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昂立培训学校幼儿英语四册教材分析

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发表于 2017-4-21 14:48:40 | 显示全部楼层 |阅读模式
幼儿四册教材分析
Unit1
口语:Hello, Lily speaking. Can I talk toOnon? Hold on, please.
重、难点:____ speaking.  Can I talk to ____?  Hold on, please. 电话用语
1.借助教具电话,设置打电话情景  Ss: 假装拿电话  T: Hello, Miss ___speaking.
  Can I talk to ____?  Ss: Yes. / No. (fast reaction)
2.纠音操练speaking    ____ speaking (one by one to say thissentence)
3.纠音操练talk → talk to → can I talk to
4.S: Can Italk to ___?  S: Yes. / No. (dragon)
5.roleplay S1: Hello, ___ speaking. Can I talk to (S2) ?  T: Hold on, please. S2, The
  phone’s for you.  S2: Thank you.  T: Sure. Ss: 理解  guess meaning (hold on)
6.纠音操练hold on
7.roleplay ,同5, 3Ss进行表演
8.布置家庭作业,要求小朋友用英语接电话,打电话给一个好朋友,用今天所学
的口语内容
课文: There is a forest.All the animals are together.
重、难点:forest, all, animal,together
介绍故事梗概,中英文结合,借助教学卡片及情景表演,和学生互动一起了解故
事的基本内容
1.借助简笔画,学习tree,many many trees, that is aforest.结合简笔画,教学卡片
让学生知道forest
2.纠音操练forest There is a forest.    Ss:complete my sentences (There is a
___.) T: 借助卡片
3.review some fruit (apple, banana…..) T: all of them are fruit
game: magic guesser(看头饰的反面猜动物)review animals, T: allof them are
animals  Ss: guess meaning
4.nSs-带头饰 T: all the animals are together,老师带头饰扮演其中一个动物,手牵
手和其他带头饰的小朋友一起唱歌(good good friends, weare playing together.)
5.纠音操练animal animals all the animals 纠音操练together all the
  animals are together
6.情景表演 T & Ss: There is a forest. T: Look, Here comes ____. (cat, dog…..)
生戴头饰走出来T & Ss: All theanimals are together.  Ss:手牵手唱歌(good good
friends, we areplaying together.)
竞争机制:
1.加树,输入操练There is a forest.
2.加动物,输入操练All the animals aretogether. 请特别突出的学生代表说加何种动物
Unit 2
口语Onon, the phone’s for you. Who’s calling? This is Tom.
重、难点:The phone’s for you. Who’s calling This is ___.
1.roleplay  S1: Hello, ___ speaking. Can I talkto S2 ?  T: Hold on, please. S2,
The phone’s foryou.  S2: Thank you.  T: Sure. 该情景为上节课内容,学生有
一定印象,可知道the phone’s for you.的意思
2.纠音操练phone the phone’s for you
3. 1.roleplay  S1: Hello, ___ speaking. Can I talkto Miss ___ ?  S2: Hold on,
please. Miss ___, The phone’s foryou. T: Thank you. S2: Sure. T: Who’s calling?
(猜几位学生的名字) S1: Yes. / No.   Ss: guess meaning (Who’s calling?)
4.纠音操练Who’s calling?  S: Who’scalling?  T: This is Miss ___.
5.纠音操练This is ____. S: Who’s calling? S: This is ____. (dragon)
6.结合unit 1 unit 2进行role play.
课文Birds are singing. What a lovely day! Look! The tortoise is reading.
重、难点:What a lovely day! ___ is doing sth.
1.fast reaction (singing dancing   reading   eating   drinking…..)  words and
  gestures
2.review some animals, learn “tortoise” (常规方法)
3.nSs-animals   注意安排某几种动物为复数 T: ___ is/are doing sth. 学生相应的反应,其中对于Birds are singing. Thetortoise is reading.要多输入,加入Deer  are dancing. The hareis running.学生可以意会什么情况用is,什么情况用are,老师也可以总结,但不要从语法的角度
4.complete my sentences ____ is / are __ing.
5.老师拿太阳公公头饰慢慢升起,输入What a lovely day. Ss:listen and guess meaning
6.纠音操练lovely lovely day What a lovely day!
7.wooden man & best performer to practice “What a lovely day!”
8.Look为幼一已学内容,不做重点
竞争机制:
1.太阳公公爬山,输入操练What a lovely day!
2.准备2只小鸟,在其嘴边加五线谱的音符,输入操练Birds are singing.
3.准备1只乌龟,加书,输入操练The tortoise is reading.
Unit3
口语Welcome to my party!  Happybirthday
重、难点:welcome  party    birthday
1.布置板书,画个生日蛋糕。T: Today is mybirthday! You can say……提示学生Happy birthday! Sing the song (happy birthday)
2.纠音操练birthday → happy Birthday
3.T:Welcome to my party! Look, there is a birthday cake. Balloons, flowers and manygifts. Let’s sing and dance. This is my birthday party. (借助情表,Ss: guess meaning “party”)
4.情景设计: 2Ss带着礼物去老师家,敲门  2Ss: Knock! Knock! Hello!T: Yes?
  2Ss: Hello, it’s ____. T:Oh, come in.  2Ss: Happy birthday! T:Thank you.
  Welcome to my party.
5.纠音操练welcome , party welcome to my party.
6.role play,4的情景,将老师的角色换成学生
课文: Deer are dancing. Look! The hare is running
重、难点:deer  dancing  hare running
1.unit 2中已经进行过提前输入,可将该环节再次进行nSs-animals 注意安排
某几种动物为复数 T: ___ is/are doingsth. 学生相应的反应
2.结合3-7句进行复习
3.role play and best performers
竞争机制:
1.兔子跑步,看谁跑得快,输入操练The hare is running.
2.蛋糕上加蜡烛,输入操练Welcome to my party. Happy birthday!
Unit4
口语I have a gift for you. Really? What is it? Guess!
重、难点:gift  really   What is it?    guess
1.情景设计: T: Knock! Knock! Hello!  S: Yes?   T: Hello, it’s ____.
S: Oh, come in.  T: Happy birthday!  S: Thank you. Welcome to my party.
T: I have a gift foryou.   T: show the gift   Ss:直观理解gift的意思及整句话的
意思
2.纠音操练gift I have a gift for you
3.really在平时的课堂上老师可作为常用语输入,如magic guesser等游戏,可经常问问really? Are you sure?,学生回答yes or no
4.What is it? 幼一中已经学过What is it? It is a ___.不做重点讲授
5.情景设计:老师准备一个包装精美的礼物盒,并且可以摇摇,让学生听到声音,表示今天表现最好的小朋友可以得到这个gift.让学生猜是什么东西引出guess,最后的答案可在下课前公布,拆开礼物。
6.纠音操练guess
7.role playunit 3 & unit 4结合起来
课文:Good morning,everyone. I’m fast. Who wants to race with me? How about you, Tortoise? I’mslow, but I can run.
重、难点:everyone  fast-slow  Who want to race with me?  But Ican run.
1.goodmorning为已学内容,不做重点,可借此复习good morning/afternoon/
  evening/ night
2.everyone可在平时课堂中打招呼经常用到,纠音操练every-one(分音节)
3.老师准备一些道具,情景设计T: Hello, everyone. I’mfast. Who wants to race with
me? How about you, ____? 重复以上句子(跳绳,跑步……),学生通过老师的
表演理解意思
4.纠音操练fast-slow(fast reaction)→ I’m fast    race → race with me → wants
to → Who wants to race with me?   How about you?  (best performers)
5.1S:Hello, everyone. I’m fast. Who wants to race with me? How about you?
Miss ___?    T: I’m slow, but I can run. / jump…… Ss:Ready, go!(平时课堂
上可以用到的,可稍作带读,辅助该情景)可多重复几次该情景
6.纠音操练I’m fast.-I’m slow.fast reaction  run I can run but I can run
(复习扩充walk, jump……)
7.role play
竞争机制:
1.比赛跑步,操练输入I’m fast. Who wants to race with me? How about you, ___?
2.猜礼物,胜利方可获得一次猜礼物的机会,输入操练I have a gift for you. Really?
What is it? Guess!
Unit5
口语: Is it round? No. Is it square? Yes.
重、难点:round   square
1.老师在黑板上画出不同的形状,边画边输入round, square,triangle, rectangle……学生直观理解
2.game: magic guesser  T:round? Is it round?……(进一步输入)
3.纠音操练round  square,可根据学生能力考虑是否扩充其他单词
4.magic guesser (card on 1S’s head   Ss: Is it ___?    1S: Yes./ No.) T: hold
the card   1S: Is it ___?   Ss: yes or no.
5.扩充Is it ___? (颜色、大小等)
课文: Then let’s race. OK. Let’s race. I’m going to try to win. Hurray!
重、难点:Let’s race.  I’m going totry to win.
1.role play to review (T-rabbit 1S-turtle) 输入Then let’s race. 1S: ok or no.
2.then为已学内容Then what shall I do? 不做重点
3.纠音操练race let’s race.
4.win通过手势让学生理解意思
5.role play (1S-rabbit T-turtle) 输入I’m going to try to win.
6.纠音操练try to win I’m going to try to win.
7.hurray为已学内容
8.整体role play
竞争机制:
1.赛跑,输入操练Let’s race. I’m going to try to win.
2.画简笔画,某动物形象,注意其中的线条用已学的内容表达出来,输入操练Is
it ___? Yes, it’s ___.
Unit6
口语: Is it a box? Yes. Here you are. Wow. Ha! Ha! Ha !It’s a jack inthe box.
重、难点:box  Here you are.  jack in the box
1.magic guesser 反面拿动物头饰,T: Is it a ___?  Ss: yes / no
2.Is it的句型已学,主要强调a box,实物展示a box,同时提问Is it square? Is itred?….
3.Here you are为已学内容,不做重点
4.借助实物展示jack in the box
5.纠音操练jack in the box
6.role play
课文:Go straight.  See that longroad?  I get it.   Yes, I see it.
重、难点:straight  I get it.  see
1.role play: review
2.借助简笔画,输入Go straight. (画一条有岔道的路)See that long road?  Ss: guess meaning
3.通过直路和弯路的对比,让学生理解straight
4.纠音操练straight go straight    road long road (对比short road)
5.Ss: sleep  T: hidesomething   Ss: wake up   T: say “See that ___?”
  Ss: find 老师告知学生在此时应说I get it. 或者 I see it.  Ss:理解意思
4.纠音操练get get it I get it.    see see it I see it.
5.结合前面已学内容进行role play
竞争机制:
1.加小礼物,输入操练Here you are.
2.比赛,输入操练Go straight. See that long road? I get it. I see it.
Unit7
口语:What does your father do? He’s a doctor. What does your mother do?She’s a
nurse.
重、难点:father  mother  doctor nurse
1.借助相片让学生对mother father me grandfather grandmother等有个认识
2.纠音操练father mother (song & chant)
3.借助教学卡片让学生直观理解doctor  nurse  policeman teacher等,并设计动作
4.纠音操练doctor nurse(I say you do, I do you say, magic guesser……)
5.complete my sentences输入He’s / She’s…..
6.借助简笔画,男女生对比区别he / she
7.T: ask  Ss: answer
课文:Ready! Set! Go! The Hare is fast. The Tortoise is slow.
重、难点:ready  set  go fast   slow
1.情景设计:两同学比赛跑步,老师输入Ready! Set! Go!比赛结束后,老师问:Who is fast? ___ is fast. ___ isslow.(情景反复出现几次)
2.纠音操练ready set go
3.两同学戴头饰扮演小动物比赛 Ss: Ready! Set! Go! 比赛结束后T: Who is fast?  Ss:The ___ is fast. T: Who is slow?  Ss: The___is slow.(反复出现)
竞争机制:
1.Hare and tortoise组比赛,输入操练Ready! Set! Go! The Hare is fast.The Tortoise
is slow.
2.加注射器或者听诊器,输入操练What does your ___ do? He/ She is a doctor/ nurse.
Unit 8
口语:What does your uncle do? He’s a policeman. What does your auntydo?
She’s a teacher.
重、难点:uncle  aunty   policeman  teacher
1.review: unit 7
2.通过相片或卡片让学生理解uncle, aunty的意思
3.纠音操练uncle  aunty(song  chant)
4.借助教学卡片让学生直观理解policeman  teacher等,并设计动作
5.情景设计:抓小偷,老师呼救policeman, help me.
           I am a teacher.
6.纠音操练policeman  teacher (I sayyou do, I do you say, magic guesser……)
7.T: ask  Ss: answer
8.可根据学生掌握情况扩充单词singer  dancer  manage…..
课文Hi, Tortoise. What are you doing? I’m racing with the Hare.
重、难点:I’m racing with the Hare.
1.review some gestures (verbs) singing  dancing   reading  sleeping…
2.T: What are you doing?  帮助学生回答act and answer
3.Ss: sleep  T: 分发头饰给学生,T:邀请学生进行比赛,输入I’m racing with the___.(不同动物)
4.纠音操练with racing with   I’m racing withthe ___.
5.T: What are you doing? Ss: I’m ____.
6.纠音操练What are you doing?
7.Ss: What are you doing? T: answer S: answer
8.review and role play
竞争机制:
1.跑步比赛,输入操练What are you doing? I’m racing with the ____.
2.加书或者加军帽,输入操练teacher , policeman.
Unit9
口语:Use your eyes ! (nose; ears; tongue; hands)  I can see (smell. hear. taste. feel)
重、难点:use  eyes nose ears tonguehands see smell hear taste feel
1.sing a song (eyes ears knees and toes)
2.game: Simon says
3.纠音操练eyes nose ears tongue hands (视学生情况而定,不一定全部都要教授完,在平时的课堂中eyes hands应该是经常用到的)
4.game: 贴五官/ 画五官(竞赛)
5.T: Use your ____! Can you ____? (在问的过程中,有相对应的,也有不对应的问题,如:Use your ears! Can you smell?),让学生在判断过程中理解see smell hear等单词意思
6.纠音操练see smell hear taste feel(视学生情况而定,不一定全部都要教授完,在平时的课堂中see hear应该是经常用到的)
7.问答式chant复习操练该口语Use your ___? Can you ___? Yes, I can. I can___. /No, I can’t.
8.role play (师生问答 → 生生问答
课文:Come on, Tortoise. Good luck! Thank you. I’ll try my best.
重、难点:come on  good luck   try my best
1.在平时的课堂中,尤其在比赛中老师可以经常用到come on.这个句子
2.老师准备一包旺仔QQ糖“come on .baby !” (旺仔QQ糖的广告 )
3.纠音操练come on,无需花过多时间
4.动作突破good luck的意思
5.情景设计:考试前或参加比赛前父母或朋友经常说good luck
            老师把水果贴都装在一个盒子/袋子里,其中装少数几个小人头。让每一个小朋友来抓取,“谁抓到小人头 ,老师就说You’re so lucky!”老师在每个小朋友抓的时候,不断地说“Come on ! ___! Goodluck ! ’’,并且要求学生回答Thank you.帮助学生回答I’ll try my best.
6.纠音操练luck good luck/ bad luck
7.情景设计:老师搬桌子(重物),It’s very heavy, but I’ll try my best.
老师跳起来拍高处的东西,It’s very high, but I’ll try mybest.
  Ss: guess meaning
8.纠音操练best try my best I’ll try my best.
9.role play
竞争机制:
1.比赛(跑步、爬高、登山等)输入操练come on, ___. Goodluck! Thank you! I’ll try my best.
2.加五官比赛,输入操练ears eyes nose hair mouth等等(未未学的知识作输入准备)
Unit 10
口语:What do you like to do? I like playing the piano. I like watchingcartoons.
重、难点:I like playing the piano. I like watching cartoons. I like doing……
1.review: T: Which fruit do you like? What do you like?  Ss: answer(问答之前需先复习相关的名词)
2.review some verbs(singing dancing  drawing……)
3.T: What do you like to do? Singing dancing or drawing?  Ss: answer (老师帮助学生回答整个句子,并借此机会进行操练)
4.learn some new words: piano, violin, drum(动作具有代表性)
5.纠音操练playing the ___.(I say you do, I do you say, magic guesser……)
6.T: ask  Ss: answer (class→ single)
7.借助卡片或手偶或其他教具让学生理解cartoons(可举例学生熟悉的动画片名)
8.T: Who likes watching cartoons? Ss: 举手示意(可了解学生是否理解意思)
9.纠音操练cartoons → watching cartoons
10.role play (师生、生生)
课文The Hare runs fast. The Tortoise tries to run fast.
重、难点:try-tries    run-runs
1.role play(review: Unit 1-Unit 10)  T: Who runs fast? (The Hare or the Tortoise?)
  Ss: answer(The Hare.)  T: 补充The Hare runs fast.结合complete my sentence让学生掌握The Hare runs fast. The Tortoise runs slow.趁机输入The Tortoise tries torun fast.   Ss: guess meaning
2.trick game: The Hare runs fast./ The Hare run fast.(操练)
3.trick game: The Tortoise tries to run fast./ The Tortoise tryrun fast.(操练)
4.扩展:Billy eats much.  Lily triesto eat much
        The cat runs fast.The mice tries to run fast. …..(采用已学内容)
5.整体复习
竞争机制:
1.加琴键,输入操练What do you like to do? I like playing the piano.
2.龟兔比赛,输入操练The ___ runs fast.  The ___tries to run fast.
Unit 11
口语:Yeah, it’s freezing. Brrr…..I’m cold. Put on the jacket
重、难点:it’s freezing.  cold  put on the jacket
1.情景设计:借助简笔画,It is a cold winter day. It’s freezing.   Let’s go skating.
“It’s a cold winter day”   Little lamp wants to drink the water.
   “Oh.  a river !” “Oh .no ! It’s freezing.”(老师在黑板上画出ice 冰块)
   Ss: guess meaning
2.纠音操练freezing → It’s freezing.
3.cold-hot(对比动作教学) Ss: guess meaning
4.纠音操练cold,学生能力强的话可以扩展教授hot
5.T: Are you cold/ hot/ hungry/ full…..?  Ss: answer
6.learn some new words (jacket skirt  scarf…..) 通过简笔画或者实物展示
  “Who is wearing the ___today ?”穿戴相应物品的学生stand up
   纠音操练以上单词,数量可视学生掌握情况而定
7.put on-take off (对比动作教学)  Ss: guess meaning
8.纠音操练put on,学生能力强的话可以扩展教授take off
9.选择:在黑板上画上几样不同的服饰,有冬天穿戴的和夏天穿戴的两种类型
  T: It is winter. It’sfreezing. Are you cold/ hot?  S: Yes/ No,I’m ___.
Put on the ___.
10.role play
课文:Look! Carrots! They look good. Hmm…I’m going to eat some carrots!
Oh, delicious!
重、难点:carrot  They look good.   delicious
1.情景设计,准备充分教具:T-mouse(Look! Apples,cookies and juice! They look good. Hmm…I’m going to eat some cookies! Oh,delicious!) T-Billy (Look! Honey! They look good. Hmm…I’m going to eat somehoney. Oh, delicious!) T-Hare (Look! Carrots! They look good. Hmm…I’m going toeat some carrots! Oh, delicious!)   Ss:guess meaning
2.纠音操练carrots (可视情况扩充其他蔬菜)
3.纠音操练They look good.(三个单词都为已学内容,只需流畅输出即可)
4.I’mgoing to的句型为已学内容,主要突破eat some carrots即可
5.纠音操练delicious(分音节)
6.roleplay,请不同学生扮演不同动物,操作步骤1
竞争机制:
1.吃萝卜,输入操练Look! Carrots! They look good. Hmm…I’m going to eat some
carrots! Oh, delicious!
2.加夹克,输入操练I’m cold. Put on the jacket.
Unit 12
口语:Lily, hide the pencil. Tom, guess! Where’s the pencil? In the bag?No! It’s under
your chair.
重、难点:hide the ___.  in   under
1.情景游戏Ss: sleep  T: hidesomething(pen)   Ss: open eyes and seek
  Ss: guess meaning (由老师藏东西过渡到学生藏东西,不断输入hide the ___.
Guess, Where is the___. In the ___?)
2.纠音操练hide
3.fast reaction (T → S: 下命令 Hide the ___.)  Ss:hide (反应动作)
4.guess  Where’s the ___? 为已学内容,不做重点
5.方位介词的学习in on under(实物展示)
6.纠音操练in on under
7.fast reactionT: say → S:say   Ss:act
8.make sentences, in the ___. Under ___……
9.role play
课文:The Hare eats too much. I’m full. I’m so sleepy! The Hare fallsasleep.
重、难点:too much   full   sleepy  falls asleep
1.S-Billy (Look, honey. They look good. I’m going to eat somehoney. Oh, delicious.)
  T: Billy eats too much.
S-mouse (Look, Apples,cookies and juice. They look good. I’m going to eat some
apples. Oh, delicious)  T: The mouse eats too much.
S-Hare (Look, carrots. Theylook good. I’m going to eat some carrots. Oh, delicious)
T: The Hare eats too much.
2.纠音操练too much → The ___ eats too much.
3.T-Billy/mouse/ Hare(Look,…..Oh, delicious.) I’m full. I’m so sleepy.  Ss: guess meaning
4.纠音操练full  sleepy (fast reaction  I say you do, I do you say) → I’m full. I’mso sleepy.
5.S-Billy/ mouse/ Hare(Look,…..Oh, delicious.) I’m full. I’m so sleepy.   
T: Billy/ The mouse/Hare falls asleep.   Ss: guess meaning
6.纠音操练asleep → falls asleep → The Hare falls asleep. → ____ fallsasleep.
7.role play (review the story)
竞争机制:
1.加钢笔在椅子下或包里,输入操练Where is the pen. It’sin the bag. It’s under the chair.
2.加萝卜,输入操练The Hare eats too much. I’m full.
Unit 13
口语:Knock! Knock! Who is it? Tom is here. May I come in?  Come in, please.
重、难点:Who is it?  ____ is here.May I come in? Come in, please.
1.review: 幼二Knock! Knock! Hello! Yes? It’s Billy. Oh, it’s you. Comein.
2.加入May I come in? Come in, please.的学习(实地情景学习)
3.纠音操练May I come in.
4.practice in pairs (May I come in? Come in, please.)
5.S: Knock! Knock! T: Who is it? Billy? Lucy?….?  S: answer May I come in?
T: Come in,please.   Ss: guess meaning
6.纠音操练is it (make smooth reading) → Who is it?
7.T: Knock! Knock! S: Who is it? T: ___ is here?  May I come in?
  T: Come in, please.   
8.带读___ is here.即可
9.role play (in pairs)
10.要求学生在日常生活中使用该口语(如:上课迟到)
课文:Here comes the Tortoise. The Tortoise sees the Hare. Oh, the Hare.I’ll keep on
      going.
重、难点:Here comes ____.   Sees   I’ll keep on going.
1.review: This is my eye, I can see. This is my ear, I canhear…..(see加深印象)
2.nS-戴动物头饰  T: call animals  nS: come to the blackboard
T: Here comes the ___.The ___ sees the ___.  S-S: Hello, niceto meet you. Same
here. (或其他对话)   Ss: guess meaning
3.纠音操练comes → Here comes the Tortoise. The Tortoise sees the Hare.
4.fast reaction (T: 戴不同动物头饰并朝学生方向走来) Ss: Here comes the ___.
5.roleplay (T-Tortoise  S-Hare)演示输入I’ll keep on going.老师可以扮演不同的动物,结合Here comes the ____.The ____ sees the ____. Oh, the ____, I’ll keep on ___. (flying  jumping singing   dancing…..)
  抢椅子游戏:Let’s keep on playing.
6.纠音操练keep on → keep on → I’ll keep on going.
7.role play.可加入I’ll keep on flying jumping singing…..
竞争机制:
1.两只乌龟 / 蜗牛比赛输入操练I’ll keep on going.
2.房间里进小人,注意要有一张门,输入操练Knock! Knock! Who is it? ___ is here. May I come in?  Come in, please. (胜利方派代表说该句子)
Unit 14
口语It’s Sunday. Let’s go to the zoo! You are wrong. It’s Monday.
重、难点:Sunday Monday zoo wrong
1.借助日历学习Sunday Monday (fast reaction words and gestures)  
sing week song
2.纠音操练Sunday  Monday (I say youdo, I do you say)
3.Magic guesser (T: 翻日历,1S: guess  Ss: Yes orNo.  T: Yes, you’re right. / No,
you are wrong.)  用简笔画勾、叉加深学生对right, wrong的理解
4.情景设计:It’s Monday. It’s 10o’clock. Onon is still sleeping. It’s Sunday. We can go to the park. We can goto the zoo. (用英语加简笔画解释zoo. There are many animals in the zoo.)It’s Sunday. It’s 8o’clock. Onon is going to school.(让学生理解Sunday Monday的区别)
5.手偶对话,输入It’s Sunday. Let’s go to the zoo! You are wrong. It’s Monday.  
  Ss: guess meaning
6.纠音操练zoo → go to the zoo → Let’s go to the zoo. wrong → You are wrong.
7.practice this fresh English (role play)
8.在接下来的课堂中可扩充学习周二至周六
课文Wake up! Wake up! Oh, no! The race! He is too full to run fast.
重、难点:Wake up!
1.T: sleep/ wake up (word and gestures)   Ss: guess meaning
2.纠音操练wake up
3.roleplay (2Ss-birds  T-Hare) Wake up! Wakeup! Oh, no! The race. → 2Ss-birds  S-Hare操练Wake up! Wake up! Oh,no! The race!  T: 输入He is too full to run fast.该句子没有新单词,稍稍操练即可,full-hungry(复习)
4.扩充too fat to come in /too tall tocome in…….
5.roleplay (review)
竞争机制:
1.加小人去动物园,输入操练It’s Sunday. Let’s go to the zoo.
Unit 15
口语:Attention, please!  I’lltell a story.  Great story!
重、难点:attention  tell a story  
1.T: 借助教具小喇叭,Attention, please! 要求学生都闭上嘴巴,保持安静,并坐好  Ss: guess meaning
2.T: I’ll tell a story. 老师用中文开头讲个故事  Ss: guess meaning
3.纠音操练attention (分音节)  story → tell a story → I’ll tell astory.   Great为已学内容,不做重点
4.best performer (check in single) Attention, please! I’ll ___. (sing a song, dance….)
  Ss: Great ___.(Great!)
课文:I’m so full. I’m going to lose. I’m almost there! Come on,Tortoise! Come on,
  Hare! Go, Hare! Go, Tortoise!
重、难点:lose  I’m almost there!
1.lose-win (设计动作突破I say you do, I do you say)
2.常规游戏操练I’m so full. I’m going to lose.
3.在黑板上演示或者自己表演展示I’m almost there! Ss: guess meaning   
  要求学生帮忙加油Come on, ___.  Go, ___.
4.纠音操练almost  there → I’m almostthere!
5.bestperformers (请不同学生扮演不同动物I’m almost there!)  Ss: Comeon, ___. Go, ___.
6.roleplay (review)
竞争机制:
1.龟兔比赛,输入操练I’m almost there! Comeon, ___! Go, ___! I’m going to lose.
Unit 16
口语:Where are you going? We are going to school. We are pupils. Great!Have a
      good day!
重、难点:where  school  pupil  Have a good day!
1.It’s Sunday. We are going to the zoo. T: Where are yougoing?  T & Ss: We are
  going to the zoo.   
  It’s Monday. We are goingto school. T: Where are you going?  T& We are going
to school.
Ss: guess meaning
2.纠音操练school
3.make sentences (answer questions)  Where are you going? We are going to ___.
4.借助教具红领巾,输入We are pupils.   Ss: guessmeaning
5.纠音操练pupil → pupils → We are pupils.
6.Great为已学内容
7. It’s Sunday. T: Where are you going?  Ss: We are going to the zoo. T: Great! Have
  a good day!
  It’s Monday. T: Where areyou going?  Ss: We are going to school.T: Great! Have
  a good day!
8.纠音操练have a good day
9.role play(设计情景,节假日到了,问学生Where are you going?)
课文:The Tortoise is first! The Tortoise won! Oh, no! I lost! I lost!
重、难点:first  won  lost
1.2Ss跑步、拔河比赛,输入___ is first. ___ won! ___lost! Ss: guess meaning
2.纠音操练first, 可考虑扩充second   won-lost (对比教学)
3.best performers
4.role play (review)
竞争机制:
1.拔河比赛,输入操练___ is first. ___ won. ___ lost.
2.去学校,看谁先到达,输入操练Where are you going? We are going to school.

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