【正文】 自己的名字）。讓學生模仿發(fā)音。讓學生在后面接上自己的姓和名，表示“我是 。在基本掌握后，再帶領學生操練這個句型，讓學生在 I’m 后面說出自己的名字。 （ 4）學生自由練習句型，教師巡視指導。 總結本節(jié)課所學習的內(nèi)容。 The second period 復習鞏固上節(jié)課學習的課堂用語以及句型和新單詞。 教師讓學生翻開書本第一 頁齊讀一遍，鼓勵學生進行角色扮演。完成后繼續(xù)讓其他的同學出來表演。 課堂活動 通過學習句型，對學生進行禮貌教育，使新同學之間互相認識。 （ 2）開火車練習句型，看看哪一組最快最好地把句型背出來 , 獎勵一支小紅旗。 布置 作業(yè)：背誦 Hello 和 Learn to say 的內(nèi)容。 二、教學重點：學會句型 ， touch your nose/eye/mouth, please, 并作出相應的動作。 掌握新單詞： touch、 nose、 eye、 mouth。用同樣的方法，教會單詞 eye、 ear、 mouth 等。要求學生注意看教師發(fā)音的口型和表情。讓學生模仿發(fā)音。指示學生當老師發(fā)出這個口令時 ,你們要點著你們的鼻子 . （ 3）教師帶領學生反復練習 eye、 mouth 的發(fā)音。練習完后，請兩位同學到講臺前表演一下。告述學生老師說哪個詞，你們就點哪個角。 布置學生在課后多練習剛學完的這個句型。 讓學生出來表演上幾節(jié)課學習的內(nèi)容 . 教授 Sing the song. (1)先帶讀兩邊 (2)有節(jié)奏帶唱 (3)加上動作有節(jié)奏地唱 課堂活動 通過學習句型，對學生進行禮貌教育，使新同學之間互相認 識。 （ 2）開火車練習，看看哪一組唱得最好 ,獎勵一支小紅旗。 （ 2）、教師依次舉起 Mooky, ken, Ann 和 Uncle ,Booky 的面具，讓學生向他們問好。 (2)舉起單詞卡片，讓學生說出英語名稱。 謎游戲： T：想不想玩猜謎游戲呢？ S：想！ T：有一種水果猩猩最喜歡吃的，黃色的？ S： banana! 連線： 讓學生打開書本第七頁。讓學生用手指著英文單詞并朗讀。檢查答案時讓學生念出單詞，同時手指著相 應的圖。 教師給兒歌加上動作，然后讓學生跟著老師邊唱邊做動作。 小結 教師把預先準備好的圖片發(fā)給學生，并怪聲怪氣地說：“老師不見了四件禮物，本來是要送給你們的，誰幫老師找一 下呢？”這四件禮物也是我們今天所學習的四個單詞：（引導 學生說） an apple、 an ant、 a book、 a banana. The sixth period 一、 教學目的與要求 熟練掌握 Hello, I’ m . 能用 Hello, I’ m介紹自己 .要求模仿正確，語調(diào)自然。 四、 教學過程 復習 （ 1） 教師拿出上一課學習的單詞卡，舉起讓學生讀出來。 （ 2） 教師帶起 Mocky 的面具，并揮手說： “Hello, I’m Mocky.” 學生回答：“ Hello, Mocky.”教師依次帶上 Ann、 Ken、 Uncle Booky的面具作介紹，讓學生回答。 （ 2）提問：“你們能看到什么？”讓學生對這幅圖做出描述和評價。 （ 3）教師指著圖中的人物介紹：“ Ben, Tim, Lisa, Tina, Ted.”讓學生重復跟讀幾遍。用同樣的方法教“ Hi, I’m Tim/Lisa/Tian/Ted。 （ 6）讓學生讀句子。 擴展性活動 讓學生在空格處把自己的像畫在這里，畫圖并描寫單詞：“ Hi, I’m?” ，最后寫下他們的名字以完成句子。 讓學生打開書本第 9 頁，讓他們描述圖：圖里有些什么人？他們在哪里？他們在做什么？ 告述學生在這幅圖中藏有幾樣東西，他們要找到這些東西并給它們圖上顏色。 a boy 。 a cat 。 a duck 。 Match and color. the picture, Find and color. B: Strong Points: Read and say all the lessons and word. C: Weak Points: Make the picture. D: Tools: Recorder, the Poster for this Unit, flashcard for this Unit. E: Periods divided: Four Periods. The first period 1. Revision (1) Hold up the puppet of Mocky and mime him saying: “Hello, I’m Mocky .” Have children return the greeting and elicit, “Hi, Mocky.” (2) Repeat the step above with the mask for Ann and Ken. 2. Presentation of new language: Put on the mask of Ken and model the new structure, I’m a boy. Repeat twice. Now have the children repeat after you. (2) Repeat the step above using the mask of Ann to present the structure. (3) Hold up the flashcard of monkey and introduce the structure, I’m a monkey. Repeat the first step. (4) Review the new vocabulary by saying each word (monkey, boy, girl). Have children repeat the word and point to the matching character. 3. Story Have children open their books and look at the picture. Ask , “Who can you see?” Elicit, “Mocky, Ken, Ann.” Have the class look at the picture as you play the tape. Play the tape again. Have the children repeat the words. 4. Learn the words Have children open their books and direct their attention to the new vocabulary on the righthand side. As you play the tape, have the children point to correct picture. Now point to a photograph of a boy (Jim), Elicit, or say, “A boy. Jim is a boy.” Repeat this for each photograph, eliciting the correct vocabulary. Have children work in pairs. They take turns to point and say. The second period Play a game: change the groups and change the spaces in the room. to the new lesson: Introduce please and thank you. Mime a little sketch to convey the meaning of each word. 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. Play a game: pass ball. (Repeat this with other children. Ask them to form two or three lines and see which line finishes first. 3. Touch and say Have children open their books and point to Uncle Booky’s speech bubbles. As you point to the words, say, “Please” and “Thank you.” Have children read the words and repeat them after you. Have children look at the five photographs and describe what they can see in each one. Hold up your copy of the book and have the puppet of Uncle Booky point to the first photograph. Explain that children are going to look at the picture and decide if the word to describe the picture is Please or Thank you. Continue pointing to the other photographs and elicit the words from children in a choral drill. Have children work in pairs. 4. Sing the song Explain to children that they are going to learn a song using Please and Thank you. Read the words to the children, pointing to each word. Play the tape for the whole song and have children listen and respond physically to the mands. Have children take turns to do things for each other through mime and say, “Please” and “Thank you .” 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 third period (1) Teach the mands Stand up and Sit down by using hand gestures. (2) Review the words Please and Thank you. Play a SimonSaysstyle game. (3) 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. 2. Listen and practice (1) Have the children open their books and draw their attention to the photograph of the cat. 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. (4) Play the