沪教版小学英语（2A）M3U3 In the kitchen教案

　　Period

　　Core contents

　　Materials

　　Grammar and expressions

　　Vocabulary

　　Letters

　　1

　　There is /are鈥�

　　bowl plate

　　spoon

　　chopsticks

　　SB:pp.34and 35

　　WB:pp.34

　　2

　　There is/are鈥�

　　Qq Rr

　　SB:pp.36and37

　　WB:pp.35and37

　　内容与方法

　　修改与补充

　　Pr-task preparations

　　Activity 1

　　Show a picture of a table with some food on in the kitchen. Have the students answer your questions. Then have them talk about the food the like in pairs.

　　e.g.,

　　T: Look at the table in the kitchen. You can see some food. What do you like?

　　S1: I like cakes.

　　T: You like cakes. There are some cakes on the plate.

　　S2: I like noodles.

　　T: Me, too. I eat noodles with chopsticks. Please tell your friend what you see on the table and what you like.

　　While-task procedures

　　Activity 1

　　Flash the cards and have the students respond quickly.

　　e.g.,

　　T: (show the card bowl)

　　Ss: Bowl.

　　T: (show two fingers) How many bowls?

　　Ss: Two bowls.

　　Activity 2

　　Have the students work in pairs and draw a bowl, a plate, a spoon and a pair of chopsticks on separate cards. Then have them make a short dialogue like the following.

　　e.g.,

　　S1: Give me a bowl, please.

　　S2: (pick out the card for a bowl) Here you are.

　　S1: Thank you. Give me a spoon, please.

　　S2: (pick out the card for a spoon) Here you are.

　　Activity 3

　　Have the students listen to the recording for 鈥淟ook and say鈥� and practise the dialogue several times. Then have them count the objects in the picture and make a dialogue like the following.

　　e.g.,

　　S1: How many plates?

　　S2: Six plates.

　　Post-task activities

　　Activity 1

　　Have the students answer your questions correctly using There is鈥� and There are鈥� according to your gestures.

　　e.g.,

　　T: How many bowls? (show one finger)

　　S1: There is one bowl.

　　T: How many plates? (show three fingers)

　　S2: There are three plates.

　　Activity 2

　　Have the students listen to the recording for 鈥淪ay and act鈥�. Then ask them to act out the dialogue in pairs.

　　板书设计:

　　课后反思:

　　内容与方法

　　修改与补充

　　Pre-task preparations

　　Activity 1

　　Draw a table on the blackboard. Then draw some bowls, plates, spoons and chopsticks on the table. Have the students talk about what they can see.

　　e.g.,

　　T: What can you see?

　　S1: I can see some bowls.

　　T: How many bowls?

　　S1: Two bowls.

　　While-task procedures

　　Activity 1

　　Have the students look at the picture of 鈥淟ook and say鈥� again. Ask the students some questions. The students should answer using the pattern There is/are鈥�

　　e.g.,

　　T: Look at the kitchen. How many bowls?

　　S1: There are four bowls.

　　T: Yes, There are four bowls.

　　Then ask the students to make a similar dialogue in pairs.

　　Activity 2

　　Have the students listen to and repeat the story for 鈥淓njoy a story鈥�. Then copy the picture and cut it into six pictures, and mix them. Invite six students to pick one picture each. Tell the story slowly and clearly, and have the students arrange the pictures in the correct order according to the story.

　　Activity 3

　　After the students learn the new letters, play the recording for the rhyme. Show the flashcards at the same time to help them understand the rhyme.

　　Post-task activities

　　Activity 1

　　Have the students do Task 鈥淵our kitchen鈥� on Workbook page 37. Ask them to count the things in their kitchen and write the numbers in the table in Part A. Then ask them to make short dialogues as follows.

　　e.g.,

　　S1: How many plates?

　　S2: There are seven plates.

　　板书设计:

　　课后反思: