牛津英语2a教案 Unit2 A snack bar

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1、牛津英语2a教案Unit2Asnackbar【摘要】：一．教学课题Unit2AsnackbarLesson1二．学生素质发展目标：Languagefocus:1.Usingimperativestogivesimpleinstructions.2.Usingindefinitedeterminer‘some’toshowquantities.3.Canusetheinstructionsinthedailylife.三．教学重点和难点：Teachin一．教学课题Unit2AsnackbarLesson1二．学生素质

2、发展目标：Languagefocus:1.Usingimperativestogivesimpleinstructions.2.Usingindefinitedeterminer‘some’toshowquantities.3.Canusetheinstructionsinthedailylife.三．教学重点和难点：Teachingaims:Teachthenewinstructions:1)Havesomenoodles/soup.2)Hereyouare.Thankyou!四．主要教学方法：1．Readand

3、say:2．Look,readandlearn:3．Lookandsay:4．Thinkandguess:5．Lookandread:五．教具：Teachingaids:taperecorder,tape,wordandpicturecards,someobjects.六．教学过程：Teachingprocedure:ProducesContentsMethodsPurposePre-taskpreparation1.Greetings:T:Hello,everyone.Ss:Hello,teacher.T:How

4、doyoudo!Ss:Howdoyoudo!2.SingasongSay‘Hello’toeachother.Singasongtogether.通过问候和歌曲的形式开始英语课堂比较活泼，能充分调起学生的积极性和学习兴趣。While-taskProcedure1.Reviewthewords:Tholdupapicturesofnoodlesandsoup,thensay‘noodles’,Reviewthewordswhichtheyhaveleanedlastterm.Reviewthewordsbythe‘s

5、oup’slowly.EncourageSstoread.2.Teachthenewinstructions:1)T:(showthepictureofnoodles)‘Iliketoeatnoodles.Doyoulikenoodles?’Ss:Yes.T:Ok,havesomenoodles.(Dothegestures)Ssrepeat.2)TinvitemoreableStocomeupandsay‘Havesomenoodles.’totheSandaskhim/hertorepeatthecommand

6、andimitatetheaction.(Severaltimes)3)Toshowotherthingstoinsteadof‘noodles’.4)Listentothetapeandfollowit,andmimetheactions.5)TgiveoneSabowlofsoupandsay‘Hereyouare,Havesomesoup’.TheSmustsay:Thankyou.5)TinviteindividualSstoactoutthescene.pictures.Teachthesentences

7、directly.Ssfollow.Useotherthingstoreplace‘noodles’.SaybytheSs.Listenandrepeat.Act.这两个单词是上学期学过的，所以只要通过图片或单词卡片就能达到复习效果。通过展示图片和老师的自问自答来直接教授，让学生在听觉上首先感受一下，之后通过模仿并理解意思而且还邀请学生参与来学习，这样记忆比较容易，印象也深刻。通过其他许多不同的事物来巩固是让他们更好的掌握。直接通过场景来表达‘Hereyouare.’学生理解起来比较快。Post-taskactiv

8、itiesInvitepairsofSstoactoutthedialoguetotheclass.Ssvoteforthebestpair.Performandvote.再通过他们的表演巩固知识。Assignments板书：Unit2Havesomenoodles.Havesomesoup.……教学后记：这一课时主要是Havesome…句子的教授，由于过去