【正文】 師問學(xué)生問學(xué)什么不見了，要學(xué)生說出抽走的卡片上的詞。讓學(xué)生聽了三遍后，跟唱，邊唱邊拍手掌。What color is the hat?邊指出所說物體。叢班一起檢查。引導(dǎo)學(xué)生兩人一組講座物體顏色。正確認(rèn)詞：red ,blue ,yellow ,green ,brown ,yes ,no ,gift ,hat ,、教學(xué)重點(diǎn)：正確識(shí)別colors(red ,blue ,yellow ,)正確運(yùn)用 “It’s(green)去談?wù)撌煜さ奈矬w的顏色。另一只手示范學(xué)生起立、坐下。The sixth period 教學(xué)目標(biāo)：復(fù)習(xí)本單元所學(xué)過單詞及句型It’s a?完成活動(dòng)手冊(cè)23～25頁內(nèi)容。同樣步驟分別教pencil, bag,并拿出相應(yīng)的圖片。The fifth period 教學(xué)過程： 一 Warmup 1 教師舉起布偶Mocky,說：“I’m a monkey.”舉起ken的面具，說：“I’m a boy.”舉起Ann的面具，說：“I’m a girl.” 教師將球扔給一個(gè)女生，學(xué)生接住后說：“Ｈello, I’m ’m a girl.”這位女生說后把球扔給另一個(gè)男生，讓他說：“Ｈi, I’m a 。Extension １、將掛圖掛起來。不拍球的話，可以用起立和坐下、拍手或打開／合上一本書代替。Match and say 學(xué)生活動(dòng)手冊(cè)第２４頁１、教師說：“Open your books.”讓學(xué)生打開書本看句子和圖畫。繼續(xù)活動(dòng)，直到該組的所有學(xué)生都說了自己的東西并全部坐下。告訴學(xué)生他們將臨摹書上的圖，并且說出每一個(gè)詞。將歌謠的大意講給學(xué)生聽。The third period Structures(Review)It’s a(book).Vocabulary(Review)Pencil, chair, bag, take out, open, close, put in Preparation Prepare Drillcard Master 2(page127)for onto light card and cut up into individual or crayons for drawing, a box or hat for Charades Warm—up讓學(xué)生聽下面的指令按順序做動(dòng)作。給學(xué)生朗讀歌詞，并用手依次指每一個(gè)單詞。放第一句指令，教師假裝成Mocky，按照指令做動(dòng)作。學(xué)生坐好合上書。如：“It’s a(pencil).”用同樣的方式將其它圖片過一遍。讓學(xué)生看主圖，教師說：“Show me a chair.”學(xué)生拿出椅子的卡片。Presentation of new language指著一把椅子問：“What’s this?”引導(dǎo)學(xué)生回答：“Chair.”。a crocodile。指著每幅圖引導(dǎo)學(xué)生集體念出完整的句子。新授（1）利用電腦制作的軟件給學(xué)生看第8頁的圖片。唱兒歌（Say the rhyme）教師先讓學(xué)生聽錄音帶跟讀兩遍。新授學(xué)習(xí)新單詞：an apple、an ant、a book、a banana(1)讀熟階段：教師拿出實(shí)物或圖片依次帶讀：This is an apple.” 重復(fù)單詞 an apple.”用同樣的方法，用an ant、a book、a banana替換。總結(jié)本節(jié)課所學(xué)習(xí)的內(nèi)容。（2）教師注意夸大口型發(fā)音給學(xué)生聽。The third period一、教學(xué)目的與要求能聽懂并會(huì)說, touch your nose/eye/mouth?,、并掌握單詞：touch、nose、eye、mouth聽懂,touch your nose/eye/mouth, please, 并作出相應(yīng)的動(dòng)作。找學(xué)生出來表演，讓一個(gè)男學(xué)生（扮演Ken）和一個(gè)女學(xué)生（扮演Ann，可用自己的名字）在講臺(tái)前作自我介紹的表演。練習(xí)兩遍后教師在黑板上寫出Hi, I’m??這個(gè)句型，再教學(xué)生讀Hi，告訴他們是“喂”的意思。要求學(xué)生注意看教師發(fā)音的口型和表情。學(xué)習(xí)課堂用語Stand up, down, please。聽懂課堂用語Stand up, down, please, 并作出相應(yīng)的動(dòng)作。教師走到學(xué)生當(dāng)中，邊說邊示意。讓學(xué)生模仿發(fā)音?？偨Y(jié)本節(jié)課所學(xué)習(xí)的內(nèi)容。課堂活動(dòng)通過學(xué)習(xí)句型，對(duì)學(xué)生進(jìn)行禮貌教育，使新同學(xué)之間互相認(rèn)識(shí)。掌握新單詞：touch、nose、eye、mouth。指示學(xué)生當(dāng)老師發(fā)出這個(gè)口令時(shí),你們要點(diǎn)著你們的鼻子.（3）教師帶領(lǐng)學(xué)生反復(fù)練習(xí)eye、mouth的發(fā)音。教授Sing the song.(1)先帶讀兩邊(2)有節(jié)奏帶唱(3)加上動(dòng)作有節(jié)奏地唱課堂活動(dòng)通過學(xué)習(xí)句型，對(duì)學(xué)生進(jìn)行禮貌教育，使新同學(xué)之間互相認(rèn)識(shí)。謎游戲：T：想不想玩猜謎游戲呢？ S：想！T：有一種水果猩猩最喜歡吃的，黃色的？ S：banana!連線：讓學(xué)生打開書本第七頁。小結(jié)教師把預(yù)先準(zhǔn)備好的圖片發(fā)給學(xué)生，并怪聲怪氣地說：“老師不見了四件禮物，本來是要送給你們的，誰幫老師找一 下呢？”這四件禮物也是我們今天所學(xué)習(xí)的四個(gè)單詞：（引導(dǎo) 學(xué)生說）an apple、an ant、a book、a sixth period一、教學(xué)目的與要求熟練掌握Hello, I’m.能用Hello, I’m，語調(diào)自然。（3）教師指著圖中的人物介紹：“Ben, Tim, Lisa, Tina, Ted.”讓學(xué)生重復(fù)跟讀幾遍。讓學(xué)生打開書本第9頁，讓他們描述圖：圖里有些什么人？他們?cè)谀睦?？他們?cè)谧鍪裁?？告述學(xué)生在這幅圖中藏有幾樣?xùn)|西，他們要找到這些東西并給它們圖上顏色。Match and the picture, Find and : Strong Points: Read and say all the lessons and : Weak Points: Make the : Tools: Recorder, the Poster for this Unit, flashcard for this : Periods divided: Four first period (1)Hold up the puppet of Mocky and mime him saying: “Hello, I’m Mocky.” Have children return the greeting and elicit, “Hi, Mocky.”(2)Repeat the step above with the mask for Ann and of new language: Put on the mask of Ken and model the new structure, I’m a have the children repeat after you.(2)Repeat the step above using the mask of Ann to present the structure.(3)Hold up the flashcard of monkey and introduce the structure, I’m a the first step.(4)Review the new vocabulary by saying each word(monkey, boy, girl).Have children repeat the word and point to the matching Have children open their books and look at the , “Who can you see?” Elicit, “Mocky, Ken, Ann.”Have the class look at the picture as you play the the tape the children repeat the the words Have children open their books and direct their attention to the new vocabularyon the righthand you play the tape, have the children point to correct point to a photograph of a boy(Jim), Elicit, or say, “A is a boy.” Repeat this for each photograph, eliciting the correct children work in take turns to point and second period Play a game: change the groups and change the spaces in the to the new lesson: Introduce please and thank a little sketch to convey the meaning of each you have checked that the children have understood the new vocabulary, model the words by repeating them two or three times and have children repeat after you in a choral a game: pass ball.(Repeat this with other them to form two or three lines and see which line finishes and say Have children open their books and point to Uncle Booky’s speech you point to the words, say, “Please” and “Thank you.” Have children read the words and repeat them after children look at the five photographs and describe what they can see in each up your copy of the book and have the puppet of Uncle Booky point to the first that children are going to look at the picture and decide if the word to describe the picture is Please or Thank pointing to the other photographs and elicit the words from children in a choral children work in the song Explain to children that they are going to learn a song using Please and Thank the words to the children, pointing to each the tape for the whole song and have children listen and respondphysically to the Have children take turns to do things for each other through mime and say, “Please” and “Thank you.”Mime an example for children to watch before having them work in pairs: indicate to a child to pass you a book and say , “Please.” When you have the book, say “Thank you.”The third period (1)Teach the mands Stand up and Sit down by using hand gestures.(2)Review the words Please and Thank a SimonSaysstyle game.(3)Begin by saying, “Please sit down” and “Please stand up” two or three vary the exercise by sometimes saying only the mands, without and practice(1)Have the children open their books and draw their attention to the photograph of the to the picture on the page and say, “This is a cat.”(2)Play the tape, pointing to the photograph matching the word.(3)Now replay the tape and have children touch the photograph as they listen.(4)Play the tape one more time and have children listen and say, “Cat” aloud.(5)Repeat the procedure with the word “Crocodile, duc