture of traffic lightsin one of the corners,thest udent in the frontshould say 77£〃'(colour of the light)Then the student atthe back with his/hereyes closed shouldsay 'Go!or 'Stop* orWait1 according to thecolour of the lighthe/she heard. C Playthe game withpairs ofstudents. Whenthey are familiar withthe game, you canask some more ablestudents to take upyour role.D Open theStudent's Book topage 25. Play thecassette tape ・Students listencarefully to the correctpronunciation ofthe expressions.Put up the word cardsfor this unit on theboard. Ask students tofollow yourinstructions and readthem・ SayCooperativelearningCooperativelearningcoachingCassette tapeWord cards.Period 5Teaching focus：Using imperatives to give simple instructions Using adjectives to describe objectsTeaching stepsIII. Post-taskThree students listen and copy to the teacherStudents listen and follow in their books.Students mote for the best performer.。
上海版牛津英语2B教案
上海版牛津英语2B教案教案名称：上海版牛津英语2B教案教案简介：本教案是针对上海版牛津英语2B教材的教学设计，旨在帮助学生提高英语听、说、读、写的能力。
通过多种教学方法和活动，培养学生的英语交际能力和语言运用能力，提升学生对英语学习的兴趣。
一、教学目标：1. 语言目标：a. 能够听懂、理解并正确朗读教材中的单词、句子和短文。
b. 能够用正确的语音、语调和语法进行简单的对话和表达。
c. 能够通过听、说、读、写的综合训练，掌握教材中的语言知识和表达方式。
2. 情感目标：a. 培养学生对英语学习的兴趣和自信心。
b. 培养学生团队合作意识和积极参与课堂活动的能力。
二、教学重点：1. 学习教材中的单词、句子和短文。
2. 培养学生的听、说、读、写的综合能力。
三、教学内容：本教案包括以下几个单元的教学内容：1. Unit 1: My School Life2. Unit 2: My Family3. Unit 3: My Daily Routine4. Unit 4: My Hobbies5. Unit 5: My Body四、教学步骤：1. 导入（5分钟）：利用图片、视频或实物等引起学生对课题的兴趣，激发学生的学习欲望。
2. 新课呈现（10分钟）：通过教师的示范和板书等方式，向学生介绍本课的新词汇、句子和语法。
3. 听力训练（15分钟）：利用录音机或多媒体设备播放教材中的听力材料，让学生听懂并理解内容，完成相应的听力练习。
4. 口语练习（15分钟）：利用教材中的对话和问题，让学生进行口语练习，培养学生的听、说能力。
5. 阅读训练（15分钟）：让学生阅读教材中的短文或文章，理解并回答相关问题。
6. 写作训练（15分钟）：让学生根据教材中的写作要求，进行写作练习，培养学生的写作能力。
7. 小组活动（15分钟）：将学生分成小组，进行小组活动，如角色扮演、讨论等，培养学生的团队合作意识和口语表达能力。
8. 温故知新（10分钟）：复习本节课所学的知识点，巩固学生的学习成果。
Module2Unit1myabilities(教学设计)牛津上海版(试用本)英语一年级上册
1AM2U1 My abilities（Period 1）（一）单元教学目标与单元语用任务【单元教学目标】●知识与技能1.能在语境中用降调朗读陈述句。
2.能知晓动作类单词dance, read, sing, draw的含义，并能用英语说出相应的动作。
3.能在语境中知晓核心句型I can…的含义，并能表达自己的能力。
●过程与方法1.通过倾听、模仿、跟读、仿读等形式学习陈述句的朗读语调。
2.通过文本视听、跟读模仿、儿歌吟唱、文本仿读等形式学习核心单词。
3.通过跟读模仿、对话仿读、角色扮演、看图说话等形式学习核心句型。
●情感、态度、价值观乐意自信地介绍自己的能力。
【单元语用任务】在语境中，能理解与运用动作类单词，如：dance, read, sing, draw等；能运用I can...表达自己的能力。
在此过程中，学生乐于展示自己自信、乐观的一面。
（二）分课时教学目标及语用任务第一课时教学设计一、教学目标（Objectives）、1、通过图片，动作和情境，初步学习如下表示动作的单词：dance, sing, read, draw等，感受单词的音，形，义；2、通过图片，动作和情境，初步学习句型：I can…等，初步了解其含义，能进行简单运用；3、通过情境，让学生乐于展示与表达自己的能力，并为自身能力感到自豪。
二、教学重点（Teaching focus）、能在语境中听懂并正确跟读核心单词dance, read, sing, draw，能理解、跟读、仿读核心句型I can…三、学习难点（Learning difficulty）尝试用I can…表达自己的能力。
四、教学过程（Teaching procedures）Assignment 1. Listen and read on P14（聆听、跟读第14页，3遍）2. Try to say and show your abilities to your parents（尝试着把自己能做的动作跟父母分享）：I can _________. How ________！通过听，读和说全面复习和巩固所学内容。
牛津上海版试用本英语三年级上册Module 2 Unit 2 My familyPeriod 3课件
ability
father y_o_u_n_g&_t_al_l /
brother
Tom ___th_i_n___ _te_n_
drinking c_o__la__ playing pl_ay__fo_o_tb_all
eatingh_a_m_b_u_rg_er f_o_o_t_b_a_ll very well
s
Let’s introduce
This is ... He is ... He likes... This is ... He is ... He is ... He likes... They like ... They can ...
Can you guess?
Look and say
eating fruits
They can make sweet food very well.
Let’s read
Look! This is my grandmother. She is old and kind. This is my mother. She is short and fat. They like eating cakes. They can make sweet food very well.
After class: 1. Review and recite <Look and read> on p20. 2. Introduce a picture of your family.
...
What does grandmother like eating? What does mother like eating?
Grandmother likTehs eeaytinlgikceakeesa. tiMnogthceralikkeesse.ating cakes.
五年级下册英语教案-Module 2 Unit 1 Period 1 牛津上海版(试用本)
5. a. Show some pictures of vegetables.
Read: vegetable
b. What vegetables do they like? Let’s ask.
6. a. Read and fill:
ing wh-questions to find out food who likes or wants
e.g. What meat do you like?
What meat do you want for your breakfast?
ingthe simple present tense to talk about food you like
Read: a plate of cabbage
8 Answer the questions.
a. Read the new word and the sound.
b. Look at the vegetables then read.
c. Ask together.
Danny, Danny. What vegetables do you like?
There’s some ham in the fridge.
轻快的儿歌为课堂营造轻松的氛围。围绕儿歌展开问答，引出新授内容。
While-task procedure
1.To teach:
pork, beef, chicken
2. Listen and read.
3.Teach: beef chicken
Jill: I want to have some beef.
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2A M2U2 That's my family - Period 1（教案）牛津上海
版（试用本）
教学计划
教学目标
1、了解家庭成员的英文词汇。
2、能够讨论家庭成员的性格和特点。
3、能够描述家庭成员的职业和爱好。
教学重点
1、家庭成员的英文词汇。
2、能够讨论家庭成员的性格和特点。
3、能够描述家庭成员的职业和爱好。
教学难点
1、如何用英文描写家庭成员的性格和特点。
2、如何用英文描述家庭成员的职业和爱好。
教学方法
1、Task-based learning tasks
2、Group discussion
3、Pair work
4、Individual presentation
教材分析
本单元主要学习家庭成员的英文词汇，以及描述家庭成员的性格、特点、职业和爱好。
通过学习本单元，学生可以更好的了解家人并表达自己的思想和感受。
同时，学生也能够提高自己的口语和写作能力，为以后的学习和工作打好基础。
教学过程
Step 1：Lead-in（7 minutes）
1、Show some pictures of families and ask students to guess which family members are in the pictures.
2、Ask students to introduce their own families and family members.
Step 2：Vocabulary learning（15 minutes）
1、Teach students the English vocabulary for family members.
2、Ask students to practice the vocabulary through group work and role-play.
Step 3：Group discussion（15 minutes）
1、Ask students to form groups and discuss the characteristics and personalities of their family members.
2、Encourage students to use the English vocabulary they have learned to express their ideas.
Step 4：Individual presentation（20 minutes）
1、Ask students to choose one family member to describe in detail.
2、Encourage students to use descriptive language and to provide specific examples.
3、Have students present their descriptions to the class.
Step 5：Pair work（15 minutes）
1、Ask students to work in pairs and describe one another's family members.
2、Encourage students to ask questions and provide more details.
Step 6：Conclusion（3 minutes）
Review the vocabulary and discuss what students have learned.
教学反思
此次上课的形式多样，学生互动性强，教师作为一个引导者的
角色凸显。
学生通过本次课程的学习，不仅学习到了家庭成员相关
的英语单词，也学习到了如何用英文描述家庭成员的职业和爱好。
通过本次教学，学生的口语表达能力也得到了很大的提高。
同时也
注意到，在上课过程中，部分学生在准备PPT的时间里，没有做好
细节的设计和讲解。
教师认为，在今后的教学中，要结合学生特点，提前提醒学生注意细节，彻底调动学生的积极性，孜孜以求做到开
展有意义、有效率的一堂课。