二年级下英语教案Unit 3 My robot深港朗文版.doc

第1课时 Unit 3 My robot ()New words: arm, head, knee, leg, foot, feet, shoulder, hand, finger, toeSentence patterns: Whats in your? Theres a/an New words: arm, head, knee, leg, foot, shoulder, hand.Sentence patterns: Whats in your ? Theres a/an Word cards, picture, tape-recorder.Free talkWhats the weather like today?Is there a computer in the classroom?Wheres the computer?Is it on the desk?. Presentation1. Introduce the parts of the body by pointing to your own body parts and saying the names.2. Draw a simple robot on the board. Label the robot and its body parts.3. Drill the names by getting the pupils to point to their own body parts when you say the names.4. Check that the pupils remember by pointing to your body parts and getting the pupils to say the names.5. Show Transparency. Play the Pupils Book Cassette and ask the pupils to repeat the words in the speech bubbles after the beeps. Do the same with the vocabulary items. Practice 1. Show Transparency. Show the robots on the shelf above the mans head. Ask Whats this? Encourage the pupils to answer Its a robot.2. Point to the box. Tell them that pieces of Tims robot are in the box.3. Read the speech bubbles. Get the pupils to point to the correct body parts in Tims box.4. Point to the body parts or say their names and get the pupils to ask Is there a ?5. Divide the class into two halves. Point to or say the names of the body parts. Tell half the class to ask the question Is there a ? Tell the other half to replay Yes, there is./No, there isnt. Try to catch the class out by sometimes saying words like a car, a kite, a doll, etc. exchange the roles so half the other half of the class become the questions.1. Copybook 92. Workbook 113. Write the new words on the notebook.Unit3 My robotNew words(picture cards)Whats in your bag?Theres a /anIs there a/an1)Revision: eyes, nose, ears, mouth, fingers 2)Supplement: face, body, neck, toes.3)All the words presents in a picture of a man with labels. singing the song with motions, playing a game, and drawing enable pupils memorize all the words.第2课时 Unit 3 My robot ()New words: big/small, long/short Sentence patterns: It has New words: big/small, long/short Sentence patterns: It has Word cards, picture cards, tape-recorder. Greeting . Presentation1. Draw two pictures of the same body part on the board. Make one big and one small. Point to and talk about the pictures, saying, e.g. This is a big head. This is a small2. Now draw two contrasting robots, i.e. one has a big head and the other has a small head etc. Talk about the robots, for example, Look at this robot. It has a big head. Look at this robot. It has a small head.3. Point to the robots arms or legs. Count them. Tell the pupils there are two. Remind them to say and write the s at the end of plural nouns. Write on the board, two arms, two legs. Say it has two arms. It has two legs. Point out the plural of foot (feet). 4. Revise the adjectives long and short by pointing to the arms and legs of the two robots. Make sentences like It has long arms. It has short legs.5. Point to the different body parts and prompt the pupils to make similar sentences. Prompt them by giving the adjective and then the name of the body part if necessary. Practice 1. (Book open) Play the Pupils Book Cassette. The pupils listen and follow in their books. 2. Help the pupils to complete the sentences about the other robots in picture3 and picture4.IV. Guessing game. 1. Describe one of the robots on the page. Describe the robots in pictures 1 and 2 by using a different sentence order from the one in the book. Get the pupils to say the number of the picture for the robot you are describing.2. Then when I make a sentence describing a body part, Ss should point to the body part and make a gesture to fit the description.1.Copybook 102.Workbook 123.Write the sentences we learned today. Unit 3 My robotLook at my robot.It has a big head.It has long arms.It has short legs.It has big knees and big feet.More pictures should be given to practise, not only the robot, but the bears or the doll, even pictures of a man.Revision: fat/thin, tall/short, big/small, long/ short第3课时 Unit 3 My robot ()The words: dear, sir, great, againThe sentence patterns of “Look at ?” , “It has ”Sentence patterns “Look at ?” “It has ”Sentence patterns “Look at ?” “It has ”Picture cards, tape-recorder. Greeting How are you?Whats the weather like today?Do you like it?. Presentation1. Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as you read them.2. Play the Pupils Book Cassette for the pupils and ask them to say the sentences after the cassette.3. Ask the pupils to come up and play the roles of Koko, Pat and the robot scientist.4. Ask the pupils to role-play the story in groups of three and read the characters speech bubbles. Some groups may like to come out to the front and act the story.5. Use Storycsrds to revise sequence and language of the story.III. Do Part D.( Circle the correct words. P16)1. Ask the pupils to read the story again. I read the words in the speech bubbles with the pupils. 2. Demonstrate how to circle the correct choice in the first sentence as an example. 3. Use Transparency to check the answers. Do exercises in the Workbook(P.13)Ask the pupils to look at the pictures and listen to the Workbook Cassette. Ask the pupils to tick the correct pictures according to what they hear on the tape.Let the pupils listen again, I check their answers.Tapescript:1. I like that robot. It has long legs. It can run.2. This robot has one arm. It has one shoulder. It has one leg. 1. Copybook 112. Listen to the tape to review PartC.Unit 3 My robotOh, dear! It has no head.I can help you.Thank you, sir.Thats great.Ask pupils listen to the record and draw the robots before read the story may vary the practice and make more fun.第4课时Unit 3 My robot ()The pronunciation of “ea” in the following words: head, bread, ready, steadyPronunciation “ea” in the words: head, bread, readyPronunciation “ea” in the words: head, bread, readyPicture cards, word cards, tape-recorder. Greeting Whats on your chair? Is there a bag on your chair? Whats in your school bag? Theres a book/a pencil/a pen Whats in your pencil case? Theres a pen/a pencil. PresentationPlay the Pupils Book Cassette and ask the pupils to listen to the sound and the words. Point out the spelling of this sound. It is important that the pupils realize the vowel sound is spelt with two letters. This is a short vowel sound.Say the words slowly and clearly. Check that the pupils are saying the sounds correctly.Point to the pictures and check that the pupils can say the words without your model.Play the pupils Book Cassette again. Ask the pupils to point to the waiters head and bread. Get Ss to say the rhyme. Workbook ( P14 )1. Ask the pupils to look at the first part of the page and listen to the Workbook Cassette. They need to draw a line to the correct car according to the sound they hear on the tape.Tapescript and answers: ea (head)2. Ask the pupils to look at the second part of the page. Tell them to look at the pictures and fill in the blanks in the sentences for the pictures.Answers: I have a robot. It has big hands. It has small feet.I have a robot, too. It has long legs. It has short arms.V. Summary: Sum up the main point.1. Copybook 122. Workbook 143. Write what we learned today.Unit3 My robot head bread ea ready steady第5课时 Unit 3 My robot ()Get Ss to be more familiar with the words and the sentence patterns “ whats in your ” “Theres a/an ” “It has ”words and the sentence patterns “It has ”words and the sentence patterns “It has ”Word cards, pictures and tape-recorder. Greeting Whats the weather like today? Its Do you like it? Yes, I do. /No, I dont. Whats in your school bag? Is there a pencil case?. Word revision1. Draw a picture of a body, ask the pupils to say the names of the body part. (arm, head, knee, leg, foot, shoulder, hand).2. Choose some students to spell the words, and choose some able students, make sentences with words. Presentation ( F. Look and do. P.17)1. Show the pupils the body parts of the robot on page 62. Tell them to cut out a head, legs and arms. Show them the body and have them cut it out.2. Tell the pupils to paste the body parts they have chosen for their robot onto a piece of paper. Tell them to describe their robot by filling in the blanks on the bottom left of page 17.3. Tell the pupils to work in pairs. Ask them to take turns to show their friend their robot and talk about it. They then write sentences about their friends robot. More to do The more able pupils can tell their friends what their robot can do, eg. It can run. It can jump. It can fly. Workbook. (P.15)1. Ask the pupils to look at the pictures at the top of the page and read the sentences at the bottom of the page. 2. Then tell them to match the pictures and the sentences by writing the correct letters in the circles.Answers: 1. c 2. a 3. b 4.d1. Review the words2. Review what we learned today.Unit 3 My robot My robot has a head. It has shoulders. It has arms. It hashands. It can 第6课时 Unit 3 My robot ()Consolidate all the new words and sentence patterns of Unit 3Sing the songsNew words and sentence patternsSentence patternsWord cards, picture cards, tape-recorder. Free talk Whats on the desk? Is there a book? Are there any chalks? What does the boy look like? He has . He has. He has . What does the girl look like? Shes pretty.