二年級英語教案-上海版牛津英語2A教案

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Oxford English 2A M1 U1(1) Aims To learn the following words, e.g, afternoon, evening, night, morning. Teaching focus To greet the others, e.g., Good …. Teaching Aids media, mask, cards, etc. Procedures Step Teachers activities Students activities Purpose Pre-task preparation 1. Sing a song. 2. Say a rhyme. 1. Sing a song. 2. Say a rhyme. 利用歌曲，讓學生進入學習狀態(tài)。 While-task procedure 1. To teach :afternoon (1) To elicit: T: Good afternoon, boys and girls. (Show the word and picture.) (2) Read the word. (3) T: Say “good afternoon” to your classmates or teachers. (4) Show some pictures (Kitty, Alice, Danny, Eddie, Miss Fang.) 2. To teach: evening (1) Show a picture and ask: Look at the sun. Is it afternoon? (2) Read the word. (3) Fill in the blanks: _vening (4) Guess: Morning or Evening? (5) Say “Good evening” to Mr tiger, Mr dog, … (6)Let student do pair-work 3. To teach: night (1) T: Look, the sun is missing. What do you see? (2) Read (3) Show a picture (a girl says “Good night” to her mum and dad.) Rhyme: Night, night, good night, Mum. Night, night, good night, Dad. Good night, good night, Hu----hu--- (4) Make a new rhyme. (5) Show a picture of night. T: It’s night. Good night, children. 4.To teach: morning (1) Listen to a cock (sound) (2) Read (3) Enjoy a song. 1. Ss: Good afternoon. 2. Boys read it. Girls read it. 3. Say “Good afternoon.” to the others. 4. Say together. (Good afternoon, …) 1. Ss: No. 2. Choose the answer. 3. Play a guessing game. 4. Role-play in the evening show (animals’ masks) 5. Work in pairs. 1. S: I see… 2. Read 3. Say a rhyme. 4. Make a rhyme 1. Ss: Good night. (Enjoy a song: Good night.) 2. Follow the teacher 3. Sing or enjoy the song 根據(jù)上課的實際時間，先教授afternoon一詞. 從情景過度到實際生活，學生從學到用。 通過這一練習，使學生初步感知單詞evening的詞形。 創(chuàng)設情景，給學生特定的語境，回歸生活實際。 通過歌曲，活躍課堂氣氛的同時鞏固單詞。 Post-task activity 1. Follow the teacher, then read 2. What is missing? 3. Clap or repeat 4. Look and say 5. Look and choose e.g. Good ____. (picture) 1. afternoon 2. morning 1. Say after the teacher 2. Do more exercises Homework 1. Listen to the tape and read the new words. 2. Try to greet your parents. 養(yǎng)成課后復習、堅持聽錄音的學習英語的好習慣。 板書設計 教學反思 Oxford English 2A M1 U1 (2) Content 2AM1U1 Greetings Look and say Aims To learn the sentences: How are you, …? I’m fine. Thank you. / And you? I’m fine, too. Language focus To greet others fluently. Teaching aids media, mask, cards, etc. Procedures Step Teacher’s activities Students’ activities Purpose Pre-task preparation 1. Song 2. Look and say. 3. Quick response. 1. Sing the song. 2. Look and say. 3. Quick response. 歌曲，互相招呼中讓學生對前一課時的內容進行適當?shù)膹土暫突仡櫋? While-task procedure 1. Teach: How are you, ...? I’m fine. Thank you. ① Show a picture about Miss Fang and Eddie. T-P ② Play the media and Teach “ I’m fine. Thank you. P-P ③ Put on the mask of Eddie on the head and greet the students. 3. Teach: I’m fine. Thank you. And you? / I’m fine, too. ① Put on the mask of Miss Fang on the head and greet with the students. T-P ② Teach: I’m fine. Thank you. And you? ③ Teach: I’m fine, too. T-P ④ Work in pairs. T-S S1-S2 G1-G2 B-G 1. Learn: How are you, ...? I’m fine. Thank you. ① Follow the teacher and say. T-P ② Learn “I’m fine. Thank you. P-P ③ Greet Eddie. 3. Learn: I’m fine. Thank you. And you? / I’m fine, too. ① Greet Miss Fang. T-P ② Learn: I’m fine. Thank you. And you? ③ Learn: I’m fine, too. T-P ④Work in pairs. 開門見山，突破難點和重點。 聯(lián)系實際生活，對學生的語言量進行適當?shù)臄U充以達到在生活中的運用。 聯(lián)系生活，讓學生正確使用所學知識在生活加以實踐。 Post-task activity 1. Look and choose. 2. Look and say. 3. Act out the dialogue. 1. Look and choose. 2. Look and say. 3. Act out the dialogue. 讓小朋友在看一看、選一選、讀一讀、演一演中加強對本課的鞏固。 Assignment 1. Read the text and recite it. 2. Greet your parents or friends. 板 書 設 計 1A M1U1 Greetings How are you, ...? I’m fine. Thank you. I’m fine. Thank you. And you? I’m fine, too. 教學 反思 Oxford English 2A M1 U1 (3) Content 2AM1U1 Greetings Say and act Learn the letters Aims 1.To learn the letters: A , a, B, b 2. To use the daily expressions in the different situations. 3. Try to say the tongue twister: An apple and a bag. Language focus To greet others fluently. Teaching aids Media, mask, cards, etc. Procedures Step Teacher’s activities Students’ activities Purpose Pre-task preparation 1. Song 2. Look and say. 3. Quick response. Good morning. Good afternoon. Good night. Good evening. Goodbye. How are you? 1. Sing the song. 2. Look and say. Morning, afternoon, etc… 3. Quick response. I’m fine. Thank you. I’m very well. Thank you. 歌曲，進入英語的學習氛圍。 快速問答中讓學生對前兩課時的內容進行復習和回顧。 While-task procedure 1. Teach: How are you, ...? I’m very well. ① Show the word card. T-P ② Play the media and Teach “ I’m very well. Thank you. T-P ③ Ask the pupils to practice. 2. Say and act ① Play the cassette. ② T-P 3. Play the media. Song Play it again. 4. Learn the big letters. ① “A” T. Write it on the blackboard. ②Then show “B” ③ Show the letter cards “A, B” “a” 5. Learn the small letters ① “a” T. Write it on the blackboard. ②Then play a match game. ③ Teach “b” 6. Find the letters A, a, B, b, 7．Tongue twister. ★ : An apple and a bag. ★★: A big apple and a big bag. ★★★: A big apple is in a big bag. 1. Learn: very well ① Follow the teacher and say. well, very—very well T-P ② Learn “I’m very well. Thank you. ③ Ask and answer How are you? I’m very well. Thank you. P-P 2. Learn it. ① Listen and follow ② Work in groups Act out the story. Share in class. 3. Listen and follow the song Listen and sing again. 4. Look at the letter. ①Pp: Look and copy. ② Copy it. ③ Read the letters 5.Read the small letters ①Pp: Copy it. ② Look and match. A ,B, a, b ③ Read and write the letter ”b” 6. Circle the letters . bag, bee, dog, FBA, China, aeroplane, BBC An apple and a bag. 7. Learn to say the tongue twister. Pp: choose the sentence and say the tongue twister. Share in the class. 由復習自然過渡到今天的新授。 運用頭飾表演故事，比一比演一演評一評。 以歌曲來讓學生休息放松，同時引出新授字母。 學寫字母，注意仿寫。 把剛所學的字母大小寫連線，復習鞏固同時引出小寫字母b. 聯(lián)系生活，讓學生從單詞中找字母，熟悉鞏固，同時引出下面的繞口令。 以星級來分層次閱讀，激發(fā)學生的挑戰(zhàn)欲望，讓各個層次的學生都敢學，樂學。 Post-task activity 1. Show the letters. T: A 2. Wordbook P1-2 1. Look and greet. Pp: Good morning, big A. …… 2. Listen and finish. 讓小朋友在看、讀、練中加強對本單元內容的鞏固。 Assignment 1. Listen and read Unit1. 2. Copy the letters ”A, a, B, b” 板 書 設 計 1A M1U1 How are you? I’m very well. Thank you. ----------------------------------------- ----------------------------------------- ----------------------------------------- ----------------------------------------- 教學 反思 Oxford English 2A M1 U2 (1) Aims To learn the following words, eg, boy, girl, tall, short, fat, thin . Teaching focus To introduce oneself and describe people, e.g., I’m a boy. I’m short and thin. You’re tall. Teaching Aids media, mask, cards, etc. Procedures Step Teachers activities Students activities Purpose Pre-task preparation 1. Sing the song ‘Hello! How are you?’ 2. Greet the students and introduce yourself. Follow the recorder. Greet each other 通過活潑動聽的歌曲，為學新內容打基礎。 溫習舊句型為新授打基礎。 While-task procedure 1. Show the pictures /puppets to elicit the key words boy and girl. T: Look! This is Danny and this is Mary. Hi, I’m Danny. Hi, I’m Mary. ⑴ Show the word and picture. (2) Read the word. (3) Boys: Hi, I’m Danny. ----T: Yes. You’re Danny. ----Girls: Hi, I’m Mary. ----T: Yes, You’re Mary. (Work in pairs with these patterns.) 2. To teach: I’m a boy/short/thin. 2. Say the word one by one. 3. Use the pattern to introduce yourself. Boys: Hi, I’m Jack. I’m a boy. I’m short and thin. Girls: You’re Jack. You’re a boy. You’re short and thin. (More practice) T: He is Jack. He is a boy. He is short and thin. (More practice) T: He is Jack. He is a boy. He is short and thin. (More practice) T: He is Jack. He is a boy. He is short and thin. (More practice) 4. To learn: girl/I’m a girl./tall/fat. ① Say the word one by one. ② Use the pattern to introduce yourself. Girls: Hi！I’m Linda. I’m a girl. I’m tall and fat. Boys: You’re Linda. You’re a girl. You’re tall and fat. (More practice) T: She is Linda. She is a girl. She is tall and fat. 5. Consolidation: Boy/girl/thin/fat/short/tall ① Read the words together. ② Have a quick response. ③ Game: What’s missing? 6. Do a servey. Complete the table on page 8. S1: You’re tall. You’re thin. S2: Yes, I’m tall. I’m thin. … Follow the teacher and say. Try to say “I’m…” Practice with classmates quickly. Say the new words and patterns some times.. Say and play. Try to communicate with others. Follow the teacher and say. Try to introduce yourself. Try to communicate with others. Say and play. Do the exercise. 通過圖片認識新人物，并且能夠運用句型進行介紹。 正確跟說。 通過男女生之間的互動，讓學生明白介紹自己和對方的區(qū)別。 使學生明白詞不離句，學了男孩后，就要用相應的句型來介紹，并且感知第三者的介紹。 創(chuàng)設情景，給學生特定的語境，回歸生活實際。 使學生明白詞不離句，學了女孩后，就要用相應的句型來介紹，并且感知第三者的介紹。 通過快速反應來復習，使學生正確掌握單詞和圖片 及時反饋學生學習掌握的情況 Post-task activity 1. Have the students look at the book and listen to the tape. 2. To learn: Who am I ? 3. Read after the tape. 4. Have the students play the game in groups of four or six. 5. Have the students talk about themselves in pairs. Then check with them in class. Follow the tape. Play the game. 讓學生能夠進行愉快的游戲，并能掌握句型和介紹人物。 Homework Homework: 1. Read after the tape on page 6, 7 for10 minutes. 養(yǎng)成課后復習、堅持聽錄音的學習英語的好習慣。 Oxford English 2A M1 U2 (2) Content 2AM1U1 Greetings Look and say Aims To learn the sentences: I’m short. You’re tall. Language focus To introduce oneself and describe people, Teaching aids media, mask, cards, etc. Procedures Step Teacher’s activities Students’ activities Purpose Pre-task preparation 1. Say the rhyme. 2. Guessing game: S1: Who am I? I’m a … I’m … and … I can … 3. Have the students describe their classmates by using You’re… Follow the recording and clap hands. Play the game. 通過活潑動聽的兒歌，為學新內容打基礎 While-task procedure 1. Elicit the new words by using the students’ pencil cases : big/ small T----Helen, is this your pencil case? S1: Yes. T----Look, your pencil case is big. My pencil case is small. Ss: Big. Small. … 2. Show the card and say the patterns. T----I’m big. You’re small. S1---You’re big. I’m small. (Work in pairs.) 3. To learn: long/short T----I’m long. You’re short. S1---You’re long. I’m short. (Work in pairs.) 4. Have the students listen to the recording and act out the dialogue in groups of five. Try to say the new words some times. P-P ③ Greet Eddie. Understand the meaning of the dialogue with the teacher’s body language and follow the teacher. Have a quick responds. More practice. 通過實物引出新單詞。 通過比較，讓學生明白詞義。 通過快速反應來復習，使學生正確掌握新句型。 Post-task activity 1. Look and choose. 2. Look and say. 3. Act out the dialogue. 1. Look and choose. 2. Look and say. 3. Act out the dialogue. 讓小朋友在看一看、選一選、讀一讀、演一演中加強對本課的鞏固。 Homework 1. Read the text and recite it. 2. Introduce yourself and your friend. Oxford English 2A M1 U2 (3) Content 2AM1U1 Greetings Say and act Learn the letters Aims 1.To learn the letters: C, c, D, d 2. To use the daily expressions in the different situations. 3. Try to say the tongue twister: Is it a cat? Language focus To introduce yourself and your friend. Teaching aids media, mask, cards, etc. Procedures Step Teacher’s activities Students’ activities Purpose Pre-task preparation 1. Song 2. Look and say. 3. Quick response. I’m short. You’re tall. 1. Sing the song. 2. Look and say. tall,short, fat, thin .etc… 3. Quick response. 歌曲，進入英語的學習氛圍。 快速問答中讓學生對前兩課時的內容進行復習和回顧。 While-task procedure 1. To learn: Who am I ? ① Show the word card. T-P ② Play the media and say “You are …” T-P ③ Ask the pupils to practice. 2. Learn the big letters. ① “C” T. Write it on the blackboard. ②Then show “D” ③ Show the letter cards “C, D, ” 5. Learn the small letters ① “c” T. Write it on the blackboard. ②Then play a match game. ③ Teach “d” 7. Find the letters C, c, D, d, 7．Tongue twister. ★ : Is it a cat? Is it a dog? A cat and a dog ★★: Is it a cat? Yes, it’s a cat . ★★★:Is it a dog? Yes, it’s a dog. . 1. Learn: Who am I ?① Follow the teacher and say. T-P ② Say “ You are …” ③ Ask and answer Who am I ? You are … Look at the letter. ①Pp: Look and copy. ② Copy it. ③ Read the letters 5.Read the small letters ①Pp: Copy it. ② Look and match. C, c, D, d ③ Read and write the letter ”d” 6. Circle the letters . cake, class, donkey, CCTV, Dad. Is it a cat? Is it a dog? A cat and a dog. 7. Learn to say the tongue twister. Pp: choose the sentence and say the tongue twister. Share in the class. 由復習自然過渡到今天的新授。 學寫字母，注意仿寫。 把剛所學的字母大小寫連線，復習鞏固同時引出小寫字母d. 以星級來分層次閱讀，激發(fā)學生的挑戰(zhàn)欲望，讓各個層次的學生都敢學，樂學。 Post-task activity 1. Show the letters. T: C 2. Wordbook P1-2 1. Look and greet. Pp: Good morning, big C. T: Hi, I’m small d. 2. Listen and finish. 讓小朋友在看、讀、練中加強對本單元內容的鞏固。 Homework 1. Listen and read Unit2. 2. Copy the letters ”C, c, D, d” 板 書 設 計 2A M1U2 Who am I? You are … ----------------------------------------- ----------------------------------------- ----------------------------------------- ----------------------------------------- Oxford English 2A M1 U3 (1) Teaching aims： 1.To learn the following words. eg, seven, eight, nine, ten. 2.To use the numbers correctly. Language focus: To carry on the description with the simple numbers. Teaching ads: Media, cards, pictures, etc Procedure Step Teachers activities Students activities Purpose Pre-task Preparation While-task procedure 1. Sing a song. 2. Review the numbers. 3. Chant. 4. Quick response. 1. To teach : nine (1) To elicit: T: Look. What number is it? (Show the word and the picture.) (2) Read the word. (3) Show some pictures and say “Nine, nine, nine ____”. (4) Guess: nine or five. 1. Sing the song. 2. Review the numbers. 3. Chant. 4. Quick response. (1). Ss: Nine. (2). Read it. (3). S1: nine apples …… (4). Try to guess 利用歌曲，讓學生進入學習狀態(tài)。 通過瑯瑯上口的兒歌形式來復習數(shù)字1－6。 根據(jù)6和9的特征，即數(shù)字的變化引出nine，激起學生的學習興趣。 通過這一練習，使學生了解兩個單詞的區(qū)別，感知nine的詞形。 2. To teach: ten (1) To elicit: T: How many apples can we see? (2) Choose the correct letter. (3) Read the word. (4) Show a picture. Ten, ten, ten_____, I can see ten_____. (5)Ask and answer. (6)Let students do pair-work. 3. To teach: seven (1) To elicit: T: How many apples? Look. Can we see ten apples now? (2) Read the word. (3) Read a chant. (4) Make a new chant. (5) T: Look! The picture is nice. Who is coming? Oh, the dwarfs are coming. Let’s count together. 4.To teach: eight (1) T: Oh! How nice the Snow White is! I can see seven dwarfs and the Snow White now. How many people? (2) Read the word. (3) Show four numbers. (4) Show some pictures. (5).Eight or nine. (6) Play a guessing game. (1). Ss: Nine. (2). Choose. (3). Read it. (4).Imitated teacher to say the sentences. (5). Ask and answer. (6). Work in pairs. (1). Ss: Ten apples. Ss: No. (2). Read it (3). Read the chant (4). S1: Seven _____ I can see. Seven _____ For you and me (5).Count together. (1). Ss: Eight. (2). Read it. (3). Read the numbers. (4). Enjoy the pictures. (5) e.g.: Yes, I’m eight. (6).Guess 用簡單的詞組進行操練，為下面的問答作鋪墊，層層遞進。 用學生熟悉的童話人物來鞏固新授，同時也能活躍課堂氣氛。 了解學生實際年齡，回歸生活實際。 Post-task activity 1. Read the numbers. 2. What is missing? 3. Look and match. 4. Read the numbers from one to ten 5. Guess. e.g. T: How many bananas? 6. Make a dialogue. 1. Read the numbers. 2. Find out the missing number. 3. Look and match. 4. Read the numbers. 5. Guess. 6. Pair work 創(chuàng)設情景，給學生特定的語境，讓學生從學到用。 Homework 1. Listen to the tape and read the numbers from one to ten. 2. Recite the numbers. 3. Make a dialogue in the toy shop. 板書設計 M1U3 A new classmate seven eight nine ten 7 8 9 10 教學反思 Oxford English 2A M1 U3 (2) Content 2AM1U3 A new classmate Look and say Aims 1. To learn: Are you…? Yes, I’m…/No. I’m… 2. To use these sentences in the daily life. 3. We should be kind to others. Language focus 1. To learn: Are you…? Yes, I’m…/No. I’m… 2. To use these sentences in the daily life. Teaching aids media, mask, cards, etc. Procedures Step Teacher’s activities Students’ activities Purpose Pre-task preparation 1.Rhyme 2. Look and say. This is… 3. Quick response. I’m… You are… 1. Say a rhyme. 2. Look and say. 3. Quick response. 兒歌讓學生對前一課時的內容進行適當?shù)膹土暫突仡櫋? While-task procedure 1. Teach: Are you…? Yes, I’m…/No, I’m… ① Ask one pupil T; Are you…? P: Yes, I’m… T: Who can ask another question? ② Play the media and Teach “ Are you…? No. I’m… “ T: Are you …? P: No, I’m… T-P ③ Guessing game P: Are you…? T: Yes, I’m…/No. I’m… 2. Look and say ① Show picture1 ② Show picture 2 ③ Show picture 3, 4 1. Learn: Are you…?. Yes, I’m…./No, I’m… ① Follow the teacher and say. Are you …? Pair work Are you (name)? Yes, I’m (name). P: Are you big/small…? P: Yes, I’m big/small… Pair work ② T: Are you…? P: No. I’m… T: Sorry. Pair work ③ Guessing game P-T Pair work P1: Are you…? P2: Yes, I’m…/No. I’m… 2. Look and say ① Learn picture 1 Look and say Group work ② Learn picture 2 Look and say Pair work ③ Learn picture 3, 4 開門見山，突破難點和重點。 聯(lián)系本課句型，結合新舊單詞進行運用，溫故知新，增加語言的使用頻率。 回到課本中的場景，明確句子在生活中的運用。 Post-task activity 1. Look and act out the dialogue. 2. Look and choose 1. Act out the dialogue. 2. Look and choose. 讓小朋友在看一看、選一選、讀一讀、演一演中加強對本課的鞏固。 Assignment 1. Listen to the tape. 2. Read the dialogue fluently and try to recite it. 3. Say the dialogue with you classmate. 板 書 設 計 2A M1U3 A new classmate Are you …? Yes, I’m…. No, I’m… 課 后 反 思 Oxford English 2A M1 U3 (3) Content 2AM1U3 A new classmate Say and act Learn the letters Aims 1.To learn the letters: E , e, F, f 2. To use the daily expressions in the different situations. 3. To say the rhyme: Elephant. Language focus To greet others fluently. Teaching aids media, mask, cards, etc. Procedures Step Teacher’s activities Students’ activities Purpose Pre-task preparation 1. Rhyme 2. Look and say. 3. Quick response. Good morning. Hello .Are you …? Hi. I’m… . Who are you? 1. Say a rhyme 2. Look and say. seven, eight, etc… 3. Quick response. I’m … 兒歌，進入英語的學習氛圍。 快速問答中讓學生對前兩課時的內容進行復習和回顧。 While-task procedure 1. Teach: Who