【小学 二年级英语】上海版沪教版牛津英语2A教案精品 共（40页）

【 二年级英语】上海版沪教版牛津英语2A精品 共（40页） 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(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

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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.