2024年2月13日发(作者：)

Unit2 In the circus

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第四课时(4 PERIOD)

一、主要新授内容(New contents)

Let’s talk --- Look at the …

It’s …

二、学习目标(Objectives)

1、学会用Look at the … It’s …句型来介绍马戏团里的动物，同时能与旧句型整合对特征、能力等其他方面进行描述。

2、尝试介绍一种马戏团里自己喜欢的动物，与同学交流分享。

三、教学建议

1、任务前期准备阶段（Pre-task preparation section）

Pre-task Preparation是指我们要求学生运用目的语（即所学的语言）之前，呈现给学生的新语言材料。也就是我们常说的：Input。在这个环节主要让学生获得对新语言材料的第一次感知。

Activity 1 （Tiny Tiger）

（引入1）

1、教学辅助(Aids)

2．活动过程（Process）

Steps

1

Contents

Say a rhyme

Methods Purpose

This little tiger is very wild.

(Growl like a tiger)

This little tiger is a loving child. 儿歌说说，手指(Pet the second finger) 动动，让学生轻This little tiger has some big black spots. 松进入语境中学(With thumb and forefinger of the right hand, 习。

for a circle. Place it over the middle finger

for spots)

This little tiger likes to prowl and smell.

(Dot the ring finger with the pointer of the

right hand)

But his teeth are too small to bite quite

well.

(Let the little finger prowl all around the lap,

smell and smell)

Activity 2 (An alphabet rhyme)

（引入1）

1、教学辅助(Aids)

1) 字母卡片

2) 节奏器

2．活动过程（Process）

Steps

1

Contents Methods Purpose

Recite the letters Let students clap hands and 拍手复习字母，增加打recite the letters from 节奏性。

Aa---Qq

Say a rhyme A - B - CDE (Teacher)

A - B - CDE (Students) 用儿歌将26个字母串Grade One is where I want to be. 接，在多次朗读中自然(Teacher) 学会了新的句子，增加Grade One is where I want to be. 输入量。

(Students)

F - G - HIJ

Learning to read and write each

day.

K - L - MNO

Many boys and girls we know.

P - Q - RST

Sharing books with you and me.

U - V - WXY

Now it's time to say good-bye.

Z - Z - ZZZ

Grade One is where I want to be.

(or, with the zed sound -)

Z - Z - ZZZ And the letters are

in my head.

2

Activity 3 （The circus）

（引入1）

1、教学辅助(Aids)

1) 单词卡片

2) 图片

2．活动过程（Process）

Steps

1

Contents Methods

Purpose

Talk about If you are an animal trainer in the

the circus circus, what can you do/say?

What animal do you see/hear in the

circus?

2 Circus Time Teacher: We will see a big parade.

All: The circus is coming to town.

Teacher: We'll have pink lemonade. 师生的一唱一和，通All: The circus is coming to town. 过互动增加课堂气Teacher: The horses will put on a show. 氛，并让学生潜移默All: The circus is coming to town. 化地了解更多马戏团Teacher: The clowns will march in a row. 的知识。

All: The circus is coming to town.

Teacher: There will be some acrobats.

All: The circus is coming to town.

Teacher: There will be some tiger cats.

All: The circus is coming to town.

Teacher: There will be a buffalo.

All: The circus is coming to town.

Teacher: Come on! Let's go! Let's go!

All: The circus is coming to town.

2、任务中期实施阶段（While-task procedure section）

While-task Procedure，这是指语言技能的习得过程。其中分为机械性操练和意义性操练两部分。机械性操练可以让学生准确地模仿、复说新授的语言，让他们经过从模仿到识记的过程，使新知识由感知、理解、模仿直到储存。

Activity 1 （Circus train）

（引入1）

1、教学辅助(Aids)

1) 纸

2) 蜡笔或彩色笔

2．活动过程（Process）

Steps

1

Contents Methods Purpose

Make a circus The children may draw and colour any

train animal they wish in the circus. Paste

the animals on the blackboard as if they 让学生自己动手，激were in a circus train. 发他们的表达欲望。

Talk about the Encourage students to introduce the

animals circus train one by one.

Look at the … It’s …

2

Activity 2 （Circus show）

（引入1）

1、教学辅助(Aids)

1) 电脑（2B-U2-13）

2) 屏幕

2．活动过程（Process）

Steps

1

Contents

Free talk

Methods Purpose

(Show the picture on page 8 ) Ask

students to talk about one animal they

like on the circus show. 通过逐步创设情境让Things What can the animals do in the circus.

学生表达更多的句型，使学生的知识进animals can do Encourage students to say:

行整合。

Look at the …

It’s ____ and clever.

It can …

Activity 3 （Under The Big Top ）

（引入1）

1、教学辅助(Aids)

1) 图片

2．活动过程（Process）

Steps

1

Contents Methods Purpose

儿歌的节奏性使学生乐于接受，也在潜移默化中使学生习得更多知识。

Listen to a Under the big top, what will I see?

rhyme Look there's an elephant smiling at me.

Behind the elephant, what will I see?

Look there's a bear dancing for me.

Behind the bear, what will I see?

Look a wild lion is roaring at me.

Behind the lion, what will I see?

A little seal doing tricks for me.

2

2 A memory game Choose the animals pictures students hear

in the rhyme and put them on the 培养学生仔细聆blackboard. 听的习惯。

Talk about the Talk about the animals in order.

animals Look at the …

It is …(where)

It is …

Say the rhyme Let students say the rhyme together.

逐步进行语言的积累表达。

3

4

Activity 4 （Sky circus）

（引入1）

1、教学辅助(Aids)

1) 电脑（2B-U2-14）

2) 屏幕

2．活动过程（Process）

Steps

1

2

Contents

Free talk

Sky Circus

Methods

Do you like the circus?

Where can you see the circus show?

(Show some clouds look like animals) Let

students guess what animal it is. What

has it?

Look at the … It’s … It has …

Purpose

3 A chant

发挥学生想象空中云朵的形状，根据描述特征来巩固旧Sky Circus

I saw an elephant today, And a kangaroo,

句型，与新句型整合。

and a whale,

A tall giraffe, a wobbly calf, And a bird

with a long, long tail.

I saw them march in proud array, I saw

them all this very day.

Why don't you ask me where I've been? To

the circus?

No, not I. I've been swinging on

Grandma's gate,

Watching the clouds in the sky.

Activity 5 （Animals are hungry）

（引入1）

1、 教学辅助(Aids)

1) 电脑（2B-U2-15）

2) 屏幕

2．活动过程（Process）

Steps

1

Contents Methods Purpose

The food animals The … is hungry. What does it like

like to eat? 一年级时已学I like

It likes to eat … to eat … 根据学生Match and say (Show some pictures of food and

情况学习表达It

likes to eat …进行match with the animals)

扩充。

Look at the … It’s …

It’s hungry now.

It likes to eat …

Activity 6 （Introduce an animal）

（引入1）

1、 教学辅助(Aids)

1) 图片

2

2．活动过程（Process）

Steps

1

Contents Methods Purpose

以小组共同介绍一种动物来降低难度，使每个学生都有机会表达。

Introduce an Encourage students in groups to

animal in introduce an animal they like:

groups Look at the …

It’s …

It has …

It can …

It likes to eat …

3、任务后期完成阶段（Post-task activity section）

Post-task Activity，这是指经过机械性操练和意义性操练，引导学生运用他们所获得的知识与技能来完成一个交际性的任务“task”，也就是语言的输出：output。学生通过前两个阶段的学习，在知识和能力上已具备综合新旧知识进行交际的能力，教师可以根据学生的实际水平设计或选用提供的活动，使学生在相应的尽可能贴近生活的语境中，正确有效使用习得语言，完成交际性的任务。

Activity 1 （Make a shadow）

（引入1）

1、教学辅助(Aids)

1) 纸

2．活动过程（Process）

Steps

1

2

Contents

Make a shadow

Guess

Methods Purpose

Ask students to make a shadow of an 通过制作动物影animal. 子，激发学生表Let students share the shadows and guess

达欲望。

what animal it is.

Activity 2（Circus puppets）

（引入1）

1、教学辅助(Aids)

1) 彩色笔或蜡笔

2) 纸

2．活动过程（Process）

Steps

1

2

Contents

Circus Puppets

Say and act

Methods Purpose

Ask students to make a finger 选择自己喜欢的动物circus puppet. 来做个手指木偶，说说Put the circus puppet on the finger

做做演演中自然表达语言。

and introduce this animal.

Activity 3（Circus cage）

（引入1）

1、教学辅助(Aids)

1) 盒子

2) 剪刀

2．活动过程（Process）

Steps

1

Contents Methods Purpose

Circus Cage for To make a circus cage, you'll need

Animals an empty biscuit box. Cut the flaps

off the opened end. Then carefully 利用废弃小盒子做个cut out a large rectangle on each 马戏车进城的小笼side. Tape some straws to the box. 子，在演演说说中学Do this on both sides and the cage 生获得乐趣，也学会is complete. 活用语言。

Make a circus Now put the finger circus puppet in.

show It looks like the circus has come to

town! Then encourage students to

show the circus and introduce the

animals

2

Unit 2 In the circus

th

第五课时(5 PERIOD)

一、主要新授内容(New contents)

Let’s enjoy --- Guess

二、学习目标(Objectives)

1、学会运用单词little, 并能在描述中正确区分使用单词have/has/is。

2、整合旧句型对特征、能力、外表等其他方面进行描述，尝试自己编有关动物的谜语，来互相竞猜。

3、 通过说说谜语，互相猜猜，画画动物等多种形式，来介绍自己的动物好朋友，在同学中间交流分享。

三、教学建议

1、任务前期准备阶段（Pre-task preparation section）

Pre-task Preparation是指我们要求学生运用目的语（即所学的语言）之前，呈现给学生的新语言材料。也就是我们常说的：Input。在这个环节主要让学生获得对新语言材料的第一次感知。

Activity 1 (Stomp and clap)

（引入1）

1、教学辅助(Aids)

1) 字母卡片

2) 单词卡片

2．活动过程（Process）

Steps

1

Contents

Review

letters

Review

sounds

Methods Purpose

the Show the letter cards and read

them. Stomp the vowels and clap 通过拍手、跺脚的身体运the consonants. 动，来复习字母和其发音，the Teacher makes a sound of a letter

既测试学生反应速度，又从and shows a word card. If the word

一开始就调动学生的积极including the sound, students

性。

clap and read the word. Or not

students just stomp.

Activity 2 （A song）

（引入1）

1、教学辅助(Aids)

1）图片

2．活动过程（Process）

Steps

1

Contents Methods Purpose

Sing and Did You Ever See A Clown

act

(Sung to: 'Did You Ever See A Lassie?' )

Did you ever see a clown, A clown, a clown?

Did you ever see a clown Move this way and that? 从歌曲中Did you ever see a clown Move this way and that? 了解马戏Move this way and that way, Move this way and that 团里更多way. 的角色，并Did you ever see a clown Move this way and that? 让学生唱(Have child form circle. One child in middle should 唱做做，调perform actions. Take turns.) 动学习的Make a new Allow the children to choose the focus of each verse

积极性。

version (did you ever see , did you ever

see , did you ever see tightrope

, etc)

2

2

Activity 3 （A guessing game）

（引入1）

1、教学辅助(Aids)

1) 图片

2．活动过程（Process）

Steps

1

Contents Methods Purpose

Talk about a Each group chooses an animal and

circus animal talks about it. 让学生学会互相合作学It’s … and … 习，用集体的智慧描述一It can … 种动物。

It has …

It likes to eat …

Guess Others guess what it is and point

to the animal. Then repeat how it

is.

Look at the …

It’s … and …

It can …

It has …

It likes to eat …

培养学生良好的聆听习惯，通过复述，让学生从中也能学习。

2

2、任务中期实施阶段（While-task procedure section）

While-task Procedure，这是指语言技能的习得过程。其中分为机械性操练和意义性操练两部分。机械性操练可以让学生准确地模仿、复说新授的语言，让他们经过从模仿到识记的过程，使新知识由感知、理解、模仿直到储存。

Activity 1 （Find the friends）

（引入1）

1、教学辅助(Aids)

1) 单词卡片

2．活动过程（Process）

Steps

1

Contents

Say a rhyme

Methods

Have, have, have,

I have, You have.

Has, has, has,

He has, she has, it has.

Purpose

以儿歌形式，让学生熟记生硬的语法知识。

通过找朋友的游戏，让学生学会运用have/has，并根据实际情况造句，学会活用。

2 Find

friends

the Teacher sends the word cards (I, you,

it, she, he) to students. Then put the

word card (have, has) on the

blackboard. Students try to stand in

front of the right word card

(have/has) and make a sentence.

I/ You have …

He/She/It has …

Activity 2 （Say a rhyme）

（引入1）

1、教学辅助(Aids)

1) 纸

2．活动过程（Process）

Steps

1

Contents Methods Purpose

以儿歌形式了解little/ a little的使用区别，并以画画形式检测学生的理解程度。

Listen and draw Ask students listen to the rhyme and

try to draw according to the rhyme.

I have a house.

My house is little.

A rabbit is in my house.

The rabbit is little, too.

The rabbit is a little fat.

She can’t jump.

2 Talk about the Teacher talks about the rhyme and

rhyme shows the picture he/she draws.

Read the poem Read the poem together and then try

to make a new poem and draw a new

picture.

3

Activity 3 （Talk about friends）

（引入1）

1、教学辅助(Aids)

1) 图片

2．活动过程（Process）

Steps

1

Contents

Talk

friends

Methods Purpose

A guessing game Teacher encourages students to

由说说自己身边的好朋友，到猜猜说说自己的动物好guess: Who is my friend?

由熟悉的介绍人的说I have a friend. He is tall and

朋友，在white. He goes Nay-Nay. He has

段练习过渡到介绍动物，four long legs so he can run

层层递近的过程中学生逐fast. I can ride on him. He

步形成知识的积累。

likes to eat grass. Who is he?

(A horse)

about Have you got a friend? Who is

he/she? Can you say something

about your friend?

Encourage students to

introduce their friends.

2

3 Make a riddle Encourage students to make a

new riddle to let others guess.

I have a friend.

He/ She is …

He/She has …

He/She can …

He/She likes to eat …

Look at my friend.

Who is he/she?

Activity 4 （A guessing game）

（引入1）

2、 教学辅助(Aids)

(1) 电脑(2B-U2-16)

(2) 屏幕

2．活动过程（Process）

Steps Contents Methods Purpose

Show some sentences that have

been hidden. Divide the students

into two parts. Each group may

choose one sentence each time

that helps them to find the

answer (Who is my friend?). See

which group is faster.

A guessing game

e.g. I have a friend.

He is yellow and brown.

He is big and strong.

He has a long tail.

He can jump through the hoops.

He can run fast.

He likes to eat little animals.

Read the riddle

1

任意选择一句句子，根据其特征来猜猜动物，通过将整段谜语切割成无数小句，降低理解难度，也发挥学生想象。同时通过两组比赛，激发学生表达欲望。

２

Ask the whole class to read the 通过整个谜语的朗读，为riddle together. 学生自己说打好基础。

Activity 5 （Make a picture）

（引入1）

1、教学辅助(Aids)

1) 电脑(2B-U2-17)

2) 屏幕

2．活动过程（Process）

Steps

1

Contents Methods Purpose

Read and Students read a riddle and choose the

choose parts of the animals’ body to make a new 根据谜语，将分割好picture. Then guess what animal it is. 的身体重拼，来看看(Divide the animal pictures into 是什么动物，并来说several parts of head, body, feet and 说动物，增加趣味性。

tail.)

Talk about Encourage students to say more about

the animal this animal.

2

Activity 6 （Here I am!）

（引入1）

1、教学辅助(Aids)

1) 手指木偶

2．活动过程（Process）

Steps

1

2

Contents Methods Purpose

Make a riddle Encourage students to make a riddle about

a circus animal and others guess. 通过歌曲中互Sing a song The whole class sings the song together.

动的及时反馈，When the guessing animal is the finger

检验学生仔细并让puppet you have, you should stand up and

聆听程度，全班参与猜猜answer by singing.

e.g. Ss: Where is Tiger? Where is Tiger?

学生编的谜语，扩大操练面。

S1: Here I am. Here I am.

Ss: How are you today?

S1: Very well, thank you.

Ss: Run away. Run away.

(Sing with different animals)

3、任务后期完成阶段（Post-task activity section）

Post-task Activity，这是指经过机械性操练和意义性操练，引导学生运用他们所获得的知识与技能来完成一个交际性的任务“task”，也就是语言的输出：output。学生通过前两个阶段的学习，在知识和能力上已具备综合新旧知识进行交际的能力，教师可以根据学生的实际水平设计或选用提供的活动，使学生在相应的尽可能贴近生活的语境中，正确有效使用习得语言，完成交际性的任务。

Activity 1（Listen and draw）

（引入1）

1、教学辅助(Aids)

1) 纸

2) 蜡笔或彩色笔

2．活动过程（Process）

Steps

1

2

Purpose

Make a riddle Invite a student to make a riddle

在说说谜语，互相猜猜，画画动物中，来介of an animal.

绍自己的动物好朋友，Listen and draw Others try to listen and draw the

在同学中间交流分享。

animals on the paper. See who is

right and who can draw well?

Contents Methods

Activity 2（Hide and seek）

（引入1）

1、教学辅助(Aids)

1) 图片

2．活动过程（Process）

Steps

1

Contents Methods Purpose

将动物图片放在背后，利用学生急于想知道答案的心理，在游戏问答中使学生学会使用提问。

Hide and Invite two students to come to the

seek front. Put a picture on the back of

each student. Then each one who

doesn’t know what animal it is may ask

questions to the class. Others can

only answer “Yes./ No. ”

e.g. Is she big?

Has she two long ears? etc.

Play in Let students play the game in four.

groups

2

Activity 3 (A miming game)

（引入1）

1、教学辅助(Aids)

2．活动过程（Process）

Steps

1

Contents

Mime and guess

Methods

Except for talking, the teacher

may do anything (e.g. act, draw) to

show how his/her friend is.

Encourage students to guess: Who

is my friend?

Teacher acts again and invites the

students to speak out how his/her

friend is.

Purpose

老师不动口，在演演画画无声的交流中，鼓励学生多多开口。

2 Mime and say

Unit2 In the circus

th

第六课时(6 PERIOD)

一、主要新授内容(New contents)

Main words: horse bear elephant tiger monkey panda

Main sentences: Look at the … It’s …

Come here. Go there. Come back.

二、学习目标(Objectives)

1、复习字母Aa---Qq，以及其在单词中的发音。

2、 对单词的拼读进一步巩固，使学生熟练地运用Look at the … It’s …句型来介绍马戏团里的动物，同时能与旧句型整合对特征、能力等其他方面进行描述。

3、学生通过阅读来作为补充，并从有选择地模仿中学会更全面地介绍来介绍自己的动物好朋友，在同学中间交流分享，懂得动物是我们的好朋友。

三、教学建议

1、任务前期准备阶段（Pre-task preparation section）

Pre-task Preparation是指我们要求学生运用目的语（即所学的语言）之前，呈现给学生的新语言材料。也就是我们常说的：Input。在这个环节主要让学生获得对新语言材料的第一次感知。

Activity 1 （Sing a song）

（引入1）

1、教学辅助(Aids)

1) 磁带

2) 录音机

2．活动过程（Process）

Steps

1

Contents

Sing a song

Methods

Let's All Go to the Circus Today

(Sung to: 'Mary Had A Little Lamb' )

Let's all go to the circus today, The

circus today, the circus today,

Let's all go to the circus today

And watch the animals play.

See the lions jump through the hoops.

At the circus today

See the big seals spinning balls.

At the circus today

See the little dogs jump and twirl.

At the circus today

Purpose

在歌曲的学习中逐步积累词汇。

2 Talk about the Talk about the circus animals in the

animals in the song.

What can they do?

Activity 2 (Whisper)

（引入1）

1、教学辅助(Aids)

3) 字母卡片

2．活动过程（Process）

Steps

1

Contents Methods Purpose

Play a game: whisper Teacher quietly tells a 通过传音游戏来检测学letter， the sound or a word to 生字母、字母发音或单the first student of the line. 词发音的正确性。

Then students tell one by one

and see which line is the

quickest.

Activity 3 （Say and act）

（引入1）

1、教学辅助(Aids)

1) 音乐

2．活动过程（Process）

Steps

1

Contents Methods Purpose

以音乐让学生动动说说，鼓励学生更多的参与交流表达。

Listen and While playing slow music, ask the children

act which circus animals would move slowly

then have them imitate that movement

(elephants). Likewise, which animals

would move very quickly? Play fast

music as children move like prancing

horses, for example.

Listen and Play the music again. While playing slow

say music, encourage the children to

introduce a friend of a circus animal that

moves slowly. So does the quick music.

2

2、任务中期实施阶段（While-task procedure section）

While-task Procedure，这是指语言技能的习得过程。其中分为机械性操练和意义性操练两部分。机械性操练可以让学生准确地模仿、复说新授的语言，让他们经过从模仿到识记的过程，使新知识由感知、理解、模仿直到储存。

Activity 1 （The animals in the circus）

（引入1）

1、教学辅助(Aids)

(3) 电脑(2B-U2-18)

(4) 屏幕

2．活动过程（Process）

Steps

1

Contents Methods Purpose

The animals in the Show pictures of animals to the

circus children (pets, farm animals,

jungle, etc). Which animals 通过归类，让学生了解would we find in a circus? 马戏团里哪些动物可Listening Play a tape of animal sounds and

以表演。

allow children to identify the

animals.

Listen to the … In the circus,

I can/ can’t hear the …

Activity 2 （Reading）

（引入1）

1、教学辅助(Aids)

1)电脑(2B-U2-19)

2)屏幕

2．活动过程（Process）

Steps

1

Contents

Read and

match

Methods Purpose

Let students read the paragraph

通过读读配对，让学生更多and match the pictures.

了解动物能干些什么，对于What do you think of the circus

不同层次的学生可以有不同Talk about

animal?

要求，可开口说说，或理解the circus

Which animal do you like best?

即可。

animals

Say something about it.

2

2

Reading:

The circus has lots of fun. Tigers can jump through hoops. Monkeys can stand on the heads.

Bears can ride bicycles. Horses can gallop around in a circle. Lions can sit on a stool.

Elephants can hold up one foot. Circus animals are clever but after the show, they are tired.

Which animal do you like best?

Match: (Pictures) Animals (Pictures) Action

Tigers

Monkeys

…

Activity 3 （More about the circus）

（引入1）

1、教学辅助(Aids)

1)电脑(2B-U2-20)

2)屏幕

2．活动过程（Process）

Steps

1

2

3

Contents Methods Purpose

More about the Introduce more roles in the 通过阅读，了解马戏团里circus circus by reading 更多其他的角色，更全面Read and match Match the pictures and the

地了解马戏表演。

roles.

Say and act I’m a …

I’m …

In the circus, I can …

Reading:

Do you know who he is?

(A picture) A strong man can lift barbells.

(A picture) A tightrope walker can walk across a balance beam carrying an umbrella above

their heads

(A picture) A clown can make people laugh.

(A picture) A trapeze artist can fly in the sky.

(A picture) A ringmaster can introduce circus act.

3、任务后期完成阶段（Post-task activity section）

Post-task Activity，这是指经过机械性操练和意义性操练，引导学生运用他们所获得的知识与技能来完成一个交际性的任务“task”，也就是语言的输出：output。学生通过前两个阶段的学习，在知识和能力上已具备综合新旧知识进行交际的能力，教师可以根据学生的实际水平设计或选用提供的活动，使学生在相应的尽可能贴近生活的语境中，正确有效使用习得语言，完成交际性的任务。

Activity 1（Draw and write）

（引入1）

1、教学辅助(Aids)

1) 纸

2) 蜡笔或彩色笔

2．活动过程（Process）

Steps

1

Contents

Draw and write

Methods

Let students write something about

a circus animal and ask another to

guess what it is. The one who

guesses may draw a picture to show

the answer.

Purpose

通过填填写写，降低学生写谜语的难度。同时同学间的互动竞猜，写写画画，也增加了趣味

2 Make a circus Put students’ drawing together to 性。

make a picture of circus.

I have a friend.

____ (He/She) is ________________.

____ (He/She) has ____________________.

____ (He/She) can _________________.

____ (He/She) likes to eat __________________.

______________________________________

______________________________________

______________________________________

Who is ____ (He/She)?