2019-2020年二年級(jí)英語上冊(cè) Unit4 period2教案 滬教牛津版.doc

《2019-2020年二年級(jí)英語上冊(cè) Unit4 period2教案 滬教牛津版.doc》由會(huì)員分享，可在線閱讀，更多相關(guān)《2019-2020年二年級(jí)英語上冊(cè) Unit4 period2教案 滬教牛津版.doc（7頁珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

2019-2020年二年級(jí)英語上冊(cè) Unit4 period2教案 滬教牛津版 Teaching focus: 1.Asking How questions to find out mean 2.Using prepositions to indicate means 3.Using formulaic expressions to take leave Teaching steps： Students activities Teaching activities Teaching Media Pre-task preparation The students mime the actions as they listen to the mands The students answer the teacher’s question While-task procedure The students listen the story. The students answer the teacher’s question The students copy teacher. Look, listen and copy teacher. The students open the book to page 18 and read Post-task activities The students answer the question. Homework A Listen and respond quickly. B Listen and circle the correct picture. A Revise the mands to do with transport which students learned in the previous lesson. Have students repeat cach mand as they perform the action. B Show some pictures of different types of transport. Teacher asks How do you e to school? Do you sometimes go by bus, by van or by taxi? A Put up the wallchart for page 18. Tell a story. B Ask questions for page 18 of teacher’s book. C Explain the expression ‘I go to …by…’by giving an example of how you yourself travel to school. Repeat and let students copy you. D Wave your hand at students and pretend to leave the classroom, saying“Goodbye”. Encourage students to wave their hands and repeat ‘Goodbye’ 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. B Use the tune of the song from Book 1A ‘Good morning’. Change“Good morning” to “Goodbye”and ‘to school’ to ‘back home’ Coaching Coaching Cooperative leaming, Picture Picture Cassette workbook 附送： 2019-2020年二年級(jí)英語上冊(cè) Unit4 period3教案 滬教牛津版 Teaching focus: Using nouns to identify forms of transport. Teaching steps： Students activities Teaching activities Teaching Media Pre-task preparation The students answer the teacher’s question While-task procedure The students look at the teacher and listen to the teacher. Whole class read the words Four groups sit in circles. When they name the mode of transport ,the whole group has to stand up and repeat it. The students look at the picture card“girl” and say Post-task activity The students to guess. Homework Colour the correct word. A Fly a paper plane to the students. Ask Who has been 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,,, A Put up the picture cards for this unit. Introduce the new vocabulary by pointing to each item. Ask ‘What is this?’ Then say the words in English and put up the word cards beside the relevant forms of transport. Repeat the words. B Get students to open their 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 into for groups. Each group’s name is a form transport they have learned. Have the groups sit in group has to stand up and repeat it. Progressively quicken the pace for more excitement. D Show students the picture card for ‘girl’ and say ‘girl’ Repeat . Show alphabet cards ’G’ and ‘g’. Have students pare 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. Ask the following riddles for students to guess the mode of transport. Tell them to give the answer in English. Coaching Coaching Cooperative learning Coaching coaching Picture Picture cards Cassette and word cards Picture card workbook