【文章內(nèi)容簡(jiǎn)介】 .” 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(guò)程 Warmup 讓學(xué)生對(duì)一個(gè)男生說(shuō) :“ Hi”，對(duì)一個(gè)女生說(shuō)：“ Hello”，做幾次后，教師說(shuō) :“ Sit down” . 舉起布偶 Mocky，用它的口氣對(duì)學(xué)生說(shuō)：“ I’m a monkey. ”舉起 Ken 的面具說(shuō)：“ I’m a boy. ”舉起 Ann 的面具說(shuō) :“ I’m a girl. ” 讓學(xué)生戴上一個(gè)面具。教師指令學(xué)生說(shuō)：“ I’m a (girl). ”依此類(lèi)推直到大多數(shù)學(xué)生都有機(jī)會(huì)說(shuō)一次。 Preview 舉起一只鉛筆說(shuō)：“ It’s a pencil. ”示范讀兩遍，讓學(xué)生跟讀。 用同樣的步驟教 chair , bag。 舉起單詞卡片 pencil 問(wèn)：“ What’s this? ”引導(dǎo)學(xué)生一起回答：“ A pencil”，用同樣的步驟教 chair , bag。 Presentation of new language 指著一把椅子問(wèn)：“ What’s this? ”引導(dǎo)學(xué)生回答：“ Chair.”。教師說(shuō)：“ Yes , it’s a chair. ”示范性地說(shuō)：“ It’s a chair. ”兩遍，然后學(xué)生跟讀。 重復(fù)上述步驟，教“ It’s a pencil. ” 將本單元掛圖掛起，教師說(shuō)：“ Point to a girl.”然后說(shuō)：“ Point to a boy.”問(wèn)：“你們能看到誰(shuí)？”引導(dǎo)學(xué)生說(shuō)：“ Ken , Ann and Mocky.” 讓學(xué)生用自己的話(huà)描述圖。 指著圖片 Mocky 的椅子問(wèn)：“ What’s this? ”引導(dǎo)出結(jié)構(gòu)：“ It’s a chair. ”教師指著說(shuō)的話(huà)說(shuō)：“ Yes. It’s a chair. ” Touch and say 學(xué)生活動(dòng)手冊(cè)第三者 19 頁(yè) 讓學(xué)生打開(kāi)書(shū)，看這一頁(yè)右邊的新詞匯。 教師放錄音，讓學(xué)生指著相應(yīng)的圖片。 再放一遍錄音，教師將自己書(shū)的這一頁(yè)展示給學(xué)生看。 不放錄音，讓學(xué)生一起朗讀 這些詞。讓學(xué)生邊讀邊指著相應(yīng)的單詞。 讓學(xué)生看主圖，教師說(shuō)：“ Show me a chair.”學(xué)生拿出椅子的卡片。 重復(fù)上述步驟教 pencil, bag。 讓學(xué)生兩人一組輪流指和說(shuō)。教師與一個(gè)學(xué)生做示范，學(xué)生指一張卡片，老師說(shuō)：“ A book.” 舉起布偶 Uncle Booky 問(wèn)學(xué)生：“這是誰(shuí)？”引導(dǎo)學(xué)生回答：“ Uncle Booky” 讓學(xué)生打開(kāi)書(shū)本看圖。讓他們看 Uncle Booky 說(shuō)的話(huà)以及它舉著的畫(huà)。問(wèn)學(xué)生他們認(rèn)為 Uncle Booky 是否猜對(duì)了它看到的物體。 教師舉起自己的書(shū)，讓學(xué)生看第一張照片 。引導(dǎo)學(xué)生說(shuō)出正確的句型和詞匯。如：“ It’s a (pencil). ”用同樣的方式將其它圖片過(guò)一遍。 1 學(xué)生進(jìn)行兩人活動(dòng)。一個(gè)學(xué)生指圖，另一個(gè)學(xué)生說(shuō)單詞。 1 學(xué)生可以自愿給全班表演剛練習(xí)的問(wèn)答。 Homework 把新教的單詞及課文句子讀給爸爸、媽媽聽(tīng)。 The second period Structures(New) Commands: Open your books. Close your books. Take out four boos Put it in your bag. Structures(Review) Productive: It’s a (book). Commands: Stand up, sit down. Vocabulary(New) egg ,elephant ,fish ,frog Vocabulary(Review) book ,pencil ,bag ,chair Preparation flashcards for book , pencil , chair , bag the puppet of Uncle Booky and Mocky 教學(xué)過(guò)程 Warm— up 教師說(shuō)：“ Show me a book.”學(xué)生舉起一本書(shū)。練習(xí)句型“ Open your books.”和“ Close your books.”用手勢(shì)表現(xiàn)句子的意思。每一個(gè)指令說(shuō)幾遍，學(xué)生聽(tīng)指令做動(dòng)作。 學(xué)生坐好合上書(shū)。教師給指令，學(xué)生做?！?Girls, open your books. Boys, stand up. Girls, close your books, sit down. Girls, stand up. Boys, open your books. Girls, sit down. Boys, close your books.” Preview 舉起本單元單詞卡片，問(wèn)：“這是什么？”引導(dǎo)學(xué)生說(shuō)：“ It’s a (pencil). ” 將單詞卡片貼在黑板上，教師說(shuō)：“ Point to a (book).”讓學(xué)生指出你剛才說(shuō)的東西。可以請(qǐng)單個(gè)學(xué)生到前面來(lái)指。 讓學(xué)生閉上眼睛趴在課桌上，拿走一張卡片。讓學(xué)生睜開(kāi)眼睛，教師提問(wèn)：“哪一個(gè)不見(jiàn)了？”學(xué)生要說(shuō)出抽走的卡片上的詞。完成其他四個(gè)單詞。 Listen and act 學(xué)生活動(dòng)手冊(cè)第 20 頁(yè) 舉起布偶 Uncle Booky 說(shuō) ：“這是誰(shuí)呀？”讓學(xué)生向它問(wèn)候說(shuō)：“ Hello, Uncle Booky.” 舉起布偶 Uncle Booky 和 Mocky，告訴學(xué)生 Uncle Booky 正在跟 Mocky 說(shuō)話(huà)。放第一句指令，教師假裝成 Mocky，按照指令做動(dòng)作。至少示范兩遍。 放錄音，讓學(xué)生聽(tīng)并指書(shū)上相應(yīng)的圖。 教師發(fā)出指令，自己做，讓學(xué)生跟著做。 教師發(fā)出指令，讓學(xué)生做。 用同樣的步驟完成其它指令。 Sing the song 學(xué)生活動(dòng)手冊(cè)第 21 頁(yè) 讓學(xué)生打開(kāi)書(shū)看歌曲周?chē)牟鍒D。指著其中的物體，引導(dǎo)學(xué)生說(shuō)出詞匯 book, pencil, bag, chair。 給學(xué)生朗讀歌詞，并用手依次指每一個(gè)單詞。 放錄音，讓學(xué)生將歌完整地聽(tīng)一遍，并根據(jù)聽(tīng)到的指令作出相應(yīng)的反應(yīng)。當(dāng)他們聽(tīng)到教室里的物體名稱(chēng)時(shí)，就指那個(gè)物體。 再放錄音并讓學(xué)生跟著一起唱。 將學(xué)生分成兩組。一組唱，另一組指唱到的物體。然后兩組交換，再唱一遍。 Homework 回家把歌曲唱給父母聽(tīng)。 The third period Structures(Review) It’s a (book). Vocabulary(Review) Pencil, ch