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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,practisethedialoguewiththecharacternames.5. selectgroupstoactthemodeldialoguefortheclass,beforeperformingtherole-play,eachstudentmayintroducehis/herowncharacter,e.g.hi,i,mmay.post-taskactivityextendthetaskbyhavingthesamegroupspractisethedialogue,substitutingwiththeirownnames,s
