一、课题：carmela's adverture[第一节]围绕 "carmela's adverture" 的故事情节分层展开教学，即第一次阅读：以简图preview整个故事，并提取故事主角"carmela" ，继而提出 "what do you think of carmela?
" 展开主人公的描述，即hello, i'm 'm a chick. i'm . i like .
i like to read very 第二次阅读：由 "what does he read? "引出 "fruit garden" ,mountain" ,firelight" 三个分主题。
通过对三个场景的描述，引出并操练句型 "i want to " 于此同时各主题下分别实现对单词pick (the apples), climb (the mountain), climb the) rock, firelight (light fire)的学习。
过渡：由对 "i want to句型的操练，引出carmela的"i want to h**e an advendure." 并通过语音语调的练习落实(it's) dangerous的单词教学。
第三次阅读：由"on the way...再次引出三个分主题，多元化教学方式深入学习。
主题 "mountain"：先听，再听并勾简图，让学生根据简图，回答 "what does he see?" 了解内容之后，完成提供首字母的短文填空题，由此再次引出主题 "fruit garden"。
进而引出文本 "i‘m thirsty. i want to ."no.
don't ."通过整理suggestions巩固句型"don't ."通过场景"river"的文本学习，再次巩固 "don't " 句型。
地图路线回顾，引出夜晚的 "firelight"。
通过简单的 "chant" ，再次学习 "dangerous" 。
对最后一个主题写一些suggestions。
综上所述：思路清晰，分层递进，教学方式多样化，重点突出，操练落实。
收场比较仓促，是否可以删除对场景"river"的文本学习，如果这部分没有新的教学点。
二、课题：follw the signs[第三节] what can you see?signs2.
see & follow:don't ..3.
由mr. sign has many baby signs亮出涵盖重点词汇don't ..的标牌，并通过match来一一对座入号。
4. 通过替换don't ..进而学习you mustn't ..
由"in the life, we must follow the signs."过渡引出文本再构的主人公d**id，以及文本一mother: you mustn't play with why mustn't i play with food?
mother: because it spoils the no!再由学生pair work完成文本spoils the water，spoils the cake的对话。
由d**id is does he do now? 逐步呈现**，让学生猜会发生什么，强化"dangerous" 的感受。
接着呈现文本二mother: you mustn't climb!d**id:
why mustn't i climb?mother: because it's what can i do?
mr. sign: you can wait for your mother.
引申三个场景on the roadon the stairsin the kitchen操练。
mother: you mustn't !d**id:
why mustn't?mother: because it's what can i do?
you can .由不能in the room打棒球，引出go to the country park and play，整合本节重点语言点。
综上所述：单词教学分解拼读，落实到位。
强化语音语调的练习，感情到位。
文本内容递进深化，很好地做到教师引导，学生随后模仿操练，特别是while-reading中的两次引申对话操练，ppt制作上通过有效布局很好地呈现了学生对话所需的各种信息资源。
三、课题：clubs[第五节] let's sing: read, read, i can read a little draw, i can draw a little sing, i can sing a little brain-storm:
sing a song...2.1.
read2.2. say & act:
i say, you act; you say, i act.2.3.
guess: miss xia can . miss xia can't .
2.4. t:
i can sing. i like singing. what about you?
过渡say: i can . i like ing.
3. club3.1.
引出主人公ben，t: who is he? what's he like?
3.2. listen & answer:
what does ben like doing?3.3.
read & fill in the blank: .jumping...
football...i like ..join in sport ..
3.4. listen & guess:
i like sports...join in sport club...tip:
听学单词发音3.5. guess meaning:
a. 社团，俱乐部 b.体育 tip:
根据上下文猜测词义，文中找依据4. reason 1: "like"4.
1. listen & guess & match: 通过对 club与房间**的配对，学习词汇gardening, drama 4.
2. brain-storm:what clubs do you know?
club激发ss用已有的词汇表达自己认识的club基于此给予更多的词汇english club, science club, chinese club...4.3.
setences practice:t: which club do you want to join?
i want to join the club.4.4.
discuss the reason:i want to join the club. because i like .
两处提供相应词汇4.5. conclusion:
if you like doing something, you can join a club. 强调原因"like"5. reason 2:
"improve"5.1. read & judge:..
i can't sing well...i want to join the music club...i want to improve my singing.
5.2. guess meaning:
通过直接使用该词来构句实现语义教学t: i can't sing well. i want to improve my singing .
蜡笔小新： i can't dance well. i want to improve my dancing .
樱桃丸子： i can't write well. i want to improve my writing .
5.3. practice:
youi can't well. i want to improve my .提供词汇draw, cook, read, run, swim...
强调原因"improve" applicationhow to join in the clubs?6.1.
let's read: club, i want to join.6.
2. 过渡：how can i join these two clubs?
here is application oh, my god! i can't fill in the form. can you help me?
6.3. ben's application formt问ss答，假设你就是benq1:
what's your name?q2: what club do you want to join?
q3: why do you want to join the clubs?6.
4. miss xia's application formss问t答，再次呈现qs6.5.
application form for yout问s答，再次呈现qs，s1问s2答pair work7. posterhow to set up clubs?7.
1. read: i'm sad.
i want to join cartoon club...but there is no...过渡：
why not set up a cartoon club? 引出 poster of cartoon club7.2.
group work: design a club is the you like , please join us!if you want to improve , please join us!
in the club, you can .come on. boys and girls!
综上所述：教学逻辑清晰，衔接自然，教师的引导与学生的习得紧密不可分。
对词汇"improve" 的学习很巧妙地跨过了对母语的依赖，通过构句操练实现词汇的语义教学。
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