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Pre-task
preparation |
Review words: bag, pen, pencil, rubber, ruler, book |
1.Show pupils the pictures and ask, “What’s on the desk?”
P: bag, pencil…
2. Then take one away, and ask pupils to say what is missing. |
1.通过看图，帮助学生回忆所学单词。
2.用小游戏（让学生猜猜少了哪样东西）帮助学生复习已学词汇。 |
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While-task
procedure
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1.Introduction: one, two, three, four |
Show pupils the pictures and read the words: one, two, three, four. |
借助图片引入单词。 |
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2. Imitation |
1.Ask pupils to read ”one, two, three, four.”
2.Ask pupils to change their voices to read the phrases.
One______
Two ______s
Three ______s
Four _______s |
1.学生经过师机械操练，逐步熟悉1——４的读法。
2.用改变音调的方法吸引学生，让他们进一步模仿跟读，从单词过渡到词组。 |
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3. A game: Yes or No. |
Show pupils pictures and word cards, then read the words and phrases.
If teacher is right or wrong, pupils say “yes” or “no”. |
通过简单的正误判断，让学生熟悉单词及词组的音与型。 |
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4. An activity |
(Listen and show)
Say the number “one, two, three, four.” Ask pupils to follow and show their fingers.
Say the phrases “one bag, two pencils…” Ask pupils to follow and show the objects. |
通过活动，强化了学生发音，也检验了他们对词义的理解。TPR能使学生放松心情，尽情地参与活动。 |
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5. A guessing game |
Show pupil the pictures of some animals and ask, “How many…?”
P: Guess the number.
T: Show the answer. |
让学生猜猜每种小动物分别有多少，通过“猜”，让学生把数字自然地用到回答中。 |
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Post-task
activities |
An activity |
What’s in Sam’s bag?
P1: Let the deskmate look at picture A, and say, “What’s in Sam’s bag. How many are there?”(four pens, two rulers…)
P2: Listen and tick it.
(Finish picture B) Then show the answer.
(Put the pictures on the blackboard.) |
创设环境，让同桌学生进行交际性操练，一个进行简单描述，另一个则进行记录，然后再反馈。在这个活动中，学生运用数字自然表达，达到了交际的目的。 |
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Assignment |
Listen to the tape and read the text on P9.
Try to remember the numerals. |
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巩固课堂学习内容。 |