【正文】 atch the words with the pictures of the things. (5) Ask children to color each picture. The fourth period 1. Revision. (1) Begin the class with students saying the rhyme loudly, encouraging them to clop to keep the rhythm. (2) Say the following mands and have children listen to and follow them. (3) Review the vocabulary and structures for this Unit with the Poster, or have children look at the picture on page 10. 2. Make the picture (1) Have children open their books and look at the two halves of the page. Point to the word girl , model it and have children repeat after you. Do the same for the word boy. (2) Explain that children are going to draw pictures of a girl and a boy, color them with crayons, and decorate them with yarn, string, scraps of cloth. Hand out scissors, glue, crayons, and the craft materials. Set enough time for children to make their pictures and then have them share their art with the rest of the class. (4) If there is not enough time, ask children to finish the rest of the work at home. 3. Find and color (1) Use the word cards to review the words learned in this unit and unit one. (2) Children open their books and look at the picture. (3) Explain that in the picture there are some hidden objects. They have to find them and make a circle around each of them. (4) Give children some time to look for the objects. (5) When all the children have recognized the objects, have them color each object and share their pictures with the whole class. The fifth period Play games: children stand in a circle . Put on your mask of Mocky and say, I’m a monkey.” Have the children choose a Character Mask to put on. the ball to a child who is not wearing a monkey mask . He/she stand up and says. “I’m a (boy).” Children continue throwing, catching and producing the new structure and vocabulary. The only rule is that children cannot throw the ball to someone who will repeat exactly what they said. Teaching: 1. Introduce please and thank you. Mime a little sketch to convey the meaning of each word. For example , pick up and carry a pile of books toward the classroom door with both hands . Signal to one of the children that you want him or her to open the door for you and say, “please.” When the child opens the door for you, look relieved and say to him or her, “Thank you.” Once 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 drill. 2. Games: The box can only be passed along if the next person in the line says , “please” and “thank you” . Hold the box and have the child at the front of the line say, “thank you.” Continue until the box reaches the end of the line. Sing the song 1. Explain to children that they are going to learn a song using please and Thank you. 2. Read the words to the children, pointing to each word. 3. Play the tape for the whole song and have children listen and repond physically to the mands. 4. Play the tape again and have children join in while they follow. Action: 1. Have children take turns to do things for each other through mime and say, “please” and “thank you” . They might: open the door/window, pass a pencil, lend and eraser, tie a shoelace, and so on. 2. 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 sixth period Structures: I’m a girl(boy) Vocabulary: cat ,crocodile, duck , dog, boy, girl, monkey, please, thank you, stand up, sit down. Teaching: 1. Teach the mands stand up and sit down by using hand gestures. As you say, “stand up,” place your hands side by side, palms facing up, and raise your arms . As you say, “sit down,” place your hands side by side, palms facing down. And lower your arms . repeat two or three times. 2. Games: Play a SimonSays_ style game. Begin by saying, “please sit down” and “please stand up” two or three times . Now vary the exercise by sometimes saying only the mands, without Please. Listen and practice: 1. Point 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. Say the rhyme 1. Read the rhyme to the children. 2. Explain the main idea of the rhyme to the students. 3. Play the tape for the whole rhyme and have children listen and point to the words and the matching pictures on the page. 4. Add some actions when chanting the rhyme and ask children to act it out. 5. Review the words and match them. Unit 3 At school The first period Structures (New) Productive: It’s a (book). Receptive: Is this a (book) ? What’s this ? Structures (Review) I’m a (boy) . Commands: Stand up . Sit down. Vocabulary (New) chair , pencil , bag Preparation 1. the puppet of Mocky Ken Ann 2. flashcards for this Unit: chair pencil bag 3. the Poster for this Unit 教學(xué)過程 Warmup 讓學(xué)生對(duì)一個(gè)男生說 :“ Hi”，對(duì)一個(gè)女生說：“ Hello”，做幾次后，教師說 :“ Sit down” . 舉起布偶 Mocky，用它的口氣對(duì)學(xué)生說：“ 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. ” 讓學(xué)生戴上一個(gè)面具。 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)谧鍪裁矗? 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。 （ 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。 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 banana. The sixth period 一、 教學(xué)目的與要求 熟練掌握 Hello, I’ m . 能用 Hello, I’ m介紹自己 .要求模仿正確，語調(diào)自然。 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!