2019-2020年二年级英语上册 Unit12 In the street教案 （新版）沪教牛津版.doc

2019-2020年二年级英语上册 Unit12 In the street教案 （新版）沪教牛津版.教材单元分析1 学生情况分析三个班都是我从一年级就接任的班级，学生上课表现欲强，积极举手，整个班级学习气氛都较活跃。对于字母的学习，一年级就教了，所以掌握情况良好，现已开始拼背单词。存在主要问题为：1.因为字母教的早，所以写的不耐心，出现潦草现象。2.后进生学的比较吃力，因为内容设计的较难，好学生学到的很多，差生学的吃力。2 教材分析本单元主要教学单词flower, tree, pick, climb.句型Dont.通过词与句的整合，让学生运用所学词汇来描述在特定场合应遵守的规则。学生之前已学句型：What can you do?本单元在对这些内容稍作复习的基础上，引出单词、句型的教学，并通过新旧句型的整和，编成简短的对话作为语言训练的重点。为了培养学生连续说话的能力，可整合旧句型What can you do? 进行语言训练.3单元教学目标分析知识与能力：四会单词: flower, tree.能正确听读并表达句型: Dont.能表演对话, 并掌握句型: Dont. Im sorry.能听说读写26个字母.过程与方法通过教师的引导，能自编简单的儿歌来学习运用新单词。通过同桌对话、小组表演等形式培养学生英语表达交流能力。通过让学生做小调查，培养学生用英语交际的能力。情感态度与价值观 （1）关注学生情感，努力营造宽松和谐的教学氛围，激发学生学习英语的兴趣，在合作活动中互助共进。 （2）培养学生在大众面前大胆描述自己或对方的能力。4 教学策略分析（1）循序渐进，由易到难，逐步推进，增加所学知识的再现率。（2） 面向全体学生,切合学生的现状,力求满足不同类型和不同层次学生的需求,使每个学生获得不同程度的发展。（3）加强对学生学习方法的指导, 体现学生发展为本的教学理念，关注学生语言学习的整个过程，将新旧知识整合，单词教学和句型教学整合，鼓励学生说多句，培养学生连续说话的能力。（4）采用TPR全身反应法，调动学生多种感官，唱一唱，听一听，说一说，画一画，小组之间做做小调查，激发学生的参与性与主动性。Oxford English 2A M4 U12 （1）Content2AM4U12 Look and learnAims1. To learn the new words: flower tree climb pick2. To use imperatives to give simple instructions. e.g.: Dont pick the flowers.Language focusTo get to know the rules in the street. Teaching aidsmedia, mask, cards, etc.ProceduresStepTeachers activitiesStudents activitiesPurposePre-task preparation1. Sing a song.2. Quick response.3. Say a rhyme.1. Sing a song.2. Quick response.3. Say a rhyme.利用歌曲，让学生进入学习状态。While-task procedure1. To teach :flower To elicit:T: Can you draw ？Yes，I can draw ，too. I can draw a flower. Look. What can you see? (Show a picture and the word.) Read the word Show the media and say. e. g：Flower, flower. I can draw a flower.Flowers, flowers.Smell the flowers. Nice, nice, nice.2. Teach: pick To elicit :T: Look at this media. He can pick the pears. He can pick the peaches. ( show the word) Read the word pick Chant. E g: Pick, pick. Pick the _. Pick, pick. Pick the flowers. 3. To teach: Dont To elicit :T: In the street, Can we pick the flowers?In the park, can we pick the flowers?So you can say: Dont pick the flowers.T-S S1-S2 G1-G2 B-GT: Look at the sign. What does the sign mean? Yes, The sign means Dont pick the flower. Look. In the street, we cant pick the flowers. We cant So we can say: Dont(run, ride, skip)4. To teach: treeTo elicit :Whats this? （Show the picture and word.）Read: treeMake some sentences.5. To learn: climbTo elicit :Read: climb Show the phrase and read it :climb the tree. T: Ben is climbing the tree. We can say:_Look at the sign and sayListen and answerT-S Read it. Say. Look and Listen. Learn: pick Learn: Pick the_. Pick the flowers.AnswerFollow the teacher and Say: Dont, dont. Dont pick the flowers.Work in pairs. Look and say. T-S G1-G2 S1-S2 B-G Work in pairs.Answer Read: treeMake some sentences.Read: climb Read the phrase. Say: -Dont climb the tree.-Im sorry. Look and say: Dont climb the tree.以旧引新，自然过渡联系实际生活，对学生的语言量进行适当的扩充以达到在生活中的运用。层层深入，机械操练，突破难点。联系生活，让学生听说体验。情景体验，让学生把握重点，突破难点。由扶到放，从不同角度反复操练，突出重点、突破难点。拓展性操练，给学生运用的时间与空间。从学生已有基础出发，让他们自己拓展。情景与标志配合运用，加深印象。Post-task activity1. Listen and repeat2. Look and choose.3. Look and say.4. Act out the dialogue.1. Listen and repeat.2. Look and choose.3. Look and say.4. Act out the dialogue.让小朋友在看一看、选一选、读一读、演一演中加强对本课的巩固。Assignment1. Read the text and recite it.2. Find the rules in your school.板书设计2A M4U12 In the streetDont. pick flower climb tree教学 反思2A M4 U12（2）Content2AM4U12 Enjoy a story In the parkAims1. To use imperatives to give simple instructions. E g: Dont pick the flowers.2. To make some signs and play a game.3. To get to know the rules in the street and in the park.Language focusThe usage of the key pattern DontTeaching aidsmedia, mask, cards, etc.ProceduresStepTeachers activitiesStudents activitiesPurposePre-task preparation以旧带新，为新授准备。While-task procedure1. To teach: Dont To elicit:T: What can you do in the street ？What cant you do in the street? T: Look at them. You can say to them. (Show the picture and the media.) T: Lets make some signs for the street. Look.-Draw. - Colour. - Cut. Stick the signs and say.2. Teach: beautifulTo elicit :(Show the picture of a park.)T: Look at this park. I like this park. Its big. Its nice. Do you like this park ？ Why? (Show the word beautiful) Read the word Chant. E g: Beautiful, beautiful. The_ is beautiful. 3. To teach: Dont pick the flowers, Danny. To elicit :T: Look at the flowers. How beautiful! Do you like the flowers? Yes, I like the flowers. Danny likes the flowers, too. Now he wants to pick the flowers. Can he pick the flowers? We can say to Danny. “Dont pick the flowers, Danny”.T-S S1-S2 G1-G2 B-GListen and repeat Picture2 Act (Picture1、2)4. To teach: cryTo elicit :Look. What is Danny doing? Hes crying. Hes sad. （Show the picture and word.）Read: cryT: Why is Danny crying? Listen and look.Listen and repeat -Oh! Whats this? -Its a bee. Help! Help！ Danny is afraid of a bee. Hes running. Its dangerous. What can we say to Danny？ Hes crying. We can say: Dont cry, Danny. Listen (Picture3-6) Listen and answerT-S Say and act :-Dont-Im sorry.(Work in pairs.) Say and act.Make a sign by self. Stick the signs on the picture and say. Listen and repeat:I like this park. Its big. Its nice. Read: beautiful Say the chant: Pick the flowers.AnswerSay: Dont pick the flowers, Danny.Work in pairs.Listen and repeat Picture2 ActAnswer Read: cry Listen and look. Listen and repeat. Work in pairs. Say: Dont run, Danny. Say: Dont cry, Danny. Work in pairs层层引入，为学生提供拓展的机会。实际操作，培养兴趣。联系实际生活，在真实的环境中加大语言量，并达活用目的。情景引入，整合新旧知识。培养学生听的能力，养成用英语思维的习惯。设置悬念，引起学生探究的兴趣。重现旧知。让学生在情景中运用Dont.通过听，训练学生的语感，同时整体把握故事内容。Post-task activity1.Act out the story2. Look and choose.1. Act out the story 2. Look and choose.学生通过读一读、演一演中达到学以致用的目的。Assignment1. Read the story and act out it.2. Find the rules in the street and in the park.板书设计2A M4U12 In the parkDont. pick beautifulruncry 教学反思 w2A M4 U12 （3）Content2AM4U12 In the streetAims1. To use imperatives to give simple instructions. e.g.: Dont pick the flowers.2. To learn the letters: Xx, Yy, Zz.3. To learn the words: box, yellow, zoo.Language focusThe usage of the key pattern Dont The pronunciation and writing of letters: Xx, Yy, Zz.Teaching aidsmedia, mask, cards, etc.ProceduresStepTeachers activitiesStudents activitiesPurposePre-task preparation1. Sing a song.2. Quick response.3. Look and say.4. Act out a story.1. Sing a song.2. Quick response.3. Look and say.4. Act out a story.再现学过的字母、句子，为新授准备。While-task procedure1. To teach: Dont To elicit:T: What cant you do in the street ？What cant you do in the park? T: Look at them. You can say to them. (Show the picture and the media.)(Work book P46) Look, listen and say. (Work book P47) Listen and judge.(Work book P49) Look and circle.2. Teach: Xx To elicit :(Show Xx ) Read Xx (Show word box ) Read “b-o-x” Write “X x ”3 . Teach: YyTo elicit :(Show Yy ) Read Yy(Show word yellow ) Read y-e-l-l-o-w” Write “W w ”4. Teach: ZzTo elicit :(Show Zz ) Read Zz(Show word zoo ) Read z-o-o z-e-b-r-a Write “Zz“5. Teach: RhymeListen and repeat. Listen and answerT-S Say and act :-Dont-Im sorry.(Work in pairs.) Look, listen and say. Work in pairs。 Listen and judge. Look , say and circle. Listen and repeat:Read Xx Read b-o-x” Write “X x ” Listen and repeat:Read Yy Read “y-e-l-l-o-w” Write ”W w “ Listen and repeat:Read Zz Read z-o-o z-e-b-r-a Write “Zz “Listen and repeat.整合教材，加大学生的语言量。听、说、写，巩固已学的知识。培养学生听读的习惯。联系单词，培养拼读单词的能力。从口头到书面，强调书写笔顺和格式。实际运用.Post-task activity1.Look and read the letters.2.Look and match.3.Listen and write.1.Look and read the letters.2. Look and match.3. Listen and write.学生通过读一读、演一演中达到学以致用的目的。Assignment1. Read the story and act out it.2. Write “ Xx,Yy, Zz”.板书设计2A M4U12 In the parkDont. X x box Y y yellow Z z zoo教学设计附送：2019-2020年二年级英语上册 Unit2 A snack bar（1-3）教案 沪教牛津版一、教材地位（UNIT POSITION）1从本单元的中心“我居住的地方”为主线来看，教材内容是着重围绕社区里的一个“小吃店”主题展开；语言的使用环境是在小吃店里购买食物。2词汇方面是学习一些食物pizza, biscuit, hot dog, juice, water的口头表达。3句型方面，一年级学生已学过Open your book.等祈使句，本单元将继续学习Have some noodles.等以Have引导的祈使句。另外，还将学习May I have a hot dog?等购物用语。 4在字母方面，本单元出现了字母c和d的大小写及其在单词中的发音。二、学习目标（LEARNING OBJECTIVES）1通过学生所熟悉的社区里的地方之一-小吃店所创设的情境， 鼓励学生看图用正确的语音语调表述pizza, biscuit, hot dog, juice, water等食物。2在情景中听懂Have some noodles.等祈使句，并学会用May I have?来购买食品，培养学生初步的日常生活会话能力。3在故事表演和创编的过程中，激发学生学习的兴趣，调动学习的积极性，培养学生创新的思维。4学习并掌握大小写字母Cc和Dd以及他们在单词中的发音。三、教学资源（TEACHING RESOURCES）1现代技术支持（I.P. support） 录音机 电脑 实物投影机2视听材料辅助（Audio-visual aids） 图片 实物3学习材料（Materials） 学生用书 配套练习册 教学参考书 补充材料四、课时划分（PERIOD DIVISION） 本单元建议分六课时完成。PERIODTITLECONTENTS1st periodLets learnLets talkpizza，biscuit，hot dog May I have a hot dog? 2nd periodLets learnLets talkjuice, water May I have a pizza? (Yes, here you are.)3rd periodLets playA shopping game 4th periodLets actHave some noodles. 5th periodLetters Lets enjoyCc cat Dd dog Story 6th periodRevisionUnit 2 A snack bar第一课时（1ST PERIOD）一、主要新授内容(New contents)Lets learn - pizza，biscuit，hot dogLets talk- May I have a hot dog?二、学习目标(Objectives)1、通过学生所熟悉的社区里的地方之一-小吃店所创设的情境，培养学生初步的日常生活会话能力。2、结合“我居住的地方”这一主线，引出本课的主题-小吃店。在谈论食物的过程中，鼓励学生用正确的语音语调认读单词pizza, biscuit, hot dog。 3、鼓励学生运用所学语言介绍pizza, biscuit, hot dog，培养学生最基本的阅读能力。4、听懂May I have a hot dog?并用Yes, here you are.来进行购物对话，培养学生将英语运用到实际生活中的能力。5、在练习三个新单词时适当拓展词汇yummy, delicious, nice ，情景的创设帮助学生更好地理解和运用所学语言。三、教学建议1、任务前期准备阶段（Pre-task preparation section） Pre-task Preparation是指要求学生学习目的语言之前，创设语言学习背景，呈现新语言材料。也就是我们常说的：warming up.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 Song and free talk 1、教学辅助(Aids)1) 录音机2）图片2活动过程（Process）StepsContentsMethodsPurpose1Song “Peanut butter”教师告诉学生要去小吃店，(Were going to a snack bar.)，请学生一起唱一首歌(Lets sing a song.)，播放歌曲的音带，让学生轻松愉快地唱歌运用学生熟悉的歌曲引出本课的教学主题，激发学生的兴趣。2T: What food do you like to eat?Questions & answers（教师展示小吃店的图片场景，柜台上放着一些学生已经学过的食品图片，如sandwich, hamburger, jelly, ice-cream等。）让学生在设置的语言环境中复习旧知，温故知新。3T: Guess: What food do I like to eat? T: I like to eat pizzas. 教师让学生猜猜自己喜欢什么食品，学生趣味盎然地猜，然后自然引出pizza。通过问题，提供学生使用英语的机会，同时水到渠成地过渡到新的教学内容。Activity 2 Rhyme1、教学辅助(Aids)1)电脑（2A-U2-1）2）屏幕2活动过程（Process）StepsContentsMethodsPurpose1Memory game: Look, what do you see?做记忆游戏，用问题提示学生注意媒体上出现的食品，然后迅速回忆出来。通过多媒体快速闪现小吃店里的食品，让学生复习原先学过的食品名称。2Say a rhymeA sweet, a pizza, I can see. A sweet, a pizza, For you and me. 教师说儿歌，将新学单词pizza自然引出。运用学生学过的儿歌引出本课的新授内容，降低学习的难度，激发学生的兴趣Activity 3 （Guessing game）1、教学辅助(Aids)1）简笔画2）图片2活动过程（Process）StepsContentsMethodsPurpose1 Draw a circle on the blackboard. 教师告诉学生一起来做游戏，先在黑板上画一个圈，用What is it?的问题引起学生的注意，学生用It is a ball/balloon.等回答。让学生充分发挥想象，用英语说说这个圆圈是什么东西，激发学生的兴趣，营造英语学习的氛围。2 Draw some shapes. T: We can eat it. What is it? 教师再画一些简单的图形，如三角形，两个重叠的圆形等，并给学生提示，如果学生猜对了，就将该食物的彩色图片放在小吃店的柜台上。缩小猜测范围，复习学过的一些食品名称。3 Draw a circle and three lines. T: Now what is it? 教师用简笔画画出匹萨，学生猜测，自然引出：This is a pizza. 运用直观图片为学生创设比较真实的语言场景运用学生学过的对话引出本课的新授内容，降低学习的难度， 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。由于本教时新授内容有词汇也有句子而且都在两个以上，在这个教学阶段也可以设计新授知识的二次或多次导入，并根据语言训练的需要设计相应的机械性操练和意义性操练。在这种情况下，建议每项Activity形式尽可能不同，时间不要长，一个活动紧接着一个活动，容易抓住学生的注意力，维持学习兴趣。Activity 1 Game: Yummy, yummy1、教学辅助(Aids)1)图片2活动过程（Process）StepsContentsMethodsPurpose1New word:pizza在感知pizza这个单词的正确发音后，请学生模仿吃匹萨的动作，边吃边说：pizza, pizza, yummy, yummy。通过学生学一学，说一说，既达到反复模仿上口，又充分调动了学生的各种感官，让学生在记住这个单词发音的同时，也将个人喜好与单词建立直接的联系，为以后介绍自己喜欢的食品打基础。2Pizza,pizza,I like pizzas. Yummy, yummy, yummy!先请个别学生作示范，然后小组比赛或分男女生比赛，也可以请学生自由发挥，看一看，比一比，谁表演吃匹萨吃得最香甜？可以用类似的方法练习biscuit, hot dog，同时可用delicious, nice来替代yummy。 Activity 2 （Count the biscuits）1、 教学辅助(Aids)1）电脑（2A-U2-2）2）屏幕3）若干小袋饼干2活动过程（Process）StepsContentsMethodsPurpose1Count the biscuits. 结合屏幕显示的画面，教师引导学生一起数数，如One biscuit, two biscuits, three biscuits, four biscuits。通过让学生数数和做猜饼干数的游戏，练习单词的发音，减少在机械模仿的枯燥，同时练的过程中培养学生良好的倾听和观察习惯，另外，为后阶段的单词复数奠定基础。2How many biscuits? 教师拿出若干小袋饼干，让学生猜猜里面有多少块饼干，可以进行小组练习和个别练习，教师及时纠正学生不正确的发音，猜对者奖一块饼干。Activity 3 （ Listening and speaking ）1、教学辅助(Aids)1) 图片 2活动过程（Process）StepsContentsMethodsPurpose1New words:pizza, biscuit, hot dog I am a shop assistant. Here are a pizza, a biscuit and a hot dog. Do you want a pizza? 请学生用A pizza, please. I want a pizza. 等句型向营业员买东西，说对的小朋友，将图片取下交给他教师利用黑板上的简笔画和图片为学生创设说话的场景，运用学生已经学过的句子操练本课的新授内容，帮助学生建立新旧知识的联系，激发学生的兴趣。2Group work手持图片的学生作为营业员，运用三张图片在小组中进行链式操练通过学生与模拟营业员的对话，调动学生学习的积极性。完成比较扎实的机械性操练，就进入了意义性操练阶段。意义性操练是介于机械性操练和交际性操练之间，起着承上启下的作用，把语言形式的操练转向语言内容的操练，使学生的认知逐步从知识外部特征转向知识内在的联系。由于本教时先完成词汇的新授，因此先设计有关词汇的意义性操练活动，再导入新授句子前，完成词汇巩固。Activity 4 （ A tongue twister ）1、教学辅助(Aids)1） 电脑（2A-U2-3）2） 屏幕2活动过程（Process）StepsContentsMethodsPurpose1Look and say A dog and a hot dog 屏幕上出现一只狗，狗很热。它很眼馋地看着柜台上冒热气的热狗，教师让学生看图说话，教师可作些提示：Is the dog hot? Is the hot dog hot? 等。通过形象生动的多媒体图像，让学生根据图片说话，既有素材可讲，又提高兴趣。2Read a tongue twister. This is a dog. That is a hot dog. This dog is hot.That hot dog is hot. The dog likes the hot dog. The hot dog likes the hot hot dog. 在学生对图片有了了解之后，再让学生读有故事情节的绕口令。通过学生看一看，说一说，读一读的活动，巩固所学的单词，并适时展开联想。Activity 5 （ Questions and answers ）1、教学辅助(Aids)1）电脑（2A-U2-4）2）屏幕3）图片2活动过程（Process）StepsContentsMethodsPurpose1May I have a hot dog?Yes, here you are. 屏幕显示那只狗说的话：”May I have a hot dog?” 然后出现一位营业员把热狗给了狗，教师引导学生仔细观察。再点击屏幕，跟着图片声音摹仿跟读。通过实物和人物表演设置真实的情景，吸引学生注意力，让学生在场景中学习运用刚学习的对话来进行交流，激发学生开口的欲望，同时在练的过程中培养学生良好的观察习惯。2May I have a pizza? May I have a biscuit?May I have a hot dog? 屏幕展现小吃店的背景，用30秒钟左右的时间让学生两个一组扮演角色先试着说说看, 再选个别组学生说一说。Activity 6 （Pair work ）1、教学辅助(Aids)1) 图片2) 录音机2活动过程（Process）StepsContentsMethodsPurpose1-Im hungry. May I have _?-Yes, here you are. 看黑板上的图片，要求学生运用May I have _?Yes, here you are.来购买食品。结合图片进行对话，熟悉May I have _?及其回答。2-Im hungry. May I have _?-Yes, here you are.根据听到的内容，两人一组复述结合图片，从说的训练巩固May I have _?及其回答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”，也就是语言的输出与运用：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（Reading and matching ）1、教学辅助(Aids) 1) 电脑（2B-U2-5）2) 屏幕2活动过程（Process）StepsContentsMethodsPurpose1Look, what is it? A pizza.多媒体画面上出现了三排柜台，在每排的柜台上写有食品的名称,营业员拿来了一个匹萨。生动形象的画面为学生创设了良好的语言学习的环境。 2 Can you help the shop assistant? Please tell me the number.Read and match 请学生帮助营业员将食品放在正确的柜台上。通过让学生帮助营业员找到食品的位置等一系列活动，读读单词，认认字形来培养学生最基本的阅读能力。Activity 2（Reading and matching ）1、教学辅助(Aids)1) 单词卡片2）字谜 2活动过程（Process）StepsContentsMethodsPurpose1Look, here are three riddles. What are they?在黑板的两边分别贴上写有三个食品的名称的单词卡片和三张字谜。 Look, here are three riddles. What are they?1) When it is hot. Its name has a dog. But it is not a dog. What is it? 2) It is round. It is yummy. I cut it into pieces. What is it? 3) It is thin. It is sweet. It is small. What is it? 生动形象的情景中，建立词和意的联系，同时让学生学会根据前后句子猜测新单词的意思。2This is a pizza.This is .请学生将字谜和单词卡片配对，将相应食品的单词卡片贴在字谜旁。This is a pizza.This is .通过让学生寻找谜底的活动，通过读读谜语来培养学生最基本的阅读能力和理解能力。Activity 3（Listening prehension ）1、教学辅助(Aids)1) 听力材料2) 录音机2活动过程（Process）StepsContentsMethodsPurpose1- Its a snack bar.- Im hungry. May I have a pizza? - Yes, here you are. - Im hungry, too. May I have a hot dog? - Yes, here you. - Oh, yummy! 请学生根据听到的内容，将两位小朋友与买的食品用线连接起来。通过让学生看看、听听，找找、连连等活动来巩固本课新授内容，培养学生良好的听力习惯。2 请个别学生汇报练习完成情况，全班进行核对（听力材料的图片内容是有男孩女孩各一人，他们在小吃店里买东西，背景中有匹萨、汉堡、饼干，热狗和牛奶等。）Activity 4（Thinking and practice ）1、教学辅助(Aids)1) 听力材料2活动过程（Process）StepsContentsMethodsPurpose1Look at the picture. If you are hungry. What do you want to buy? 根据前面听力材料的图片，要求学生两人一组或小组讨论，想象两位小朋友与营业员的对话，创编对话激发学生的想象，让学生在情景中运用所学的知识。 2Act out the dialogue部分学生表演对话 鼓励学生调用以前所学语言。Unit 2 A snack bar第二课时(2nd PERIOD)一、主要新授内容(New contents)Lets learn- juice, waterLets talk-May I have _?二、学习目标(Objectives)1、继续学习小吃店里的饮料名称, 结合本课的主题小吃店，创设语言使用环境，学会用正确的语音语调认读单词juice, water。2、鼓励学生用所学知识描述自己喜爱的饮料，培养学生最基本的阅读能力。3、在情景中熟练运用 May I have _?的购物用语，让学生掌握与日常生活密切相关的表达语。4、适当拓展词汇thirsty, some, a bottle of , a glass of，有助于学生更好地理解和运用所学语言。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。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 Questions and answers1、教学辅助(Aids)1) 简笔画2）图片2活动过程（Process）StepsContentsMethodsPurpose1TPR: Do exercises. 教师发口令，学生做动作。如：Touch your head. Bend your body. 通过说说做做，将学生自然引人英语学习的时空。2Questions: Are you hungry? What do you want? 教师假装营业员:Wele to the snack bar. Can I help you? 学生假装顾客，用May I have a pizza?等问句买东西。运用简笔画和图片进行问答，复习前面所学内容，激发学生的兴趣。3New word:juiceAre you thirsty? Do you want some juice? （教师将果汁图片贴在柜台上）用学过的对话引出本课的新授内容，让学生通过直观的画面和图片来感知。Activity 2 Rhyme1、教学辅助(Aids)1)电脑（2A-U2-6）2）屏幕2活动过程（Process）StepsContentsMethodsPurpose1May I have a pizza? You are in a snack bar. What do you want to have? May I have a _? 通过多媒体设置的真实的小吃店的情景，让学生扮演顾客买食物，复习操练所学句型。2New word:juiceAre you thirsty? Do you want some juice? 运用学生学过的对话引出本课的新授内容，降低学习的难度，激发学生的兴趣Activity 3 （Guessing）1、教学辅助(Aids)1) 简笔画2）图片3) 一杯水2活动过程（Process）StepsContentsMethodsPurpose1pizza, biscuit, hot dogIt is food. Smell it. It is nice. Taste it. It is nice. What is it? 运用猜谜游戏巩固所学单词2New word:waterIt has no color. It has no taste. It has no smell. What is it?（出示一杯水）运用学生学过的知识引出本课的新授内容,复习中导入新知。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