【正文】 ctures to ask and answer questions: S1: What color is it? S2: It‘s…. 5. Homework: Make a dialog with your partner. The Third Period (Activity 2, Alphabet) 1. Warm up Song: Listen and sing Red, yellow, blue and green 2. Activity 2 – Play and say. 1) Review each word in the pictures. What‘s this? It‘s a / an…. What color is it? It‘s…. 2) Point to each picture and tell Ss the corresponding letter and number, . A1 for blue cat, C5 for red lion, etc. 3) Play the game: Choose one picture and tell Ss to guess what animal you are thinking of by calling out Questions such as ―Is it a fish? / Is it red?‖ Answer with the pattern, ―Yes, it is. / No, it isn‘t.‖ 3. Alphabet 1) Listen, point and say. i. Write Ss, TT and UU on the board. And have Ss read these alphabet letters. ii. Have Ss look at the alphabet letters in their books and circle Ss, TT and UU. iii. Play the tape and have Ss repeat: b) Listen and chant. i. Have Ss look at the lyrics of the chant. ii. Review the letters and corresponding words by pointing to each one and encouraging Ss to describe them. iii. Play the tape once and have Ss point to the pictures. iv. Play the tape again and have the Ss chant along. 4. Exercises: Writing Book and Work Book Pages Blackboard : What color is this? It‘s orange. (yellow, blue ,green, purple, red) Look, it‘s an apple. It‘s red. Yes, it is. 教學(xué)后記： 整堂課上下來(lái) ,還是覺(jué)得有的環(huán)節(jié)之間過(guò)渡的不是很自然 ,教學(xué)形式還可以豐富一些 ,使課堂氣氛更加活躍 ,同時(shí)在課堂紀(jì)律方面也要加強(qiáng)管理 .今后我會(huì)繼續(xù)向經(jīng)驗(yàn)豐富的教師取經(jīng) ,彌補(bǔ)自己的不足 ,讓自己的英語(yǔ)教學(xué)達(dá)到更好的效果 . Unit 3 My room 一、 Objectives and Requirements: 1. Language Target: What‘s that? It‘s a pink lamp. Is that a black pillow? No, it isn‘t. It‘s a white pillow. Is that a brown door? Yes, it is. Vocabulary Key: a bed , a clock , a pillow , a lamp , a window , a door , white , black Alphabet: lamp , lion , ,door , desk , window , watch Materials： Picture cards, magazine pictures of bedrooms, classroom objects, crayons/makers in brown, black, white, blue, green, purple, yellow, red and orange 二、 Procedure: The first period Conversation: 1） Getting ready A T: (point to various items in the classroom and name them.) This is a desk. B T: Do you know what this is? (point to a familiar object.)How about this? (point to a new object and name it.) C Continue with other items and model responses for new vocabulary.（ bed, pillow, window, clock） 2） Using the book A T: Which picture has a red chair? [Ss: Number 2.] That‘s right. Number is the green pencil? [Ss: Number4.] B T: Let‘s listen together. Play the tape one time and have Ss repeat after the tape. C T: Get into two groups. One plays Gogo and the other plays Tony. Are you ready? D Model the role playing once with a volunteer. E Play the tape again, pausing after each line so Ss can repeat. Vocabulary 1） Getting ready A Pass out magazine pictures of bedrooms to small groups of Ss. B Introduce vocabulary（ bed, pillow, window, clock） with picture cards and have groups point out the items in their pictures. C Ask questions about the various colors, . Point to the bed. What color is it? Review old colors and introduce the new colors: black, brown and white. 2） Using the book A T: Listen and repeat. Point to each picture as you say the word. B Have Ss listen, repeat and point to each picture. Chant 1） Getting ready Point to the pictures. Ask Ss what they are. Elicit responses and encourage plete sentences. 2） Using the book 3） Play the tape and point to each word 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(guò) 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。 在聽力部分，大部分學(xué)生都能 積極參與，但個(gè)別學(xué)生由于單詞的讀音不過(guò)關(guān)，因此，對(duì)于聽力有一定的困難。 學(xué)生在新學(xué)英文單詞的發(fā)音時(shí)，很容易和語(yǔ)文的字母發(fā)音混淆，這是一個(gè)重點(diǎn)中的難點(diǎn)，應(yīng)該設(shè)法解決。 The second period 1 Target 1) Getting ready a. Ask for several volunteers to e to the front of the room. b. Arrange them so that there is at least one boy standing alone, one girl standing alone and at least two Ss standing together. c. Hand out picture cards to the Ss and ask them to hold them up to the class. T: He‘s big.(point to the boy standing alone) d. Point to the other volunteers and ask Ss in the class to make sentences about them and the picture cards. 2) Using the book i. Point to the picture and model the dialog. ii. Play the tape, pausing after each sentence so Ss can repeat. 2 Chant 1) Getting ready iii. Point to the pictures on the page12. Ask Ss if the characters are happy or sad. iv. Elicit responses. 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 .All Ss chant the I‘m happy. Hey! Hey! I‘m happy. part. C. Encourage Ss to join in the chanting when they are ready. One group chants the question while the other chants the answer .Then switch roles. 3 Activity1 1) Getting ready v. Draw a bingo grid on the board. Write BINGO in the center square. vi. Write the vocabulary words in the eight remaining squares. vii. Demonstrate how to play Bingo. 2) Using the book b) Have Ss look at the pictures in this activity. c) Every student will put the words in different boxes. Make a statement, . They‘re heavy. And have Ss check off that word from their bingo grid in pencil. Continue until someone gets three words in a row and calls out Bingo! After playing as a class, have Ss play in small groups. d) One student in each group can be the announcer. Have the announcers rotate regularly. 4 Activity2 1) Getting ready i. Draw two happy faces on the left side of the board and one sad face on the right side. ii. Write They‘re and She‘s at the top of the board and get a piece of chalk. iii. Help the student connect She‘s at the top of the b