二年级英语上册Unit5Crossingtheroad(period2)教案沪教牛津版完美版.docxVIP

Unit 5 Crossing the road Period 2 Teaching focus: Using imperative to give simple instructions Using adjectives to describe objects Teaching steps： Students activities Teaching activities Teaching Media I. Pre-task preparation: The students look at the pictures and listen to the teacher. The students answer the question II. While-task procedure: The students look at the wallchart and listen to the teacher A Show pictures of traffic lights. Ask individual students to say the colour of lights and what they should do when they see each colour of the light. B Ask Do you watch the traffic on the road? What can you see? A Put up the wallchart for page 23. Tell a story Coaching Coaching Pictures Wallchart 1 Wallchart Wallchart The students answer the questions. The students point to the wallchart and say. something like this,,, B Ask questions such as the following: What did Sam and his father do before crossing the road? What did Sam’s father say? What colour was the light? What did Sam say? What did they do when they saw this light? Then what did they see on the road? What did Sam’s father say? 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’ Repeat Cooperative learning Coaching 2 several times so that students can follow. D Play the  Coaching  Cassette Students listen and follow in the books. III. Post-task  cassette tape to let students listen to the correct pronunciation of the expressions as they point to the item in their 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  Cooperative leaning Homework Listen and write the correct number in the box.  ’fast’ or ‘slow’ according to how fast the traffic is moving; and ’stop’ to ‘go’ according to the flow of traffic before the light.  workbook 3 约了人们在学习上面浪费的时间与精力。从而高效，快捷的提升自己的学习能力。并且，本书中有大量的图示，“一幅图抵万言书”的常识乃老少皆知，人们对电影和图书内容的记忆和理解 程度远远大于对纯文字的记忆和理解，这些事实说明人对图像的记忆和理解能力远远超过文字。“速读”就是