精品范文二年级牛津英语Unit 5 Crossing the Road 全单元教案_小学二年级英语教案lets actlanguage focus:1. using the imperatives to give simple instructions.language skills:1. locate specific information in response to simple instruction.2. using modeled phrases to communicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. show the picture of the red light and say it.repeat and ask the students to follow you. ask:if you see the red light, what should you do?say: stop several times so that the students could follow you.2. repeat step 1 with : yellow light and wait, green light, and go.3. tell the students that when you say : go they should run out on the spot. when you say : stop, they should stand still. when you say : wait, they should be ready to move.ii. while-task procedure:1. say: lets play a game. let three students to come to the front to help you demonstrate. tell them to stand in a row facing you.2. explain that you are going to show them pictures of traffic lights. when they see the red light, they should say : read light, stop, stop, stop! and stand on the spot.(use the same way to deal with yellow light, wait! green light, go!)iii. post-task activity:1. tell the students the importance of paying attention to the traffic lights2. listen and act: t: red light/yellow light/green light s: (action) lets talklanguage focus:1. using the imperatives to give simple instructions.2. using objectives to describe objects.language skills:1. locate specific information in response to simple instruction.2. using modeled phrases to communicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. listen and actred light! , stop!yellow light! , wait!green light! ,go!2. ask: do you watch the traffic on the road? what can you see? ii. while-task procedure:1. show a wallchart for page 23. describe the picture.2. try to ask some questions:what did sam and his father do before crossing the road?what did sam 乪s father say?what color was the light?what did sam say?3. point to the bus on the wallchart and say: the bus us slow.point to the car on the wallchart and say: the car is fast.4. play the cassette. listen and repeatiii. post-task activity:workbook page 15lets learnlanguage focus:1. using the imperatives to give simple instructions.2. using nouns to identify things.3. using objectives to describe objects.language skills:1. pronounce words properly2. learn the names and sounds of letters :l l j j.materials:tape. recorder. pictures.i. pre-task preparation:1. show the wallchart of page 23. point at the items for :”stop, go, light, fast and slow” and say the words in english. repeat for the students to follow.2. put up the picture cards for the above five item on the board ask individual student to point at each picture and say the word.ii. while-task procedure:1. put up the relevant word card beside each item on the wallchart. read the words slowly. let the students to follow you.2. put the word card up on the board in a horizontal now. call students up to draw the pictures of the words. revise by reading the words together.4. show students the picture card for : ice-cream and say ice-cream begins with the sound.”i”show students the picture card for : ice-cream and say “ce-cream”. repeat. show the alphabet card :i.ask the students compare the capital letter : i乫 with the small letter : i.do the same with : jj, jellyplay the tape for students to follow in their books.iii. post-task activity:1. make a matching game for small groupsmake a sets of cardsone with a word from a word from this unit and the other with its picture. punch a small hole at the top of each word card and at the bottom of each word card. then the two matching cards can be joined with a string fastener.2. work page 16,17.lets playcross the roadlanguage focus:1. using the imperatives to give simple instructions.2. using objectives to describe colors.language skills:1. using modeled phrases to communicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. get the whole class to stand up. tell the students that when you hold up the word card for “go”, they should run on the spot. when you hold up the card for “stop”, they should stand still.ii. while-task procedure:1. say: lets play a game.put three picture of traffic lights in three corners of the classroom. each shows a different color. get a pain of students to come to the front to help you demonstrate. tell them to stand facing you in a row. ask the students at the back to close his/her eyes.2. explain that when you say “look at the light” and point to the picture of the traffic lights in one of the corners, the students in the front should say