牛津上海版英语二年级上册(2A)全册
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
Teacher's 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,让学生进入学习状态。
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
根据上课的实际时间,先教授 afternoon 一词 .
从情景过度到实际生活,学生从学到用。
通过这一练习,使学生初步感知单词 evening 的词形。
创设情景,给学生特定的语境,回归生活实际。
通过歌曲,活跃课堂气氛的同时巩固单词。
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.
养成课后复习、坚持听录音的学习英语的好习惯。
板书设计
教学反思
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,互相招呼中让学生对前一课时的内容进行适当的复习和回顾。
While-task procedure
1. Teach: How are you, ...?
I’m fine. Thank you.
Show a picture about Miss Fang and Eddie.
T-P
Play the media and Teach “ I’m fine. Thank you.
P-P
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.
Put on the mask of Miss Fang on the head and greet with the students.
T-P
Teach: I’m fine. Thank you. And you?
Teach: I’m fine, too.
T-P
Work in pairs.
T-S S1-S2
G1-G2 B-G
1. Learn: How are you, ...?
I’m fine. Thank you.
Follow the teacher and say.
T-P
Learn “I’m fine. Thank you.
P-P
Greet Eddie.
3. Learn: I’m fine. Thank you. And you? / I’m fine, too.
Greet Miss Fang.
T-P
Learn: I’m fine. Thank you. And you?
Learn: I’m fine, too.
T-P
Work in pairs.
开门见山,突破难点和重点。
联系实际生活,对学生的语言量进行适当的扩充以达到在生活中的运用。
联系生活,让学生正确使用所学知识在生活加以实践。
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.
让小朋友在看一看、选一选、读一读、演一演中加强对本课的巩固。
Assignment
1. Read the text and recite it.
2. Greet your parents or friends.
板
书
设
计
1A M1U1 Greetings
How are you, ...?
I’m fine. Thank you. I’m fine. Thank you. And you?
I’m fine, too.
教学
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,进入英语的学习氛围。
快速问答中让学生对前两课时的内容进行复习和回顾。
While-task procedure
1. Teach: How are you, ...?
I’m very well.
Show the word card.
T-P
Play the media and Teach “ I’m very well. Thank you.
T-P
Ask the pupils to practice.
2. Say and act
Play the cassette.
T-P
3. Play the media.
Song
Play it again.
4. Learn the big letters.
“A” T. Write it on the blackboard.
Then show “B”
Show the letter cards “A, B” “a”
5. Learn the small letters
“a” T. Write it on the blackboard.
Then play a match game.
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
Follow the teacher and say.
well, very—very well
T-P
Learn “I’m very well. Thank you.
Ask and answer
How are you?
I’m very well. Thank you.
P-P
2. Learn it.
Listen and follow
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.
Pp: Look and copy.
Copy it.
Read the letters
5.Read the small letters
Pp: Copy it.
Look and match.
A ,B, a, b
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.
由复习自然过渡到今天的新授。
运用头饰表演故事,比一比演一演评一评。
以歌曲来让学生休息放松,同时引出新授字母。
学写字母,注意仿写。
把刚所学的字母大小写连线,复习巩固同时引出小写字母 b.
联系生活,让学生从单词中找字母,熟悉巩固,同时引出下面的绕口令。
以星级来分层次阅读,激发学生的挑战欲望,让各个层次的学生都敢学,乐学。
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.
让小朋友在看、读、练中加强对本单元内容的巩固。
Assignment
1. Listen and read Unit1.
2. Copy the letters ”A, a, B, b”
板
书
设
计
1A M1U1
How are you? I’m very well. Thank you.
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教学
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
Teacher's activities
Students' activities
Purpose
Pre-task
Preparation
While-task procedure
1. Sing the song ‘Hello! How are you?’
2. Greet the students and introduce yourself.
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.
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.)
Follow the recorder.
Greet each other
Follow the teacher and say.
通过活泼动听的歌曲,为学新内容打基础。
温习旧句型为新授打基础。
通过图片认识新人物,并且能够运用句型进行介绍。
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)
2. To learn: girl/I’m a girl./tall/fat.
Say the word one by one.
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.
3. Consolidation:
Boy/girl/thin/fat/short/tall
Read the words together.
Have a quick response.
Game: What’s missing?
4. Do a servey. Complete the table on page 8.
S1: You’re tall. You’re thin.
S2: Yes, I’m tall. I’m thin.
…
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.
正确跟说。
通过男女生之间的互动,让学生明白介绍自己和对方的区别。
使学生明白词不离句,学了男孩后,就要用相应的句型来介绍,并且感知第三者的介绍。
创设情景,给学生特定的语境,回归生活实际。
使学生明白词不离句,学了女孩后,就要用相应的句型来介绍,并且感知第三者的介绍。
通过快速反应来复习,使学生正确掌握单词和图片
及时反馈学生学习掌握的情况
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.
让学生能够进行愉快的游戏,并能掌握句型和介绍人物。
Homework
Homework:
1. Read after the tape on page 6, 7 for10 minutes.
养成课后复习、坚持听录音的学习英语的好习惯。
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.
通过活泼动听的儿歌,为学新内容打基础
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
Greet Eddie.
Understand the meaning of the dialogue with the teacher’s body language and follow the teacher.
Have a quick responds.
More practice.
通过实物引出新单词。
通过比较,让学生明白词义。
通过快速反应来复习,使学生正确掌握新句型。
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.
让小朋友在看一看、选一选、读一读、演一演中加强对本课的巩固。
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,进入英语的学习氛围。
快速问答中让学生对前两课时的内容进行复习和回顾。
While-task procedure
1. To learn: Who am I ?
Show the word card.
T-P
Play the media and say “ You are … ”
T-P
Ask the pupils to practice.
2. Learn the big letters.
“C” T. Write it on the blackboard.
Then show “D”
Show the letter cards “C, D, ”
5. Learn the small letters
“c” T. Write it on the blackboard.
Then play a match game.
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 ? Follow the teacher and say.
T-P
Say “ You are …”
Ask and answer
Who am I ?
You are …
Look at the letter.
Pp: Look and copy.
Copy it.
Read the letters
5.Read the small letters
Pp: Copy it.
Look and match.
C, c, D, d
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.
由复习自然过渡到今天的新授。
学写字母,注意仿写。
把刚所学的字母大小写连线,复习巩固同时引出小写字母 d.
以星级来分层次阅读,激发学生的挑战欲望,让各个层次的学生都敢学,乐学。
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.
让小朋友在看、读、练中加强对本单元内容的巩固。
Homework
1. Listen and read Unit2.
2. Copy the letters ”C, c, D, d”
板
书
设
计
2A M1U2
Who am I? You are …
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Oxford English 2A
M1 U3 (1)
eaching 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
Teacher's 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,让学生进入学习状态。
通过琅琅上口的儿歌形式来复习数字 1 - 6 。
根据 6 和 9 的特征,即数字的变化引出 nine ,激起学生的学习兴趣。
通过这一练习,使学生了解两个单词的区别,感知 nine 的词形。
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
用简单的词组进行操练,为下面的问答作铺垫,层层递进。
用学生熟悉的童话人物来巩固新授,同时也能活跃课堂气氛。
了解学生实际年龄,回归生活实际。
Post-task activity
8. Read the numbers.
9. What is missing?
10. 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
创设情景,给学生特定的语境,让学生从学到用。
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.
板书设计
M1U 3 A new classmate
seven eight nine ten
7 8 9 10
教学反思
Oxford English 2A
M1 U3 (2)
Content
2AM1U 3 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.
儿歌让学生对前一课时的内容进行适当的复习和回顾。
While-task procedure
1. Teach: Are you…?
Yes, I’m…/No, I’m…
Ask one pupil
T; Are you…?
P: Yes, I’m…
T: Who can ask another question?
Play the media and Teach “ Are you…?
No. I’m… “
T: Are you …?
P: No, I’m…
T-P
Guessing game
P: Are you…?
T: Yes, I’m…/No. I’m…
2. Look and say
Show picture1
Show picture 2
Show picture 3, 4
1. Learn: Are you…?.
Yes, I’m…./No, I’m…
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
T: Are you…? P: No. I’m…
T: Sorry.
Pair work
Guessing game
P-T
Pair work
P1: Are you…?
P2: Yes, I’m…/No. I’m…
2. Look and say
Learn picture 1
Look and say
Group work
Learn picture 2
Look and say
Pair work
Learn picture 3, 4
开门见山,突破难点和重点。
联系本课句型,结合新旧单词进行运用,温故知新,增加语言的使用频率。
回到课本中的场景,明确句子在生活中的运用。
Post-task activity
1. Look and act out the dialogue.
2. Look and choose
1. Act out the dialogue.
2. Look and choose.
让小朋友在看一看、选一选、读一读、演一演中加强对本课的巩固。
Assignment
1. Listen to the tape.
2. Read the dialogue fluently and try to recite it.
3. Say the dialogue with you classmate.
板
书
设
计
2A M1U 3 A new classmate
Are you …?
Yes, I’m….
No, I’m…
课
后
反
思
Oxford English 2A
M1 U3 (3)
Content
2AM1U 3 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 …
儿歌,进入英语的学习氛围。
快速问答中让学生对前两课时的内容进行复习和回顾。
While-task procedure
1. Teach: Who are you?
I’m ….
Show the word card.
Teach “ Who are you?”
T-P
Ask the pupils to practice.
2. Say and act
Play the cassette.
T-P
3. Play the media.
Song
Play it again.
4. Learn the big letters.
“E” T. Write it on the blackboard.
Then show “F”
Show the letter cards “E, F”
5. Learn the small letters
“e” T. Write it on the blackboard.
Then play a match game.
Teach “f”
6.Find the letters
E, e, F, f,
7 . Rhyme
1. Learn: who
Follow the teacher and say.
Learn :Who, who, who. Who are you?
Ask and answer
Who are you?
I’m …
P-P
2. Learn it.
Listen and follow
Play a game
3. Listen and follow the song
Listen and sing again.
4. Look at the letter.
Pp: Look and copy.
Copy it.
Read the letters
5.Read the small letters
Pp: Copy it.
Look and match.
E , F, e, f
Read and write the letter ”f”
6. Circle the letters .
elephant, egg ,five,
Chinese, aeroplane,
one elephant , three elephants, four elephants , five elephants
7. Listen and read the rhyme
Pp: Make a new rhyme
Share in the class.
由复习自然过渡到今天的新授。
通过游戏操练所学的句型。
以歌曲来让学生休息放松,同时引出新授字母。
学写字母,注意仿写。
把刚所学的字母大小写连线,复习巩固同时引出小写字母 f.
联系生活,让学生从单词中找字母,熟悉巩固,同时引出下面的儿歌。
Post-task activity
1. Show the letters.
T: E
2. Wordbook
1. Look and greet.
Pp: Hello. Are you E?.
……
2. Listen and finish.
让小朋友在看、读、练中加强对本单元内容的巩固。
Assignment
1. Listen and read Unit3.
2. Copy the letters ”E, e, F, f”
板
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1A M1U3
Who are you? I’m...
-----------------------------------------
-----------------------------------------
-----------------------------------------
-----------------------------------------
教
学
反
思
Oxford English 2A
M2 U1(1)
Content
M2U1 I can swim
Aims
辨认识别说出 单词: run write swim fly
句型: I can…/ I can’t
He can…/ He can’t
She can…/ She can’t
Language focus
To bring up pupils’ interests of learning English;
Teaching aids
Multimedia ,sticks ,flashcards .etc.
Procedures
Step
Teacher’s activities
Students’ activities
Purpose
Pre-task preparation
1. Chant
Skip skip, skip a rope
Ride ride, ride a bicycle
Play play, play football
Fly fly, fly a kite.
2. Ask and answer
What can you do?
1. Say the chant.
2. Answer the question.
I can…
复习过去的一些动词,使学生对今天所学的有所了解,做铺垫
While-task procedure
1.To teach: fly/ I can’t
Show the picture of Supergirl and say: I’m Supergirl. I can fly in the sky.
Ask some pupils act Supergirl.
T: I can’t fly.
2. To teach: swim
Show the sky and the sea.
T: I’m Supergirl. I can fly in the sky. But I can’t fly in the sea. I can swim in the sea.
Show some phrases:
Swim like a fish
Swim like a tortoise
3.To teach: run
Show the land
T: Now I can run fast.
Show a chant:
Run run run
I can run
Run run run ,
NO 1.
4.To teach: write
Show the house
T: it’s time to do my homework. I can write ABC
Ask and answer
What can you write?
Ask some pupils act Supergirl.
6.To teach: She can
She is Supergirl. She can run…..
1.To learn: fly/ I can’t
Greet Supergirl
Read the word: fly
S: I’m Supergirl. I can fly.
Say: can’t
I can’t fly.
1. To learn: swim
Say the word: swim
Say the phrases
3.To learn: run
Say the word: run
Say the chant.
4.To learn: write
Read the word: write
I can write…
I’m Supergirl.
I can….
6.To learn: She can
Say: She can…
开门见山,介绍主人公,突破本课难点 I can’t..
教师用自然的语言把难点说出来,让学生轻易的知道
转换场景,让学生得到充分的感知
Post-task activity
1. Invite some pupils introduce Supergirl.
2. Show other people
e.g. Eddie Peter
1. She is Supergirl.
She can…
2. He is ….
He can…
在场景中运用所学,提高实际运用语言的能力。
Assignment:
1. Read the book of page 14 15
作业的布置是课堂教学的延伸。通过对新朋友的问候巩固课堂的知识。
板
书
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M2U1
fly swim run write
I can …. I can’t
She can... She can’t
He can… He can’t
教
学
反
思
Oxford English 2A
M2U1 (2)
Content
M2U1 I can swim
Aims
辨认识别说出句型: What can he/she do? He/She can..
Can you/he/she…?
Yes, I/he/she can.
No, I/he/she can’t.
Language focus
To bring up pupils’ interests of learning English;
Teaching aids
Multimedia ,sticks ,flashcards .etc.
Procedures
Step
Teacher’s activities
Students’ activities
Purpose
Pre-task preparation
1. Play the media and have the pupils act out the story.
2.Ask and answer
What can you do?
3.Show some famous people and ask:
What can she/he do?
1. Tell the story
2. Answer the questions.
3. She can
He can
复习过去的一些动词,使学生对今天所学的有所了解,做铺垫
While-task procedure
1. To teach: Can you…? Yes, I can.
T: (Hold up the picture of run) Can you run?
Yes, I can.
T-P
Have the students ask: Can you run?
P-T
Have the students work in pairs to make a dialogue.
2. To teach: No, I can’t.
Show Supergirl flying in the sky.
T: I’m Supergirl. I can fly in the sky. Can you fly?
T: No, I can’t.
Have the students work in pairs to make a dialogue.
3. To teach: Can he/she…?
Yes, he/she can.
No, he/she can’t.
Listen to the story and ask the students tell the story.
T: Can ___fly?
T: Yes, she can.
Have the students work in pairs to make a dialogue.
Can she write?
Have the students work in pairs to make a dialogue.
1. To learn: Can you…? Yes, I can.
S: Yes, I can.
S: Can you run?
P-P
2. To learn: No, I can’t.
S: No.
S: No, I can’t.
P-P
3. To learn: Can he/she?
Yes, he/she can.
No, he/she can’t.
S: Can she fly?
P-P
S: No, she can’t.
P-P
开门见山,介绍主人公,突破本课难点一般疑问句 ..
注意 can’t 的 2 种发音
用自然的语言转换人称,让学生轻松习得知识
Post-task activity
1. Show some famous people.
2. Ask and answer
Do a survey
1. Ask and answer.
2. Do a survey.
出示几个小朋友感兴趣的动画人物,激发学生的兴趣。
Assignment:
1. Read the book of page 14 16
作业的布置是课堂教学的延伸。通过对新朋友的问候巩固课堂的知识。
板
书
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M2U1
What can he/she do? He/She can..
Can you/he/she…?
Yes, I/he/she can.
No, I/he/she can’t.
教
学
反
思
Oxford English 2A
M2U1 (3)
Content
M2U1 I can swim
Aims
辨认识别说出字母: Gg Hh
复习本 Unit 知识
Language focus
To bring up pupils’ interests of learning English;
Teaching aids
Multimedia ,sticks ,flashcards .etc.
Procedures
Step
Teacher’s activities
Students’ activities
Purpose
Pre-task preparation
1. Play the media and have the pupils act out the story.
2. Show some famous people and then ask and answer.
What can you do?
What can she do?
What can he do?
Can you …?
Can he ….?
Can she …?
2. Tell the story
2. Answer the questions.
巩固旧知
用回答的方式操练句型
While-task procedure
1. Have the students do Task “My ability” on workbook page 17.
Ask the students work in pairs.
Hold up the table of one pupil and have the student ask and answer
Eg. Can he swim?
2.To teach: Gg
Show a girl and say girl
Hold up the letter of “Gg”
Introduce another word. eg. gate.
3.To teach: Hh
Show a hand and say hand
Hold up the letter of “Hh”
Introduce another word. eg. hat.
1. Complete the table.
Talk about the abilities.
e.g. I’m Peter. I can ride a bicycle. I can draw. I can swim. I can’t skip.
Make a short dialogue.
P1: Can you read?
P2: Yes, I can.
P1: Can you dance?
P2: No, I can’t.
Make a short dialogue.
P1: Can he skip a rope?
P2: Yes, he can.
P1: Can he run?
P2: Yes, he can.
3. To learn: Gg
Say the letter.
4. To learn: Hh
Say the letter.
通过一道题,做到一题多做的效果
用自然的语言转换人称,让学生轻松转换人称
Post-task activity
Say the rhyme
A girl at the gate.
A girl at the gate.
She has a plate.
She ha s a plate.
She has a plate
In her hands
Say the rhyme
用儿歌的形式加以巩固,让学生学得更加有兴趣
Assignment:
Copy the letters
作业的布置是课堂教学的延伸。通过对新朋友的问候巩固课堂的知识。
板
书
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M2U1
What can he/she do? He/She can..
Can you/he/she…?
Yes, I/he/she can.
No, I/he/she can’t.
教
学
反
思
Oxford English 2A
M2 U2 ( 1 )
Content
That’s my family Look and learn
Aims
1. To learn the new words: young, old
2. To use adjectives to describe a person
3. To love family members, friends and our motherland
Language focus
To bring up pupils’ ability of communication in daily life
Teaching aids
Multimedia ,sticks ,flashcards .etc.
Procedures
Step
Teacher’s activities
Students’ activities
Purpose
Pre-task preparation
1. Greetings
2. Rhyme:(in 1AM2U2, P21)
Who is he? Who is he?
He’s my father. He’s my father. Fine. Fine. Thank you. …
3. Talk about my family
T: ( Show the family’s picture ) Look! This is my family. This is my father. He is tall. …
May I know about your family ?
1. Greeting
2. Say the rhyme
3. Talk about their families
复习一年级所学的歌曲,营造融洽的英语气氛。
通过互相介绍家庭成员,增进师生友谊,同时复习已学句型。
歌曲的引入即能培养欢乐课堂氛围,也为今天的学习奠定基础。
While-task procedure
1.Teach: young
T: Your father and mother are so young.
To elicit: young
Read the word
Fill in the blank
y_ung 1. a 2.c 3.o
Show some pictures and say:
Young, young, young _____ ( father, mother, teacher, boy, girl)
2. Teach: old
T: (show grandfather’s picture) Look! Is he young?
He’s my grandfather. He’s old.
To elicit: old
Read the word
Fill in the blank
ol_ 1. d 2. b
Quick response
(show some pictures of different people)
fat /thin /tall/ short/ young/ old
3. Listen and enjoy
(2AM2U2 P19)
Listen to the rhyme
Read the rhyme
Make a new rhyme
4. Play games
Quick response
(show some pictures of different people)
T: Is he / she (fat, thin, tall, short, young, old)
(T can invite a student to be “Small teacher”)
Guessing game
(write a student’s name on the paper, and hide, have other students ask five questions to guess who is the person)
T-S, S-S(group work)
1.Learn: young
Read : young
Say according to the pictures:
Young, young, young father / mother / teacher / boy / girl
2.Learn: old
S: No.
Read: old
Say according to the pictures:
fat /thin /tall/ short/ young/ old
3. Read the rhyme and make a new rhyme:
(Pair work)
She’s my ____
_____ and ______
He’s my _____
_____ and _____
4.Play games
S: Yes, he/ she is (fat, thin, tall, short, young, old)
S1: This is a boy.
T: Yes. He is a boy.
S1: He is short.
T: No. He is tall. …
(after five questions)
T: Who is he?
S1: He is …
T: Yes. / No, I’m sorry.
家庭成员介绍后,自然引入单词教学。
从局部的字母入手,进行类似字形的字母辨别,并通过观察图片,说一说图片含义,从音形意三方面加强对单词的记忆。
上个环节最后幅图片为 “ 爷爷 ” ,自然引出单词,并与之前年轻者的图片做比较,加强理解。
相似字形的字母辨认,同时可以初步让学生了解发音的规律。
图形加强单词意义的认识,同时复习旧知,巩固新知。
运用已学单词改编儿歌,在儿歌中巩固单词,提高知识的运用,同时激发学生的求知欲,提高他们的自主性。
先初步了解疑问句型的含义,为下节课的教学做铺垫。
单词结合句型练习,通过游戏的形式,加强趣味性。可以让能力强的学生做做 “ 小老师 ” 提高他们自主能力的同时,增加他们的成就感,提高他们的自信。
Post-task activity
1.Talk about family/ friends
(Find friend)
2.Show some pictures of China
T: This is my motherland.
She is old because she has a long history.
She is young because she has just passed her 59 th birthday.
Great changes have taken place on this land. She has just successfully hosted the Olympics, showing her charm to the world.
She is great. I love my motherland ----- China.
1.Introduce family members/ friends (holding the picture)
S: This is my ____
He /She is young /old.
He /She is (thin, fat, nice…)
He /She can ___.
I love my _____.
运用已学单词、句型,较全面地描述人物,提高实际运用语言的能力。
通过简单的所学句型,对祖国进行简要的介绍,让学生了解 young, old 所具有的另一层含义,并培养学生的爱国情怀。
Assignment:
1. Read the book of page 18
2. Read the rhyme on page 19 and make a new rhyme
3. Introduce your family members to your friends
作业的布置是课堂教学的延伸。通过对介绍家庭成言和朋友巩固课堂的知识。
板
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2A M2U2
That’s my family
young This is my ____.
old He/ She is young/ old.
tall / short He/ She is ____.
fat / thin He/ She can ____.
nice/ kind I love my _____.
教
学
反
思
Oxford English 2A
M2 U2 (2)
Content
That’s my family Look and say
Aims
1. To use the modeled questions to find out particular information about a person.
e.g. Is he old?
2. To use formulaic expressions to confirm or deny.
e.g. Yes, he is./ No, he isn’t.
3. To love family, friends
Language focus
To use the sentences in context.
Teaching aids
Multimedia, sticks, flashcards, etc.
Procedures
Step
Teacher’s activities
Students’ activities
Purpose
Pre-task preparation
1. Greetings:
2. Rhyme on P19
3. Do and say
( “Small Teacher”)
Ask and answer.
Say together.
T: ( do the action)
Ss: Old.
通过反复的操练来巩固所学的知识。
儿歌、 “ 小老师 ” 能激发学生学习的兴趣。
While-task procedure
1. Teach: Is he/ she …?
Yes, he/ she is.
(Student pick up one picture, teacher guess)
T: Is that a girl?/ Is that a boy?
S: Yes, she is a girl./ he is a boy.
T: Is she Kitty?/ Is he peter?
S: Yes, she is Kitty. / Yes, he is peter.
To elicit: Is he/ she …?
Show some characters’ pictures ( Kitty, Peter, Danny, Miss Fang, etc.)
T: Is he/ she (name)?
T-S, G-B, S-S(pair work)
Ask other questions about them
T-S, S-S(pair work)
Quick response
T: (touch a boy’s shoulder)
Is he …?
T: (touch a girl’s shoulder)
Is she…?
2. Teach: Is he/ she…?
No, he/ she isn’t.
T: (touch a thin girl)
Is she fat?
Ss: No.
To elicit: No, he/ she isn’t.
Ask and answer
Show some pictures of different people
T: Is he old?
Ss: No, he isn’t.
T: Is she young?
Ss: Yes, she is. …
3. Look and say
T: Is Kitty fat?
T: Is Peter young?
T: Now they are watching the album. What are they talking about?
Play the media
Show picture 1
Show picture 2
Look and act out the dialogue
1. Learn: Is he/ she …?
Yes, he/ she is.
Read: Is he/ she…?
(show the picture while reading)
Ss: Yes, he/ she is.
Ss: Is he/ she (tall/ short/ thin/ fat/ old/ young…)?
T: Yes, he/ she is.
Ss: Yes, he is.
Ss: Yes, she is.
2. Learn: Is he/ she…?
No, he/ she isn’t.
Read: isn’t ----He/ She isn’t.
Work in pairs according to these pictures
3.Look and say
Ss: No, she isn’t.
Ss: Yes, he is.
Learn picture 1
Look and say
Pair work
Learn picture 2
Look and say
Pair work
Act out the dialogue
让老师来猜一猜,增加趣味,吸引学生注意力;引出句型和本课中的人物,为课文的学习做铺垫。
从简单的人名入手,再到询问人物的特征,由浅入深,层层递进。
通过游戏,让学生操练句型,并加强 he, she 的区别意识,同时活跃课堂气氛,抓住学生的注意力。
借住游戏自然引出否定的回答。
联系本课句型,结合新旧单词,进行运用,温故而知新。
通过人物,引入到课文的学习。
低年级的学生有较强的表演欲望,让他们通过演一演,巩固句型,增加学习的兴趣。
Post-task activity
1.Play a game
(write down a name on the paper, have other group members guess)
2. Do a survey on classmates’ friends or family members
1.Play the game
S1: Is that a boy?
S2: Yes, he’s a boy.
S1: Is he tall?
S2: No, he is short. …
S1: Is he (name)?
S2: Yes. He is (name).
2. Do a survey.
S1: Peter is my friend.
S2: Is he tall?
S1: Yes, he is. …
S2: Can he draw?
S1: Yes, he can….
低年级学生好奇心强,通过 “ 猜一猜 ” 这个学生熟悉并感兴趣的游戏,再次巩固句型。
做个小调查,将所学用于生活,达到交际的功能。
Assignment:
1. Listen to the tape and read the book of page 18, 19, 20
2. Act out the dialogue on page 18.
3. Do more surveys
更好地巩固所学的知识。
板
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计
M2 U2 That’s my family
Is he/ she ….? young/ old
Yes, he/ she is. tall/ short
No, he/ she isn’t. fat/ thin
big/ small
教
学
反
思
Oxford English 2A
M2 U2 (3)
Content
That’s my family Learn the letters
Aims
1. To use adjectives to describe a person. e.g., She is young.
2. To use modeled questions to find out particular information about a person and to use modeled sentences to answer the questions.
e.g. Is he…? Yes, he is./ No, he isn’t.
3. To Use formulaic expressions to introduce family members and friends. e.g. This is my father. He is tall. …
4. To use modeled sentences to communicate with others.
5. To read and write the letters Ii and Ji
Language focus
Use modeled sentences to communicate with others.
Master the pronunciation and writing of the letters Ii and Ji
Teaching aids
multimedia, sticks, letter cards, etc.
Procedures
Step
Teacher’s activities
Students’ activities
Purpose
Pre-task preparation
1. Greeting
2. Say a rhyme
3. Say and act
old, young; big, small; etc
4. Quick response
(Show some pictures)
T-Ss, S-T, S-S (pair work)
1. Greeting
2. Say the rhyme
3 .Say and act
4.Quick response
T: Is he tall?
Ss: Yes, he is.
T: Is he old?
Ss: (clap) No, he isn’t.
通过儿歌、游戏的方式,复习旧知,并活跃课堂气氛,提高学习兴趣。
While-task procedure
1. Sing a song
2. Play a game
( Show a letter card, have a student read the letter and say a word including that letter; and have the students sitting in front of and behind S1 say the corresponding letters and words )
3. Teach: Letters “I, J”
Show the letter “H”
Which letter is after “H” ?
To elicit: I
Make a riddle
T: Which letter is in our face?
T: I is in an “ice-cream”
I. I , Ice-cream
T: Harry is eating an ice-cream. The ice-cream is so sweet and delicious. It attracts an insect. The insect wants to eat the ice-cream, too.
To elicit: insect
Clap and repeat
(introduce some different kinds of insects and then play the game)
4. Teach: Letter “J”
T: Harry doesn’t want to share the ice-cream with the insect. So he uses a net to catch the insect. Then he put the insect in a jar.
(show a jar )
T: J is in a “jar”
Make a riddle
T: Which letter is a famous pop singer?
T: (show juice) What is this?
Fill in the blank
_uice 1. i 2. j
5. Read the rhyme on P21
6.Teach how to write “Ii, J j”
T: When “i” grow up, it has a tail, becoming “j”.
7. Bingo game
1. Sing the song
2. Play the game
T: (show letter “B”)
S1: B,B, Bag.
S2(the student sitting in front of S1): A,A, Apple.
S3(sitting behind S1): C,C, Cat.
3.Learn:Letter “I, J”
S1: H,H, hand.
S2: G,G, girl.
Guess
Ss: I ( Eye )
Read the letter
Ss: I. I , Ice-cream
Read: the word insect ----
An insect----
I. I. insect
Clap and repeat
Ss: (Clap) Insect ( butterfly on the screen)
4.Learn: Letter “J”
Read the word
jar ---- [d ? ] ----
jar
Read the letter.
Guess
Ss: J (Jay)
J --- J, J, jar---- I-J-I-J
Insect-Jar-Insect-Jar
An insect in a jar
Ss: Juice.
Read “J, J, juice.”
5. Read the rhyme
6.Learn how to write “Ii, J j” (use their fingers to write first)
7.Play the game
通过耳熟能详的歌曲,潜意识中让学生记忆字母的顺序。
通过游戏,复习旧知,让学生进一步加强对已学字母顺序的记忆,以及将字母用于单词,增加字母的实用性。
猜谜语的方式增强字母学习的趣味性,同时通过已学单词帮助学生掌握发音。先过渡到与字母类似发音的已学单词上,再在此基础上,教授发音与字母本身不同的新单词。
展示一些不同种类昆虫的图片,使学生加强对昆虫含义的理解。
通过广口瓶和瓶子的实物比较,让学生理解词意。
从单词的发音过渡到字母的发音。
为后面的儿歌学习做铺垫。
可用手指 和 老师一起在空中书写字母。注意大写 I 的书写与旧教材中的区别。
由小写 i 引出小写 j ,趁热打铁,加强两个字形类似的字母区别。可以用比喻,形象地描述它们的区别。
通过游戏,即增加字母学习的趣味性,又巩固 Aa 到 Jj 的学习,并将字母回归单词。
Post-task activity
Do the exercises on Work Book
Do the exercises on Work Book
通过练习,巩固所学知识
Assignment:
1. Listen to the tape and read the book of page 21
2. Write the letter Ii , Jj.
3. Find other two words including the letters
更好地巩固所学的知识。
让学生自己找找已学的包含这两个字母的单词,增加学习的自主性。
板
书
设
计
Ii ice-cream insect
Jj jar juice
教
学
反
思
Oxford English 2A
M2 U3 (1)
Content
My hair is short
Aims
1. To learn the new words: hair, head, face
2. To use possessive adjectives to describe people.
Language focus
To bring up pupils’ interests of learning English;
Teaching aids
Multimedia ,sticks ,flashcards .etc.
Procedures
Step
Teacher’s activities
Students’ activities
Purpose
Pre-task preparation
1. Rhymes.
2. Greetings:
T: How are you?
Who’s she?
Can you draw?
Say rhymes.
P: I’m fine, thank you. And you?
P: She’s…
P: Yes, I can.
(Greetings.)
复习所学的儿歌,营造融恰的英语气氛。
通过师生间的问候,增进师生友谊。
While-task procedure
1.Learn: head
T: Let’s do quick response.
Eye, eye, touch your eye.
…
Head, head, touch your head.
(point to head)
A. Show the word :head
B; Rhyme:
My head, your head
Big and small.
Your head, my head,
Small and big.
2. Learn: face
Show a picture of face
A; Show the word: face.
B: Try to say: My eyes, my ears ,my nose ,my mouth, this is my face.
Good afternoon.
3. Learn: hair
A: Point to a boy and a girl who has long hair, and ask the students to say the following with teacher.
e.g.
T: (Point to the boy’s hair) Hair, hair. short, short hair.
Ss: Hair, hair. short, short hair.
T: (Point to the girl’s hair) Hair, hair. long, long hair.
Ss: Hair, hair. long, long hair.
B: Play a game; Guess, short hair or long hair
4. Show the story about Alice!
Ps ( say and act ) :
Eye, eye, this is my eye.
…
Read: head
Say one by one.
Ps: (read the rhyme)
Say the rhyme with deskmate.
Say together.
Read : face
read in groups.
Say the sentence.
Follow the teacher.
Guess.
通过顺口的儿歌,使学生在儿歌中巩固所学的新知。
用所学的单词来巩固新知,使学生在说说动动中掌握新词 .
在实际生活场景中运用所学,提高实际运用语言的能力。
用猜一猜的游戏提高学生的学习兴趣 .
Post-task activity
1. Look and read.
2. Look and choose.
3. Listen and choose.
Read
Do
巩固练习从读 , 看图选 , 到听再选 , 层层提升 .
Assignment:
1. Read the new words.
板
书
设
计
2A M2 U3 My hair is short
head
face
hair
教
学
反
思
Oxford English 2A
M 2 U3 (2)
Content
My hair is short
Aims
1.To learn the sentences: My…is/are…
Your…is/are…
2. the usage of formulaic expressions to talk about people.
Language focus
To use the sentences in context.
Teaching aids
Multimedia, sticks, flashcards, etc.
Procedures
Step
Teacher’s activities
Students’ activities
Purpose
Pre-task preparation
4. Greetings:
5. Rhyme.
6. Flash the cards of nose, ear, hair, face, etc. to the students. Then have them repeat with gestures.
T: Nose, nose, my nose.
T: (point to a student’s nose and look at this student) Nose, nose, your nose.
Ask and answer.
Read together.
Ss: (touch their nose) Nose, nose, my nose.
Ss: (point to their classmate’s nose) Nose, nose, your nose.
通过反复的操练来巩固所学的知识。
歌曲能激发学生学习的兴趣。
While-task procedure
4. Learn: My/ Your… is/are…
A: Show some pictures: big mouth and small mouth, big nose and small nose, big head and small head, long hair and short hair
T: (point to teacher’s mouth) My mouth is small. (point to the picture of big mouth)Your mouth is big.
Show the sentence:
My is . Your is .
B: Show some pictures: big eyes and small eyes, big ears and small ears,
T: (point to teacher’s eyes) My eyes are small.(point to the picture of big eyes)Your eyes are big.
Show the sentence:
My are .
Your are .
C:T-S1
My is . Your is .
My are . Your are .
D: Show a flash:p23
Show some key words.
T: Look, my is/are . Your is/are .
S1: My is/are .
T: No, your is/are not .
2.Show a flash: Giant and Supergirl
I’m Giant, Big and tall. My head is big. And my hair is short. My mouth and eyes are big….
A; Read the paragraphs.
B: Have the students talk about Giant and Supergirl.
T: ’m Giant, Big and tall. My head is big. And my hair is short. My mouth and eyes are big.
Ss: You are Giant, Big and tall. Your head is big. And Your hair is short. Your mouth and eyes are big.
Look and listen.
Follow the teacher.
Make a new sentence.
…
Follow the teacher.
Make a new sentence.
S-S
Work in pairs.
Work in pairs.
Repeat.
T-Ss
S1-S2
各种有趣可爱的卡通,激起学生说的欲望。
给学生一定的空间,自由发挥。
给学生一组组 Key words. 让学生逐步逐步地进行对话。学生也在老师的帮助下体验到了创造的快乐。
在教学中,充分运用多媒体,能更好地帮助学生理解内容。同时也能符合低年级学生的性格特点。
Post-task activity
1. Listen to the recording for “look and say”p22 and “play a game’p24.
2. Give some picture cards. Have them play the game themselves.
Read.
Play the game.
通过游戏巩固,学生乐于参与,事办功倍。
Assignment:
1. Read the book of page 22,23,24
2. Complete Task ‘Introduce myself ‘ on Workbook page 25.
通过介绍自己巩固课堂的知识的同时也是对课堂知识的延伸。
板
书
设
计
M2 U3 My hair is short
My…is/are…
Your…is/are…
教
学
反
思
Oxford English 2A
M2U3 (3)
Content
My hair is short ( Learn the letters )
Aims
1. To read and write the letters Kk and Ll
Language focus
Identifying the letters Kk and Ll by listening to the pronunciation.
Teaching aids
multimedia, sticks, etc.
Procedures
Step
Teacher’s activities
Students’ activities
Purpose
Pre-task preparation
1. Rhyme for Ii and Jj
2. Daily talk
e.g. Your eyes are small.
3. Please introduce yourself.
4.Song :ABC
1. Say the rhyme
2. Say or do something the teacher asks.
3. Sing the song
活跃课堂气氛,为新课教学打下基础。
While-task procedure
1. Play a game
( Show a letter card, have a student read the letter and say a word including that letter; and have the students sitting in front of and behind S1 say the corresponding letters and words )
2.Learn:Kk
A: Show the letter card: Kk
To elicit: Kk
B:T: Which words have this letter?
C: rhyme: Kk, k for kite.
Kk, k for Kitty.
D: Copy the letters(workbook p24(Kk)
3.Learn: Ll
A: Show the letter card: Ll
To elicit: Ll
B:T: Which words have this letter?
C: rhyme: Ll, l for lion.
Ll l for like.
D: Copy the letters(workbook p24(Ll)
Play the game
T: (show letter “B”)
S1: B, B, Bag.
S2 (the student sitting in front of S1): A, A, Apple.
S3 (sitting behind S1): C, C, Cat.
Read the letter.
Say: Kk, kite
Kk, Kitty
Kk, cake
Say the rhyme.
Write the letter.
Read the letter.
Say: Ll, lion
Ll, like
Ll, lemen
Say the rhyme.
Write the letter.
在游戏中巩固,重新燃起学生的求知欲望。
通过说出含有 K 的不同单词,使学生从形上认识 K
通过书写,使学生知道大小 K 的区别。
Post-task activity
1. Show the rhyme:P25
2. Fill in the blank
pple ite ion
(1)a (2) k (3)l (4)j
3. Do the exercises on Work Book
Read the rhyme.
Do the exercises
Do the exercises on Work Book
板
书
设
计
Kk kite Kitty…
Ll lion like…
教
学
反
思
Oxford English 2A
M1 Revision (1)
Content
2A Module1 Revision (1)
Aims
1. To begin an interaction by greeting someone politely;
2. To use modeled phrases to maintain an interaction;
3. To use modeled phrases to communicate with other students.
Language focus
1. The usage of formulaic expressions to greet people and make farewell;
2. The usage of common pattern to respond to people’s greetings;
3. The usage of key patterns and adjectives to describe people;
4. The usage of key patterns and adjectives to describe oneself.
5. Review the letters: Aa → Ff
Procedures
Step
Teacher’s activity
Students’ activities
Purpose
Pre-task preparation
Sing a song.
Sing and enjoy the song.
《 How are you ? 》
通过师生一起唱富有韵律的优美的英语歌曲,让学生在唱唱,动动之中感知英语的优美,把他们带入英语的氛围。
While-task procedure
1. Say a chant.
2. Show some pictures and match the words.
Students try to say the chant.
Students try to say something with the pictures.
morning ,afternoon ,evening ,night
big, small , fat , thin , tall, short
one , two , three , …
1.
在儿歌中帮学生复习本单元的一些知识点,有关形容词的,也有关数字的一些儿歌,唤起学生对本单元知识的记忆。
通过看图片,快速地进行辨别,进一步帮学生牢固掌握本单元的一些单词。
3. Make a short dialogue.
4 . Introduce oneself
.
5.Review the letters : Aa →Ff
A: Good morning / afternoon / evening / night.
B: Good morning / afternoon / evening / night.
A: How are you?
B: I’m fine / Very well / Just so-so /…
Hi , I’m …
I’m big / small / fat / thin / tall / short …
I can…
2. Read the letters.
3. Write the letters.
通过编小对话的复习让学生感知英语的氛围,形成用英语表达的习惯,同时联系学生实际进行训练,达到学以致用的目的,同时,培养合作能力。
通过学生自我介绍,将新旧知识进行综合运用,培养学生的英语表达能力。
能够熟练读出字母,并在四线三格中熟练书写字母。
Post-task activity
Draw or stick your Photograph and talk about yourself.
1. Draw my face.
2. Introduce myself.
This is me.
I’m a …(boy / girl )
I’m … (six /seven / eight )
I’m … (tall / short / fat / thin / big / small…)
I’m …
I can …
Assignment
1. Listen to the tape
2. Make a dialogue and try to say.
板
书
设
计
This is me.
I’m a …
I’m … (six /seven / eight )
I’m … (tall / short / fat / thin / big / small…)
I’m …
I can … …
教
学
反
思
Oxford English 2A
M1 Revision (2)
Content
2A Module1 Revision (2)
Aims
1.To use modeled phrases to maintain an interaction;
2.To use modeled phrases to communicate with other students;
3. To understanding a common pattern for self-introduction .
Language focus
1.The usage of formulaic expressions to greet people and make farewell;
2.The usage of common pattern to respond to people’s greetings;
3.The usage of key patterns and adjectives to describe people;
4.Indentifying key words by listening to the pronunciation .
5.Review the letters: Aa →Ff
Procedures
Step
Teacher’s activity
Students’ activities
Purpose
Pre-task preparation
1. Greetings .
2. Say two rhymes.
T asks Ps answer one by one.
1. 26 letters.
2. one →ten .
通过师生问答调节学习气氛的同时复习本课时的知识。
通过师生一起唱富有韵律的优美的英语儿歌,让学生在唱唱,动动之中感知英语的优美,把他们迅速带入英语的意境之中。
While-task procedure
1. Say a chant.
2. Show some pictures and match the words.
Pupils try to say the chant.
《 you and I . 》
Students try to say something with the pictures.
big, small , fat , thin , tall, short
one , two , three , …
This is Peter / Alice …
在 chant 中帮学生复习本单元的一些知识点,有关形容词的,也有关数字的一些儿歌,通过介绍 you and I 将知识放在意境中复习。
通过看图片,快速地做出反应,进一步帮学生牢固掌握本单元的一些单词。
3. Make a short dialogue.
4 . Play a guessing game .:
Who am I?
5.Review the letters : Aa →Ff
A: How are you?
B: I’m fine / Very well / Just so-so /…
A: Are you a… (boy / girl )?
B: Yes , I’m … / No , I’m …
A: Are you … (seven / eight …)?
B: Yes , I’m … / No , I’m …
You ’ re a …(boy / girl )
You ’ re … (tall / short … )
You ’ re …
1. Read the letters.
2. Write the letters.
让学生在彼此的交流和互动中学习英语知识,并及时将知识转化为技能。
通过游戏,进一步复习第二人称的表达方法,锻练学生的口头表达能力。同时,辨别和第一人称的不同表达方式。
能够熟练读出字母,并在四线三格中熟练书写字母。
Post-task activity
Talk about your deskmate/ friend.
You.’ re …
You’re a boy / girl.
You’re …
You can …
Assignment
To introduce one friend to your parents.
To be friendly with your classmates and friends.
板
书
设
计
You.’ re …
You’re a boy / girl.
You’re …
You can …
教
学
反
思
Oxford English 2A
M2 Revision (1)
Content
M2 Revision (Period 1)
Aims
1 .巩固三大类单词:动作( run 等)、物主代词( my 等)、形容词( old 等)、人体器官( head 等)。
2 .在学习和生活中能用 I/He/She can … 及一般疑问句和特殊疑问句。 He/She/This is … 及一般疑问句。 My/Your…is/are… 等学过的句型说话。
3 . 通过学习和巩固调动学生的学习积极型,提高学生的说话能力。
Language focus
巩固单词
Teaching aids
cassette, card, etc
Procedures
Step
Teacher’s activity
Students’ activities
Purpose
Pre-task preparation
Warming up
1. Greetings.
2. Sing a song.
3. Daily talk.
e.g. Look! What’s this?
Is this a …?
······
通过歌曲营造英语学习氛围。让学生在轻松的语言环境中进行交流。
While-task procedure
1. Review: Who’s…?
Is he/she…?
a).Show the photo of Alice’s family. Ask one pupil to be Alice, then introduce her family members.
b).Look at the photo and ask some questions to Alice.
2. Review: What can…?
Can you/he/she…?
a).Game: Hold the word cards in your hands. Flash each cards in turn to the students. Ask them to make a sentence using the idea from each card as quickly as they can.
e.g. T; (Show a word card of run)
S1: Kitty can run.
S2: Father can ride.
b).Word revision
c).Rhymes
d). Ask the students to listen and match.
e). Ask the students to work in pairs.
3. Review: My…is/are…
Your…is/are…
Game: Listen and guess.
1.
a).Introduce:
This is my …
He/She is…
b).Look and ask :
Who is…?
Is he/she...?
a).Play a game and make the sentence.
b). Put the same words together.
c). Look and say the rhymes.
d). Listen and match.
e). Work in pairs.
Can you …?
Can he/she…?
3.
Guess: Who am I?
p1:I’m …
My…is/are…
Who am I?
P2: Your…is/are…
You’re…
通过人物扮演介绍来巩固称呼和形容词类单词,在句型中运用。同时也训练了句型。
通过游戏方式激发学生兴趣,从而巩固所学单词句型。
儿歌轻快的节奏能激发学生的兴趣,同时巩固所学单词。
词句结合
通过对照片人物的介绍,他们的能力,最后让他们通过人物的特征来猜猜是谁,把单元内容串起来。
Post-task activity
1). Do a survey.
Ask your friends or classmates
Name
Age
Swim
Sing
Dance
Skip
draw
2). Talk about your friends or classmates
3).Draw and talk about your friend
1). Do a survey.
Ask your friends or classmates
How old are you?
Can you…?
2).Talk about your friends or classmates
e.g.
This is…
He/she is my friend. He/she is…
He/she can…
3).Draw and talk about your friend
P: Look, you are a …
You’re…(tall/short)
Your head is …
Your hair is…
Your…is/are…
通过调查,汇报的方式,巩固
本单元的知识。
通过调查和观察,学生画画朋友,说说朋友,得到综合运用的目的。
Assignment
1. Listen to the tape
2. Do some exercises
板
书
设
计
教
学
反
思
Oxford English 2A
M2 Revision (2)
Content
M2 Revision (Period 2)
Aims
1 .巩固三大类单词:动作( run 等)、物主代词( my 等)、形容词( old 等)、人体器官( head 等)。
2 .在学习和生活中能用 I/He/She can … 及一般疑问句和特殊疑问句。 He/She/This is … 及一般疑问句。 My/Your…is/are… 等学过的句型说话。
3 . 通过学习和巩固调动学生的学习积极型,提高学生的说话能力。
4. 巩固复习字母 Gg-Ll
Language focus
巩固句型和字母
Teaching aids
Cassette, cards, etc
Procedures
Step
Teachers’ activity
Students’ activities
Purpose
Pre-task preparation
Warming up
1. Greetings.
2. Quick response
3. Talk about your friends or classmates
e.g.
This is…
He/she is my friend.
He/she is…
He/she can…
通过快速反应,巩固常用句型
利用上一课时的调查,学生说说朋友得到复习巩固的目的。
While-task procedure
1 . Chant.
2. Game.
3. Introduce yourself
4. Look and talk about your classmates or friend.
5. Free talk
Say something about your family.
1. Ask the students to chant.
e.g. What can you do?
What can you do?
I can run.
I can run.
Can you write?
Can you write?
Yes, I can .I can write.
Can you write?
Can you write?
No, I can’t. I can read.
Then make new chants.
2. Show the picture of your family members. Ask the students to guess who they are.
e.g. T: She is ... She can ... Who is she?
S: She’s……
Work in pairs.
3. Introduce yourself.
I’m …
I can…
My …is/are…
4. Look and talk
P1:I’m …I can… My …is/are…
P2: You’re… You can… Your…is/are…
Show a photo of one’s family. Ask some questions to him/her. Who is he/she? Is he/she…? Can he/she…? What can he/she do? How old are you? Are you…?Can you…?
学生说说唱唱反复操练句型,在唱唱说说中巩固句型。
通过游戏巩固所学句型。同时激发学生学习英语的兴趣。
通过说自己,说同学朋友,说家人,逐步把所学知识串起来,得到自由运用的目的。
Post-task activity
1).Read and write
2). Read and match
3).Read and choose
4). Read and judge.
1).Read and write the letters
2). Read and match the letters.
3).Read and choose the correct words.
4). Read the passage and judge.
字母的教学是二年级主要的一关,正确认读和书写很重要。
适当的练习有助于学生对知识的理解。
Assignment
1. Listen to the tape
2. Do some exercises
板
书
设
计
教
学
反
思
Oxford English 2A
M3U1 (1)
Content
2AM3U1(Period 1)
Aims
1. The usage of nouns to identify objects in the playground: slide, swing, seesaw
2. To use the wh-question to create new dialogues: What’s this/that? What do you like? What can you do? What colour is it? ...
Language focus
The usage of the key words in context, e.g. slide, swing, seesaw
Teaching aids
media, mask, cards, etc.
Procedures
Step
Teacher’s activities
Students’ activities
Purpose
Pre-task preparation
1. sing a song
2. say a rhyme
Thin boy ,fat boy,
one and two.
Thin boy ,fat boy,
I see you.
3. Quick response.
1. sing a song :skip a rope
2 . say a rhyme
3. Quick response.
用歌曲唤起学生对已经学过的关于运动的知识的回忆,为接下来的新授做好铺垫。
While-task procedure
1. Teach : slide
1) Show a picture about the children’s playground.
And ask some questions
: What can you do? / What do you like ?/
What’s this/that ?
What colour is it?
2 ) show the picture about slide
a. Listen the media
b. Follow me
c. Read
3 ) say a rhyme
Slide, slide, orange slide.
Slide, slide, I love you.
2 Teach :swing
1) Show a flash and ask and answer: What’s this?
Yes, it’s swing. What colour is it?
2) Listen fist
3) Read it follow me
4) Ask students read by themselves.
5) guessing game
swi
swi
6) Say a chant
Blue swing, red swing,
One and two.
Blue swing, red swing,
I see you.
3. Teach :seesaw
1) Play a flash then ask::
What’s this?
Yes, it’s a seesaw. Do you like the seesaw?
2) Read it follow me
3) Ask students read by themselves.
4) Ask and answer
T: What can you do?
S: I can play the seesaw/…
5) Say a rhyme
Thin boy ,fat boy,
one and two.
Thin boy ,fat boy,
I see you.
Thin boy up,
Fat boy down.
You like to play,
Up and down.
1) Ss: I can ….
I like…
This/That is…
It’s…
2) i-i-slide
a. listen carefully
b. follow the teacher
c. boys-girls, groups
3) learn and create a new rhyme:
Slide, slide, ____slide.
Slide, slide, I like you.
2. i-|i|-swing
1)look and say
It’s swing.
It’s green.
2) Listen carefully
3) Follow the teacher
4) One by one
Group by group
5) Play a game
6) Learn and create a
new chant
____ swing, ___ swing,
One and two.
___ swing, ___swing,
I see you.
3. ee-ee-seesaw
1) Students can answer.
It’s …
Yes, I like the seesaw.
2) follow the teacher
3)little train
4) a. T-S
b.S1-S2
5) try to say and act out
创设一个 playground 的场景,在情境中寻找要学习的新知,引起学生的共鸣,激发学习英语的兴趣。
简单但朗朗上口的韵律帮助学生记忆新单词,并根据不断变化的图片创作新儿歌。
先要听仔细,在跟读,逐层推进。
猜谜游戏帮助学生分辨音形意相似的单词
用问答的方式来操练,模拟情景,巩固单词
Post-task activity
1. Listen and choose. e.g.
I like the …?
What dose Alice like?
2. Look and say.
3.Pair work
S1:What’s This ?
S2:It’s a …
S1: What can you do ?
S2:I can play …
S1: What colour is it?
S2:It’s …
1. Listen the media and choose the right one.
2. Look and say.
3. Act out the dialogue.
通过听对话来完成答案的选择,培养学生收集,分析整理有效信息的能力。
homework
Have the students complete Part A Listen and judge on workbookP26
板
书
设
计
2AM3U1
slide
swing
seesaw
教
学
反
思
Oxford English 2A
M3U1 (2)
Content
2AM3 U1
Aims
1. To understand the meaning of wh-question:
e.g.-What can you see? -I can see…
2. To use some else question: e.g. What can you …? / What colour is it?
Language focus
The usage of wh-question to find out specific information about something, e.g. What can you see ? -I can see…
Teaching aids
media, mask, cards, etc.
Procedures
Step
Teacher’s activities
Students’ activities
Purpose
Pre-task preparation
1. Look and say.
2. Quick response.
3 . Say a rhyme
1. Look and say.
1. Quick response
3. say a rhyme.
看卡片说单词,以及快速应答让学生对前一课时的内容进行适当的复习和回顾。
While-task procedure
1. Teach: What can you see?
1) Play the media
Oink-oink-
T: What can you hear?
What can you see?
2) Read it Follow me
3) Ask students read
4) Say a chant:
See ,see,
What can you see?
5) Ask students to make a new one
__, __, what can you __?
6) Show a picture about the children’s playground.
T: I can see…
2. Teach: I can see…
1) Read the sentence follow me
2) Little train
3) Pair work
T-S
4) Look and say
5) Say and act e.g.
T: Moo-moo-
S1: What can you hear?
S2: I can hear a cow.
T: Show a picture about swing
S1: What can you see?
S2: I can see a swing.
S1: What colour is it?
S2.It’s …
S1: What can you do?
T: I can play a swing.
1. Enjoy it
1) Answer
S: I can hear a pig.
S: I can see a slide.
2) Follow the teacher and act out
3) One by one, G-G,
4) Try to say the chant
5) Look the pictures and create a new chant:
e.g.
Do, do, what can you do?
Hear, hear, what can you hear?
6) S: What can you see?
2. Learn the sentence
1) Read it follow the teacher
2) One by one
3) Ask and answer
S1-S2
4) Make a dialogue.
S1-S2
5) Try to say
Group work
S1-S2-S3
What can you …?
I can …
What colour is it ?
It’s …
延续上节课 playground 的场景,用小动物玩游戏来穿插复习句型,引出新授句型
用儿歌巩固新知,反复操练
用对话的形式来操练,增强了趣味性。
设置的一段表演对话需要小组合作完成,活跃了课堂气氛,也整体的梳理了 what can you …? 的句型。
Post-task activity
1. Listen and choose.
2. Guessing game
3. Act out the dialogue.
1. Listen and choose.
2. Play the game.
e.g. What can you … ?
I can …
让小朋友在听一听、选一选、读一读、演一演中加强对本课的巩固。
Assignment
Can talk with others use the dialogues.
板
书
设
计
2AM3U1
What can you see?
I can see …
What can you …?
I can …
教学反思
Oxford English 2A
M3U1 (3)
Content
2AM3 U1 (Period 3)
Aims
Learn the letters Mm and and Nn.
Learn the new words :mouse, net
Language focus
The pronunciation and writing of the letters Mm, Nn.
Teaching aids
media, cards, pictures, etc.
Procedures
Step
Teacher’s activities
Students’ activities
Purpose
Pre-task preparation
1.Listen and enjoy
2.show the pictures
3. Quick response:
1.Say a rhyme
2.read the words
3. What can you …?
I can…
用上节课学会的儿歌作热身,激发兴趣。
While-task procedure
1.Teach:mouce
1)Show the pictures and ask: What’s this?
2)read it follow me.
3)have students to read by themselves.
4) say a chant
2. Show the same words and the letter: Mm
1)play the record
2)read the letter
3)show some words then read these words like this: m-m-____
4)learn to write: Mm
3.Teach:net
1) Look and ask:
T: What’s this?
2) Play the media
3) Read it follow me.
4) Little train
4. Teach: Nn
1) Show the pictures and ask: Who is she? \What’s this?
2) Show the same words and the letter: Nn
3) Read the letter
4) Learn to write: Nn
5) Ask and answer
T: What can you see?
S: can see the letter __.
1) See and say:
It’s a mouse.
2) Read it. m-m-mouse
3) One by one / boys-girls
4) Try to say a chant
2.learn the letter Mm
1) Listen and learn.
2) Read
3) Ask some students to seek out the letter Mm from these words.
4) Try to write
2.n-n-net
1) S: It’s a net.
2) Follow the TV
3) Follow the teacher
4) Little train
4. Learn the letter: Nn
1) Look and answer
2) Ask some students to seek out the letter Nn from these words.
3) Follow the teacher
4) Try to write
5) Do pair works
T-S
S-S
先进行单词教学,由熟悉的单词顺利引出字母
从单词着手,在单词中学习字母,使学生初步感受到单词的结构以及发音的规律。
通过问答巩固了旧知,复习了字母。
Post-task activity
1. Listen and enjoy
Student’s book P29
2. Missing game: Aa- Nn
3. Look and choose
1. Listen and learn
Try to say.
2. Play the game
3. Choose the right letters.
一段押韵的儿歌帮助学生记忆字母和发音规律。看图填字母也让学生很好的熟悉了单词的构成。
homework
Have the students complete Part C and D on workbookP28
板
书
设
计
2AM3U1
Mm Nn
mouse net
man night
教
学
反
思
Oxford English 2A
M3 U2 ( 1 )
Content
2A M3U 2 In my classroom (period 1)
Aims
1. To learn the words: bag, box, desk, chair
2. To understanding in/on to identify the positions.
Language focus
1. The usage of the key words in the context: bag, box, desk, chair
2. The usage of the prepositions to identify positions.
Teaching aids
Media, cards, pictures, etc.
Procedures
Step
Teacher’s activities
Students’ activities
Purpose
Pre-task preparation
1. Show some rhymes.
2. Daily talk.
3. Show a picture of a classroom and ask some questions.
1. Say the rhymes.
2. Talk with the teacher.
3. Observe and answer.
复习所学的儿歌,营造融恰的英语气氛。
通过师生间的问候,增进师生友谊。
展示情景,引入新授。
While-task procedure
1. Teach: desk
(1)T : What can you see in the classroom?
T: Can you see a desk?
(2)Say the word.
(3)Say the chant: desk, desk; in the desk.
2.Teach: box
(1)T: Look! What’s