unit 1 my school
target
i. sentences:
1. there’s a hall, a gym···
2. how many classrooms are there?
there are twenty-five classrooms.
3. of course, gogo!
4. i h**e an idea.
ii. words:
a teachers’ office , a library，a playground, a hall，an art room，a music room, a gym ,a classroom;
iii. sounds and words:
[u:] room moon cool classroom school noodles
materials
picture cards 1-8, a teachers’ office , a library，a playground, a hall，an art room，a music room, a gym ,a classroom;
the first period
step 1 review
1. do you know…?
2. how many words do you know?
step 2 vocabulary
getting ready
put picture cards 1-8 on the blackboard.
t: look at the picture cards.
say each word as you hold up the picture cards
t: now listen and repeat. hold up each picture cards.
and say the word. give ss time to repeat.
using the book
t: listen to the disc and repeat. point to each subject as you say it.
play the disc and h**e ss repeat each word.
t: is this an art room? (point to a music room picture card.)
ss: no, it isn’t. it’s a music room.
model if necessary.
repeat with several picture cards.
t: close your books.
t: (hold up various picture cards and repeat.) what is it?
ss: it’s a ….
extension activity
step 3 practice 2
t: what can you see? (s1:a gym```
t: now read the questions.
h**e ss read the questions together.
ask individual ss to answer.
step 4 homework
1、朗读拼背本课单词。
2、抄写本课单词各5个。
教学反思：the second period
step 1 review
1、朗读短语。
step 2 target
getting ready
ask for three volunteers.
put the picture cards on the blackboard.
t: what’s in our school? (s1: there’s a ``
is there a library in our school? (s1: yes, there is. /no, there isn’t.)
h**e s1 point to the picture cards.
do the same for s2 and others if time permits.
using the book
h**e ss point to the first picture. model the dialog.
h**e ss point to the second picture. ask two ss to model the dialog.
play the disc and pause after each sentence, allowing ss to repeat.
step 3 chant activities
1) t: let’s listen to the disc first.
play the disc and point to each word as it is chanted. point to the picture cards of a library and a teachers’ office. chant as a whole group again.
2) play the disc one and pause every sentence.
h**e ss fill in blanks in the chant.
step 4 homework
1、朗读拼背本课单词，句子。
2、抄写句子5次。
教学反思：the third period
step 1 review
1、背读短语、句子。
step 2 story
using the book
point to the picture cards of a library.) look at the picture.
t: what’s this?
what’s in it?
play the disc and pause after each sentence to h**e ss repeat.
read out the dialog sentence by sentence.
step 3 practice 1
t: look at a.
t: what’s that on the left? (ss: a classroom.)
t: what’s that on the right? (ss: a library.)
t: let’s listen to the disc.
play the disc for a, then pause.
continue with the rest.
step 4 homework
1、朗读本课单词，句子，课文。
2、抄写本课单词各3个。
教学反思：the fourth period
step 1 review
step 2 sounds and words
1) getting ready
write room and moon on the board and underline the spelling –oo.
t: let’s practice this sound .look at my mouth and repeat.
t: /u:/ ss:/u:/
drag out the sound /u:/ so ss hear it clearly.
using the book
h**e ss look at the picture on the page.
t: let’s listen to the disc.
play the disc and h**e ss point to each word as the disc says it.
t: let’s listen again and this time, repeat.
h**e ss repeat after the disc.
after enough practice, point to the pictures randomly and h**e ss say the words.
2) listen and chant
t: let’s listen to the chant.
play the disc once.
t: let’s chant together.
play the disc and h**e ss chant along.
step 3 homework
教学反思：unit 2 our new home
第一课时。一、教学目标：
1.认识目标：is there a living room in your new home?
yes, there is. is there a garden? no, there isn’t.
2.能力目标：listen and look
3.情感目标：鼓励学生大胆开口说英语，用英语打招呼。
二、教学内容：listen and look
三、教学重难点：重难点是句型的综合运用。
四、课前准备：录音机单词卡挂图。
五、教学过程：
ready:教师事先从报刊杂志上收集公寓套间中各种不**间的**（如难以找到，可用本教材的图画卡片代替）。
t:(展示一张卧室的**)look. it’s a bedroom. repeat. bedroom.[ss: bedroom.]
用同样新方法呈现单词living room 和dining room.
2.新课呈现：
让学生看着课文。
t：let’s listen to the tape/disc and read the story.要求学生一边听录音一边用手指，课文中的句子。
t: let’s listen again and repeat.
**录音，逐句暂停，让学生跟读。
鼓励学生尽量模仿录音中不同角色的语气语调。
让学生分成四人小组，并安排他们分别扮演dad, gogo, tony, jeny的角色。
再次**录音，逐句暂停，让扮演不同角色的学生跟读。
鼓励学生朗读时声音带有感情，脸上富有表情。
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