广州版（一起）二年级英语上册教案 unit 1(1)

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广州版（一起）二年级英语上册教案
UNIT1 WHAT CAN YOU DO
Let’s sing:
Structures: fly, fly a kite
Objectives
By the end of this section, hopefully
Most children can sing the song in chorus;
The slow learners can sing along with the tape recorded or the teacher;
The fast learner can create new lyrics with the guidance of the teacher;
Procedures:
1. Flying a kite and riding a bike usually take place in a park or in the countryside. The tune of the song is brisk and joyful. Therefore T creates a relaxing and happy atmosphere by decorating the classroom as a park or the countryside before singing the song,
2. The teacher help the children to imagine the situation by pointing at the decoration and
Saying “It’s Sunday today. We go to the countryside .The sun is shining” ”I ride so fast down the road...“
3. Encourage the fast learners to create their own verse for the song, .skip, skip, skip, skip rope, so high in the sky. Merrily, merrily, so high in the sky.
4. All the children can do more when they hear the eight verbs or verb phrases: most children can say about five of eight verbs when they see the pictures or watch the actions, whereas the fast learners can say all the eight.
Look, Listen and say
The objects as below:
a pair of roller skates, skip rope, a kite, a small bike and a toy panda
Pictures and word cards of the action as below:
dance, draw, swim, skate, skip rope ride a bike, play the piano. fly a kite”
in the following lessons
.Procedures: 21世纪教育网 21世纪教育网
At the very beginning T does not break the phrases into words, Let the children learn the phrases
As chunks, then ask them to identify the words “bike, piano, kite” from the phrases, ride a bike, play the piano, and fly a kite, so on.
Since all the new words and phrases are about actions, we can play TPR game.
PROJECT:
Language focus
Vocabulary:
Dance, draw, swim, skate, piano, play the piano, bike, ride a bike, kite, fly a kite, skip rope, teach
Structures:
1. Can you...
Yes, I can. /No, I can’t
2. I/Yongxian can...
3. I/Yongxian can’t...
Teaching Objectives:
By the end of this unit, hopefully the pupils will be able to
Make either non-linguistic or linguistic responses to the above
Language focus in listening, speaking and initial reading activities may be
Answering yes/no questions;
Using modeled words [sentence patterns] or other visual clues to talk about the pictures;
Exchange simple personal information and feelings.
Procedures
1. Using TPR. Firstly, the teacher says the words, phrases or sentences and does the actions.
The children just listen and watch carefully.
2. Secondly, the teacher says the words, phrases or sentences while doing the actions again. The children listen attentively and copy the actions.
3. Thirdly, the teacher says the words, phrases or sentences without doing the actions. The children listen to the teacher and do the actions.
4. Lastly, the children say the words, phrases and sentences and do the actions as well.
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