【文章內(nèi)容簡介】 and sentences it is chanted. 4） Divide class into groups .One group chants the questions and the other group chants the statements. 教學(xué)后記 : 通過 TPR，以動(dòng)作形式導(dǎo)入 —操練新知識(shí)，學(xué)生有較濃厚的學(xué)習(xí)興趣，而且教學(xué)效果較好。 在學(xué)習(xí)人物的過程中，作示范不夠清晰，因此，有部分學(xué)生區(qū)分不是很清楚，在示范時(shí)因示范清楚，直到學(xué)生明白為止會(huì)更好。 多媒體的運(yùn)用，增添了學(xué)習(xí)的色彩感，效果好。 The second period Target 1） Getting ready A. Pass out some of the picture cards（ mirror, blanket, door, lamp） . Have Ss hold up their cards and ask them questions about their cards. T: What‘s that? [S1: It‘s a (brown door).] Is that a (black lamp)? [S2: Yes, it is. / No, it isn‘t.] B. Continue asking other Ss about their picture cards. 2） Using the book A. Point to the picture and model the dialog. B. Play the tape, pausing after each sentence so Ss can repeat. Practice 1 1） Getting ready A Point to the picture A and ask Ss Qs about it. B T: What‘s Gogo pointing to? Is it a bed? What color is it? C Generate responses and do the same for the other pictures. 2) Using the book A Play the tape for number 1, then pause. B While Ss are responding, gradually move your hand to picture A. C Continue, pausing after each question to allow Ss to answer on their own. Practice2 1） Getting ready A Walk around the room， asking Ss questions about items in the classroom. Move around the room quickly and ask questions quickly to keep Ss focused. B T： (Point to the window.) Is that a window? What’ s that? Is it a blue lamp? C Elicit and model responses if Ss necessary. 2) Using the book A Play the tape and have Ss answer the questions. B After listening and answering questions, encourage Ss to ask each other these three questions in pairs or small groups. Activity1 1） Getting ready A Put several objects on a table close to you and several more objects at a distance. If you do not have much realia, use picture cards in their place. B （ Hold up a pencil.) What’ s this? [Ss: It‘s a pencil.] C （ Point to an item at a distance.） What’ s that? [Ss: It’ s a (clock).] 2） Using the book A Put the Ss into pairs. T: Ask your partner questions. Answer in plete sentences. B Model the desired sentence forms and point out additional vocabulary, . dog. C As Ss are asking and answering questions, circulate and check for accuracy. If time permits, have Ss change partners and do it again. 教學(xué)后記 : 在教新單詞的過程中，對(duì)各個(gè)單詞都配以相應(yīng)的動(dòng)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。 結(jié)合教學(xué)內(nèi)容，創(chuàng)設(shè)情境教授對(duì)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。 結(jié)合本課以動(dòng)作為主的特點(diǎn)，有目的地設(shè)計(jì)各項(xiàng)游戲活動(dòng)，學(xué)生活動(dòng)積極主動(dòng)，課堂氣氛活躍。 The third period Activity2 1) Getting ready A Make sure Ss have makers or crayons of the colors learned to this point—brown, gray, pink, black, white, blue, green, purple, yellow, red and orange. B Have Ss hold up different colors as you call them out. 2) Using the book A T: Look at the pictures. Color them with your makers. B Tell Ss not to let anyone see what colors they are coloring the various items. C Circulate around the room and check how Ss are doing. D Put Ss in pairs and have them ask each other questions to find out what colors their partners used. Model the activity with one pair first. Alphabet 1） Getting ready a) T: Let‘s practice the word. Look at my mouth and repeat. b) Look at Ss‘ mouths and make sure the lips are rounded and the teeth are almost closed together. 2） Using the book A Have Ss look at the pictures next to the lyrics. B T (Point to the shirt.) Is it a shirt？ [ Ss： Yes, it is.] What color is it? [Ss: It’ s pink.] C Then point to the other pictures and teach them. 3） Chant in the book. Finish the exercises in the Workbook and Writing book. 教學(xué)后記 : 以游戲，活動(dòng)形式復(fù)習(xí)，能激發(fā)學(xué)生興趣，學(xué)生在活動(dòng)過程中復(fù)習(xí)、鞏固舊知識(shí) ，效果好。 通過練習(xí)可知，學(xué)生對(duì)故事部分的內(nèi)容掌握較好，基本都能互相開展對(duì)話詢問，并能做出相應(yīng)的回答。同時(shí)，也反映了學(xué)生對(duì)于重點(diǎn)句型不太熟練，有待加強(qiáng)練習(xí)。 Unit 4 Fruit 一、 Objectives and Requirements: Language Target: What‘s this ? It‘s a … Are these … ? Yes , t hey are . No , they aren‘t . Additional: Don‘t touch! Sounds and words : m , n , b, monkey , watermelon,banana,nine,strawberry,balloon Vocabulary: a banana , bananas , a pear , pears , a peach, peaches , an orange , oranges , a cherry , cherries , a strawberry , strawberries , a grape , grapes , a watermelon , watermelons Materials: Picture cards , real/plastic fruit, ball/stuffed animal, two of each of the following: cups, plums and boxes。 coins, paper/plastic bags, tape, scissors and crayons/makers, jump ropes 二、 Procedure: The first period Conversation: 1） Getting ready A Bring in variety of real plastic fruit covered in this unit. B T: (point to various fruits.) I like fruit. Oh, look! Pears. I like pears. (Offer a pear to S1.) Do you like pears? [S1: Yes, I do.] C T: (Motion for class to repeat.) I like grapes. [Ss: I like grapes.] D Continue with other fruits. After Ss have repeated the new vocabulary, address various Ss. E Ask several, more Ss questions with these new sentence structures. 2） Using the book A T: (Point to the first picture.) What are these? [Ss: They‘re apples.] That‘s right. They‘re apples. B T: Let‘s listen. C Play the tape. D Listen again and repeat. E Play the tape, pausing after each sentence and letting Ss repeat. F Put Ss into groups of three. Have Ss act out the dialog. Vocabulary 1） Getting ready A Put picture cards on the board. B T: Look at the cards. They are strawberries, cherries, pears, oranges, peaches, mangoes, grapes and pineapples. Are you hungry? C T: Listen to the new words. D Show each picture card, say the word and have Ss listen. 2) Using the book A Play the tape and have Ss repeat each word. B T: (Point to the strawberries.) What are these? [Ss: strawberries.] C Continue with other pictures. Activity 1 1） Getting ready A Have Ss look at the words on the page.