沪教版小学英语（2A）M3U2 In the room教案
Unit 2 In my room
Scheme of work:
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Period |
Core contents |
Materials | ||
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Grammar and expressions |
Vocabulary |
Letters | ||
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1 |
Put鈥� in/on鈥� |
bag box desk chair |
SB:pp.30and31 WB:pp.30and31 | |
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2 |
Put鈥n/on鈥� |
Oo Pp |
SB:pp.32and33 WB:pp.32and33 | |
Period 1
Language focus:
1. The usage of the key words in context
e.g., bag, box, desk, chair
2. The usage of the prepositions to identify the positions
e.g., in, on
3. The usage of imperatives to give simple instructions
e.g., Put the book in the bag.
4. The usage of formulaic expressions to reply to requests
e.g., OK./Yes./All right.
Materials:
Cassette, Flashcards, Wall picture
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内容与方法 |
修改与补充 | |
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Pre-task preparations Activity 1 Show the picture or play the CD-Rom of a classroom and ask the students some questions to elicit the new words. Then have them learn the words in 鈥淟ook and learn鈥�. e.g., T: Look, is this a playground? Ss: No. T: What is it? Ss: It鈥檚 a classroom. T: (point to a desk) What can you see? Can you see a desk? S1: Yes, I can see a desk. | ||
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While-task procedures Activity 1 Show the flashcards for 鈥淟ook and learn鈥� and ask the students to say all the words. The take one picture away and ask them to say which word is missing. Activity 2 Show a part of an object on a picture and have the students guess what it is. e.g., T: What can you see? S1: I can see a desk. T: No, it鈥檚 not a desk. S2: I can see a chair. T: Yes, it鈥檚 a chair. Activity 3 Have the students look at the wall picture and listen to the recording for 鈥淟ook and say鈥� and repeat after the recording. Then ask them to act the dialogue in pairs. Activity 3 Prepare a box, a bag and some items of school supplies. Invite some students to the front of the classroom and ask them to do the actions you instruct them to do. e.g., T: Put the book on the desk, please. S1: OK. (do the action) 鈥� Then ask the students to make a similar dialogue in pairs. | ||
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Post-task activities Activity 1 Have the students listen to the recording for 鈥淪ay and act鈥� and repeat after the recording. Then ask them to act out the dialogue in pairs. | ||
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板书设计: |
课后反思: | |
Period 2
Language focus:
1. The usage of the key words in context
e.g., bag, box, desk, chair
2. The usage of the prepositions to identify the positions
e.g., in, on
3. The usage of imperatives to give simple instructions
e.g., Put the book in the bag.
4. The usage of formulaic expressions to reply to requests
e.g., OK./Yes./All right.
5. The pronunciation and writing of the letters Oo and Pp
Materials:
Cassette, Wall picture, Flashcards
|
内容与方法 |
修改与补充 | |
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Pre-task preparations Activity 1 Have the students listen to the rccording for 鈥淟isten and enjoy鈥�. Then ask them to repeat it several times. When they are familiar with the rhyme. Encourage them to substitute the names of the objects with each other. e.g., I love my room. Like Kitty and Ben. I use the bag Every day! | ||
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While-task procedures Activity 1 Say sentences while you do the corresponding actions. Have the students repeat after you and do the same actions. e.g., T: Put the book on the desk. (do the action) Ss: Put the book on the desk. (do the action) Activity 2 Ask the students to work in pairs. One student gives others and the other one responds with proper actions. e.g., S1: Put the pencil on the chair. S2: All right. (do the action) Activity 3 When the students have learnt the new letters Oo and Pp, you may explain the rhyme on the same page to them with the help of the flashcards and your body language. If possible, you may encourage them to follow the recording or say it by themselves. | ||
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Post-task activities Activity 1 Have the students work in pairs and do Task 鈥淭idy up the room鈥� on Workbook page 33. Ask them to colour the pictures in Part A and them put the objects in the right place. Have a few groups act out their dialogues in front of the class. e.g., S1: Look at your room! S2: Sorry, Mum. S1: Put the book in the bag, please. S2: OK, Mum. Note: Teachers can tell the students that it is polite to use 鈥減lease鈥� when they use imperatives. | ||
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板书设计: |
课后反思: | |
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