2A M3U3 In the kitchen(课时教案)牛津上海版(试用本)

2A M3U3 In the kitchen（课时教案）牛津上海版（试用

本）

【Lesson Plan】

Lesson Title: In the Kitchen

Grade Level: 2A

Time: 45 minutes

Objectives:

1. Students will be able to identify different kitchen utensils and appliances.

2. Students will learn how to use adjectives to describe the characteristics of the kitchen utensils and appliances.

3. Students will develop their listening and speaking skills through participating in discussion and role play activities.

Materials:

- Pictures of different kitchen utensils and appliances

- Flashcards with adjectives such as big, small, hot, cold, etc.

- Worksheets with pictures of kitchen utensils and appliances for describing practice

- Role play cards (optional)

Procedure:

1. Warm-up (5 minutes):

Teacher greets the students and asks some warm-up questions such as:

- What do you like to eat for breakfast/lunch/dinner?

- Do you help your parents in the kitchen? What do you do?

2. Presentation (10 minutes):

Teacher shows pictures of different kitchen utensils and appliances, introduces them and explains their functions. Teacher can also use flashcards with adjectives to describe the characteristics of each utensil and appliance.

3. Practice (15 minutes):

Teacher gives students worksheets with pictures of kitchen utensils and appliances for describing practice. Students will choose the appropriate adjectives to describe the characteristics of each utensil and appliance.

4. Listening and Speaking Activity (15 minutes):

Teacher plays an audio clip describing a cooking situation in the kitchen. Students will listen carefully and act out the situation using role play cards or by simply discussing the situation.

5. Wrap-up (5 minutes):

Teacher summarizes the lesson, asks some review questions and invites students to share their thoughts and observations.

Assessment:

- Teacher will assess the students' ability to identify different kitchen utensils and appliances through their participation in class discussions and role play activities.

- Teacher will check the students' worksheets to assess their ability to use adjectives to describe the characteristics of different kitchen utensils and appliances.

Extension:

- Teacher can provide additional worksheets or role

play scenarios for further practice.

- Teacher can bring in real examples of kitchen

utensils and appliances for a hands-on activity where students can touch, feel and explain their functions.

2A M3U3 In the kitchen(课时教案)牛津上海版(试用本)

2A M3U3 In the kitchen（课时教案）牛津上海版（试用 本） 【Lesson Plan】 Lesson Title: In the Kitchen Grade Level: 2A Time: 45 minutes Objectives: 1. Students will be able to identify different kitchen utensils and appliances. 2. Students will learn how to use adjectives to describe the characteristics of the kitchen utensils and appliances. 3. Students will develop their listening and speaking skills through participating in discussion and role play activities. Materials: - Pictures of different kitchen utensils and appliances - Flashcards with adjectives such as big, small, hot, cold, etc. - Worksheets with pictures of kitchen utensils and appliances for describing practice - Role play cards (optional) Procedure:

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三、教学目标 〔一〕单元目标 ● 学问与技能 1. 能知晓、背记字母 Qq, Rr 的音、形及其在单词中的根本读音，并能正确书写；能朗读含有字母 Qq, Rr 的相关单词和儿歌。能用降调朗读特别疑问句How many…?和陈述句 There is/are...。 2. 能在语境中听、读关于厨房餐具类单词 bowl, plate, spoon, chopsticks ，并能说出这些餐具的名称，知晓他们的复数形式。 3. 能在语境中仿照运用核心句型 How many…?询问物品的数量，并做出应答。能用There is/are...对物品的数量和位置进行描述。 4. 能在语境中听懂、读懂 Look and say, Say and act, Enjoy a story 等教材板块中的对话和故事的意思，猎取相关根本信息，并能尝试进行对话和故事表演。 ● 思维与策略 在课堂学习和沟通中仔细倾听，乐于仿照，乐观思索，并尝试运用所学语言学问进行表达和沟通。 ● 文化与情感 树立在家长烹饪时乐于关心、主动整理餐具的意识，同时，初步感受餐具文化，了解根本的餐桌礼仪。 ● 单元语用任务 在“In the kitchen 〞的相关语境中，能询问及答复所需的餐具、询问及答复餐具的数量，及描述餐具所在的位置。 〔二〕分课时目标

沪教版小学牛津英语四年级第一学期4A M3U3 In the shop小练习(附答案)

沪教版小学牛津英语四年级第一学期4A M3U3 In the shop小练习Class________ Name________ No._________ 一、Choose the best answer（选择最佳答案，将字母代号写在前面的括号内）：()1. I am hungry. I want some _________. A, juice B, cake C, water ()2. ---_________ is it?---It’s ten yuan. A, How much B, How old C, How many ()3. __________ your biscuits sweet? A, is B, Are C, Are there ()4. I have a loaf of _________. A, noodles B, rice C, bread ()5. This is _________ ice cream. A, a B, an C, two ()6. ---Here _________ are. A, you B, your C, you’re ()7. We can see some __________ in the sky. A, sun B, moon C, stars ()8. I can buy some _________ in the clothes shop. A, shirts B, books C, kites 二、Rewrite the sentences (按要求改写下列句子，每线一词)： 1. There are some flowers in my hand. (改为一般疑问句) __________ __________ ________ __________ in your hand? 2. The sweets are nine yuan. (根据划线提问) __________ ___________ ___________the sweets? 3. They are on Nanjing Road. (改为単数句) __________ ___________ on Nanjing Road. 4. My sister is a nurse.(根据划线提问) _________ _________ your sister __________? 5.They like drinking juice. (改为一殷疑问句) _________ they _________ drinking juice? 5. How much are your rubbers? (根据实际情况回答) They are _________ _________. 三、Read and write （读一读，按要求写出下列单词的变化形式）： 1. it（复数形式）__________ 2. bread（同类词）___________ 3. biscuits（单数形式）________ 4. I（物主代词）______________ 5. shop（同类词）__________ 6. can not（缩略形式）________ 四、Read and judge（读一读，判断下列各组单词划线部分的发音，用或表示）

上海版 牛津2A M3U3 知识点

Module 3 Places and activities Unit 3 In the kitchen 一、知识疏理 1）词汇 bowl plate spoon chopsticks cook ready queen sit under 2）短语 No, thanks. /Yes, please. Here you are. 3）句型 How many …? There is / are …in / on / under … 二、语言导读 1．知识背景 能在情景中运用“How many …?”“Give me …”等句型。 看懂故事，并学习使用There be句型。 模拟简单的准备晚餐的对话，了解一些常用餐具的表达方法。 2．重难点句子解释 （1）cook①做饭，煮，烧；动词例：She is cooking in the kitchen. 她正在厨房里烧饭。 ②厨师；名词例：He is a good cook. 他是一个好厨师。 ready准备好的；形容词 例：--Are you ready? 你们准备好了吗？ --Yes，we are ready.是的，我们准备好了。 --Let’s go. 我们出发吧。 under 在……下面；介词 例：I am standing under the tree. 我正站在树下。 （2）A spoon? （需要）勺子吗？No, thanks. 不用，谢谢。 这句话出现在教材第34页，小女孩的妈妈在做饭，小女孩问她“A spoon?”是一种省略的说法，完整的表达应是“Do you need a spoon?”妈妈不需要，因此她说：“No，thanks.”意为“不用，谢谢。”（thanks 与thank you 意思相同） （3）Yes, please. 是的，请（给我一双）。 当我们接受别人给我们提供的服务或便利时应用“Yes, please.”来礼貌地表达。 例：--Can I help you? 你想要什么？ --Yes, please. I want some oranges. 是的。我想要些桔子。 （4）Here you are. 给你。

(上海牛津英语沪教版)二上英语单词表

M1U1 Hello 一、单词： good好的morning 早上afternoon下午evening晚上night 深夜Mrs Li 李太太Miss Fang方小姐hi你好hello你好apple 苹果bag书包an apple 一只苹果an orange 一只橘子fine好的（健康的） 二、句子： 1、Good morning. 早上好。Good afternoon. 下午好。 Good evening. 晚上好。Good night. 晚安。 2、Hello, Mrs Li. 你好，李太太。 Hi, Alice. 你好，爱丽丝。 3、Goodbye! 再见！ 4、How are you? 你好吗？ Fine, thank you. 很好，谢谢你。 I’m fine. Thank you. 我很好，谢谢你。 5、How are you today?你今天好吗？ I’m very well. Thank you. 非常好，谢谢你。 6、A big apple is in a big bag. 一只大苹果在一只大书包里。

M1U2 I’m Danny 一、单词： boy男孩girl女孩big大的small小的tall高的short 矮的fat 胖的thin瘦的 I我am（我）是I’m=I am 我是 you你are 是you are=you’re 你是 it 它is是it is= it’s 它是 who谁cat 猫dog狗yes是的no不是 二、句子： 1、Hello, I’m Danny. 你好，我是丹尼。 Hi, Danny. 你好，丹尼。 2、Oh, you’re tall. I’m short. 哦，你是高的。我是矮的。 3、Who am I ? 我是谁？ You are Miss Fang.你是方老师。 4、Who are you? 你是谁？ I’m Kitty.我是基蒂。 5、I’m a boy. 我是一个男孩。 You’re a girl.你是一个女孩。 6、I’m big. 我是大的。Yes, you’re big. 是的,你是大的。 7、You’re fat. 你是胖的。No, I’m thin.不，我是瘦的。 8、Is it a cat? 它是一只猫吗？ Yes , it’s a cat. 是的，它是一只猫。 No , it’s a dog. 不，它是一条狗。

(沪教牛津版)五年级英语上册教案Module3Unit3(3)

沪教牛津版五年级上册英语 Module 3 Places and activities Unit 3 Follow the signs！ 第三教时（3rd Period） 一、主要新授内容（Main new contents ） Look and talk: the story Read and write: bin, country park, by …, in…,to…, They are having a picnic. 二、学习目标（Learning objectives） 1．学生能够用英语表述一些公共场所的名称及设施； 2．学生能够用现在进行时表述说话时正在发生的事； 3．学生能够正确运用介词by/in /to表示方位、地点； 4．学生能够根据图片内容，灵活运用所学单词及句型进行描述； 5．学生能够根据图片与提示，写出简单的故事。 6．通过对故事的学习，帮助学生进一步公园内的规则，以及形成保护环境，爱护自然的意识。 三、活动介绍（ACTIVITIES） （一）任务前期准备（PRE-TASK PREPARATION） Pre-task preparation的环节中，通过在对比观察，对话交流，快速反应等活动使学生快速进入学习状态。另外，通过师生或者生生间的交流，创设真实的语境，为后面新知的引出打下埋伏。 Activity 1 Looking and making a dialogue 1．教学辅助（Aids） 1）电脑屏幕（5A-M3－U3-P3-1） 2）屏幕 2

Activity 2 Asking and answering. 1． 教学辅助（Aids ） 3） 电脑录像（5A-M3－U3-P3-2） 4） 屏幕 2 （二）任务实施过程（WHILE-TASK PROCEDURE ） 1．新知识的引入（PRESETATION ） 学生通过看看、猜猜说说的活动，让学生对学习内容有预先的认识，引起学生听的兴趣，然后再让学生对所要学习的知识进行视听上的感知。 Activity 1 Predicting and listening 1．教学辅助（Aids ） 1）电脑屏幕（5A-M3－U3-P3-3） 2）屏幕

Module3Unit3Inthepark(教案)牛津上海版(试用本)英语三年级上册

Oxford English 3A M3U3 In the park 第一课时：Let’s go to the park！ 第二课时：We are in the park. 第三课时：A story in the park. 一．单元内容与要求 二、单元教学目标 ❖知识与技能 1、能够正确朗读字母包含‘u’的单词：pupil, tube等。 2、在In the park的语境中理解并学习本单元核心词汇：boat, balloon, flower, kite, red, orange, yellow.等。 3、在In the park的语境中能初步运用Look at…What colour is it? It’s…来对事物颜色进行问答。 4、在In the park的语境中能够熟练地运用核心句型What colour is it? 来询问、了解有关事物颜色的信息，并能够熟练运用核心句型It’s…进行回答。

5、在In the park的语境中能够尝试运用can, row a boat, smell the flower, swing, nice, fun, happy等词汇描述在公园中的快乐活动。 ❖文化与情感 通过在In the park语境中的学习，来激发学生热爱自然、亲近自然的品质，体验公园玩乐中的快乐。 ❖学习策略 1、通过听说读的方式，以语篇语境带动核心词句的学习。 2、以师生交流、生生交流的方式初步运用核心词汇和句型。 3、以角色扮演活动、小组交流活动等方法，进一步运用核心词汇和句型。4．通过表演、描述等法，综合运用核心词汇和句型，提高语用能力。 【教学重难点】 围绕在In the park的语境，熟练运用Look at…What colour is it? It’s…来对事物颜色进行问答,通过学习激发学生热爱自然、亲近自然的品质, 通过学习体验公园玩乐中的快乐。 三、学情与教材分析

change in Shanghai 教学设计

第四课时 一、学情分析 二、教学目标 1. 能掌握理解新单词village, town, city, the Shanghai History Museum，from other places, from other countries. 2．能用There be 句型的过去时表达上海过去的情况，能用There be句型的一般现在时描述上海现在的情况。 3. 阅读短文，理解大意。通过文本的学习，了解上海的变化，并能说出几条上海的变化。 4．通过比较了解上海的巨大变化。感受上海新，老文化的交汇和融合，体验上海“海纳百川，有容乃大”的城市精神。 三、文本内容 ·主文本 200 years ago, Shanghai was a small village. There were not many people here. Many of them were fishermen and farmers. There were some huts. There were some boats and carts. 80 years ago, Shanghai became a town. Many people from other places came to Shanghai. Many of them were businessmen and workers. There were some Shikumen houses. There were some bicycles, cars and trams. Now Shanghai is a big modern city. Many people from other countries come to Shanghai. They do different jobs. There are a lot of tall buildings. There are some cars, buses and undergrounds. ·辅助文本： A：Where can we learn the changes in Shanghai? B: In the Shanghai History Museum. A: The Shanghai History Museum? B: Yes. It tells the story of old Shanghai. A: What can we see there? B: We can see old houses, old boats and many other old things. A: I see. B: There’re a lot of photos of old Shanghai. A: That sounds great. Shall we go together? B: Sure. ·反馈文本：