上海版牛津英语二年级上册2AUnit2Asnackbar4课时英文教案

Unit2 Asnack bar

1st period

I、Teaching Contents:

Let ' searn; Let ' Salk-- May I have a hot dog?

II、Teaching Aims:

1、Using nouns to identify food and drinks: pizza, biscuit, hot dog, juice, water

2、Using the structure to communicate with others: May I have a hot dog? Yes, here you are.

3、Extend some expressions to describe food and drinks: yummy, delicious, nice, tasty, yukky

111、Main points and difficult points:

Using nouns to identify food and drinks

IV、Materials: Picture cards, word cards, CAI

V、Teaching procedures

Step 1 Pre-task preparations

1.T and Ss greet each other then Ss do daily English report.

2.Enjoy some part of cartoon film Disney Magic English: Delicious food

3.T questions: What food do you see in the movie? What food do you like to eat? Show some food on t he screen. Ss answer and discuss in groups.

4.T encourages Ss to find out her likes on food. Then lead out the new word--- pizza.

5.T draws circles, triangles, olives and changes into food to elicit: biscuit, sandwich, hamburger, hot dog. Ss watch and guess what

can it be using shapes. Then practice the new words.

Step 2 While-task procedures

1.T gives instruction to Ss to eat different food in different manners. Ss pretend to

eat food and read the words. Make rhymes like:

Pizza, pizza, big and round. Pizza, pizza, I like pizzas. Yummy, yummy, yummy!

2.T puts some food or food pictures on the desk and changes it a snack bar. T and Ss make a dialogue. Encouraged by T, Ss make a dialogue with T. Then T and Ss exchange their roles and make a dialogue. E licit the new sentence structure:

S:Hello! What do you like/ want?

T:May I have a hot dog?

S: Yes, here you are.

3.Ss in pairs practice the new structure to make dialogues.

Step 3 Post-task activities

1.T is a shop assistant. T gives Ss commands to arrange the shelf. Ss help T to put correct food on the s helf according to T' sorder.

2.T and Ss make a dialogue as a seller and a buyer. Listen to a dialogue and make a new dialogue in gr oups. Act out the dialogue

Read the words aloud and make rhymes.

VI、Blackboard design

A snack bar

Step 4 Assignment

pizza

biscuit

May I have a(some) hot dog

sandwich

hamburger

juice/ water/ Coke/ tea/ milk

Yes, here you are.

2nd period

I、Teaching Contents:

Let ' play, let ' enjoy

11、Teaching Aims :

1、Using the sentence pattern May I have •••? to get goods.

2、Extended words: hot, tired, How much?

III、Education Aims: Improve their abilities of cooperation with others.

IV、Main points and difficult points:

Using formulaic expressions to buy something

Using nouns to identify food and drinks

V、Materials ： Picture cards, word cards, CAI

VI、Teaching procedure

Step 1 Pre-task preparations

1.Daily greeting

2.T shows the pictures and review.

What do you see?

What do you like to eat/ drink?

Ss respond.

(pair work, group work, train work)

3.T divides Ss into groups. Ss in groups do a survey: what do you want? Then report the shopping list to T.

4.T puts the list on the Bb and asks Ss to count. Ss guess and count the number of the food. one biscuit, two biscuits, three biscuits

four sweets, Elicit: some biscuits, some juice

Step 2 While-task procedures

1.On the screen T shows some food or some real food in the snack bar. Ask Ss to count. Ss answer: Ho w many pizzas/cakes •••?

2.Read their own shopping lists together.

3.T is a buyer. S is a seller. Make a dialogue: May I have •••?

4.Ss in groups to buy the same things to see which group is the best seller and buyer.

5.Ss in pairs practice buying and selling according to the shopping list on P 10

Step 3 Post-task activities

1.T plays the flash story on P11. Ss repeat.

2.Ss in pairs/ groups act this story.

3.Group work: Make a new story.

4.Order the meal in groups. See whose orders the most nutritious meal.

Let ' chant: Can I have some more?

Step 4 Assignment

Make a shopping dialogue with your partner.

3rd period

I、Teaching Contents:

Let ' act, letters

II、Teaching Aims :

1、Using imperatives to give demands

2、Learn the letter C D

III、Main points and difficult points:

Using imperatives to give simple instructions

Using indefinite determiner "some"to show quantities

IV、Teaching aids: picture cards, word cards, CAI

V、Teaching procedures

Step 1 Pre-task preparations

1.T shows a box to Ss. T gives them some information:

It is small. It has two short ears and a long tail. It can catch mice. It likes fish. It goes “Miaomiao” .Ss guess what'所it?

2.New letter: Cc Read: Cc /k/ cat, learn to write

3.The same input of Dd Read: Dd /d/ dog, learn to write

4.Group work: Try to say more.

Step 2 While-task procedures

1.T lists out those food words that have Cc /k/, Dd /d/. Read these words.

2.T questions: what do you like to eat? Ss answer: I like to eat ….

3.They exchange. Elicit: cake, noodles Ss practice the words.

4.Find out what kind of noodles Ss like to eat. Answer: I like chicken noodles, fish noodles, meat noodle s--

5.T pretends to invite them to eat and elicit: Have some…Ss accept and pretend to eat and drink: Thank you. Yummy, delicious, nice.

Practice the new item.

6.Enjoy a rhyme. Ss can make a new rhyme.

Step 3 Post-task activities

1.Show kinds of food on the screen: (to eat and drink) questions: what can you eat for breakfast/ lunch/ d inner? Ss provide suitable

food to T using: Have some …for …T appreciates their offers.

2.T and a good S make a model dialogue. Mum, I ' ntnome.

Are you thirsty? Have some juice.

Thank you, Mum. I ' ntnungry, too.

All right. Have some biscuits.

Oh, how nice!

3.Pair work: Make a new one. Then act it out.

4.Role play: T gives the different scenes: At a snack bar/ in the restaurant/ At home Group work to mak e a short play.

Step 4 Assignments

Prepare a dialogue with partners like the one in class.

4th period

I、Teaching Contents:

Revision

II、Teaching aids: radio, word cards

III、Teaching procedures

Step 1 Pre-task preparations

1、Review words: What' smissing? Bingo

Guess and match list and count

2、Ask and answer: What do you like to eat/ drink? Do a survey.

Step 2 While-task procedures

1、Enjoy a short movie: listen, watch and find what they like. Then answer.

2、According to the movie in groups make a shopping list.

3、Shopping: In groups act the dialogue.

4、After shopping comes a party. Do group work to serve the food: Have some•- Thank you.

Step 3 Post- task activities

1、Finish the exercises on

2、Unit quiz:

牛津译林版-英语-四年级上册-4A Unit6 At the snack bar教案(共4课时)

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上海版牛津英语二年级上册2AUnit2Asnackbar4课时英文教案

Unit2 Asnack bar 1st period I、Teaching Contents: Let ' searn; Let ' Salk-- May I have a hot dog? II、Teaching Aims: 1、Using nouns to identify food and drinks: pizza, biscuit, hot dog, juice, water 2、Using the structure to communicate with others: May I have a hot dog? Yes, here you are. 3、Extend some expressions to describe food and drinks: yummy, delicious, nice, tasty, yukky 111、Main points and difficult points: Using nouns to identify food and drinks IV、Materials: Picture cards, word cards, CAI V、Teaching procedures Step 1 Pre-task preparations 1.T and Ss greet each other then Ss do daily English report. 2.Enjoy some part of cartoon film Disney Magic English: Delicious food 3.T questions: What food do you see in the movie? What food do you like to eat? Show some food on t he screen. Ss answer and discuss in groups. 4.T encourages Ss to find out her likes on food. Then lead out the new word--- pizza. 5.T draws circles, triangles, olives and changes into food to elicit: biscuit, sandwich, hamburger, hot dog. Ss watch and guess what can it be using shapes. Then practice the new words. Step 2 While-task procedures 1.T gives instruction to Ss to eat different food in different manners. Ss pretend to eat food and read the words. Make rhymes like: Pizza, pizza, big and round. Pizza, pizza, I like pizzas. Yummy, yummy, yummy! 2.T puts some food or food pictures on the desk and changes it a snack bar. T and Ss make a dialogue. Encouraged by T, Ss make a dialogue with T. Then T and Ss exchange their roles and make a dialogue. E licit the new sentence structure: S:Hello! What do you like/ want? T:May I have a hot dog? S: Yes, here you are. 3.Ss in pairs practice the new structure to make dialogues. Step 3 Post-task activities 1.T is a shop assistant. T gives Ss commands to arrange the shelf. Ss help T to put correct food on the s helf according to T' sorder. 2.T and Ss make a dialogue as a seller and a buyer. Listen to a dialogue and make a new dialogue in gr oups. Act out the dialogue Read the words aloud and make rhymes. VI、Blackboard design A snack bar Step 4 Assignment

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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.

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第三部分：分课时教学目标和文本内容 Unit 1 In the sky Period 2 A call to the sky 【教学目标】 •知识与技能 1. 能背记字母Ss, Tt的音、形和书写形式，并知晓其在单词中的基本读音。 2. 能熟练运用正确的语调模仿、朗读句型---Can you see…?. ---Yes, I can. / No, I can’t. 3. 能听、读和辨认核心词汇sun, moon, star。同时能借助语境，运用所学词汇描述天空中 所见的景象。 4. 能在语境中运用Can you see…? 询问天空中所见景象并用Yes, I can. / No, I can’t.进 行正确的应答。 5. 能在语境中，理解对话内容，简单表达地球与太空中的景象。 •过程与方法 1. 通过文本视听、跟读模仿、看图说话等形式巩固本单元的相关词汇。 2. 通过对话朗读、问答交流、看图说话等形式巩固本单元的核心句型。 3. 通过图文朗读、听读模仿、信息寻找、儿歌朗诵等形式，尝试简单的描述。 •情感、态度、价值观 能感受天空的美丽和宇宙的壮观景象，体会地球与宇宙中天空景象的不同。 •重点、难点 重点： 1. 能在语境中运用Can you see…? 询问天空中所见景象并进行正确的应答。 2. 能借助语境，运用所学词汇描述天空中所见的景象。 难点： 能在语境中，通过学习对话，尝试描述地球与宇宙中天空景象的不同。

【教学内容】 ●教学文本 Part 1 Pic 1 Peter: Hello, Ms. Wang. How are you? Ms. Wang: I'm very well. Thank you. Part 2 Pic 2 Peter: Look, Ms. Wang. I can draw the moon. Ms. Wang: How nice! Pic 3 Peter: Can you see the moon? Ms. Wang: Yes, I can. But the moon is round all the time here. Look! Peter: Wow! Part 3 Pic 4 Peter: I can see many stars, like diamonds in the sky. Ms. Wang: Yes! Hey, look at this star. What is it? Peter: Oh, the sun! It’s like a fireball! Ms. Wang: The sun is a star, too. I can see the sun all the time. Peter: Wow! Part 4 Pic 5 Peter: I want to fly in the sky, too. Ms. Wang: You will! Goodbye! Peter: Thank you, Ms. Wang. Goodbye! ●辅助儿歌文本

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2）任务实施过程（WHILE-TASK PROCEDURE） A．新知识的引入（PRESETATION） 通过听一听，写编号的方式，让学生对所学内容有一个大致的了解，为之后的学习做铺垫。 Activity 1 Watch and number ●教学辅助（Aids） ⏹电脑（5A-M4U2-P2-2~5） ⏹屏幕 B．新知识的操练（PRACTICE） a）机械性操练（MECHANICAL PRACTICE） 通过对所听故事的模仿和学习，使学生能为下面儿歌的学习打下扎实的基础。Activity 1 Listen and answer ●教学辅助（Aids） ⏹电脑（5A-M4U2-P2-2~3） ⏹屏幕

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2A Module2 Me, my family and friends Unit2 That’s my family 一、单元教学目标 （一）语言知识与技能： 1、语音和词汇 ⑴能知道字母Ii和Jj在单词中的发音规则。（学习内容：元音字母的读音规则，辅音字母的读音规则） ⑵能理解本单元核心词汇young和old的词义，并尝试运用单词表述他人的外貌特征和问答。（学习内容：核心词汇） 2、词法 ⑴能知晓人称代词she和he的意义和用法。（学习内容：人称代词） ⑵能知晓物主代词my和your的意义和用法。（学习内容：人称代词） 3、句法和语篇 ⑴能理解并尝试运用陈述句He/ She is …对他人的外貌特征进行口头描述。（学习内容：陈述句） ⑵能理解并尝试运用一般疑问句Is he/she …? 及其回答Yes, he/she is …/No, he/she isn’t. 对他人的外貌特征进行问答。（学习内容：一般疑 问句） ⑶能理解并尝试运用特殊疑问句Who’s he/she?询问某人。（学习内容：特殊疑问句） ⑷能在阅读语篇中识别关键信息，并进行仿说。（学习内容：5.1.2基本结构） （二）语言情感： 在Alice介绍自己家人的语境中，感受尊老爱幼，热爱家人和家庭之情。 （三）学习策略： 通过PPT创设情境，借助听力、阅读、对话等学习途径，学习描述人物外貌特征的基本方法。 二、单元重点与难点 1、整合新旧知识描述人物的特征。

2、学习运用句型Is he/she …?对他人的外貌特征进行问答。 三、单元语用任务 在Alice介绍自己家人的语境中，运用本单元的核心语言知识，用至少3句话描述他人的外貌特征。要求语音正确，内容基本达意，表达较流利。 四、分课时学习内容与要求 （一）语音 （二）词汇 （三）词法

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Oxford English 4A (Shanghai Edition) Module 4 Unit 2 At Century Park 第一课时: An outing plan for Century Park 第二课时: A happy day at Century Park 第三课时: Photos at Century Park 第四课时: How to make potato stamps 一、单元学习内容和要求

二、单元教学目标 ❖语言知识与技能 1. 在At Century Park的主题情境下，能正确拼读、理解并运用本单元的核心词汇：sketchbook, cap, camera, aviary, fountain, pond 表达事物名称。 2. 在At Century Park的主题情境下，能正确理解和运用本单元的核心句型：Where is…? 对事物或地点进行位置的询问，同时能运用介词beside /next to/…表明事物或地点的位置。 3. 在At Century Park的主题情境下，能正确运用祈使句Don’t…就公园里禁止做的事情进行表述。 4. 在At Century Park的主题情境下，能就‘-th’在单词的发音进行辨别。❖语言情感 1. 在At Century Park的主题情境下，能正确拼读、理解并运用本单元的核心词汇：sketchbook, cap, camera, aviary, fountain, pond 表达事物名称。 2. 在At Century Park的主题情境下，能正确理解和运用本单元的核心句型：Where is…? 对事物或地点进行位置的询问，同时能运用介词beside /next to/…表明事物或地点的位置。 3. 在At Century Park的主题情境下，能正确运用祈使句Don’t…就公园里禁止做的事情进行表述。 4. 在At Century Park的主题情境下，能就‘-th’在单词的发音进行辨别。❖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。

沪教版牛津英语二年级上册2A全册教案

沪教版牛津英语二年级上册2A全册教案 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: