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1、Unit2NumbersIefsactpre-taskpreparation通过提问whatdoyouhaveinyourbag?帮助学生复习他们学过的学习用品类单词，同时让学生将提及的学习用品放置于书桌上。老师通过讲解并描述挂图上的情景（孩子们在美术课上合用学习用品）引出祈使句giveme.,please.让学生感受帮助别人、与他人共享物品的快乐。看图说话后，老师可支配一组问题,检查学生对图意的理解，仅要求学生做简洁答复，例:whatdidsamwant?arubber.while-taskprocedure听录音，要求局部学生按祈使句的要求作出反响，其他学生判定正确与否。在学生理解两句句子
2、的根底上，可将学生分成四人小组表演图片中的故事，然后请个别小组上前表演。post-taskactivities可启发学生将祈使句中的单词，替换成他们学过的其他单词进展对话，最终老师可创设真是情景，发给学生图画纸，要求学生画画教室。其间假设须要图画用品，可用giveme,please.向他人借用，让学生学会在生活中运用学到的英语。languagefocus:usingimperativestogivesimpleinstructionse.g.giveme.,please.usingnounstoidentifyclassroomobjectse.g.rubberlanguageskills:l
3、isteninglocatespecificinformationinresponsetosimpleinstructionsspeakingusemodeledphrasestocommunicatewithotherlearnersmaterials:studentsbooklapage7cassettelacassetteplayerwallchartlapre-taskpreparation1. revisetheclassroomobjectsvocabulary,askthestudentswhatdoyouhaveinyourbag?inviteindividualstoansw
4、erthequestionwiththewordstheyhavelearnt,asktheclasstoputtheirpersonalitemsonthedesks.2. putupthewallchartontheboardandtellastorylikethis:samandhisclassmatesenjoydrawing,onedaytheirteachertoldthemthattheycouldeachdrawapicture,thestudentswerehappytodothis,however,theteachertoldthemthattheymustsharesom
5、eoftheirthings,theyneedtoaskpolitelyiftheywanttoborrowsomething,samdidnthavearubbersohesaidtothegirlsittingnexttohim,givemearubber,please.shewashappytosharewithhim.anndidnthavearulersoshesaidtotompolitely,givemearuler,please/theteacherwashappythateveryonewassharingtheirthings,shealsolikedtheirpictur
6、es!3、asksomequestionssuchasthefollowing:whatdidsamwant?(arubber.)whatdidhesay?(givemearubber,please.)whatdidannwant?(aruler.)whatdidshesay?(givemearuler,please.)while-taskprocedure1. playthecassettetapeforgivemearubber,please,asksomestudentstoactitandtherestoftheclasstojudgerightorwrong.2. repeatthe
7、processwithgivemearuler,please.3. openthestudentsbooktopage7andaskthestudentstosaythetwosentences.4. dividetheclassintogroupsoffourtopractiseactingthenstory.5. selectgroupstoactthestoryouttotheclass,post-taskactivities1. letpairsofstudentssubstituteruler,andrubber,withsomeotherwordstheyhavelearntand
8、actthedialogue.2. distributewhitedrawingpapertoeachstudent,tellthemthattheycanusetheirpencilsandrulers,etc.todrawapictureoftheftclassroom,iftheyneedtoborrowsomething,theymustsaygiveme.,pleasetotheirclassmates.homework:alistentothetapeandreadafterit.bdotheexercisesonstudent,sbook.blackboard:givemearu
9、bber,please.givemearuler,please.note:Iefstalkpre-taskpreparation问候：通过师生互致问候，引出hello与hi,并稍作说明：hi为比拟随意的问候语，一般用于学生之间，而对于老师和年长者应当用hello；随后学生们用hello与hi互致问候。自我介绍：老师可指引着自己引出：hello,Tm.在与学生的会话中引出学生的自我介绍，然后鼓舞学生向别人作自我介绍，相识心新挚友，启迪学生主动交往的意识。介绍他人：向学生介绍布偶，引出thisis.然后由学生介绍他们各自的挚友，引导学生将问候语用于介绍中。while-taskprocedure利用
10、挂图和课本中的插图，学生听录音，跟说对话，然后将学生分成三人小组分角色操练对话。选局部组进展表演，要求在表演前做自我介绍，学会真实运用Km.与thisis.post-taskactivity要求学生替换真实状况表演对话，检查学生的发音。在交际中，不要随意打断学生，留意开展学生流畅的思维。languagefocus:usingformulaicexpressionstogreetpeoplee.g.hi,may.usingformulaicexpressionstointroduceoneselfe.g.hello,i,mmay.usingformulaicexpressionstointrod
11、uceyourfriendse.g.tisistim.languageSkillszspeakingusemodeledphrasetocommunicatewithotherlearnersopenaninteractionbyintroducingoneselfopenaninteractionbygreetingsomeonepolitelyopenaninteractionbyintroducingyourfriendsmaterials:studentsbooklapage8cassettelacassetteplayerworkbooklapage5wallchartlapre-t
12、askpreparationagreeting:1. sayhellotothestudents,promptthemtoreturnthegreetinglhello,miss2. encouragethestudentstosayhello,toasmanyclassmatesaspossible.3. sayhi,tothestudents,promptthemtorespondhi,.explainthathi,isinformalandforusebetweenstudents,theymustsay,hello,whentheygreetyouandOtheradults.4. e
13、ncouragethestudentstosayhi,toeachother.bintroducingyourself:1. holdupamuppet,sayhello,iam.,thenpointtoyourselfandsayhello,i,mmiss.repeatseveraltimes.2. sayhello,immiss.,toindividualstudents,toelicithello,im.(studentsname)3. encouragethestudentstogreeteachotherandintroducethemselvestoeachother.cintro
14、ducingyourfriends:1. introducethemuppettothestudents,saythisis.(muppetsname),askthestudentstogreetthemuppethello,.,2. askwhosyourfriend?canyouintroducehim/hertome?promptindividualstudentstointroducetheirfriendslhello,miss.thisis.(friendsname)3. encouragethestudentstointroducetheirfriendstoeachother.
15、while-taskprocedure1. putupthewallchartontheboardsothatallthestudentscanseeit.2. playthecassettetapeforpage8.studentslistenandfollowintheirbooks.3. playthecassettetapeagain,studentslistenandrepeatseveraltimes.4. dividetheclassintogroupsofthree,haveeachstudentchooseacharacter,practisethedialoguewitht
16、hecharacternames.5. selectgroupstoactthemodeldialoguefortheclass,beforeperformingtherole-play,eachstudentmayintroducehis/herowncharacter,e.g.hi,i,mmay.post-taskactivityextendthetaskbyhavingthesamegroupspractisethedialogue,substitutingwiththeirownnames,selectgroupstoactthedialogues,checkstudentspronu
17、nciation,andcorrectifnecessary.consolidationworkbookpage5:asamisintroducingjohntomay.drawalinefromsamtothecorrectwords.blistenandrespondquickly.homework:alistentothetapeandreadafterit.bdotheexercisesonstudentsbook.blackboard:hi,may.thisistim.hello,izmmay.hello,may.note:Iefslearnpre-taskpreparation取出
18、一罐糖果，引出教学内容：数数。准备六把尺，边数数，逐把加上，引出。nesix,其间鼓舞学生跟着老师数数。还可以换用其他物品来练习数数。出示数字卡片和单词卡片，让学生边辨别，边跟读。while-taskprocedure学生边跟录音读，边辨别书上的单词，然后可要求学生听音指出听到的数字。将不同物品（各为六个）放置于桌上，学生跟老师数数。将全班学生分成六组，在桌上的物品中添加或取走（在1至6的范围内），各组绽开数数竞赛。还可以给学生每人六颗糖，听到指令后（数字），数出相应的糖果，当然也可以用其他物品来进展类似的活动，老师可用糖果嘉奖反响最快的学生。post-taskactivity准备假设干盒子，
19、里面装有不同物品，学生以小组为单位，选择一类物品进展数数。languagefocus:usingnumeralstocountfromontosixlanguageskills:listeninglocatespecificinformationinresponsetosimpleinstructionsmaterials:studentsbooklapage9cassettelacassetteplayerworkbooklapages6and7wordandpicturecardslaajarofsweetsboxeswithvariousobjectsinsidepre-taskprep
20、aration1. holdupajarofsweets,saylook,doyoulikesweets?howmanysweetsarethereinthejar?youallknowhowtocount,todaywewilllearnhowtocount,todaywewilllearnhowtocountone,two,three,four,five,sixinenglish.ifyoulearnallofthenumbers,youcanhavethesweets.2. havesixrulesready,holdupthefirstrulerandaskwhatsthis?toel
21、icit/aruler/3. introducethenewnumberwordsbyaddingtherulersonebyone.countslowlyone,two,three,four,five,six,repeat,encouragethestudentstocounttogether.4. repeatsteps2and3,thistimeusingrubbers.5. putthenumbercardsontheboard,thenputthewordcardsnexttothemandrend,studentsrepeat,while-taskprocedure1. opent
22、hestudent/sbooktopage9.playthecassettetapeandallowstudentstofolloworallyuntiltheyarefamiliarwiththewords,askthestudentstopointeachnumberwordaditisbeingreadout.2. putthesamenumberifobjectsonatableinfrontoftheclass,useapointertopointandcountwithstudents.3. dividetheclassintosixgroups,addonorrakeawayob
23、jectsbutalwayskeepthenumberwithintherangeof1to6.haveeachgroupcountadifferentkindofobject,thequickesttocalloutthecorrectnumberwillbethewinner.4. listeningactivity:everystudentisgiven6sweets,readoutanumberwithintherangeof1to6.whenthestudentshearthenumber,theycountoutthecorrectnumberofsweetsandputthemi
24、ntheirhands,walkaroundtheclassroomandcheck.post-taskactivitydividetheclassintogroups,preparesomeboxeswithvariouskindsofobjectsinside,askeachgrouptochooseonekindofobjectandcount.consolidationworkbookpage6alistenandcirclethenumberyouhear.blistenandwritethenumbers.workbookpage7acolorthecorrectnumber.bd
25、rawthecorrectnumberofthingsyoulikebest,homework:alistentothetapeandreadafterit.bdotheexercisesonstudentsbook.blackboard:onetwothreefourfivesixnote:letsplaypre-taskpreparation老师报数字，学生边重复边用手势表示。准备一些卡纸开展小组活动，卡纸上面画有不同数量的物品，学生数数、说说，并试着将数词单词与相应的数目配对。老师提问，示意学生作出反响：CanyOUShOWmenumbers?canyouclap?canyousayth
26、enumbersfromIto6?while-taskprocedure做做手势：老师边做手势边带学生数数；随意抽学生让他们听指令作出反响（发音与手势）：Showmeone/two.老师拍手并数数，学生跟着数数，随后学生边拍手边数数。老师请个别学生连续数数。跟录音读数遍后，要求学生随录音或老师边说边做，进展个别、小组或全班的听指令，说说做做活动。猜猜数量：在盒子里放入假设干物品，让学生猜一猜数量，学生推想后，取出物品共同数数以严整，也可由学生在盒子里放置物品，让别人猜，以启迪学生的主体意识。post-taskactivity将学生分成四人小组开展活动，老师报出词组（数词加上学习用品单词），要求
27、学生用句子giveme，PIeaSe.收集相应的物品。languagefocus:usingimperativestogivesimpleinstructionse.g.showme.usingnumeralstocountnumberslanguageSkillsdisteninglocatespecificinformationintheresponsetosimpleinstructionsspeakingusemodeledphrasetoopenandmaintainaninteractionmaterials:studentsbooklapage10cassettelacasset
28、teplayerworkbooklapage8wordandpicturecardslapre-taskpreparation1. sayanumber,e.g.one.thestudentsshowthenumberwiththeirfinger(三)andrepeatasitisbeingreadout.2. preparesomecardboardrectanglesforsmallgroupactivity,oneachdrawsixrowsacrossandaverticallineparalleltotherightmargin,insidethelongrectanglespac
29、es,draw1to6smallobjects,e.g.row1has2objects,row2has6objects,etc.letstudentscountandinviteindividualstocomeupandputthecorrectwordcardforeachnumberontotheboardnearthemargin.3. askcanyoushowmethenumbers?canyouclap?canyousaythenumbersfromito6?while-taskprocedureaact:1. putuponefingerandsayshowmeone,stud
30、entscopy,continuewithtwo,three,four,fiveandsixwithstudentscopying.2. withoutdoingtheaction,randomlyselectstudentsandsayshowme.studentsrespondbydoingtheactionandsayingthenumber.3. clapandcountone,two,three,four,five,six,studentsrepeatthewordsonly,thensayanddolclap-one,two,three,four,five,six,students
31、sayandmimeclap-one,two,three,four,five,six.4. selectstudentsandsay,say-one,two,three,four,five,six,studentsrespond.5. playthecassettetape,studentslistenandfollowintheirbooks.6. playthecassetteagain,encouragethestudentstosayandactwithyouandthecassette.7. inviteindividualstudents,groupsorthewholeclass
32、tosayandactfollowingyourcommands.bguess:1. putanumberofobjects(from1to6)intoabigbox.askstudentshowmany?2. letindividualstudentsmaketheirguesses,takeoutobject(三)andcounttogetherwiththestudents.3. studentscantaketurnstoputinobject(三)fortheclass.post-taskactivitydividetheclassintogroupsoffour,calloutan
33、ynumberfrom1to6plusthenameofanyobjectstudentshavelearnt,getindividualstudentstousethesentencestructuregiveme.,pleasetocollectthecorrectnumberofobjectsfromtheirclassmates.consolidationworkbookpage8:countandcirclethecorrectanswer,homework:alistentothetapeandreadafterit.bdotheexercisesonStudenfsbook,bl
34、ackboard:showme-one,two,threenote:Iefsenjoypre-taskpreparation利用数字卡片和手势让学生听听做做，然后要求学生听指令做动作。利用祈使句复习稳固数词16；还可以让学生辨别单词卡片(数词)并作出相应的手势。在一系列的数词活动后，告知学生他们将学习一首数词的儿歌，激发学生的新颖心。while-taskprocedure利用教学挂图,老师自问自答引出单词tree和StiCks,就单词tree和sticks进展看图问答。老师模拟拾数枝，引出PiCkUPSticks,让学生在情景中领悟语义，然后让学生边说做动作PiCkUpStiCkSo接着可让学
35、生听儿歌的录音，随儿歌的节奏拍手，让学生体会儿歌的节奏、韵律；随后学生看图、拍手与老师一起跟录音诵读儿歌，最终全班起立表演儿歌。post-taskactivities小组内表演儿歌，老师可为各组记分。还可开展传话游戏：将学生分成假设干小组，每组的最终一个学生将老师给的儿歌中的一句，静静逐个往前传，最先完成组为优胜。languagefocus:usingimperativestogivesimpleinstructionse.g.pickupsticks.languageskills:speaking:pronouncecorrectlywordsinconnectedspeechbylinki
36、ngwordstogetherandusingappropriatestressmaterials:studentsbooklapage11cassettelacassetteplayerwordandpicturecardslawallchartlapre-taskpreparation1. holdupnumbercard,1,andaskstudentstosayitinenglish.thensayshowmeone,studentsrespondbyputtinguponefinger,continuewith,2,to6.2. askstudentstoclap/sayanynum
37、berfromonetosix.showtheirfingerstoindicatetheactualnumber3. finally,flashwordcardsforthemtoreadandaskthemtoshowtheirfingerstoindicatetheactualnumber.4. saytodaywewilllearnarhymeaboutnumbers,while-tuskprocedure1. putupthewallchartontheboard,pointtothetreeinthepicture,askandansweryourself,what,sthis?i
38、tsatree.2. repeatstep1butasktheclasstoansweritsatree.3. inviteindividualstocomeup,pointtothetreeandsayitsatree.4. pointtoastickandsayisthisatree?no,itsastick,oh,manysticks,one,two,three.pickupsticks.explainthemeaningofpickup1bymiming,letstudentscopyyou.5. inviteindividualstosayandactpickupsticks1.6.
39、 playthecassettetape,studentslistenandclaptheirhands.7. playthecassettetapeagain,encouragethestudentstolookatthepicture,claptheirhandsandsaytherhymewithyou.8. lettheclassstandupandacttherhyme.post-tuskactivities1. dividetheclassintogroups,haveeachgroupacttherhyme,thebestgroupwillbethewinner,youcanma
40、rkthescoreofeachgroupontheboard.2. playarelaylace:(anenjoyablewayofgivingfeedbacktothestudents)dividetheclassintoeightgroups,givethestudentatthebackofeachrowalineoftherhyme,thentheystarttoread,followedby.thestudenthifrontuntilthelaststudentatthefrontrepeatsthelineandpotsuphisorherhand,thatrowwinsthe
41、relayrace,consolidationoxfordenglish(shanghaiedition)practiceandassessmentserieslaunit2presentsfurthergrammarandvocabularyexercisesaswellmlingandreadingskillsdevelopmenttasks.homework:alistentothetapeandreadafterit.bdotheexercisesonstudentsbook.blackboard:rhymeone,two,three,itsatree.four,five,six,pickupsticksnote:
