Unit 1 School Again
Wonderland & Farmland
知识与技能：认识两种文具：pencil和knife。能用new和old来形容物品。
过程与方法：能通过看图或看实物说出“pencil, knife.”。
情感态度与价值观：1通过英语课堂教学活动，让学生对英语学习感兴趣。
                  2 引导学生主动交流，养成良好的交际习惯。

Procedures
Contents
Methods
Purpose

Pre-task preparation
Warming-up
1. Song: <Happy new year to you>
1. say rhymes together
2. greet children.


1. Play the cassette: Unit1 Disneyland, song
1.The teacher and the students say the rhyme together.
2.The teacher and the students greet one another.

创造英语学习的氛围。
培养学生相互之间英语交流的能力。

Task procedure
Task 1. Lead in
I’m not …
Task 2.
Show the pictures.  (new, old, pencil, knife)
Task 3. Group work
Listen and match the pictures with words.






1. The teacher greets to the student :
Eg:
T: Happy New Year. Tommy!
S: I’m not Tommy. I’m Sandy.
To elicit “I’m not …”
2. Look! I’ve got a new pencil / knife.
Takes out some old things and elicit “old”
3. Teacher says the new words and the students match the pictures with words.
1．引入：
教师故意搞错对话的对象，引出新句型 “I’m not …”
2．用上学期所学的句型来引出新单词。
3．将图片与单词相配对，巩固当天所学内容。

Post-task activity
Activity
Look at the word cards and read the new words.
Play a game: I’m not …





1. Read the new words:
new, old, pencil,  knife
2. Teacher takes out a mask. Eg:
S: Hello! Spotty.
T: I’m not Spotty
把游戏渗入到教学中，与新学的单词整合起来，增加语言训练的趣味性。


Grand Theatre
知识与技能：1 帮助学生从小懂得讲文明，会用礼貌用语与人交往。2 帮助小学生学会在适当的场所说 “Sorry.”和“Thank you.”
过程与方法：能听懂和理解Grand Theatre中的对话内容，并模仿正确的语音语调在课内表演。
            能用学过的学习用品名词与Grand Theatre的语言内容整合，拓展学生的语言量，
            让学生进行表演。
            能根据生活中的实际情景用英语说“Sorry.”或“Thank you”。
情感态度价值观：
    1 引导小学生大方、自然地用英语介绍自己的身份。
            2 引导学生真诚地赞美别人的物品。
Procedures
Contents
Methods
Purpose

Pre-task preparation
Warming-up
1. Say rhymes together
2. Greet children.

Revision
a new pencil, a new pen, an old bag, an old pencil box, a new knife, an old knife, a new ruler, an old knife, a new ruler, an old ruler

1.The teacher and the students say the rhyme together.
2.The teacher and the students greet one another.
Revision
Eg: –I’ve got a new pencil
   –Wow, It’s so nice.

1．以朗诵儿歌的方式渲染课堂英语学习的氛围。
2．课堂中师生之间的会话可以增加彼此的感情，达到英语学习的情感目标，让学生了解相互问候是一种情感的交流。

Task procedure
Task 1. Lead in:
Role-play: Hello, Tommy. I’m not Tommy. Sorry, Tony. Wow, you’ve got a new bag! It’s so nice. Thank you.

Task2. Show the dialogue.
Task3.
Hi, Jenny.
I’m not Jenny.
Sorry.
That’s all right.

Use the mask “Jenny”, teacher role-plays Jenny : Hello, Tommy. I’m not Tommy. Sorry, Tony. Wow, you’ve got a new bag! It’s so nice. Thank you.
Teacher and the students show the dialogue together.
Encourage the students to invite their classmates to perform the short dialogue.

通过角色扮演直接引入新课。
为学生提供一到两个情景，使学生能够灵活运用语言，做到学以致用。
创设情景，学会在认错人时说“对不起”。

Post-task activity
Teamwork
Game
Guess: Who am I ?
Are you …?
No, I’m not…
Yes, I am.



Ask the students to listen to the tape and read the whole dialogue after it.
Ask the students to prepare new dialogue in group.
Let the students role-play the dialogue.

表演能使学生把课本内容直接运用于模拟生活实际，所以要培养他们大胆地模仿着说进而表演的良好习惯。