【正文】 e and ask Ss some prehension Qs: What are these? D Listen again and have Ss follow along. E Play the tape again, pause after each sentence and letting Ss repeat. F Put Ss into groups of four. Take the roles of Gogo, Tony, the man and the woman. G Have Ss act out the dialog using realia. 2. Vocabulary 1) Getting ready A. Bring in realia: T: (Hold up the forks.) Forks. B. Pass the forks to Ss. Ss say the word while passing them around. Continue with the other items: napkins, spoons, glasses, knives, tissues, chopstick, bowls 2) Using the book F. Play the tape and have Ss repeat each word. G. Point to the picture randomly and have Ss say the numbers. 3 Activity 1 A. Getting ready 1) Write ―fork, napkin, spoon, glasses, knives, tissue, chopstick, bowl‖ on the board. 2) Under the girl stick figure, put three of the P。 通過讓學(xué)生之間進(jìn)行評價，能讓學(xué)生找出自己學(xué)不好的地方，也能建立學(xué)生學(xué)習(xí)的信心。 通過練習(xí)可知，學(xué)生對故事部分的內(nèi)容掌握較好，基本都能互相開展對話詢問，并能做出相應(yīng)的回答。 Unit 5 Clothes 一、 Objectives and Requirements: 1 Language Target: Where‘s my skirt ? It‘s on the …. Where are … ? They‘re … . Sounds and words:j, u, i , o , jacket ,juice, under , uncle , in , tennis, on , dog Vocabulary Key: in , on , under , between , socks ,pants ,skirts ,jacket 2 Materials: Picture cards , classroom items (pencil, eraser, etc.),clothing (shirt, pants, shoes, etc.)two boxes, ball, paper strips, blindfolds, dice 二、 Procedure: The first period 1 Conversation: 1) Getting ready A Place several items around the class before Ss enter. Put the items in, on, under and between other known objects (tables, chairs, desks, etc) B Make sure some items are plural nouns (pants, shoes, etc.) C T: (Appear to be looking for something.) Where‘s my pencil? Where are my shoes? D Model responses for Ss. When Ss find an item, make clear sentences using prepositions, . The shoes are under and between. 2) Using the book A Before opening the book, put a character card of Tony on a student‘s shirt and put a Character Card on your shirt. B On a desk, put a pencil on a book, an eraser in a pencil case and a pencil case between two pens. C T (Role playing with S1.) Hello, Tony. [S1: Hi, Gogo.] Where‘s my pencil? [It‘s on the book.] Continue the role play and have S1 respond appropriately. D Play the tape one time and ask Ss prehension questions. E T: Where‘s Tony‘s eraser? [Ss: It‘s under the chair.] Play the tape again, pausing after each sentence and letting Ss repeat. 2 Vocabulary 1) Getting ready A Bring a jacket, a skirt, some socks, pants and two boxes to class. B Using the realia, introduce the new words. For prepositions, put the socks in the box and between the two boxes. Ask four Ss to e up to the front. C T: (Ask two Ss.) Point to the skirt and the items. D Continue with the other two Ss and clothing items. Ask another four Ss to e up. Have them demonstrate the prepositions using the realia. 2) Using the book A Play the tape and have Ss repeat each word. B Have Ss listen, repeat and point to each picture. 3 Practice 1 1) Getting ready A Point to the four pictures. B T: What is this? What are these? Where are the girl‘s socks? Elicit responses and encourage Ss to use plete sentences. C Have Ss guess what the dialogs are going to be. 2) Using the book A Play the tape for number1, then pause. B While Ss are responding, gradually move your hand to picture D C Continue with the other three, pausing after each one. 教學(xué)后記 : 在教新單詞 的過程中，對各個單詞都配以相應(yīng)的動作教學(xué)，學(xué)生學(xué)習(xí)積極性很高，而且大部分學(xué)生很快就掌握了該課單詞的發(fā)音。 學(xué)生語音還有待加強 ,對于復(fù)數(shù)的發(fā)音，學(xué)生還存在一定的難度。同時，也反映了學(xué)生對于重點句型不太熟練，有待加強練習(xí)。同時，也反映了學(xué)生對于重點句型不太熟練，有待加強練習(xí)。 結(jié)合教學(xué)內(nèi)容，創(chuàng)設(shè)情境教授對話部分，學(xué)生有較大的學(xué)習(xí)興趣和表演欲望，學(xué)習(xí)效果良好。 Unit 2 Colors 1. Target language: What color is this? It‘s orange. 2. Function: Identifying colors. 3. Teaching difficult points: Vocabulary and Target. 4. Teaching key points: The words red yellow blue green orange purple 5. Teaching aids: color pens, paint, tape 6. Teaching suggestions: The First Period (Conversation, Vocabulary and Practice 1.) 1. Free talk. 2. Draw several lines just like the rainbow on the paper, but no colors. 3. Show the paint and lead in the conversation: T: Oh, look. It‘s paint. I can paint (the rainbow). What color is it? It‘s red. … Continue introducing remaining the colors the same way. Yellow blue green orange purple 4. Have the students read and say the new words and sentences. (Conversation) 5. Play the tape, encourage Ss to read and act out the dialog. 6. Play a game: Listen and show (Listen to the teacher or the student to say the words of the colors Additional: black white, and have the Ss show their color pens) 7. Read and spell the words one by one in each group. 8. Listening exercise: Practice 1 Listen and number. 9. Homework: Copy the new words for six times. The Second Period (Target, Practice 2, Song, Activity 1) 1. Warm up Song: Listen and sing Red, yellow, blue and green 2. Activity 1: Read, match and say. 1) Using their color pens to review the words of the colors. Purple yellow green orange red blue black white T: What color is it? Ss: It‘s…. 2) Write the words and the sentences on the board. Point to a word and have the Ss answer and hold up their color pens. 3) Using the book, Ss match items and words by drawing lines from the pictures to the words. 4) Have some Ss read out the whole sentences to check the answers. 3. Target – Listen and say. Play the tape. Have the Ss look at the pictures and repeat the dialogs. 4. Practice 2—Your turn! Listen and answer. Have the Ss look at the pictures to ask and answer questions: S1: What color is it? S2: It‘s…. 5. Homework: