牛津英语2A unit1第二课时
牛津英语模块2unit1知识点
Eileen Xue
● a fifteen-year-old boy 复合形容词常见的构成法： 1) N-Ned baby-faced (娃娃脸的), horse-faced (马脸的)
2)adj-Ned
good-mannered (有礼貌的) absent-minded (心不在焉的) old-fashioned (过时的) short-sighted（近视的）
● rule out 把……排除在外，不考虑
我们不能不考虑遇到坏天气的可能性。
We mustn’t rule out the possibility of bad weather.
● look into 调查，检查=investigate or examine
我们将一起调查这件事。
We’ll look into the matter together.
10) adj-n. 如：low-cost(低价的), high-quality(高质量的), fast-food(快餐的)
11) n.-n. 如：day-care(白天代人照顾小孩的), 12) n.-adj. 如：fat-free(低脂的), duty-free(免税的), world-famous(世界有名的) 13）num.-n(-adj.): five-minute ; 8-meter-long , one-way (单行的) 注意：复数 时，单位名词仍不加S。
simple-minded（头脑简单的）
3)num. -Ned five-sided (五个边的), two-storied (两层楼的)，one-sided（单方面的）,
one-legged（独脚的）
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 , ShanghaiB. 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--62. Cassette 1A and a cassette player3. Wallcharts4. Photograph page 15. Alphabet CardsTeaching times:5 timesLearning targets:A. Basic aims:1. Be able to identify the letters Aa -- Bb2. Be able to give simple instructions3. Be able to use the simple present tense to indicate facts4. Be able to "point to your home"5. Read the rhymeB. 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 objects2. Using the simple present tense to express interests and preferences3. Learning the words: bin , park , road , building , ShanghaiPeriod 1Teaching focus:Using imperatives to give simple instructionsUsing the definite article to refer to specific classroom objectsTeaching steps:Period 2Teaching focus:Using the simple present tense to indicate factsUsing the simple present tense to express interests and preferences Teaching steps:Period 3Teaching focus:Using nouns to identify objectUsing proper nouns to refer to places Teaching steps:Period 4Teaching focus:Asking ' Wh-' questions to find out various kinds of specific information about a person Using the simple persent tense to express truthUsing the simple persent tense to express interests and preferencesTeaching steps:Period 5Teaching focus:Using the simple persent tense to express interests and preferences Teaching steps: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 17-212.Cassette 1A and a cassette player3.Wall charts4.Photograph page 145.Alphabet CardsTeaching times:5 timesLearning targets:A.Basic aims:1.Be able to identify the letters Gg--Hh2.Be able to give simple instructions3.Be able to introduce oneself using I’m.4.Be able to write the sentence Hello, I’m <name>.5.Sing a song.B.F urther aims:ing more information to introduce oneself2.The sorts of the alphabetLanguage focus:ing imperatives to give simple instructions2.Asking How questions to find out means and Using prepositions to indicatemeas3.Learning the words: plane……Period 1Teaching focus:Using imperative to give simple instructions Teaching steps：Period 2Teaching focus:Asking How questions to find out mean Using prepositions to indicate means Using formulaic expressions to take leave Teaching steps：Period 3Teaching focus:Using nouns to identify forms of transport. Teaching steps：Period 4Teaching focus:Using formulaic expressions to indicate how people travel Teaching steps：。
牛津译林版高中英语必修二Unit 1reading Language points
most of which takes place behind the scenes. 事实上, 你在银幕上看到的电影是大量艰苦 工作的成果, 其中大部分是在幕后进行的。 actually：used to emphasize the real or
3) The men have been fully briefed about the task. __v.__ 给__(_某__人__)_指__示__, _向__(某__人__)_介__绍__情__况_
4) Please write a brief description of a typical
problem.
_a_d_j_._ _简__洁__的__, _简__单__的_
5) It was his brief to make sure that the facts
were set down.
___n_.____ __指__示____
2) familiar adj. someone or something that is well-known to you and easy to recognize 熟悉的; 常见的 e.g. This kind of situation was all too familiar to Thomas. Are you familiar with this type of machine? Michael doesn’t like to be too familiar with his staff.
1) brief: adj. ① using very few words or including few details
2019-2020年牛津译林版高中英语必修二Unit 1《Tales of the unexplained》(Period 2)教案
2019-2020年牛津译林版高中英语必修二Unit 1《Tales of theunexplained》（Period 2）教案一．【设计思想】本节课为阅读课的第二课时，重点是在复习课文内容的基础上学习课文中出现的一些重要词汇和句型等，培养学生的语言运用能力。
通过真实语境学习重要语言点的用法，并配以相关的练习。
二．【教学目标】By the end of this class, the students will be able to1. learn some useful words, expressions and some sentence patterns.2. put what they have learned into practice.三．【教学重难点】1. Understand the text better.2. Master the usage of some words and phrases.四．【教学环节】【课堂导入】Enjoy the following sentences and underline where you think it should be paid attention to.1. However, since Mrs. Foster thought that Justin was spending the night with a friend, she assumed that Kelly was having a bad dream, and sent her back to bed.2. When Justin did not show up for lunch the next day…3. “It’s happened to me!” said Mrs. Mavis Wood.4. The aliens took me abroad the UFO so that they could do research on me.5. Luckily, they returned me home without any injuries.6. When asked about the possibility that Justin was taken by aliens, Detective Sam Pete rson, who has taken charge of the case, told journalists, “Sometimes people make up such amazing stories. There’s really no hard evidence that aliens took him.”7. So, while we have not dismissed the idea, we are looking into other possibilities as well.8. We will not give up until we find out what happened.【预习检查】熟读课文，划出下列短语并识记：1. run into_____________2. 发生在某人身上___________________3.加紧对…的搜索___________________4.失踪______________________5.引发兴趣________________________6.在空中______________________7.go straight to______________________ 8. 播放CD______________________9. 醒来；唤醒______________________ 10. pull back the curtains______________________11. a flash of light______________________12. have a bad dream__________________ 13. send her back to bed__________________14. work on______________________15. 报警_________________________ 16. take me aboard theUFO_____________________17. 在我身上做实验________________18. without any injuries______________________ 19. 编造这样令人惊叹的故事______________________20.确凿的证据_____________________ 21. on earth____________________22. continue to defend his research____________________【课堂教与学】体会课文中下列每句话中的语言点的用法，可查阅工具书。
牛津高中英语模块二（第一讲）
牛津高中英语模块二（第一讲）主讲教师：邵磊主审：孙德霖【教学内容与教学要求】一、教学内容：牛津高中英语模块二Unit 1（上）二、教学要求：1．学会谈论有关宇宙空间的简单话题。
2．学习阅读英语新闻综述。
3．理解现在完成时和现在完成进行时的意义和用法。
【知识重点与学习难点】一、重要单词：tale, unexplained, .alien, mystery, technology, monster, sunken(adj) stonehenge, pyramid, disappearance, multi-coloured, nightmare, detective, format, detail, paragraph, Yeti, puzzle(n&v), sighting, witness, creature, research, frighten, case, murder, convincing, evidence, typical, outer, progress, treasure, lately, website, wild, similar, hairy, strength, footprint, existence, inch, exploration, orbit, launch, artificial, astronaut, oxygen.二、重点词组：run into碰到, believe in相信（信仰、理论、说法等）, step up 加紧, go missing失踪, show great interest in对….表现出极大的兴趣, due to因为, show up露面, according to根据, pull back拉开, do research on在….方面进行研究, rule out排除, look into调查, make up编造, take charge of负责, make a speech作报告, so far 到目前为止, outer space外层空间, human beings人类, space shuttle航天飞机, Soviet Union苏联, carry out.完成, 实现, 贯彻, 执行, dream of梦想, come true实现, solar system太阳系, comic strip 连环漫画.三、【语法】A.现在完成时1．现在完成时态的构成：现在完成时是由助动词have/has+过去分词构成。
牛津英语上海版2A课文翻译
Module 1 Getting to know youUnit 1 HelloLook and learnGood morning.早上好。
Good afternoon. 下午好。
Good evening. 晚上好。
Good night.晚安。
Look and say1.--- Hello, Mrs Li. Good evening.你好，李老师。
晚上好。
---Good evening.晚上好2.--- How are you, Alice? 爱丽丝，你过得怎么样？---I'm fine. Thank you. 我很好。
谢谢你。
3. ---Goodbye, Alice.再见，爱丽丝。
---Goodbye, Mrs Li.再见，李老师。
Say and act Eddie's dayHow are you today?今天，你过得怎么样？I'm very well. Thank you.我很好。
谢谢你。
Learn the letters Aa apple Bb bagAn apple and a bag.A big apple and a big bag.A big apple is in a big bag.Unit 2 I'm DannyLook and learn boy男孩girl女孩big大的small小的Look and say I'm ...我是。
You're...你是。
Hello, I'm Danny.你好，我是丹尼。
Hi, Danny. I'm Mary.你好，丹尼。
我是玛丽Oh, you're tall. I'm short.哦，你是高的。
我是矮的。
Play a game1.--- You're Kitty.---No. I'm a boy. I'm Danny.2.---I'm a girl. I'm short. I'm thin. Who am I?----You're a girl. You're short. You're thin. You're Kitty.---Yes, I'm Kitty.3.--- I'm tall. I'm thin. Who am I?---You are Miss Fang.---Yes, I'm Miss Fang.Say and act Big and small1.--- I'm big. You're small.我是大块头的。
九年级英语上册Unit1 第2课时readingⅠ教学课件新版牛津版
不要落后！
Never fall behind!
6.To us, a miss is as good as a mile. We can’t afford to make any mistakes.
2. "He's quiet and doesn't like to talk
much, but his work shouts!“ 他很安静,话不多,但是他的作品却极具 说服力。 句中his work shouts 运用拟人这一修辞 手法,表达出很多艺术家的一种 特性— 用作品说话。
3. His sculptures for the town square have won high praise from the art community. praise n.赞扬,赞美,表扬 win high praise 获得高度赞扬
样……也不过分,越……越好”。
• You cannot praise the film too much. 这部电影值得大加称赞。
• It is never too old to learn. 活到老学到老。
9. Carelessness will be a disaster not only to
对我们来说,失之毫厘谬以千里,我们承担 不起任何错误（所造成的后果）。 miss n. 失误;疏漏 as good as 与……一样,不亚于…… a miss is as good as a mile 表示：“失之 毫厘,谬以千里” 是英语谚语。
7. All of us know that it's necessary to ption to (doing) sth. 注意(做)某事 to作为介词后加动名词形式
Unit1 单元教学整体设计课件-高中英语牛津译林版(2020)选择性必修第二册
correctly analyze its advantages and disadvantages.
Understand the strategies and techniques of advertising to persuade
4
audiences to buy products or services,as well as the relationship between advertising and mass media.
• They need to know more words and phrases, and master the reading skills. At the same time, the Grammar part is a important for them to learn. Last, they need to learn to express themselves bravely in English.
Habit learned a UNIT The Internet, which could help them master the unit better.
Ability
Promotion
• Some students have developed a good habit of learning, but many students still can not keep
2.准确回答美国文化象征的事实 性信息；
第五课时 Video time and Workbook 教学设计
文本一是视频脚本World’s Biggest Melting Pot，以纽 约市皇后区（Queens）为例，展现美国的“熔炉文化”。
牛津英语2A Unit 1 Where I live
Unit 1 Where I livePeriod 1Language focus:Using imperatives to give simple instructionsUsing definite article to refer to specific classroom objectsLanguage skills:ListeningLocate specific information in response to simple instructionSpeakingUse modeled phrases to communicate with other learnersMaterials:Student’s Book 2A page 2Cassette 2A and a cassette playerCome ragsPre-task preparation1.Point to a desk and say ‘desk’. Encourage the class to point to their owndesks and say ‘desk’.2.Gesture with your arm to indicate the classroom and say ‘This is a classroom.We are in the classroom now.’3.Say Our classroom is nice. We must help to keep it clean.While-task procedure1.Say ‘Clean the desk.’ And wipe a desk with a rag.2.Invite a more able student to come to the front. Give the rag to him/her andsay ‘Clean the desk, please.’The student performs the action and repeats your command.3.Invite more students to come to the front. Let the more able student give thecommand and others do the action.4.Clean the classroom by sweeping the floor, putting rubbish into the wastebasket and cleaning the blackboard with an eraser. Invite another more able student to come up and say the command.5.Open the book to page2. Play the cassette tape. Let the students listen to theinstructions ‘Clean the desk, please.’ And ‘Clean the classroom, please.’ Ask students to repeat and mime the actions.6.Invite individual students to act out the scene.Post-task activities1.Divide students into pairs. Have one student give the commands and othermime the actions. Then let them change roles.2.Invite pairs of students to act out the dialogue to the class. Students vote forthe best pairs.Period 2Language focus:Using the simple present tense to indicate factsUsing the simple present tense to express interests and preferencesUsing proper nouns to indicate placesLanguage skill:SpeakingUse modeled phrases to communicate with other learnersMaterials:Student’s Book 2A page 3Cassette 2A and a cassette playerWallcharts 2AA picture of Shanghai, a stamped envelope, a toy bearWorkbook 2A page 2Pre-task preparationAsk the students Where do you all live?Show a picture of Shanghai. Say That’s right, we all live in Shanghai. Shanghai is our home.While-task procedure1.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 the ferries to by. They could see the Oriental Pearl Tower and o lot of tall buildings. Can you recognize any? Sitting on the bench next to them were some tourists. The boy asked Sam where he lived and Sam replied ‘I live in Shanghai’. Sam was pleased. Children, do you love Shanghai? If you do, you must help to keep it clean. Do not litter. Throw all rubbish into the bin. Can you find a bin in this picture? Point to it.2.Ask questions such as the following:Where does Sam live?Where do you live?Does Sam love Shanghai?Do you love Shanghai?What is this?3.Hold up a stamped envelope and say My friend in Canada sent this to me.She had to write ‘Shanghai’ on it because I live in Shanghai. Say ‘I live in Shanghai’. And ask students to copy you.4.Hug a toy bear and say This is my bear. Her name is Sally. I love Sally. Hugthe bear more tightly and say “I love Sally.’Show the picture of Shanghai again. Hug it and say ‘I love Shanghai.’Repeat. Get students to say after you.5.Open the book to page 3. play the cassette tape to let students hear thecorrect pronunciation of the words and sentences. Then ask individual students to say ‘I live in Shanghai.’ And ‘I love Shanghai.’Post-task activities1.Give each student a sheet of white drawing paper. Ask them to draw apicture of the place they live.2.Ask students to say something about their pictures by using the sentences ‘Ilive in …, I love…’ConsolidationWorkbook page 2:look, listen and repeat the correct sentence.Listen and draw.Period 3Language focus:Using nouns to identify objectsUsing proper nouns to refer to placesLanguage skills:SpeakingPronounce words properlyLearn the names and sounds of the letters ‘Aa,Bb’Materials:Student’s Book 2A page 4Cassette 2A and a cassette playerWallcharts 2AWorkbook 2A page 3Pre-task preparationPut up the wallchart for page 3. Ask the students to say something about thepicture by using the sentences they have learned in the previous lesson: ‘I live in…’ and ‘I love…’While-task procedure1.Still referring to the wallchar, discuss what you can see in the picture.Introduce the word ‘building’. Hold up the picture card for ‘building’and say ‘building’. Ask students to repeat.2.Ask What things to you sometimes see lying on the pavement? Showexamples of rubbish that people throw away soft drink cans, plastic bags, food wrappers, etc. Ask How do they get there? Does it make Shanghai look beautiful? What should we always do with our rubbish? Show a toy bin and say ‘bin’ slowly. Ask students to repeat.3.Show the pictures of a park and a road. Ask Do you often go to the park? Toelicit the new words ‘park’ and ‘road’. Say the words slowly. Ask students to repeat.4.Put up the picture and word cards on the board in random order. Thenrearrange them by putting the word cards below their corresponding picture cards, as shown in their Student’s Books. Read the words with the students.5.Open the book to page 4. Play the cassette tape. Students listen and repeat.Ask students to point to each picture as the word is being read out.6.Show students the picture cards for ‘apple’and say Apple begins with thesound ‘a’. Show the word card for ‘apple’ and say ‘A… apple’. Repeat. Post-task activitySay something about the wallchart, using the new words students have just learnedConsolidationWorkbook page 3:A.Colour the word in the puzzle.B.Trace the lettersPeriod 4Language focus:Asking ‘wh-’ questions to find out various kinds of specific information about a personUsing the simple present tense to express truthLanguage skills:Use modeled phrases to communicate with other learnersOpen an interaction by elic iting a responseMaintain an interaction by providing informationMaterials:Student’s Book 2A page 5Cassette 2A and a cassette playerA big map of ChinaPre-task preparationSay yesterday we learned some new words. Do you remember what they are? Put up the picture cards for ‘bin’, ‘park’, ‘road’, ‘building’ and ‘Shanghai’. Hold up the word cards. Ask individual student to come up, take one, and put it under the corresponding picture. Continue until 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.While-task procedure1.Put up a big map of China. Show students where Shanghai is.2.Ask ‘Where do you live?’. Encourage students to answer ‘I live inShanghai.’3.Play a ‘tourist game’ with the students. Invite a more able student to come tothe front.4.Get the students to open the book to page5. Play the cassette tape forstudents to listen to native speakers saying the lines while they look at the pictures in their own books.5.Divide students into groups of four. Have one student ask the question‘Where do you live?’ and other three answer it. Then let them change roles. 6.Invite groups of students to act out the dialogue to the class. ConsolidationWorkbook page 4: listen and draw the lines to find where they livePeriod 5Language focus:Using the simple present tense to express interests and preferences Language skills:ListeningIdentify key word in an utterance by recognizing stressSpeakingPronounce correctly words in connected speech by linking together and using appropriate stressMaterialsCassette 2A and a cassette playerA toy binPre-task preparation1.Flash the picture cards and word cards for ‘bin’, ‘building’, ‘park’, ‘road’and ‘Shanghai’ to check that students remember the words.2.Ask various students to point to each picture and say ‘This is …’.While-task procedure1.i nvite some students to clean the classroom with you. Put rubbish into a toybin you have brought to class. Say We use the bin every day. We keep Shanghai clean every day.2.Get students to open the Students’ book page 6. Discuss with students whereSam and May live and what they are doing now.3.Invite two students to be Sam and May putting rubbish into the bin.4.Read the rhyme slowly line by line. Practise saying both verses.5.Explain the words and phrases ‘use’, ‘every day’and ‘keep it clean’instudent’s mother tongue.6.Play the cassette for the rhyme. Students follow and read the rhyme.7.Invite pairs of students to act out the rhyme to the class.Post-task activityHave pairs of students practise saying a new rhyme substituting ‘Shanghai’with ‘Beijing’ or ‘Guangzhou’. Invite pairs to say their rhymes to the class.。
苏教牛津译林版小学英语2B(二年级下册)全册课后习题
苏教牛津译林版小学英语2B（二年级下册）全册课后习题Unit 1 Where is Kitty第一课时Story Time习题一、选出不同类的单词。
（）1. A. sofa B. table C. on（）2. A. on B. vase C. in（）3. A. basket B. under C. behind（）4. A. in B. under C. where（）5. A. basket B. vase C. under二．看图补全句子。
1.The cat is _____ the box.2.The cat is _____ the box.3.The cat is ______ the box.4.The cat is _______ the box.5.The cat is on the ________.三．按要求做题1.It is on the sofa. （否定句）________________________2. It is under the desk. （一般疑问句）_________________________?3. Is it under the sofa?(否定回答)_________________________4. The cat is on the desk.（对划线部分提问）_______________________5. Where is the dog?(用behind the door 回答问题)______________________________四、连词成句。
1. cat is the the table on_____ _______ _______ _______ ______ ______.2. is Kitty where_____ _______ _______ ?3. it behind the vase is_____ _______ _______ ______ ______.4. it is on sofa the not_____ _______ _______ _______ ______ _______.5. the dog under desk the is_____ _______ ______ _______ _______ _______.五．根据汉语补全句子。
二年级英语下册 unit2 Lesson1教案 沪教牛津版
（沪教牛津版）二年级英语下册Unit2Unit 2 In the circusThe first Period一、主要新授内容(new contents)Let’s act --- Come here.Go there.Come back.二、学习目标(Objectives)1、学习在马戏表演中，用英语发出Come here. Go there. Come back.等相关指令。
2、将新指令与一些已学指令结合，让学生与一些动物玩耍中尝试与动物做朋友。
三、教学建议1、任务前期准备阶段（Pre-task preparation section）Pre-task Preparation是指我们要求学生运用目的语（即所学的语言）之前，呈现给学生的新语言材料。
也就是我们常说的：Input。
在这个环节主要让学生在情景中获得对新语言材料的第一次感知，在营造的语言环境中使学生自然进入语言氛围。
Activity 1 （Talk about the dog）（引入1）1、教学辅助(Aids)1) 电脑(2B-U2-1)2）屏幕2．活动过程（Process）Activity 2 (Go to the circus)（引入2）1、教学辅助(Aids)1) 电脑(2B-U2-2)2）屏幕2．活动过程（Process）Activity 3 (A song)（引入1）1、教学辅助(Aids)1)电脑2)屏幕2．活动过程（Process）* 可根据班级情况，让学生了解clown，juggler，strongman, trapeze artist, ringmaster等词。
2、任务中期实施阶段（While-task procedure section）While-task Procedure，这是指语言技能的习得过程。
其中分为机械性操练和意义性操练两部分。
机械性操练可以让学生准确地模仿、复说新授的语言，让他们经过从模仿到识记的过程，使新知识由感知、理解、模仿直到储存,并在创设的情景中进行运用。
牛津小学英语2A教案
牛津小学英语2A教案课题：Unit1 My family教材类型：所属学科：英语>>2A（二上）主备教师：秦红梅备课时间：3 浏览人数：1☆教学调整☆教案内容：教学目标：1、能听懂、会说、会认单词father、mother、brother、sister、me2、能用This is my …来介绍自己的家庭成员。
教学重点目标1、2教学准备：手指套、全家福照片、图片、一副眼镜、领带教学时间：三课时教学过程：第一课时一、warm up1、greetingT: Good morning.How are you?2、listen and do. Raise your hand. Wave your hand. Put it down.二、presentationT show the family photo: now, boys and girls, look,what is this? This is myfamily photo. Look, my father, my mother and me . This is my family.用手圈一下。
教my family.由慢到快。
Ss read one by oneSs say : my family, your family.（出示他们的照片）（一）teach: father, mother, me(1)老师出示自己的全家照自问自答：look, guess who is he? S: Father. (给予学生适当的奖励)T: Yes. This is my father。
T show the card :father 贴于Bb, 领读几遍，注意th 的发音。
Ss read : father，father ，my father （一小组传卡片挨个读; 一组一组读，）T : look, this is my father. 出示句型卡片This is my …… 学生跟读遍。
牛津苏教版-英语-二年级上册-2A unit1 my family单元教学反思
小学-英语-上册-打印版Unit 1 my family 单元教学反思本单元的主要教学内容是“认人”，十分贴近生活实际。
在教学中，教师要通过扎实的听说训练，让学生熟练运用Who’s he/she? 来询问朋友的家庭成员。
在教学中，我运用教室里鲜活的资源——学生来询问：Who’s he/she ?并让学生认认书中的老朋友David,Su Yang, Nancy,Helen等人的头像，由形象到抽象，由学生自己来分辨he与she的不同用法。
进而向学生提出问题：he和s he 只适用于学生吗？还是可以用来谈论成年人？让学生从书中自己寻找答案。
学生很快就发现课文中的he和she 还可以分别指father,mother这些成年人。
从而进一步提高了认识：he可以指代所有男性，she可以指代所有女性。
因此在具体运用时基本没有学生出现错误。
接着我创设了“谈论自己家庭照片”的情境来切入话题。
由于学生在《牛津小学英语1A》第三单元中已学过用This is my dad/mum.来介绍自己的父母亲，本单元过渡到单词father,mother的学习时，学生很容易就掌握了。
我又结合学生的家庭实际，扩充了有关家庭成员的单词gra ndfather,grandmother和cousin,学生很感兴趣。
在教学相关的童谣时，我针对歌谣提出了几个小问题，结合具体图片让学生来找找Who’s the writer?学生图文结合的认读能力有了提高。
在处理该单元的练习时，碰到了一个新的题型: 根据提示和图片，涂出正确的单词。
在做该练习前，我没有给予学生做题指导，让学生从实践中摸索。
然后让做得又快又好的学生来交流经验，学生很有成就感，发言十分踊跃：我先找第一个字母，再找最后一个，然后用笔把中间的字母连起来，这样做很快；我是用笔轻轻地涂的，等涂完后把边框外部分的先擦掉；我发现把笔横着涂比竖着涂快……我笑了：孩子们在做中学。
原来离开老师的指导，学生也能学得很好。
牛津幼儿英语2A教案
《牛津幼儿英语》2A教学周计划表教学周次课时教学目标备注Week 1 Lesson 1 学习单词kindergarten。
认识身边的朋友，并跟他们打招呼。
Lesson 2 学习单词door、window、wall。
熟悉句型Nice to meet you。
Week 2 Lesson 3 学习自我介绍，认识身边的朋友，并跟他们打招呼。
Lesson 4 学习歌谣《Open the Door！》Week 3 Lesson 5 学习open the door和close the window的表达，并会做相应动作。
Lesson 6 学习歌曲《I Can Say My A B C》Week 4 Lesson 7 学习歌曲《I Can Say My A B C》Lesson 8 《Let’s Make》+《Practice》系统复习本单元学过的内容。
Week 5 Lesson 1 学习单词pear、peach。
熟悉I like…的表达。
Lesson 2 学习单词grapes、watermelon。
熟悉I like…的表达。
Week 6 Lesson 3 情景模拟表演，学习句型What do you like? I like…Lesson 4 学习歌谣《I Like Pears》Week 7 Lesson 5 学习eat apples和drink grape juice的表达，并会做相应动作。
Lesson 6 学习歌曲《London Bridge》Week 8 Lesson 7 学习歌曲《London Bridge》Lesson 8 《Let’s make》+《Practice》系统复习本单元学过的内容。
Week 9 Lesson 1 学习单词egg、candy。
熟悉I want…的表达。
Lesson 2 学习单词coffee、milk。
熟悉I want…的表达。
Week 10 Lesson 3 情景模拟表演，学习句型What do you want? I want…Lesson 4 学习歌谣《I Want Eggs》Week 11 Lesson 5 学习don’t shout和don’t push的表达，并会做相应动作。
上海版牛津小学英语2A
上海版牛津小学英语2A Unit1-8知识要点归纳Unit1词汇学习：bin垃圾箱park公园road路building大楼Shanghai上海apple苹果bird鸟clean弄干净sweep扫desk书桌floor地板where哪里live居住love爱use用every每一个day天keep保持复习巩固：please请classroom教室bicycle自行车slide滑梯swing秋千doll娃娃ball球balloon气球point to指向词汇拓展：home家the Bund外滩tower塔举一反三：1．Clean the bicylce, please. 请把自行车弄干净。
2．Clean the classroom, please. 请把教室弄干净。
3．Sweep the classroom, please. 请把教室扫一扫。
4．Sweep the road, please. 请把马路扫一扫。
5．Where do you live? I live in Songjiang. I love Songjiang.你居住在哪里？我居住在松江。
我爱松江。
6．Where do you live? I live in Jiading. I love Jiading.你居住在哪里？我居住在嘉定。
我爱嘉定。
7．This is my mother. She is a nurse. I love my mother.这是你的母亲。
她是一名护士。
我爱我的母亲8．That is my father. He is a postman. I love my father.那是我的父亲。
他是一名邮递员。
我爱我的父亲。
9．I love my teacher. I love my school.我爱我的老师。
我爱我的学校。
10．I use the bin every day. 我每天都使用垃圾箱。
11．I use my rubber every day. 我每天都使用我的橡皮。