【小学 二年级英语】上海版沪教版牛津英语2A
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牛津2A Unit 1 Where I Live
Teaching aids:
A. Words : letters Aa --Bb , bin , park , road , building , Shanghai B. 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--6
2. Cassette 1A and a cassette player
3. Wallcharts
4. Photograph page 1
5. Alphabet Cards
Teaching times:
5 times
Learning targets:
A. Basic aims:
1. Be able to identify the letters Aa -- Bb
2. Be able to give simple instructions
3. Be able to use the simple present tense to indicate facts 4. Be able to "point to your home"
5. Read the rhyme
B. 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 objects 2. Using the simple present tense to express interests and preferences 3. Learning the words: bin , park , road , building , Shanghai
Period 1
Teaching focus:
Using imperatives to give simple instructions
Using the definite article to refer to specific classroom objects
Teaching steps:
Students Teaching Teaching Media
activities activities starlegry
Pre-task
preparation:
A: Point to a desk
and say ' dsek '. coaching point to their own Encourage the class desk and say 'desk' to point to their own
desk and say ' desk '
B: Gesture with arm
to indicate the
classroom and say students to follow : 'This is a classroom. 'This is a We are in the classroom. We are classroom now. ' in the classroom (Say the word now. ' 'classroom' slowly coaching
and encourage
students to follow)
C: T :'Our classroom
is nice. We must Show 'Let's act'
help to keep it clean.'
While-task
procedure
A: T say 'Clean the
desk.' And wipe a
desk with a rag Look
B: Invite a more able
student to come to
the front. Give the
rag to him/her and coaching
say 'Clean the desk, Performs the action please. ' and repeats the command
C: Invite more able
student to come to
the front. Let the
more able student
The student give the command cooperative performs the action and others do the learning
action.
(Repeat with several
groups of students.)
D: Clean the
classroom by
sweeping the floor. The student Let the more able performs the action. student to come up
and say the
command ' Sweep
the floor, please. '
(Repeat step 3)
E: Open the book to
page 2. Play the book
cassette tape. Let
the students listen to
the instructions cassette
'Clean the desk,
please.' and ' Sweep The students repeat the floor, please. ' and mime the Ask students to actions. repeat and mime the
actions.
Post-task
activities
A: Divide students
into pair. Have one One student give student give the the commands and commands and the the other mime the other mime the actions. actions. Then let Change roles them change roles.
cooperative
B: Invite pairs of learning
students to act out Look the dialogue to the Vote for the best class. pair
Workbook Homework
Read the ' Let' act '
after the cassette
Period 2
Teaching focus:
Using the simple present tense to indicate facts
Using the simple present tense to express interests and preferences
Teaching steps:
Students Teaching Teaching Media
activities activities starlegry
Pre-task
preparation:
A: Ask the students
Where do you all coaching Show a picture
Say the word ' live ? of Shanghai Shanghai ' Show a picture of
Shanghai
(Say the word '
Shanghai ' slowly)
T: That ' s right . We
all live in Shanghai .
Shanghai is our
home .
While-task
procedure
A: Put up the
wallchart for page 3. Look and listen Tell a story Wallchart for
something like this : page 3
Sam and his father
went for a walk on
Sunday. After a while
they sat down to rest
and watched the
ferries go by. They
could see the
Oriental Pearl Tower
and a lot of tall
buildings. Can you
recongnize any?
Sitting on the bench coaching
next to them were
some tourists(a
woman and her
son). The boy asked
Sam where he lived
and Sam replied ' I
live in Shanghai.'
The boy said ' I love
Shanghai.' Sam was
pleased. Children,
do you love
Shanghai? If you do,
you must help to
keep it clean. Do not
litter. Throw all
rubbish into the bin.
Can you find a bin in
this picture?
(Point to it)
B: Ask questions The students talk such as the about and answer following: the questions , Where does cooperative
Sam live? learning
, Where do you
live?
, Dose Sam love
Shanghai?
, Do you love
Shanghai?
, What is
this?(point to a
bin and a
building
respectively)
C: Hold up a
stamped envelope
and say ' My friend
in Canada sent this
to me. She had to
write ' Shanghai ' on
it because Ilive in The students to Shanghai. copy ' I live in Say ' I live in Shanghai. ' Shanghai. ' and ask
students to copy
you.
D: Hug a toy bear
and say ' This is my modeling
bear. Her name is a toy bear The students repeat Sally. I love Sally. ' ' I love Sally. '
Show the picture of Repeat Shanghai again.
Get student to say Hug it and say ' I after love Shanghai. '
E: Open the
student's book to The students look at page 3. Play the the book and listen cassette tape to let to the tape students hear the book
correct
pronunciation of the
words and cassette
sentences. Then ask
indicidual students
to say 'I live in
Shanghai. ' and ' I
love Shanghai. '
Post-task
activities
A: Give each Draw a picture of white drawing
the place they live student a sheet of paper. in. white drawing paper.
Ask them to draw a
picture of the place modeling say something they live in. about pictures by
B: Ask students to using the sentences ' I live in …, say something about
I love … ' their pictures by cooperative Talk about using the sentences learning
' I live in …,
I love … '
Consolidation
, Look, listen
and tick the Workbook page 2
correct Explain the
sentence. Workbook page 2 , Listen and Workbook
draw.
Homework
Read the 'Let 's talk
' after the cassette
Period 3
Teaching focus:
Using nouns to identify object Using proper nouns to refer to places
Teaching steps:
Students Teaching Teaching Media
activities activities starlegry
Pre-task
preparation:
A: Put up the
wallchart for page 3. coaching Put up the
Ask the students to wallchart
say something about The students to say the picture by using something about the sentences they the picture have learned in the
previous lesson: ‘ I I live in …'a live in …’a I love …’ I love …’
While-task
procedure
A: Still referring to
Look and answer: the wallchart. ' building ' T: What you can see
in the picture ? Wallchart for
Introduce the word page 4
‘ building ‘
Hold up the picture
card for ‘ building
‘ and say ‘ building ‘ The students to (Ask the students to repeat repeat)
B: T: ‘ What things
do you sometimes
see lying on the
pavement? ‘
coaching
Show examples of
rubbish that people Look , think, talk throw away – soft about and answer drink cans, plastic the questions . bags, food cooperative
wrappers, etc. learning
T : ‘ How do they
there? Dose it
make Shanghai look
beautiful? What
should we always do
with our rubbish? ‘ The students to Show a toy bin and repeat. say ‘ bin’ slowly.
(Ask students to
repeat. )
modeling
C: Show the pictures the picture and
of a park and a road. word cards
T : do you often go to Look , think and the park? answer the To elicit the new questions . words ‘ park ‘ and
‘road ‘.
Say the words
slowly. The students to (Ask the students to
repeat. repeat.)
D: Put up the picture
and word cards on
the board in random
order. Then the picture and
re-arrange them by word cards
putting the word
cards below their
corresponding
picture cards, as
shown in their the students read Student’ s Books. the words Read the words with
the students.
Open the book to book
E: Play the cassette page 4. cassette tape.
tape. Students listen and repeat. Ask the students to
point to each picture the students to point as the word is being to each picture as read out. the word is being read out.
F: Show students
the picture cards for
‘ apple’ and say
Apple begins with
the sound ‘ a ‘ .
Show the word card The students look at for ‘ apple’ and say the letters and listen ‘ A …’ letter ' A a ' ' B
to the tape Apple’ .(Repeat) b '
Show alphabet
cards ‘ A ‘ and ‘ a ‘ .
Have students
compare the capital
letter ‘ a ‘ . Do the
same with ‘ B b…
Bird ‘ .
Play the tape for
students to follow in
their books. book Post-task
activities
modeling students have just cassette
A: Say something learned s1: I see a bin. about the wallchart, S2: That' s a using the new words building. e.g. : I see …
That’ s …
Homework
Workbook page 3: , Colour the Workbook
word in the Workbook page 3
puzzle. Explain the , Trace the Workbook page 3
letters.
Read the ' let' s
learn ' after the
cassette
Period 4
Teaching focus:
Asking ' Wh-' questions to find out various kinds of specific information about a person
Using the simple persent tense to express truth
Using the simple persent tense to express interests and preferences
Teaching steps:
Students Teaching Teaching Media
activities activities starlegry
Pre-task
preparation:
A: T: Yesterday we
learned some new coaching Put up the
words. Do you wallchart
remember what they The students to say are? something about Put up the picture the picture cards for ' bin, park,
road , building, and the picture cards
Shanghai ' . for ' bin, park,
Hold up the word road , building,
cards. and Shanghai ' .
Ask individual
students to come up,
take one, and put it students to come up under the the word cards. take one, and put it corresponding under the picture. Continue corresponding until all cards have picture. been matched. Then
remove the pictures
but leave the word
cards. Ask various
students to come up
and get the word
that you say.
While-task
procedure
A: Put up a simple a simple map of
map of Shanghai. Shanghai.
T : Where do you coaching
live?
Point to the area you
live in and say I live The students in (name of the answer : I live in area). I love (name cooperative Shanghai of the area). learning
repeat
B: Play a game with
the students. modeling
Invite a more able
student to come to Play a game the front. a more able student Ask him/her to point a simple map of
to come to the front. to the area he/she Shanghai
lives in on the map point to the area he and use the lives in on the map structures I lives cooperative and use the in … learning structures I lives I love … in … To answer the I love … question Where do to answer the you live? question
C: Open the Student'
s Book to page 5. the Student' s
Open the Student' s Check that the Book Book to page 5. students know all the
places on the map,
such as Lu Xun
Park. Shanghai
Railway Station. Yu modeling
Garden… Look , think, talk Ask individual about and answer students Where do the questions . you live? To elicit
various answers.
Encourage them to
use the structure I
love …
D: Divide students
into groups of four,
Have one student The students into ask the question ' groups of four, Where do you live?' the Student' s
one student ask the and the other three cooperative Book question ' Where do answer it. Then let learning you live?' them change roles. the other three answer it. (change roles.)
E: Invite groups of The students to students to act out come to the front the dialogue to the and act class.
The students to repeat.
Homework
, Workbook Workbook page 4
page 4: Explain the Workbook Listen and draw the Workbook page 3 lines to find where they live. , Read the ' let' s
play ' after the
cassette.
Period 5
Teaching focus:
Using the simple persent tense to express interests and preferences
Teaching steps:
Students Teaching Teaching Media
activities activities starlegry
Pre-task
preparation:
A: Flash the picture
cards and word the picture cards
cards for ' bin , for ' bin, park,
building, park, road road , building,
The students look at and Shanghai ' to and Shanghai ' . the picture and read check that students the words remember the
words.
the word cards.
B: Ask various
students to point to The students look at each picture and say the picture and say ' ' This is … This is …
While-task
procedure
A: Invite some
students to clean the
classroom with you.
Put rubbish into a
toy bin you have
brought to class. The students T : ' We use the bin answer follow and every day. We keep repeat Shanghai clean
every day.
The students open coaching
B: Get students to the Student' s Book to page 6. open the Student' s Play a game Book to page 6. the Student' s
Discuss where Sam Discuss with Book and May live and students where Sam cooperative what they are doing and May live and learning now. what they are doing
now.
Two students come
C: Invite two to the front modeling
students to be Sam
and Mary putting
rubbish into the bin. The Student read the Student' s
D: Read the rhyme the rhyme slowly Book line by line. slowly line by line.
Practise saying both
verses.
E: Explain the words Look and listen and phrases ' use,
every day ' and
'keep it clean' in
student' s mother
tongue.
F: Play the cassette the Student' s
The students follow for the rhyme. Book and read the rhyme.
cassette The students read cooperative the rhyme in pair learning
G: Invite pairs of The students to students to act out come to the front the rhyme to the and act class.
Post-task
activity
The students Have pairs of practise saying a students practise modeling new rhyme saying a new rhyme
substituting ' Practise in pair Shanghai ' with ' cooperative
Beijing' or ' learning
Guangzhou' . The students read Invite pairs to say the new rhyme their rhymes to the
class.
Homework
, Read the ' let' s
enjoy ‘ after the modeling
cassette.
, Make a new
rhyme
Unit 4 Going about Teaching designing:
Teaching aids:
A. Words: letters Gg—Hh, plane, ferry, train, taxi, car, bus, van.
B. Structures: Get ……How do you go to……
C. Functions: Give simple instructions; Using connectives to add information
Material:
1. Student’s Book 2A page 17-21
2. Cassette 1A and a cassette player
3. Wall charts
4. Photograph page 14
5. Alphabet Cards
Teaching times:
5 times
Learning targets:
A. Basic aims:
1. Be able to identify the letters Gg--Hh
2. Be able to give simple instructions
3. Be able to introduce oneself using I’m.
4. Be able to write the sentence Hello, I’m
.
5. Sing a song.
B. Further aims:
1. Using more information to introduce oneself
2. The sorts of the alphabet
Language focus:
1. Using imperatives to give simple instructions 2. Asking How questions to find out means and Using prepositions to indicate meas
3. Learning the words: plane……
Period 1
Teaching focus:
Using imperative to give simple instructions
Teaching steps:
Students Teaching Teaching Media
activities activities
I. Pre-task A Revise all the preparation: commands taught in The students the previous units. listen to the Say the commands teacher and act and ask students.
B Show a toy bus
and a toy car. T: Do
you often see them
on the road? Do you The students copy go to school by bus?
teacher Say the words ‘bus’
and ‘car’ clearly.
II. While-task procedure: Practise with more A Put two chairs in coaching students. a line. Ask student
to sit in the front
chair and act as a
car driver. Pretend
to get in the car by
bending over and
sitting in the back
chair. T: Get in the
Practise with car.
more students. The students act B Invite individual Scaffolding and
students to act as fading
passengers. Say the
command and ask
them to perform
the scene. Make
sure students
understand the
command ‘Get in the
car’. A small group of C Have a small students line up in group of students front as if they line up in front as if are ready to get they are ready to off the bus. get off the bus.
Say ’Get off the
and prompt bus’
them to walk off
one by one. Repeat D Repeat step C
with more groups of
students. Ask them
to repeat the
command after you
while doing the
action. Students listen E Open the cassette and follow in the student’s book to
books. page 17. Play the
cassette tape to
drill the correct
pronunciation.
III. Post-task
Teach the other
two commands to do
with cars and
buses;
Get out of the car.
Get on the bus.
Period 2
Teaching focus:
Asking How questions to find out mean
Using prepositions to indicate means
Using formulaic expressions to take leave
Teaching steps:
Students Teaching Teaching Media
activities activities
Pre-task A Revise the
preparation commands to do
The students mime with transport
the actions as they which students
listen to the learned in the
commands previous lesson.
Have students
repeat cach
command as they
perform the action.
Picture The students B Show some
answer the pictures of
teacher’s question different types of
transport. Teacher
asks How do you
come to school? Do
you sometimes go
by bus, by van or by
taxi?
While-task
procedure
The students A Put up the Coaching
Picture listen the story. wallchart for page
18. Tell a story.
The students B Ask questions for
page 18 of answer the
teacher’s question teacher’s book.
C Explain the
expression ‘I go
by giving an to …by…’
The students copy example of how you
teacher. yourself travel to
school. Repeat and
let students copy
you.
Look, listen and D Wave your hand Coaching
copy teacher. at students and
pretend to leave
the classroom,
saying ’Goodbye. ’
Encourage students
to wave their hands
and repeat
‘Goodbye’
E Play the cassette
The students open tape to let students Cassette the book to page hear the correct 18 and read pronunciation of
the expressions.
Get students to
repeat after the
tape.
Post-task
activities The students A Ask a few
answer the students to tell the
question. class how they get
to school.
B Use the tune of Cooperative
the song from Book leaming,
1A ‘Good morning’ .
Change’Good
to morning’
‘Goodbye ’and ‘to
to ‘back school’
home’
Homework
A Listen and
respond quickly. workbook B Listen and circle
the correct
picture.
Period 3
Teaching focus:
Using nouns to identify forms of transport.
Teaching steps:
Students Teaching Teaching Media activities activities
Pre-task
preparation
A Fly a paper plane
Picture The students to the students.
answer the Ask Who has been
teacher’s question on a plane? Tell us
about it!
Share your own
experience if none
of the students
have been on a
plane.
B Ask questions
about different
modes of transport,
including plane,
ferry, train, car,
bus and van. Ask
questions such as
the following,,,
While-task
procedure Coaching
A Put up the picture
Picture cards cards for this unit. The students look
at the teacher and Introduce the new
listen to the vocabulary by
teacher. pointing to each
item. Ask ‘What is
Then say the this?’
words in English and
put up the word
cards beside the
relevant forms of
transport. Repeat
the words.
Cassette and word B Get students to Coaching
cards open their Whole class read
the words student’s books to
page 19. Play the
cassette tape to let
students listen to
the pronunciation
of the words first,
and then practice
saying them after
the beep.
C Divide the class Cooperative
Four groups sit in into for groups. learning
circles. When they Each group’s name
name the mode of is a form transport
transport ,the they have learned.
whole group has to Have the groups sit
stand up and in group has to
repeat it. stand up and repeat
it. Progressively
quicken the pace
for more
excitement.
Picture card D Show students Coaching
The students look the picture card
at the picture for ‘girl’ and say
card’ girl’ and say ‘G,,,girl’ Repeat .
Show alphabet
cards ’G’ and ‘g’.
Have students
compare the capital
letter ‘G’ with the
small letter ‘g’ . Do
the same with ‘Hh,,,
hand.’ Play the tape
for students to
follow in their
books.
Post-task activity
Ask the following coaching
The students to riddles for
guess. students to guess
the mode of
transport. Tell
them to give the
answer in English.
Homework
workbook Colour the correct
word.
Period 4
Teaching focus:
Using formulaic expressions to indicate how people travel
Teaching steps:
Students Teaching Teaching Media
activities activities
Pre-task
preparation
Review the
Picture cards different forms of Coaching
transport using the
Word and Picture
cards. Then write
the words ‘plane’,
‘ferry’, ‘train’, ‘taxi’,
‘car’, ‘bus’, and ‘van’
on the left of the
board. On the right,
write the names of
a few places. Point
to a place and ask
the students to tell
you how they go
there. Remind them
to use the
structure ‘I go
to,,,by,,,’
While-task
procedure
Picture A Open the Coaching
The students open student’s book to
the book to page page 20. Say There
20 and listen to are four children in
the teacher the picture. They
want to go to
different places,
but we don’t know
which form of
transport they like to use. Let’s follow the road to find Ask students out. to draw the routes
and say ‘I go
to ,,,by,,,’,
pretending they are
the children in the
pidture.
Cassette The students B Play the cassette Cooperative
listen to the tape tape for students learing
and read to check if their
answers are right.
C Make several Cooperative
Make several board games that learing
board games that can be used in small
can be used in groups to revise the
small groups to expression’ I go
revise the to,,,by,,,’ and the
expression’ I go vocabulary they
to,,,by,,,’ and the have learned. Make
vocabulary they gameboards form
have learned. cardboard. Four
players take turns
rolling a dice and
moving forward on
the board
according to the
number on the dice.
They must think of
a place and say’ I go
to ,,,
Post-task activity
The students A Ask Which form Coaching
answer the of transport do you
teacher’s question like to use? Please
draw it on paper.
Ask students to
show their own
transport pictures
and say ‘I go to ,,,
by ,,,’
B Write up the coaching
number of students
who like to use each
form of transport
on the board.
workbook Homework
A Listen and match
the pictures.
B Circle the one
that does not
belong
Period 5
Teaching focus:
Using nouns to identify different forms of transport
Teaching steps:
Students Teaching Teaching Media
activities activities
Pre-task
preparation
Muppet The students look A Hold up a muppet Coaching
at the teacher and and say ’Hello , good
listen. morning.’ Everyday,
I take a bus to
school. I go to the
bus-stop to wait for
Sketch a the bus.’
bus-stop. Ask Do
you have to wait for
a bus, too? Or a
car/van?
Pictures The students look B Show pictures of Coaching
at pictures and a ‘bus-stop’ and a
copy to the ‘train station’.
teacher. Explain to students
the difference
between ‘bus-stop’
and ‘station’. Repeat
them several times
and let students
copy you.
While-task
procedure
Pictures The students A Refer to each Coaching
answer the picture of student’s
teacher’s book page 21. Ask
questions. questions such as
the following,,,
Cassette The students B Play the cassette
listen to the tape. tape once for
students to listen
to the lyrics of the
song.
The students read C Read the first
two times. verse line by line
for students to
follow until they
are familiar with
the words. Then go
through the second
and third verse in
the same way.
Picture and The students look D Play the tape Coaching
cassette at the picture and again and show the
listen to the picture of the
cassette. relevant type of
transport at the
appropriate time.
Draw student’s
attention to the
sounds at the end
of each verse.
Cassette The students to E Invite students Cooperative
sing along with to sing along with learning
tape. the tape. Encourage
them to imitate the
sound of each type
of transport
Post-task activity
cassette The students are Ask groups of Cooperative
singing played. students to mime learning
each part of the
song in front of the
class while the tape
is being played.
Students can take
different role. Let
students say what
type of transport
they are driving.
Unit 5 Crossing the road Teaching designing:
Teaching aids:
D. Words: letters—Ii Jj, stop, light, go, fast, slow. E. Structures: Look at the light. It’s…, Go! / Stop! / Wait! / F. Functions: Using imperatives to give simple instructions; To give simple
instructions.
Material:
6. Student’s Book 2A page 22-26
7. Cassette 1A and a cassette player
8. Wall charts
9. Photograph page 14
10. Alphabet Cards
Teaching times:
5 times
Learning targets:
C. Basic aims:
6. Be able to identify the letters Ii--Jj
7. Be able to give simple instructions
8. Be able to introduce oneself using I’m.
9. Be able to write the sentence Hello, I’m .
10. Sing a song.
D. Further aims:
3. Using more information to introduce oneself
4. The sorts of the alphabet
Language focus:
4. Using imperatives to give simple instructions
5. Using adjectives to describe objects 6. Learning the words: stop……
Period 1
Teaching focus:
Using imperative to give simple instructions
Teaching steps:
Students Teaching Teaching Media
activities activities
I. Pre-task
preparation:
Picture A Show the picture Coaching
The students look of the red light.
at the picture and Say ’Red light.’
copy to teacher. Repeat for
students to copy
you. Ask If you see
the red light, what
Say’ should you do?
stop’ several times
so that students
can follow.
B Repeat step 1
with ‘Yellow light.
Wait!’ and ‘Green
light. Go!’
The students C Tell students Cooperative
listen and act to that when you say learning
teacher. ‘Go!’’, they should
run on the spot.
When you say
‘’’, they should Stop!
stand still. When
you say ‘’’, Wait!
they should be
ready to move.
II. While-task
procedure:
A Say Let’s play a Coaching
The students to Get three game.
stand in a row students to come to
facing the teacher. the front to help
you demonstrate.
Tell them to stand
in a row facing you.
B Explain that you
are going to show
them pictures of
traffic lights.
When they see the
red light, they
should say ‘Red
’ and light. Stop!
stand on the spot.
Repeat ( Yellow,
Green )
Play the game with C Play the game Cooperative
small groups of with small groups of learning
students. students. When
they are familiar
with the game, the
winner can take up
your role.
cassette Students listen D Get students to
and follow in the open their
books. Student’s Books to
page 22. Play the
cassette tape to let
them listen to the
correct
pronunciation of
the commands.
III. Post-task
Say It’s important Cooperative
learning to pay attention to
the traffic lights.
Let’s play the game
again and keep
score this time.
Let’s see which
group wins!
Homework
Read the ‘Let’s
talk’ after the
cassette
Period 2
Teaching focus:
Using imperative to give simple instructions
Using adjectives to describe objects Teaching steps:
Students Teaching Teaching Media
activities activities
I. Pre-task
preparation:
Pictures A Show pictures of Coaching
The students look traffic lights. Ask
at the pictures and individual students
listen to the to say the colour of
teacher. lights and what
they should do
when they see each
colour of the light.
The students B Ask Do you watch
answer the the traffic on the
question road? What can you
see?
II. While-task
procedure:
A Put up the Coaching
Wallchart The students look wallchart for page
at the wallchart 23. Tell a story
and listen to the something like
teacher this,,,
B Ask questions Cooperative
such as the learning
following:
The students , What did Sam
answer the and his father
questions. do before
crossing the
road?
, What did Sam’s
father say?
, What colour
was the light?
What did Sam
say?
, What did they
do when they
saw this light?
, Then what did
they see on the
road? What did
Sam’s father
say?
Wallchart The students point C Point to the bus Coaching
to the wallchart on the wallchart
and say. and say ‘The bus is
Point to the slow.’
car on the wallchart
and say ‘The car is
Repeat several fast’
times so that
students can follow.
Cassette D Play the cassette Coaching
Students listen tape to let students
and follow in the listen to the
books. correct
pronunciation of
the expressions as
they point to the
item in their
Student’s Book.
III. Post-task
Take the class to a
safe spot where Cooperative
they can see a road leaning
and the traffic
lights Ask them to
call out ’fast’ or
‘slow’ according to
how fast the
traffic is moving;
and ’ stop’ to ‘go’
according to the
flow of traffic
before the light.
Homework
Listen and write
workbook the correct
number in the box.
Period 3
Teaching focus:
Using imperatives to give simple instructions
Using nouns to identify things Using adjectives to describe objects
Teaching steps:
Students Teaching Teaching Media
activities activities
I. Pre-task
preparation:
A Put up the
Wallchart The students look wallchart for page Coaching
at the wallchart 23. Point to the
and read or recite. items on the
wallchart for ‘stop’,
‘go,’ ‘light,’ ‘fast,’
and ‘slow’ and say
the words in
English. Repeat for
students to follow.
B Put up the
Picture card The students to picture card for
point each picture the above five
and say the words items on the board.
Ask individual
students to point to
each picture and
say the word.
II. While-task
procedure:
A Put the relevant
Word cards The students read word card beside Coaching
words slowly and each item on the
copy to the wallchart. Read the
teacher. words slowly. Let
the students copy
you.
Word cards B Put the word Cooperative
Students draw cards up on the leaning
pictures of the board in a
words horizontal row. Call
students up to draw
picture of the
words. Revise by
reading the words
together.
Picture card The students look C Show students
Cassette at the picture card the picture card Coaching
and say for ‘ice-cream’ and
say Ice-cream
begins with the
Repeat sound ‘I’.
step ‘ice-cream’ for
Students listen to jelly. Play the tape
the tape. for students to
follow in their
books.
III. Post-task
Word cards Make a matching Cooperative
game for small learning
group revision 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
bottom of each
word card. Then
the two matching
card can be joined
with a string
fastener.
Homework
wordbook 1. Find the
correct word
for each
picture.
2. Trace the
letters.
Period 4
Teaching focus:
Using imperative to give instructions
Using adjectives to describe colours
Teaching steps:
Students Teaching Teaching Media activities activities
I. Pre-task
preparation:
A Get the whole
Word cards The students look class to stand up. Coaching
at the word card Tell students that
and act. when you hold up
the word card for
‘go’, they should run
on the spot. When
you hold up the
word card for
‘stop’, they should
stand still.
B Progressively
quicken the pace to
have more
excitement.
II. While-task
procedure:
Three picture of A Say Let’s play a Cooperative
traffic lights Two students come Put three learning game.
pictures of traffic to the front and
listen to the lights in three
corners of the teacher.
classroom, each
showing a different
colour. Get a pair of
students to come to
the front to help
you demonstrate.
Tell them to stand
in a row facing you.
Ask the at the back
to close his/her
eyes.
B Explain that when One student say Cooperative
and the other act you say ‘look at the learning
’ and point to a light.
picture of traffic
lights in one of the
corners, the
student in the
front should say
‘It’s,,,’(colour of the
light) Then the
student at the back
with his/her eyes
closed should say
‘Go!’ or ‘Stop’ or
‘Wait’ according to
the colour of the
light he/she heard.
The students play C Play the game Cooperative
the game in pairs. with pairs of learning
students. When
they are familiar
with the game, you
can ask some more
able students to
take up your role.
Cassette tape Students listen D Open the
and follow in the Student’s Book to
books. page 25. Play the
cassette tape.
Students listen
carefully to the
correct
pronunciation of
the expressions.
III. Post-task
Word cards. Put up the word coaching
cards for this unit
on the board. Ask
students to follow
your instructions
and read them. Say
‘slow’ and ‘fast’
randomly so that
students will adjust
their speed then
reading the words.
They can have fun
saying the word
‘fast’ and slowly as
possible.
Homework
workbook Listen and colour
the light. Then use
the same colour
for the correct
word.
Period 5
Teaching focus:
Using imperatives to give simple instructions
Using adjectives to describe objects
Teaching steps:
Students Teaching Teaching Media
activities activities
I. Pre-task
preparation:
Say today we will
learn a rhyme
related to traffic
II. While-task
procedure:
Desks and chairs A Move the desks Game
Three students and chairs to make
come to the front the classroom look
and pretend to be like a crossing. Get
car drivers three students to
come to the front.
Ask them to
pretend to be car
drivers.
The picture of red B Show a picture of Coaching
light Three students the red light. Then
listen and copy to point to the ‘three
the teacher cars’ and say ‘Stop,
stop, stop. Stop on
the road. Cars wait
to go. Hello, hello,
Wave your hello.’
hand at the ‘drivers’
and have them wave
back. Repeat for
students copy you.
C Play the game Cooperative
with more groups of learning
students to get
them familiar with
the scene and the
words of rhyme.
Cassette tape D Play the cassette Coaching Students listen tape for Student’s
and follow in their Book page 26.
books. Students listen and
follow in their
books.
E Play the cassette
tape again.
Students follow and
say the lines.
Students mote for F Invite groups of Cooperative the best students to act out learning performer. the rhyme following
your demonstration
at the beginning of
the class. Students
mote for the best
performer.
III. Post-task
Draw an Cooperative
oval-shaped learning
racetrack on the
board. Divide it into
twenty sections.
Divide the class
into two teams. Ask
each tram to
choose a coloured
magnet. Show a
word card for this
unit to Team A. If
team A knows the
word, move their
magnet to the next
section. Repeat A
for B
小学二年级英语单词
表
关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf
(附)
1. chopstick 筷子 2.difficult 困难的 3. city 城市 4 . answer 回答 5. finish 完成 6. start 开始 7. answer 回答 8. better 较好的 9. end 结束 10. alone 单独的 11.CD-ROM 电脑光盘 12. bamboo 竹子 13.copy 模仿 14.child 孩子 15. awake 醒的 16. animal 动物 17.sleep 睡觉 18.snake 蛇 19.fantastic 美好的 20. tidy 整理 21. often 经常 22. messy 杂乱的 23.bookshelf
书
关于书的成语关于读书的排比句社区图书漂流公约怎么写关于读书的小报汉书pdf
架 24. choose 选择 25. together 一起 26. week 星期 27. suck 吮吸 28. thumb 大拇指 29. UN 联合国 30. important 重要的 31.peace 和平 32. world 世界 33. country 国家 34. inside 里面 35. kangaroo 袋鼠 36. parrot 鹦鹉 37. aunt 姨、姑 38.picnic 野餐 39.hungry 饿的 40. thirsty 渴的 41. bring 拿来 42. way 方式 43. line 排、列 44. drink 喝、饮料 45. forget 忘记 46. clean 干净的 47. thousand 千 48. kilometre 千米 / 公里 49 place 地方 50. visit 拜访 51. building 楼房 52. museum 博物馆 53. surprise 惊喜 54. everywhere 到处 55. restaurant 饭馆 56. dancing 舞蹈 57. album 集邮册 58.collect 收集 59. mountain 山 60. special 特别的 61. hear 听见 62. nearly 几乎 63. poem 诗 64. festival 节日 65. important 重要的 66. Christmas 圣诞节 67. pretty 美丽的 68. cousin 堂兄 69. write 写 70. photo 照片 71. listen 听 72. ask 问
73. question 问
题
快递公司问题件快递公司问题件货款处理关于圆的周长面积重点题型关于解方程组的题及答案关于南海问题
74.letter 信 75. China 中国 76. start 开始
77. finish 结束 78. half 一半儿 79. past 经过 80.about 关于 81.favourite 最喜欢的 82. love 喜爱 83.elephant 大象 84. say 说 85. twelve 十二 86. another 另一个 87. night 夜晚 88. sleep 睡觉 89. where 在那里
90. when 什么时候 91. what 什么 92. who 谁 93. whose 谁的 94. see 看见 95. today 今天 96. owl 猫头鹰 97. often 经常 98. story 故事 99. shoe 鞋 100. house 房子
小学二年级常用短语
Phrases:
1. play with 和…玩;2. thank sb for sth 为某事感谢某人; 3. from start to end 从开始到结束 4. look at 看一看; 5. come out 出来; 6. in the day在白天; 7. at night 在夜晚; 8. an hour a day 一天一小时; 9. like to do sth / like doing sth 喜欢做某事;10. live in 住在; 11. learn a lesson 得到教训;12. gool idea 好主意; 13. how often 多长时间一次; 14. put into 把放进;15. be from / come from 来自; 16. Chinese stamps 中国邮票; 17. lots of / a lot of 许多;18. need to do sth 需要做某事; 19. a picture of 一张… 的照片; 20. have got 有; 21. tell sb about sth 告诉某人某件事; 22. millions of 无记其数的; 23. how long 多长; 24. how old 多大;25. in the street 在街上; 26. be different from
与…不同;
27. be difficult for sb 对于某人来说很难; 28. the Great Wall 长城;29. the Summer Palace 颐和园;
30. pen pal 笔友; 31. New York 纽约; 32. hurry up 快点 ; 33. go swimming 去游泳; 34. go to school 上学 ;35. play basketball 打篮球;36. draw a picture 画一幅画 ; 37. stay at home 呆在家里 ; 38. watch TV 看电视; 39. in the world 在世界上 ;40. drink
water 喝水.