2019-2020年二年级英语上册 Unit4 period4教案 沪教牛津版.doc

2019-2020年二年级英语上册 Unit4 period4教案 沪教牛津版Teaching focus:Using formulaic expressions to indicate how people travelTeaching steps： Students activitiesTeaching activitiesTeaching MediaPre-task preparationWhile-task procedureThe students open the book to page 20 and listen to the teacherThe students listen to the tape and readMake several board games that can be used in small groups to revise the expression I go toby and the vocabulary they have learned.Post-task activityThe students answer the teachers questionHomeworkA.Listen and match the pictures.B.Circle the one that does not belongReview the different forms of transport using the Word and Picture cards. Then write the words plane, ferry, 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 structure I go tobyA Open the students book to page 20. Say There are four children in the picture. They want to go to different places, but we dont know which form of transport they like to use. Lets follow the road to find out. Ask students to draw the routes and say I go to b, pretending they are the children in the pidture.B Play the cassette tape for students to check if their answers are right.C Make several board games that can be used in small groups to revise the expression I go toby and the vocabulary they have learned. Make gameboards form cardboard. Four players take turns rolling a dice and moving forward on the board according to the number on the dice. They must think of a place and say“I go to”A Ask Which form of transport do you like to use? Please draw it on paper. Ask students to show their own transport pictures and say I go to .by B Write up the number of students who like to use each form of transport on the board.CoachingCoachingCooperative learingCooperative learingCoachingcoachingPicture cardsPictureCassetteworkbook附送：2019-2020年二年级英语上册 Unit4 period5教案 沪教牛津版Teaching focus:Using nouns to identify different forms of transportTeaching steps： Students activitiesTeaching activitiesTeaching MediaPre-task preparationThe students look at the teacher and listen.The students look at pictures and copy to the teacher.While-task procedureThe students answer the teachers questions.The students listen to the tape.The students read two times.The students look at the picture and listen to the cassette.The students to sing along with tape.Post-task activityThe students are singing played.A Hold up a muppet and say “Hello , good morning.” Everyday, I take a bus to school. I go to the bus-stop to wait for the bus. Sketch a bus-stop. Ask Do you have to wait for a bus, too? Or a car/van? B Show pictures of a bus-stop and a train station. Explain to students the difference between bus-stop and station. Repeat them several times and let students copy you.A Refer to each picture of students book page 21. Ask questions such as the followingB Play the cassette tape once for students to listen to the lyrics of the song.C Read the first verse line by line for students to follow until they are familiar with the words. Then go through the second and third verse in the same way.D Play the tape again and show the picture of the relevant type of transport at the appropriate time. Draw students attention to the sounds at the end of each verse.E Invite students to sing along with the tape. Encourage them to imitate the sound of each type of transportAsk groups of students to mime each part of the song in front of the class while the tape is being played. Students can take different role. Let students say what type of transport they are driving.CoachingCoachingCoachingCoachingCooperative learningCooperative learningMuppetPicturesPicturesCassettePicture and cassetteCassettecassette