二年级英语上册Unit11Icanclimb（第6课时）教案北师大版.docx

Unit 11 I can climb第六课教案1.Uncle Bookys storytimeStudent Book page 60Tell the children to open their books at page 60. Draw their attentions to the pictures. Explain that these pictures tell a story about a little turtle. Ask questions about the pictures. Have the children talk about the story and what they think each character is saying. Say, “Now we are going to listen to what the characters say.” Play the tape. Tell the children to listen to the story, pointing to the matching pictures. Tell the children to look at each speech bubble. Ask them to find out the words they know. Encourage them to guess the meaning of unfamiliar words. Play the tape of the whole story again. This time have the children touch the speaking character.2.Snap and matchThis is a game for pairs. It reviews numbers one through nine, the vocabulary, and letters learned in Unit 7 through 11. Ask students to take out their small cards for Unit 7 to 11, and draw a big square that contains 9 small squares. Explain to the children that the aim of this game is for Student B to match Student As arrangement of cards on his or her own board. It is important that Student B does not see Student As board.Have Student A select nine small cards and arrange them so that all of the squares on his or her board are covered.Starting with an empty board, Student B must now listen to Student As instructions and put the same pictures on the same squares.Have Student A start by naming the first square and the picture he or she has placed on it, for example, “Square number one, pen.”Student B should then cover square number one on his or her own board with the matching card (a picture of a pen). The children should continue until Student B has covered all the squares.When the two children have finished, have them compare their two boards to see if they are the same.Then have Student A and Student B change roles. 3.BingoUse this game to review the vocabulary introduced in Units 7 through 11.See Unit 1, page 24, for the rules and procedure.4.Simon saysThis game is a very good activity for reviewing classroom commands (Stand up. Sit down. Open your books.) and the vocabulary introduced in this Unit (climb, see, catch, walk, carry, listen, run, read, jump, dance, sing, write, talk, and draw).See Unit 3, page 77, for the rules and procedure.5.Self-assessmentStudent Book page 61Have the children do this part by themselves. Children should assess themselves according to their own situations. They should be encouraged to compare their results with his/her classmates and learn from each other.Children could work in pairs to do the first activity. One child points to a picture and asks, “Can you (run)? ”The other answers with, “Yes, I can.” or “No, I cant.” Then they change their roles.The second part of the first activity is an interview. Explain that each child interviews 4 classmates according to the pictures. They need to write the interviewees name in the first column and write“”(means “can”) or“X”(means “cant”) under each picture.The interviewer reports his/her result to the class. For example,(Tom) can (run). (Bob) cant (dance)”.Have children do the second activity individually. Encourage them to compare their results with his/her classmates.6.My notes and teachers notesStudent Book page 61Tell the children that it is the end of the unit and its time to check what they have learned and what they can do now. Ask them to assess themselves to the statements listed. Explain that they can choose from the stars at the end of each statement. Three stars mean quite be able to, and one star indicates be hardly able to.The teacher should evaluate the children positively according to the statements on the Teachers Notes. The purpose of having teacher make the assessment here is to provide positive response to their work, their attitude etc., therefore to help the children build up their confidence and a sense of achievement. The teacher can choose to use the stickers at the end of the Teachers Book. Unit 12 ReviewLesson 2PreparationYou will need:flashcards for the vocabulary listed.1.Structures review: Whats this?/Is this a (snake)? How many are there? Hold up the flashcard for snake. Say to the class, “Whats this?” Elicit the answer, “Its a snake.”Now ask, “Is this a snake?” Elicit the answer, “Yes, it is.”Hold up the same flashcard again. Say, “Is this a frog?” Elicit the answer, “No, it isnt. Its a snake.”Repeat the procedure for two other flashcards.Now draw three snakes on the board. Stand close to the drawing and say, “Are these snakes?” Elicit the answer, “Yes, they are.”Ask, “How many snakes are there?”Now point to the snakes and say, “Are these frogs?” Elicit the answer, “No, they are/theyre snakes.”Move away from the drawing and ask, “Are those snakes?” Elicit the correct answer.Draw other pictures on the board, such as six fish or eight ducks. Repeat the procedure.2.Listen for wordsStudent Book page 64Say, “Open your books.” Have the children turn to page 64. Draw their attention to the pictures at the top of the page.Display your copy of the page. Play the tape once. Point to each picture as it is named.Play the tape again. Have the children touch the correct picture as they hear the words.Without the tape, point to each picture as you name it. Have the children point to each picture in their books, and say the correct word. 3.Grammar review: pluralsStudent Book page 64Display your copy of the page. Point to the picture of the pear. Say, “A pear.” Have the children repeat the words.Draw a picture of two pears on the board. Point to the drawing and say the word pears. Emphasize the final /s/. Have the children repeat the word. Make sure they sound the final /s/ clearly.Repeat the procedure for banana, tomato, duck, and crab.Now have each child in turn say both the singular and the plural form as you point to the pictures. Listen carefully for the word endings.4.Listen to thisStudent Book page 64Draw the childrens attention to the pictures and words on the bottom half of the page. Say, “Now we will listen to the sound of the beginning letters of some words.”Play the tape of the first word. Have the children point with their pencils to the first letter of the word as they hear it.Ask them to say the first sound of the word, for example, /s / snake /s/.Repeat the procedure for all the other words.Play the tape. Have the children check () the pictures in the order that they hear the words.If the children are not able to tell you the beginning sounds and letters, replay the first part of the tape to give more practice.5.Read and matchStudent Book page 65Have the children open their books at page 65. Draw their attention to the words in the boxes.Display your copy of the page. Have the children name each picture. Point to each word in books as you read the words aloud to the class.Have the children say the words after you and touch them in their books.Put the children in pairs. Ask them to draw lines connecting each speech bubble to its matching picture. Check to see that all the children do this correctlyLesson 4PreparationYou will need: a sheet of paper for each child flashcards for the vocabulary (except colors).1.Structures review Hold up the flashcard for monkey. Ask, “Whats this?” Elicit, “Its a monkey.” Now hold up the flashcard for duck. Ask, “Is this a fish?” The children should answer, “No, it isnt. Its a duck.” Now ask, “Is this a duck?” Elicit, “Yes, it is.” Hold up the flashcard for cookies. Ask, “What are these?” Elicit, “Theyre cookies.” Now ask, “Are these cabbages?” The children should answer, “No, theyre not. Theyre cookies.” Hold up the flashcard for beans. Ask, “What are these?” Elicit, “Theyre beans.” Now ask, “What color are these beans?” The children should answer, “Theyre green.” Repeat the procedure using the flashcards for tomatoes and carrots. Hold up the flashcard for lemon. Ask, “What color is this lemon?” The childlren should answer, “Its yellow.” Repeat the procedure using the flashcards for bear, frog, and snake. Extend the activity and review the remaining color names by pointing to the different classroom objects that the children know the English names for. For example, hold up two red pens. Ask, “What color are these pens?” Elicit, “Theyre red.” Repeat the procedure for other groups of objects and for single objects.2.Read and answerStudent Book page 68 Display your copy of the page and point to the first picture. Say, “I can run.” Have the children repeat the sentence. Say, “I can run. Can you?” Elicit the answer, “Yes, I can.” Point to the second picture and ask, “Can you dance? ” Elicit, “Yes, I can / No, I cant.” Have the children open their books and say, “Now we can read what we said.” Ask the children read the sentences and check the boxes according to their abilities. 3.Bingo songStudent Book page 69This is a traditional English spelling song. As some of the vocabulary and structures will be new to the children, it is not necessary for them to sing all the lyrics. Have them clap their hands along with the music and chant the letters (B-I-N-G-O) when they hear them on the tape. Write Bingo on the board. Have the children spell out the letters (B-I-N-G-O). Tell the children they are going to learn how to sing Bingo. Play the tape once without stopping, to give the children the idea. Then have them practice the letters and the claps, before playing the song again. Point to the name Bingo on the board, and teach the children to chant the letters. Now erase one letter. Have the children clap the missing letter and spell the rest of the name. Make sure they maintain the rhythm. Continue until there are no letters left and the children are only clapping.First time: B I N G OSecond time: clap I N G OThird time: clap clap N G O Continue until the children are just clapping to the letters. 4.Lets sing Play the tape again, have the children join in and clap their hands in time. 5.Set homeworkStudent Book page 68Show the children page 68 in your book. Explain that if they connect all the numbers in the picture, they will make an animal. Ask them if they can guess what it is. Explain that you want them to: read the numbers in the picture. draw lines connecting the numbers one through ten, in the correct order (one, two, three .). color the picture.Lesson 51.Flashcard game Divide the class into two teams. Put all the flashcards face down on a table between the teams. Have a child in Team A pick up a card and show it to Team B. (The children should take turns picking up the cards.) The child should ask, “Are these (cookies)?/Is this a (banana)?” or “Whats this?/What are these?” Together, Team B must answer, “Theyre (cookies).” or “Its a (banana).” Points are scored for every correct question and correct answer.2.Snap!This game reviews the vocabulary introduced in Units 7 through 10. It is best played in pairs. Ask the children to take out their small flashcards for Unit 7 to Unit 10. See Unit 1, page 24, for the rules and procedure.3.BingoUse this game to review some of the vocabulary in this book. Tell children to take out their student cards for Units 712 and get ready for the game. See Unit 1, page 24, for rules and procedures. 4.Self-assessmentStudent Book page 70 In activity 1, tell the children that there are two numbers before each name, but only one is correct. Tell them to look at the picture carefully then check the correct number. Have them work in pairs to finish all the pictures. In activity 2, draw their attention to the picture of peach. Point to the question next to the picture. Elicit the correct answer from the children. Tell them to write the word down to complete the answer. Repeat with the other pictures. 5. I canStudent Book page 70 In the third part, explain to the children that they have covered 6 units so far and now its time to assess themselves to the statements listed. Explain that they can choose from the faces at the end of each statement. The smiling face means quite be able to, the plain face stands for be able to and the sad face indicates be hardly able to. Then have the children work in groups of 3, and talk about their ideas of the English learning. Tell them to ask questions, “What activities do you like / dont like?” “What activities do you think are difficult?” The children themselves write their ideas down on their books. They can use Chinese for this part. Lesson 6PreparationYou will need: flashcards for the vocabularyTesting the classIn Lessons 1 through 5 you have reviewed the vocabulary, structures, and phonics covered in this book. Now it is time to test what the children have learned. The results of these simple tests will he