【正文】 oups. 4. Song 1) Getting ready A Point to the pictures, ask Ss what the fruit is. B T: Are these peaches? [Ss: No, they aren‘t. They are pears.] What color are they? [Ss: They are green.] 2) Using the book A Play the tape and point to each word and sentences as it is sung. B Divide class into two teams. Group 1 sings the question and Group 2 sings the response. C All Ss sing the pears, pears part. 教學后記： 學生的良好學習習慣日漸形成，能更好地調(diào)控課堂，提高教學效率。同時，也反映了學生對于重點句型不太熟練，有待加強練習。 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. B Read out the words and have Ss repeat. C Have Ss look at the pictures on the page. D T: (point to each picture.) What are these? [Ss: They‘re (apples).] 2） Using the book A T: Now connect the words and pictures. B T: ((Point to the red apples picture.) What are these? [Ss: They‘re apples.] What color are they? [Ss: They‘re red.] Yes, they‘re red apples. C Model tracing your finger from the word red to the illiterate apples and then on to the word apples. D Have Ss plete this activity. Circulate around the classroom to check for accuracy. 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。同時，也反映了學生對于重點句型不太熟練，有待加強練習。 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。 結(jié)合教學內(nèi)容，創(chuàng)設(shè)情境教授對話部分，學生有較大的學習興趣和表演欲望，學習效果良好。 多媒體的運用，增添了學習的色彩感，效果好。 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 T: What color is it? Ss: It‘s…. 2) Write the words and the sentences on the board. Point to a word and have the Ss answer and hold up their color pens. 3) Using the book, Ss match items and words by drawing lines from the pictures to the words. 4) Have some Ss read out the whole sentences to check the answers. 3. Target – Listen and say. Play the tape. Have the Ss look at the pictures and repeat the dialogs. 4. Practice 2—Your turn! Listen and answer. Have the Ss look at the pi