Unit 2 Toys教学目标设计

Period 1 Toys we have 主体文本

I have a doll. Look at the doll.

It has two big eyes. It has yellow long hair. It is pretty.

I like my doll.

I have a robot. Look at the robot.

It has strong body. It can walk. It is smooth. I like my robot.

I have a skateboard. Look at the skateboard.

It has four wheels. It is smooth. I like my skateboard.

预设输出文本

I have _______. Look at the _______(toys) It is __________.

It has _______. I like my _______. Procedures Contents 1.Warming-up 2.Show the toys. Methods 1.Learn the sound. 2.Show your toys. Purposes 通过感知音标单词、分享自己的玩具，让学生在愉快的环境中进入今天学习的主题。

从学生熟悉的玩具引出新词，让学生易于接受。

Pre-task preparations While-task procedures 1. To learn: toy

1. Ask and answer:

To practice the sentence : 2. Let’s talk.

A: What toy do you have?

A:

What toy do you have?

B: I have ...

B:

I have ...

2. To learn the new words: 1. Listen. 以chant的形式让学doll 2. Let’s chant. 生轻松学会新词，让

3.Do pair work. 学生在对子活动中操A: Look at the dolls.( Barbie dolls). 练新词。

How are they ? B: They are _____. A: Do you like _______ ?

B: Yes, I do./ No, I don’t.

4. Introduce the doll. 3. To learn the new words: 1. Dialogue robot, cool, 2.Introduce the robot. 3. Let’s say I have a _____. Look at the _____.

It has __________. It can _____. It is _____. I like my _____. 通过对话引出新词，激发学生学习兴趣。通过框架介绍robot，提高学生的口语能力。

4. To learn the new words: 1. Learn the new words..

以简易的儿歌操练新skateboard,

fun

2. Sing an easy song.. 词，然后通过模仿语

3. Talk about the skateboards like 段的训练，逐步过渡

the model. 到指定词汇的语段输4. Let’s talk. 出。

I have a _______. Look at the ______. It is ________.(hard,nice…) It has _________. We can skate the ______. It is fun. I like my _______. 1.To read the passage in this 1. Listen and repeat the passage.. lesson.

2. Talk with good friends.

2.Ask students to introduce I have _______. one of the toys they have .

Look at the _______(toys) It is __________.

It has _______. I like my _______. 1.Read the words and text on page 18 2.Tell your friends the toy you have.

整体认知文本内容，根据文本内容进行信息的提炼。

结合实际让学生仿照例子谈谈自己拥有的一样玩具，让学生达到语言输出的目的。

Post-task activities Assignment