二年级下学期英语教案.doc

王斯颖Unit 1 I go to school by busLanguage focusesVocabulary:dance, draw, swim, skate, piano, play the piano, bike, ride a bike, kite, fly a kite, skip rope, teach.Structures:1. Can you.?Yes, I can. / No, I can t.2. I Yongxlan can .3. I Yongxian can t .ObjectivesSuch activities may be * miming; * matching; * arranging pictures in the right order; labeling;identifying key words in an utterance by recognizing the stress, e.g. I can ride a bike;* answering yes no questions;* using modeled words (sentence patterns) or other visual clues to talk about the pictures;* exchanging simple personal information and feelings. The fast learners will be able to dramatize the story with pictures, realla, gestures, intonations, actions, etc;predict the situations or even the language used through observing the picturessight recognize the new words and key structures.Hopefully the children will alsotake part in the classroom activities enthusiastically;carry out the various tasks successfully;enjoy the classroom activitiesbe cooperative and helpful in group activities; become more active and confident users of English.Wind blows up bags higher and higher in the sky.LETS LEARNLanguage focusesVocabulary:New: dance, draw, swim, skate, skip rope (v.), ride a bike, play the piano, fly a kite.Structures:New: I can.ObjectivesBy the end of this section, hopefully all the children can do the corresponding actions when they hear the eight verbs or verb phrases; most of the children can say about five of the eight verbs when they see the pictures or watch the actions, whereas the fast learners can say all the eight; the fast learners can recognize the written forms of the new words or phrases, i. e. they can do the actions when they read the words or phrases and match the words or phrases with the pictures; all the children are able to tell others the things they can do by saying I can .Materials needed The objects below:a pair of roller skates, a skip rope, a kite, a small bike and a toy piano (if possible). Pictures and word cards of the actions below: dance, draw, swim, skate, skip rope, ride a bike, play the piano, fly a kite. There are 11 words and phrases in this section. It might be too many for the children of about seven in a 40-minute lesson. You can deal with the four intransitive verbs first, then add more in the following lessons. Don t worry if the pupils cannot learn all the new words and phrases perfectly. All these will be consolidated in the following sections. At the very beginning we d better not break the phrases Into words. Let the children learn the phrases as chunks, then ask them to identify the words bike, piano, kite from the phrases ride a bike, play the piano, fly a kite later on. Since all the new words and phrases are about actions, we can employ Total Physical Response as the main teaching technique in this lesson. But what we need to remember is Never ask the children to say the words, phrases and sentences before they have enough language input and they says the words, phrases or sentences and do the actions simultaneously. The children just listen and watch carefully. Secondly, the teacher says the words, phrases or sentences while doing the actions again. The children listen attentively and copy the actions. Thirdly, the teacher says the words, phrases or sentences without doing the actions. The children listen to the teacher and do the actions. Lastly, the children say the words, phrases and sentences and do the actions as well. Apart from TPR, some other techniques can be the additions to this section, e.g. guessing game, chant, etc. If we rearrange the order of the sentences in this section, it can be turned into a well-constructed chant:I can dance.I can draw.I can swim.I can skate.I can skip rope.I can ride a bike.I can play the piano.I can fly a kite. Ex. 1 in the Activity Book can be added to this section. Ex. 5 in the Activity Book can be added to LETS LEARN or by the end of BOBBYS TRUNK.LETS PLAYLanguage focusesVocabulary:Known: dance, skate, swim, draw, skip rope, ride a bike, play the piano, fly a kite.New-None.Structures:Known: I can .New: Yongxian can .ObjectivesBy the end of this section, hopefully all the children can play the game Chinese Whisper on Page 3 and Somebody can most of the children can say the verbs and phrases learnt in the previous lesson. Most of the children might be very familiar with the game Chinese Whisper since this is the second year of their English. However, while playing the game, the children might be so excited that they break the rules unconsciously. So the teacher doesnt need to spend too much time to explain the rules of the game. Instead of clarifying the rules, the teacher may ask the children to compete with each other and see which group observes the rules best. If the children just play the game as the demo in the textbook, they might lose their enthusiasm for lack of challenge. To make the game more challenging, different verbs or verb phrases can be used. In addition, the first child of each line can be shown a sentence, then they pass on the sentence they read to the next child. The last child of each line goes to the teacher s desk and pick up the sentence they hear and do the corresponding action. Remember the first and the last children in each line should be fast learners.LETS SINGLanguage focuses Vocabulary:New: None.Known: fly a kite, ride a bike. Structures: None.ObjectivesBy the end of this section, hopefully most of the children can sing the song in chorus; the slow learners can sing along with the tape recorder or the teacher; the fast learner can create new lyrics with the guidance of the teacher the fast learners can distinguish the word kite, bike from the the phrases fly a kite and ride a bike; the children will enjoy the song.Materials needed If it is possible, decorate the classroom into a park or the countryside. Tape recorder and tape of the song in LETS SING. Flying a kite and riding a bike usually take place in a park or in the countryside. The tune of the song is brisk and joyful. Therefore we suggest you create a relaxing and happy atmosphere by decorating the classroom as a park or the countryside. Before singing the song, the teacher can help the children to imagine the situation by pointing at the decoration and saying, Its Sunday today. We go to the countryside. The sun shining. I fly a kite. The kite is so high in the sky. Then I ride a bike. I ride so fast down the road. Encourage the fast learners to create their own verse for the song, e.g. Skip, skip, skip rope, so high in the sky. Merrily, merrily, merrily, merrily, so high in the sky. Some children may find It hard to sng the song on their own. Don t worry, you need to revisit the song in the following lessons. The pupils will eventually learn to sing the song. Ex. 2 in the Activity Book can be added to this section.LETS CHANTLanguage focuses* Vocabulary:Known: dance, cook.New. None.* Structures:Known: I canObjectivesBy the end of this section, hopefully* most of the children can understand the meaning of the rhyme in LETS CHANT and chant it rhythmically;* the slow learner can chant it along with the teacher or the tape recorder;* the fast learners can create their own verses for the chant. * Though the children dont have to understand every word in the chant, make sure they know the main idea of lt. You can make use of Chinese where necessary.* In the rhyme, there are some sentences that children meet for the first time. They are What can you do? What about you? C me over and have a look.Children are just expected to understand the meaning of them and sa.y them. In the chant. However, these chunks are frequently used. In dally comm unlcation. Use them pur posefully In your classroom Instructions so that the children have chances to pick them up eventually.* When the children, are able to chant the rhyme, the teacher may do some activities for the children to practise the key structure I can. I cant. and recycle the verbs and verbs phrases learnt before.Ex. 3 the Activity Book can be added to this section.PROJECTLanguage focusesVocabulary:New: None.Known: dance, swim, draw, ride a bike, play the piano.Structures:New: Can you. ?Yongxian can t.Known: Yongxlan can.ObjectivesBy the end of this section, hopefully the children are able to. successfully conduct the survey and fill in the form;. report to the group or the class about the results of the survey;. get basic ideas and skills about doing a survey. . To turn this task into a real communicative task, the children need to be offered a purpose for doing it. The purpose might be investigating how many people In the class can or can t do something. This Is how you can do it: the children are divided into groups of five. Each child writ, es down his/her own hen go up to other group name on the first line and say I can/cant . members and ask Can you. ? After they finish the form, the children can compare with the others to see whether they have the same results with their group members. If the results are the same, children can report the results to the teacher. After getting all the statistics, the teacher can sum up the numbers of people who can do different things together with the children. Then make a chart like this: It might be difficult for the children to make the survey and report the results all by themselves. So the teacher needs to give enough support to them. Clear demonstrations are essential. The above suggestion may not suit your children as its more demanding than the one in the textbook. If this is the case, just do the one on Page 7. Ex. 4 in the Activity Book can be added to this section.LETS TALKLanguage focusesVocabulary:Known: skate.New: teach.Structures.Known: Can you .?New. None.Chunks: Thats it. Come on, boy. You got it.ObjectivesBy the end of this section, hopefully most of the children can understand and act out the dialog in LETS TALK; the slow learners-can act out the dialog with the help of the teacher or classmates; the fast learners can pick up the chunks them orally in appropriate situations; the children can appreciate the merits of being encouraging and helpful. The frequency of using the chunks in this section in daily life seems to be very high So its very useful to pick them up. But we don t expect the children to pick up all these chunks in only one 40 minute lesson Its wise to expose the children to language like those in your classroom English. Either when you present the dialogue or when the pupils act out the dialogue, do make good use of your/their voice and body language to bring life to it so that the pupils will like it and understand it better. An example is to say Ask the children what moral lessons they learned from this part. Allow them to express their ideas in Chinese.STORY TIMELanguage focusesVocabulary:New: eagle, egg, mouse, bad, catch.Known: swim, run.Structures:New: None.Known: I can .You cant .Chunks: Im hungry. Follow me. Look! Help! Stop!ObjectivesBy the end of the section, hopefully the children can tell what happens in the story (in Chinese); the children will enjoy reading and listening to the story; the fast learners will be able to act out the story; the fast learners, can orally use the chunks mentioned above in appropriate situations.Materials needed OHP and the OHT of the pictures in the story. Tape recorder and tape of the story. The plot of the story is very interesting and the language is simple enough for the children to understand. Since the children have an instinct of going for meaning, we d better provide them opportunities to go straight for the meaning. Before telling the story, we can ask the children to look at the series of pictures in the story and guess what happens in them. Then encourage them to express their imagination either in Chinese or in English. While listening to the story, give the children time to predict whats happening. By the end of the story, they can discuss what will happen to the mouse after it is caught. The daily expressions in the story-are frequently used in daily life. These may be receptive first. But gradually, they should turn to be productive, specially to the fast learners.BOBBYS TRUNKLanguage focusesVocabulary:dance, draw, swim, skate, piano, play the piano, bike, ride a bike, kite, fly a kite, skip rope, teach, can, can t, but.Structures:1.I can2.I cantCan you . ? Yes, I can. / No, I can t.Yongxlan cantAt the end of this section, hopefully the children are able to reflect on what theyve learnt and how they did in this the children can get to know in what aspects they need to work harder afterYou may need to recall together with them what they are able to say in English and what they can do after going through this unit. Give them chances to tell at least one thing they are able to say in English.TRUNK to assess the language knowledge they acquired. Then they may do a questionnaire to assess their interest, learning strategies. To assess their language skills, they might sing a song, chant a rhyme, tell a story, act out Ex. 5 in the Activity Book can be added to this section.By the end of this unit, hopefully the children will be able to make either non-linguistic or linguistic responses to the above language focuses In listening, speaking and Initial reading activities.UNIT 2 I want to be a teacherLanguage focusesVocabulary:rice, meat, fish, bread, sausage, eggs, carrot, breakfast, lunch, dinner, hungry.Structures:1. I like/I don t like.2. Domou like.?.Yes, I do. /No, I don t.3. Whats for breakfast/lunch/dinner?ObjectivesSuch activities may be mimlng;* matching;* arranging pictures in the right order;* labeling;* identifying key words in an utterance by recognizing the stress, e. g. I like chicken;* answering yes no questions; - using modeled words (sentence patterns) or other visual clues to talk about the pictures; exchanging simple personal information and feelings.The fast learners will be able to* dramatize the story wth pictures, realla, gestures, Intonations, actions, etc. ;* predict the situations or even the language used through observing the pictures;sight recognize the new words and key structures.Hopefully the children will also take part in the classroom activities enthusiastically; carry out the various tasks successfully; enjoy the classroom activities; be cooperative and helpful in group activities; become active and confident users of English.Many people are becoming less responsible and easily influenced by bad behaviors.LETS LEARNLanguage focusesVocabulary:Known: banana, grape, fish, noodles, milk, juice, hamburgers.New: rice, bread, sausage, meat, egg.Structures:Known: None.New: I likeI don likeObjectives By the endof this section, hopefullyall the .Children can show or point at the corresponding pictures when they hear the food words in the language, focus m! English;most of the children can say the words when they see the pictures of the food mentioned above; * the fat learners are able to match the pictures about food with the right words, the children can express what food they like and dont like in English.Materials needed rord cards, pictures, orobjects, o.f bananas, ,grapes, rice, noodles, meat, bread, eggs, milk, orange juice, hamburgers, sausages, etc.There are both new words and. new structures in this section. If we present them at the same time, the children might feel confused. So we may divide the new language into three parts: the new structure I like words about food, the new structure don t like. These language Items should be presented one by-one.There are quite a lot of sentences and characters in this section. It might be difficult for the children to remember the food that different characters like or don t like. They can pretend to be the characters and turn to the Illustrations for help when trying to tell others what they like or dislike.To develop children s (esp. the fast learners ) ability of recognizing the words or reading the sentences, we can copy the page of LETS LEARN, then separate the pictures and the sentences by cutting them into strips. At last the children are asked to match the pictures with the sentences. This can also help the children to pay attention to the relationship between the characters and the food Its a preparation for the next sectton LETS PLAY.Give the children time to tell you or tell each other what food they like and dislike.Thus to stimulate their interest in English and to develop their confidence as English users.Ex. 3 in the Activity Book can be added to this section.LETS PLAYLanguage focusesThe same as in LETS LEARN.ObjectivesBy the end of this section, hopefully the childrencan play the guessing game in LETS PLAY will participate the guessing game enthusiastically;can tell others the food they like or don t like. To play this game successfully, the children need to be very familiar with the words about food. So before playing this game, the children can do some practice on the words, e.g. listen and point, listen and show, look and say and games like Whats missing, etc.To make this game more challenging, you can add more food items to different characters. You can also add the same items to different characters s