【正文】 The second period 1 Target 1) Getting ready A Arrange the picture cards of previously learned vocabulary and real objects in the classroom to have Ss use the prepositions. B T: Where‘s the basketball? Where are the peaches? C Accept any responses from Ss. 2) Using the book A While pointing to the pictures of Tony and Jenny, model the dialog. B Play the tape, pausing after each sentence so Ss can repeat. C Do the same activity from getting ready. Have Ss use the target langue structure this time. 2 Practice2 1) Getting ready A Write a big question mark on the board. B Point to the question mark to have Ss ask you a question. C Use familiar items in the classroom. Model the activity first. Point to the question mark and a desk. D T: Where‘s the desk? [Ss: It‘s (under the clock).] Point to the question mark and then an eraser. [Ss: Where‘s the eraser?] T: It‘s (on the table). Continue with other items. 2) Using the book A Have Ss look at the pictures. Have Ss name the items in the pictures. B T: Now, listen and answer the questions. Play the tape and have Ss answer. C Encourage Ss to ask other Ss questions. 3 Chant 1) Getting ready A Point to the pictures. B T: (Point to the top left hand picture.) Where are the socks? [Ss: They are in the box.] Ask about the other two pictures. 2) Using the book A Play the tape and point to each word and sentences as it is chanted. B Divide class into two teams .One team chants the question and the second team chants the response. 4 Activity 1 1) Getting ready A Make four phrase strips using paper for The skirt is, The pants are, on the chair, and under the desk. B Put the four phrase strips on the page. C T: Look at the chair .Where‘s the skirt? [Ss: It‘s on the chair.] Look at the desk. Where are the pants? [Ss: They‘re under the desk.] D Match the strips on the board. 2) Using the book A Have Ss look at the pictures. B T: Where‘s the dog? [Ss: It‘s under the chair.] The dog is under the chair. Match the two phrases like this. (Model connecting the dots.) C Let Ss finish on their own way. D Put Ss in pairs to check one another‘s work. 教學后記 : 以游戲，活動形式復習，能激發(fā)學生興趣，學生在活動過程中復習、鞏固舊知識，效果好。 通過練習可知，學生對故事部分的內容掌握較好，基本都能互相開展對話詢問，并能做出相應的回答。 I‘m big.] e) T (point to various Ss). Is (S1‘s name) happy or sad? Is (S2‘s name) big or small? f) As you ask the class questions, continue making clear gestures. Continue with various Ss until you have introduced the new words to Ss. 2) Using the book i. Open your books. (Point to the big Gogo in the first picture.) Is Gogo small? /Is Gogo big? ii. T: Let‘s listen together with your books closed. iii. Play the tape one time and ask Ss prehension questions such as Who is small? iv. Open the books and listen again. v. Have Ss follow along. vi. Play the tape again, pausing after each sentence and letting Ss repeat. 2 Vocabulary 1) Getting ready a) Put picture cards of happy, sad, heavy, light, hot, cold, big and small on the walls around the room. b) T: Look at the pictures and say ?I‘m happy.‘ c) Model point if necessary. d) Continue with other words and gestures. 2) Using the book A Play the tape and have Ss repeat each word. B Hold up the book and point to pictures and have Ss say the words. 3 Practice 1 1) Getting ready i. Point to the pictures one at a time .and ask Ss questions about it. ii. Elicit responses and do the same for the other three pictures. iii. Have Ss guess what the dialogs are going to be. 2) Using the book i. Play the tape for number1, then pause. ii. While Ss are responding, gradually move your hand to picture C iii. Continue, pausing after each question to allow Ss to answer on their own. 4 Practice2 1) Getting ready i. Walk around the room asking Ss questions. Move around the room and ask questions quickly to keep Ss focused. ii. T： Are you cold? Are you sad? iii. Elicit responses and encourage Ss to ask you this question with the unit‘s vocabulary words.. 2) Using the book a) Play the tape and have Ss answer. b) Model plete sentences. C) Put Ss in pairs to ask and answer these questions. 教學后記： 在教新單詞的過程中，對各個單詞都配以相應的動作教學，學生學習積極性很高，而且大部分學生很快就掌握了該課單詞的發(fā)音。 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