Unit 1 What can you see?教案及板书设计

2A Module 1 Unit 1 Hello

Period 2 Language focus: 1. The usage of formulaic expressions of greeting and farewell e.g., Hello.\

Hi . \

Good morning.\ Goodbye. 2. The pronunciation and writing of the letters

Aa and Bb Language skills: Listening 1. Understanding formulaic expressions of greeting in context, and responding appropriately

e.g., Good morning.\

Good night. 2. Understanding formulaic expressions of greeting and farewell in context, and responding appropriately

e.g. Hello.\ Hi.\ Good evening.\How are you? 3. Understanding a simple story with the help of pictures, puppets, or the teacher’s body language. 4.

Identifying the letters Aa and Bb by listening to the pronunciation Speaking 1. Using formulaic expressions of greeting and farewell in context e.g., How are you today?\ Goodbye. 2. Using a common pattern to introduce oneself. e.g. , Hello. I’m…. 3. Pronouncing the letters Aa and Bb correctly. Writing Writing the letters correctly

e.g. Aa

Bb Materials: Student’s Book 2A, pp. 3, 4 and 5

Workbook 2A, pp. 4 and 5, parts C, D and Task Cassette 2A Wall picture 2A

Pre-task preparations 1. To sing the song on page 4. Have the students listen and clap hands, or encourage them to sing along. 2. To elicit the key pattern What do you see? I see…

3. To ask the students to listen to the recording on page 4. Imitate the dialogue with the help of the two puppets. Then focus on picture 3 to elicit the new pattern How are you?. While-task procedures 1. To have the students listen to the recording on page 3. Illustrate the meaning of the dialogue with the help of the wall picture, puppets or your own body language. Then have the students read along with you or the recording. 2. To practice the expressions with the partner.

e.g., T: Good evening. Ss: Good evening. T: How are you? Ss: I’m fine, thank you.

Then divide the class into three groups. Ask these three groups to role-play the dialogue. 3. When they have learn the letters on page 5, have the students complete part C on workbook page 4.

Show the answers on the blackboard or on the screen and have the students check in pairs. If possible, have them write the letters on the same page. 4. To use the cards to elicit the letters Aa, Bb and the words on page 5. Then have the students listen to the recording for the rhyme. Read the rhyme again to help the students understand it. e.g., T: What’s this?

Apple.

An apple.

‘A’ in an apple. Ss: Apple. An apple.

‘A’ in an apple.

T: An apple, a bag.

An apple and a bag.

A big apple, a big bag.

Ss: An apple, a bag.

An apple and a bag.

A big apple,

a big bag. Post-task activities 1. To ask the students to complete part C and part D on page 4. Then check the answers with them. 2. To let the students look at the Task on workbook page 5.

First, have the students listen to the recording for part A. Then have them look at the four pictures in part B and make a short dialogue in groups of three. Homework: 1.

Copy Aa and Bb in the Exercise Book