二年级下英语教案-Unit 3 My robot_深港朗文版

第1课时
Unit 3 My robot (Ⅰ)
New words: arm, head, knee, leg, foot, feet, shoulder, hand,
finger, toe…
Sentence patterns: What’s in your…? There’s a/an …
New words: arm, head, knee, leg, foot, shoulder, hand...
Sentence patterns: What’s in your …? There’s a/an …
Word cards, picture, tape-recorder
Ⅰ.Free talk
What’s the weather like today?
Is there a computer in the classroom?
Where’s the computer?
Is it on the desk?
Ⅱ. Presentation
1.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 Pupil’s Book Cassette and ask the
pupils to repeat the words in the speech bubbles after the beeps.
Do the same with the vocabulary items.
Ⅲ. Practice
1. Show Transparency. Show the robots on the shelf above the man’s
head. Ask What’s this? Encourage the pupils to answer It’s a robot.
2. Point to the box. Tell them that pieces of Tim’s robot are in the box.
3. Read the speech bubbles. Get the pupils to point to the correct
body parts in Tim’s 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 isn’t. 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 9
2.Workbook 11
3.Write the new
words on the
notebook.
Unit3 My robot
New words
(picture cards) What’s in your bag? There’s a /an…
Is there a/an…
1)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 (Ⅱ)
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
Ⅰ. Greeting
Ⅱ. Presentation
1.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 small…
2.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.
Ⅲ. Practice
1.(Book open) Play the Pupil’s Book Cassette. The pupils listen and
follow in their books.
2.Help the pupil’s 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 10
2.Workbook 12
3.Write the sentences we learned today.
Unit 3 My robot
Look 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 (Ⅲ)
The words: dear, sir, great, again…
The sentence patterns of “Look at…?”, “It has …”
Sentence patterns “Look at…?”“It has…”
Sentence patterns “Look at…?”“It has…”
Picture cards, tape-recorder
Ⅰ. Greeting
How are you?
What’s the weather like today?
Do you like it?
Ⅱ. Presentation
1.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 Pupil’s 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.
e 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.
e Transparency to check the answers.
Ⅳ. 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 l eg. …
1. Copybook 11
2. Listen to the tape to review PartC.
Unit 3 My robot Oh, dear! It has no head.
I can help you.
Thank you, sir.
That’s 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 (Ⅳ)
The pronunciation of “ea” in the following words: head, bread, ready, steady
Pronunciation “ea” in the words: head, bread, ready…
Pronunciation “ea” in the words: head, bread, ready…
Picture cards, word cards, tape-recorder
Ⅰ. Greeting
What’s on your chair?
Is there a bag on your chair?
What’s in your school bag?
There’s a book/a pencil/a pen…
What’s in your pencil case?
There’s a pen/a pencil…
Ⅱ. Presentation
Play the Pupil’s 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 pupil’s Book Cassette again. Ask the pupils to point to the waiter’s head and bread. Get Ss to say the rhyme. Ⅳ. 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 12
2. Workbook 14
3. Write what we
learned
today.
Unit3 My robot
head bread ea
ready steady
第5课时
Unit 3 My robot (Ⅴ)
Get Ss to be more familiar with the words and the sentence patterns “ what’s in your …”“There’s a/an …”
“It has…”…
words and the sentence patterns “It has…”
words and the sentence patterns “It has…”
Word cards, pictures and tape-recorder
Ⅰ. Greeting
What’s the weather like today?
It’s …
Do you like it?
Yes, I do. /No, I don’t.
What’s in your school bag?
Is there a pencil case?…
Ⅱ. Word revision
1.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.
Ⅲ. Presentation ( F. Look and do. P.17)
1.Show the pupils the body parts of the robot on page 6
2.
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 friend’s robot.
Ⅳ. 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.
Ⅴ. 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.d
1. Review the
words
2. Review what
we learned
today.
Unit 3 My robot My robot has a …head. It has …shoulders.
It has …arms.
It has…hands.
It can… …
第6课时
Unit 3 My robot (Ⅵ)
Consolidate all the new words and sentence patterns of Unit 3
Sing the songs
New words and sentence patterns
Sentence patterns
Word cards, picture cards, tape-recorder
Ⅰ. Free talk
What’s 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?
She’s pretty. She has…
Ⅱ. Revision
1.Revision the new words
arm, head, knee, leg, foot(foot), shoulder, hand, oh, dear great, now, again big small long short tall…
2.Review sentence patterns.
What’s in your box?
There’s an arm.
Is there a head?
Yes, there is.
Look at my robot. It has a big head.
It has long arms. It has short legs…….
Ⅲ. Sing and play
Play the pupil’s Book Cassette for the pupils to listen to the song. Show the pupils how to do the different actions shown in the pictures. Play the cassette again and encourage the pupils to join in with the words.
Ⅳ. More to do
You can sing the song and miss out the words for the body parts one by one. In the first verse, miss out the word ‘head’and just point to it but sing the rest of the words. In the second verse, miss out ‘head and shoulders’while still pointing to them. Continue in this way until the pupils are completely silent and only pointing to their body parts.
Ⅴ. Summary
Sum up the main points.
1.Review the
words.
2.Recite Part
A,B.
Unit 3 My robot He has big eyes. She has small ears. It has fat arms.
It has thin legs.。