广州版（一起）二年级英语上册教案 unit 2(1)

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广州版（一起）一年级英语下册教案
UNIT2 WHAT'S FOR DINNER？
Language focus
·Vocabulary:
rice, meat, fish, bread, sausage, eggs, carrot, breakfast, lunch, dinner, hungry
·Structures:
1．I like I don‘t like…
2．Do you like…
Yes, I do. No, I don‘t.
3．What‘s for breakfast / lunch / dinner
Teaching objectives
By the end of this unit, hopefully pupils will be able to make either non-
Linguistic or linguistic responses to the above language focus in listening,
Speaking and initial reading activities .Such activities may be
·answering yes / no questions;
·using modeled words （sentence patterns）or other visual clues to talk about the pictures;
Objectives:
By the end of the section, hopefully
·the children can tell what happens in the story (in Chinese) ;
·the children will enjoy reading and listening to the story ;
·the fast learners will be able to act out the story ;
·the fast learners can orally use the chunks mentioned above in appropriate situations.
Procedures:
·The plot of the story is very interesting and the language is simple enough for the children to understand. Since the children have an instinct of going for meaning,
1. Before telling the story, ask the children to look at the series of pictures in the story and guess what happens in them.
2.Then encourage them to express their imagination either in Chinese or in English .While listening to the story , give the children time to predict what‘s Happening .
3. By the end of the story, they can discuss what will happen to the end
·The daily expressions in the story are frequently used in daily life . These may be receptive first. But gradually, they should turn to be productive,
LET‘S LEARN
Language focus
·Vocabulary:
Known: banana, grape, fish, noodles, milk, juice, hamburgers
New: rice, bread, sausage, meat, egg
·Structures:
Known: noun
New: I like…
I don‘t like…
Objectives
By the end of this section, hopefully
·all the children can show or point at the corresponding pictures when they hear the food words in the language focus in English;
·most children can say the words when they see the pictures of the food mentioned above;
·the fast learners are able to match the pictures about food with the right words;
·the children can express what food they like and don't like in English.
Procedures:
·There are both new word and new structures in this section. If we present them at the same time, the children might feel confused. So we may divide
the new language into three parts: the new structure“I like…”, the new words about food, the new structure“I don't like…”.These language items should be presented one by one.
·There are quite a lot of sentences and characters in this section. It might be difficult for the children to remember the food that different characters like or don‘t like. They can pretend to be the characters and turn to the illustrations for help when trying to tell others what they like or dislike.
·To develop children‘s（esp. the fast learners’）ability of recognizing the words or reading the sentences, copy the page of LET'S LEARN, then separate the pictures and the sentences by cutting them into strips. At last the children are asked to match the pictures with the sentences. This can also help the children to pay attention to the relationship between the characters and the food. It‘s a preparation for the next section－LET’S PLAY.
·Give the children time to tell you or tell each other what food they like and dislike to stimulate their interest in English and to develop their confidence as English users.
LET‘S PLAY
Language focus
The same as in LET‘S LEARN.
Objectives
By the end of this section, hopefully
·the children can play the guessing game in LET'S PLAY;
·the children will participate in the guessing game enthusiastically;
·the children can tell others the food they like or they don't like.
Procedures:
·To play this game successfully, the children need to be very familiar with the words about food. So before playing this game, the children can do some practice on the words, e. g. listen and point, listen and show, look and say
Chunks: I‘m hungry,
That‘s good.
Objectives
By the end of this section, hopefully
.most children can understand and act out the dialogue in LET‘S TALK;
.the slow learners can say “I like…/I don‘t like…”
.The fast learners can pick the chunk or daily expressions in the language focus above and use them orally in the appropriate situations.
Procedures
.The dialogues in LET“S TALK usually takes place in the kitchen at home and the canteen at school. To set up the situations, we‘d better divide the classroom into two areas and decorate them as the kitchen and the canteen. Thus, the children can play different roles and make the dialogues in nearly real situations.
The life like situations in this section implies that you need to dramatize your presentation of the dialogue, so do the children when they act out the dialogue. An example may be to found when you say “Oh no! Noodles again. I don‘t like noodles."
STORY TIME.
Language focus
.Vocabulary:
Known: chicken, sausage, fish, bread
New: mouse
.The chunks in the story are frequently used in the daily life. Furthermore, the children have learnt some of them for several times, e. g. I am hungry. You bad mouse. Etc. So, though these daily expressions are not the language
Focus of the unit, the children (esp. the fast learners) are encouraged to say
And use them orally.
.Structures: none
Chunks: I‘m hungry.
I'm full.
You are dead.
Objectives
Hopefully the children will
.enjoy reading and listening to the story and be able to act it out.
Procedures:
1. The plot of the story is very interesting and the language is simple enough for the children to understand. Since the children have an instinct of going for meaning, T can provide them opportunities to go straight for the meaning.
2. Before telling the story, ask the children to look at the series of pictures in the story and guess the plot of the story.
3. Then encourage them to express their imagination either in Chinese or in English.
While listening to the story, the children may have chances to predict what‘s happening.
4. By the end of the story, they can discuss what will happen to the mouse.
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