【正文】 Unit 6 Outdoor Fun 一、 Objectives and Requirements: 1 Language Target: Does she have … ? Yes , she doe s . No , she doesn‘t . Do you have … ? Yes , I do . No , I don‘t . Additional: Let‘s sing! Sounds and words:cup , cake , fork , kite , quiet , queen 2 Vocabulary Key: fa fork , forks , a spoon , spoons , knife , knives , chopsticks , a cup , cups , a glass , glasses , a plate , plates , a bowl ,bowls 3 Materials： Picture cards , utensils, paper cards, magazine pictures, plastic utensils, plate, cup, napkin, paper 二、 Procedure: The first period 1. Conversation 1) Getting ready A Bring in forks, spoons, plates and cups. B Let Ss touch the utensils and feel them as you introduce the new words. 2) Using the book C Play the tape one time and ask Ss some prehension Qs: What are these? D Listen again and have Ss follow along. E Play the tape again, pause after each sentence and letting Ss repeat. F Put Ss into groups of four. Take the roles of Gogo, Tony, the man and the woman. G Have Ss act out the dialog using realia. 2. Vocabulary 1) Getting ready A. Bring in realia: T: (Hold up the forks.) Forks. B. Pass the forks to Ss. Ss say the word while passing them around. Continue with the other items: napkins, spoons, glasses, knives, tissues, chopstick, bowls 2) Using the book F. Play the tape and have Ss repeat each word. G. Point to the picture randomly and have Ss say the numbers. 3 Activity 1 A. Getting ready 1) Write ―fork, napkin, spoon, glasses, knives, tissue, chopstick, bowl‖ on the board. 2) Under the girl stick figure, put three of the P。 通過讓學生之間進行評價，能讓學生找出自己學不好的地方，也能建立學生學習的信心。 部分學生形成了唱讀的不良讀書習慣，有待糾正。 通過練習可知，學生對故事部分的內(nèi)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。 結(jié)合本課以動作為主的特點，有目的地設(shè)計各項游戲活動，學生活動積極主動，課堂氣氛活躍。 Unit 5 Clothes 一、 Objectives and Requirements: 1 Language Target: Where‘s my skirt ? It‘s on the …. Where are … ? They‘re … . Sounds and words:j, u, i , o , jacket ,juice, under , uncle , in , tennis, on , dog Vocabulary Key: in , on , under , between , socks ,pants ,skirts ,jacket 2 Materials: Picture cards , classroom items (pencil, eraser, etc.),clothing (shirt, pants, shoes, etc.)two boxes, ball, paper strips, blindfolds, dice 二、 Procedure: The first period 1 Conversation: 1) Getting ready A Place several items around the class before Ss enter. Put the items in, on, under and between other known objects (tables, chairs, desks, etc) B Make sure some items are plural nouns (pants, shoes, etc.) C T: (Appear to be looking for something.) Where‘s my pencil? Where are my shoes? D Model responses for Ss. When Ss find an item, make clear sentences using prepositions, . The shoes are under and between. 2) Using the book A Before opening the book, put a character card of Tony on a student‘s shirt and put a Character Card on your shirt. B On a desk, put a pencil on a book, an eraser in a pencil case and a pencil case between two pens. C T (Role playing with S1.) Hello, Tony. [S1: Hi, Gogo.] Where‘s my pencil? [It‘s on the book.] Continue the role play and have S1 respond appropriately. D Play the tape one time and ask Ss prehension questions. E T: Where‘s Tony‘s eraser? [Ss: It‘s under the chair.] Play the tape again, pausing after each sentence and letting Ss repeat. 2 Vocabulary 1) Getting ready A Bring a jacket, a skirt, some socks, pants and two boxes to class. B Using the realia, introduce the new words. For prepositions, put the socks in the box and between the two boxes. Ask four Ss to e up to the front. C T: (Ask two Ss.) Point to the skirt and the items. D Continue with the other two Ss and clothing items. Ask another four Ss to e up. Have them demonstrate the prepositions using the realia. 2) Using the book A Play the tape and have Ss repeat each word. B Have Ss listen, repeat and point to each picture. 3 Practice 1 1) Getting ready A Point to the four pictures. B T: What is this? What are these? Where are the girl‘s socks? Elicit responses and encourage Ss to use plete sentences. C Have Ss guess what the dialogs are going to be. 2) Using the book A Play the tape for number1, then pause. B While Ss are responding, gradually move your hand to picture D C Continue with the other three, pausing after each one. 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。 在聽力部分，大部分學生都能積極參與，但個別學生由于單詞的讀音不過關(guān)，因此，對于聽力有一定的困難。 學生語音還有待加強 ,對于復數(shù)的發(fā)音，學生還存在一定的難度。 The second period Target 1） Getting ready A Bring up three Ss to the front of the class, give each one a picture card. B T: 9 Ask S1.) What are these? [S1: Mangoes] C T: Are these mangoes? [S2: No.] 2） Using the book A Point to the first picture of Gogo and Tony, model the dialog. B Point to the second picture and model the dialog. Do the same for the third. C Play the tape, pausing after each sentence so Ss can repeat. Practice 1 1） Getting ready A Point to the pictures one at a time, and ask Ss questions about it. B Elicit responses and do the same for the other three pictures. C Have Ss guess what the dialogs are going to be. 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 with the other three, pausing after each one. Practice2 1) Getting ready A Put the picture cards on the board. B With a soft ball or object, walk around the room. C Gently toss the object towards a card and ask the Ss questions about that card. T: What are these? Are these pears? Elicit responses. 2) Using the book A Play the tape, pausing between the questions and have Ss answer. B After listening and answering questions, encourage Ss to ask these four questions to other Ss in pairs or small gr