2AM3U3P1第一课时教案

本课时教案 Lesson planSub-topic: My kitchenPeriod: The 1st PeriodSub-task: To do a survey about my kitchen.Background analyses: This is the first period of this unit. In the previous learning, students learned some nouns to identify the objects in the garden and room. e.g., seesaw, swing, slide, bag, box, desk, chair. And they learned how to use wh-question to find out specific information. e.g., What can you see? How many? The students are getting to understand formulaic expressions to talk about quantity. e.g., There is/are. The sub-task of this period is to do a survey about my kitchen. The students are expected to have a nice experience of learning and using language in a real-life situation when they do the survey about the kitchen.Objectives: 1. To use nouns to identify the objects in the kitchen. e.g., plate, bowl, spoon, chopsticks.2. To use the wh-question to find out the quantity. e.g., How many?3. To use formulaic expressions to talk about quantity. e.g., There is/areDifficulties: To understand the key pattern and use it properlyAids: Multi-media, Students Book 2A p.34-35, word cards and worksheet, etc.Lesson plan:PROCEDURESCONTENTSMETHODSPURPOSESI. Pre-task preparation1. Childrens gardenWhat can you see?2. Introduction of Alices kitchen.1. Illustrate the situation that Alice is in the childrens garden and ask Ss to practice the pattern: What can you see? How many?2. Elicit the new word: kitchenAsk Ss to read the sentences about Alices kitchen and fill the new word.1. To review the pattern and prepare for the new teaching.2. To arouse Ss interest and elicit the topic.II. While-task procedures1. New words:(1)plateThere is(2)bowl(3)spoonThere are(4)chopsticks2. There is/are1. T: Alice can set the table when her mother is busy cooking dinner.T: Look! Whats in her hand?T: Plate(flashcard)Ss: (repeat)Ask Ss to say a rhyme.Show the picture of Alices kitchen and elicit the pattern: How many?T: How many plates?S: (Count and answer) One plate.T: Yes, there is one plate.T: What can you see on the table?S: I can see a plate.T: What can you see on the plate? (Show the bowl on the plate)T: Its a bowl.T: Bowl(flashcard)Ss: (repeat)T: How many bowls?S: (Count and answer)T: Yes, there is one bowl.T: Mother is cooking soup. What will Alice put on the table?A spoon.T: Spoon(flashcard)Ss: (repeat)Ask Ss how many spoons and show the pattern: There is/areAsk Ss to do the pair work to ask and answer about the quantities left in the cupboard.S1: How many bowls/plates/spoons?S2: There is/areAsk Ss to recall the rhyme on Ss book P.10.Show the picture of sticks and elicit the chopsticks.T: Chopsticks(flashcard)Ss: (repeat)2. Ask Ss to read rhymes and make new rhymes according to the pictures.1. To elicit the new word and key pattern.To practice the new word and elicit the new pattern by speaking.To elicit the new word.To elicit the new pattern and help Ss to practice it by doing pair work.2. To help Ss to tell the different use between “There is” and “There are”.III. Post-task activities1. Alices kitchen2. My kitchen3. After class1. Ask Ss to look at Alices kitchen and ask and answer in pairs.S1: How many?S2: There is/are2. Ask Ss to do a survey in the groups of four about their own kitchen.How many?There is/are3. 1) Read and copy the new words.2) Listen and read the words on P34 and the dialogue on P35.1. To help Ss to consolidate the key words and patterns in the given situation.2. To help