新牛津（绿色上教版）二年级下册《英语》 unit 6 教案.doc

1、TitleUnit 6 Eating and drinkingStyleNew lessonTeaching AimsLanguage focus:Using imperatives to give simple instructionse.g. Sam, bring me a bowl.Language skills:Listening: Locate specific information in response to simple instructions Speaking: Use modeled phrases to communicate with other learnersM

2、ain& Difficult PointsMethodsDirect way CommunicationTimesOne weekAidsComputer, tape, picturesTeaching ProcessBlackboard design:Part OnePre-task preparation1. Put the word and picture cards of food items previously taught into two separate bags. Ask a student to select a card from each bag. If they m

3、atch, the student can stick them on the board and read the word card aloud. If not, another student will try again. Continue and until all the pairs are matched.2. Once all the word and picture cards are on the board, ask the class to read the words after you.While-task procedure1. Put a bowl and an

4、 empty carton of milk on the desk. Ask a student to come up to the front. Say Bring me a bowl. Use hand gestures to explain your meaning if necessary. Ask the students to repeat the command.2. Repeat step I with a different student and instead of a bowl, say Bring me some milk.3. Ask S1 to give the

5、milk to S2 saying, Give it to(name),(name).4. Open Students Book to page 27. Play the cassette tape. Let the students listen to the tape and repeat. Ask students to repeat.5. Put the students into groups of three to practice the dialogue.Post-task activities1. Put different toy food or pictures of f

6、ood items on the desk or on the blackboard. Revise whether they are countable or uncountable nouns. Then let the same groups practice the dialoguers again but this time they can choose what they want to be brought to them.2. Select groups to say and act the modified commands to the class.HomeworkTea

7、ching notesPart2Pre-task preparation1. Put up the wallchart for page 28. Revise knife and spoon with students. Say knife and invite a student to come to the front and point to the corresponding picture. Repeat with spoon.2. Introduce bowl, plate, glass, fork and chopsticks to students. Hold up the p

8、icture card for bowl and say bowl slowly. Ask students to repeat. Do the same with plate, glass, fork and chopsticks.3. Put the picture cards for food and drinks on the board. Use the cards to revise the food vocabulary.4. Point to the pictures of food and say Imto elicit Im hungry. Repeat by pointi

9、ng to the pictures of drinks to elicit Im thirsty.5. Say Im thirsty. I want someand point at the picture of milk. Students say I want some milk. Repeat this procedure pointing to different pictures. Students practice the sentence.Say to a student Some milk?” to demonstrate the intonation of a questi

10、on in a shortened sentence. Elicit Yes, please. And No, thanks.While-task procedure1. Stick the picture cards for this unit on the board and ask What do we use these for? Which do you use most often.2. Place the word cards under the correct pictures. Then remove the pictures and read the words with

11、the whole class.3. Open the Students Book to page 29. Play the cassette tape for students to listen to the correct pronunciation. Ask students to point to the relevant pictures and repeat the words.4. Put up the picture and word cards on the board in random order. Ask individual students to come up

12、and rearrange them by putting the word cards below their corresponding picture cards, as shown in their Students Book.5. Put up the wallchart for page 28. Ask students to look at the first picture. Discuss with students what food and drink items and tableware can be seen in the picture. Introduce th

13、e vocabulary.6. Tell al story something like this:Every morning Sam and Mays family enjoyed eating breakfast together. Mother and father eat eggs and sausages. They put them with a spoon. Sam has a bowl of cornflakes. He is eating them with a spoon. May likes bread and butter. She puts the bread on

14、a plate and uses a knife to spread the butter on the bread. What do the children like to drink? Sam likes milk. May likes juice. She it thirsty, so the says, Im thirsty. I want some juice. Her father passes her a glass of juice. The whole family enjoys breakfast!7.Play this part of the tape and ask

15、the students to repeat. Then let them listen to both parts together and follow in their books.Post-task activities1. Have seven students come up to the front of the class. Give each a picture of one of the vocabulary items.2. Divide the students into two teams. Show a picture of a food item to Team

16、A. Prompt them to say Im hungry. I want an . Homework:Teachers note.Part3.Pre-task preparation1. Stick the picture cards for this unit on the board. Show the word card for each picture to the class. Have them read the word aloud. Then put the word cards face down on the desk. Invite students to comm

17、. Up and match the correct the words and pictures match, say them aloud again.2. Show the students a photo or picture of a restaurant or if possible a menu. Ask have you ever eaten in a Pizza Hut? When? Then ask Do you like pizza? Do you like ice-cream?3. Place the real objects or pictures o the ite

18、ms on your desk. Get students to come up and give you what you want as you say I want4. Hold up a toy or a puppet and say to it What do you want? Using a puppet voice, say I want a spoon. Give the toy or puppet a spoon. Practise with individual studentsWhile-task procedure1. Tell the students they a

19、re going to hear a story about Sam and May eating at a Pizza Hut.2. Open the Students Book to page31. Discuss the pictures.3. Play the cassette tape for students to listen and follow. Play it again so the students can repeat. Check their pronunciation.4. Read the story in English line by line for st

20、udents to repeat. Get students to point to the pictures as you play the cassette tape again. Encourage students to repeat again after the tape.5. Open the Students Book to page 30.Discuss with students what is happening in the picture. Ask Where are they? What are they doing? Do you enjoy having a p

21、icnic?6. In pairs, students take turns to ask What do you want? and to respond I want(item from the picture)Monitor this less controlled practice to see if students are using the correct language structure with good pronunciation.Post-task activities1. Students get into pairs. Give each pair a piece

22、 of paper. Ask the students to make a menu with some food and drinks on it. Ask them to draw pictures of the food and drinks.2. Once they have made their menus, collect them all and redistribute them for the pairs of practice the restaurant dialogue by role-playing a waiter/waitress and a customer a

23、t a restaurant. Have some pairs conduct their role-play for the class. Display the best menus for the other students to see.3. Choose pairs of students to come up and practice the target language in front of the class. If possible, have real or plastic food items for them to use.Homework:Teachers note.