上海版牛津英语2a教学导案全册教学导案

1、Unit 1Where I LiveTeaching aids:Words : letters Aa -Bb , bin , park , road , building , ShanghaiStructures : I live in .I love .I see .That s Functions : Give simple instructions; Refer to specific classroom objects.Material:Students Book 2A 6Cassette 1A and a cassette playerWallchartsPhotograph pag

2、e 1Alphabet CardsTeaching times: 5 timesLearning targets:Basic aims:Be able to identify the letters Aa - BbBe able to give simple instructionsBe able to use the simple present tense to indicate factsBe able to point to your homeRead the rhymeFurther aims:.Practise saying a new rhyme substituting Sha

3、nghai with another places Language focus:Using the definite article to refer to specific classroom objectsUsing the simple present tense to express interests and preferencesLearning the words: bin , park , road , building , ShanghaiPeriod 1Teaching focus:Using imperatives to give simple instructions

4、Using the definite article to refer to specific classroom objectsTeaching steps:Students activitiesTeaching activitiesTeaching starlegryMediaPre-task preparation:A: Point to a deskand say dsek .coachingpoint to their ownEncourage the classdesk and say deskto point to their own desk and say desk B: G

5、esture with arm to indicatetheclassroom and saystudents to follow :This is a classroom.ThisisaWe are in theclassroom. We areclassroom now.in the classroom(Say the wordnow.classroomslowlyandencouragestudents to follow)coachingC: T :Our classroom is nice. We must help to keep it clean.Show Lets actWhi

6、le-task procedureA: T say Clean the desk. And wipe aLookdesk with a ragB: Invite a more able student to come to the front. Give the rag tocoachingPerforms the action and repeats the commandhim/her and say Clean the desk, please.C: Invite more able student to come toThestudentperforms the actionthe f

7、ront. Let the more able student give the command and others do the action.(Repeat with several groups of students.)cooperative learningD:CleantheThestudentperforms the action.classroombysweeping the floor. Let the more able student to come upThe students repeat and mime the actions.Post-task activit

8、iesOne student give the commands and the other mime the actions.Change rolesLookVote for the best pairHomeworkRead the Let act after the cassetteandsaythecommand Sweep the floor, please. (Repeat step 3)E: Open the book to page 2. Play the cassette tape. Let the students listen to theinstructionsClea

9、n the desk, please. and Sweep the floor, please. Ask students to repeat and mime the actions.A: Divide students into pair. Have one student give the commands and the other mime the actions. Then let them change roles.B: Invite pairs of students to act out the dialogue to the erative learni

10、ngbookcassetteWorkbookPeriod 2Teaching focus:Using the simple present tense to indicate factsUsing the simple present tense to express interests and preferencesTeaching steps:Students activitiesTeaching activitiesTeaching starlegryMediaPre-task preparation:Say the word Shanghai A: Ask the students W

11、here do you all live ?Show a picture of Shanghai(Say the word Shanghai slowly)coachingShow a picture of ShanghaiT: That s right . We all live in Shanghai . Shanghai is our home .While-task procedureLook and listenA:Put up thewallchart for page 3. Tellastorysomething like this : Sam and his father we

12、nt 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 recongnizeany?Sitting on the bench next to them were sometourists(awoman and her son). The boy asked Sam where he lived and Sam rep

13、lied I live in Shanghai. The boy said I love Shanghai. Sam wascoachingWallchartforpage 3The students talk about and answer the questionsThe students to copy I live in Shanghai.The students repeat I love Sally.RepeatGet student to say afterpleased. Children, doyouloveShanghai? If you do, you must hel

14、p 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 suchasthefollowing: WheredoesSam live?Where do you live? Dose Sam love Shanghai?Do you love Shanghai?Whatisthis?(point to a bin and a building respectively)C:Hold up as

15、tamped envelope and say My friend in Canada sent this to me. She had to write Shanghai on it because Ilive in Shanghai.Say I live in Shanghai. and ask students to copy you.D: Hug a toy bear and say This is my bear. Her name is Sally. I love Sally.Show the picture of Shanghaiagain.Hug it and say I lo

16、ve Serative learningmodelinga toy bearThe students look at the book and listen to the tapePost-taskactivitiesDraw a picture of the place they live in.saysomethingabout pictures by using the sentences I live in，I love Talk aboutConsolidationLook,listenand tick the correct sentence. Listen

17、anddraw.HomeworkRead the Let s talk after the cassetteE:Openthestudents book to page 3. Playthecassette tape to let students hear the correct pronunciation of the wordsandsentences. Then ask indicidualstudentsto say I live in Shanghai. and I love Shanghai.A:Giveeachstudent a sheet of white drawing p

18、aper. Ask them to draw a picture of the place they live in.B: Ask students to say something about their pictures by using the sentences I live in，I love Workbook page 2 ExplaintheWorkbook page 2modelingcooperative learningbookcassettewhite drawing paper.WorkbookPeriod 3Teaching focus:Using nouns to

19、identify objectUsing proper nouns to refer to placesTeaching steps:Students activitiesTeaching activitiesTeaching starlegryMediaPre-task preparation:A:Put up thewallchart for page 3.coachingPut uptheAsk the students to say something aboutwallchartThe students to say somethingaboutthe picturethe pict

20、ure by using the sentences they have learned in the previous lesson: II live inaI love live in a I love While-task procedureA: Still referring to the wallchart.Look and answer:T: What you can seebuilding in the picture ?WallchartforIntroduce the wordpage 4buildingHold up the picture card for buildin

21、g and say building(Ask the students toThe students torepeat)repeatB: T: What things do you sometimes see lying on the pavement? coachingShow examples of rubbish that people throw away - softLook , think, talkdrink cans, plasticabout and answerbags,foodcooperativethe questions .wrappers, etc.T :How d

22、o theythere?Dose itmake Shanghai looklearningbeautiful?Whatshould we always do with our rubbish?Show a toy bin and say bin slowly. (Ask students to repeat.)C:Showthepictures of a park and a road.T : do you often gomodelingthe picture word cardsThe students torepeat.Look , think andto the park?answer

23、theTo elicit the newquestions .words park and road .Say the words slowly.The students to(Ask the students torepeat.repeat.)D: Put up the picture and word cards onthe board in randomthe pictureorder.Thenre-arrange them by putting thewordcardsbelowtheircorresponding picture cards, as shownin theirword

24、 cardsthe students readStudent s Books.the wordsRead the words with the students.bookOpen the book tocassette tape.page 4.Students listen andE: Play the cassette tape.repeat.Ask the students to point to each picturethe students toas the word is beingpoint to each picture as the word is being read ou

25、t.read out.F: Show students the picture cards for apple and sayApple begins with the sound a . Show the word cardThe students lookfor apple and sayletter A a at the letters andA，b listen to the tapeApple .(Repeat) Showalphabetcards A and a .andandBPost-task activitiesHavestudentscompare the capital

26、letter a .Do the same with B b Bird .Play the tape for students to follow in their books.modelingbookcassettestudents havejustlearnedA: Say somethings1: I see a bin.about the wallchart,S2: That sausing the new wordsbuilding.e.g. : I seeThat s HomeworkWorkbook page 3WorkbookColourtheword intheWorkboo

27、k page 3puzzle.ExplaintheTracetheWorkbook page 3letters.Read the let slearn afterthecassettePeriod 4Teaching focus:Asking Wh- questions to find out various kinds of specific information about a personUsing the simple persent tense to express truthUsing the simple persent tense to express interests a

28、nd preferencesTeaching steps:Students activitiesTeaching activitiesTeaching starlegryMediaPre-task preparation:A: T: Yesterday we learned some newcoachingPut up thewords.Do youwallchartThe students to say somethingaboutthe pictureremember what they are?Put up the picture cards for bin, park, road ,

29、building, andthe picture cardsShanghai .for bin, park,Hold up the wordroad , building,cards.and Shanghai .students to come up take one, and put it under the corresponding picture.While-task procedureAskindividualstudents to come up, take one, and put it under thethe word cards.corresponding picture.

30、Continueuntil all cards have been matched. Then remove the pictures but leave the word cards. Ask various students to come up and get the word that you say.A: Put up a simplea simple map ofmap of Shanghai.Shanghai.T : Where do youcoachingThestudentslive?Point to the area you live in and say I live i

31、n (name of the area). I love (namecooperativeanswer : I live inof the area).learningShanghairepeatPlay a game a more able student to come to the front.point to the area he lives in on the map andusethestructures I lives in I love to answer the questionOpen the Student s Book to page 5.Look , think,

32、talk about and answer the questions .The students into groups of four, one student ask the question Where do you live? the other three answer it. (change roles.)The students to come to the front and actB: Play a game with the students.Invite a more able student to come to the front.Ask him/her to po

33、int to the area he/she lives in on the map andusethestructures I lives in I love To answerthequestion Where do you live?C:OpentheStudents Book topage 5. Checkthatthestudents know all the places on the map, such as Lu Xun Park. Shanghai Railway Station. Yu Garden Askindividualstudents Where do you li

34、ve? To elicit various answers. Encourage them to use the structure I love D: Divide students into groups of four, Have one student ask the question Where do you live? and the other three answer it. Then let them change roles.E: Invite groups of students to act out the dialogue to the class.modelingc

35、ooperative learningmodelingcooperative learninga simple map of Shanghaithe StudentsBookthe StudentsBookThe students to repeat.HomeworkWorkbook page 4: Listen and draw the lines to find where they live.Read the let s play after the cassette.Workbook page 4ExplaintheWorkbook page 3WorkbookPeriod 5Teac

36、hing focus:Using the simple persent tense to express interests and preferencesTeaching steps:Students activitiesTeaching activitiesTeaching starlegryMediaPre-task preparation:The students look at the picture and read the wordsThe students look at the picture and say This isWhile-task procedureFlash

37、the picture cards and word cards for bin , building, park, road and Shanghai to check that students rememberthewords.Ask variousstudents to point to each picture and say This isthe picture cards for bin, park, road , building, and Shanghai .the word cards.ThestudentsA:Invite somestudents to clean th

38、e classroom with you. Put rubbish into a toy bin you have brought to class. T : We use the bin every day. We keep Shanghaicleanevery day.answer follow repeatandThe students open the Student s Book to page 6.Play a gameDiscuss where Sam and May live and what they are doing now.B: Get students to open

39、 the Student s Book to page 6. Discusswithstudents where Sam and May live and what they are doing now.coachingcooperative learningtheBookStudentsTwo students come to the frontThe Student read the rhyme slowly line by line.C:Invitetwostudents to be Sam and Mary putting rubbish into the bin.D: Read th

40、e rhyme slowly line by line. Practise saying both verses.modelingtheBookStudentsLook and listenE: Explain the words and phrases use, every day andkeep it clean in student smothertongue.The students follow andreadtherhyme.The students read the rhyme in pairThe students to come to the front and actF:

41、Play the cassette for the rhyme.G: Invite pairs of students to act out the rhyme to the erative learningthe StudentBook cassettesPost-task activityThestudentspractise saying a new rhymePractise in pairThe students read the new rhymeHomeworkRead the let s enjoy after the cassette.Make a new

42、 rhymeHavepairsofstudentspractisesaying a new rhyme substitutingShanghai with BeijingorGuangzhou.Invite pairs to say their rhymes to the class.modelingcooperative learningmodelingUnit 4 Going aboutTeaching designing:Teaching aids:Words: letters Gg -Hh, plane, ferry, train, taxi, car, bus, van.Struct

43、ures: Get How do you go to Functions: Give simple instructions; Using connectives to add informationMaterial:Student s Book 2A 27Cassette 1A and a cassette playerWall chartsPhotograph page 14Alphabet CardsTeaching times:5 timesLearning targets:A.Basic aims:Be able to identify the letters Gg-HhBe abl

44、e to give simple instructionsBe able to introduce oneself using I m.Be able to write the sentence Hello, I m .Sing a song.B.Further aims:Using more information to introduce oneselfThe sorts of the alphabetLanguage focus:Using imperatives to give simple instructionsAsking How questions to find out me

45、ans and Using prepositions to indicate measLearning the words: plane Period 1Teaching focus:Using imperative to give simple instructionsTeaching steps :Students activitiesTeaching activitiesTeachingMediaI.Pre-taskA Revise all thepreparation:commands taught inThestudentsthe previous units.listentothe

46、Say the commandsteacher and actand ask students.B Show a toy bus and a toy car. T: Do you often see them on the road? DoThe students copyyou go to school byteacherbus?II.While-taskprocedure:Say the words buand careaHy.s Practise with morecoachingstudents.A Put two chairs in a line. Ask student to si

47、t 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 car. Practise withThe students actmore students.ScaffoldingB Invite individual students to act as passengers.Saythe command and askthemtoperform the scene. Make sure s

48、tudents understandthecommand Get infadingA small group ofthe car.students line up inC Have a smallfront as if theygroup of studentsare ready to getline up in front asoff the bus.if they are ready to get off the bus. Say Geoff the bus and prompt them to walk offRepeatone by one.D Repeat step CandStud

49、entslistenand follow in the books.III. Post-taskwith more groups of students. Ask them to repeat the command after you while doing the action.EOpenthestudentbosk topage 17. Play the cassettetapetodrill the correct pronunciation.Teach the other two commands to do with cars and buses;Get out of the ca

50、r. Get on the bus.cassettePeriod 2Teaching focus:Asking How questions to find out mean Using prepositions to indicate means Using formulaic expressions to take leaveTeaching steps :Students activitiesTeaching activitiesTeachingMediaPre-task preparation The students mime the actions as they listen to

51、 the commandsThe students answer theA Revise the commands to do with transport which students learned in the previous lesson.Have students repeat cach command as they perform the action.B Show some pictures ofPictureteacher s questWhile-task procedure The students listen the story.The students answe

52、r the teacher s questThe students copy teacher.Look, listen and copy teacher.The students open the book to page 18 and readPost-task activities The students answer the question.ondifferent types of transport. Teacher asks How do you come to school? Do you sometimes go by bus, by van or by taxi?A Put

53、 up the wallchart for page18. Tell a story.B Ask questions for page 18 of on teacher s book C Explain the expression I go to bby giving an example of how you yourself travel to school. Repeat and let studentscopy you.D Wave your hand at students and pretend to leave the classroom, saying Goodbye Enc

54、ourage students to wave their hands and repeatGoodbye E Play the cassette tape to let students hear the correct pronunciation of the expressions. Get students to repeat after the tape.A Ask a few students to tell the class how they get to school.CoachingCoaching，CooperativePictureCassetteHomeworkA L

55、isten and respond quickly. B Listen and circle the correct picture.B Use the tune ofthe song from Book1A G00d morning Change G00d morning to Goodbyend to school to back home leaming,，.workbookPeriod 3Teaching focus:Using nouns to identify forms of transport.Teaching stepsStudents activitiesTeaching

56、activitiesTeachingMediaPre-task preparationThestudentsanswertheteacher s questiA Fly a paper plane to the students. Ask Who has been onon a plane? Tell us about it!Share your own experience if none of the students have been on a plane.B Ask questions aboutdifferentmodesoftransport, including plane,

57、ferry, train, car, bus and van. Ask questions such as the following,PicturePicture cardsWhile-task procedureA Put up theCoachingThe students look at the teacher and listentotheteacher.Wholeclass readthe wordspicture cards for this unit. Introduce the new vocabulary by pointing to each item. Ask Whai

58、ts this? Th en say the words in English and put up the word cards beside the relevant forms oftransport.Repeat the words.B Get students to opentheirstudent books to page 19. Play the cassette tape to let studentslistentothepronunciationofthewordsfirst,and then practice saying them after the beep.Coa

59、chingCooperativeCassette and word cardsFour groups sit in circles. When they name the mode of transport,thewhole group has to standup andrepeat it.The studentslookat the picture card girlC Divide the class into for groups. Each group name is a form transport they have learned. Have the groups sit in

60、 group has to stand up and repeat it.Progressivelyquicken the pace formoreexcitement.D Show students the picture card irfdrsay girl and say G,girl Repeat.Showalphabetcards Ga nd gHavestudentscompare the capitallearningCoaching，.Picture cardPost-task activityThe students to guess.Homework Colour the