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二年级上词汇及句型 Unit one What day is today?
话题：星期与活动
词汇：
星期：Weekends( Sunday, Saturday), weekdays(Monday, Tuesday, Wednesday, Thursday, Friday )
打球： play ping-pang/…, 娱乐活动：go swimming/… . 拜访看望某人：go to see my grandparents/ uncle/ aunt/ brother/ sister. 句型：1. What day is today? 今天星期几 --It’s Tuesday. I play ping-pang today. It’s Saturday. Let’s go to see your grandma.
2. What day is tomorrow?明天星期几—It’s Thursday. I go swimming Thursday.
注意：活动不同，表达方式不同go to see… , play …, go …. 星期的词汇首字母大写。
Unit two What do you do on Sunday?
话题：活动
词汇：去某地 go to the park/ cinema/ bookstore/ museum(zoo, farm)以及表示活动的短语表达。
句型：1. Do you go to the park on Saturday, Kate? --Yes, I do./ No, I don’t. Do you on Saturday, Kate?
2. What do you do on? --I . （I go to the museum.）
注意：1. 注意活动表达的固定搭配 go to the zoo, read books, go to see a film… .
2. 句子划线部分可以进行替换
3. 在星期几用 on 表示， on Monday, on Wednesday…
4. 一致性：do you 提问，回答就是do和don’t.
Unit three What’s your number?
话题：数字，询问对方号码
词汇：
1-20 one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty. (十几词尾—teen, 几十词尾 –ty，区分twelve12,twenty20)
句型：1. What’s number? -- What’s number? 他的)
What’s number? number is twenty. （她的）
2. How many --I have (on my farm). (复数)
How many -- We have 注意: 名词单复数变化，数量=1 单数表达，数量大于等于2复数表达，单词加s或es。
Unit four There are many animals.
话题：动物
词汇：elephant, monkey, panda, cat, dog, bird鸟， bear熊, tiger, kangaroo, fox, zebra, hen母鸡，pig猪, cow奶牛, horse马, sheep绵羊，rabbit, giraffe, lion, fish鱼，duck鸭子,
句型：1. Are there elephants in this zoo? --Yes, there are four.
动物园里有…吗？ Yes, there is one.
No, there aren’t. There are bears.
2. Do you like cats? --Yes, I do. I like dogs, too. 是的，我还喜欢…
你喜欢…吗？ No, I don’t. I like pandas. 不，我喜欢…
注意：动物名词单复数，是否需要加s。
例句中横线部分可以进行替换。
一致性：are there提问，需要用there are/aren’t 回答。
Unit five I have long arms
话题：身体部位及其描述
词汇：
身体部位：ear(s)耳朵, eye(s)眼, nose鼻, mouth嘴, hair头发, head头, neck脖子, body身体, arm(s)手臂, hand(s)手, leg(s)腿, knee(s)膝盖, foot(feet)脚, tail尾巴 形容外表的形容词：big-small大小, long-short长短, fat-thin胖瘦, strong强壮 句型：1. What’s this? 这是什么？ It’s an elephant.
2. It has --Yes, it is./ No, it, isn’
t.
它长着… 它有…
--No, I don’t. I have short arms.
Yes, I do.
Please guess. White hair, big eyes… it’s black.
注意：身体部位单复数，是否需要加s
谁有什么has/ have表达，I have , it has, she has, he has,
一致性：do you提问，就用yes, I do./ No, I don’t 回答。
Unit six It’s Christmas Day.
话题：节日及活动
词汇：形容词pretty, lovely, nice, cute, happy
活动make a snowman, make a card, watch the fireworks, sing and dance. 句型：1. Happy birthday to you. –
Thank you.
《大纲》对本年级的要求
培养目的
二年级开设英语课的目的是让学生从小接触英语 感受英语。通
过模仿、表演、游戏、做事情等各种生动有趣的学习活动 使学
生对英语学习产生兴趣 并逐步熟悉英语学习过程 了解英语学
习方法 学会规范的语音、语调 从而形成对英语课程的初步感
性认识和积极学习的态度。
知识点的要求
1. 能听懂会说有关询问姓名的日常用语。
2. 能作自我介绍,能听懂他人做的介绍。
3. 能听懂会说有关询问某人是谁的基本用语。
4. 能听懂会说有关某物属于谁的问句。
5. 掌握字母 A-L 的读音和书写 初步了解字母在单词中的读音。
6. 能听说认读每单元主要单词和句型。
能力要求
1 能用所学句型针对故事进行简单的问答和角色扮演。
在交往中教育学生礼貌待人。
全册教材分析
有礼貌地和他人打招呼
育
点 培养学生的想象力 探究能力 人 关爱自己的朋友和家人
培养学生不怕错敢于开口说英语
培养学生用英语思维的能力
字母 Aa、Bb、Cc、Dd、Ee、Ff、Gg、Hh、Ii、Jj、Kk、 Ll 的读音和书写。 单词 apple ant ant ball baby bike desk eraser book pen 知 pencil ruler cat cup carrot deer egg elephant fork five fan 识 grandmother father mother father sister brother jeep jacket 点 juice kangaroo kite ladder
句型和日常交际用语 ’ ’ …… What s yout name? Who is this? This is(isn t) . ……
能 1.能听懂会说有关询问姓名的日常用语。
力 2.能作自我介绍,能听懂他人做的介绍。
训
练 3.能听懂会说有关询问某人是谁的基本用语。 点
能听懂会说有关某物属于谁的问句。
第三单 元分析 1.字母 Ee、Ff
知 2.单词 egg elephant fork five fan 识 3.句型和日常交际用语
点 Who is this? This is ……. This isn’t……. 育
人 培养学生主动探究的能力
点
重 1.能听懂会说有关询问某人是谁的日常用语 点 掌握字母 、 的读音和书写
难 1.能用所学句型对故事进行简单的问答和角色扮演 能认读本单元主要单词和句型点
智 1. 结合一定的情景运用 能 Who is this? This is ……. This isn’t……. 训 练 Who is that? That is ……. That isn’t…….
Unit 1 Hello!
Lesson 1
Teaching aims:
Hello! What’s your name? My name’s … .
Listen and talk.
Teaching emphasis:
Asking names and giving one’s own.
Teaching process:
1. Warm-up (Greetings)
Give each child an English name to use in class.
Give each child an English name on a light card tag to pin on. As each name is assigned, say the name and have the class repeat it after you.
2. Use English names
Choose one child. Ask, “What’s your name?” The child replies using the name of his or her card.
If necessary, help with pronunciation. Repeat for the whole class.
3. Introduce the characters
Tell the children that they are going to read some stories about these characters:
Uncle Booky, Mocky, Ken, Ann.
Tell the children that they are going to meet some new friends.
Hold up the mask for Peter and Wang Ling.
4. Model the dialog
Use any two of the masks. Use one mask and say, “Hello, what’s your name?”
Use the other mask and reply, “My name’s … .”
5. Talk about the story
Have the children open their books and talk about the characters.
（What do you think they are saying?）
6. Story
Have the class look at the pictures in their books as you play the tape.
Play the tape again, and encourage the children to say the words.
7. Sum up.
Homework
Encourage the children to practice greeting their family and friends in English, “Hello, my name’s … . What’s your name?”
Lesson 2
Teaching aims:
Hello! What’s your name? My name’s … .
Listen, say, talk and sing.
Teaching emphasis:
Asking names and giving one’s own.
Teaching process:
1. Review English names
Say, “Hello! What’s your name?” Encourage children to reply in turn,
“My name’s … .”
2. Review the characters with the masks.
Ask, “What’s your name?” The children choose one character and then reply,
“My name’s … .”
Repeat with all the character masks.
3. Learn to say
Have the class look at the picture at the top of the page.
As you play the tape, have the class point to the character that is speaking.
Replay the tape while displaying your copy of the page.
As the tape is played, point to the words one at a time.
Without the tape, read the words together. Have the children touch each word as they say it.
4. Listen to this
Point to each picture and ask, “Look at the picture, Who is saying?”
Elicit children say out the right answer.
Play the tape and have the children number each picture.
Listen again and check the answer.
5. Let’s sing
Read the words to the children, pointing to each word.
Play the first six lines of the song, encourage the children touch the words in their books as their sing along.
Play the last two lines of the song. Ask the children to sing these lines using their own English names.
Try to sing along with the tape.
Lesson 3
Teaching aims:
Hello! What’s your name? My name’s … .
Listen, talk and read.
Teaching emphasis:
The correct writing of each letter
Teaching process:
1. Warm-up
Sing the song along with the tape.
2. Talk together
Using the structures, review each child’s English name.
Using the masks, review the structures in a speech chain.
Ask and answer one by one.
Have each child turn to the top of page 6 and display the page and model the dialog, pointing to the matching character as you speak.
Organize a speech chain, where children substitute their English names for those that are underlined.
3. Listen and number【上教社英语二年级上教材下载】
I ntroduce the characters to children first.
Explain that you want them to listen to the tape and touch the correct characters when they hear them say,“Hello!”
Play the tape again, have them write the number of the sentence in the box beside each picture. Check the answer.
4. Touch and say
Draw the children’s attention to the bottom part of page 9. Display your copy of the page, and explain that when you point to a character you will ask a child to tell the class what that character would say.
If time allows, children could repeat the activity in pairs or small groups.
5. Uncle Booky’s Blackboard
Hold up the What’s your name? Drill card and read it to the children point to the words as you read them.
Have the children repeat the question after you.
Now hold up the What is your name? Drill card and repeat the procedure. Explain that both structures mean the same thing.
Point to the ’s of What’s and explain that the apostrophe mark shows that a letter has been left out.
In the same way, review My name’s and My name is.
Now have the children open their books at the top of page 9.
Model the structures by reading.
6. Read, match and color
Review the structure Hello! My name’s … . Using masks and name cards.
Ask the children to practice reading sentences like My name’s … by using drill cards.
Ask children to read the sentences in the 4 speech bubbles and match them with the characters who have said them. Ask children to draw a line between the speech bubbles and characters.
7. Divide the class into two groups. Have one group repeat the questions, and the other groups repeat the answers. Use all possible combinations.
8. Sum up
Homework
Color the pictures and letters for Aa, Bb, Cc, Dd at page 7.
Lesson 4
Teaching aims:
Hello! What’s your name? My name’s … .
（Phonics and writing）Aa Bb Cc Dd
Listen, chant and write.
Teaching emphasis:
The correct writing of each letter
Teaching process:
1. Check the children’s work for last period.
2. Sing the song.
3. Introduce the letter Aa, Bb, Cc, Dd.
Display your copy of the page. Draw the children’s attention t the picture of the thing beginning with Aa.
Play the tape, pointing to the matching picture of the word.
Replay the tape and have the children say the words aloud.
Repeat the procedure for letters Bb, Cc, Dd.
4. Uncle Booky’s ABC
Have the children turn to the black and white copy of Uncle Booky’s ABC. They can trace over the letters Aa, Bb, Cc, Dd and color the picture.
5. Listen for the letters.
Draw the children’s attention to the pictures at the bottom half of page 8.
Display your page. Point to each picture in turn and say the matching word.
Now play the tape. As the children repeat each word they should point to its beginning letter.
6. Write the letters.
Say, “Watch me write the letter A.” Stand with your back to the class. Write capital letter A in the air, using large arm movements. Ask the children write the letter in the air with you.
Repeat for the small letter a.
Have the children trace and copy the letter Aa.
Walk around the classroom and check the children’s work.【上教社英语二年级上教材下载】
Follow the same procedure for Bb, Cc, Dd.
Tell the children that they will finish tracing over the letters for homework.
7. Sum up for the structures and the letters.
Lesson 5
Teaching aims:
Hello! What’s your name? My name’s … .
Listen, read and write.
Teaching emphasis:
Use the structures in communication
Teaching process:
1Let’s chant
Use the flash cards and have children practice reading these words.
Read the rhyme to the children, pointing to each word.
Play the tape for the whole rhyme and have children listen and point to the words on the page. Play the tape again and have children join in, encouraging them to hum or clap with the rhythm.
Put pictures of dog, cat, ball and apple on the blackboard. Ask children to point to these pictures when listening to the tape again or they can add some actions and act the rhyme out.
2. Clap names
In this activity the children practice sounding out the separate syllables in their English names. Model the children’s English names for them. As you say each name aloud, clap your hands together once for each syllable. For example: My name’s David. （Two claps.）
Have the children repeat all their names after you, clapping as they do so.
Start a speech chain, so that the children can each ask the question and sound out their names individually.
If time allows, repeat the procedure, substituting the names of the characters in this book.
Lesson 6
Teaching aims:
Wake up! One for you. One for me.
Listen, read and write.
Unit 1 Hello!
Lesson 1
Teaching aims:
Hello! What’s your name? My name’s … .
Listen and talk.
Teaching emphasis:
Asking names and giving one’s own.
Teaching process:
1. Warm-up (Greetings)
Give each child an English name to use in class.
Give each child an English name on a light card tag to pin on. As each name is assigned, say the name and have the class repeat it after you.
2. Use English names
Choose one child. Ask, “What’s your name?” The child replies using the name of his or her card.
If necessary, help with pronunciation. Repeat for the whole class.
3. Introduce the characters
Tell the children that they are going to read some stories about these characters:
Uncle Booky, Mocky, Ken, Ann.
Tell the children that they are going to meet some new friends.
Hold up the mask for Peter and Wang Ling.
4. Model the dialog
Use any two of the masks. Use one mask and say, “Hello, what’s your name?”
Use the other mask and reply, “My name’s … .”
5. Talk about the story
Have the children open their books and talk about the characters.
（What do you think they are saying?）
6. Story
Have the class look at the pictures in their books as you play the tape.
Play the tape again, and encourage the children to say the words.
7. Sum up.
Homework
Encourage the children to practice greeting their family and friends in English, “Hello, my name’s … . What’s your name?”
Lesson 2
Teaching aims:
Hello! What’s your name? My name’s … .
Listen, say, talk and sing.
Teaching emphasis:
Asking names and giving one’s own.
Teaching process:
1. Review English names
Say, “Hello! What’s your name?” Encourage children to reply in turn,
“My name’s … .”
2. Review the characters with the masks.
Ask, “What’s your name?” The children choose one character and then reply,
“My name’s … .”
Repeat with all the character masks.
3. Learn to say
Have the class look at the picture at the top of the page.
As you play the tape, have the class point to the character that is speaking.
Replay the tape while displaying your copy of the page.
As the tape is played, point to the words one at a time.
Without the tape, read the words together. Have the children touch each word as they say it.
4. Listen to this
Point to each picture and ask, “Look at the picture, Who is saying?”
Elicit children say out the right answer.
Play the tape and have the children number each picture.
Listen again and check the answer.
5. Let’s sing
Read the words to the children, pointing to each word.
Play the first six lines of the song, encourage the children touch the words in their books as their sing along.
Play the last two lines of the song. Ask the children to sing these lines using their own English names.
Try to sing along with the tape.
Lesson 3
Teaching aims:
Hello! What’s your name? My name’s … .
Listen, talk and read.
Teaching emphasis:
The correct writing of each letter
Teaching process:
1. Warm-up
Sing the song along with the tape.
2. Talk together
Using the structures, review each child’s English name.
Using the masks, review the structures in a speech chain.
Ask and answer one by one.
Have each child turn to the top of page 6 and display the page and model the dialog, pointing to the matching character as you speak.
Organize a speech chain, where children substitute their English names for those that are underlined.
3. Listen and number
I ntroduce the characters to children first.
Explain that you want them to listen to the tape and touch the correct characters when they hear them say,“Hello!”
Play the tape again, have them write the number of the sentence in the box beside each picture. Check the answer.
4. Touch and say
Draw the children’s attention to the bottom part of page 9. Display your copy of the page, and explain that when you point to a character you will ask a child to tell the class what that character would say.
If time allows, children could repeat the activity in pairs or small groups.
5. Uncle Booky’s Blackboard
Hold up the What’s your name? Drill card and read it to the children point to the words as you read them.
Have the children repeat the question after you.
Now hold up the What is your name? Drill card and repeat the procedure. Explain that both structures mean the same thing.
Point to the ’s of What’s and explain that the apostrophe mark shows that a letter has been left out.
In the same way, review My name’s and My name is.
Now have the children open their books at the top of page 9.
Model the structures by reading.
6. Read, match and color
Review the structure Hello! My name’s … . Using masks and name cards.
Ask the children to practice reading sentences like My name’s … by using drill cards.
Ask children to read the sentences in the 4 speech bubbles and match them with the characters who have said them. Ask children to draw a line between the speech bubbles and characters.
7. Divide the class into two groups. Have one group repeat the questions, and the other groups repeat the answers. Use all possible combinations.
8. Sum up
Homework
Color the pictures and letters for Aa, Bb, Cc, Dd at page 7.
Lesson 4
Teaching aims:
Hello! What’s your name? My name’s … .
（Phonics and writing）Aa Bb Cc Dd
Listen, chant and write.
Teaching emphasis:
The correct writing of each letter
Teaching process:
1. Check the children’s work for last period.
2. Sing the song.
3. Introduce the letter Aa, Bb, Cc, Dd.
Display your copy of the page. Draw the children’s attention t the picture of the thing beginning with Aa.
Play the tape, pointing to the matching picture of the word.
Replay the tape and have the children say the words aloud.
Repeat the procedure for letters Bb, Cc, Dd.
4. Uncle Booky’s ABC
Have the children turn to the black and white copy of Uncle Booky’s ABC. They can trace over the letters Aa, Bb, Cc, Dd and color the picture.
5. Listen for the letters.
Draw the children’s attention to the pictures at the bottom half of page 8.
Display your page. Point to each picture in turn and say the matching word.
Now play the tape. As the children repeat each word they should point to its beginning letter.
6. Write the letters.
Say, “Watch me write the letter A.” Stand with your back to the class. Write capital letter A in the air, using large arm movements. Ask the children write the letter in the air with you.
Repeat for the small letter a.
Have the children trace and copy the letter Aa.
Walk around the classroom and check the children’s work.
Follow the same procedure for Bb, Cc, Dd.
Tell the children that they will finish tracing over the letters for homework.
7. Sum up for the structures and the letters.
Lesson 5
Teaching aims:
Hello! What’s your name? My name’s … .
Listen, read and write.
Teaching emphasis:
Use the structures in communication
Teaching process:
1Let’s chant
Use the flash cards and have children practice reading these words.
Read the rhyme to the children, pointing to each word.
Play the tape for the whole rhyme and have children listen and point to the words on the page. Play the tape again and have children join in, encouraging them to hum or clap with the rhythm.
Put pictures of dog, cat, ball and apple on the blackboard. Ask children to point to these pictures when listening to the tape again or they can add some actions and act the rhyme out.
2. Clap names
In this activity the children practice sounding out the separate syllables in their English names. Model the children’s English names for them. As you say each name aloud, clap your hands together once for each syllable. For example: My name’s David. （Two claps.）
Have the children repeat all their names after you, clapping as they do so.
Start a speech chain, so that the children can each ask the question and sound out their names individually.
If time allows, repeat the procedure, substituting the names of the characters in this book.
Lesson 6
Teaching aims:
Wake up! One for you. One for me.
Listen, read and write.
Unit 1 Hello!
Lesson 1
Teaching aims:
Hello! What’s your name? My name’s … .【上教社英语二年级上教材下载】
Listen and talk.
Teaching emphasis:
Asking names and giving one’s own.
Teaching process:
1. Warm-up (Greetings)
Give each child an English name to use in class.
Give each child an English name on a light card tag to pin on. As each name is assigned, say the name and have the class repeat it after you.
2. Use English names
Choose one child. Ask, “What’s your name?” The child replies using the name of his or her card.
If necessary, help with pronunciation. Repeat for the whole class.
3. Introduce the characters
Tell the children that they are going to read some stories about these characters:
Uncle Booky, Mocky, Ken, Ann.
Tell the children that they are going to meet some new friends.
Hold up the mask for Peter and Wang Ling.
4. Model the dialog
Use any two of the masks. Use one mask and say, “Hello, what’s your name?”
Use the other mask and reply, “My name’s … .”
5. Talk about the story
Have the children open their books and talk about the characters.
（What do you think they are saying?）
6. Story
Have the class look at the pictures in their books as you play the tape.
Play the tape again, and encourage the children to say the words.
7. Sum up.
Homework
Encourage the children to practice greeting their family and friends in English, “Hello, my name’s … . What’s your name?”
Lesson 2
Teaching aims:
Hello! What’s your name? My name’s … .
Listen, say, talk and sing.
Teaching emphasis:
Asking names and giving one’s own.
Teaching process:
1. Review English names
Say, “Hello! What’s your name?” Encourage children to reply in turn,
“My name’s … .”
2. Review the characters with the masks.
Ask, “What’s your name?” The children choose one character and then reply,
“My name’s … .”
Repeat with all the character masks.
3. Learn to say
Have the class look at the picture at the top of the page.
As you play the tape, have the class point to the character that is speaking.
Replay the tape while displaying your copy of the page.
As the tape is played, point to the words one at a time.
Without the tape, read the words together. Have the children touch each word as they say it.
4. Listen to this
Point to each picture and ask, “Look at the picture, Who is saying?”
Elicit children say out the right answer.
Play the tape and have the children number each picture.
Listen again and check the answer.
5. Let’s sing
Read the words to the children, pointing to each word.
Play the first six lines of the song, encourage the children touch the words in their books as their sing along.
Play the last two lines of the song. Ask the children to sing these lines using their own English names.
Try to sing along with the tape.
Lesson 3
Teaching aims:
Hello! What’s your name? My name’s … .
Listen, talk and read.
Teaching emphasis:
The correct writing of each letter
Teaching process:
1. Warm-up
Sing the song along with the tape.
2. Talk together
Using the structures, review each child’s English name.
Using the masks, review the structures in a speech chain.
Ask and answer one by one.
Have each child turn to the top of page 6 and display the page and model the dialog, pointing to the matching character as you speak.
Organize a speech chain, where children substitute their English names for those that are underlined.
3. Listen and number
I ntroduce the characters to children first.
Explain that you want them to listen to the tape and touch the correct characters when they hear them say,“Hello!”
Play the tape again, have them write the number of the sentence in the box beside each picture. Check the answer.
4. Touch and say
Draw the children’s attention to the bottom part of page 9. Display your copy of the page, and explain that when you point to a character you will ask a child to tell the class what that character would say.
If time allows, children could repeat the activity in pairs or small groups.
5. Uncle Booky’s Blackboard
Hold up the What’s your name? Drill card and read it to the children point to the words as you read them.
Have the children repeat the question after you.
Now hold up the What is your name? Drill card and repeat the procedure. Explain that both structures mean the same thing.
Point to the ’s of What’s and explain that the apostrophe mark shows that a letter has been left out.
In the same way, review My name’s and My name is.
Now have the children open their books at the top of page 9.
Model the structures by reading.
6. Read, match and color
Review the structure Hello! My name’s … . Using masks and name cards.
Ask the children to practice reading sentences like My name’s … by using drill cards.
Ask children to read the sentences in the 4 speech bubbles and match them with the characters who have said them. Ask children to draw a line between the speech bubbles and characters.
7. Divide the class into two groups. Have one group repeat the questions, and the other groups repeat the answers. Use all possible combinations.
8. Sum up
Homework
Color the pictures and letters for Aa, Bb, Cc, Dd at page 7.
Lesson 4
Teaching aims:
Hello! What’s your name? My name’s … .
（Phonics and writing）Aa Bb Cc Dd
Listen, chant and write.
Teaching emphasis:
The correct writing of each letter
Teaching process:
1. Check the children’s work for last period.
2. Sing the song.
3. Introduce the letter Aa, Bb, Cc, Dd.
Display your copy of the page. Draw the children’s attention t the picture of the thing beginning with Aa.
Play the tape, pointing to the matching picture of the word.
Replay the tape and have the children say the words aloud.
Repeat the procedure for letters Bb, Cc, Dd.
4. Uncle Booky’s ABC
Have the children turn to the black and white copy of Uncle Booky’s ABC. They can trace over the letters Aa, Bb, Cc, Dd and color the picture.
5. Listen for the letters.
Draw the children’s attention to the pictures at the bottom half of page 8.
Display your page. Point to each picture in turn and say the matching word.
Now play the tape. As the children repeat each word they should point to its beginning letter.
6. Write the letters.
Say, “Watch me write the letter A.” Stand with your back to the class. Write capital letter A in the air, using large arm movements. Ask the children write the letter in the air with you.
Repeat for the small letter a.
Have the children trace and copy the letter Aa.
Walk around the classroom and check the children’s work.
Follow the same procedure for Bb, Cc, Dd.
Tell the children that they will finish tracing over the letters for homework.
7. Sum up for the structures and the letters.
Lesson 5
Teaching aims:
Hello! What’s your name? My name’s … .
Listen, read and write.
Teaching emphasis:
Use the structures in communication
Teaching process:
1Let’s chant
Use the flash cards and have children practice reading these words.
Read the rhyme to the children, pointing to each word.
Play the tape for the whole rhyme and have children listen and point to the words on the page. Play the tape again and have children join in, encouraging them to hum or clap with the rhythm.
Put pictures of dog, cat, ball and apple on the blackboard. Ask children to point to these pictures when listening to the tape again or they can add some actions and act the rhyme out.
2. Clap names
In this activity the children practice sounding out the separate syllables in their English names. Model the children’s English names for them. As you say each name aloud, clap your hands together once for each syllable. For example: My name’s David. （Two claps.）
Have the children repeat all their names after you, clapping as they do so.
Start a speech chain, so that the children can each ask the question and sound out their names individually.
If time allows, repeat the procedure, substituting the names of the characters in this book.
Lesson 6
Teaching aims:
Wake up! One for you. One for me.
Listen, read and write.
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