广州版（一起）二年级英语上册教案 unit 6(1)

本资料来自于资源最齐全的２１世纪教育网www.21cnjy.com
广州版（一起）一年级英语下册教案
Unit 6 Mum is washing up.
Let’s sing
Objectives: Hopefully pupils will be able to
Sing the song and create their own verses for the song
Language focus:
Known: sleep
New: none
Structures: Are you doing---
Procedure:
1. Singing in chorus the song learnt in the previous unit, clap to keep the pace and rhythm of the song going
2. Talk with them the topic of the song
3. Play the VCD and ask the children to hum the tune
4. Teach the scripts the song one by one
5. Sing the song in chorus, cap to keep the pace and rhythm.
6. Ask some volunteers to perform the song in front of the class
Let’s learn
Objectives:
Hopefully the pupils will be able to
Pronounce correctly the new words in isolation
Describe the pictures on P44 and relevant pictures
Language focus
Words: play the piano, watch TV, drink, milk
New: floor, mop the floor, wash up, read, newspaper
Structures: --- is doing ---
Procedures:
1. Sing the song from the previous unit to warm up. You can also play the song in this unit for the children
2. Describe the situations for let’s learn. It’s Sunday morning. Bobby’s parents are all at home.
3. Present the language; check the children’s understanding by asking them to do the corresponding actions.
4. Stick the pictures on the board.
5. Write a number alongside each of the pictures.
6. Say a number and ask the children to read out the word.
Let’s chant
Objectives:
Be aware of the repetitive patterns,
Match the questions and answers
Chant with relevant actions
Use appropriate intonations in questions and statements
Language focus
Words: wash up, drink, tea, play the piano
Structures: --- is doing---
Procedures:
1. Play the tape and ask the children to read Let’s LREAN AFTER IT.
2. Get the children to answer, WHO’S MOPPING THE FLOOR WHO IS WASHING UP
3. Tel l the children to listen to a new chant and try remember who is doing what.
4. Elicit from the children the information of the chant
5. Ask children to read the chant after T. Do plenty of straightforward repetition both in chorus and individually.
6. Stick the slips of questions on the board. Jumble the slips of the answers alongside.
7. To make it fun, you can encourage the pupils to create some crazy statements.
Let’s play
Objectives: Read the charts and identify pictures
Language focus
Words: mop the floor, read a book, watch TV, eat a sausage, draw, play the piano, dance, wash up,---
New: room, do a puzzle, set the table
Structures:
Where’s --- What’s he doing
Procedures:
1. Chant the rhyme with beats to stir up the children
2. Play a movement game” Zip-zap” Arrange the children to sit in a circle.
3. Stick the picture of a house with different rooms on the board. Talk with the children about the rooms in the house.
4. Brainstorm with the children on what they often do in the rooms. Point to the pictures when you are introducing the new key words.
5. Get the children to look at P57, introduce to the children how to find out the required information from the chart.
6. Read the dialogue. Find out the key words indicating the location
Let’s talk
Objectives:
Understanding the plot of the dialogue, role-play the dialogue,
Language focus
Known: set the table, cook, play games, do my homework, kitchen, room,
New; computer
Structures: What are you doing I’m ---ing.
Procedures:
1. Choose one section from this unit as a preparation
2. Set up the situation for the dialogue
3. T puts on Xiaolin’s head ornament and does the action of setting table. Get the children to guess what she is doing.
4. Play the tape; children listen and read after it. Do this several times in chorus and then in pairs.
Set up the situation for acting. Prepare desks, chairs, apron---.
5. T calls out the Action. The acting begins.
STORY TIME
Language
Vocabulary:
Known: apple pie, monkey, rabbit, kangaroo, bear, elephant, wash, eat
New: pick, peel, and chop
Structures:
I‘m doing...
Chunks:
Can you help me
Never mind.
Thank you.
I'm sorry.
Objectives
Hopefully the pupils will be able to enjoy the storytelling: understand the plot of the story; identify key words in an utterance by recognizing the stress; recognize differences in the use of intonation in questions and statement; exact meanings or ideas from the pictures, the realties, intonations, facial expressions and gestures; number the pictures according to the teacher’s description; pick up some chunks.
Procedures:
1. Set up an atmosphere for storytelling, get the children to sit comfortably or move their close to the teacher.
2. Ask the children some questions about the topic of the story. Have they ever tasted an apple pie What did it taste like What color was it Where did you eat it What kinds of ingredients
3. Tell the children that the story is about how to make an apple pie.
4. Introduce the characters in the story, pointing to the ornaments of a rabbit, a monkey, a bear, an elephant and a kangaroo.
5. Draw a big apple tree on the board. Then begin to tell the story with actions and props, put on the head ornament of a rabbit, and do the action of picking apples. Change the ornament accordingly when you come to another animal.
6. Put the apples in the water and wash them. Continue to tell the story with props and actions.
7. When the teacher finishes the first telling. Discuss with the children what lesson they can learn from it.
8. Start the second telling. Involve the children to join in with actions.
9. Start the third telling. Involve the children to produce the repetitive chunks, I’m sorry. OK! Never mind. I can do it myself.
10. Assign the groups to be the relevant animal groups. Get them to join in with the key patterns, pick apples, wash the apples, I’m watching TV. Can you help me..., etc
11. Stick the set of pictures of making an apple pie on the board. Jumble the order. Then ask the children to number them according to what they hear.
21世纪教育网 21世纪教育网
21世纪教育网 -- 中国最大型、最专业的中小学教育资源门户网站。 版权所有@21世纪教育网