沪教版二上英语Unit 9 In the kitchen 朗读+微课+知识总结(上海牛津)
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Unit 9 单词朗读：
Unit 9 课文朗读：
视频教学：
重点单词：
bowl[bəʊl] 碗 plate[pleɪt] 盘子
spoon[spu:n] 汤匙 sit[sɪt] 坐
*kitchen[\\\\\\\\\\\\\\\\\\\\\\\\\\'kɪtʃɪn] 厨房 rabbit [\\\\\\\\\\\\\\\\\\\\\\\\\\'ræbɪt]兔子
lunch [lʌntʃ]午餐 dinner[ˈdɪnə(r)] 晚餐
breakfast[\\\\\\\\\\\\\\\\\\\\\\\\\\'brekfəst] 早餐
*chopsticks[\\\\\\\\\\\\\\\\\\\\\\\\\\'tʃɒpstɪks] 筷子
sit down 坐下
*under the chair 在椅子下面
*on the floor 在地板
重点句型：
Dinner is ready！ 晚餐已经准备好了！
How many bowls？有多少个碗？
This is my kitchen. 这是我的厨房。
There are four bowls. 这里有四个碗。
语法
1.特殊疑问句How many...?
1)首先来认识下many 形容词，许多的
如：There are many people here.这里有许多人。
Many students like English.许多学生喜欢英语。
2）how many是用来对可数名词的数量进行提问，意为“多少，几个”，且只能用于对可数名词的数量进行提问，不能对不可数名词提问。
如：How many oranges do you need? 你需要几个橙子？
----Nine.九个。
2.There be 句型
1）There is 或There are 开头的句型都叫there be 句型，表示“有”，there没有含义，Be表示“存在”。There is 后面可跟可数名词单数或不可数名词。There are 后面可跟可数名词的复数形式。
如：There are two books on the desk. 桌子上有两本书。
There is a chair in the room.房间里有一把椅子。
There is some water in the bowl.碗里有一些水。
教案：
cheme of work:
Period | Core contents | Materials | ||
Grammar and expressions | Vocabulary | Letters | ||
1 | There is /are鈥� | bowl plate spoon chopsticks | SB:pp.34and 35 WB:pp.34 | |
2 | There is/are鈥� | Qq Rr | SB:pp.36and37 WB:pp.35and37 |
Period 1
Language focus:
1. The usage of the key words in context
e.g., bowl, plate, spoon, chopsticks
2. The usage of the wh-question to find out the quantity
e.g., How many鈥�?
3. The usage of formulaic expressions to talk about the quantity
e.g., There is/are鈥�
Materials:
Cassette, Wall picture, Flashcards
内容与方法 | 修改与补充 | |
Pr-task preparations Activity 1 Show a picture of a table with some food on in the kitchen. Have the students answer your questions. Then have them talk about the food the like in pairs. e.g., T: Look at the table in the kitchen. You can see some food. What do you like? S1: I like cakes. T: You like cakes. There are some cakes on the plate. S2: I like noodles. T: Me, too. I eat noodles with chopsticks. Please tell your friend what you see on the table and what you like. | ||
While-task procedures Activity 1 Flash the cards and have the students respond quickly. e.g., T: (show the card bowl) Ss: Bowl. T: (show two fingers) How many bowls? Ss: Two bowls. Activity 2 Have the students work in pairs and draw a bowl, a plate, a spoon and a pair of chopsticks on separate cards. Then have them make a short dialogue like the following. e.g., S1: Give me a bowl, please. S2: (pick out the card for a bowl) Here you are. S1: Thank you. Give me a spoon, please. S2: (pick out the card for a spoon) Here you are. Activity 3 Have the students listen to the recording for 鈥淟ook and say鈥� and practise the dialogue several times. Then have them count the objects in the picture and make a dialogue like the following. e.g., S1: How many plates? S2: Six plates. | ||
Post-task activities Activity 1 Have the students answer your questions correctly using There is鈥� and There are鈥� according to your gestures. e.g., T: How many bowls? (show one finger) S1: There is one bowl. T: How many plates? (show three fingers) S2: There are three plates. Activity 2 Have the students listen to the recording for 鈥淪ay and act鈥�. Then ask them to act out the dialogue in pairs. | ||
板书设计: | 课后反思: | |
Period 2
Language focus:
1. The usage of the key words in context
e.g., bowl, plate, spoon, chopsticks
2. The usage of the wh-question to find out the quantity
e.g., How many鈥�?
3. The usage of formulaic expressions to talk about the quantity
e.g., There is/are鈥�
4. The pronunciation and writing of the letters Qq and Rr
Materials:
Cassette, Wall picture, Flashcards
内容与方法 | 修改与补充 |
Pre-task preparations Activity 1 Draw a table on the blackboard. Then draw some bowls, plates, spoons and chopsticks on the table. Have the students talk about what they can see. e.g., T: What can you see? S1: I can see some bowls. T: How many bowls? S1: Two bowls. | |
While-task procedures Activity 1 Have the students look at the picture of 鈥淟ook and say鈥� again. Ask the students some questions. The students should answer using the pattern There is/are鈥� e.g., T: Look at the kitchen. How many bowls? S1: There are four bowls. T: Yes, There are four bowls. Then ask the students to make a similar dialogue in pairs. Activity 2 Have the students listen to and repeat the story for 鈥淓njoy a story鈥�. Then copy the picture and cut it into six pictures, and mix them. Invite six students to pick one picture each. Tell the story slowly and clearly, and have the students arrange the pictures in the correct order according to the story. Activity 3 After the students learn the new letters, play the recording for the rhyme. Show the flashcards at the same time to help them understand the rhyme. | |
Post-task activities Activity 1 Have the students do Task 鈥淵our kitchen鈥� on Workbook page 37. Ask them to count the things in their kitchen and write the numbers in the table in Part A. Then ask them to make short dialogues as follows. e.g., S1: How many plates? S2: There are seven plates. | |
板书设计: | 课后反思: |
练习：
一．圈出不同类的单词
1.plate spoon please bowl
2.desk chair table bag
3.pencil pig book rubber
4.one three four tree
5.mouse mouth face eye
二．选出正确的答案
1.There a table and a chair in the room.
A.am B.is C.are
2.How many in your kitchen? ---One.
A.bowl B.a bowl C.bowls
3.Give the spoon,please.
A.I B.me C.my
4.Some soup? --- ,please.
A.No B.Yes C.Not
5.There two plates in my kitchen.
A.am B.is C.are
6.The man a plate in his hand.
A.have B.has C.is
7.An has a long nose.
A.elephant B.mouse C.dog
8.I can see big orange on the tree.
A.a B.an C.the
9.Look kitty’s room.It’s nice.
A.on B.at C.to
10.You supergirl.Your mouth big.
A.are,is B.is,are C.are,are
新学期各科目预习资料
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