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1、 《牛津小學(xué)英語》2B教材分析 金閶區(qū)實驗小學(xué) 張玉婷 一、教學(xué)內(nèi)容 單元 日常交際用語 詞匯 歌曲、歌謠 要求 1 Do you like winter? Yes, I do. No, I don’t. spring, summer, autumn, winter Season’s song 聽得懂、 說(唱）、拼寫 2 What do you like? I like monkeys. a monkey, a bear, a tiger, a lion, a panda Five little monkeys 3 What can

2、you see? I can see a plane. a plane, a train, a jeep, a boat Row, row, row your boat 4 What do you have? I have a doll. a doll, a puzzle, a yo-yo, a puppet My lovely doll 5 What lessons do you have? We have Chinese, Maths and Art. Chinese, Music, Maths, English, PE, Art Let’s learn!

3、 6 Let’s count the eggs. How many? Eight. seven, eight, nine, ten eleven, twelve Numbers 7 Can I help you? I’d like a jacket. a jacket, a dress, a shirt, a blouse Zip, zip, zip 8 Look, there is a bottle/ box! Let’s keep the water clean. a bottle, a box, a can A bottle 9 Where’s the

4、 plane? It’s on the sofa. on, in, a bed, a TV The dog is in the plane 10 It’s time to go to school. Goodbye! It’s time to go to bed. Good night. go to school, go home, go to bed Goodbye! 二、單元簡介 Unit 1 Do you like winter? 本單元是新學(xué)期的第一單元，學(xué)生通過一年多的學(xué)習(xí)已經(jīng)有了一定的英語基礎(chǔ)。第一單元的主要教學(xué)內(nèi)容是“詢問對季節(jié)的喜好”。主要學(xué)習(xí)詞匯

5、“spring, summer, autumn, winter”以及句型“Do you like winter? Yes, I do. /No, I don’t”。建議教師多創(chuàng)設(shè)生活化的場景，多運用圖片、音響模擬、形象的語言和動作等直觀手段，使學(xué)生在自然的情景中，感受特點鮮明的四季美景,并學(xué)會表達(dá)內(nèi)心的真實情感，在此基礎(chǔ)上，教師可以適當(dāng)擴(kuò)展 What do you like? I like…日常交際用語，以提高學(xué)生運用語言的靈活性，同時為第二單元教學(xué)做好準(zhǔn)備。 Unit 2 At the zoo 本單元的主要內(nèi)容是“談?wù)撓矏鄣膭游铩?。主要學(xué)習(xí)詞匯“monkey, bear, tiger,

6、lion, panda”以及句型“What do you like? I like...”。動物是人類的好朋友，也是學(xué)生感興趣的話題。建議教師緊緊扣住這一點，多設(shè)計聽音辨物、圖形辨物、形象模擬等有趣的活動，寓教于樂，提高學(xué)生參與語言實踐的積極性。通過教師潛移默化的引導(dǎo)，進(jìn)一步激發(fā)學(xué)生對動物的喜愛，增強(qiáng)他們保護(hù)動物的意識，使他們逐步樹立起人與自然和諧相處的信念，正確認(rèn)識人類在自然界的地位和責(zé)任。 Unit 3 What can you see? 本單元的主要教學(xué)內(nèi)容是“能看見某物”。主要學(xué)習(xí)詞匯“plane, train, jeep, boat”以及句型“What can you see？I

7、 can see…”。.教師要盡量利用學(xué)生已經(jīng)掌握的知識，通過多種活動，引導(dǎo)他們學(xué)會在一定的情景中使用“What can you see？I can see…”在《牛津小學(xué)英語1A》中已經(jīng)出現(xiàn)過What can you do? I can…因此，學(xué)生理解和朗讀本部分對話并不困難。本單元設(shè)計的單詞為“交通工具”。在教學(xué)中，建議教師結(jié)合學(xué)生已經(jīng)學(xué)過的知識，幫助他們進(jìn)行歸納整理。 Unit 4 My toys 本單元的主要教學(xué)內(nèi)容是“談?wù)摳髯該碛械耐婢摺?。主要學(xué)習(xí)詞匯“doll, puzzle, yo-yo, puppet”以及句型“What do you have? I have...”。這一

8、話題來源于學(xué)生生活，符合兒童的天性。然而，現(xiàn)在的孩子擁有太多的玩具，卻不知如何玩出價值。建議教師結(jié)合學(xué)生年齡特點和生活實際，創(chuàng)設(shè)真實的情景，采用交換玩具、跳蚤市場、玩具總動員等學(xué)生喜聞樂見的活動，使學(xué)生產(chǎn)生和他人交流的心理需求，從而主動地進(jìn)行語言操練。教師還可以結(jié)合拼圖游戲進(jìn)行教學(xué)。 Unit 5 At school 本單元的主要教學(xué)內(nèi)容是“談?wù)搶W(xué)校的課程設(shè)置”，重點學(xué)習(xí)學(xué)科名稱以及與此有關(guān)的日常交際用語。主要學(xué)習(xí)詞匯“Chinese, Maths, English, Music, PE, Art”以及句型“What lessons do you have? We have...”。該話題

9、貼近學(xué)生的生活實際，語言的交際性強(qiáng)，有利于提高學(xué)生的學(xué)習(xí)興趣。同時，學(xué)生在前一單元已經(jīng)學(xué)了“What do you have? I have…”掌握本組對話并不會有多大困難。建議教師充分領(lǐng)會編者的設(shè)計意圖，針對低年級的年齡特點和接受能力，采用以舊帶新的方法，使語言訓(xùn)練循序漸進(jìn)，逐步深入，并激發(fā)學(xué)生內(nèi)心的交際需求。 Unit 6 Let’s count 本單元的主要教學(xué)內(nèi)容是“詢問和確認(rèn)物品數(shù)量”。主要學(xué)習(xí)詞匯“seven, eight, nine, ten, eleven, twelve”以及句型“Let’s count the eggs. How many?...”。教學(xué)重點是特殊疑問句

10、“How many?”及其應(yīng)答。教學(xué)中，教師要在學(xué)生理解句意的基礎(chǔ)上，積極引導(dǎo)學(xué)生在具體的語境中靈活運用這一日常交際用語。建議教師從學(xué)生的學(xué)習(xí)興趣出發(fā)，以學(xué)生喜聞樂見的形式講授新句型和單詞。在進(jìn)行新課教學(xué)時，要從學(xué)生的認(rèn)知水平和語言能力出發(fā)，注意新舊知識的銜接，靈活處理seven到twelve的教學(xué)。 Unit 7 Can I help you? 本單元的主要教學(xué)內(nèi)容是“購物”句型“Can I help you? I’d like…”和jacket, dress, shirt, blouse四個服飾類單詞。“購物”是孩子們熟悉和感興趣的話題。教學(xué)中，教師應(yīng)該積極創(chuàng)設(shè)“購物”的情景，讓學(xué)生在

11、情景中學(xué)、在情景中用，使學(xué)生在學(xué)習(xí)英語日常交際用語的同事能充分地感受到語言的生活氣息，進(jìn)而增強(qiáng)學(xué)生學(xué)習(xí)英語的熱情。在進(jìn)行A部分對話教學(xué)時，教師要結(jié)合生活實際，在對話的操練中適當(dāng)使用一些學(xué)生已經(jīng)學(xué)過的食品、文具、水果、文具等類詞匯，使購物的內(nèi)容更加豐富。 Unit 8 Keep the water clean! 本單元的主要教學(xué)內(nèi)容是“談?wù)撃程幱心澄铩焙汀碍h(huán)境保護(hù)”。主要學(xué)習(xí)詞匯“bottle, can, box”以及句型“Let’s count the eggs. How many?...”。在英語中，表示“某處有某物”的常用句型是“There be…”由于該句型與have容易混淆，因此在

12、英語教學(xué)中的重點和難點，建議教師充分利用身邊的物品，創(chuàng)設(shè)直觀、真切的情景，讓學(xué)生始終是在真實的情景中理解、操練和運用該句型。 Unit 9 Where’s the plane? 本單元的主要教學(xué)內(nèi)容是“確定位置”。教學(xué)重點是詞匯“on, in, bed, TV”和句型“Where’s the…? It’s on /in…”。“確定位置”的話題與學(xué)生的日常學(xué)習(xí)和生活息息相關(guān)，場景簡便，易于創(chuàng)設(shè)。在教學(xué)中，教師要充分利用身邊的物品和教師場景，引導(dǎo)學(xué)生理解對話的意思，并始終讓學(xué)生在具體的情景中進(jìn)行操練和運用。 Unit 10 Goodbye! 本單元的主要教學(xué)內(nèi)容是“談?wù)撛撟瞿呈隆焙汀案鎰e”

13、等功能項目?！癵o to school, go home,和go to bed”是孩子們一天中的主要活動?！案鎰e”和“問候晚安”也是生活中極其平常的事，因此，他們會很樂于談?wù)撨@些和他們息息相關(guān)的話題。需要注意的是，雖然“Goodbye！和Good night.”都是道別時的用語，但是它們的使用場合并不相同。教師在積極創(chuàng)設(shè)語言情景，讓學(xué)生進(jìn)行語言操練時，可以適當(dāng)給學(xué)生介紹一些英語國家的禮儀和習(xí)慣。 注意：根據(jù)金閶區(qū)《牛津小學(xué)英語》各冊教學(xué)要求，在參照《教師用書》的目標(biāo)要求基礎(chǔ)上，2B還需增加以下要求： 1、繼續(xù)滲透語音知識； 2、訓(xùn)練學(xué)生在四線三格內(nèi)的規(guī)范書寫句子，避免如大小寫混淆、姓名、

14、地名的書寫、單詞間無間隔、標(biāo)點符號漏寫或錯寫、增減，單詞中的字母等錯誤。 3、實驗學(xué)校要求選擇 Part A、B一些單詞、句子嘗試拼寫。 三、各單元的目標(biāo)、重難點分析 Unit 1 Do you like winter? Ⅰ.Teaching aims and demands 1. Knowledge of language After class Ss will be able to a. Read, say, spell and write the words: spring, summer, autumn, winter, season, and like. b. U

15、nderstand the dialogue: Do you like winter? Yes, I do./ No, I don’t. c. Imitate to make a similar dialogue. d. Sing the song: Season’s song. 2. Practical skills After class Ss will talk about the seasons. 3. Personal development a. To educate Ss’ sense of cooperation and competition b. To de

16、velop Ss’ love of the four seasons. Ⅱ.Focus a. Master the pronunciation of the words ‘spring, summer, autumn, winter’ b. Be able to communicate with each other by using the sentence structures ‘Do you like…?’ and ‘Yes, I do. / No, I don’t.’ Ⅲ. Difficulties to overcome a. Correct pronunciation

17、 of the word ‘spring’ /p//b/ b. Use the sentence structure correctly‘ Do you like…?’ and the answers ‘Yes, I do. / No, I don’t.’ c. Distinguish how to add the correct nouns forms after the verb “l(fā)ike”. e.g: 1. I like winter. 2. I like red. 3. I like dogs. Ⅳ. Extending content Words: cold,

18、hot, windy, sunny, cloudy, rainy Review ‘Can you swim/skate/play football/play chess? Yes, I can.’ [1B Unit 8] Unit 2 At the zoo Ⅰ.Teaching aims and demands 1. Knowledge of language After class Ss will be able to a. Read, say, spell and write the words: monkey, bear, tiger, lion and panda.

19、 b. Understand the dialogue and read it. c. Master the usage of ‘I like …(s).’ d. Imitate to make a similar dialogue. e. Say the rhyme: Five little monkeys. 2. Practical skills After class Ss will talk about the animals they like. 3. Personal development a. To educate Ss’ sense of cooperation

20、 and competition b. To develop Students’ love of animals Ⅱ.Focus a. Master the pronunciation of the words ‘monkey, bear, tiger, lion, panda’ b. Be able to communicate with each other by usingh the sentence structures ‘What do you like？ I like…’ Ⅲ. Difficulties to overcome a. Correct pronunci

21、ation of the words ‘tiger, panda, lion’ b. Use the sentence structure correctly ‘What do you like？ I like…’ c. Use of the plural noun form correctly‘I like monkeys /bears /tigers…’ Ⅳ. Extended content Words:‘cock, peacock, koala, eagle, goat, sheep’ Review ‘What are these/those? They are …’ [

22、2A Unit 5&6] Unit 3 What can you see? Ⅰ.Teaching aims and demands 1. Knowledge of language After class Ss will be able to a. Read, say, spell and write the four words: a plane; a train; a jeep; a boat. b. Understand the dialogue of Part A: What can you see? I can see a plane/a train/a jeep/a

23、 boat… c. Master the pronunciation of ‘a(chǎn)i’ /ei/ and ‘ee’ /i:/. d. Imitate to make a similar dialogue. e. Ask and answer in pairs by using “What can you see? I can see….” f. Sing the song “Row, row, row your boat.” 2. Practical skills After class Ss will ask and answer in pairs by using“What ca

24、n you see? I can see….” 3. Personal development To educate Ss’ sense of cooperation and competition Ⅱ.Focus a. Master the pronunciation of the words ‘plane, train, jeep, boat’ b. Be able to communicate with each other by using the sentence structures ‘What can you see？I can see…’ c. Students’

25、 sustained interested in learning English Ⅲ. Difficulties to overcome a. Correct pronunciation of the word ‘train’ /tr/ b. Use the sentence structures correctly ‘What can you see？I can see a/ an…’ Ⅳ. Extending content Words:‘taxi, truck, ship, coach, bike, metro’ Review ‘What can you do? I ca

26、n run /jump/sing/dance.’ [1A Unit 8] Unit 4 My toys Ⅰ.Teaching aims and demands 1. Knowledge of language After class Ss will be able to a. Read, say, spell and write the words: doll, puzzle, yo-yo, puppet b. Understand the dialogue: What do you have? I have a … c. Master the pronunciation o

27、f ‘have’ d. Imitate to make a similar dialogue e. Retell the dialogue f. Complete the dialogue in pairs g. Sing the song: My doll 2. Practical skills After class Ss can ask about what others have. 3. Personal development a. To educate Ss’ sense of cooperation and competition b. To develop

28、Students’ feeling of being careful with their belongs. Ⅱ.Focus a. Master the pronunciation of the words ‘doll, puzzle, yo-yo, puppet’ b. Use the sentence structures correctly ‘What do you have？I have…’ Ⅲ. Difficulties to overcome a. Correct pronunciation of the words ‘doll, puppet, puzzle, have

29、’ (doll & door) b. Use the sentence structure correctly ‘What do you have？I have…’ c. Correct spelling and meaning of the words ‘puppet, puzzle’ d. Imitate to make a similar dialogue. Ⅳ. Extending content Words :‘ball, football, popgun, crayon’ Unit 5 At school Ⅰ.Teaching aims and demands

30、1. Knowledge of language After class Ss will be able to a. Read, say, spell and write the words: Chinese, Maths, English, Music, PE, Art b. Master the usage of the sentences: What lessons do you have? We have ... c. Retell the dialogue d. Imitate to make a similar dialogue e. Say the rhyme: L

31、et’s learn! 2. Practical skills After class Ss will introduce the subjects they have in English 3. Personal development a. To educate Ss’ sense of cooperation and competition b. To develop Students’ passion for study. Ⅱ.Focus a. Master the pronunciation of the words ‘Chinese, Maths, English,

32、PE, Art’ b. Students’ ability to communicate with each other with the sentence structure ‘What lessons do you have？We have…’ c. Students’ sustained interested in learning English Ⅲ. Difficulties to overcome a. Correct pronunciation of the word ‘Art, English, Chinese, Maths/θs/’ b. Use the sent

33、ence structures correctly ‘What lessons do you have？We have…’ c. The plural form of ‘lessons’ in the question ‘What lessons do you have？’ d. The first letter of the lessons should be capitals. Ⅳ. Extending content Words:‘Computer, Science, Social Science, Music’ Unit 6 Let’s count Ⅰ.Teachin

34、g aims and demands 1. Knowledge of language After class Ss will be able to a. Read, say, spell and write the words of the numbers: seven eight nine ten eleven twelve b. Read and say sentence structures: let’s count the eggs. How many?... c. Say the rhyme: Numbers d. Count the things correct

35、ly, using the sentence structures: Let’s count… How many? 2. Practical skills After class Ss can count the numbers correctly. 3. Personal development a. To educate Ss’ sense of cooperation and competition b. To develop Students’ feeling of numbers. Ⅱ.Focus a. Master the pronunciation of the w

36、ords ‘seven, eight, nine, ten, eleven, twelve’ b. Be able to communicate with each other by using the sentence structure ‘Let’s count the eggs. How many？…’ c. Ss can master the “wh” questions: How many? … Ⅲ. Difficulties to overcome a. Correct pronunciation of the word ‘eight, seven, eleven, t

37、welve/v/, count/au/ ‘ b. Correct use of the question ‘Let’s count the eggs. How many？…’ c. Correct pronunciation of the question ‘ How many? ‘ Ⅳ. Extended content Words:‘ thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen How many …s can you see?’ Unit 7 Can I help you? Ⅰ.T

38、eaching aims and demands 1. Knowledge of language After class, Ss will be able to a. Read, say, spell and write the words: a jacket, a dress, a shirt, a blouse, zip b. Understand the dialogue: Can I help you? I’d like a jacket. c. Imitate to make a similar dialogue d. Retell the dialogue e. C

39、omplete “Can I help you? I’d like a …” in pairs f. Say the rhyme: Zip, zip, zip. g. Know the culture of shopping in English-speaking countries. 2. Practical skills After class Ss will use the sentences to sell things and buy things they want .’ 3. Personal development a. To educate Ss’ sense o

40、f cooperation and competition b. To inspire students’ enthusiasm of using English to go shopping Ⅱ.Focus a. Master the pronunciation of the words ‘jacket, dress, shirt, blouse’ b. Be able to communicate with each other by using the sentence structure ‘Can I help you？ I’d like…’ c. Students’ su

41、stained interested in learning English Ⅲ. Difficulties to overcome a. Correct pronunciation of the word ‘jacket, shirt, blouse /z/’ b. Correct use of the sentence structure ‘Can I help you？I’d like…’ c. Correct meaning of ‘dress, blouse’ d. Distinguish the different meanings of ‘I like…’ and ‘I

42、’d like…’ Ⅳ. Extending content Words:‘jeans, trousers, uniform, scarf, gloves’ Review ‘Take off / Put on your coat/sweater/T-shirt/skirt.’ [2A Unit 10] ‘Here you are. Thank you.’ [2A Unit 7] Unit 8 Keep the water clean! Ⅰ.Teaching aims and demands 1. Knowledge of language After class, Ss w

43、ill be able to a. Read, say, spell and write the letters: a bottle, a box, a can . b. Read and say the sentences：There is a … c. Master the pronunciation of a bottle, a box, a can and There is a … d. Imitate to write a similar dialogue. e. Retell the dialogue. f. Complete the simple dialogue i

44、n groups g. Sing the song：A bottle 2. Practical skills After class Ss will use ‘There is …’to introduce the things in different places. 3. Personal development a. To educate Ss’ sense of cooperation and competition b. To develop Students’ sense of protecting the environment. Ⅱ.Focus a. Maste

45、r the pronunciation of the words ‘bottle, can, box’ b. Be able to communicate with each other by using the sentence structure ‘Look! There is a…Let’s keep the water clean.’ c. Students’ sustained interested in learning English Ⅲ. Difficulties to overcome a. Correct pronunciation of the word

46、‘box, bottle, there’ (different pronunciations between ‘box’ and ‘books’) b. Correct use of the sentence structure ‘There is a…’ c. Correct meaning of ‘can’ in this unit. d. Correct use of the sentence structure ‘Let’s keep the … clean.’ e. The different meanings between ‘have…’ and ‘There be…’

47、 Ⅳ. Extended content Words :‘carton, cup, glass, tin’ Review ‘Let’s go to the park/zoo/cinema.’ [1B Unit 10] Unit 9 Where’s the plane? Ⅰ.Teaching aims and demands 1. Knowledge of language After class Ss will be able to a. Read, say, spell and write the words ‘on. in’ / ‘bed . TV’ / ‘Where

48、is the …?’ / It’s on/in …’ with correct pronunciation and intonation. b. Understand / read the dialogue ‘Where is the …?’ / It’s on/in …’ c. Sing the song ‘ The dog is in the plane’. 2. Practical skills After class Ss will describe things’ positions , and can ask about the things’ positions. 3.

49、 Personal development a. To educate Ss’ sense of cooperation and competition b. To develop Students’ feeling of position of the things Ⅱ.Focus a. Master the pronunciation of the words ‘on, in, bed’ b. Be able to communicate with each other by using the sentence structures ‘Where is the…? It’s

50、 on/in…’ Ⅲ. Difficulties to overcome a. Correct pronunciation and spelling of the word ‘where’ /w/ b. Correct use of the sentence structure ‘Where is the…? It’s on/in…’ c. The different meanings between ‘It’s on/in …’ and ‘There be’ d. Dstinguish the meanings of ‘ on . in ’ clearly, and use th

51、e preposition words to express the things’ positions. Ⅳ. Extending content Words :‘near, behind, beside, bookcase, bedroom, sitting-room, study, classroom, dining-room’ Unit 10 Goodbye! Ⅰ.Teaching aims and demands 1. Knowledge of language After class, Ss will be able to a. Read, say, spell

52、and write the words: go to school, go home, go school b. Understand the dialogue:‘ Its time to go to school. Goodbye! Its time to go to bed. Good night.’ c. Imitate to make a similar dialogue d. Retell the dialogue e. Complete “Its time to...” in pairs f. Sing the song: Goodbye. 2. Practical

53、skills After class Ss can use the sentences to remind others of doing something. 3. Personal development a. To educate Ss’ sense of cooperation and competition b. To develop Students’ manners of saying goodbye Ⅱ.Focus a. Master the pronunciation of the words ‘go to school, go home, go to bed’

54、 b. Be able to communicate with each other by using the sentence structure ‘It’s time to go to…，Goodbye. / Good night’ c. Students’ sustained interested in learning English Ⅲ. Difficulties to overcome a. Correct pronunciation of the word ‘time, school /k//g/, goodbye, night’ b. Correct use of

55、the sentence structure ‘It’s time to …’ c. Correct use of the sentence structure ‘go to …’. Pay attention to ‘home’ Ⅳ. Extending content Words:‘see you, company, hospital, airport, station’ Sentences:‘It’s time to go to the + 公共地點’ ‘What’s the time? It’s …(Number1～12)’ Review ‘cinema/zoo/park’

56、 [1B Unit 10] 四、參考教案 2A Unit 8 Keep the water clean （period1） Teaching content: ‘Look! There is… ‘ & part B Ⅰ. Teaching aims and demands： After class, Ss will be able to a. Read, say, spell and write ‘bottle, can, box’ and be able to put them into use in situations b. Conduct something in g

57、roups with the sentence structure ‘Look! There is a…’ Ⅱ. Focus a. master the pronunciation of the words ‘bottle, can, box’ b. Be abke to communicate with each other by usingh the sentence structure ‘Look! There is a…’ c. Students’ sustained interested in learning English Ⅲ. Difficulties to o

58、vercome a. Correct pronunciation of the word ‘box, bottle’ b. Correct use of the sentence structure ‘Look! There is a…’ c. Correct meaning of ‘can’ in this unit. Teaching aids: a cassette recorder, CAI, real objects… Arrangement of teaching Step1 Warm up and revision T: What’s this/that? S:

59、 It’s a/an… T: What are these/those? S: They are… (PPT shows a picture of Shanghai Expo) T: what can you see in shanghai Expo？ Ss; I can see a….(snack bar, market, cinema, park…) T: let’s go to the snack bar by bike. Ss: OK. (Rationale: Create a circumstance of some place and let Ss try to fi

60、nd something there) Step2 Presentation and practice 1.T: What can you see in the snack bar? Ss: chocolate T: Where is it? in the box T: Yes, look, there is a box! A box of chocolate. (T shows a box to Ss) T: Can you read this word? box ball fox box Ss read the word after T. Ss read and sp

61、ell the word (Ss can get a small box if they read it correctly) 2. T: what can you see in the snack bar? Ss: juice/tea/water…. T: where is it? in the bottle T: Yes, look, there is a bottle! A bottle of juice/tea/water (T shows a bottle to Ss) T: Can you read this word? box little bottle Ss

62、read the word after T. Ss read and spell the word (Ss can get a small box if they read it correctly) 3. The same method to teach the word ‘ can ‘ 1）T: What can you see at the snack bar? Ss: Cola T: Where is it? in the can. T: Yes, look, there is a can ! A can of cola/orange…(T shows a can to

63、Ss) T: Can you read this word? Ss read the word after T. Ss read and spell the word (Ss can get a can if they read it correctly) 2）T distinguish the two different meanings of ‘can’ T: Can you translate two sentences What can you see? I have a can of fish.

64、 (Rationale: With the pictures of the places Ss have learned, T teaches the new words. T tries to teach the correct pronunciations of the new words with the words Ss have learned. Giving a small award can cause Ss’ interests of the new words. ) Step3 Drill T: in the Expo, there

65、is a market, let’s go to the market by car! (PPT shows ‘There is…’ ‘有…’) Ss: OK T: What’s in the market? (T shows a picture and tries to lead Ss answer the question with ‘There is…’) Ss: There is a /an…. A. Practice 1. Say a rhyme: bottle, bottle, there is a bottle box, box, there is a box

66、 can, can, there is a can 2. T: Look! There is a big TV in the classroom. Ss practice in pairs with the sentence structure ‘Look! There is a/an…’ (Ss try to describe the things on their own desks to their desk mates.) (Rationale: T teaches the sentence structure ‘There is…’ by the picture and lets Ss try to find things with their own eyesight. Ss consolidate the sentence structure with the rhyme and try to describe their classroom to command the sentence structure) Step4 In-cla