pep三年级下册教案（全册英文表格式）

　　pep三年级下册英语教案 unit 1 welcome back to school unit 1 lesson 1part a let’s talk ; let’s practise teaching aims :1. be able to understand and say: we have a new friend today. i’m from…. welcome!2. be able to introduce yourself to others.3. improve ss’ intercourse abilities.focus points & difficult points :be able to use the new structures as following in different ways : we have a new friend./pencil…teaching preparation:1. the international flag of america canadachina. 2. headgear of amy.designing for the blackboard:i have a new book. i＂m from…we have a new friend. teaching steps:step1. warm –up 1. sing a song 《good morning》. 2. greetings. 3. free talkt: good morning, boys and girls. welcome back to school. nice to meet you again! ss: nice to meet you, too.  t: hi, girl. my name’s wendy. may i have your name? s1: sure. my name’s …… t: hi, s1. welcome back to school! ……step2.presentation and practise. 1. continue the free talk to lead in: t: look! i have a new book! do you have a new one? s: yes. t leads to say: i have a new book. t: this is a new book. that is an old book. t holds the book: i have a new book. ( t writes down it on the blackboard.) ss read after t. t: i have a new book. what do you have? s: i have a new book./ pencil./ pen….. t: how nice! great! practise in pairs: s1: i have a new book. s2: great!/ me too…… t: boys and girls. look! we have a new friend today! let’s welcome! s1: hi! i’m amy.  t: amy! welcome again! ss: welcome.  t: we have a new friend today!(t writes down it on the blackboard.) t: ＂we＂ means you, you, he, she and i, everyone! you know, what’s the meaning of ＂we＂?  s: 我们。 t: we have a friend. s:… t: we have a new friend. s:… t: we have a friend. we have a friend. we have a new friend. sing it with (两只老虎) we have a new friend. we have a new friend. amy is, amy is. we have a new friend. we have a new friend. amy is, amy is. 2. i’m from…  t: amy! where are you from? i’m from… s: i’m from america. t: oh, you’re from america. t shows the international flag of america: i’m from america. s:…. t hands it to a student: where are you from? s: i’m from america/the usa. t shows the international flag of china: i’m from …. s: china. t: i’m from china. t teaches canada/england as above.  game: i’m from…(flap the flies) s1: i’m from canada. s2 & s3 touch the flag and the word of canada : i’m from canada.step.3 consolidation & extension. 1. t: if in the real situation, you can say i’m from hangzhou. i’m from huzhou…… t: where are you from? s: i’m from hangzhou. 2. text 1) watch the vcd. 2) read after the tape. 3) act it in front of the class.step4. assessment.1).t explains the meaning of the task. 2) ss do it after the class.think it over: 小学英语教学是要重视培养兴趣，但不能单*唱 ,玩 ，单*唱歌游戏不能培养学生持久的兴趣。新鲜劲儿一过，孩子们就会厌倦。unit 1 lesson 2part a let’s learn; let’s play; part c let’s singteaching aims :1. be able to listen, say, recognize the main words: boy, girl. 2. be able to understand and say: ＂ watch out!＂3. be able to sing the song ＂boy and girl＂.focus points & difficult points :the main words: boy, girl.teaching preparation:the international flag of america canadachina. some toy animals.designing for the blackboard: a boy a girlteaching steps:step1. warm –up 1. greetings. 2. free talk t: hello! may i have your name? s1: my name’s …  t: where are you from? s1: i’m from hangzhou. t: oh, me too. nice to meet you. s1: nice to meet you, too. t: boys and girl, we have a new friend today, s1ss: welcome! make a similar dialogue with your partner. t hands out the international flag: where are you froom? group 1: i’m from america. g2: i’m from england. g3: i’m from canada. g4: i’m from china.step2.presentation. 1. t shows the picture of mike: do you know where is mike from? s: he’s from canada. t: great! he’s from canada. s: he’s from canada. t: and he’s a boy. (t puts boy on the blackboard.) t teaches the pronunciation of boy. run two trains : he’s a boy. (point a boy) t: look! is she a boy? ss: no. t: yeah. she is a girl. (t shows the picture of girl) t teaches the pronunciation of girl. run two trains : she’s a girl. (point a girl)  read the words together: a boy, a girlstep 3. practise. 1. game: distinguish the sound. (let’s practise.) s1 : hello! ss: a boy or a girl? s2 who covered eyes: a boy? ss: yes./ no. 2. game: introduce the animals t: this is mr. pig. he’s a boy. s: this is miss. cat. she’s a girl. …… 3. t plays the puppet. cat: hello! mr. pig. how are you? pig: very well, thanks. a lovely day! let’s play. cat: great. pig falls down: oh. cat: watch out!! t: what’s the meaning of ＂watch out＂? s: 当心，留神！ make a dialogue with ＂watch out＂! 4. let’s sing.step4. assessment.1).t explains the meaning of the task. t: where is the word ＂boy＂ and where is the word ＂ girl＂? s: here it is! t: look at the animals. what are they? s: a dog, a cat…… t: who are boys and who are girls? listen it after the class, and match it. 2) ss do it after the class. 3) ss buy 2 english exercise books.think it over:在小学的低年级的英语教学中，不要求学生掌握词汇，而只要求学生能根据提示或图片说出该单词，其本质无非是要学生们死记硬背，鹦鹉学舌。由于小学生们没有相应的读音规则训练，不熟悉词汇的拼写规则，单词的音、形、意三者不能有效的结合在一起，因而导致了单词记忆的困难，并成了小学生学英语的瓶颈。unit 1 lesson 3part a let’s say, let’s chant part c cultureteaching aims :1. be able to listen, say, recognize the words: apple, ant, boy, bag, coke, coffee.2. be able to listen, say, read and write these three letters: a a; b b; c c3. through the chant review the letters of abc, train a sense of group identity.focus points & difficult points :read the letters: big letter c, small letter c; write down them correctly and handsomely.teaching preparation:1. letter cards ,some word pictures, word cards: apple boy eraser ant crayon body head cake coke coffee bag ball2. a little blackboard with four-line format and a ball.designing for the blackboard:panda beaver eagle kangaroo (pictures)china canada america australia (words)
　　teaching steps:step1. warm –up 1. sing a song<boy and girl>.  2. free talk t: hello. i’m wendy. i’m from hangzhou. s1: hello! i’m ... i’m from hangzhou,too.  t: nice to meet you. s: nice to meet you, too. t: let’s play. ok? s: great! t: watch out! (t throws the ball.) s: oh, no. make a similar dialogue with your partner. step2.presentation. 1. 1)t : today, we will learn letters. do you know letters? just as a,b,c…… they are letters. what’s the meaning of letters? s: 字母。 t: great! a is the first letter. ( t shows letter a.) t: a a  s: a a   t: this is big letter a. 大写字母a。 t: big letter a. s: big letter a. t: let’s make a big letter a. (with the hands) run two trains: big letter a. (with the hands) t: this is small letter a. t: small letter a s: small letter a. t: look at this girl’s head. it’s a small letter a. 小a, 小a, 小翘辫。 run two trains: big letter a, small letter a.2). t draws an apple: what’s this? s: it’s an apple. t draws an ant beside the apple: what’s this? s: it’s an ant. t: a for ant, / /,/ /, / /. a for apple, / /, / /, / /.2. teach b b, c c like above. pay attention to the pronunciation of c. use right hand to make a c. b for boy, /b/,/b/,/b/. b for bag, /b/,/b/,/b/. c for coke, /k/,/k/,/k/. c for coffee, /k/,/k/,/k/.step 3. practise. 1. game: find out the letters we’ve just learned. apple boy eraser ant crayon body head cake coke coffee bag  ball read as: apple, no.1 small letter a. 2.1) t: you’re so smart. you can read them. now, let’s write them down. look at the blackboard. t: first, let’s write down big letter a. one, two, three. now, let’s try together. show me your finger. s: my finger. t& ss: one, two, three. t teaches the writing of small letter a. 2) t: everyone has his home. where is a’s home? here it is. (t points at the four-line format.)    home t: this is letter’s home. this is the first floor. then the second floor and the third floor. big letters a lives in the second and third floor. let’s write down it. show me your finger. s: my finger. t & ss: one, two, three. t teaches the writing of small letter a in the four-line format. write them on your exercise book. teach the writing of bb, cc.3. lets chant. 1) read after t. 2) say with the tape. 3) say by yourself.4. culture. t writes down:3.8 t: march 8th is women’s day. yeah，妇女节。 t: on that day, you should say ＂happy women’s day＂ to your mother. you also can pour a cup of tea, then say ＂ have some tea, mom.＂ t&s act like mother and son/ daughter. s: ding dong. t: come in, please.  s: happy women’s day! t: thank you. s: mom, sit down , please. have some tea. t: thank you. my dear daughter.step4. assessment.1).complete the writing of letters and exercise on the activity book.2) make letter cards of abc.think it over: 从教育心理学的角度看，学习过程中影响学习效果的最大因素之一是学习者的情感控制。近几十年来，人们越来越意识到在英语学习过程中，学习者的情感因素，包括动机和态度等对英语学习的效果乃至成败起到相当大的作用。如何将素质教育理论引入外语教学是当前外语教学战线的一大课题。英语学习成功的因素中，除了智力因素外，更重要的是那些非智力因素的作用。unit 1 lesson 4part b let’s talk ; let’s practise teaching aims :1. be able to understand and say: where are you from? i＂m from…2. be able to use above sentence patterns in real life.3. improve ss’ intercourse abilities.focus points & difficult points :be able to use the new structures in real life fluently.teaching preparation:1.the headgears of amy wu yifanmr. black, the headgears of beaverpandaeaglekangaroo.2. some international flags.3. a friend’s photo.designing for the blackboard:where are you from? i’m from…teaching steps:step1. warm –up 1. sing a song 《boy and girl》. 2. let’s chant. abc, follow me. it’s as easy as 123; 123, abc. it’s so easy as you see! 3. slap the flies. a, a, b, b, c, c. 4. free talk t shows the headgears of pandabeavereaglekangaroo and review the animal words. t wears the headgear of panda: hello. i’m miss. panda. i’m from china. where are you from? s1: i’m mr. beaver. i’m from canada.  t: nice to meet you. s: nice to meet you, too.step2.presentation. 1. continue the free talk to lead in: t: please introduce your friend to me s1: hello, miss jin. this is my friend,… t: nice to meet you. s2: nice to meet you, too. t: where are you from? s: i’m from …… t: it’s time for class. goodbye! ss: goodbye! t: what did you hear? a new sentence. t用嘴型提示。 s: where are you from? t writes down it.step3. practise.  1. t hands out the headgears of animals and international flags.  chain game: where are you from? i’m from… 2. t shows a phot this is my friend, val. she’s from america. s introduces their friends. 3. text. 1) listen to the tape.t: where is amy from? 2) read after the tape. 3) read after t. 4) act it. 5) act it in real situation.step4. assessment.1).t explains the meaning of the task. 2) ss do it after the class.think it over: 学习英语是从＂听＂起步的。＂听＂是＂说 ＂的前提，没有＂听＂，就无从模仿＂说＂。只有听得清，听得懂，才能说得准，说得好。用心地多听他人说英语，有助于培养对英语的敏捷反应。unit 1 lesson 5part b let’s learn part c story timeteaching aims :1. be able to listen, say, recognize the main words: student, teacher.2. be able to understand and say: ＂ may i come in? come in. i’m sorry. it’s ok.＂3. be able to understand the story and say: ＂i’m the teacher. i’m the student.＂focus points & difficult points :the pronunciation of student.teaching preparation:1. the headgears of zoomzipmr. black……designing for the blackboard:student: may i come in? teacher: come in.student: i’m sorry.teacher: it’s ok.teaching steps:step1. warm –up 1. greetings. 2. free talk t: good morning. i’m wendy. may i have your name? s1: my name’s …  t: nice to see you. s1: nice to see you, too. t: i’m from hangzhou. where are you from? s1: i’m from…… t: it’s time for class. goodbye! s1: see you. make a similar dialogue with your partner.step2.presentation and practise. 1. let’s learn.1) s: may i come in? t: come in, please.  s: i’m sorry. t: it’s ok. t: understand? when you are late, you should say ＂may i come in?＂ ( t shows this sentence.) ss read after t. t: i will say: ＂come in.＂ ( t shows this sentence.) ss read after t. s: then you may say ＂i’m sorry.＂ t: i will say ＂it’s ok.＂ 2) boys read the teacher, girls read the student. then change. 3) t points the word ＂teacher＂: i’m a teacher.  t teaches the pronunciation of teacher. t points the word ＂student＂: you’re a student. t teaches the pronunciation of student. 4) t hands out some headgears of the person in the book. s1 wears the headgear of mr. black: i’m a teacher. s2: wears the headgear of amy: i’m a student. …… 5) adapt ＂boy and girl＂ to ＂ teacher and student.＂2. story time. t: today zoom and zip are playing a game. the game is ＂ teacher& student＂ they both want to be the teacher. guess! who will be the teacher? zoom or zip? s1: zoom. s2: zip. t: fact speaks louder than speech. let’s watch. after watching the vcd. t: who is the teacher??? ss: zip. t: he’s smart. what’s the meaning of smart? s:聪明的。 t: you’re smart, too. t teaches the pronunciation of smart. 1) read after the tape. 2) read after t. 3) act it.step3. assessment.1).t explains the meaning of the task. t: look at the picture 1. you’ll hear ＂this is mr. li. he’s a teacher.＂ then you circle mr. li and match the word ＂ teacher＂. 2) ss do it after the class.think it over:英语学习的 过程也是习惯养成的过程。小学生良好的英语学习习惯主要是指良好的听、说、读、写的习惯。 unit 1 lesson 6part b let’s say; let’s do part c let’s checkteaching aims :1. be able to listen, say, recognize the words: duck, dog, egg, elephant.2. be able to listen ,say, read and write the letters : d d; e e.3. through the chant review the letters of abcde, train a sense of group identity.focus points & difficult points :write down them correctly and handsomely.teaching preparation:1. letter cards ,some word pictures and word cards: pen, pencil, eraser, ear, blue, bear eye, elephant.2. a little blackboard with four-line format.designing for the blackboard:
　　teaching steps:step1. warm –up 1. sing a song<teacher and student>.  2. let’s chant. 3. t makes a a, ss: big letter a. t makes a b, ss: small letter b. …… 4. review the letters. 5. t: a for…. s: a for apple, a for ant. t: b for….. …….step2.presentation. 1. let’s say. 1) t makes a d: do you know what letter it is? ss: d, big letter d. t teaches d d.2) t: can you raise some examples. d for……. s: d for duck, /d/,/d/,/d/. d for dog,/d/,/d/,/d/. d for doll,/d/./d/,/d/. t shows it on the screen, ss read together. 3) t teaches e e as above. t: have you seen that letter e? s: 视力表。 t: yeah. and e-mail, eq, e era…… t draws an egg: what’s this? s: egg. t: it’s an egg. 2) let’s do. t shows the letter a: a,a,a, say ＂ok＂.  teach others as above. t hands out the letter cards. s1: a, a, a. ss: say ok. s2: b, b, b. ss: touch your knee. …… ss say together with the tape.step 3. practise. 1. game: find out the letters we’ve learned. pen, pencil, eraser, ear, blue, bear, eye, elephant. 2.game: who’s the fastest one? t hands out the letter cards. ss stand in a line as the order. ss read together to check it.3. writing. 1) t: now, let’s write them down. look at the blackboard. t: first, let’s write down big letter d. one, two. now, let’s try together. show me your finger. s: my finger. t& ss: one, two. t teaches the writing of small letter d.(2 strokes.) 2) .    home t: where does big letter abc live? s: the second and the third floor. t: great! where does big letter d live? can you guess? s: the second and the third floor. t: you’re so smart. let’s write down it. show me your finger. s: my finger. t & ss: one, two. t teaches the writing of small letter d in the four-line format. write them on your exercise book. teach the writing of e e ( pay attention to e, the first stroke is straight-turn.) write them on your exercise book. 4. let’s check. 1) this is miss white, our english teacher. 2) hello, i’m amy. i’m from america. 3) show me ＂ abc, a-b-c＂, please. 4) draw a boy, a boy.step4. assessment.1).complete the writing of letters and exercise on the activity book.2) prepare for the dictation.3) make letter cards of de.think it over: 要掌握英语，除了需学习一定的语音、词汇、语法知识外，还得练就扎实的听、说 、读、写基本功。英语学习必须通过大量的听、说、读、写训练unit 2 my family unit 2 lesson 1part a let’s learn; let’s sing; part c cultureteaching aims :1. be able to listen, say, recognize the main words: father(dad), mother(mom), grandfather(grandpa), grandmother(grandma), man, woman.2. be able to understand and say: ＂ this is my family.＂3. be able to sing the song ＂father and mother＂.focus points & difficult points :the pronunciation of ＂grandma, grandpa＂ and ＂ grandmother, grandfather＂.teaching preparation:1. word cards and a family photo.designing for the blackboard:father (dad) a boy  a man mother(mom) a girl a womangrandfather(grandpa) grandmother(grandma)teaching steps:step1. warm –up 1. greetings. 2. let’s do. 3. free talk t: good morning/afternoon. may i have your name? s1: my name’s … may i have your name? t: my name’s … where are you from? s1: i’m from hangzhou. t: oh, me too. nice to meet you. s1: nice to meet you, too. t: boys and girls. we have a new friend today,… s1: welcome. t: introduce me to your partner. s1: this is my teacher, miss jin. this is s2. t: nice to meet you. s2: nice to meet you, too. t: where are you from? s2: i’m from…step2.presentation. 1. 1)t: today we will learn a new unit, unit 2 my family. ( t shows the wall map.) every one has a family. we have dad, mom…… do you know what’s the meaning of family? s: it means 家庭。 t teaches the pronunciation of family. t shows her family phot this is my family. he’s my father. t shows the word card ＂father＂: he’s my father. s: he’s my father. t: father, father , he’s my father. run two trains. t: you also can say ＂ he’s my dad.＂ t: and he’s a man. t: when a boy grows up, he’ll be a man. ( t draws a boy a man.) t: man, man , he’s a man 2)t: look at the picture. guess! who’s she? s: she’s your mother. t: great! she’s my mother. s: she’s my mother. t: mother, mother , she’s my mother. run two trains. t: you also can say ＂ she’s my mom.＂ t: and she’s a woman. t: when a girl grows up, she’ll be a woman. ( t draws a girl a woman.) t: woman, woman , she’s a woman. 3)t: this is my grandfather. his my father’s father. what’s the meaning of grandfather? s:爷爷 t: you’re right. but it also can be my mother’s father.外公。 t teaches the pronunciation of grandfather. t: you also can call him grandpa. t teaches grandmother (grandma) as above.step 3. practise. 1. game: man or woman? t shows half of the picture: guess! a man or a woman? s1: a man. s2: a woman. t: let’s see. a man. 2. game: slap the flies. t puts the word cards on the blackboard. s1: he’s my father. s2&s3 slap the word ＂father＂ ……3. let’s sing. 1)t says the lyric with gestures, ss say after t. 2) sing it with the tape.4. culture. t: where are you from? s: i’m from china.  t shows a pair of chopsticks: do you know them? s: yes. t: they are chopsticks. i can use them. t teaches the pronunciation of chopsticks. t: where is amy from? s: she’s from america. t: does she use chopsticks? s: no.  t: what does she use? s: fork and knife. t shows them: great! fork and knife. t teaches the pronunciation of fork and knife.step4. assessment.1).t explains the meaning of the task. 2) ss do it after the class.think it over: 这堂课上，我认识到：兴趣是最好的老师。那么如何去激发学生的兴趣？最好的办法就是让学生在不断解决教师设置的问题的过程中体验成功的快乐.unit 2 lesson 2part a let’s talk ; let’s practise teaching aims :1. be able to understand and say: who’s that woman(man)? she’s/ he’s my……2. be able to introduce your family to others and ask people about their family memembers.3. improve ss’ intercourse abilities.focus points & difficult points :be able to use the new structures as following in the real life: who’s that woman(man)?teaching preparation:1.ss bring their family photos, t brings a family photo and a friend’s picture.2. headgear of amy and chenjie.designing for the blackboard:who’s that woman(man)?she’s/he’s my……teaching steps:step1. warm –up 1. sing a song 《father and mother》. 2. greetings. 3. slow action to review the words. 4. t or s acts like a father, mother…… ss guess.step2.presentation. 1.1) t shows a family photo, point a woman: guess! who’s that woman??  s: she’s your mother.  t: great! you’re smart.  who’s that man?  s: he’s your father.  t shows a friend’s picture: guess! who’s that woman?  s: she’s your ……  t: no. do you want to know who she is? ask me ＂ who’s that woman?＂  s1: who’s that woman?  s2:……  t: she’s my friend.  t: show me your family photo.  t: who’s that woman?  s1: she’s my mother.  ……  practise in pairs.  report it.  2) text. a. read after the tape. b. read after t. c. act it. step.3 practise. 1.game: interview. s1 holds her family phot this is my family. s2: who’s that woman? s1: she’s my mom. s3: who’s that man? s1: he’s my father. …… 2. ask and answer. t shows some pictures of famous people. for example: diana, lincon…… s1: who’s that man? s2: he’s lincon. ......step4. assessment.1).t explains the meaning of the task. 2) ss do it after the class.
　　think it over: 小学生的特点是好奇、好动、好胜又好表现，爱玩、爱唱、爱画、爱游戏、又爱活动，我们必须抓住这些特点，采用灵活多样的教学手段和方法，激发学生学习兴趣。 unit 2 lesson 3part a let’s say, let’s chant teaching aims :1. be able to listen, say, recognize the words: father, fish, goose, girl.2. be able to listen, say, read and write these two letters: ff, gg.3. through the chant review the letters of abcdefg, train a sense of group identity.focus points & difficult points :the pronunciation of gg. the writing of small letter f.teaching preparation:1. letter cards ,some word pictures.2. a little blackboard with four-line format.designing for the blackboard:panda beaver eagle kangaroo (pictures)china canada america australia (words)
　　teaching steps:step1. warm –up 1. sing a song<father and mother>.  2. make a dialogue as following: t: hello,s1. this is my family.  t: this is my dad. s1: nice to meet you. s2: nice to meet you, too. t: this is my mom. s1: nice to meet you. s3: nice to meet you, too. s1: who’s that man? t: oh, he’s my grandfather. make a similar dialogue with your partner.  3. let’s d a a a, say ＂ok!＂…… 4. review the letters.step2.presentation. 1. 1)t&ss: a, b, c, d, e. what’s next? s: f. t: f f  s: f f   t: this is big letter f. t: big letter f. s: big letter f. run two trains: big letter f. (with the hands) t: this is small letter f t: small letter f. s: small letter f. run two trains: big letter f, small letter f.2). t: can you say some words begin with f. for example: face, father…… s: finger, five, foot, four, french fries, friend. t: great! you’re so smart. t draws a fish: what’s this? s: fish. t: yes, it’s a fish. t teaches the pronunciation of fish. t: f for fish , /f /,/f /, /f /. f for father, /f/, /f/, /f/.2. teach g g like above. pay attention to the pronunciation of g. g for girl, /g/,/g/,/g/. g for goose, /g/,/g/,/g/.step 3. practise. 1. let’s chant.1) t: turn to page16. look at ＂let’s chant.＂ please find out the letters we’ve learnt before. s: father, mother, and, me, and, dance, under, the, tree. 2) t teaches the new words: sing, dance, under, tree. 3) read after t. 4) say after the tape. 5) t hands out the letters. s1: a s2: b. s3: c s4: d …… ss: father, mother and me. …… 2. writing.1) t: now, let’s write them down. look at the blackboard. t: first, let’s write down big letter f. one, two, three. fist down, then across, across. now, let’s try together. show me your finger. s: my finger. t& ss: one, two, three. down, across, across. t teaches the writing of small letter f. 2) t: guess! where does f live? s: the second and third floor. (no.2 and no. 3).    home let’s write down it. show me your finger. s: my finger. t & ss: one, two, three. t teaches the writing of small letter f in the four-line format. write them on your exercise book. teach the writing of gg.step4. assessment.1).complete the writing of letters and exercise on the activity book.2) make letter cards of f/g.3) prepare for the dictation.think it over: 在本节课中，我使用了卡片，头饰图片等，教每个新单词时，让学生拍着手，做着动作，学生们都很活跃，模仿的非常好，课堂气氛也有了活力.unit 2 lesson 4part b let’s learn; let’s chant; part c story timeteaching aims :1. be able to listen, say, recognize the main words: sister, brother.2. be able to understand and say: ＂ what a big fish!＂3. be able to say the chant with the rhythm.4. be able to understand the story.focus points & difficult points :明白感叹句的结构。teaching preparation:1. family tree.2. a small book.designing for the blackboard:sister brotherteaching steps:step1. warm –up 1. sing a song< where is thumbman?> 2. let’s chant. abcdefg. father, mother and me. cdefgab. sing and dance under the tree. 3. have a dictation: a a- gg. 4. free talk t: good morning/afternoon, s1. who’s that boy? s1: he’s s2 s1: who’s that girl? t: she’s s3. t: who’s this man on the wall? s3: he’s leifeng.step2.presentation. 1. 1)t: this is my family tree. do you want to know them? come on, ask me. s: who’s that man/woman? is she your father/mother? t: he’s my father/grandfather/mother/grandmother. s: who’s that girl? is she your friend? t: she’s my sister.. it means 姐妹。必须是亲姐妹才能称sister. t teaches the pronunciation of sister. s: who’s that boy? t: he’s my brother. it means 弟兄。必须是亲弟兄才能称brother. t teaches the pronunciation of brother 2)t: look at the picture. today mike and his family are boating on the west lake. they see a lot of beautiful things. suddenly they see a big fish! (t points at the picture and demonstrate it.) t: they say ＂what a big fish!＂ t: can you guess what’s the meaning of ＂what a big fish!＂ s: 好大一条鱼啊！ t: great! look! what a small book!  t: can you say like this? s1: what a big book!  s2: what a small eraser! 3)let’s chant.a. say after tb. say and do with t.c. read and find the letters which we’ve learnt.father and motherhelp each other.sister and brotherplay together! 2. story time. t: point at the family tree. who’s that woman? s: she’s your mother.  t: yeah. she’s beautiful! t: you’re beautiful, too. t teaches the pronunciation of beautiful. t: zoom’s mother is beautiful, too. let’s watch the story now. t: she is an actress! do you know what’s the meaning of actress? s: 演员。 t: 女演员。a. read after the tape.b. read after t.c. act it.step 3. practise. 1. game: scissors, paper, stone. ss: scissors, paper, stone.s1: act like a brother/father/sister/mother…….. s2 act like them. 2. topic: introduce your family. t: take out your activity book, turn to page 11.  suppose this is your family tree. how will you introduce your family members to your partner? s: this is …… practise in pairs.step4. assessment.1).t explains the meaning of the task. 2) ss do it after the class. 3) draw a family picture.think it over: 在使用多媒体教学中，声音、图片、动作结合起来，更让学生产生了浓厚的兴趣，让学生登台表演，采用快板的形式，增加了学生的好奇心。unit 2 lesson 5part b let’s talk ; let’s practise teaching aims :1. be able to understand and say: who’s this girl(boy)? she’s/ he’s my…… come on! let’s watch tv. how funny!2. be able to use 一般疑问句 ＂ is she/he your……?＂ to help communication.3. improve ss’ intercourse abilities.focus points & difficult points :distinguish ＂this＂ and ＂that＂.teaching preparation:1.ss bring their family pictures which they’ve drawn.2. paper. designing for the blackboard:who’s that woman(man)? is she your mother?she’s/he’s my…… yes./ no.teaching steps:step1. warm –up 1. sing a song< where is thumbman?> 2. let’s do.  t: come on, boys and girls. stand up, please. sit down, please. open your books. look at the blackboard. watch tv. (t points at the tv.) ss do. 3. free talk. t: look at my family picture. this is my father, he’s from shaoxing. this is my mother, she’s from huzhou.this is me, i’m from hangzhou. what about yours? s: this is my family. he’s my father, he’s from…..step2.presentation. 1.1) t points at a student’s picture: who’s this boy?  s: he’s my brother.  ……  t points at a boy: who’s this boy?  s: he’s s1.  t points at a girl over there: who’s that girl?  s: she’s s2.  t: what’s the difference between ＂this＂ and ＂that＂.  s: 这是和那是。  t: cool!  practise in pairs.  report it.  2) text. a. look at the vcd. b. read after the tape. c. read after t. d. act it. step.3 practise. 1. topic: is she your mother? t draws a head of a girl: i have a picture. s1: who’s that girl? t: guess! is she your mother? is she your sister? is she……who can try?(t writes it down on the blackboard.) s1: is she…… t: no, she isn’t./yes, she is. t: draw a family member of yours. let your partner guess who she/he is. just draw his or her head. s1: i have a picture. s2: who’s this man? s1: guess! s2: is he your father? s1: yes, he is.step4. assessment.1).t explains the meaning of the task. 2) ss do it after the class.think it over: 采用儿歌，韵句的形式，把课堂教学推上了高潮。多给学生提供习得的机会，并非让他们有意识地学习，而是创造一种无意识、无压力的学习氛围，让学生在不知不觉中受益unit 2 lesson 6part b let’s say; let’s do part c let’s checkteaching aims :1. be able to listen, say, recognize the words: hamburger, hot dog, ice-cream, ice. 2. be able to listen, say, read and write these two letters: hh, ii.3. through the chant review the letters of abcdefghi, stimulate ss’ interest of study.focus points & difficult points :the pronunciation of hh. the writing of small letter i.teaching preparation:1. letter cards ,some word pictures.2. a little blackboard with four-line format.designing for the blackboard:
　　teaching steps:step1. warm –up 1. sing a song<where is thumbman? >.  t: who’s this boy?  s: he’s pointer./ he’s ringman./ he’s thumbman./ he’s tall man./he’s pinky.  2. let’s chant. 3. review the letters one by one. 4. let’s d show me big letter a.step2.presentation. 1. 1)t&ss: a, b, c, d, e, f, g what’s next? s: h. t: a a h h  s: a a h h   t: this is big letter h. t: big letter h. s: big letter h. t: can you make a big letter h? ss make a big letter h. run two trains: big letter h. (with the hands) t: this is small letter h. t: small letter h. s: small letter h. run two trains: big letter h, small letter h.2). t: can you say some words begin with h. for example: hand, head…… s: hi, hello, hamburger, hot dog, happy. t: great! you’re so smart. can you say ＂h for hamburger,/h/,/h/,/h/.＂? t: h for hamburger,/h/,/h/,/h/. h for hi ,/h/,/h/,/h/. h for hot dog,/h/,/h/,/h/. h for happy,/h/,/h/,/h/.2. teach i i like above. i for ice-cream, /ai/,/ai/,/ai/. i for ice, /ai/,/ai/,/ai/.step 3. practise. 1. let’s do.1) t teaches the actions: look and see. draw a tree. have a seat. fly a kite. read after me. t says. ss do. 2) look at the vcd.3) read after t.  4) say after the tape. 5) ss say and do together. 2. writing.1) t: now, let’s write them down. look at the blackboard. t: first, let’s write down big letter h. one, two, three. fist down, down ,then across. down, down, across. now, let’s try together. show me your finger. s: my finger. t& ss: one, two, three. down, down, across. t teaches the writing of small letter h. 2) t: guess! where does h live? s: the second and third floor. (no.2 and no. 3).    homelet’s write down it. show me your finger. s: my finger. t & ss: one, two, three. down, down, cross. t teaches the writing of small letter h in the four-line format. write them on your exercise book. teach the writing of i i.( pay attention to i.) 3. let’s check.a. who’s this man? he’s my father.b. who’s that girl? she’s my sister.c. face, f-a-c-e, face.d. hide, h-i-d-e, hide.step4. assessment.1).complete the writing of letters and exercise on the activity book.2) make letter cards of h/i.3) prepare for the dictation.think it over: 在课堂上创设真实情景，让学生在真实环境中习得语言。俗话说，教学有法、教无定法，贵在得法。教师要善于结合实际教学需要，灵活地和有创造地使用教材unit 3 how many? unit 3 lesson 1part a let’s learn; let’s play; let’s sing.teaching aims :1. be able to listen, say, recognize the number words: eleven, twelve, thirteen, fourteen and fifteen.2. be able to understand and say: ＂ what’s ( ) and ( )?＂ 3. be able to calculate the numbers in english.focus points & difficult points :the pronunciation of ＂thirteen＂.teaching preparation:power point, vcd and tape.designing for the blackboard:eleven twelve thirteen fourteen fifteenteaching steps:step1. warm –up 1. greetings.  2. sing a song<ten little candles dance>  3. let’s do.  show me one and two. show me 3 and 4.  4. number competition. (between groups, one by one.)  5. free talk.  t: how many pencils?  s: 4 pencil.  ……  step2.presentation. 1. t shows the projection: how many balloons can you see?  s: eleven.  t teaches the pronunciation of ＂eleven＂.  run two trains.  t: how many gifts can you see?  s: twelve.  t teaches the pronunciation of ＂twelve＂.  run two trains.  t teaches 13-15 as above. (pay attention to thirteen.) step 3. practise.  1. calculation.  t shows the projection: what’s 7 and 4? (seven + four=?)  nine+four=? six+seven=? five +six=? three+twelve=?  ……  2. guessing the other half.  t shows: ( )+( )=thirteen ( )+twelve=fifteen  s: what’s 4 and 9?  3. number competition. ( between groups one by one.)  4. memory game.  t shows some objects, then let them miss.  t: how many cats did you see?  s1:15  s2:12  ……  5. 1)enjoy the song ＂one two three four five＂    step4. assessment.1).t explains the meaning of the task.  2) ss do it after the class.
　　think it over: 教师应该使课堂氛围既轻松愉快，又紧张刺激，让学生的有意注意和无意注意交替进行，吸引学生积极参与，让课堂教学始终活而不乱。unit 3 lesson 2part a let’s talk ; let’s practise teaching aims :1. be able to understand and say: how many … can you see? i can see…and use them in real situation. 2. .be able to understand and use the phrase which can praise other ones: ＂ it’s beautiful! how beautiful!＂ and use them in the proper situation.focus points & difficult points :be able to use the new structures as following in the real life: how many …can you see? i can see… *be able to understand and say ＂ the black one is a bird.＂teaching preparation:vcd, a kite, powerpoint.designing for the blackboard:how many kites can you see? i can see 12teaching steps:step1. warm –up 1. sing a song 《one two three four five》.  2. greetings.  3. slow action to review the words.  4. t claps her hands and ss say the times  step2.presentation and practice. 1. 1) t shows her hand: how many fingers can you see?  s: i can see ten fingers.  t writes down: i can see……  t teaches this sentence.  t continue to ask: how many fingers can you see?  s: i can see……  2) t shows the pictures: i have many apples. how many apples can you see?  let’s count together. t&ss: one apple, two apples, three apples…… 12 apples. t leads to say: i can see 12 apples. t shows some pictures: how many balloons can you see? s: i can see…… t: who can ask ＂how many balls……?＂ s: how many balls can you see? t: who can answer ＂i can see……＂ after several times. t shows many pictures. t: practice in pairs. one asks, one answers. 3)p24:let’s practise.  ask and answer.  2. 1) t: the whole class, i have a new kite.  s: may i have a look?  t: sure. here you are.  s: oh, it’s nice. i like it.  t: thank you. is it beautiful?  s: yes! how beautiful!  t: you also can say: ＂it’s beautiful. i like it.＂  t makes dialogues as above with ss.  3. 1)watch the vcd with the question ＂ how many kites can wuyifan see?＂(11 kites.)  2) t: do you remember zoom and zip, they are in the park. zoom sees many flowers. the blue flower. the red one and the yellow one. ( t draws it when she says it.)  ss: yes.  t point to the wall map: what’s the black one?  ss: the black one is a bird.  3) read after tape.  4) look at the wall map and say together.  5) act it in front of the class.  step3. assessment.1).t explains the meaning of the task.  2) ss do it after the class.  3) read the text 5 times. think it over: 在小学英语教学中，应让学生学会运用英语在真实的交际场景中进行语言的体验。这就要求英语教师在教学中寻找语言材料与生活的结合点，创设真实的生活场景.unit 3 lesson 3part a let’s say; part c story timeteaching aims :1. be able to listen, say, recognize the words: jeep, jump, key, kangaroo.2. be able to listen, say, read and write these two letters: jj, kk.3. be able to know the general idea of the story, improve the ability of using the language and know study is just like picking up apples, the key is accumulation.focus points & difficult points :the writing of small letter j and k.teaching preparation:1. letter cards ,some word pictures. 2. a little blackboard with four-line format.designing for the blackboard:
　　teaching steps:step1. warm –up 1.sing a song<one two three four five>  2. review the dialogue and act it.  3. free talk.  t: hello, s1. how many pencils can you see?  s1: i can see…… step2.presentation. 1. 1)t shows a picture with many letters: how many letters can you see?  s: i can see……  t: now let’s read together. a, b, c……  t points to j: this one is ……  s: j.  t shows a: a, a, j.  recognize and read as : big letter j, small letter j.  pay attention to the writing of small letter j. 2). t: jump like a rabbit.  ss act like rabbits.  t shows the word: jump. t teaches the pronunciation of ＂jump＂. t: j for jump,/ /,/ /,/ /.  s: j for jump,/ /,/ /,/ /.  t shows the picture of jeep: what’s this?  s: it’s a jeep.  t teaches the pronunciation of jeep.  t: who can say ＂ j for jeep……＂  s: j for jeep, / /,/ /,/ /. 2. teach k k like above.  k for key, /k/,/k/,/k/. k for kangaroo, /k/,/k/,/k/. t: c for what?  s: c for coke, /k/,/k/,/k/.  t: yes. when the word begins with c, it always pronounce /k/.  step 3. practise.  1. writing. 1) t: now, let’s write them down. look at the blackboard.  t: first, let’s write down big letter j. one. it looks like a hook. now, let’s try together. show me your finger.  s: my finger.  t& ss: one.  t teaches the writing of small letter j. (看上去像侧面坐着的一个人。)  2) t: guess! where does j live?  s: the second and third floor. (no.2 and no. 3).    homelet’s write down it. show me your finger.  s: my finger.  t & ss: one.  t teaches the writing of small letter j in the four-line format. (small letter j lives on the all the floors, the same as small letter f.)   write them on your exercise book.  teach the writing of kk.( pay attention to k.小k，小k, 叉腰踢腿。)  2. story time.  1) t: today zoom and zip bring us a new story.  they are picking up apples. ( t does the actions.)  what’s the meaning of ＂pick up the apples＂?  s: 摘苹果。  t: yes. who win? zoom or zip. let’s watch.  s: zip. t: zip为什么赢了？ s：因为她注意把摘下来的苹果，放在篮子里。zoom就没有这样做。所以zip赢了。  t：对了，我们学习也要像zip摘苹果那样，善于复习、积累，这样就会丰收累累硕果了。  t: let’s watch it again.  s: ok.  t: you can say ＂good idea!＂  好主意。  t teaches the pronunciation of ＂good idea＂.  t puts zip’s headgear on a student’s head: zip! how many apples do you have?  s: i have 16 apples.  t teaches ＂how many ……do you have?＂  2) read after the tape.  3) act it.  step4. assessment.1).complete the writing of letters and exercise on the activity book. think it over: 我注意精心设计教学活动，充分利用多种媒体进行辅助教学，尽可能的创设逼真的活动背景，使学生在能够具体感知的语言环境中学习，激发学生交际的欲望，有助于学生在课堂学习中更多的体验语言.unit 3 lesson 4part b let’s learn; part c cultureteaching aims :1. be able to listen, say, recognize the number words: sixteen, seventeen, eighteen, nineteen and twenty.2. be able to calculate the numbers in english. 3. be able to understand and do ＂ jump 16 times!＂, ＂ bounce 20 times!＂.focus points & difficult points :distinguish the pronunciation of ＂twenty＂, ＂twelve＂ and ＂two＂.teaching preparation:power point, vcd, number cards, a ball, a slope, 3 dices and tape.designing for the blackboard:sixteen seventeen eighteen nineteen twentyteaching steps:step1. warm –up 1. greetings.  2. sing a song<one two three four five>  3. number competition. (between groups, one by one.)  4. free talk.  t: how many pencils do you have?  s: i have 4 pencils.  ……  5. t claps hands or stamps feet to review the numbers. step2.presentation. 1. t claps hands to teach 16: how many times?  s: 16.  t teaches the pronunciation of 16.  t: what’s 15 and 2?  s: 17.  t teaches the pronunciation of 17.  t claps hands and stamps feet 18 times: how many times?  s: 18  t teaches the pronunciation of 18  t: what’s 9 and 10?  s:19.  t teaches the pronunciation of 19.  t shows number card to teach 20.  2. t shows power point to emphasize the recognizing and reading. step 3. practise.  1. guessing game.  t chooses one number card, hide it behind her: guess! what’s the number?  s:13?/16?……  2. let’s play  t: jump 16 times.  ss jump.  hop, bounce.  ……  4. t play the dices, let ss guess.  ……  5. number competition in the whole class.  6. c step4. assessment.1).t explains the meaning of the task.  2) ss do it after the class. 资料： 复活节是基督教纪念耶稣复活的节日。传说耶稣被钉死在十字架上，死后第三天复活升天。后来教会规定每年春分月圆后的第一个星期日(3月21日一4月25日之间)为纪念日。
　　德国政府规定复活节休息两天。在节日里，家人团聚，品尝各种传统食品，亲戚朋友见面要互相祝 贺。 象征生命的蛋、火、水、兔等成了复活节的吉祥物。鸡蛋和兔子在西方是新的生命和兴旺发达的象征。鸡蛋的本色象征太阳，把鸡蛋染成红色则象征生活幸福。在复活节中，父母要特地为孩子们准备制成鸡蛋、兔子形状的巧克力糖。亲友间要互赠彩蛋。在莱茵河中游和黑森东部的一些城镇，至今保留着＂彩蛋树＂这一古老习俗。人们把成百的蛋壳涂上彩画，串成蛋链，在复活节这天挂在松树上，制成彩蛋树，大人孩子围着彩蛋树唱歌、跳舞、庆祝复活节。而阿尔卑斯山的姑娘们则通过赠送红鸡蛋来表达自己的爱情。在复活节这天，姑娘如果向某一小伙子赠送三个红鸡蛋，表示姑娘向小伙子求爱。 关于兔子成为复活节的吉祥物，是有一段传说的。
　　在古代耶稣复活之日，正值斯堪的纳维亚地区居民庆祝大地回春的＂春太阳节＂，作为草原、森林动物中多产动物之一的兔子，它象征了春天的复苏和新生命的诞生，同时它又是爱神阿弗洛狄特的宠物，也是日尔曼土地女神霍尔塔的持烛引路者。因此，现在兔子作为给孩子们送复活节鸡蛋的使者，深受孩子的宠爱。＂在复活节这一天孩子定会收到兔形礼物。 火不仅给人类带来了光明，也使大地获得了新生。作为耶 稣再生的象征，复活节的许多活动都与火相关。
　　复活节这一天，人们在教堂前点烛以示圣化，并将圣烛迎进千家万户。这一天，孩子们最快乐的事是把圣火送到各家。他们在教堂前用圣火点燃树枝，然后奔跑着送到各家各户，其间充满着欢快的节日气氛。在德国的巴伐利亚地区，每年的复活节居民们都要举行火炬赛跑，以庆祝耶稣的再生。而北莱茵上威斯特法伦州的吕克台复活节滚火轮更是远近闻名。六个巨型大木轮被火点燃滚下山谷，就像六个火球从天而降，漆黑的山谷被大火轮照得通明，它与五彩缤纷的焰火交相辉映，再次显示了火给人类带来了新生。
　　作为德国惟一的少数民族索布族人则是用百骑大合唱的形式来庆祝耶酥的复活。一个个身穿黑色上衣、头戴黑色礼帽的索布族人，骑在用彩带、鲜花和白色贝壳装饰的骏马上，浩浩荡荡地行进在林间小路上。他们边走边用粗犷雄厚的嗓音高唱赞歌，场面十分壮观.http://www.mediaconnection.org/easter/symbol.htm think it over: 将新、旧知识运用到不同的语言场景中去，使学生亲身体验、自主探究、，并不断扩充自己的语言信息量，达到真实、灵活运用语言，探索实践语言的目的。unit 3 lesson 5part b let’s talk ; let’s practise teaching aims :1. be able to understand and say: how many … do you have? i have…and use them in real situation. 2. be able to understand and use the phrase which can praise other ones: ＂how nice!＂ and use them in the proper situation. 3. bring up students’ ability of communication.focus points & difficult points :be able to use the new structures as following in the real life: how many …do you have? i have…… *be able to understand and say ＂ open it and see!＂teaching preparation:vcd, powerpoint, tape, a pencil-box, a box of crayons, a doll, headgears of chenjie and john.designing for the blackboard:how many crayons do you have? i have……teaching steps:step1. warm –up 1. sing a song 《one two three four five》.  2. greetings.  3. review the numbers.  4. free talk.  t: how many pencils do you have?  s: i have … pencils.  practise in pairs. step2.presentation and practice.1. 1) guessing game to lead in.  t shows a pencil-box: what’s this in english? s: it’s a pencil-box. t shakes it: guess! how many pencils do i have?  s: you have…pencils.  t shows a student the pencil-box: open it and see!  s: you have … pencils.  2) t: what’s the meaning of ＂ open it and see!＂  s:打开， 看一看。  t teaches the pronunciation of ＂open it and see!＂  chain game: passing on a 套娃.  s1: open it and see!  s2: thank you.  s3……  3) t: the whole class, look at me!  look at my new crayons.  t: what’s the meaning of ＂look at my new crayons＂?  s: 看看我的新蜡笔。  t: who can say like this? look at my new pencils. look at my new books……  s: look at my new ……  t: how nice!  how beautiful!  s1: look at my new……  t&ss: how nice! 2. text.  1) watch the vcd.  t: john has some new crayons. let’s see. how many crayons does john have?  s: 16.  2) read after the tape.  3) act it in pairs.  4) act it in front of the class. step3. assessment.1).t explains the meaning of the task.  2) ss do it after the class.  3) read the text 5 times. think it over: 采用任务型教学途径，教师应明确所设计的每一项任务的目的，同时又要考虑该任务的实际操作性，可行性。为让学生从教学内容中获取新的信息。unit 3 lesson 6part b let’s say; let’s do; part c let’s checkteaching aims :1. be able to listen, say, recognize the words: lion, lock, milk, mouse, night, nest2. be able to listen, say, read and write these three letters: ll, mm, nn. 3. be able to do the actions, according to t’s orders.focus points & difficult points :distinguish the small letter l and big letter i. teaching preparation:1. letter cards ,some word pictures. 2. a little blackboard with four-line format.designing for the blackboard:
　　teaching steps:step1. warm –up 1.sing some songs.  2. review the dialogue and act it.  3. free talk.  t: hello, s1. how many pencils do you have?  s1: i have……  s1: hello, s2. how many books do you have?  s2: i have……  …… step2.presentation. 1. 1)t draws a lion: guess! what’s this?  s: a cat?…….  t completes the drawing: it’s a lion.  t teaches the pronunciation of lion.  run a train.  t: act like a lion./ rabbit./duck……  t draws a cage to lock the lion: lock the lion. a. meaning. 锁住狮子。 b. pronunciation. t points to the lock: it’s a lock. what’s the meaning of lock here? s: 锁。 t: can you find the same letter in ＂lion＂ and ＂ lock＂? s: l. t teaches ll. ( t shows ii to distinguish.) 2). t shows mm: big letter m, small letter m.  s: big letter m, small letter m.  t: m for…..?  s: m for milk, mouse, man, mother, mom, my, miss, mr…… t: m for milk,/ m /,/ m /,/ m /.  s: m for mouse,/m /,/ m /,/ m /.  2. t draws a moon: it’s night. we can go sleeping. ( do the actions.)  t teaches the pronunciation of night.  t draws a tree: what’s this?  s: it’s a tree.  t draws nest: a bird is sleeping in the nest.  t teaches the word of nest.  t: can you find the same letter in ＂night＂ and ＂nest＂?  s: n.  t teaches nn. ( t shows mm to distinguish.)  step 3. practise.  1. writing. 1) t: now, let’s write them down. look at the blackboard.  t: first, let’s write down big letter l. one. what does it look like?  s: 一个直角……  t&ss write down it in the air.  t teaches the writing of small letter l (distinguish with big letter j.)  2) t: guess! where does l live?  s: the second and third floor. (no.2 and no. 3).    homelet’s write down it. show me your finger.  s: my finger.  t & ss: one.  t teaches the writing of small letter l in the four-line format.  write them on your exercise book.  teach the writing of mm, nn like above.( pay attention to m,n, two strokes.)  2. let’s do. a. ss do and say after t. b. ss do with the vcd. c. t: j, j, j. s: jump, jump, jump. ……  3. let’s check. step4. assessment.1).complete the writing of letters and exercise on the activity book. think it over: recycle 1 recycle 1 lesson 1let’s actteaching aims :1. be able to understand and say ＂what’s in your box?＂ ＂chocolates? cookies?＂ ＂ let’s share.＂2. be able to act the dialogue and make a similar dialogue, act it fluently. 3. bring up their creative abilities.focus points & difficult points :make a similar dialogue.teaching preparation:1. a wallmap 2. some headgears of chen jie, john and amy. 3. chocolates, cookies, plastic bag.designing for the blackboard:what’s in your box?guess! chocolates? cookies?let’s share!teaching steps:step1. warm –up 1. greetings.  2. let’s do.  3. free talk  t: good morning/afternoon. may i have your name?  s1: my name’s … may i have your name?  t: my name’s … where are you from?  s1: i’m from hang zhou.  t: oh, me too. nice to meet you.  s1: nice to meet you, too.  t: boys and girls. we have a new friend today,…  s1: welcome.   t: hello, s2. who’s that boy?  s2: he is s3.  t: can you introduce him to me? this is my friend, s3. this is my teacher, miss jin.  s2: this is my friend, s3.  this is my teacher, miss jin.  t&s3:nice to meet you.  step2.presentation. 1. 1)t: boys and girls. i’ve got a box.  do you want to know what’s in my box?  s: yes.  t: you can say ＂what’s in your box?＂ ( t writes it down on the blackboard.)  s1: what’s in your box?  t: open it and see. shhhhh! be quiet!  s2: what’s in your box?  ……  2) t: who can tell me what’s in my box?  s: chocolates!  t teaches the pronunciation of ＂chocolate＂.  t shows cookies: what are they?  t: they are cookies.  cookie means 曲奇饼，一种小甜饼。  也可以指某一特定类型的人。 he is a tough cookie. he is a smart cookie.  3) t: how many cookies do i have? guess!  s: 12?……  t: let’s count!  t & ss: 1,2,3,4……20!  4) t: now, let’s share! share means you can eat them, he can eat them, everybody can eat them. ok?  s1: great!  s2: ok!  s3: good idea!step 3. practise.  1.text a. watch the vcd.  b. read after the tape.  c. guess the next sentence.  d. practise in 3-person group.  e. act it.  f. make a similar dialogue. step4. assessment.1).t explains the meaning of the task.  2) ss do it after the class.think it over任务型教学要以学生的生活经验和兴趣为出发点，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。recycle 1 lesson 2let’s chant; let’s playteaching aims :1. be able to chant the new chant.2. be able to recognize and read all the letters we＂ve learnt. 3. stimulate their interests to learn english.focus points & difficult points :the pronunciation of ＂let＂s all be a family＂.teaching preparation:1. letter cards, family member words and number cards. 2. tape and vcd. 3. cartoon about family.designing for the blackboard: 13 15 20 17 7 12 h i j k f m  8 9 16 14 10 9 a d e b g jteaching steps:step1. warm –up 1. greetings.  2. watch the disney movie.  3. free talk  t: good morning/afternoon. may i have your name?  s1: my name’s … may i have your name?  t: my name’s … where are you from?  s1: i’m from hang zhou.  t: oh, me too. nice to meet you.  s1: nice to meet you, too.  t: who’s that boy?  s1: he is s2.  t: can you introduce him to me? this is my friend, s2. this is my teacher, miss jin.  s1: this is my friend, s2.  this is my teacher, miss jin.  t&s2:nice to meet you.  t: look! i have a new box.  s2: how nice! what’s in the box?  t: guess!  s1: chocolates?  s2: cookies?  t: open it and see.  s1: chocolates!  t: let’s share!  s: thank you!/ good idea! 4. review the words about family. step2.presentation and practise. 1. chant 1)t hands out the word cards: who plays mother?  s with the card ＂mother＂: me.  t: who plays father/brother……?  ss: me.  t: let’s all be a family.  t with the card ＂sister＂: i am the sister.  s: i am the father……  ……  t: this is my family. i love my family.   2) text a. read after the tape. b. explain the meaning of this chant. c. boys: let’s go, boys. girls: let’s go, girls. ss: let’s all be a family.  who plays father/ mother/ brother and sister? s1: i am father. s2: i am mother. s3&s4: we are brother and sister. boys, girls, ss.  d. practise in 4-person group. 2. let’s play.  1) slap the flies. 2) t pastes the letter cards on the blackboard, then write down the numbers.  t: 3.  s:h.  3) play in pais. 3. make an interview. (activity bookp20) step4. assessment.1).t explains the meaning of the task.  2) ss do it after the class.think it over: 任务的设计要尽量贴近学生的生活和经历，能引起学生的共鸣，兴趣越浓求知欲越强，参与意识越高，越能发挥学生的主体性，学生越能主动进行任务的学习。