第二周星期三2016年9月7日

教學內容Unit1Hello課時1st

學會用Goodmorning.Goodafternoon.Hello!Hi!Goodbye

教學目標

來問候和交流

能聽懂會說Goodmorning.Goodafternoon.Hello!Hi!Goodbye

重點

等問候語

通過學生對本課問候句子的學習，培養(yǎng)學生講文明的良好習慣。并鼓

難點

勵學生用這些問候語與新同學交朋友，增進新生之間的了解和友誼。

教具玩偶、歌曲磁帶

Pre-taskpreparations

Activity1

Greetthestudentsandintroduceyourselftothem

e.g.,T:Goodmorning!Hello!TmMiss/Mr(surname).

Activity2

UsethepuppetsandflashcardstoelicittheformulaicexpressionsGoodmorning!

andGoodafternoon!

eg,

Puppet1:Goodmorning!(Presenttheflashcardmorning)

Puppet2:Goodafternoon!(Presenttheflashcardafternoon)

Puppet3:Hello!

Puppet4:Hi!

教學過程While-taskprocedures

Activity1

Havethestudentspractisethewordsandthegreetings.

e.g.,morning,afternoon,Goodmorning!/Goodafternoon!/Hello!/Hi!/Goodbye!

Activity2

UsethepuppetstoimitatethecharactersthatappearedinUnit1.

eg,

Puppet1:Goodmorning!(Background:Presenttheflashcard

morning)

Puppet2:Goodafternoon!(Background:Presentthe

flashcardafternoon)

Puppet3:Hello!

Puppet4:Hi!

Activity3

Havethestudentslistentotherecordingonpages2and3.Illustratethemeaningof

thedialogueswiththehelpofpictures,puppetsandyourbodylanguage.The

studentsareonlyrequiredtounderstandthegeneralmeaningofthedialogues.Then

havethestudentstrytocompletethedialogueswithyou.Youmayusethepuppet

andtheflashcards.

eg,

T:Hello!

Ss:Hi!

T:Goodbye!

Ss:Goodbye!

Activity4

1Tellthestoryonpages2and3slowlyandclearlytotheclasswiththehelpof

pictures,puppetsoryourbodylanguage.Thestudentsareonlyrequiredto

understandthegeneralmeaningofthestory.

1)Inthemorning,KittyandBenaregoingtoschool.AliceandTomaregoingto

school,too.Theymeetattheschoolbusstop.BenandKittysay,^Helloi^Alice,

Alice'smumandTomsay,"Hi!"

2)Theschoolbusiscoming.Theygetontheschoolbus."Goodbye!”Alicesaysto

hermum.Mumsays,“Goodbye!”

3)Kitty,Ben,AliceandTomarriveatschool.TheyseeMissWang.Ben,Kitty,

TomandAlicesay,“Goodmorning!”

MissWangsays,“Goodmorning!”

4)Intheafternoon,Kitty,Alice,DannyandEddieareintheclassroom.

MissWangsays,"Goodafternoon!,5

Kitty,Alice,DannyandEddiesay,“Goodafternoon!”

5)Schoolisover.

Kitty,Alice,DannyandEddiesay,“Goodbye!”

MissWangsays,"Goodbye!”

2Tellthestorytotheclassagain.Thenaskthestudentstocompletethestorywith

you.

eg,

T:Inthemorning,KittyandBenaregoingtoschool.AliceandTomaregoingto

school,too.Theymeetattheschoolbusstop.BenandKittysay,“Hello!”Alice

andTomsay...Ss:Hi!

T:Theschoolbusiscoming.Alicegetsontheschool

bus.Alicesays“Goodbye!”Mumsays...

Ss:Goodbye!

Post-taskactivities

Activity1

Askthestudentstoactoutthestory"Aschoolday“onpage4.Thenhavethe

studentslistentothesong“Goodmoming^^onpage5andsingalongusinghand

motions.

Activity2

Askthestudentstomakeshortdialoguesingroups.Thenhavethestudentslistento

thesong“Goodmorning“onpage5.

Activity3

Havethestudentsdo"Look,listenandsay"onWorkbookpage2.

Activity4

Havethestudentsdo"Listenandtick“onWorkbookpage3.Thencheckthe

answers.Havethemactouttheshortdialogues.

作業(yè)布置Readpage1&2

Unit1Hello

板書設計Hello!Hi!Goodbye!Goodmorning!

Goodafternoon

1）句型最好板書出示，加以認讀。加強音和形的聯系。

2）對于一些英語課堂用語可以進行提前感知，為下節(jié)課的

教學后記

學習做伏筆。

Unit1Hello

教案

教學內容Unit1Hello課時2nd

Usingacommonpatterntointroduceoneself

教學目標

eg,I'm...

UnderstandingthepatternI'mKitty.

重點

Understandingformulaicexpressionsofgreetings

e.g.,Nicetomeet/seeyou.

IdentifysomeEnglishnames

e.g.,Kitty,Alice,Tom,Ben,Eddie,DannyandMiss

Wang

Usingacommonpatterntointroduceoneself

e.g”I'm...

難點Usingformulaicexpressionstogreetpeople

politely

eg,Goodmorning./Goodbye.

Cassetteplayer

教具Characterpuppets

Fingerpuppets

Pre-taskpreparations

Activity1

Tellthestory"Aschoolday"in"Let'sact"on

Student'sBookpage4slowlyandclearly,withthe

helpofpictures,puppetsandyourbodylanguage.

Promptyourstudentstocompletethesentences

whennecessary.

eg,

T:KittymeetsEddieattheschoolgate.Kittysays,"HeHo!”

Eddiesays...

Ss:Hello!

T:KittyandEddiemeetDannyinthemorning.Kittyand

Eddiesay,“Goodmorning.^^AndDannysays...

教學過程

Ss:Goodmorning.

T:Intheafternoon,KittymeetsTomintheplayground.

Kittysays,“Goodafternoon!?,Tomsays...

Ss:Goodafternoon.

T:Schoolisover.AliceandTomsay,“Goodbye!”Kittysays...

Ss:Goodbye!

Havethestudentspractisethestorywithpuppets

ingroups.Thenhavethemactoutthestory.

Activity2

ShowthecharactersofUnit1.Usethefinger

puppetstohavethemintroducethemselves,

e.g.,T:(Showsafingerpuppet)Hi!I'mEddie.

Activity3

Introduceyourselftothestudents.

e.g.,T:Hi!I'mKelly.Nicetomeetyou.

thestudentsshouldclaptheirhandsandrepeatit.Ifthe

puppetiswrong,thestudentsshouldcorrectit.

T:(HoldsthepuppetforKitty)Hello!TmAlice.

Ss:No.I'mKitty.

Activity3

Havethestudentsusethepuppetstopractisethe

patternI'm...

e.g.,S:Hello!TmDanny.

Activity4

AskthestudentstoplaytherolesinUnit1.

e.g.,

SI:Hello!TmEddie.

S2:Hi!I'mKitty.

SI:Nicetomeetyou.

S2:Nicetomeetyou,too.

Post-taskactivities

Activity1

Askthestudentstodo“Listenandnumber"on

Workbookpage2.

Activity2

Dividethestudentsintofourgroupsanddo“Look

andsay"and“Drawandwrite“onWorkbookpage4.

Thenselectseveralgroupstoactouttheshort

dialogues.

Activity3

HavethestudentsdoTask"Makenewfriends”on

Workbookpage5.

Activity4

Havethestudentssingthesong"Goodmorning^^

whilewalkingroundtheclassroom.Whenthe

musicstops,theyshouldfindafriendand

introducethemselvestoeachother.

eg,

SI:Hello!Tm...

S2:Hi!Tm...

S1:Nicetomeetyou.

S2:Nicetomeetyou,too.

SI:Goodbye!

S2:Goodbye

作業(yè)布置Readpage4&5

Unit1Hello

板書設計Hello!I'm….

Goodbye!

一年級班級人數眾多，學生在幼兒園里都接觸過英語，造成學生不認真聽課，

教學后記不跟讀。今后教學中，要多采用游戲，競賽等形式，鼓勵學生開口讀英語，講

英語。

Unit2Myclassmates

教案

教學內容Unit2Myclassmates課時ls,

Usingimperativestogivesimpleinstructions

e.g.,Giveme…，please.

教學腌?Usingformulaicexpressionstoofferpeoplethings

e.g.,Hereyouare.

?Usingformulaicexpressionstoexpressthanks

e.g.,Thankyou.

Understandingformulaicexpressionsusedtoofferpeoplethings

e.g.,Hereyouare.

重點

Locatingspecificinformationinresponsetosimpleinstructions

e.g.,Givemeplease.

Usingformulaicexpressionstoofferpeoplethings

e.g.,Hereyouare.

難點Usingformulaicexpressionstoexpressthanks

e.g.,Thankyou.

Pronouncingthephrasesandsentencescon,ectly

Cassetteplayer

教具Wallpicture1A

Classroomobjects

Pre-taskpreparations

Activity1

AskthestudentstolistentothedialogueonStudent'sBookpage6and

lookatthewallpicture.ElicitthepatternGiveme...

Activity2

ElicitthepatternGiveme...inarealsituation.

eg,

T:Ineedarubber.Peter,givemearubber,please.

S1:(Passestherubbertoyou)

T:Thankyou.

Activity3

HavethestudentslistentotherecordingforStudent'sBookpage8.Elicit

thegeneralmeaningofthestorybyaskingthestudentsquestions.

e.g.,T:Isitinthemorningorafternoon?/WhatdoesAlicewant,aruler

orarubber?

While-taskprocedures

Activity1

Askthestudentstolistentotherecordingof"Let'stalk“andrepeatafter

it.Havethempractisethedialoguewithyoulikethefollowing.

教學遽

eg,

T:Givemeplease.

Ss:Hereyouare.

T:Thankyou.

Activity2

Invitethestudentstoplaytherolesin"Let'sact”.TheboysactasKitty

andthegirlsactasAlice.

eg,

Bs:Goodafternoon,Alice.

Gs:Goodafternoon,Kitty.

Gs:Givemearubber,please.

Bs:Hereyouare.

Gs:...

Activity3

Askthestudentstoofferyouanobjectaccordingtoyourinstructions,

eg,

T:Givemearuler,please.

S:(Passesarulertoyou)Hereyouare.

T:Thankyou.

Activity4

Havethestudentsdo"Look,listenandsay“onWorkbookpage8.

Activity5

Invitethestudentstoplayapassinggame.Havethestudentsinthefirst

rowturnaroundandgiveinstructionstothestudentsinthesecondrow.

Thestudentsinthesecondrowshouldofferthemtheappropriateobjects,

eg,

SI:Givemearuler,please.

S2:(PassesarulertoSI)Hereyouare.

SI:Thankyou.

Post-taskactivities

Activity1

Askthestudentstomakesomeshortdialoguesinpairsandthenactthem

out.

eg,

SI:Givemeaplease.

S2:Hereyouare.

SI:Thankyou.

Activity2

Askthestudentstodo"Look,listenandact“onWorkbookpage6.Then

havethemactitout.

Activity3

Askthestudentstodo“Listenandmatch“onWorkbookpage7.

Activity4

HavethestudentsdoTask“Askforsomething^^onWorkbookpage9in

pairs.Theycansubstitutethewordsofstationery.

eg,

SI:Goodmorning.

S2:...

SI:Givemeplease.

S2:Hereyouare.

SI:Thankyou.

作業(yè)根Readpage8&9

板搬計Unit2Myclassmates

Bookrulerpencilrubber

教學后記

Unit2Myclassmates

教案

教學內容Unit2Myclassmates課時1st

Usingnounstoidentifyschoolsupplies

教學目標e.g.,rubber

Usingsimplelanguagetopointoutobjects

e.g.,Abook!

Understandingsomewordsusedforcommonschoolsupplies

e.g.,book,ruler,pencil,rubber

重點

Locatingspecificinformationinresponsetosimpleinstructions

e.g.,Abook!

Pronouncingthekeywordscorrectly

e.g.,book,ruler,pencil,rubber

Usingmodelledphrasestocommunicatewithotherstudents

難點

e.g.,Abook!

Pronouncingwordsinconnectedspeechcorrectlybylinkingthem

togetherandusingappropriatestress

Cassetteplayer

教具Wallpicture1A

Abook,arubber,aruler,apencil,apencilcase

Pre-taskpreparations

Activity1

Showthestudentsapencilcase.Thentakeoutaruler,arubberanda

pencilfromthepencilcasetoelicitthenewwords.

教學過程e.g.,T:Look,what'sinthepencilcase?Aruler,apencil...

Activity2

Askthestudents,"Whatcanyouseeintheclassroom?^^Holdupsome

objectsthatthestudentshave,suchasarulerorarubber.

e.g.,T:Whatcanyousee?(Holdsuparuler)Icanseearuler.

While-taskprocedures

Activity1

Askthestudentstorepeatthenewwordsafteryou.

Activity2

TeachtherhymeonStudent'sBookpage9.

Activity3

SayaloudthenamesoftheobjectsintroducedinUnit2.Havethe

studentsholdupthecorrespondingobjectsandrepeatthewordsthey

haveheard.Practiseuntiltheycanrespondquickly.Thenhavethem

practiseingroups.

eg,

T:Abook!

Ss:(Holdupabook)Abook!

Activity4

Engagethestudentsinthefollowingrhythmicchant.Holdupdifferent

objectstocuethestudentstorespond.

e.g.,

T:Whatcanyousee?Whatcanyousee?

Ss:Abook,apencil,Icansee.

Abook,apencil,Icansee.

Post-taskactivities

Activity1

Askthestudentstoplayaguessinggame.Hideanobjectbehindyouand

havethestudentsguesswhatitis.

eg,

T:Whafsthis?

S:Abook!

T:Yes.Abook.

Activity2

HavethestudentspractisetherhymeonStudent9sBookpage9,

substitutingbook,pencil,...withotherwords.

Activity3

Havethestudentsdo“Listenandtick”onWorkbookpage6.

作業(yè)楣Readpage6&7

板搬計Unit2Myclassmates

Bookrulerpencilrubber

教學后記

Unit3Myface

教案

教學內容Unit3Myface課時2nd

Usingpronounstoshowwhichitemisbeingreferredto

e.g.,Thisisyourface.

Usingimperativestocatchpeople'sattention

教學目標

e.g.,Look!

Usingpronounstorefertoparticularpeople

e.g.,Itsyou.

Understandingsomeexpressionsofintroducingthepartsofaface

重點

e.g.,eye,mouth,face,nose,ear

Understandingexpressionsofintroducingthepartsofafoce

難點

e.g.,Thisismynose.

教具Cassette1ACassetteplayerWallpicture1A

Pre-taskpreparations

Activity1

Askthestudentstolookatthewallpictureandlistentothedialogueof

“Let'sact”.Theyareonlyrequiredtogetthegeneralmeaningofthe

dialogue.Thenaskthestudentstoansweryourquestions.

?，

教學過程eg.

T:Whodrawsapicture?DoesAlicelikethepicture?...

Activity2

Drawapictureofastudentwhoisintheclass.Saytothestudentlikethe

following.

e.g.,T:(Studentfsname),thisisyoureye(nose,etc.).

While-taskprocedures

Activity1

Askthestudentstositfacetofaceinpairs.Theyshouldrepeatafteryou

usinghandmotions,

eg,

T:Thisisyoureye.

Ss:(Pointtoeachotherfseyeandsay)Thisisyoureye.

Activity2

HavethestudentsreadtherhymeonStudent5Bookpage13with

actions.Substitutethewordmywith

your,

eg,

Lookatyourface!

Lookatyourface!

Bigeyesandsmallnose.

Bigeyesandsmallnose.

Lookatyourface!

Lookatyourface!

Bigearsandsmallmouth.

Bigearsandsmallmouth.

Activity3

Havethestudentstaketurnstointroducethepartsoftheirfaces.

e.g.，

SI:(Pointsandsays)Look!Thisismyeye.

S2:(Pointsandsays)Thisisyoureye.

Activity4

Havethestudentstouchandguessinpairs,

eg,

SI:(Closeseyesandtouchesonepartofhis/herpartnerfsface)Thisis

yourear.

S2:Thisismyear.

Post-taskactivities

Activity1

HavethestudentsplaytherolesandactoutthedialogueonStudent5

Bookpage12.

Activity2

Askthestudentstodrawafaceofaclassmate,thenmakeadialoguein

pairslikethedialogueonStudent5Bookpage12.

Activity3

Havethestudentsdo"Look,listenandsay"onWorkbookpage11.Show

differentanimals,facestothestudents.Havethestudentsactliketheir

favouriteanimalsandintroducethemselves.

e.g.,

SI:(Actsasahippo)Look!Thisismymouth.Thisismyface.

Activity4

HavethestudentspractiseTask“Talkaboutyourself9onWorkbookpage

13ingroups.

eg,

SI:Hello!Tm...Look!Thisismy...

S2:..

作業(yè)布置Readpage12&13

Unit3Myface

板書設計Thisismyface.

Thisismymouth.

針對學生的特點，選擇行之有效的游戲穿插其中，可以分散難

點、降低難度，讓學生玩中學、學中玩，在愉快的游戲中不知不覺學

到知識。通過說說做做，學生對句子的意思理解了，記得也牢了，學

教學后記

得也更快樂了。輪到小老師發(fā)令時，發(fā)現他們所說的句式局限于本單

元的學習內容，應引導學生把前幾個單元的指令一起加入其中，力求

使學生所學的知識能隨時間的推移而滾雪球似地增加。

Unit3Myface

教案

教學內容Unit3Myface課時1st

Usingnounstoidentifypartsofaface

e.g.,eye,mouth,face,nose

Usingformulaicexpressionstointroduceoneself

教學目標e.g.,Hello!TmJack.

Usingpronounstoshowwhichitemisbeingreferredto

e.g.,Thisismynose.

Usingimperativestogivesimpleinstructions

e.g.,Touchyourface.

Understandingsomeexpressionsofintroducingthepartsofaface

重點

e.g.，eye,mouth,face,nose,ear

難點Pronouncingthewords,phrasesandsentencescorrectly.

教具Cassette1ACassetteplayerWallpicture1A

Pre-taskpreparations

Activity1

HavethestudentslistentotherhymeonStudentfsBookpage13.Then

askthestudentstolookatthepapercut-outofaboy'sface.Elicitthe

newwordsnose,mouth,face,eyeandear.

Activity2

Pointtoandintroducethepartsofyourface.Makesurethestudents

understandthenewwords.

e.g.,T:Look!Thisismyeye.

Activity3

Showthepuppetofaclowntothestudentsandpresentashortdialogue.

e?g?，

T:Touchyoureye.

P:(Touchesitseye)Thisismyeye.

While-taskprocedures

Activity1

教學過程Promptthestudentstorepeatafteryou.Havethempointto

correspondingpartsoftheirfacesandsaysentenceslikethefollowing,

eg,

T:Nose,nose,thisismynose.

Ss:Nose,nose,thisismynose.

Activity2

Teachanewchantaboutthepartsofaface.

e.g.,

Touchyoureyes,Andtouchyourears.Touchyournose,Andtouchyour

face.Repeatthechantwithhandmotionsandhavethestudentsfollow

yourlead.

Activity3

Askastudenttocometothefrontoftheclassandactasapuppet.This

studentshoulddoactionsaccordingtothecommandsoftheother

students.

eg,

T:Eye.

Ss:Touchyoureye.

P:(Toucheshiseye)Thisismyeye.

Activity4

Havethestudentsdo“Listen,actandsay“onWorkbookpage10.They

candothisaspairwork.

eg,

SI:Touchyourface.

S2:(Touchesandsays)Thisismyface.

Activity5

Askthestudentstodo“Drawandsay“onWorkbookpage12.

Post-taskactivities

Activity1

AskthestudentstoplayagameliketheoneonStudent'sBookpage11in

groups.

e.g.,

SI:(S2'sname),touchyour...

S2:(Touchesandsays)Thisismy...

Activity2

Havethestudentsdo“Listenandnumber"onWorkbookpage10and

thenchecktheanswers.

作業(yè)榷Readpage10&11

Unit3Myface

板書設計Thisismyface.

Thisismymouth.

a.學習的最大動力乃是對所學材料的樂趣，要挖掘語言材料的

巧妙之處，在沒有學過字母的前提下，把單詞形象化，是一條辨別記

教學后記憶單詞的好辦法。

b.反饋后發(fā)現nose,face,mouth這三個單詞學生發(fā)音不是很到位，要

注意指導學生正確的發(fā)音方法。

Unit4Icansing

教案

教學內容Unit4Icansing課時1st

1Usingverbstoindicateactions.

教學目標

2Usingthemodalverbcantoexpressabilities.

Identifyingthekeywordsinanutterancebyhearingthepronunciation.

重點

Read,sing,dance,draw

Identifyingspecificinformationinresponsetoquestion

難點Whatcanyoudo?

Ican

教具CassetteFlashcards

Pre-taskpreparations

Activity1

Askthestudentstolistentothesong'Icandraw'onStudent'sBookpage19.At

thesametime,placethepicturecardsontheblackboard.

Activity2

Actoutanactionandsay"Ican(action).^^Havethestudentsrepeat.

eg,

T:Icanread.

Ss:Icanread.

While-taskprocedures

Activity1

Playtherecordingof"Let'stalk."Askthestudentstolistenandfollow.

Activity2

Holdthepicturecardsinmyhands.Flasheachcardinturntothestudents.Ask

教學過程

themtomakeasentenceusingtheideafromeachpictureasquicklyastheycan.

Activity3

Askthestudentstochantlikethefollowing.

eg,

Read,read,Icanread.

Draw,draw,Icandraw.

Post-taskactivities

Activity1

Havethestudentstalkabouttheirabilities.

e.g.,Iam...,Ican...

Activity2

Havethestudentsdo“Listenandact”and"Look,listenandjudge“onWorkbook

page18.Thenchecktheanswers.

作業(yè)布置Readpage16&17

Unit4Icansing

Readsingdancedraw

板書設計

Whatcanyoudo?

Ican

學習動詞不一定是做動作，可以探索更多的感官來感受動詞。比如，

教學后記用耳朵聽來感受動詞。通過這種反常理的感官來感受，可以調動學生學習的積

極性，學習效果也比較理想。

Unit4Icansing

教案

教學內容Unit4Icansing課時2nd

1Askingwh-questionstofindoutaperson'sability

教學目標e.g.Whatcanyoudo?

2Usingverbstoindicateactions

Identifyingthekeywordsinanutterancebyhearingthepronunciation.

重點

Read,sing,dance,draw

Identifyingspecificinformationinresponsetoquestion

難點Whatcanyoudo?

Ican

教具CassetteFlashcards

Pre-taskpreparations

Activity1

Askthestudentstolistentothesong'Icandraw'onStudentBookpage19.At

thesametime,placethepicturecardsontheblackboard.

Activity2

Actoutanactionandsay“Ican(action).“Havethestudentsrepeat,

eg,

T:Icanread.

Ss:Icanread.

While-taskprocedures

Activity1

Playtherecordingof"Let'stalk."Askthestudentstolistenandfollow.

Activity2

Holdthepicturecardsinmyhands.Flasheachcardinturntothestudents.Ask

教學過程

themtomakeasentenceusingtheideafromeachpictureasquicklyastheycan.

Activity3

Askthestudentstochantlikethefollowing.

eg,

Read,read,Icanread.

Draw,draw,Icandraw.

Post-taskactivities

Activity1

Havethestudentstalkabouttheirabilities.

e.g.,Iam...,Ican...

Activity2

Havethestudentsdo"Listenandact"and"Look,listenandjudge”onWorkbook

page18.Thenchecktheanswers.

作業(yè)布置Readpage16&17

Unit4Icansing

Readsingdancedraw

板書設計

Whatcanyoudo?

Ican

教師應學習一些現代教學技術，使課堂更豐富。雖然也可以利用卡片和圖片完

教學后記成教學，但是變換一些固有的教學手段可以較大地提高學生學習英語的興趣。

讓學生以更佳的情緒投入到課堂活動中來，進而得到更好的學習效果。

Unit5Myfamily

Period1教案

課題Unit5Myfamily

1.Beabletosayfamilynamesbylookingatpictures.

教學

目標

2.BeabletoactMarukotointroduceherfamily.

重點Words:father>mother>grandfather>grandmother>me

教材

難點Sentences:Thisismy...He's/She'smy...

分析

教具Wordcards>CDplayer>PPT>photos

教學過程

教學

教師活動預設學生行為設計意圖

環(huán)節(jié)

Step1.1.Greetings.1.Greetings.課前師生

Warm-問候和欣賞

up2.EnjoyasongofThefinger2.Enjoyasongandtrytosing歌曲，為接下

family.together.來的新課做

鋪墊。

1.Introduceanewfriendof1.SayhellotoMaruko.以小丸子

Maruko.的一家人為

主線來展開

2.Guidethemtosaythe2.ReadthesentenceofThisis新課的學習，

patternofsentencethatthisMarukotogether.通過聽Thisis

Step2isMaruko.來整體教授

Presen3.Listencarefullyandfollow家庭成員名

tation3.ListenandlearnthenewMissWutoreadthesentences稱。

&PractsentencesaboutMaruko'scorrectly.

icefamilymembers.通過兒歌

4.UsethesentenceofThisisme來形容小丸

4.Teachthewordofmeandtointroducethemselves.子的爸爸媽

introduceyourself.媽的樣子。

5.Saythesentencestogether.

5.Pointandsaythesentences拓展句型

6.Look、learnandchanttheTheyare來說

6.Look、learnandchantthesentencesonebyone.新句子。讓學

sentences.生有個整體