教学设计方案

教学设计方案 学校：闵行区蔷薇小学 班级：二（1） 课题：Farm Animals 一、1 教学目标 1. 知识与技能： 1. WORDS(LETTERS) hen, chick, duck, cow 课时：1st. period 人数：30 执教：Shaojie 学科： 英语 日期：2/19 2. STRUCTURES I hear… 3.FUNCTIONS To indenty the sounds of the animals. 2．过程与方法：Using nouns to identify common farm animals. 3．情感态度价值观: To love the farm animals 教材分析:farm animals这个单元通过动物的学习,掌握两个句型what do you see? i see... i hear...what do you hear?以及祈使句的肯定形式 draw.... 为第四单元的学习打下基础.并且能够读懂一些简单的动物故事. 学生分析:学生天生喜欢小动物,喜欢模仿.对声音特别喜欢,所以这个单元的学 习必定是快乐的一周. 教学过程 PROCEDURES I. Pre-task TEACHER’S ACTIVITIES Rhymes STUDENTS’ ACTIVITIES Ps: Say and act. PURPOSES 热身运动. 复习单词,为新课 做准备. T: Show a P: I see … wallchart (farm), It‟s… ask pupils „What do you see?‟ II While-task: Teach the words: Hen, chick, duck, cow 1)T: Hold up Ps: Follow T. each picture card 引入新单词。 for farm animals and ask individual students their names. 2) T:repeat the above procedure with other students, but this time show the 3)T: Point the picture. word cards as well. Ps: Read the word. 让学生自己动手， 通过思考来巩固 单词的形。 Ps: Spell the words. I hear… What do you hear? T: Put the I hear… wallchart on the P: Come up and board and the choose a word card to word cards face put next to the down on the appropriate animal on desk. the wallchart. 矫正学生发音。 T: Hold up the picture card for each of the farm animals and ask Ps: Read the word after tape. P: Make a little rhyme. e.g. duck, duck, duck, 发挥学生的创作 能力， 让他们模仿 着编一些儿歌， 从 而帮助记忆单词。 the students to I have a duck. make the quack, quack, appropriate quack. noise. III. Post-task: 1. Ask sts to match the 1. Have a match. picture and word. IV. Assignment: 2. Ask sts to make a 2. Group work. rhyme 1. Copy the words and try to remember them. NOTES: 本课主要是 hen，chick，duck 的教学，我通过戴头套，办动物引入单 词，再通过轻响，变声进行单词的跟读，同时让学生用不同句型操练 单词，使学生很快掌握了这三个单词。 教学设计方案 学校：闵行区蔷薇小学 班级：二（1） 课题：Farm Animals 一、1 教学目标 1. 基础目标：WORDS(LETTERS) sheep, pig, goose, goat STRUCTURES I hear… FUNCTIONS to identify the sounds of the animals 2．发展目标：say more about the animals 3．情感目标: to love the animals. 教材分析: 通过听的训练刺激学生。 学生分析: 学生对声音的凡响很大，他们喜欢模仿动物的叫声。 课时：2nd period 人数：30 执教：shaojie 学科：英语 日期：2/20 教学过程 PROCEDURES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES PURPOSES I. Pre-task Rhymes 1) T: Show a wallchart (farm), ask pupils „What do you see?‟ 2) What do you hear… Ps: Say and act. 热身运动。 P: I see … 复习上节课所 P: Stick the word 学。 card near the picture. II While-task: I hear… It‟s loud./it‟s quiet. Teach the words: Sheep, pig, goat, goose. Ps: Follow T. 1)T: Hold up each picture card for farm animals and ask individual students their names. 2) T:repeat the above procedure with other students, but this time show the word cards as 引入新单词。 Ps: Read the word. III. Post-task: well. Ps: Spell the words. 3)T: Point the picture. 4) what do you I hear.. hear? It goes.. 用游戏的形式激 1. Guessing Ps: Say or act but game. can‟t read the word. P: Guess the word. T: Show a picture. Read after the tape. 发学生参与热 情，提高巩固质 量。 矫正发音。 2.Play the tape. 3.Workbook P3 IV. Assignment: 4. Workbook P4 Match and write the 书面练习，进一 correct number in the 步巩固。 box. Draw lines to help the little animals find their mothers. 1. Copy the words and try to remember them. NOTES: 教学设计方案 学校：闵行区蔷薇小学 班级：二（1） 课题：Farm Animals 课时：3rd period 人数：30 执教：shaojie 学科：英语 日期：2/21 一、1 教学目标 1. WORDS(LETTERS) 2. STRUCTURES What do you see? 3.FUNCTIONS I see… Use modeled phrases to communicate with other learners PROCEDURES CONTENTS METHODS ANALYSIS I. II. Greetings Revision (Words) T----Ps T: show the pictures P: read the words together. 复习是检查学生 对单词掌握的情 况。 III. 1. (1). Presentation I see a… Introduction Pn: Put on the mask T—Pb: What do you see? I see a … 1. T: say the sentence Ps: follow 2. T: show different pictures Pa-Pb-Pn: say “ I see a …” one by one. T----Pa Question: What do you see? 教师通过不断说 I see a…让学生的听 觉得到冲击，理解 句子的意思。 (2). Following 在集体操练后，教 师让学生用开火 车的形式进行操 练，活跃了课堂的 气氛。 (3). Quick Response 这一过程是为了 巩固所学知识。 教师在巩固 I see a…的同时， 自然的 引出了新语言点， 并让学生通过跟 读掌握语言点。 师生间通过有节 奏的问答来使新 知识的掌握达到 又一熟练程度。 2. (1). What do you see? Following 1. T: say the sentence Ps: follow. 2. change the voice T to Ps Question: What do you see? I see a … (Show the animals‟ pictures) T: say “ I see a …” to pa Pa-Pb-Pn: Pass (2). Quick Response IV. 1. Consolidation Passing Game 这个游戏使整个 课堂活跃了起来， 学生们个个都兴 奋不已，而且又检 Pn: pick out the picture Ps: What do you see? Pn: I see a … 2. Pair Work Pa: show own things and ask Pb: answer. 查了对新语言点 掌握的情况。 V. 1. 2. Assignment Read the text after the tape. Use “ What do you see? I see a…” to make sentences. NOTES: 本课主要是 I see…及问句 What do you see?的教学，前个句型一年级 已学过，因此无需花太多力气，在教学问句时，我采用了变声，开火 车的形式进行操练，有用传话游戏巩固句型，收到了较好效果。 教学设计方案 学校：闵行区蔷薇小学 班级：二（1） 课题：Farm Animals 课时：4th period 人数：30 执教：shaojie 学科：英语 日期：2/22 一、1 教学目标 1. WORDS(LETTERS) 2. STRUCTURES What do you hear? I hear a… 3.FUNCTIONS Open an interaction by eliciting a response Asking „wh-‟ questions to find out specific information. 教学过程 PROCEDURES I. II. 1. 2. CONTENTS Greetings Revision Daily Talk Quick Response METHODS T----Ps ANALYSIS T----Pa T----Pa 1．日常对话能拉 近师生间的距 3. Words Question: What do you see? T: show the pictures Ps: read together. 离。 2．通过句子和单 词的复习能检 查学生掌握知 识的情况。 III. 1. (1). Presentation I hear… Introduction T: play the tape , ask “ What do you hear?” and say “ I hear a …” 1. T: show a picture and say “ I hear…” Ps: follow 2. T: show different pictures Pa-Pb-Pn: say “ I hear…” one by one. T: play the tape and ask “What do you hear?” Ps: I hear a… 教师通过放录音 让学生了解各种 动物的叫声，并通 过自问自答引出 了新句型。 在大量的机械操 练后，教师采用了 让学生开火车的 形式，活跃了课堂 的气氛。 (2). Following (3). Consolidation 2. (1). What do you hear? Following 这一过程是帮助 学生进一步熟练 掌握新句型，同时 也为下面的新授 做了铺垫。 在引出新句型后， 教师用变声的方 式操练句型，引起 学生的兴趣。 1. T: say the question Ps: follow 2. Pa: change the voice to say the question. 1. T: play the tape and ask Ps: answer 2. T: play the tape Ps: ask T: answer. T: say “ I hear a…” (2). Quick Response 师生间的问答练 习让学生得到了 熟练句型的机会。 IV. 1. Consolidation Passing Game 这个游戏将课堂 to Pa Pa: pass the sentence Ps: What do you hear? Pn: imitate the animals‟ sounds and say “ I hear a…” 2. Pair Work Pa: ask or answer Pb: answer or ask 推向了高潮，使学 生真正做到了在 “玩”中“学” ， 在“学”中“玩” 。 V. 1. 2. Assignment Read the text after the tape. Use “ What do you hear?” and “ I hear a…” to make sentences. NOTES: 本课主要是 What do you hear？I hear…的教学，我延续了前节课的教 法，使学生很快掌握了所学的内容。 教学设计方案 学校：闵行区蔷薇小学 班级：二（1） 课题：Farm Animals 课时：5th period 人数：30 执教：shaojie 学科：英语 日期：2/26 一、1 教学目标 1. WORDS(LETTERS) N, n; O, o 2. STRUCTURES 3.FUNCTIONS Learn the names and sounds of the letters “N, n, O, o 教学过程 PROCEDURES I. II. 1. CONTENTS Greetings Revision Words METHODS T----Ps ANALYSIS T----Ps 通过句子和单词 2. Quick Response T----Pa Questions: What do you see? What do you hear? 的复习能检查学 生掌握知识的情 况。 III. 1. (1). Presentation N, n Quick Response T----Pa Question: What is this? 这一过程能让学 生初步了解将要 学的字母。 通过跟读让学生 掌握字母在单词 中地读音。 (2). Introduction T: Nose begins with the letter “n”, it sounds /n/ T: n, n, n, /n/, /n/, /n/, , /n/, nose Ps: follow (3). Following (4). Imitation ------------------------ T: write the letters -----------------------on the -----------------------blackboard. ------------------------ Ps: imitate. --------------------------------------------------------------------------------------------O, o Quick Response 教师通过示范，学 生通过模仿进一 步掌握字母的笔 顺及笔画。 2. (1). T----Pa Question: What do you see? T: orange begins with the letter “o”, it sounds / / 这一过程能让学 生初步了解将要 学的字母。 (2). Introduction (3). Following T: show the picture 通 过 跟 读 让 学 生 and say o, o, o, 掌握字母在单词 / /, / /, / /, o, 中地读音。 / /, orange. 教师通过示范，学 (4). Imitation T: show the letter -----------------------cards and write -----------------------them on the -----------------------blackboard. ------------------------ Ps: imitate --------------------------------------------------------------------------------------------- 生通过模仿进一 步掌握字母的笔 顺及笔画。 IV. Consolidation Ps: write the letters by themselves. V. 1. 2. Assignment Copy the letters “N, n” and “O, o” Review the contents which we have learned. NOTES: 教学设计方案 学校：闵行区蔷薇小学 班级：二（1） 课题：Farm Animals 一、1 教学目标 1. 基础目标：1. WORDS(LETTERS) 2. STRUCTURES Draw… on the… 3.FUNCTIONS Use modeled phrases to communicate with other learners 2．发展目标：Using imperatives to give simple instructions 课时：6th period 人数：30 执教：shaojie 学科：英语 日期：2/27 教学过程 PROCEDURES I. CONTENTS Greetings METHODS T----Ps ANALYSIS II. 1. 2. Revision Daily Talk Quick Response T----Pa T----Pa Questions: What do you see? What do you hear? T----Ps T: show “ Kitty” and say “ Hello, Kitty.” K: Hi, Lillian. What can you do? T: I can draw. K: Draw… on the... T: draw. T: xx, can you draw? Draw…on the… Pa: draw 3. III. 1. Words Presentation Action 1． 日常对话能拉 近师生间的距 离。 2． 通过师生间的 问答及单词复 习能检查学生 掌握知识的情 况。 教 师 通 过 和 “Kitty”之间的对 话及动作引出了 新语言点，让学生 理解句意。 2. Imitation 学生通过模仿熟 悉句子，教师的不 断命令让学生的 耳朵受到刺激，为 下面学习做准备。 1． 教师用不同的 地点进行句子 操练可让学生 获得跟多的知 识。 2． 教师用变声操 练句子活跃了 课堂气氛。 这个游戏发挥了 学生各自画画的 本领，同时也让学 生有了参与竞争 的意识，极大的引 起了学生的兴趣， 巩固了所学语言 点。 3. Following 1. T: show different places and say “ on the…” Ps: follow 2. T: “ Draw…on the…” Ps: follow 3. change the voice IV. 1. Consolidation Drawing Game T: ask four pupils to draw an animal on the blackboard. Ps: choose which drawing they like best. 2. Pair Work Pa: say the command. Pb: do the action. V. 1. 2. Assignment Read the text after the tape. Copy some prep. Phrases. NOTES: 教学设计方案 学校：闵行区蔷薇小学 班级：二（1） 课题：Farm Animals 一、1 教学目标 1. 基础目标：1. WORDS(LETTERS) 2. STRUCTURES I’ve got…; It goes… 3.FUNCTIONS Recognize alliterative and rhyming words 2．发展目标：Using formulaic expressions to indicate what noises animals make. 课时：7th period 人数：30 执教：shaojie 学科：英语 日期：2/28 教学过程 PROCEDURES I. II. 1. CONTENTS Greetings Revision T. P. R METHODS T----Ps T: Draw…on the… Ps: do T----Pa Questions: ANALYSIS 2. Quick Response 通过复习能检查 学生对知识的掌 握情况。同时也让 更多学生有了开 What do you see? What do you hear? 3. III. 1. Words Presentation Revision T----Ps 口说英语的机会。 T: show the toy, say 这 一 过 程 为 下 面 “I have got a …” 的 新 语 言 点 的 教 ask: What have 授做了铺垫。 you got? Pa-Pb-Pn: I have got a … 2. (1). Presentation It goes… Action T: I have got a… It goes… T: show different pictures and say “ It goes…” Ps: follow T: show different pictures and say “ I have got a…” Ps: It goes… (2). Following (3). Consolidation 1． 教师生动的表 演引起了学生 的兴趣。 2． 学生通过跟读 来掌握新语言 点。 3． 教师和学生配 合操练使学生 进一步掌握了 新语言点。 IV. 1. Consolidation Pair work Drive a train Team1: I‟ve got a... Team2: It goes… 这一过程使学生 对新语言点又达 到了进一步熟练， 活跃了课堂气氛。 2. Production Performance 教师让学生表演 故事给了学生充 Pupils in four will 分 展 开 想 象 的 机 prepare to act the 会，使教室成了欢 乐的海洋。 story V. 1. 2. Assignment Read the text after the tape. Review Unit 1 NOTES: BOOK 2B UNIT 2 PERIOD 1 AIMS: 1. WORDS(LETTERS) horse, bear, elephant 2. STRUCTURES 3.FUNCTIONS Pronounce words properly LANGUAGE FOCUS Using nouns to identify animals DIFFICULT PIONTS the pronunciation AIDS: pictures, tape, record PROCEDURES I. II. 1. 2. CONTENTS Greetings Revision Daily Talk T. P. R Draw… on the… METHODS T----Ps ANALYSIS T----Pa T----Ps III. 1. (1). Presentation horse, bear, elephant Guessing Game Put some pictures of animals on the blackboard. 1. T: I have a friend. He is big. He has a long tails. Look at my friend. Who is he? 2. T: I have a friend. He is big and fat. He has a very short ear. He is lazy. Look at my friend. Who is he? 3. T: I have a friend. He Has 猜谜游戏一直是 学生的最爱，它不 仅能使学生的情 绪高涨，而且能使 整个课堂活跃起 来。在这里，教师 把上节课学的动 物和这节课所要 教的动物混在一 起，然后通过对一 动物的描述让一 位学生找出该图 片，一方面能看出 学生平时掌握知 识的多少，又引出 了新语言点，让学 生的听觉得到了 big ears. He 冲击，为下面的环 has a long 节打下了良好的 nose. Look at 基础。 my friend. Who is he? Pa: Pick out the picture. (2). Following T: show the pictures and say the words Ps: follow 2. drive a train. 3. change the voice. Pa-Pb-Pn: use “I have got a…” to say these words. 在传统的机械操 练后，教师又用开 火车的方式和变 声法进行操练，再 一次活跃了课堂 的气氛。 这一过程既让学 生复习了上节课 的知识，又纠正了 学生的发音。 (3). Sentence making IV. 1. Consolidation Yes or No T: show the pictures and say the words. Ps: right (follow) Wrong (clap) Tape 这个游戏检查了 学生掌握新语言 点的情况，又锻炼 了他们的反映能 力。 2. V. 1. 2. NOTES: Following Assignment Copy the words. Recite the words 本课主要是 bear, horse, elephant 三个单词的教学，我通过讲述动物的 外形特征让学生选出动物，从而引出新单词，学生们在活跃的气氛中学 习单词，掌握单词，效果很好。 BOOK 2B UNIT 2 PERIOD 2 AIMS: 1. WORDS(LETTERS) tiger, monkey, panda 2. STRUCTURES Look at…; It‟s… and… 3.FUNCTIONS Pronounce words properly LANGUAGE FOCUS Using nouns to identify animals DIFFICULT PIONTS the pronunciation AIDS: pictures, tape, record PROCEDURES I. II. 1. CONTENTS Greetings Revision T. P. R Draw… on the… Words METHODS T----Ps ANALYSIS T----Ps 2. Put the picture cards and word cards on the blackboard. T: Pick out the picture cards Pa: Put the word cards to the relevant pictures and say the word. 教师让学生把单 词卡片和图片搭 配起来，为的是检 查学生回家作业 的情况和知识掌 握的情况。 III. 1. 2. Presentation Tiger, monkey, panda Introduction Show the pictures and say 1. T: Look at the tiger. It‟s strong and yellow. t-i-g-e-r, tiger. 2. T: Look at the monkey. It wise and brown. m-o-n-k-e-y, monkey. 3. T: Look at the panda. It‟s black and white. p-a-n-d-a, panda. Following 1. T: show the pictures and say the words Ps: follow 教师用图片向学 生介绍每个动物 的特点，这样做能 让学生获得更多 的课外知识，也能 让学生知道每个 动物最大的特点 是什么，引起了学 生极大的兴趣。同 时，新语言点也就 自然而然的引出 来了。 在传统的机械操 练后，教师又用开 火车的方式和改 变语气进行操练， 活跃了课堂的气 3. Sentence Making 2. drive a train. 氛。 3. change the tunes. 这一过程既让学 Pa-Pb-Pn: Use 生复习了上节课 “ Look at 的知识，又纠正了 the…” to 学生的发音。 say the three words. IV. 1. Consolidation Which is missing? 1. T: Put the six words together. 2. T: Take one picture away. Ps: read the rest words and guess T: say the word to Pa Pa: Pass the word Pn: Put the picture on the blackboard. T: check 这个游戏检查了 学生掌握知识的 情况，也让学生得 到了更多开口的 机会。 2. Passing Game 这个游戏将课堂 推向了高潮，再一 次活跃了课堂的 气氛，使知识的掌 握达到进一步熟 练。 V. 1. 2. NOTES: Assignment Copy the words. Recite the words 本课是 panda, monkey, tiger 三个单词的教学，在引入单词时，我对动 物作了简单的描述，既可让学生了解该动物的特征，又可以为下面一节 课打下基础，在操练时我采用了模仿动物的声音来进行，引起了学生的 兴趣，我用传话游戏巩固单词，活跃了课堂的气氛。 BOOK 2B UNIT 2 PERIOD 3 AIMS: 1. WORDS(LETTERS) P, p; Q, q 2. STRUCTURES 3.FUNCTIONS Learn the names and sounds of the letters “P p, Q q” LANGUAGE FOCUS DIFFICULT PIONTS the difference between the letter “ p” and “q” AIDS: pictures, letter cards PROCEDURES I. II. 1. CONTENTS Greetings Revision Quick Response METHODS T----Ps ANALYSIS T----Pa Questions: What do you see? 这一过程能让学 What do you hear? 生 有 更 多 开 口 说 What have you 英语的机会。 got? What does it go? T: show the word cards. Ps: clap and say. 只出示单词卡片， 是检查学生对单 词的熟练情况。 2. Words III. 1. (1). Presentation P, p Introduction T: Look, I have a pencil. Pencil begins with the letter “p”, it sounds /p/. 教师通过图片引 出字母，让学生得 到一个视觉的冲 击，以便下面的学 习。 (2). Following (3). Imitation ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 学生通过跟读掌 Show the letter 握字母，了解字母 card. 在单词中的发音。 T: p, p, p, /p/, /p/, /p/, p, /p/, pencil. Ps: follow 通过模仿进一步 掌握字母，掌握字 T: show the letter 母的基本笔顺。 cards. Write the letters. Ps: imitate. 2. (1). Q, q Introduction T: Look, this is a quilt. Quilt begins with the 教师同样用图片 引出字母，让学生 对所学字母有一 初步的认识。 学生通过跟读掌 letter “q”, it sounds /kw/. (2). Following 握字母，了解字母 在单词中的发音。 Show the letter card. T: q, q, q, /kw/, 通过模仿进一步 /kw/, /kw/, q, 掌握字母，掌握字 /kw/, quilt. 母的基本笔顺。 Ps: follow. (3). Imitation T: Show the letter -----------------------cards. Write the -----------------------letters. ------------------------ Ps: imitate -------------------------------------------------------------------------------------------------------------------- 这一过程是让学 生对字母达到更 熟练程度。 IV. Consolidation Ps: Write the letters by themselves. V. Assignment Write the letters “P, p” “Q, q” NOTES: BOOK 2B UNIT 2 PERIOD 4 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES song 3.FUNCTIONS Pronounce correctly words in connected speech by linking together and using appropriate stress. LANGUAGE FOCUS Using adjectives to describe animals. DIFFICULT PIONTS How to use adj. To describe animals. AIDS: pictures, tape, record. PROCEDURES I. II. CONTENTS Greetings Revision METHODS T----Ps ANALYSIS 1. T. P. R Draw… on the… Quick Response T----Ps 2. T----Pa Questions: 这一过程能让学 What do you see? 生有更多开口说 What do you hear? 英语的机会。 What have you got? What does it go? T: show the word cards. Ps: clap and say. 只出示单词卡片， 是检查学生对单 词的熟练情况。 3. Words III. 1. (1). Presentation Revision T. P. R Look at the… (2). 通过复习让学生 T----Pa 能回忆起学过的 知识，同时也让更 多的学生得到锻 Sentence Making Pa-Pb-Pn: Look at 炼。 the… Quick Response T----Pa Questions: Is the bear big? What color is the bear? Is the elephant‟s nose short? Is the horse‟s tail long? Do you like them? T: say the sentence Ps: follow 2. 问题的创设是为 了帮助学生能更 好的学习下面的 内容，实际就是做 了一个铺垫。 3. Following I like them all. How about you? Song Imitation 通过跟读解决难 点，掌握难点。 4. (1). T: play the music, do the action. Ps: imitate T: play the music Ps: sing after the tape. (2). Following 学生先通过听音 乐，进行动作的模 仿是为了能让他 们了解歌曲的内 容，也让他们听觉 得到了冲击。再通 过跟唱，就能熟练 掌握了。 这一过程锻炼了 学生的反应能力。 IV. 1. Consolidation Half to half T: play the music. Boys to girls 这一过程能让学 生学会学已至用。 2. Production T: play the tape, show other animals‟ pictures Ps: sing together. V. 1. 2. Assignment Sing the song after the tape. Use the other three pictures to sing the song. NOTES: 本课是对歌曲的教学，为了能使学生较好的掌握，我在新授前用 Look at…; It‟s…的句型对动物们进行描述，然后引出歌曲，这样学生就学的 容易了。 BOOK 2B UNIT 2 PERIOD 5 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES Look at the…; It’s… and… 3.FUNCTIONS Use modeled phrases to communicate with other learners. LANGUAGE FOCUS Using adjectives to describe animals DIFFICULT PIONTS How to use adj. to describe animals. AIDS: pictures, tape, record PROCEDURES I. CONTENTS Warming-up (song) Greetings Revision Words METHODS Ps ANALYSIS 通过歌曲活跃课 堂气氛，集中学生 注意力。 II. III. 1. T----Ps T: show the word cards. Ps: say the words 2. Sentence Making (Look at…) Presentation It‟s… and… Quick Response Pa-Pb-Pn: make sentences. 这一过程能帮助 学生积累描述性 语言，又能及其学 生开口的欲望。 IV. 1. T: show „bear”, say “Look at the bear” Questions: Is it big? What color is it? T: It is big and brown. Ps: follow. T: show different sentences, say “It‟s… and…” Ps: follow 教师通过问题创 设引入新语言点。 2. Following 教师在对一句话 反复操练后，用不 同图片，不同形容 词进行操练，让学 生能掌握更多的 词汇。 3. Consolidation T: show one picture and say: Look at 这 一 过 程 能 让 学 生分清哪个动物 the… Pa: Use “It‟s…” to 该用哪些形容词。 describe the animal. 这一过程能帮助 学生积累描述性 语言。 V. Production Description Pa: choose one animal and say the animal‟s name. Pb: say “the…” Pc: Look at the… Pd: It‟s… (Drive a train) VI. 1. 2. Assignment Read and recite the text (P8) Choose one animal and describe the animal, and write down. NOTES: BOOK 2B UNIT 2 PERIOD 6 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES Who is my friend? 3.FUNCTIONS Maintain an interaction by providing information in response to factual questions. LANGUAGE FOCUS Asking “wh- ” questions to find out specific information DIFFICULT PIONTS How to use adj. to describe something or some person. AIDS: pictures, tape, record, word cards. PROCEDURES I. CONTENTS Warming-up (song) Greetings Revision Words METHODS Ps ANALYSIS 通过歌曲活跃课 堂气氛，集中学生 注意力。 II. III. 1. T----Ps T: show the word cards. Ps: say the words. T: show the pictures of animals. Pa: choose one animal and say. Pb: the… Pc: Look at the… Pd: Look at the… It‟s… Pe: Look at the… It‟s… and… 这一过程能帮助 学生积累描述性 语言，又能及其学 生开口的欲望。 2. Sentence Making IV. 1. Presentation Guessing Game T: I have a friend. She is little and white. She has two red eyes and two long ears. Look at my 猜谜游戏给了学 生一种未知的信 息，引起了学生兴 趣。 friend. Who is she? Pa-Pb-Pn: Guess 2. Following T: say the sentence by sentence. Ps: follow. 通过跟读能让学 生掌握怎样描述 动物。 V. 1. Consolidation Production 1. Divide pupils into groups of four. Ask each group to choose one animal from the four animals “horse, tiger, elephant, panda.”, and compose another riddle. 2. Other groups will guess. T: say the riddles. Ps: follow 这一过程让更多 学生有了开口的 机会，同时也让学 生把学过的形容 词学已至用，使学 生得到了一次锻 炼的机会，再一次 把课堂推向高潮。 2. Following VI. Assignment Choose one animal to compose the riddle and write down. NOTES: 我用猜谜的形式引出新内容，学生们的兴致很高，学习也更主动了， 在集体操练以后， 我分组让学生自编谜语让全班同学猜，进一步熟练掌 握了所学内容。 BOOK 2B UNIT 2 PERIOD 7 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES Come here; Go there; Come back 3.FUNCTIONS Use modelled phrases to communicate with other learners LANGUAGE FOCUS Using imperatives to give simple instructions. DIFFICULT PIONTS the difference between “Come here” and “Come back” AIDS: pictures, word cards, tape, record PROCEDURES CONTENTS METHODS ANALYSIS I. Warming-up (song) Ps II. 1. 通过歌曲活跃课 堂气氛，集中学生 注意力。 Revision Words T: show the word cards. Ps: Say the words Pa-Pb-Pn: choose one animal and say about this animal. 这一过程能帮助 学生积累描述性 语言，又能及其学 生开口的欲望。 2. Description III. 1. Presentation Revision (T. P. R) 2. (1). Come here T. P. R (2). T: revise some classroom instruction Ps: do the action 复习这异国成为 下面的新授做了 铺垫。 T: xx, come here. And do a hand action. Pa: do the action T: say the sentence Ps: follow T: xx, come here. Ps: point to xx and Follow. T: xx, that‟s the door. Go there. Pa: do the action. 教师用手势让学 生理解新语言点 的意思。 学生通过模仿动 作，通过跟读掌握 新句型。 Following 3. (1). Go there T. P. R (2). 教师再一次用肢 体语言让学生理 解了又一个新句 型。 T: say the sentence. 教 师 用 变 声 的 方 式进行操练，引起 Ps: follow. 2. change the voice. 了学生的兴趣。 在复习前一新语 言点的同时，自然 地 引 出 了 Come back 这一语言点。 Following 4. (1). T: xx, that‟s the window. Go Come back T. P. R there. Come back, xx. Pa: do the action 用开火车的形式 操练活跃了课堂 的气氛。 (2). T: say the sentence. Ps: follow. 2. drive a train. Following IV. 1. Consolidation Competition 这一过程能帮助 学生具有参与竞 争的意识。 2. Simon Says V. 1. 2. Assignment Read the text and recite the text. Do the exercise with parents. Divide the class into four teams. Listen to the 这 一 游 戏 又 一 次 commands and do 活跃了课堂气氛， the action. 锻炼了学生的反 应能力。 T: say “Simon Says, …” Ps: listen and do the action. NOTES: BOOK 2B UNIT 3 PERIOD 1 AIMS: 1. WORDS(LETTERS) room, window, door, bed 2. STRUCTURES This is… 3.FUNCTIONS Use modelled phrases to communicate with other learners LANGUAGE FOCUS Using the simple present tense to indicate facts. DIFFICULT PIONTS the difference between “door” and “doll”. AIDS: pictures, tape, record PROCEDURES CONTENTS METHODS ANALYSIS I. II. III. 1. 2. Song Greetings Revision Daily Talk Ps T----Ps 歌曲能使学生很 快进入角色。 T----Pa T. P. R T: xx, come here. 教 师 通 过 复 习 引 Xx, come here / go That‟s the door 入了新语言点。 there/ come back. /window, go there. Xx, come back. Presentation Door, window Following IV. 1. (1). 1. T: show the pictures, say the words Ps: follow. 2. drive a train 3. T: put the words into some sentences. T: Open / Close the… Ps: do the action. 在大量的机械操 练后，教师用开火 车的形式活跃课 堂气氛。用不同句 型操练单词能帮 助学生积累知识。 (2). T. P. R 通过动作巩固所 学语言点，达到熟 练。 2. (1). Room Introduction T: Where is the door / window? It is in the room. T: show the picture and say the word. Ps: follow. Pa-Pb-Pn: This is... 用提问的方式引 入新单词。 (2). Following 大量的操练来掌 握新单词。 (3). 3. (1). Sentence Making Bed Introduction T: Look, there is a bed in the room. T: show the picture Ps: follow. 2. drive a train. 用开火车的形式 操练单词，再一次 活跃课堂气氛。 (2). Following V. 1. Consolidation Yes or No T: show the pictures and say the words. Ps: right (follow) wrong (clap) 这一过程检查了 学生对单词的掌 握情况。 2. Which is missing? 这一过程使学生 T: Take one picture away, show other 对 单 词 的 掌 握 达 到进一步熟练。 pictures. Ps: read and guess VI. 1. 2. Assignment Copy the words. Read and recite the words. NOTES: 本课主要是 room, door, window, bed 四个单词的教学，我用 T. P. R 的形 式引出 door 和 window 这两个单词， 用单词进入句子的方式操练两单词， 在操练 room 和 bed 这两个单词的时候，我用开火车的形式进行，引起 了学生的兴趣。同时，我用传悄悄话的游戏作为单词的巩固，收到了较 好的效果。 BOOK 2B UNIT 3 PERIOD 2 AIMS: 1. WORDS(LETTERS) table, sofa, lamp 2. STRUCTURES There is… 3.FUNCTIONS Pronounce words properly. LANGUAGE FOCUS Using nouns to identify things around the house. DIFFICULT PIONTS the difference between “table” and “desk” AIDS: pictures, table, lamp PROCEDURES I. II. III. 1. CONTENTS Song Greetings Revision T. P. R Open / Close the door / window. Words METHODS Ps T----Ps ANALYSIS 歌曲能帮助学生 尽快进入角色。 T----Ps 检查学生的反应 能力。 2. T: show the word cards. 检查学生掌握已 Ps: clap, read and spell. IV. 1. (1). Presentation Table Introduction 学单词的情况。 T: show the picture and say: Look, this is my room. There is a table in my room. 1. T: show the picture and say the word. Ps: follow. 2. T: There is a table in my room. Ps: follow T: What‟s on the table? There is a lamp on the table. 教师用 There be 句 型直接引出了新 单词，使学生一目 了然。 (2). Following 在机械操练后，教 师用 There is 操练 单词，为下节课的 学习打下了基础。 2. (1). Lamp Introduction 教师又一次用 There is 引出单词， 使学生的听觉得 到了冲击。 (2). Following 1．用形容词描述 1. T: show the 单词能帮助学 picture and say the word. 生积累词汇 Ps: follow. 2．用开火车的形 2. add adj. to say 式操练单词活 the word. 跃了课堂的气 (beautiful, nice) 氛。 3. drive a train 4. Pa-Pb-Pn: say a sentence with the word. 3. (1). Sofa Introduction T: There is a sofa in my room. T: show the picture and say the word. Ps: follow. 把单词放在句中 操练能帮助学生 记忆。 (2). Following 2. T: There is a sofa in my room. Ps: follow. V. 1. Consolidation Yes or No 这一过程检查了 学生对单词的掌 握情况。 T: show the three pictures, say the words. Ps: right (follow) wrong (clap) T: What‟s in my room? (Show the part of the furniture) Pa: puzzle and Guess 2. Guessing Game 这个游戏引起了 学生的兴趣，大大 激发了学生的求 知欲。 VI. Production VII. 1. 2. Design a room Assignment Copy the words. Read the words and recite. NOTES: Ps: draw, design 这一过程让学生 有了充分发挥想 象的天地。 本课主要是 table, sofa, lamp 三个单词的教学，我采用了自问自答的方 式引出单词，使学生一目了然，在机械操练时，我用开火车的形式活跃 课堂气氛， 用单词放入句中的形式使学生获得更多的词汇，我又用猜谜 方式复习巩固单词，引起了学生极大的兴趣，效果不错。 BOOK 2B UNIT 3 PERIOD 3 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES There is… 3.FUNCTIONS Use modelled phrases to communicate with other learners. LANGUAGE FOCUS Using introductory „There‟ to express facts. DIFFICULT PIONTS How to use “There is” to express facts. AIDS: objects, pictures, tape, record PROCEDURES I. CONTENTS Greetings METHODS T----Ps ANALYSIS II. 1. Revision T. P. R Open / close the door / window Guessing Game T----Pa 2. T: show the picture, say “ This is my room . Guess what‟s in my room?” Pa: guess, say the word. T: show the correct picture. T: point one picture Pa: spell the words 猜谜游戏最能引 起学生的兴趣，同 时也为下面的教 学做了铺垫。 3. Words III. 1. Presentation There is… Introduction T: show the picture, say “ This is my 教 师 通 过 介 绍 自 room. There is… 己 的 房 间 自 然 地 引出新语言点。 in my room.” 1. T: say “There is” Ps: follow. 2. T: say “ There is… in my room.” Ps: follow 3. drive a train. (Use different furnitures to say the sentence.) T: Use different places to ask “ What‟s in /on/ under…?” 在接卸操练后，教 师又用开火车的 形式进行具体点 的操练，使更多的 学生有了开口的 机会。 2. Following 3. Quick Response 这一过程主要是 让学生进一步熟 练掌握新句型。 IV. Production Description 1. T: make a model. 这 一 过 程 是 让 学 2. pupils in four to 生 能 把 所 学 的 内 discuss their 容学已至用。让学 room. 生积累更多的词 3. let some pupils to describe their room. V. Assignment Use “There is…” to make some sentences and write down. 汇。 NOTES: 本课主要是 There is…的教学，这是一个难点，为了让学生能够很好的 掌握，我用变声，打节奏的方式进行大量的操练，同时我用问答方式巩 固所学句型，最后我又让学生自己设计房间来势句型达到进一步熟练。 BOOK 2B UNIT 3 PERIOD 4 AIMS: 1. WORDS(LETTERS) R, r; S, s 2. STRUCTURES There is… 3.FUNCTIONS Learn the names and sounds of the letters “R, r, S, s” LANGUAGE FOCUS DIFFICULT PIONTS the writing AIDS: objects, pictures, letter cards PROCEDURES I. II. 1. CONTENTS Greetings Revision Words METHODS T----Ps ANALYSIS T: show the word cards Ps: read and spell. 让学生能够不遗 忘所学的单词。 2. Sentence Making Pn: use “there is…” 帮 助 学 生 积 累 表 to make some 述性的词语及句 sentences. 子。 III. 1. (1). Presentation R, r Quick Response T----Pa Question: What‟s on book? (There is…) the 通 过 自 问 自 答 引 出新语言点。 (2). Introduction T: Rubber begins with the letter 教师的讲述让学 生初步认识了新 “r”, it sounds /r/ (3). Following T: r, r, r, /r/, /r/, /r/, r, /r/, rubber. Ps: follow. T: show the letter cards and write. 字母。 通过跟读掌握字 母的发音。 通过模仿让学生 掌握字母地笔顺 笔划。 (4). Imitation --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 2. (1). S, s Quick Response T----Pa Question: Is this a rubber? (No, it‟s a sweet) T: sweet begins with the letter “s”, it sounds /s/. T: s, s, s, /s/, /s/, /s/, s, /s/, sweet. Ps: follow T: show the letter cards and write. Ps: imitate. 通过师生问答引 出新语言点。 (2). Introduction 教师的讲述让学 生再次初步认识 了另一新字母。 通过跟读掌握字 母的发音。 通过模仿让学生 掌握字母的笔顺 笔划。 (3). Following (4). Imitation --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- IV. V. Consolidation Assignment Write the letters Ps: write the letters by themselves. “R, r; S, s”. NOTES: BOOK 2B UNIT 3 PERIOD 5 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES There is… 3.FUNCTIONS Use modelled phrases to communicate with other learners. LANGUAGE FOCUS Using prepositions to indicate positions DIFFICULT PIONTS the difference between “ There be” and “ to be” AIDS: pictures, objects, tape, record PROCEDURES I. II. 1. 2. CONTENTS Greetings Revision T. P. R Words METHODS T----Ps ANALYSIS Ps T: show the word cards. Ps: read and spell. Pn: There is… 让学生能够不遗 忘所学的单词。 帮助学生积累表 述性的词语及句 子。 3. III. 1. Sentence Making Presentation Story Quick Response T: show pictures 1 to 3 and ask Questions: What‟s in my room? What‟s on the table? Who is on the sofa? Uncover pictures 4 to 6 one by one and tell the students what is happening in each picture. (Hints: What can kitty do? How is lamp? Where is 通过提问一方面 可让学生复习上 节课的内容，另一 方面又可引出故 事的前半段。 2. Guessing Game 通过猜的游戏引 起学生兴趣，让学 生自然地引出故 事的后半段。 Kitty now?) 3. Following T: point to the pictures, say the sentence Ps: follow 学生通过跟读熟 练掌握故事情节。 IV. 1. Consolidation Choice T: put the pictures in incorrect places. T: say the sentence Pa: point to the picture. 这一过程是检查 学生学习新语言 点的情况。 2. Pair Work Tell the story in 两 人 练 习 可 使 学 生达到更熟练程 pairs. 度。 V. 1. 2. Assignment Read and recite the story. Tell the story to parents. NOTES: 本课的教学是一个很有趣的故事，我通过图片，提问让学生了解故事 的情节，也让学生进一步巩固了 There is 的句型。个别学生通过回答问 答来讲述故事，使他们更熟悉故事情节。最后，我让他们四人一组表演 故事，一下子把课堂推向了高潮，学生们个个兴致高昂，收到了良好的 效果。 BOOK 2B UNIT 3 PERIOD 6 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES There are… 3.FUNCTIONS Use modelled phrases to communicate with other learners. LANGUAGE FOCUS Using introductory „There‟ to express facts. DIFFICULT PIONTS There are + n. (pl.) AIDS: PROCEDURES I. II. 1. CONTENTS Greetings Revision T. P. R Open /Close… METHODS T----Ps ANALYSIS T----Ps 2. Sentence Making There is… Presentation There are… Guessing Game Pa-Pb-Pc-Pn 帮助学生积累词 汇。 III. 1. T: show the picture, say “ This is my room . Guess what‟s in my room?” Pa: There is… T: How many? Pa: say the number T: There are… 1. T: say “There are” Ps: follow. 2. T: point to the pictures and say “There are… in my room.” Ps: follow. 猜谜游戏给了学 生未知的信息，引 起了学生的兴趣， 同时通过复习数 量引出新语言点。 2. Following 教师通过图片，不 同的物品进行大 量的操练，使学生 熟练掌握。 3. Quick Response T: show different 这一过程让学生 things and ask: How many… are 巩固所学内容，达 到进一步熟练。 there…? Pa: There are… IV. 1. Consolidation Description T: show the pictures of P13. Pa: Use „There is‟ and „There are‟ to describe the picture. Ask pupils to draw their room. Then describe it. It must be include „There is‟ and „There are‟. 这一过程可让学 生区别 There is 与 There are。 2. Production 这一过程让学生 充分发挥了自己 的想象力，培养了 学生的创造能力。 V. Assignment. Use „There are‟ to make some sentences. NOTES: 本课是在 There is 的基础上进行 There are 的教学， 这也是本课的难点所 在，我用猜谜形式复习 There is，用猜数量引入新内容，引起学生的兴 趣。操练时，我用大量的图片，物品让学生掌握句型，用问答形式让学 生对新句型达到进一步熟练。我又让学生再次设计自己的房间来分清， 巩固 There is 和 There are 间的区别。 BOOK 2B UNIT 3 PERIOD 7 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES There is… 3.FUNCTIONS Pronounce correctly words in connected speech by linking together and using appropriate stress. LANGUAGE FOCUS Using prepositions to identify location. DIFFICULT PIONTS the difference sounds between some likely words. AIDS: pictures, tape, record. PROCEDURES I. II. 1. 2. CONTENTS Greetings Revision Words Sentence Making There is… There are… Presentation Rhyme st 1 paragraph Introduction METHODS T----Ps ANALYSIS T----Ps Pa III. 1. (1). T: show some pictures and say the 1 paragraph of the rhyme. Ps: listen and look. 教师通过讲述让 学生对第一段内 容有所了解。 (2). Quick Response T----Pa Questions: 教师通过提问可 What‟s in my 检查学生刚才是 room? What‟s on my bed? 否认真在听。 How is the bed? What color is the bed? (3). Following T: say the sentence by sentence. Ps: follow. 5. with the rhythm T: Hi, I‟m Sam. Look… (the 2nd paragraph) 在机械操练后，教 师通过打节奏来 操练，活跃了课堂 的气氛。 2. (1). 2nd Paragraph Introduction 教师通过讲述让 学生对第二段内 容有所了解。 (2). Quick Response T----Pa Questions: 教师通过提问可 What‟s in his 检 查 学 生 刚 才 是 room? 否认真在听。 What‟s in his zoo? T: say the sentence 教 师 桶 变 化 语 气 by sentence. 进行操练能引起 Ps: follow. 2. change the tunes. 学生兴趣。 3. Following IV. 1. 2. Consolidation Following Production Make a new rhyme Tape Pair Work Pa: make the 1st paragraph. Pb: make the 2nd paragraph. V. 1. 2. Assignment Read and recite the rhyme. According to the rhyme, make the new rhyme. 这一过程让学生 得到了根多开口 的机会，也帮助学 生积累了更多的 单词。 NOTES: BOOK 2B UNIT 4 PERIOD 1 AIMS: 1. WORDS(LETTERS) walk, skip, swing 2. STRUCTURES I can… 3.FUNCTIONS Pronounce words properly. LANGUAGE FOCUS Using verbs to identify momentary actions Using the modal verb „can‟ to express abilities DIFFICULT PIONTS the difference between „swing‟ and „swim‟ AIDS: ropes, pictures, tape, record PROCEDURES I. CONTENTS Warming-up (Rhyme) METHODS Ps ANALYSIS 儿歌能使学生尽 快进入角色。 II. III. 1. T----Ps Greetings T----Ps Revision T. P. R Open / Close… Sentence Making There is /are… Quick Response 这一过程提高了 学生的反应能力。 能帮助学生积累 更多的词汇。 提问既是对旧知 识的复习，又是为 下面的新课做了 铺垫。 2. Pa-Pb-Pc-Pn 3. T----Pa Question: What can you do? IV. 1. (1). Presentation Walk Introduction (2). T: say and do: I can 通 过 动 作 引 出 单 walk. 词，让学生一目了 Ps: look and listen. 然。 1. T: show the 用开火车的形式 picture and 操练单词活跃了 say the word. Ps: follow. 课堂气氛。 2. Drive a train. T: walk, walk, I can walk. Ps: follow. Following 2. (1). Skip Imitation T: say and do: 让 学 生 通 过 模 仿 Look, I‟m 理解单词，教师不 skipping. xx, can 断地说单词让学 you skip? Try. 生的听觉得到了 Pa: do the action. (2). 1. T: show the picture and say the word. Ps: follow. 2. Pa-Pb-Pc-Pn 3. T: skip, skip, I can skip. Ps: follow. T: I can‟t skip. I can swing. Can you swing? Pa: Yes / No. 冲击。 教师把单词放句 中操练可使学生 快速掌握该单词。 Following 3. (1). Swing Quick Response (2). 利用问答引出单 词让学生初步认 识单词。 Following T: show the picture 用 变 声 的 方 式 操 and say the 练单词可引起学 word. 生的兴趣。 Ps: follow. 2. change the voice. T: swing, swing, I can swing. Ps: follow. 这一过程可检查 学生掌握单词的 情况。 V. 1. Consolidation Yes or No T: show the pictures and say the words. Ps: right (follow) Wrong (clap) T: say the word Ps: do the action. 2. 可锻炼学生的反 应能力。 VI. 1 . 2. 3. T. P. R Assignment Copy the words Read and recite the words. Use „I can‟ to practice the words. NOTES: 本课主要是 swing, walk, skip 的教学，我通过动作让学生理解词意，学 生通过动作模仿进一步理解，熟悉。在操练中，我采用了变声及开火车 的方式不仅引起了学生的兴趣同时也活跃了课堂的气氛，效果不错。 BOOK 2B UNIT 4 PERIOD 2 AIMS: 1. WORDS(LETTERS) climb, fly, ride 2. STRUCTURES I can… 3.FUNCTIONS Pronounce words properly LANGUAGE FOCUS Using verbs to identify momentary actions DIFFICULT PIONTS the letter „b‟ in „climb‟ doesn‟t sound. AIDS: pictures, tape, record PROCEDURES I. CONTENTS Warming-up (Rhyme) METHODS Ps ANALYSIS 儿歌能使学生尽 快进入角色。 II. III. 1. T----Ps Greetings Pa-Pb-Pc-Pn Revision Sentence Making There is /are… Quick Response 能帮助学生积累 更多的词汇。 提问既是对旧知 识的复习，又是为 下面的新课做了 铺垫。 2. T----Pa Question: What can you do? Ps 3. IV. 1. (1). Words Presentation Climb Introduction 通过动作引出单 词，让学生一目了 T: say and do: I can 然。 climb. Ps: look and listen. 1. T: show the picture and say the word. Ps: follow. 2. Drive a train. T: climb, climb, I can climb. 用开火车的形式 操练单词活跃了 课堂气氛。 (2). Following Ps: follow. 2. (1). Fly Imitation 让学生通过模仿 理解单词，教师不 断地说单词让学 生的听觉得到了 冲击。 教师把单词放句 中操练可使学生 快速掌握该单词。 T: say and do: Look, I‟m flying. xx, can you try? Try. Pa: do the action. 1. T: show the picture and say the word. Ps: follow. 2. Pa-Pb-Pc-Pn 3. T: fly, fly, I can, fly. Ps: follow. T: I can‟t skip. I can ride. Can you ride? Pa: Yes / No. (2). Following 3. (1). Swing Quick Response (2). 利用问答引出单 词让学生初步认 识单词。 Following T: show the picture 用变声的方式操 and say the 练单词可引起学 word. 生的兴趣。 Ps: follow. 2. change the voice. T: ride, ride, I can ride, I can ride a bicycle. Ps: follow. 这一过程可检查 学生掌握单词的 情况。 V. 1. Consolidation Yes or No T: show the pictures and say the words. Ps: right (follow) Wrong (clap) T: say the word Ps: do the action. 2. 可锻炼学生的反 应能力。 3. T. P. R T: say the words to Pa. Passing Game Pa: pass Pn: come to the front and choose the picture. VI. 1 . 2. 3. Assignment Copy the words Read and recite the words. Use „I can‟ to practice the words. NOTES: 本课是另三个动词的教学，在课堂中，我用“Simon says”这个游戏巩 固单词，学生们反映出了极大的兴趣，同时也把课堂推向了高潮。 BOOK 2B UNIT 4 PERIOD 3 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES What can you do? 3.FUNCTIONS Open an interaction by eliciting a response. LANGUAGE FOCUS Asking „wh‟ questions to find out particular information DIFFICULT PIONTS the meaning of the question. AIDS: pictures, tape, record PROCEDURES I. CONTENTS Warming-up (rhyme) Greetings METHODS Ps ANALYSIS 儿歌能使学生尽 快进入角色。 II. III. 1. T----Ps 帮助学生积累更 多的词汇。 Revision Sentence Making There is / are… Words Pa-Pb-Pc-Pn 2. T: show the pictures. Ps: say the words together. 2. Pa: I can…, then take the picture to somewhere. T: I can.. 教师让个别学生 拿着图片站在不 同角落，教师说句 子，其余学生快速 找到图片的位置， 既锻炼了学生的 反应能力，又活跃 了课堂的气氛。 Ps: point and follow. IV. 1. Presentation What can you do? Introduction 2. T: Lillian can… What can you do? Pa: I can… T: say the question Ps: follow. 2. change the tunes. 3. Drive a train. 教师用提问方式 直接引出新语言 点，使学生便于理 解。 变化语气进行操 练可以起学生学 习兴趣。开火车的 形式操练可再次 活跃课堂气氛。 为了巩固所学内 容，教师用师生问 答，组与组的问答 的方式进行。 Following V. 1. Consolidation Ask and answer 2. 3. Half to half Passing Game 1. T: What can you do? Pa: I can… 2. change the roles Group 1----Group 2 T: say „I can…‟ to 传话游戏能帮助 Pa. 学生建立良好的 Pa: pass Pn: come to the 集体荣誉感。 front, choose the picture. Ps: What can you do? Pa: I can… VI. 1. Assignment Use „What can you do? I can…‟ to make five sentences Read and recite the text. 2. NOTES: 本课是问句“What can you do?”的教学，在熟练掌握了 I can…的句型 以后，我通过调查引出了新授内容，学生用变声方法操练句子，熟知句 子。然后我又用传话游戏巩固句子，收到了较好效果。 BOOK 2B UNIT 4 PERIOD 4 AIMS: 1. WORDS(LETTERS) T, t; U, u 2. STRUCTURES I can… 3.FUNCTIONS Learn the names and sounds of the letters „T, t; U, u‟ LANGUAGE FOCUS DIFFICULT PIONTS the difference between „U‟ and „u‟ AIDS: letter cards, pictures, tape, record PROCEDURES I. II. 1. CONTENTS Greetings Revision Words METHODS T----Ps ANALYSIS T: show the word cards Ps: read and spell. Ps 让学生能够不遗 忘所学的单词。 2. Ask and Answer What can you do? I can… Presentation T, t Introduction III. 1. (1). T: I can skip. I can 通 过 自 述 引 出 新 skip under the tree. 语言点。让学生初 Tree begins with the letter „T‟, it 步认识了新字母。 sounds /tr/. T: t, t, t, /tr/, /tr/, /tr/, t, /tr/, tree. Ps: follow. T: show the letter cards and write. 通过跟读掌握字 母的发音。 (2). Following (3). Imitation ------------------------------------------------------------------------------------------------------------------------------------- 通过模仿让学生 掌握字母地笔顺 笔划。 --------------------------------------------2. (1). U, u Quick Response (2). Introduction T----Pa Question: Is this a tree? (No, it‟s an umbrella) T: umbrella begins with the letter “u”, it sounds / /. T: u, u, u, / /, / / /, u, / /, sweet. Ps: follow T: show the letter cards and write. Ps: imitate. 通过师生问答引 出新语言点。 教师的讲述让学 生再次初步认识 了另一新字母。 (3). Following /, 通 过 跟 读 掌 握 字 母的发音。 (4). Imitation --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 通过模仿让学生 掌握字母的笔顺 笔划。 IV. Consolidation Ps: write the letters by themselves. V. Assignment Write the letters “R, r; S, s”. NOTES: BOOK 2B UNIT 4 PERIOD 5 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES Spotty can…; What can Spotty do? 3.FUNCTIONS Use modeled phrases to communicate with other learners LANGUAGE FOCUS Using verbs to indicate momentary actions. DIFFICULT PIONTS AIDS: pictures, tape, record, PROCEDURES I. CONTENTS Warming-up （rhyme） METHODS Ps ANALYSIS 儿歌能使学生尽 快进入角色。 II. III. 1. T----Ps Greetings Ps 2. IV. 1. (1). Revision Ask and answer What can you do? I can… Words T----Ps T: show and say: Look, this is Spotty. He can do everything. Show some pictures T: What can Spotty do? Pa: Spotty can… 引言部分是为了 对下面的新授作 铺垫。 在熟练掌握句子 后，只要把 you 变 成 Spotty 就可以 了。 (2). Presentation Spotty can… Introduction 2. (1). Quick Response T: say the question Ps: follow 2. change the tunes 1. T: ask What can Spotty Ps: answer do? 2. change the roles Following (with the rhythm) 用变语气操练问 句能激起学生学 习的积极性。 这一过程能使学 生进一步熟练掌 握新授内容。 (2). V. Ask and Answer 1. T: select two 模仿走飞行棋的 more able 方 式 做 巩 固 句 型 students to 的游戏，大大引起 demonstrate 了学生的兴趣，学 Consolidation Game the game. Explain that the students take turns to roll the dice and move their counter, following the instructions on the position they land, and that the first to reach number 10 is the winner. 2. play the game in four. 生们在快乐的氛 围中游戏着，英语 也就自然而然地 从嘴里流出来了， 这个课堂成了欢 乐的海洋。 VI. Assignment Play the game with parents. NOTES: 本课在学习了 I can 及 What can you do?后， Spotty 替换进行教学， 用 学 生学得很快，在教学过程中，学生了解了许多狗能做的事情。在巩固操 练中， 我采用了走飞行棋的游戏把课堂推向了高潮，学生们沉浸在输赢 的快乐中。 BOOK 2B UNIT 4 PERIOD 6 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES Don‟t… 3.FUNCTIONS Use modeled phrases to communicate with other learners. LANGUAGE FOCUS Using imperatives to express prohibition DIFFICULT PIONTS How to use “Don‟t…” to make sentences. AIDS: pictures, tape, record PROCEDURES I. CONTENTS Warming-up METHODS Ps ANALYSIS 儿歌能使学生尽 (rhyme) II. III. 1. 2. Greetings Revision Words Ask and Answer What can you do? I can… What can Spotty do? Spotty can… Presentation Don‟t T. P. R T----Ps 快进入角色。 T----Ps Ps IV. 1. T: xx, suppose this is the grass. Please walk on the grass. Xx, don‟t walk on the grass. Pa: do T: xx, draw a duck on the ground. Xx, don‟t draw a duck on the ground. Pa: do 1. T: say „don‟t‟ Ps: follow 2. T: Don‟t… Ps: follow 3. drive a train T: say the sentence Ps: do the action 教师请一个学生 根据教师的命令 做出动作，为了让 全班学生理解句 意，让他们的听觉 得到冲击，为下面 的新授打下基础。 2. Following 用开火车的形式 进行操练活跃了 课堂的气氛。 3. Consolidation 这一过程让学生 对所学内容进行 巩固。 使新内容达到进 一步熟练。 V. 1. Production Pair Work Pa: say Pb: do Tape 2. VI. Following Assignment 1. 2. Copy P17 and make another two sentences. Read and recite P17. NOTES: BOOK 2B UNIT 4 PERIOD 7 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES do like a… 3.FUNCTIONS Use modeled phrases to communicate with other learners LANGUAGE FOCUS Using verbs to describe movements DIFFICULT PIONTS the meaning AIDS: pictures, tape, record PROCEDURES I. II. 1. 2. CONTENTS Greetings Revision Words Ask and Answer What can you do? I can… What can Spotty do? Spotty can… T. P. R Do… Don‟t do… Presentation Rhyme Revision METHODS T----Ps ANALYSIS Ps T----Pa 这一复习过程能 帮助学生提高开 口说英语的能力。 3. T----Ps 这一过程锻炼了 学生的反应能力。 III. 1. 1. T: show some animals‟ pictures (cat, dog, fish, monkey) Ps: read 2. T: Can fish walk? Can 1．单词的复习为 下面的新授打 下基础。 2．教师在黑板上 出示动作的单 词卡片，并请 学生找出动物 cats swim? 3. T: show the verbs (walk, run, swing, climb, swim, jump) Pa: call out all of the actions from the list that the animal can possibly do. 2. (1). Do like… Following 能做的动作， 这样既复习了 以前所学的知 识，又可看出 学生平时积累 的知识的多 少。 T: walk like a cat. Run like a dog. Swim like a fish. Swing like a Monkey. Ps: follow T: walk, run, swim, swing, where? And answer 大量的机械操练 能让学生熟练掌 握新知识。 (2). Ask and answer 3. On the floor; Out of the door; in the sea; in the tree Following 1. T: say the phrases Ps: follow 2. change the voice Following T: say the rhyme Ps: follow 用变声的方式进 行操练引起了学 生的学习兴趣。 4. IV. 1. Consolidation Half to half T: beat the rhythm Boys: the 1st Paragraph Girls: the 2nd Paragraph T: Divide the class into the four animals. Let 男女学生之间的 交替操练可活跃 课堂的气氛，避免 枯燥感。 2. Group work 把学生当作动物 进行操练能更增 添童趣感。 each group practise their lines from the rhyme. V. 1. 2. NOTES: Assignment Read and recite the rhyme. Review Unit 4 BOOK 2B UNIT 5 PERIOD 1 AIMS: 1. WORDS(LETTERS) water, dirty, wash 2. STRUCTURES 3.FUNCTIONS Pronounce words properly LANGUAGE FOCUS Using nouns to identify thins related to washing DIFFICULT PIONTS the pronunciation AIDS: pictures, tape, record PROCEDURES I. CONTENTS Warming-up (rhyme) Greetings Revision T. P. R. Do…; Don‟t do… Quick Response METHODS Ps ANALYSIS 念儿歌可帮助学 生尽快进入角色。 II. III. 1. T----Ps T----Ps 能训练学生的反 应力。 2. T----Pa Questions: 通过提问让更多 What can you do? What can Spotty 的 学 生 有 了 开 口 说英语的机会。 do? IV. 1. Presentation Dirty, water, wash Action Say and do 教师通过表演让 T: Look, my hands 学 生 理 解 三 个 单 are dirty. Oh, 词的意思，同时也 there is water, I 可 让 学 生 初 步 知 can wash my 道单词的读音。 hands. Ps: Listen and look 2. Imitation T. P. R T: xx, let me look at your hands. Oh, they are dirty. Please wash your hands with water. Pa: do the action 1. T: show the pictures and say the words. Ps: follow 2. change the voice. 3. drive a train 4. use the words to say the phrases. 教师让学生完成 动作引起了学生 极大的兴趣，同时 也使学生的听觉 得到了冲击。 3. Following 教师在大量的机 械操练后，用变声 的方式，使开火车 的方式进行进一 步操练，不仅引起 了学生的兴趣，而 且活跃了课堂的 气氛。 V. 1. Consolidation Yes or No T: show and say the 这 一 过 程 是 检 查 words 学生掌握知识的 Ps: right (follow) 情况。 wrong (clap) T: say the word to 这个游戏让学生 P1. 对新单词有进一 P1: pass Pn: come to the 步熟练掌握。 front, choose the picture. 2. Passing Game VI. 1. 2. Assignment Copy the three words Read and recite the three words. NOTES: 本课的三个单词在以前都接触过，学生们已熟知它们的意思，我先通 过动作把三个单词串起来，然后让学生模仿，跟读使对单词的掌握达到 更熟练的程度。 BOOK 2B UNIT 5 PERIOD 2 AIMS: 1. WORDS(LETTERS) towel, soap, toothbrush, toothpaste 2. STRUCTURES wash… with… 3.FUNCTIONS Pronounce words properly LANGUAGE FOCUS Using nouns to identify things related to washing DIFFICULT PIONTS the word “with” AIDS: objects, pictures, tape, record PROCEDURES I. CONTENTS Warming-up (rhyme) METHODS Ps ANALYSIS 念儿歌可帮助学 生尽快进入角色。 II. III. 1. T----Ps Greetings T----Pa 通过提问让更多 Questions: 的学生有了开口 What can you do? What can Spotty 说英语的机会。 do? T: show the pictures Ps: read together. 2. Let some pupils to recite the words. Revision Quick Response 2. Words Water, dirty, wash IV. 1. (1). Presentation Soap T. P. R T: xx, let me look at your hands. Oh, they are dirty. Wash your hands with soap. Pa: do the action. T: show the picture and say the word. Ps: follow. 2. T: wash my hands with soap. Ps: follow 学生通过做动作 来理解 soap 的意 思，同时也培养了 他们良好的卫生 习惯。 教师把单词放入 句中进行操练，能 帮助学生记忆单 词。 (2). Following 2. (1). Towel Action Say and do 教师通过动作表 T: Look, the towel 演引出新单词。 is dirty. Wash the towel. Ps: look and listen. 学生的模仿能帮 T: suppose this is 助他们理解词义。 your towel. Xx, wash your towel. Pa: do the action 1. T: show and say Ps: follow. 2. T: wash your towel. Ps: follow. 3. drive a train. 用开火车的形式 进行操练活跃了 课堂的气氛。 (2). Imitation (3). Following 3. (1). Toothbrush Toothpaste Ask and answer T: Look, I‟ve got a toothbrush. It is white. What color is your toothbrush? Pa: It is… T: I use toothpaste everyday. Do you use toothpaste? Pa: Yes or No. 1. T: show and say Ps: follow. 2. Pa-Pn: change the voice the say the words. 用提问方式引出 两个新单词。用提 问方式让学生的 听觉不断得到冲 击。 (2). Following 教师用变声的方 式进行操练激起 了学生极大的兴 趣。 V. 1. Consolidation Following T: show the whole words and say Ps: follow 这一过程又一次 2. T: show the Pictures Ps: read and guess Which is missing? T: put the four objects on the desk. Say the name. Pa: take it out quickly. 引起了学生的兴 趣。 这一过程是检查 学生对知识掌握 的情况。 3. Quick Response VI. 1. 2. Assignment Copy the four words Read and recite the whole words. NOTES: 本课的四个单词对于学生来说是较陌生的，尤其是 toothpaste, toothbrush 更是本课的难点，为了使学生理解词义，我用出示实物引出 单词，用各种方法进行单词的操练，在巩固单词时，我又用对错，猜谜 及配对的形式进行，学生基本能较熟练的掌握单词了，但 toothpaste, toothbrush 这两个单词还要在以后的课上多多操练。 BOOK 2B UNIT 5 PERIOD 3 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES do… with… 3.FUNCTIONS Use modeled sentences to communicate with other learners LANGUAGE FOCUS Using the simple present tense to describe habitual actions DIFFICULT PIONTS the pronunciation “with” AIDS: objects, pictures, tape, record PROCEDURES I. CONTENTS Warming-up (rhyme) Greetings Revision Quick Response METHODS Ps ANALYSIS 儿歌能帮助学生 尽快进入角色。 II. III. 1. T----Ps T----Pa Question: What can you do? 2. Words 1. T: show the pictures Ps: read 2. T: take one picture away. Ps: clap, say and guess. 用猜谜的形式进 行单词的复习引 起了学生的兴趣， 同时也活跃了课 堂的气氛。 IV. 1. Presentation Do with… T. P. R Do… with… T: say the sentence Pa: come and do 学生通过动作理 解句意，教师的不 断讲述时他们的 耳朵收到了冲击。 教师用轻响，变 声，开火车的形式 进行大量的操练， 又一次活跃了课 堂气氛，也使更多 的学生得到了锻 炼。 2. Following Say and do 1. T: say the sentences. Ps: follow 2. loud and light 3. change the voice 4. drive a train 3. Quick Response V. 1. Consolidation Passing Game T----Pa Question: What do you use to 这 一 过 程 检 查 了 do with? 学生掌握句型的 情况。 T: say the sentences 这个游戏把课堂 to Pa. 推向了高潮，并使 Pa: pass 学生对句子达到 Pn: come and do. 进一步熟练。 Tape 2. VI. 1. Following Assignment Copy P23 and make another sentences Read and recite P23. 2. NOTES: 本课主要是单词 with 的用法， 这个单词同时也是本课所要解决的难点， 我用实物， 动作不断的演示让学生知道该单词的意义，同时通过大量的 操练让学生积累更多的词汇，学生也学得津津有味，最后我通过传话游 戏让学生进一步掌握了新语言点，效果不错。 BOOK 2B UNIT 5 PERIOD 4 AIMS: 1. WORDS(LETTERS) V, v; W, w 2. STRUCTURES 3.FUNCTIONS learn the names and sounds of the letters “V, v; W, w” LANGUAGE FOCUS DIFFICULT PIONTS the difference between the two letters. AIDS: pictures, letter cards PROCEDURES I. II. 1. CONTENTS Greetings Revision T. P. R METHODS T----Ps T: wash your… Brush your… Ps: do T: show the pictures Ps: read together. Pa-Pb-Pn: do… with… 这一过程能帮助 学生积累词汇。 ANALYSIS 这一过程锻炼了 学生的反应能力。 2. Words 3. Sentence Making III. 1. (1). Presentation V, v Ask and answer T: How do you go to the park. Pa: I go to the park by van. Show the picture T: van begins with the letter “v”, it sounds /v/. Show letter card T: v, v, v, /v/, /v/, /v/, v, /v/, van. Ps: follow. 通过师生问答及 帮助学生复习旧 知识有为下面的 新授打下基础。 教师通过讲述让 学生对字母有初 步的了解。 (2). Introduction (3). Following 通过跟读让学生 掌握字母在单词 中的发音。 (4). 2. (1). Imitation ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------W, w Quick Response T: show the letter card and write. Ps: imitate. 学生的模仿使他 们掌握字母的笔 划。 T: play the tape and ask: What do you hear? Pa: I hear wind. 通过师生问答及 帮助学生复习旧 知识有为下面的 新授打下基础。 (2). Introduction Show letter card 教师通过讲述让 T: wind begins with 学 生 对 字 母 有 初 the letter „w‟, it 步的了解。 sounds /w/. T: w, w, w, /w/, /w/, 通 过 跟 读 让 学 生 /w/, w, /w/, wind. 掌握字母在单词 中的发音。 T: show the letter cards and write. Ps: imitate. 学生的模仿使他 们掌握字母的笔 划。 (3). Following (4). Imitation --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- IV. Consolidation Ps: write the letters by themselves. V. Assignment Write the letters. NOTES: BOOK 2B UNIT 5 PERIOD 5 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES Turn on; Turn off 3.FUNCTIONS Maintain an interaction by providing information LANGUAGE FOCUS Using imperatives to give simple instructions DIFFICULT PIONTS the meaning AIDS: pictures, tape, record, objects PROCEDURES I. II. 1. CONTENTS Greetings Revision T. P. R Do your… Words Sentence Making I do my… with… Presentation Turn on / off… Turn on… Action METHODS T----Ps ANALYSIS T----Ps 可锻炼学生的反 应能力。 2. 3. Ps 帮助学生积累更 多的词汇。 Pa-Pb-Pc-Pn III. 1. (1). Say and do T: Look, the towel 教 师 通 过 边 说 边 is dirty. I must 做 动 作 让 学 生 理 wash it. I turn on 解句子的意思。 the tap and wash. Can you turn on the tap? T: xx, turn on the tap. Pa: do the action. Say and do T: Turn on the… Ps: follow 2. drive a train 学生通过模仿进 一步熟悉句子。 (2). Imitation (3). Following 在大量的跟读后， 教师用开火车的 方式进行活跃了 课堂的气氛。 2. (1). Turn off… Quick Response T----Pa 这一过程是对旧 Question: 知识的复习，也是 Turned on the tap, 为 下 面 的 新 授 做 what can you do? 准备。 T----Pa 教师再次通过边 说边做动作让学 生理解句子的意 思。 (2). T. P. R Wash your… Action (3). Say and do T: When you finished the washing, you must turn off the tap. T: I see the water, xx, turn off the tap. Pa: do. 1. T: turn off the… Ps: follow. 2. Pa-Pb-Pc-Pn (4). Imitation 学生再一次通过 模仿进一步熟悉 句子。 (5). Following 这一过程给了更 多的学生有开口 的机会。 IV. 1. Consolidation T. P. R 1. T----Ps 2. T: do the action Ps: say the command. Choose one pupil of every group, do the action, let them to say the command, the first pupil will get a prize. Say the commands with „Simon says‟, heard „Simon says‟, do the action. 为了锻炼学生的 反应能力。 2. Competition 这个游戏活跃了 课堂气氛，引起学 生极大的兴趣，也 让学生有了参与 竞争的意识。 3. Simon Says V. 1. Assignment Read and recite 这个游戏巩固了 新授的内容并复 习了旧知识，让学 生懂得区分 on 和 off 的区别。 2. P22. Use „Turn on /off…‟ to make sentences. NOTES: 本课主要是 Turn on…; Turn off…的教学，我不停地用动作让学生理解 句意，同时我让学生通过模仿，跟读掌握句子。在复习巩固时，我进行 了一个小小的竞赛，引起了学生极大的兴趣，活跃了课堂的气氛，得到 了较好的效果。 BOOK 2B UNIT 5 PERIOD 6 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES Do… 3.FUNCTIONS Pronounce correctly words in connected speech by liking words together and using appropriate stress. LANGUAGE FOCUS Using imperatives to give simple instructions DIFFICULT PIONTS AIDS: objects, pictures, tape, record PROCEDURES I. II. 1. 2. 3. III. 1. CONTENTS Greetings Revision Words Sentence Making T. P. R Presentation A miming Game Guessing Game METHODS Ps ANALYSIS T----Ps T----Ps Pn 复习这一过程能 帮助学生巩固旧 知识。 1. T: show a picture and say the command. Pa: follow. 2. let pupils to guess other pictures. 教师通过让学生 跟读一张图片的 命令后，再让学生 猜猜其余的图片， 这种未知的信息 一下子引起了学 生的兴趣，急于想 得到答案。 2． Following T: put the pictures on the 通过跟读熟知各 blackboard. Show the phrases cards and say. Ps: follow. 3. Quick Response 图片及命令。 1. T: point Ps: do the action. 这 一 过 程 检 查 学 2. T: point. 生对新学内容的 Ps: say the 掌握程度。 sentence. IV. 1. Consolidation Guessing Game Ask a pupil to choose a card, look at it, put it back and then mime the action. Others will guess the command 这个游戏引起了 学生极大的兴趣， 给了更多学生开 口的机会， 同时 活跃了课堂的气 氛。 2. Quick Response Put the picture cards on the board . Write a number next to each picture. Ask the pupils to remember the number. Then turn the pictures back. Get the students to call a number out and say the commands. 在学生掌握了图 片命令后，教师通 过编号让学生记 住命令，然后将图 片遮住让学生说 出命令，这种方法 很好的培养了学 生的记忆力。 V. 1. 2. NOTES: Assignment Read and recite P25. Copy P25. BOOK 2B UNIT 5 PERIOD 7 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES This is the way I do… 3.FUNCTIONS Use modeled phrases to communicate with other learners. LANGUAGE FOCUS Using the simple present tense to express simple truths DIFFICULT PIONTS the meaning of “ this is the way” AIDS: pictures, objects, tape, record PROCEDURES I. II. 1. 2. 3. III. 1. (1). CONTENTS Greetings Revision T. P. R Words Sentence Making Presentation Song This is the way Introduction METHODS T----Ps ANALYSIS T----Ps Ps Pa-Pb-Pc-Pn 复习这一过程能 帮助学生巩固旧 知识。 Say and do T: I wash my face with towel. Do you wash your face with towel? T: I brush my teeth with toothbrush. Do you brush your teeth with toothbrush? T: This is the way we wash our faces. This is the way we brush our teeth. 1. T: this is the way Ps: follow. 2. T: This is the way I do… 3. loud and light. 4. With the rhythm. 教师用复习的方 法引出了新授内 容 “ This is the way” 学生很容 ， 易就理解了句意。 (2). Following 在大量的机械操 练后，教师用轻响 效果进行操练，能 避免枯燥感，用打 节奏的方式操练 能活跃课堂气氛。 2. Early in the (1). morning Introduction T: When you wash your face and brush your teeth. Ps: Listen. T: say the sentence Ps: follow. 2. Drive a train. 通过自问自答引 出第二个新授内 容。 (2). Following 用开火车的形式 进行操练又一次 活跃了课堂气氛。 3. (1). Song Imitation 1. T: play the music 学 生 通 过 模 仿 能 and do the 进一步熟练掌握 action. 歌曲的内容。 Ps: look. 2. T: play the music and do. Ps: imitate. Tape 男孩对女孩的巩 固练习引起了学 生的兴趣。 (2). IV. 1. Following Consolidation Half to half T: play the music. Boys: wash… Girls: brush… 2. Production Use other action to 这 一 过 程 能 帮 助 学生积累词汇。 sing the song. V. 1. 2. NOTES: Assignment Sing after the tape. Review Unit 5. BOOK 2B UNIT 6 PERIOD 1 AIMS: 1. WORDS(LETTERS) bowl, plate, glass 2. STRUCTURES I want… 3.FUNCTIONS Pronounce words properly Open an interaction by eliciting a response LANGUAGE FOCUS Using the verb „want‟ to express preference Using nouns to identify tableware DIFFICULT PIONTS the meaning of the phrase „I want…‟ AIDS: objects, pictures, tape, record CONTENTS Warming-up (song) Greetings Revision T. P. R Quick Response METHODS Ps ANALYSIS 歌曲能帮助学生 尽快进入角色。 PROCEDURES I. II. III. 1. 2. T----Ps T----Ps T----Pa Questions: What can you do? What can Spotty do? How do you wash/bursh…? 这一过程能帮助 学生得到更多的 锻炼，得到更多说 英语的机会。 IV. 1. (1). Presentation Bowl Introduction T: Oh, the rice is there. I like rice. How can I eat it? Look, the bowl is there. I want a bowl. 1. T: show the picture. Ps: follow 2. Drive a train 教师用实物引出 单词让学生有一 种新鲜感。 (2). Following 用开火车的方式 进行操练活跃了 课堂的气氛。 2. (1). Plate Introduction T: Is this a bowl? No, it is a plate. 1. T: show picture Ps: follow. 2. Mazing: Pa-Pb-Pc-Pn T: Look, the glass is dirty. I wash the glass. 教师用自问自答 引出了单词。 (2). Following 这一过程能检查 学生的发音。 3. (1). Glass Action 用复习的方式引 出单词。 (2). Imitation T: xx, please wash the glass. Pa: do the action. 1. T: show and say. Ps: follow 2. loud and light (3). Following 学生通过动作模 仿进一步理解单 词的意思，同时使 他们的听觉也得 到了冲击。 V. 1. Consolidation Yes or No T: show and say Ps: right (follow) Wrong (clap) T: Put one object in the bag. Pa: guess 这个游戏锻炼了 学生的反应能力。 2. Guessing 这个游戏给了学 生未知的信息，引 起了学生的兴趣。 VI. 1. Presentation I want… Introduction T: Look at theses things, I want a bowl and I want a glass. 1. T: say „want‟ Ps: follow. 2. T: I want a… Ps: follow 3. change the voice 4. Drive a train T----Ps Question: What do you want? 教师的引言及动 作让学生了解了 want 的意思。 在大量的机械操 练后，教师采用变 生及开火车的方 式进行避免了枯 燥感。 2. Following 3. Ask and Answer VII. 1. Consolidation Survey T: Put the pictures on the blackboard and ask. Pa: I want… T----Ps 这一过程能帮助 学生巩固所学内 容。 2. VIII. 1. Passing Game 这个游戏把课堂 推向了高潮。 2. Assignment Copy the three words and recite. Use „I want‟ to practice the words. NOTES: 本课主要是 bowl, plate, glass 三个单词的教学，我用实物引出单词给学 生一种新鲜感， 同时引起了学生的兴趣，使他们迫不及待地想学习新单 词，为了不使课堂单调，我用了各种方法进行操练和巩固，收到了良好 的效果。 BOOK 2B UNIT 6 PERIOD 2 AIMS: 1. WORDS(LETTERS) fork, knife, spoon, chopsticks 2. STRUCTURES I want… 3.FUNCTIONS Pronounce words properly LANGUAGE FOCUS Using nouns to identify tableware DIFFICULT PIONTS chopsticks AIDS: objects, pictures, tape, record PROCEDURES I. CONTENTS Warming-up (song) Greetings Revision T. P. R Quick Response METHODS Ps ANALYSIS 歌曲能帮助学生 尽快进入角色。 II. III. 1. 2. T----Ps T----Ps T----Pa Questions: What can you do? What can Spotty do? How do you wash/bursh…? T----Ps 这一过程能帮助 学生得到更多的 锻炼，得到更多说 英语的机会。 3. IV. 1. (1). Words Presentation Fork, knife Action T: Look, this is the pizza. I eat the 教师用诱人的实 物引出单词让学 pizza with fork 生 有 一 种 跃 跃 欲 and knife. 试的冲动感。 (2). Imitation T: Who can use fork and knife. If you can, you will get the pizza. Pa: do. 1. T: show and say Ps: follow 2. Drive a train 教师把小块 pizza 给会用刀，叉的学 生引起了学生极 大的兴趣。 用开火车的方式 进行操练活跃了 课堂的气氛。 (3) Following 2. (1). Spoon Introduction T: What do you see? I see a spoon. 1. T: show and say Ps: follow. 2. Mazing: Pa-Pb-Pc-Pn T: Look, I eat the fish with chopsticks. 教师用自问自答 引出了单词，让学 生一目了然。 这一过程能检查 学生的发音。 (2). Following 3. (1). Chopsticks Action 用动作引出单词， 同时也让学生了 解了中国的一些 传统的文化。 (2). Following 1. T: show and say. Ps: follow 2. loud and light 这一过程锻炼了 学生的反应能力。 V. 1. Consolidation Yes or No T: show and say Ps: right (follow) Wrong (clap) T: take away one picture. Pa: guess 2. Which is missing? 这个游戏给了学 生未知的信息，引 起了学生的兴趣。 VI. 1. Production I want… Quick Response T----Pa Question: 用提问方式来巩 What do you want? T: I want… Ps: follow 固就知识。 学生通过跟读再 次使所学知识达 到进一步熟练。 这个游戏把课堂 推向了高潮。 2. Following 3． Passing Game T----Ps VII. 1. 2. Assignment Copy the four words and recite. Use „I want‟ to practice the words. NOTES: BOOK 2B UNIT 6 PERIOD 3 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES I’m hungry / thirsty. I want… 3.FUNCTIONS Open an interaction by eliciting a response LANGUAGE FOCUS Using adjectives to describe people DIFFICULT PIONTS the pronunciation of the word „thirsty‟ AIDS: objects, pictures, tape, record PROCEDURES I. II. 1. CONTENTS Greetings Revision Words METHODS T----Ps ANALYSIS 1. T: show the pictures. Ps: read 2. T: Take away one picture. Ps: read and 在传统的复习法 后，教师用猜的形 式复习引起了学 生兴趣，同时也检 查了学生掌握单 guess. 2. I want Pn: make the sentence. 词的情况。 这一过程让学生 有更多开口的机 会。 III. 1. (1). Presentation I want some… Quick Response Show some foods on the desk and say: I like the…, then ask. T----Pa Question: What do you like? Do you want some? T: I want some… Ps: follow. 2. loud and light 3. drive a train T: What do you want? Ps: I want some… 教师用诱人的食 物吸引学生，用提 问方式复习旧知 识，引出新知识， 让学生有一种新 鲜感。 (2). Following 用轻响及开火车 来操练活跃了课 堂气氛。 这一过程能让学 生对所学内容有 进一步熟练。 (3). Ask and answer 2. (1). I‟m hungry/ thirsty Action (2). Imitation Say and do T: I‟m hungry. I want some… I‟m thirsty. I want some… T: xx, now you are hungry / thirsty. Pa: do the action. T: do and say the words. Ps: follow. 2. T: I‟m… Ps: follow 3. change the voice. 4.T: I‟m… I want… Ps: follow 教师用动作引出 新语言点，让学生 一看便知。 学生通过动作模 仿再次理解词意。 (3). Following 教师用不同方式 进行操练，让学生 熟练掌握新语言 点，同时也避免操 练形式的单一。 IV. Consolidation 1. Quick Response T: show some pictures of foods. Pa: according to the content of the picture, say „I‟m hungry/thirsty. I want… 这一过程可检查 学生的发音情况 及句子的掌握情 况。 2. Survey T: When you hungry or thirsty. 这 一 过 程 让 学 生 对新内容达到进 What do you 一步熟练程度。 want? Pa: I‟m hungry/thirsty. I want some… Tape 3 V. 1. Following Assignment Use „I‟m hungry/thirsty. I want some…‟ to make some sentences. Read the contents after the tape. 2. NOTES: 本课主要是 hungry, thirsty 及 I want some…的教学， 在前几课 I want a… 的基础上我引出了 I want some…的句型，同时通过大量的操练让学生 区分可数名词及不可数名词。在掌握了句型后，我通过表情，动作引出 了 hungry 及 thirsty 两个单词，同时我采用各种方式进行操练使学生知 道了 hungry 时应吃的食物，thirsty 时应吃的食物，学生掌握的比较好。 BOOK 2B UNIT 6 PERIOD 4 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES Yes, please. No, thanks. 3.FUNCTIONS Open an interaction by eliciting a response. LANGUAGE FOCUS DIFFICULT PIONTS AIDS: objects, tape, record, pictures PROCEDURES I. II. CONTENTS Greetings Revision METHODS T----Ps ANALYSIS 1. Words 1. T: show the picture. Ps: say the words 2. Ps: What do you want? I want… Pn: I‟m hungry/thirsty. want some… 这一过程能帮助 学生积累更多的 词汇。 2. Sentence Making III. 1. Presentation Yes, please; No, thanks Ask and answer T: There are some spoons, knives… on the table. What do you want? Pa: I want… T: How many? Pa: answer T: repeat. Pa: Yes or No. T: Yes, please; No, thanks. Following 1. T: say the Yes, please; No, sentences. thanks Ps: follow. 2. loud and light 3. drive a train. Ask and answer T: show and ask Ps: answer. (with the rhythm) 通过师生间的问 答引出新语言点， 使学生很容易就 理解了句意，同时 也使他们的耳朵 收到了冲击。 2. 利用轻响及开火 车的方式进行操 练活跃了课堂气 氛。 3. 跟着节奏练习避 免了形式的单一。 IV. 1. Consolidation Pair Work Pa: show the objects and ask Pb: Yes; No. Tape 这一过程使学生 进一步掌握了所 学内容。 2. V. 1. Following Assignment Read and recite 2. P28 Make a dialogue parents. short with NOTES: BOOK 2B UNIT 6 PERIOD 5 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES Story 3.FUNCTIONS Use modeled phrases to communicate with other learners LANGUAGE FOCUS Using formulaic expressions to accept or decline DIFFICULT PIONTS AIDS: objects, pictures, tape, record PROCEDURES I. II. 1. 2. CONTENTS Greetings Revision Words Quick Response METHODS T----Ps ANALYSIS T----Ps T----Pa Questions: 这一过程让更多 What do you want? 的 学 生 有 了 开 口 When you 说英语的机会。 hungry/thirsty, what do you want? III. 1. Presentation Story Listening 录音和图片的结 T: play the tape and show the picture. 合 能 帮 助 学 生 理 Ps: Look and listen. 解各句意。 T----Pa Questions: What does 教 师 通 过 问 题 让 Tom/Mary want? 学生对故事内容 Does mother want 有进一步的掌握。 some soup? What does Tom/Mary like to do? 2. Quick Response Does they want any ice-cream? 3. Following 1. Tape 2. role-read 机械的跟读后，教 师用男女生对读 的形式掌握句子。 IV. Consolidation Action 这一过程激起了 1. Group in four to prepare the story. 学生的表演欲望， 发掘了学生的表 2. act 演才能。 1. Students get into pairs. Give each pair a piece of paper. Ask the students to make a menu with some food and drinks on it. Ask them to draw pictures of the food and drinks. 2. Once they have made their menus, collect them all and redistribute them for the pairs to practise the restaurant dialogue by role-playing a waiter and a customer. 这一过程充分展 现了学生的能力， 学生们兴趣高昂， 把课堂也推向了 高潮，同时巩固了 所学的内容。 V. Production Designer VI. 1. 2. NOTES: Assignment Read and recite P31. Act with parents. 本课的故事主要是对前几节课的复习，在复习了有关句子后，我用各 种道具进行了故事的表演，引起了学生极大的兴趣，在跟录音反复读了 几遍后，我让学生四人为一组准备故事，整个课堂变成了欢乐的海洋。 BOOK 2B UNIT 6 PERIOD 6 AIMS: 1. WORDS(LETTERS) X, x 2. STRUCTURES 3.FUNCTIONS Learn the names and sounds of the letter „X, x‟ LANGUAGE FOCUS DIFFICULT PIONTS AIDS: objects, pictures, tape, record PROCEDURES I. II. 1. 2. 3. CONTENTS Greetings Revision Daily Talk Words Quick Response METHODS T----Ps ANALYSIS T----Pa T----Ps T----Pa Question: What do you want? Pa-Pb-Pc-Pd-Pn 日常对话能来近 师生间的距离。 4. Sentence Making I‟m hungry. I want. I‟m thirsty. I want... Presentation X, x Introduction 让学生有更多开 口的机会。 III. 1. Show and say T: Look, this is a x-ray. T: say „x-ray‟ Ps: follow T: x-ray begins with the letter „x‟, it sounds /x/ T----Ps 教师通过自述引 出新单词。 2. Following 学生通过跟读掌 握单词。 在单词中学习新 字母，使学生一学 就会。 3. Introduction 4. 5. Following Imitation ----------------------------------------------------------------------------------------- T: Show the letter cards and write. Ps: imitate 学生通过模仿进 一步掌握字母及 字母的笔顺笔划。 IV. ----------------------------------------------------------------------------------------Consolidation Ps: write the letters by themselves. V. 1. 2. Assignment Write the letters. Review the contents which you have learned. NOTES: BOOK 2B UNIT 6 PERIOD 7 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES Bring me… 3.FUNCTIONS Use modeled phrases to communicate with other learners LANGUAGE FOCUS Using imperatives to give simple instructions DIFFICULT PIONTS the meaning AIDS: objects, picture, tape, record PROCEDURES I. II. 1. 2. 3. CONTENTS Greetings Revision Daily Talk Words Quick Response METHODS T----Ps ANALYSIS T----Pa T----Ps T----Pa Question: What do you want? Pa-Pb-Pc-Pd-Pn 日常对话能来近 师生间的距离。 4. Sentence Making I‟m hungry/thirsty. I want… Presentation Bring me… Action 让学生有更多开 口的机会。 III. 1. (1). T----„Kitty‟ 教师和‘kitty’间 K: Lillian, what do you want? T: I want… Bring me… K: do the action (2). Following Bring 1. T: say the word. Ps: follow. 2. T: show the pictures and say the sentences. Ps: follow 3. choose some pictures, let the students to drive a train. 1.T----Pa 2. Pa----T T: xx, give it to… Pa: do the action T: point to the different students to say the sentence. Ps: follow 2. change the voice. 1. T----Pa 2. Pa----T 的对话表演吸引 了学生，使学生初 步理解句子的意 思。 在机械操练后，教 师让学生用开火 车的方式进行操 练活跃了课堂的 气氛。 (3). T. P. R Bring me… Give it to… Action 这一过程巩固了 所学的内容，达到 进一步熟练。 在巩固‘bring’句 型后，教师自然地 引出新句型。 教师用变声的方 式操练引起了学 生的兴趣，避免了 枯燥感。 这一过程巩固了 所学的内容，达到 进一步熟练。 2. (1). (2). Following (3). T. P. R. IV. Consolidation Following Production Action Tape 这一过程充分挖 掘了学生的表演 力，再次活跃了课 堂的气氛。 V. 1. Prepare in three 2. act. VI. 1. Assignment Use „Bring…‟ to make five sentences. 2. Practice parents. with NOTES: 本课主要是 Bring…和 Give… to…的句型教学，我用和 Kitty 间的对话 引出了新内容，使学生明白了所学句子的意思，通过开火车，变声等方 式进行大量的操练， 使学生进一步掌握新语言点，最后我让学生三人为 一组进行表演，效果不错。 BOOK 2B UNIT 7 PERIOD 1 AIMS: 1. WORDS(LETTERS) summer, sun, hot, cloud 2. STRUCTURES … is hot 3.FUNCTIONS Pronounce words properly Use modeled sentences to communicate with other learners LANGUAGE FOCUS Using nouns to identify things related to summer. Using the simple present tense to state facts DIFFICULT PIONTS the pronunciation AIDS: pictures, video, tape, record PROCEDURES I. II. 1. 2. III. 1. 2. CONTENTS Greetings Revision T. P. R Sentence Making METHODS T----Ps ANALYSIS T----Ps Pa-Pb-Pc-Pd-Pn 帮助学生积累词 汇。 Presentatio n Video Ps: see the video. 3. (1). a. Quick Response 1．以生动有趣的 动画片作为开 T----Pa 头，引起了学 Question: 生极大的兴 How many 趣。 seasons? 2．通过提问使学 生了解四季。 T: Now, it is summer. 教师自述引出单 词，一目了然。 学生个别读单词 能帮助纠正他们 的发音。 b. Presentation Summer Introduction 1. T: show the picture. Ps: follow 2. Pa-Pb-Pc-Pn (2). a. Following T: I feel hot. Do you feel hot? 1. T: show the picture, say Ps: follow. 2. drive a train. (do and say) 3. Summer is hot. 教师通过动作自 然引出单词。 用开火车的形式 操练单词活跃了 课堂气氛。同时把 单词放入句子使 学生一下就记住 了。 b. Hot Introduction Following (3). a. T: Oh, the sun is hot, too. T: let‟s draw the sun. Ps: draw. T: show and say Ps: follow 2. The sun is hot. b. Sun Introduction c. Drawing (4). a. Following 通过学生感兴趣 的画画让学生理 解单词。 大量的跟读让学 生熟悉单词。 T: Is this the sun? No, it is the cloud. T: show and say Ps: follow 2. loud and light. 3. I see cloud. 教师通过自问自 答引出另一新单 词。 用轻响效果进行 单词的操练，避免 了枯燥感。同时也 让学生复习了就 句型。 这一过程检查了 学生掌握单词的 情况。 这个游戏能帮助 学生快速记忆单 词。 这个游戏再次活 跃了课堂气氛，巩 固了新单词。 b. Cloud Ask and answer IV. 1. Following T: show and say Ps: right (follow) Wrong (clap) T: Take a picture away. Ps: read and guess. 2. Consolidation Yes or No 3. Which is missing? T----Ps V. Passing Game Let the students to 这 一 过 程 帮 助 学 describe the picture 生 积 累 了 更 多 的 with the four 词汇及句型，使新 words. 语言点达到进一 步熟练。 VI. 1. 2. 3. Production Description Assignment Copy the words Read and recite the words. Use „hot‟ to make sentences NOTES: 本课的四个单词都是和夏天有关的， 我用肢体语言引出 hot, 用描述 hot 的句子引出 summer, sun, cloud。在操练时，我用变声，开火车来活跃课 堂气氛，我用传话游戏巩固单词，收到了良好的效果。 BOOK 2B UNIT 7 PERIOD 2 AIMS: 1. WORDS(LETTERS) beach, shell, sand 2. STRUCTURES 3.FUNCTIONS Pronounce words properly. LANGUAGE FOCUS Using nouns to identify things related to summer. DIFFICULT PIONTS the pronunciation of the word „shell‟ AIDS: pictures, objects, tape, record PROCEDURES I. II. 1. 2. CONTENTS Greetings Revision Daily Talk Words METHODS T----Ps ANALYSIS T----Pa 1. T: show the pictures. Ps: read 2. Take away one picture and guess 用猜的形式复习 单词，引起了学生 的兴趣，检查了学 生掌握单词的情 况。 III. 1. Presentation Introduction Show and say T: Look, this is a beach. Some 教师通过出示图 片，边说边引出新 boys are playing the shells on the beach. Some girls are playing the sands on the beach. Ps: Listen and look 2. (1). a. New Words Beach Following 语言点，学生一看 便知。 T: show the picture Ps: follow 2. Pa-Pb-Pc-Pn T: say and do Ps: imitate, follow 学生的个别读单 词可帮助他们纠 正发音。 学生通过模仿，跟 读来掌握句子。 b. Go to the beach (2). a. Shell Following T: show the picture Ps: follow. 2. drive a train T: say and do Ps: imitate, follow 用开火车的形式 操练单词活跃了 课堂的气氛。 学生又通过模仿， 跟读来掌握句子。 教师用轻响操练 避免了操练的枯 燥感。 b. Pick up shells (3). a. Sand Following T: show the picture Ps: follow 2. loud and light T: say and do Ps: imitate, follow b. Play the sand IV. 1. Consolidation Yes or No T: show and say Ps: right (follow) Wrong (clap) 1. T: say Ps: do 2. T: do the action Ps: say sentence 这一过程锻炼了 学生的反应能力。 2. T. P. R. Go to the beach. Play on the beach. Pick up shells. Play the sand Following 这一过程既巩固 了所学的新单词， 又使学生掌握了 更多的句子。 帮助学生巩固上 节课所学的内容。 3. T: show the whole words and say. Ps: follow 4. Which is missing? T: Take away one picture. Ps: read and guess Following Tape 这个游戏检查了 学生掌握单词的 情况。 5. V. 1. 2. 3. Assignment Copy the three words. Read and recite the words. Use the three words to make sentences. NOTES: 本课的三个单词是在前一节课的基础上进行教学的， 我通过图片及讲述 引出新语言点，进行大量的操练，我用对错游戏，师说生做动作的方式 进行巩固，学生们得到了较好的掌握。 BOOK 2B UNIT 7 PERIOD 3 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES Let’s… 3.FUNCTIONS Use modeled phrases to communicate with other learners LANGUAGE FOCUS Using formulaic expression to make a suggestion DIFFICULT PIONTS the meaning of “Let‟s” AIDS: pictures, tape, record PROCEDURES I. II. 1. 2. CONTENTS Greetings Revision Words Quick Response METHODS T----Ps ANALYSIS T----Ps T----Pa Question: What is hot? T----Ps 帮助学生积累词 汇。 3. III. T. P. R Presentation 1. Let‟s… Action T----Pa I want to go beach. Xx, do want to go to beach? Let‟s go to beach. … the 教 师 与 学 生 的 表 you 演引出新语言点， the 并 让 其 余 学 生 理 解了句子。 the 2. Following Let‟s… T: say Ps: follow. 2. loud and light 3. drive a train 1. T----Pa 2. Pa----T 在大量的操练后， 教师用轻响，开火 车的形式操练活 跃了课堂的气氛。 通过动作进一步 掌握句子。 同桌间的练习能 使新语言点的掌 握达到进一步熟 练。 3. T. P. R IV. 1. Consolidation Pair Work 1. Pa: say Pb: do 2. change the roles Tape 2. V. 1. 2. Following Assignment Use „Let‟s‟ to make sentences. Read and recite P32 NOTES: BOOK 2B UNIT 7 PERIOD 4 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES … is/ are hot/ cold. Let’s… 3.FUNCTIONS Maintain an interaction by providing information in response to factual questions. LANGUAGE FOCUS Using adjectives to describe conditions. Using prepositional phrases to indicate position … is cold DIFFICULT PIONTS … is hot; AIDS: pictures, tape, record PROCEDURES I. II. 1. 2. CONTENTS Greetings Revision Words Quick Response METHODS T----Ps ANALYSIS T----Ps T----Pa Question: What is hot? T----Pa 这一过程能帮助 学生积累词汇。 这一过程为下面 的教学作了铺垫。 3. T. P. R Let‟s… Presentation … is/are hot/cold Introduction III. 1. Show and say T: The… is/are hot/cold. Let‟s… Ps: Look and listen 1. T: say the sentence. Ps: follow 2. loud and light 3. drive a train 4. … is/are hot/cold. Let‟s… T: Let‟s… Ps: … is/are hot/cold 教师通过自述让 学生明白句意，同 时也使听觉得到 了冲击。 在大量的机械操 练后，教师用轻 响，开火车的方式 进行操练活跃了 课堂的气氛。 2. Following … is/are hot/cold 3. Consolidation 这一过程巩固了 新语言点，使之达 到熟练。 IV. 1. Production Quick Response T: give the numbers of each pictures. Say the sentences. Ps: say the number. 2. change the roles. 这一过程能锻炼 学生的反应能力， 同时也能让学生 对所学内容达到 进一步熟练。 2. Pa: say the sentence. Pb: do the action Pair Work Tape 让更多的学生得 到锻炼。 3. V. 1. 2. Following Assignment Read and recite P35 Choose four pictures and make the sentences. NOTES: 本课主要是教学形容词及动词词组的用法，由于本课较难学，所以我采 用了肢体语言引入新语言点， 同时让个别学生配合我让全体学生都能理 解句意，然后我用变声，轻响，开火车进行大量的操练让学生尝我新语 言点，效果还不错。 BOOK 2B UNIT 7 PERIOD 5 AIMS: 1. WORDS(LETTERS) Y, y 2. STRUCTURES 3.FUNCTIONS Learn the names and sounds of the letters „Y, y‟ LANGUAGE FOCUS DIFFICULT PIONTS the writing AIDS: pictures, tape, record PROCEDURES I. II. 1. 2. CONTENTS Greetings Revision Words Quick Response METHODS T----Ps ANALYSIS T----Ps T----Pa Question: What is hot? T----Pa 这一过程能帮助 学生积累词汇。 3. T. P. R … is/are hot/cold. Let‟s… Presentation 这一过程让更多 的学生有了开口 说英语的机会。 III. 1. Y, y Quick Response T----Pa Question: 通过问答引出新 What color is the 语言点。 umbrella? Show and say T: yellow begins with the letter „y‟, it sounds /y/. 这一过程是为了 让学生初步认识 子母。 2. Introduction 3. Following show the letter card and picture and say 学 生 通 过 跟 读 进 一步掌握子母。 T: y, y, y, /y/, /y/, /y/, y, /y/, yellow Ps: follow T: Show and write Ps: imitate 学生通过模仿使 对字母的掌握达 到进一步熟练。 4. Imitation --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Consolidation IV. Ps: write the letters by themselves. V. 1. 2. Assignment Write the letters Review the contents which your have learned. NOTES: BOOK 2B UNIT 7 PERIOD 6 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES I’m sorry. It’s OK. 3.FUNCTIONS Use modeled sentences to communicate with other learners LANGUAGE FOCUS Using the simple present tense to state facts. DIFFICULT PIONTS the meaning AIDS: pictures, tape, record PROCEDURES I. II. 1. CONTENTS Greetings Revision T. P. R Let‟s… Words Quick Response METHODS T----Ps ANALYSIS T----Pa 锻炼学生的反应 能力。 2. 3. T----Ps T----Pa Question: What do you hot? Pa-Pb-Pc-Pd-Pn 让更多的学生有 开口说英语的机 会。 4. Sentence Making … is/are hot/cold. Let‟s… Presentation I‟m sorry Action III. 1. (1). T: Put Pa‟s books to the ground. Say: I‟m sorry. Ps: Look and listen T: say the sentence Ps: follow. 2. change the voice 3. drive a train. Pa: Put T‟s things to the ground. Say „I‟m sorry.‟ T: It‟s OK. 1. T: say the sentence. Ps: follow. 2. loud and light T: say „I‟m sorry‟ Ps: It‟s OK. 教师通过不经意 间碰落学生的东 西引出新语言点， 自然而又清楚。 通过变声，开火车 进行语言点的操 练活跃了课堂气 氛。 通过复习 I‟m sorry 这个语言点引出 It‟s OK，使学生便 于理解。 用轻响效果操练 语言点引起了学 生兴趣，避免了枯 燥。 (2). Following 2. (1). It‟s OK. Action (2). Following (3). Quick Response IV. 1. Consolidation Group Work Drive a train Group1: I‟m sorry. Group2: It‟s OK. 这一过程可以纠 正学生的发音，再 次活跃课堂气氛。 2. Action 这一过程让学生 Students in two to 对 新 语 言 点 能 进 prepare a short 一步熟练掌握，同 时也能复习旧知 dialogue. 识。 V. 1. 2. Assignment Read and recite the two sentences: I‟m sorry. It‟s OK. Make a short dialogue with parents. NOTES: 本课主要是学习怎样向别人抱歉及怎样对抱歉做出回答的内容。 我通过 不经意碰掉一学生的东西引出 I‟m sorry,通过变声使学生掌握该句子， 让后我通过学生向我道歉而引出‘It's OK.’为了能使学生进一步掌握 语言点，我让学生与学生自由组合进行情景表演，得到了很好的效果。 BOOK 2B UNIT 7 PERIOD 7 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES Rhyme 3.FUNCTIONS Use modeled phrases to communicate with other learners. LANGUAGE FOCUS Using the simple present tense to express preference. DIFFICULT PIONTS the meaning AIDS: pictures, tape, record PROCEDURES I. II. 1. CONTENTS Greetings Revision T. P. R Let‟s… Pair Work METHODS T----Ps ANALYSIS T----Pa 锻炼学生的反应 能力。 2. Pa----Pb I‟m sorry. It‟s OK. 3. 4. Words Quick Response T----Ps T----Pa Question: What is hot? Pa-Pb-Pc-Pd-Pn 让更多的学生有 开口说英语的机 会。 5. Sentence Making … is/are hot/cold. Let‟s… Presentation Rhyme Introduction III. 1. Show the picture and say T: On summer days, the sun is hot. The clouds are high. Big and white, in the sky. Ps: Look and listen 教师同图片引出 儿歌的部分内容， 让学生对儿歌有 所了解。 2. Quick Response T----Pa Question: On summers days, 用 提 问 方 式 引 出 what do you like to 儿 歌 另 一 部 分 内 do? 容。 T: play the tape and show the pictures. T: say the sentence by sentence. Ps: follow. 2. clap and hands and say with the rhythm. 3. Listening 通过听录音熟悉 儿歌 为了避免操练的 枯燥性，教师让学 生拍手打节奏来 操练。 4. Following IV. 1. Consolidation Quick Response T: Give the numbers of the pictures. Say the sentence. Ps: tell the number. 这一过程既能巩 固新语言点，又能 锻炼学生的反应 能力。 2. change the roles. 2. Role Play Boys: 1st paragraph 男 女 生 交 替 说 儿 Girls: 2nd paragraph 歌 可 以 活 跃 课 堂 B & G: 3rd 气氛。 paragraph. Tape 3. V. Following Production Action Divide the class into four groups. Give each group pictures of „cloud, hot, swim, summer‟. When it gets to the verse about your picture, hold it up for the class to see and do the action. 这一过程可检查 学生对知识的掌 握，理解情况。同 时可让学生对儿 歌达到进一步熟 练程度。 VI. 1. 2. Assignment Read and recite P36. Review Unit 7. NOTES: BOOK 2B UNIT 8 PERIOD 1 AIMS: 1. WORDS(LETTERS) watch, clock, day, night 2. STRUCTURES 3.FUNCTIONS Pronounce words properly LANGUAGE FOCUS Using nouns to identify things related to time DIFFICULT PIONTS the difference between „watch‟ and „wash‟ AIDS: objects, pictures, tape, record PROCEDURES I. CONTENTS Warming-up (Rhyme) Greetings Revision Quick Response METHODS Ps ANALYSIS 儿歌能使学生尽 快进入角色。 II. III. 1. T----Ps T----Pa Question: What is hot? I‟m sorry. Pn 让更多的学生有 开口的机会。 2. Sentence Making … is/are hot/cold. Let‟s… Presentation Watch Action 帮助学生积累更 多的词汇。 IV. 1. (1). Say and act T: What time is it? Oh, where is my watch, it‟s in my pocket. This is my watch. Ps: Look and listen 1. T: show and picture and say the word. Ps: follow 2. T: Give the watch to students. Ps: drive a train. Pn: use some patterns to say the word. The clock ringed. T: What do you hear? I hear a 教师通过找表引 出新单词，使学生 很容易就领会了 单词的意思。 (2). Following 在机械操练后，教 师让学生开火车 进行操练，活跃了 课堂的气氛。 (3). Sentence Making 这一过程能让学 生复习就知识，巩 固新单词。 2. (1). Clock Ask and answer 教师通过自问自 答引出 clock。 clock. (2). Following 1. T: show the picture and say. Ps: follow 2. Use difference sentence to say the word. 教师把单词放入 不同的句中进行 操练能帮助学生 记忆单词。 3. (1). Day, night Introduction Show the clock and 教师用时钟，图片 say 引出 day, night。 让 T: Look, it‟s nine o‟clock. It‟s day. 学生一目了然。 It‟s nine o‟clock, too. But it‟s night. Ps: Look and listen. 1. T: show the picture and say. Ps: follow. 2. loud and light 3. It is day/night. 教师用轻响效果 来区别两个单词， 同时引起了学生 的兴趣。 (2). Following V. 1. Consolidation Yes or No T: show and say Ps: right (follow) wrong (clap) T: Take away one picture. Ps: say and guess. 这个过程可检查 学生掌握单词的 情况。 这个游戏给了学 生未知的信息，引 起了学生的兴趣。 这个游戏把课堂 推向高潮，使学生 对新语言点达到 了进一步熟练。 2. Which is missing? 3. VI. 1. 2. Passing Game Assignment Copy the four words. Read and recite the four words. T----Ps NOTES: 本课的四个单词我用不同的方式引入， 使学生不会觉得单一， 在操练时， 我又用了开火车， 轻响等方式活跃课堂气氛， 为了使学生熟练掌握单词， 我设计了猜谜，传话游戏让学生自然而然的开口进行了交际。 BOOK 2B UNIT 8 PERIOD 2 AIMS: 1. WORDS(LETTERS) breakfast, lunch, dinner 2. STRUCTURES Have… 3.FUNCTIONS Pronounce words properly LANGUAGE FOCUS Using nouns to identify things related to time DIFFICULT PIONTS the meaning and the pronunciation AIDS: pictures, tape, record PROCEDURES I. CONTENTS Warming-up (Rhyme) METHODS Ps ANALYSIS 儿歌能使学生尽 快进入角色。 II. III. 1. T----Ps Greetings Pn 帮助学生积累更 多的词汇。 2. Revision IV. 1. (1). 1. T: show the pictures. Ps: read Sentence Making 2. T: Take away … is hot/cold. one picture. Ley‟s… Ps: read and guess which Words is missing? Watch, clock, day, night Show the picture and say T: It is seven o‟clock. What is the girl doing? She is having breakfast. 1. T: show the picture and say Ps: follow 用猜谜的形式复 习单词给了学生 一种新鲜感，同时 也活跃了课堂的 气氛。 Presentation Breakfast Ask and answer (2). 教师出示图片，自 问自答引出单词， 使学生初步对单 词有了一定的理 解。 学生的个别操练 能帮助他们纠正 单词的发音。 Following 2. (1). 2. Mazing: Pa-Pb-Pc-Pn 3. Have breakfast Show the picture and say T: Look, it‟s 12 教师再次通过图 o‟clock. The girl 片引出单词。 is having lunch. Lunch Introduction 1. T: show and say Ps: follow 2. drive a train 3. Have lunch 用开火车的形式 操练再次活跃了 课堂的气氛。 (2). 3. (1). Following Dinner Ask and answer (2). Show and say T: Look, it‟s 6 o‟clock. Is she Having lunch? No, she is having dinner. 1. T: show and say Ps: follow 2. Pa-Pb-Pc-Pn 3. Have dinner 通过问答引出单 词让学生对三个 单词的区别有了 一定的认识。 教师又一次纠正 了学生的发音。 V. 1. Following T: show and say Ps: right (follow) wrong (clap) Show some food pictures and say T: I can eat… Ps: guess „breakfast, lunch or dinner.‟ Tape 这个过程可检查 学生掌握单词的 情况。 这个游戏给了学 生未知的信息，引 起了学生的兴趣， 同时也让学生了 解了早，中，午饭 时所应吃的事物。 2. Consolidation Yes or No Guessing Game 3. VI. 1. 2. Following 3. Assignment Copy the three words. Read and recite the three words. Use „Have‟ to say the words. NOTES: BOOK 2B UNIT 8 PERIOD 3 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES What time is it? It’s… 3.FUNCTIONS Open an interaction by eliciting a response LANGUAGE FOCUS Asking „wh-‟ questions to find out the time Using formulaic expressions to express time DIFFICULT PIONTS the difference between „clock‟ and „o‟clock‟ AIDS: clock, pictures, tape, record PROCEDURES I. CONTENTS Warming-up (rhyme) Greetings Revision Sentence Making … is/are hot/cold. Let‟s… Words METHODS Ps ANALYSIS 儿歌能使学生尽 快进入角色。 II. III. 1. T----Ps 帮助学生积累更 多的词汇。 Pn 2. 1. T: show the pictures. Ps: read 2. spell the words 检查学生对单词 的掌握情况。 IV. Presentation 1. (1). It‟s… o‟clock Revision T: There are some numbers here and say the number. Pa: Take the number away and say „bye-bye, number …‟ Show the clock and say T: Look at the clock. It‟s… o‟clock. 1. T: say „o‟clock‟ Ps: follow 2. T: point to the clock and say „It‟s…o‟clock‟ Ps: follow Point to the clock and say with the rhythm. T: What time is it? Ps: It‟s… o‟clock. 通过复习让学生 记起旧知识，同时 为下面的新课打 下基础。 (2). Introduction 教师通过时钟引 出新语言点，让学 生的听觉得到冲 击。 (3). Following 通过大量的操练 让学生掌握新语 言点。 (4). Quick Response 用打节奏的方式 操练避免了枯燥 感。 (5). Guessing Game T: Put the clock to 这 个 游 戏 活 跃 了 a time. 课堂的气氛，巩固 Pn: guess the time. 了所学内容。 1. T: say the sentence. Ps: follow 2. change the voice 3. drive a train 2. (1). What time is it? Following 通过上面的猜谜 游戏自然地引出 了另一语言点。用 变声，开火车的方 式操练再次活跃 了课堂气氛。 (2). Ask and answer What time is it? It‟s… o‟clock. 1. T----Ps 2. Ps----T 3. Boys to girls. (with the rhyrhm) 这一过程使学生 对所学内容达到 进一步熟练。 V. 1. Consolidation Passing Game T: say it‟s… o‟clock to the students. Pa: pass Pn: What time is it? Pb: It‟s… o‟clock. 1. T: Write the number in the hand. Say: guess, what time is it. Pn: It‟s…o‟clock 2. Pair work 这个游戏可检查 学生掌握知识的 情况，同时也能增 加学生的学习积 极性。 这个游戏又一次 给了学生未知的 信息，引起了学生 的兴趣，使课堂的 气氛达到了高潮。 同桌间的模仿使 他们更熟练的掌 握了新语言点。 2. Guessing Game VI. 1. 2. Assignment Read and recite P38. Use „What time is it? It‟s…o‟clock‟ to ask and answer. NOTES: 本课主要是关于时间问答的教学，我直接引出新语言点，用变声，变语 气进行操练引起学生的兴趣。 用猜谜游戏让学生对所学知识达到进一步 熟练掌握，得到了较好的效果。 BOOK 2B UNIT 8 PERIOD 4 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES get up! Go to bed. 3.FUNCTIONS Use modeled phrases to communicate with other learners LANGUAGE FOCUS Using imperatives to give simple instructions. DIFFICULT PIONTS the meaning AIDS: pictures, clock, tape, record PROCEDURES I. CONTENTS Warming-up (rhyme) Greetings Revision Sentence Making … is/are hot/cold. Let‟s… METHODS Ps ANALYSIS 儿歌能使学生尽 快进入角色。 II. III. 1. T----Ps 帮助学生积累更 多的词汇。 Pn 2. Words 1. T: show the picture. Ps: read 2. T: take away one picture. Ps: read and guess. 用猜谜形式进行 单词的复习引起 了学生的兴趣，也 检查了学生掌握 单词的情况。 3. Quick Response Show the clock and 检 查 学 生 对 点 钟 的掌握情况。 ask. T----Pa Question: What time is it? 教师和‟Kitty‟生动 形象的表演激起 了学生学习的兴 趣，同时也让学生 初步理解了句意。 IV. 1. Presentation Action T----„Kitty‟ T: It‟s 8 o‟clock. Kitty, get up!. Have breakfast, kitty. It‟s 12 o‟clock. Have lunch, kitty. It‟s ten o‟clock in the night. Go to bed, Kitty. K: do the action T----Pa 2. 3. Imitation Following Get up! Go to bed. Have… 1. T: say the sentence. Ps: follow. 2. change the voice. T----Ps 教师轻个别学生 通过模仿进一步 理解句子。 教师用变声的方 式进行操练又一 次引起了学生的 兴趣。 这一过程可让学 生对知识的掌握 达到进一步熟练。 这个游戏活跃了 课堂的气氛，锻炼 了学生的反应能 力。 同桌间的练习帮 他门巩固了所学 4. T. P. R Get up; Go to bed; Have... Consolidation Simon Says V. 1. T: Simon says … Ps: hear Simon says, do the action. Pa: draw the clock. 2. Pair Work Say the time and say the command. Pb: do the action VI. 1. 2. Assignment Read and recite P37. Practice with parents. 的新语言点。 NOTES: BOOK 2B UNIT 8 PERIOD 5 AIMS: 1. WORDS(LETTERS) Z, z 2. STRUCTURES 3.FUNCTIONS Learn the names and sounds of the letters „Z, z‟ LANGUAGE FOCUS Using nouns to identify things related to time DIFFICULT PIONTS AIDS: Pictures, tape, record PROCEDURES I. CONTENTS Warming-up (rhyme) Greetings Revision T. P. R Go to bed. Get up! Have… Words Quick Response METHODS Ps ANALYSIS 儿歌能使学生尽 快进入角色。 II. III. 1. T----Ps T----Ps 锻炼学生的反应 能力。 2. 3. T----Ps Show the clock and 检查学生掌握点 say 钟的情况。 T----Pa Question: What time is it? IV. Presentation Z, z 1. Introduction Show and say T: Look, there are many animals in the zoo. T: show and say Ps: follow 教师用图片让学 生认识该单词。 2. Following Zoo Introduction 通过跟读掌握单 词。 3. Show the letter card, picture and 教 师 用 图 片 与 字 母的结合让学生 say T: Zoo begins with 认识字母。 the letter „z‟, it sounds /z/. Show the letter card and say 通过跟读进一步 T: z, z, z, /z/, /z/, 掌握子母。 /z/, z, /z/, zoo. Ps: follow T: Show the letter cards and write. Ps: imitate. 这一过程使学生 对字母地笔顺笔 划有所了解。 4. Following 5. Imitation --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- V. Consolidation Ps: write the letters by themselves. VI. 1. 2. Assignment Write the letters. Review the contents which you have learned. 这一过程使学生 对字母的掌握又 进一步熟练。 NOTES: BOOK 2B UNIT 8 PERIOD 6 AIMS: 1. WORDS(LETTERS) 2. STRUCTURES story 3.FUNCTIONS Use modeled phrases to communicate with other learners LANGUAGE FOCUS Using the simple present tense to express habitual actions DIFFICULT PIONTS the meaning of each pictures AIDS: pictures, tape, record PROCEDURES I. CONTENTS Warming-up (rhyme) Greetings Revision T. P. R Words Quick Response METHODS Ps ANALYSIS 儿歌能帮助学生 尽快进入角色。 II. III. 1. 2. 3. T----Ps T----Ps T----Ps T----Pa Question: What time is it? 帮助学生积累更 多的词汇。 4. Sentence Making … is/are hot cold. Let‟s… Presentation Story Listening IV. 1. T: play the tape and show the pictures. Ps: Look and listen T: point to the each picture and say Ps: follow 2. change the voice 教师通过录音和 图片的结合让学 生对故事内容有 所了解。 在大量的跟读后， 教师用变声的方 法来引起学生的 兴趣。 2. Following 3. Quick Response T: give the numbers to each pictures, 这 一 过 程 可 帮 助 say the sentence. 学 生 快 速 记 忆 故 Ps: say the number 事。 2. change the roles 4. Half to half Boys: Sam Girls: mother V. Consolidation Action 这一过程使学生 对所学内容有进 一步掌握。 VI. 1. 2. NOTES: Assignment Read and recite the story. Review Unit 8 The students in two 通过表演让学生 will act the story. 对所学内容达到 更熟练的程度。 Revision: 2007 学年第二学期 一年级期末复习计划（英语） 1．听力：1，听录音选单词。2，听录音判断。3，听录音选句子。4，听录音 选填表格。5，听录音选应答句。 复习 2．词汇： 1，看图圈单词。2，听录音选单词。3，选出同类词， 重 3．句型：问答句，祈使句，陈述句。 点： 4．阅读：主题式阅读理解，判断。 5．其他 ：综合练习 日期 6/6 6/10 6/12 6/13 内容 句型复习，练习卷 词汇复习，练习卷 阅读复习，练习卷 听力复习，阅读卷 2B 期末复习 一、默出单词 1．母鸡__________ 5．绵羊__________ 9．马__________ 13．猴子__________ 17．窗__________ 21．沙发__________ 25．糖果__________ 2．小鸡__________ 6．猪__________ 10．熊__________ 14．熊猫__________ 18．门__________ 22．桌子__________ 26．走__________ 3．鸭子__________ 7．鼻子__________ 11．大象__________ 15．铅笔__________ 19．床__________ 23．台灯__________ 27．跳绳__________ 4．奶牛__________ 8．桔子__________ 12．老虎__________ 16．被子__________ 20．房间__________ 24．橡皮__________ 28． 荡秋千_________ 29．爬__________ 30．飞__________ 31．骑__________ 32．树__________ 33．伞__________ 34．水__________ 35．脏__________ 36．洗__________ 37．毛巾__________ 38．肥皂__________ 39．牙刷__________ 40．牙膏__________ 41． 小货车_________ 42．风__________ 43．碗__________ 44．盘子__________ 45． 玻璃杯_________ 46．叉子__________ 47．小刀__________ 48．汤匙__________ 49．筷子__________ 50．X 光__________ 51．夏天__________ 52．太阳__________ 53．云__________ 54．热的__________ 55．海滩__________ 56．贝壳__________ 57．沙子__________ 58． 黄色的_________ 59．手表__________ 60．钟__________ 61．白天__________ 62．黑夜__________ 63．早饭__________ 64．午餐__________ 65．晚餐__________ 66． 动物园_________ 二、回答问题 1.How are you ?_______________________ 2. Good morning. _______________________ 3. Give me a rubber, please. ______________ 4. Hello. How do you do ? ________________ 5. How old are you ?(9)_________________ 6.Can you read ? (会) _________________ 7. What‟s this ? (一只苹果) ______________ 8. Is this a pear ?(是) _________________ 9.What do you like to eat ?(糖果) ___________ 10.Have you got a book ?（没有）__________ 11. What have you got ?（一只桔子）_________ 12.What has she got ?（两只玻璃杯）________ 13. Happy new year. _________________ 14.How many kites ? (5) _________________ 15. Is it blue ?(不是) _________________ 16. What colour is it ?(黄) ______________ 17. Are you a pupil ? _________________ 18.Happy birthday! _________________ 19. Do you like fish ?(不) _________________ 20. Do you like to run ?（是）______________ 21.Where do you live ?(Shanghai) __________ 22.May I have a hot dog ? _________________ 23.Can I help you ? _________________ 24. What do you like to do ?(跳绳) _________ 26.Red light. _________________ 25.How do you go to the park ?(公共汽车) ___ 27. Green light. _________________ 28. Yellow light. _________________ 29.Merry Christmas. _________________ 30.Here are your presents. _______________ 31.Do you like winter ?（是的）____________ 32.What do you see ?(一只母鸡) ___________ 33. What do you hear ?（一只鸭子）________ 34. Who is she ?（我的朋友）______________ 35. What is in my room ? _________________ 36. What can you do ?（爬树）______________ 37.What do you want ?（一些果汁）________ 38. Four apples ?（好的）_________________ 39. I‟m sorry. _________________ 40. Bring me a bowl, please. ______________ 41. A knife ?（不要）_________________ 42. What time is it ?（3 点）_________________ 三、任意填空 1. ________ the cow on the paper. 2. Draw the duck _______ the ground. 3. Listen! I ________ a pig. 4. Look! I _______ a duck. 5. I‟ve got a cow. It ________ „ moo, moo.‟ 6. Come _______, Sam.. Go _________, Spooty. 7. Look ________ the bear. It‟s ________ and brown. 8. The rabbit is ________ and white. It has _______ red _________ and two _______ ears. 9. It‟s hot. _______ the door, please. 10. It‟s cold. Please _______ the window. 11. Your room is dirty. ________ your room, please. 12. There ________ a bed in my room. 13. There ________ three bags on the floor. 14. Kitty is _______ the sofa. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. Don‟t walk ______ the grass. You can‟t _________ a bicycle here. I can _________ the trees. Walk _______ a cat on the floor. Turn _______ the tap, May. Wash your hands. I wash my hands ________ water. I‟m thirsty. I want to ______ some water. I‟m _______. I want to _______ some cake. This is a ________ I wash my face. Bring _______ a bowl. I‟m thirsty. ________ me some milk. Give it _______ your mother, please. _______ soup ? _______, please. Summer is ________. ______ sun is _______. What can you do on the beach ? I can _______ on the beach . I can _____ ______ shells. The sun is hot. Let‟s sit ________ the umbrella. The clouds are big and _________. May, _______ _______ bed. I‟m hungry. I want to _______ ________. It‟s 12 „clock. _______ ________ is it ? It‟s three o‟clock. Can you ________ your teeth ? Yes, I can ________ my face, too. It‟s time for ________. It‟s 17 o‟clock. 班级： A. bread A. soup A. sun A. monkey A. face A. summer B. bee B. bed B. walk B. tree B. water B. day 姓名： C. fork C. sweet C. there C. bell C. chopstick C. wash D. table D. swim D. some D. swing D. clock D. watch 2B 期末作业 1： 1. ( 2. ( 3. ( 4. ( 5. ( 6. ( 1. ( 2. ( 3. ( 4. ( 5. ( 6. ( ) ) ) ) ) ) ) ) ) ) ) ) bowl sofa moon ride glass night 一、选出所给例词的同类词： 二、读句子选出与句中划线单词同类的单词： Look at me, I can climb like a monkey. A. white A. snow A. bring A. cake A. face A. coat B. bus B. cloud B. to B. breakfast B. bed B. window C. cold C. spring C. clock C. play C. umbrella C. under D. ride D. sun D. shell D. water D. glass D. ruler Summer is very hot. I don‟t like summer. I am hungry. Please give me an apple. It‟s time for dinner. Please come here. I wash my hands with water. There is a book on the sofa. 三、写出下列划线部分单词的同类词： 1. I have got some meat, _______, _______ and _______ for dinner. 2. I have breakfast with bowl, ________ and _________. 3. Look at my room. There is a table, a _____ , a _____ and a ______ in my room. 4. I can ride. My sister can __________ and ________. 5. I like to eat apples, _________, and __________. 四、写出下列单词的反义词： 1. right _________ 4. here __________ 9. new __________ 1. ( 2. ( 3. ( 4. ( 5. ( 6. ( ) ) ) ) ) ) 2. black ________ 6. I __________ 10. that ________ 3.stop _________ 7.come __________ 11. my __________ 4. hot ________ 8. long ______ 12. thin ______ 五、读句子选出句子中划线部分的反义词： Hello, I am a tall boy. A. short A. white A. under A. cold A. put on A. turn off B. girl B. small B. up B. put on B. get off B. open C. fat C. lovely C. down C. get on C. turn on C. turn on D. long D. brown D. beside D. turn on D. turn in D. put on Look at the bear, it is very big. The duck is swimming on the water. It‟s hot. Take off your coat, please. I want to go to bed. I will turn off the light. The wind is strong. Please close the door. 六、用介词 in, on, under, with, at, for, to, up, off, down 填空, 不限次数： 1. Look at the duck, it is swimming _______ the water. 2. I can brush my teeth ________ toothpaste. 3. It‟s very hot. Let‟s swim _________ the water. 4. It‟s time _________ lunch. Let‟s have lunch together. 5. Here we are. Let‟s get _________ the bus. 6. I like reading _______ nine o‟clock. 7. Look ________ the bear, it‟s big. 8. Listen _______ the clock, it‟s eight. 9. The book is _________ the desk. I can‟t find it. 10. There is a pen _______ the floor. Please pick it __________. 11. Let‟s play _________ the beach. 12. It‟s cold _________ winter. 13. Sit _________ the umbrella. 14. It‟s cold. Put _________ your coat. 15. Please stand ___________ and read the book. 16. Draw a hen __________ the paper. 17. I can write _________ my hand. 18. Put the ball __________ the ground. 19. May, sit _________. 20. Bring the umbrella __________ your mother. 21. Please wash the dress ______________ water. 22. The ferry is coming. Please get _________ the ferry. 23. Look at the kite, it is flying __________ the sky. 24. Where do you live? I live _______ Shanghai. 25. It‟s very boring. Come and sing _________ me. 26. Oh, it‟s six o‟clock _________ the morning. Get _________. 27. It‟s nine o‟clock ________ night. Please go _________ bed. 七、读句子，用下列动词填空：(每词只限用一次) ( clean, wash, get off, pick up, close, turn off, brush, put on, have, ride, climb, drink ) 1. ________ the bus. 4. ________ the door. 7. ________ your teach 10. _________ some juice 2. _________ your room. 5. __________ your pencil. 8. __________ the light. 11. __________ a horse 3. _________the apples. 6. _________the shoes. 9. _________ dinner. 12. _________ the trees 2B 期末作业 2： 班级： 姓名： 2. I _________ got a good friend. 4. There _________ a bed in my room. 6. She _________ got a present. 8. You _______ got two big eyes. 10. My mother _________ a nurse. 12. I ______ brush my teeth with toothbrush. 14. The rabbit _________ two long ears. 16. What‟s this? It ______ a bag. 18. ________ you a teacher? 20. _______ you got a knife? Yes, I ________. 22. What ______ he got? He _____ two bears. 2. There is ________ egg on the table. 4. There are ________ glasses on the table. 6. He has got ______ big nose. 8. This is _______ orange coat. 10. I go to school by _______ bus. 12. Drink _________ water. 14. _______ apple juice? Yes, please. 16. I like to pick up ______ shells. 18. Bring ________ ice cream to me. 一、用 is, am, are, have, has, can 填空： 1. This __________ a new pencil. 3. You ________ a policeman. 5. I ________ a little girl. 7. There ________ two bags on the desk. 9. My sister ________ ride a bicycle. 11. She ________ tall and thin. 13. Here ________ your bowls. 15. Here _________ your pencil. 17. ______ you got a rubber? 19. What _____ you do? I _____ jump. 21. What time ______ it? It _______ six. 二、用 a, an, some 或/ 填空： 1. I have got ________ umbrella. 3. I am ________ girl. 5. I like to eat ________ apples. 7. Have _______ sweets 9. He can ride ________ bicycle. 11. Go to ______ bed. 13. _______ spoon? No, thanks. 15. _______ noodles? No, thank you. 17. I hear _________ ducks. 三、选择： 1. ( 2. ( 3. ( 4. ( 5. ( 6. ( 7. ( 8. ( ) ) ) ) ) ) ) ) I like to _______ cake for breakfast. A. drink A. umbrella A. Are Do you like to run? A. like A. clean…clean A. a biscuit A. How many A. to B. do B. close…close B. sweet B. What colour B. and C. am C. open…close C. soup C. What time C. with The room is dirty. You _______the door. I _______ the window. There is some _________ in the bowl. _________ is it? It is five. My sister likes to play _________ the doll. B. has B. an umbrella B. do C. have C. umbrellas C. Do There are four _______ on the beach. ______ you want some sweets? 2B 期末作业 3： 1. see I building 班级： tall 姓名： shanghai in a 一、将下列单词组成句子，并正确抄写： 2. do you i where live live beijing in 3. time may what it it is is o clock six 4. want do some you no mary thanks biscuits 二、将下列句子改成否定形式： 1. I have got a sister. 2. I am a teacher. 3. You are a pupil. 4. She has got a rubber. 5. There is a book on the desk. 6. Climb the tree. 7. I can jump. 三、问答句配对： 1. I am sorry. 2. Here is your present. 3. Do you want some apples? 4. What do you hear? 5. What time is it? 6. Can you skip? 7. Do you like summer? I __________ got a sister. I ______ ______ a teacher. You _______ a pupil. She ________ got a rubber. There _______ a book on the desk. _________ climb the tree. I __________ jump. ( ( ( ( ( ( ( ) No, I don‟t. ) Thanks. ) No, thanks. ) It‟s OK. ) Yes, I can. ) It‟s three o‟clock. ) I hear a cow. 四、读一读下面的谜语，将正确答案写在横线上： 1. It is brown. It has got feather (羽毛). It has got two legs. It likes to eat rice and worms（虫子）. It is chick‟s mother. It goes “cluck, cluck”. What is it? It is a ________. 3. I have got a friend. She is little and white. She has two big eyes and two small ears. She likes fish very much. She goes “mew, mew”. Look at my friend. Who is she? She is a __________. 5. Look at the animal. It is big and fat. It has a short nose and four short legs. It is very ugly and lazy. It just likes to eat and sleep. It lives in the farm. What is it? It‟s a ___________. 6. We have a friend. It is very big. It is red and round. It has not arms and legs. It is very hot. It is in the sky. We can see it in a nice day. It is a _____________. 2. Look at the animal. It is big and grey. It has two big ears and a long nose. Its tail is very short. It likes to eat bananas. I like it very much. What is it? It is an ___________. 4. I have a friend. It is little and yellow. It is hen‟s baby. It goes “chick, chick”. Look at my friend. What is it? It is a_________. 五、读短文判断，用“T”或“F”表示： On spring days I like to go to the park. The trees are green. The flowers are beautiful. On summer days I like to swim in the water. I can swim like a fish. On autumn days I like to fly a kite with my father. The kite flies in the sky very, very high. On winter days I like to run. I can run fast. ( ( ( ( ( ) 1. I like to swim in spring. ) 2. I can swim like a fish. ) 3. I like to fly a kite with my father. on spring days. ) 4. I can‟t run fast. ) 5. The tress and flowers are green and beautiful in spring. Hello, my name is Kitty. I am a cat. I am white. I have two big eyes and two small ears. I like to have fish and milk. I like to sleep on the sofa. Mary is my good friend. She is a girl. She can dance. I like to play with Mary. ( ( ( ( ( ( ) 1. Kitty is a girl. ) 2. Kitty is Mary‟s good friend. ) 3. Kitty has two big ears and two small eyes. ) 4. Kitty likes to play. ) 5. Mary likes to have fish and milk. ) 6. Kitty can dance.