沪教版牛津英语二年级上册2A全册教案
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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.
2.
3.
Be able to
identify the letters Aa -- Bb
Be able to give
simple instructions
Be able to use the simple
present tense to indicate facts
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4.
5.
Be able to
Read the
rhyme
B. Further aims:
1.
se 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
activities
Pre-task
preparation:
Teaching
activities
Teaching
starlegry
Media
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A: Point to a
desk
and say ' dsek '. coaching
the
Show 'Let's act'
point to their own
Encourage
desk
'desk'
and say class to point to
their
own desk and
say ' desk '
B: Gesture with
arm to indicate
the
classroom and say
is a students to
follow : 'This
'This is a classroom. We are
classroom. We are in the classroom
in the
classroom now. '
now. '
(Say the
coaching
word
'classroom' slowly
and encourage
T :'Our
students to follow)
C:
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classroom is nice.
We must help
to
keep it clean.'
While-task
procedure
Look
Performs
A: T say
'Clean the
desk.' And wipe a
desk with a rag
B: Invite a more
coaching
able student
to
come to the front.
the Give
the rag to
action and repeats himher and
say
the command
'Clean the desk,
please. '
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The
C: Invite more able
cooperative
student student to come to
learning
book
performs the action
the front. Let the
The
performs
action.
more
able student
give the command
and others do the
action.
(Repeat
with
several groups
of
students.)
student
the
D: Clean
the
by
classroom
sweeping the floor.
Let the more able
student to come up
and say the
command ' Sweep
the floor, please. '
(Repeat step 3)
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The
cassette
E: Open the book
to page 2. Play the
cassette tape. Let
the students
listen
students to the instructions
repeat and mime 'Clean the desk,
the
actions.
please.' and '
Sweep the floor,
please. '
Ask students to
repeat and mime
the actions.
Post-task
activities
One student give
the commands and
the other mime the
A: Divide students
actions.
Change roles
into pair.
Have one
student give the cooperative
commands and the learning
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Look
other mime the
Workbook
actions. Then let
them change roles.
Vote for the best
pair
B: Invite pairs of
students to act out
the dialogue to
the
class.
Homework
Read the ' Let' act '
after
the cassette
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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
activities
Pre-task
preparation:
Teaching
activities
Teaching
starlegry
Media
A:
Ask the students
Where do you all
coaching
Show a picture
of Shanghai
Say the word ' live ?
Shanghai '
Show a picture of
Shanghai
(Say the word '
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Shanghai ' slowly)
Wallchart
page 3
for
T: That ' s right
. We
all live in Shanghai .
Shanghai is
our
home .
While-task
procedure
Look and listen
A: Put up
the
wallchart for page
3.
Tell a
story
something like
this :
Sam and his father
went
for a walk on
Sunday. After a
while they sat down
to rest and
watched
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the ferries go by.
They could see the
Oriental Pearl
Tower
and a lot of
tall buildings. Can
you recongnize coaching
any? Sitting on
the
bench next to them
were
tourists(a
some
woman
and her son). The
boy asked Sam
where he lived and
Sam replied ' I
live
in Shanghai.' The
boy said
' I love
Shanghai.'
was
Sam
pleased.
Children, do you
love
Shanghai? If
you do, you must
help to
keep it
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clean. Do not litter.
Throw all rubbish
into the bin. Can
you find a bin in this
picture?
(Point to it)
The students talk
about and
answer
the questions
B: Ask
questions
cooperative
such as the learning
does
following:
Where
Sam live?
Where do you
live?
Dose Sam love
Shanghai?
Do you love
Shanghai?
What
is
this?(point to a
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C:
bin and a
a toy bear
building
respectively)
Hold up a
stamped envelope
and say ' My
friend in Canada
The students to sent
this to me. She
copy ' I live in had
Shanghai. '
The
to write '
Shanghai ' on it
because Ilive in
Shanghai.
Say ' I live in
Shanghai. ' and ask
students to copy
you.
students
modeling
repeat '
I love
D: Hug a toy bear
Sally. ' and
say ' This is my
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Repeat
bear. Her name is
Sally. I love Sally. '
book
cassette
Get student to say
after
Show the
picture of
Shanghai again.
Hug
it and say ' I
love Shanghai. '
Open the
The students look
at the book and
E:
listen to the tape
student's book to
page 3. Play the
cassette tape to let
students
hear the
correct
pronunciation
of the
words
sentences.
ask
and
Then
indicidual
students to say 'I
live in Shanghai.
'
Post-task
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activities
and ' I love
modeling
white
paper.
drawing
Shanghai. '
Draw a picture of
the place they live
in.
say
A:
Give each
something student a sheet of
drawing
about pictures by white
using the paper. Ask them to
sentences ' I live draw a picture of
cooperative
in …,
I love … '
Talk
about
the place they live
learning
in.
B: Ask
students to
say something
about
their pictures
by using the
Consolidation
Look,
sentences '
I live
in …,
listen
I love … '
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and tick the
correct
sentence.
Listen
draw.
and
Workbook page 2
Explain the
Workbook
Workbook page 2
Homework
Read the 'Let 's
talk ' after the
cassette
Period 3
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Teaching focus:
Using nouns to
identify object
Using proper nouns to refer to
places
Teaching steps:
Students
activities
Pre-task
preparation:
Teaching
activities
Teaching
starlegry
Put
Media
A: Put up the
wallchart for
page coaching
3.
up the
wallchart
Ask the students to
something The
students to say
say something about the
picture by
using
sentences
the
they
about the picture
I live in
…'a
I love …’
have learned in
the
previous lesson: ‘ I
live in …’a
I love …’
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Wallchart
page 4
for
While-task
procedure
Look and answer:
' building '
A: Still referring to
the wallchart.
T: What you can
see in the
picture ?
Introduce the word
‘
building ‘
Hold up the picture
The students to card for ‘ building
repeat
‘ and say ‘ building ‘
(Ask the
students to
repeat)
B: T: ‘ What things
do you
sometimes
see lying on the coaching
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pavement? ‘
the picture and
word cards
Look , think, talk Show examples of
about and answer rubbish that people
the questions .
throw away – soft cooperative
drink
cans, plastic learning
bags,
wrappers,
etc.
food
T : ‘ How do they
there? Dose it
make
look
Shanghai
beautiful?
The students to
What should we
repeat.
always do with our
rubbish? ‘
Show a toy bin and
say ‘ bin’ slowly.
modeling
(Ask students to
repeat. )
Show
the
Look , think and
C:
answer the pictures of a park
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questions .
and a road.
the picture and
word cards
T : do you often go
to the
park?
To elicit the new
The
students to words ‘ park ‘ and
repeat.
‘road ‘.
Say
slowly.
the
words
(Ask the
students to
repeat.)
D: Put up the
picture and word
cards on the board
in random
order.
Then re-arrange
them by
putting the
the students read word cards
below
the words
their
corresponding
picture cards, as
shown in their
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Open the book to Student’ s Books.
page 4.
Read the words
with
the students.
book
cassette
tape.
letter ' A a '
' B
b '
Students listen and
repeat.
E: Play the cassette
the students to tape.
point
to each
picture as the word Ask the students
to
is being read out.
point to each
picture as
the word
is being read out.
F: Show students
the
picture cards for
The students look ‘
apple’ and say
at the letters and Apple
begins with
listen to the tape
the sound ‘ a ‘ .
Show the word
card
for ‘ apple’ and say
‘ A …’
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Apple’ .(Repeat)
Show
book
cassette
Workbook
alphabet
cards ‘ A ‘ and ‘ a ‘ .
Have
students
compare the capital
letter ‘ a ‘ . Do the
same with ‘ B
b…
Bird ‘ .
Post-task
activities
Play the tape for modeling
students have just students to follow in
learned
s1: I see a bin.
their books.
S2: That' s a
building.
A: Say
something
about the wallchart,
using
words
e.g. : I see …
That’
s …
the new
Homework
Workbook page 3:
Colour
the
word in the
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puzzle.
Trace
letters.
the
Read the ' let' s Workbook page
3
learn ' after the Explain
cassette
the
Workbook page 3
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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
activities
Pre-task
preparation:
Teaching
activities
Teaching
starlegry
Put
Media
A: T: Yesterday we
learned some new coaching up the
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words. Do you
what
wallchart
the picture
remember
The students to they are?
say something Put up the picture
cards
for ' bin, park,
road , building, and
Shanghai ' .
about the picture
cards for ' bin,
park, road , Hold up the word
cards.
Ask
individual
building,
Shanghai ' .
and
students to come
up, take one, and
students to come put it under the
up take
one, and corresponding
put it under the
picture.
corresponding
picture.
the word cards.
Continue
until
all cards have
been matched.
Then remove the
pictures but leave
the word cards. Ask
various
students to
come up and get
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the word
that you
say.
a simple map of
Shanghai.
While-task
procedure
The
A: Put up a simple
map
of Shanghai. coaching
T : Where do you
live?
Point to the area
students you live in and say I
answer
: I live in live in (name of the cooperative
Shanghai
repeat
area). I love (name learning
of the area).
B: Play a
game
modeling
with the students.
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Play a game
a
more
Invite a more able
student to come
to
able the front.
a
simple map of
Shanghai
the
Student' s
Book
student to come to Ask himher to point
the front.
to the area heshe
lives in on the map
use the cooperative
point to the area he and
lives in on the map
structures I lives learning
and use the in …
the
structures I lives I love …
in …
I love …
to answer
To answer
question Where do
the you live?
C: Open
the
question
Student' s Book to
that the
Open the Student'
page 5.
s Book to page 5.
Check
students know all
the
places on the
map, such as Lu modeling
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Xun Park.
the Student' s
Book
Shanghai Railway
Yu
individual
Look
, think, talk Station.
about and answer
Garden…
the questions .
Ask
students Where do
you live? To elicit
various
answers.
Encourage them to
use
the structure I
love …
D: Divide students
The students into
into groups of four,
groups of four, Have
one student cooperative
one student ask ask
the question ' learning
the question
do
' Where do you live?'
Where
live?'
the
you and the other three
answer it. Then let
other three
them change roles.
answer it.
(change roles.)
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Workbook
The students to
E: Invite groups
of
come to the front students to act out
and act
the dialogue
to the
class.
The
students to
repeat.
Workbook page 4
Homework
Workbook
page 4:
Listen and draw Explain the
the lines to find Workbook page 3
where they live.
Read the ' let'
s play ' after
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the
cassette.
Period 5
Teaching focus:
Using the simple persent tense to express
interests and preferences
Teaching steps:
Students
activities
Pre-task
preparation:
Teaching
activities
Teaching
starlegry
the
Media
A: Flash the picture
cards and word picture
cards for ' bin ,
cards for ' bin,
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building, park, road park, road ,
The
students look and Shanghai ' to
at the
picture and check that students
read the
words
remember
words.
B: Ask
the
various
building,
Shanghai ' .
and
the
word cards.
students to point to
The students look
each picture and
at the picture and say '
This is …
say ' This is …
A: Invite
some
While-task
procedure
students to clean
the classroom with
you. Put rubbish
into a toy bin
you
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The
have brought to
students class.
the Student' s
Book
answer follow
and T : ' We use the bin
repeat
every day. We keep
Shanghai
every day.
clean
coaching
The students open
the Student' s
Book to page 6.
Play a
game
Discuss
B: Get students to
open the Student' s
where Book to
page 6.
with cooperative
where
learning
Sam and May live Discuss
and what
they are students
doing now.
Two
Sam and May live
and what they are
doing now.
modeling
Invite two
students
C:
come to the front
students to be Sam
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and Mary putting
the Student' s
Book
the Student' s
Book
cassette
The Student read rubbish into the bin.
the rhyme slowly
line by line.
Look and listen
The
D: Read the
rhyme
slowly line by line.
Practise
both verses.
E: Explain
saying
the
words
and phrases '
use, every day ' and
'keep it clean' in
student' s mother
tongue.
students
F: Play the cassette
cooperative
learning
follow and
read the for the rhyme.
rhyme.
The students read
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the rhyme in pair
G: Invite
pairs of
The students to students to act
out
come to the front the rhyme to the
and act
class.
students Have pairs
of modeling
Post-task
activity
The
practise saying a students
new rhyme
Practise in pair
practise
saying a new rhyme
substituting ' cooperative
Shanghai ' with
' learning
Beijing' or '
Guangzhou' .
The students read Invite
pairs to say
the new rhyme
their rhymes to the
class.
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modeling
Homework
Read the ' let'
s enjoy ‘
after
the cassette.
Make a new
rhyme
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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
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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……
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Period 1
Teaching
focus:
Using imperative to give simple
instructions
Teaching steps：
Students
activities
I.
Teaching
activities
Teaching Media
Pre-task A
Revise all the
commands taught
preparation:
The
listen
students in the previous
to
the units. Say the
teacher and act
commands and ask
students.
B Show a toy bus
and a toy car.
T:
Do you often see
The
students copy
them on the road?
teacher
II.
Do you go
to school
by bus?
Say the
words
‘bus’
and
‘car’
clearly.
While-task
procedure:
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Practise with
coaching
more students.
The students act
A Put two chairs in
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
car.
Practise with Scaffolding
and
more students. fading
B Invite
individual
students to act as
passengers. Say
the command and
ask
them to
perform the scene.
Make
students
sure
the A small group
of understand
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students
line up in command ‘Get in
front as if they
the car’.
cassette
are ready to get C Have a small
off the
bus.
Repeat
Students
group of
students
line up in front as
if they are
ready
to get off the bus.
Say
’Get
off the
bus’
and prompt
them to
walk off
one by one.
D Repeat step C
with more groups
of students. Ask
them to repeat the
listen command after
you
and follow in the while doing the
books.
III. Post-task
action.
E Open the
student’s book
to
page 17. Play the
cassette tape to
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drill the correct
pronunciation.
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
activities
Pre-task
Teaching
activities
A Revise the
Teaching Media
爱搜狗教学资源网
preparation
The students
mime
the actions
as they listen to
the commands
The students
answer
the
teacher’s question
While-task
procedure
The
students
listen the story.
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 of
Picture
Picture
different
types of
transport.
Teacher asks
How
do you come to
school? Do you
sometimes go by
bus, by van or by
taxi?
Coaching
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The students
answer the
teacher’s
question
The students copy
teacher.
Look, listen and
copy teacher.
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.
Coaching
D Wave your hand
at
students and
pretend to leave
the
classroom,
saying
’Goodbye’
.
Encourage
students to wave
their hands
and
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The students
open
the book to
page 18 and read
Post-task
activities
The students
answer the
question.
Homework
repeat
‘Goodbye’
Cassette
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
Cooperative
the class how
they leaming,
get to school.
B Use the
tune of
the song from
Book 1A ‘
Good
morning’.
Change’
Good
morning’
to
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A Listen and
respond quickly.
B Listen and circle
the correct
picture.
‘Goodbye’
and
‘
to
school’
to ‘
back
home’
workbook
Period 3
Teaching focus:
Using nouns
to identify forms of transport.
Teaching
steps：
Students
activities
Pre-task
preparation
The
answer
Teaching
activities
Teaching Media
Picture
A Fly a paper plane
students to the students.
the Ask
Who
has been
teacher’s question
on a
plane? Tell us
about it!
爱搜狗教学资源网
While-
task
procedure
Share your own
experience if none
of the students
have been on a
plane.
Picture cards
B Ask questions
about
modes
transport,
including
different
of
plane,
ferry, train, car,
bus
and van. Ask
questions such as
the
following,,,
Put up
Coaching
the The students look A
at the teacher picture cards for
and
listen to the this
teacher.
unit.
Introduce the new
vocabulary
by
pointing to each
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item. Ask
‘What is
Cassette
word cards
and
this?’
Then say the
words in English
and put up the
word
cards beside
the relevant forms
of
transport. Coaching
Whole class read Repeat
the words.
the words
B Get students to
open their
student’s books to
page
19. Play the
cassette tape to
let
students listen
to
pronunciation
the
of
the words first,
and then
practice Cooperative
Four groups sit in saying
them after learning
circles. When the beep.
they name the C Divide the class
mode of
into for groups.
爱搜狗教学资源网
transport ,the Each group’s name
Picture card
whole group has is a form
transport
to stand up and they have learned.
repeat it.
Have
the groups
sit in group has to
stand
repeat
Progressively
up and
it.
Coaching
quicken the pace
more
The students look for
at the picture
excitement.
card’ girl’ and say D Show
students
the picture card
for ‘girl’ and
say
‘G,,,girl’ Repeat .
Show alphabet
cards ’G’ and ‘g’.
Have
compare
students
the
capital letter ‘G’
with the small
letter ‘g’ . Do the
爱搜狗教学资源网
Post-task
activity
same with ‘Hh,,,
hand.’
Play the coaching
workbook
tape for students
to follow in their
The students to books.
guess.
Homework
Colour
correct word.
Ask the following
riddles for
students to guess
the mode of
Tell
transport.
the them to give the
answer in
English.
Period 4
Teaching focus:
Using formulaic expressions to indicate how
people travel
Teaching steps：
Students Teaching Teaching Media
爱搜狗教学资源网
activities
Pre-task
preparation
activities
the
Picture cards
Review
different forms of Coaching
transport
the Word
using
and
Picture cards.
Then write the
words
‘ferry’,
‘plane’,
‘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
爱搜狗教学资源网
While-task
procedure
The
structure ‘I go
to,,,by,,,’
Coaching
Open the
Picture
Cassette
students
open the book to A
page 20 and listen
student’s book to
to the teacher
The
page 20. Say
There are
four
children in 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
out.
Ask students to
draw the routes
and say ‘
I go
to
students
pretending
,,,by,,,’,
they
Cooperative
爱搜狗教学资源网
listen to
the tape are the children in learing
and read
Make
the pidture.
B Play
the
cassette tape for
Cooperative
several students to check learing
board games that if their answers
can be
used in are right.
small groups to C Make
several
revise the board games that
expression’ I go can be used in
to,,,by,,,’ and the small groups to
vocabulary they revise the
have learned.
expression’ I go
to,,,by,,,’ and the
vocabulary they
have learned. Make
gameboards form
cardboard. Four
players take turns
rolling a dice and
moving forward on
the board
爱搜狗教学资源网
Post-task
activity
The
answer
according to the
number on the
Coaching
workbook
students dice. They must
the think of a
place
teacher’s question and say’ I
go to ,,,
Homework
A Listen
A Ask
Which form
of transport do
you like to use?
Please draw it
on
paper.
Ask coaching
students
to show
their own
transport pictures
and say ‘
I go to ,,,
by ,,,’
B
Write up the
and number of
match
pictures.
the students who like
to use
each form
B Circle the one of transport on
that does not the board.
爱搜狗教学资源网
belong
Period 5
Teaching focus:
Using nouns to identify
different forms of transport
Teaching
steps：
Students
activities
Pre-task
preparation
The students look
A
Teaching
activities
Hold
up
Teaching Media
Muppet
a Coaching
and at the teacher muppet
and listen.
say
’Hello , good
morning.’
Everyday, I take a
bus to school. I
go
to the bus-stop to
wait for
the bus.’
爱搜狗教学资源网
Sketch a bus-stop.
Ask
Do you
have to
Pictures
Pictures
Cassette
wait for a bus,
The students look
too? Or a carvan?
Coaching
at
pictures and B Show pictures of
copy to the a
‘bus-stop’ and a
‘train
Explain
students
difference
station’.
to
the
teacher.
While-task
procedure
The
answer
teacher’s
questions.
The
between ‘bus-stop’
and
Repeat
‘station’.
them
several times and
let students copy
Coaching
students you.
the
A Refer to
each
picture of
book
Ask
students student’s
21. listen to the tape.
page
爱搜狗教学资源网
The
questions such as
the following,,,
B
Play
the
Picture
cassette
and
students cassette tape once
for students to
listen to the lyrics
of the song.
read two times.
C Read the first
verse line by line
for students to
follow until they
are familiar with
The students look the words. Then go Coaching
at the picture and through
listen to
the
the second and third
verse in
the same
way.
cassette.
D Play the tape
again and
show the
picture of the
relevant type of
transport at the
爱搜狗教学资源网
The students to appropriate time.
Cooperative
sing along with Draw
tape.
Post-task
activity
student’s learning
Cassette
cassette
attention to the
sounds at the end
of each verse.
E
Invite students
to sing along with
the
tape. Cooperative
The students are Encourage
them to learning
singing played.
imitate the sound
of each type of
transport
Ask groups of
students
to mime
each part of the
song in front of
the class while the
tape
played.
is being
Students
can take different
role. Let students
爱搜狗教学资源网
say what type of
transport they are
driving.
爱搜狗教学资源网
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
爱搜狗教学资源网
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
爱搜狗教学资源网
activities
I. Pre-task
A
activities
Show the Coaching
Picture
preparation:
The
students look picture of the red
at the
picture and light.
copy to teacher.
The
Say ’
Red
light.
’
Repeat for
students to copy
you. Ask
If you see
the red light, what
should you do?
Say’
stop
’ several
times
so that students
can follow.
B Repeat step 1
with ‘Yellow light.
Wait!’ and ‘Green
light. Go!’
students C Tell students Cooperative
listen and act to that when you say learning
teacher.
‘
Go!
’’, they should
run on the spot.
爱搜狗教学资源网
II.
When
‘
Stop!
’’,
you say
they
should stand still.
When
‘
Wait!
’’,
you say
they
should be ready to
While-task move.
Coaching
procedure:
The students to A Say
Let’s play a
stand in a row
game.
Get three
facing
teacher.
the students to come
to 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
爱搜狗教学资源网
Play the
red light, they
cassette
should say ‘
Red
light. Stop!
’ and
stand on the spot.
Repeat ( Yellow, Cooperative
game Green )
learning
with small groups C Play the game
of students.
Students
with small groups
of students. When
they are familiar
with the game, the
winner can take up
listen your role.
and follow in the D Get students to
books.
III.
Post-task
open their
Student’s Books to
page 22. Play the
cassette tape to
let them listen to
the correct
of
Cooperative
pronunciation
the
commands.
爱搜狗教学资源网
Homework
Read the
‘Let’s
talk’ after the
cassette
Say
It’s important
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!
Period 2
Teaching focus:
爱搜狗教学资源网
Using imperative to give simple
instructions
Using adjectives to describe
objects
Teaching steps：
Students
activities
I. Pre-task
Teaching
activities
Teaching
Media
Pictures
preparation:
A Show pictures of Coaching
The students look traffic lights. Ask
at
the pictures individual students
and listen
to the to say the colour
teacher.
The
answer
question
II.
of lights and what
they
when
should
they
do
see
each
colour of the
students light.
the B Ask
Do you
watch the traffic
on
the road? What
While-task
can you
see?
Coaching
procedure:
爱搜狗教学资源网
The students
look A Put up the
Wallchart
at the
wallchart wallchart for page
and listen to
the 23. Tell a story
teacher
The
answer
questions.
something
this,,,
like
Cooperative
B Ask questions learning
such as the
students following:
the
What did Sam
and his father
do before
the
crossing
road?
What did
Sam’s father
say?
What
colour
was the light?
What
did Sam
say?
What did they
do when they
爱搜狗教学资源网
The
point
students
to the
saw this light?
Then what did
Wallchart
Cassette
they see on
the
What
road?
did
Coaching
Sam’s
father
say?
wallchart and say.
Students
C
Point to the bus
on the wallchart
and
say ‘
The bus is
slow.’
Point to
the
car on the
wallchart and say
‘
The car is fast’
Coaching
listen
Repeat
so
several
that
can
the
and follow in the times
books.
students
follow.
D Play
cassette tape to
let students
listen
to the correct
爱搜狗教学资源网
III. Post-task
Homework
pronunciation of
workbook
the expressions as
they point to the Cooperative
item in
their leaning
Student’s Book.
Take
the class to a
safe spot where
they can
see a
road and the
traffic lights Ask
them to call
out ’
fast
’ or
‘
slow
’
according to how
fast the
traffic is
Listen and write moving; and
’
stop
’
the
number
box.
correct to ‘
go
’ according to
in the the flow of traffic
before the
light.
爱搜狗教学资源网
Period 3
Teaching focus:
Using imperatives to give
simple instructions
Using nouns to identify
things
Using adjectives to describe objects
Teaching steps：
Students
activities
I. Pre-task
A Put up
Teaching
activities
the
Teaching Media
Wallchart
preparation:
The students look
wallchart for page Coaching
at the wallchart
23. Point to the
and
recite.
read or items on the
for
wallchart
‘stop’, ‘go,’ ‘light,’
‘fast,’
and ‘slow’
and say the words
in English.
Repeat
for students to
爱搜狗教学资源网
follow.
Picture
card
Word cards
Word
cards
B Put up the
The students to picture card for
point
each picture the
and say the words items
II.
board.
above
on
five
the
Ask
individual
students
to point to each
picture and
say
While-task the word.
Coaching
procedure:
The students
A Put the relevant
read words slowly word
card beside
and copy to the each item on the
teacher.
Students
wallchart. Read
the words slowly.
Let the students Cooperative
copy you.
leaning
draw B Put the word
pictures of
the cards up on the
words board in a
爱搜狗教学资源网
horizontal row. Call
students up to
Picture card
Cassette
Word cards
draw
picture of
the words.
Revise by reading
words Coaching
The students look the
at the picture together.
card and say
C Show students
the
picture card
for ‘ice-cream’ and
say
Ice-cream
begins with the
Students listen to
sound ‘I’.
Repeat
the tape.
III. Post-task
step ‘ice-cream’
for
jelly. Play the
tape for students
to
follow in their Cooperative
books.
Make a matching
game
group
for
small
learning
revision
爱搜狗教学资源网
Homework
1. Find
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
wordbook
each word card.
Then the two
matching card can
be
joined with a
the string fastener.
correct
word
for
picture.
2. Trace
letters.
the
each
爱搜狗教学资源网
Period 4
Teaching focus:
Using imperative to give
instructions
Using adjectives to describe
colours
Teaching steps：
Students
activities
I. Pre-task
Teaching
activities
Teaching
Media
Word cards
preparation:
A Get the whole
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.
爱搜狗教学资源网
II.
B Progressively
Three picture of
traffic lights
quicken the pace
to have more
excitement.
While-task
procedure:
Two
A Say
Let’s
play a
Cooperative
students
game.
Put three learning
come to the front
pictures of traffic
and listen to the lights
teacher.
corners
in three
the
each
a
of
classroom,
showing
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
爱搜狗教学资源网
One student say
back to close Cooperative
learning
that
and the other act hisher eyes.
B Explain
when you say
‘
look
at the light.
’ and
point to a 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 hisher
eyes closed should
say ‘
Go!
’ or ‘Stop’
or ‘Wait’
according
The students play to the colour of
Cooperative
the game in pairs. the light heshe
learning
heard.
C Play the
game
with pairs of
爱搜狗教学资源网
Students
students.
When
Cassette tape
Word cards.
they
are familiar
with the game, you
listen
can ask some more
and follow in the able
students to
books.
III. Post-task
take up your role.
D
Open
the
Student’s Book to
page
25. Play the
cassette
Students
tape.
listen
carefully to the
correct
pronunciation
of coaching
the
expressions.
Put up the word
cards
for this unit
on the board. Ask
students
to follow
your instructions
and read them.
爱搜狗教学资源网
Homework
Say ‘slow’ and ‘fast’
randomly so that
students will
workbook
adjust
their speed
then reading the
words. They
can
have fun saying
Listen and colour the
word ‘fast’ and
the light. Then slowly as
possible.
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：
爱搜狗教学资源网
Students
activities
I. Pre-task
Teaching
activities
Teaching Media
Desks and chairs
The
picture of red
light
preparation:
II.
Say
today we will
learn a rhyme
related to traffic
While-task
procedure:
Three
A Move
the desks Game
students and chairs to make
come to the front the classroom look
and
pretend to be like a crossing. Get
car
drivers
Three
three students to
come to the front.
Ask them to
pretend to be car
drivers.
B Show a picture Coaching
students of the red light.
listen and
copy to Then point to the
the teacher ‘three
cars’ and
爱搜狗教学资源网
Students
say
‘Stop, stop,
Cassette tape
stop. Stop on the
road. Cars wait to
go. Hello, hello,
hello.’
Wave your
hand at the
‘drivers’ and
have
them wave back.
Repeat for
Cooperative
students copy you. learning
C
Play the game
with more groups
of
students to get
them familiar with
the
scene and the Coaching
listen words of rhyme.
Play
and follow in their D
books.
the
cassette tape for
Student’s Book
page 26. Students
listen and follow in
their books.
爱搜狗教学资源网
Students
for the
E Play the cassette
tape
mote Students
again.
follow
Cooperative
learning best and say the lines.
performer.
III.
Post-task
F Invite groups of
students to act
out the rhyme
your
following
demonstration at
the beginning
of
the class.
Students mote for
Cooperative
the
performer.
Draw
oval-shaped
racetrack on the
board.
Divide it
into
sections.
twenty
Divide
an
best learning
the class
into two
爱搜狗教学资源网
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
爱搜狗教学资源网