Unit 2 I’m Liu Tao 单元 教案
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| 名称 | Unit 2 I’m Liu Tao 单元 教案 |  | |
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Unit 2 I’m Liu Tao
单元教学要求：
能听得懂、会说、会读句型I’m … Are you …? Yes, I am./No, I’m not.
2.能听懂、会说、会读词汇are, you, yes, am, no, not, goodbye。
3.能听懂、会说、会读、会写字母Ee, Ff, Gg。
4.会诵读英语歌谣Are you Mike?
单元教学重点：
1.能听得懂、会说、会读日常用语I’m… Are you…? Yes, I am./No, I’m not.
2.能听懂、会说、会读词汇are, am, no, not。
3.能听懂、会说、会读、会写字母Ee, Ff, Gg。
单元教学难点：
1.句型：Are you …? Yes, I am./No, I’m not.的语调和语序。
2.词汇are, am, no, not的用法。
3.字母Gg的读音和正确书写。
学情分析：
本单元学习的主要是用一般疑问句Are you …?来确认对方的身份。本单元安排的教学情境贴近学生的每日生活，教学中教师可以多运用还不太熟悉学生名字的实际情况运用句子作为范例，结合根据人物形象猜测书本中人物名，和Listen and guess这样的小游戏进行生生之间的语言运用。总之，应尽量结合实际情况，让学生在情境中学会交际，在交际中学会语言。
学生在学习中容易出现的问题：Yes, I am.不能缩写为Yes, I’m.和词汇are, am, no, not的用法容易混淆，注意要在实际操练中运用，加强印象。
Unit 2 I’m Liu Tao第一课时
教学内容：
Story time
教学目标：
1. 能听懂、会说、会读单词yes, no。
2. 能听得懂、会说、会读日常交际用语和句型Are you …? Yes, I am./No, I’m not. I’m …并能在日常生活中正确运用。
3. 能正确理解、掌握对话内容，并能朗读，初步表演对话。
教学重点：
能热情、大方、有感情地朗读课文，表演对话。
教学难点：
能灵活运用所学交际用语。
教学准备：
多媒体课件、人物角色头饰
学情分析：经过上一单元的学习，同学们已经会用英语日常交际用语来打招呼和介绍自己。本单元学习的主要是用一般疑问句Are you...?来确认对方身份。
教学过程:
Step1. Greetings
T: Hello, boys and girls.
S: Hello, Miss Wang.
T: Good afternoon, XXX.
S: Good afternoon, Miss Wang.
T: How are you?
S: I’m fine.
Step2. Lead-in
T: Boys and girls, we have been together for two weeks studying English. I like you very much. Do you like me?
S: …
T: You know I’m Miss Wang. I know some of your names too. Let me make a guess.
T to S1: Are you …? (PPT出示中文提示)
S1: Yes, ....
T: You can say, “Yes, I am.” Have a try, please.
S1: Yes, I am.
T to S2: Are you …?
S2: Yes, I am.
Get 5~6 Ss.
T to S3: Are you XXX?
S3: No, ….
T: You can say, “No, I’m not.” Have a try, please.
S3: No, I’m not.
T to S4: Are you XXX?
S4: No, I’m not.
Get 5~6 Ss.
T: Very good. Let’s look at the rhyme. Can you try to read it?
Read it by yourselves.
S: …
T: Now let’s read it together.
一次深度反思
T: Can you say, “Are you …?” now?
S: Yes!
T: OK. Let’s play a game. Look at the shape, guess who it is. You can use “Are you …?” to guess.
S1: Are you …?
PPT: Yes, I am./No, I’m not. (同时揭示答案)
T: Good, next.
…
S: Are you Liu Tao?
PPT: Yes, I am. I’m Liu Tao.
Step3. Story time
T: Today we’ll learn Unit2 I’m Liu Tao. (揭示标题) Read after me.
T: Look, Mike comes to the school. He greets with many people in the school. Now watch the cartoon and find who he greets with and tick them out.
Key: Yang Ling, Su Hai and Liu Tao.
3.T: Look(PPT呈现P1), Mike greets with Yang Ling. Look at the Yang Ling’s
answer and guess what Mike says.
Key: Hello, Yang Ling.
(PPT呈现P2) Look at Su Hai’s answer and guess what Mike says.
Answer: Hi. Are you Su Hai?
(PPT呈现P3, P4) Look at the answers and guess what Mike says.
T: Are clear about the story now? Let’s listen to the tape and repeat.
Open the books, read after the teacher.
学生自读课文，教师巡视发现问题，加以指导。
Read together.
Read in groups.
Step 4 Consolidation：
小组分角色朗读。
Make dialogues in groups.
Ask some students to come to the front and act the dialogue.
六、作业设计:
1. Listen and read the text. Try to recite the text.
2. Translate the sentence.
七、板书设计:
Unit 2 I’m Liu Tao
Are you Yang Ling? Are you Liu Tao?
Yes, I am. No, I’m not.
教学反思：
Unit 2 I’m Liu Tao第二课时
教学内容：
Fun time & Letter time
教学目标：
1. 能熟练运用日常交际用语Are you …? Yes, I am./No, I’m not. I’m …并能在日常生活中正确运用。
2. 能听懂、会说、会读、会写字母Ee, Ff, Gg并熟练掌握A~G的字母顺序。
教学重点：
能熟练运用日常交际用语。
能熟练掌握字母A~G。
教学难点：
1. 能熟练运用句型Are you …? Yes, I am./ No, I’m not. I’m…进行对话。
2. 能准确认读字母Ee, Ff, Gg，发音准确。
3. 能掌握字母A~G的顺序，并能准确书写。
学情分析：上一课时学生已接触一般疑问句Are you...?来确认身份。本课时将结合实际情况，贴合生活情境操练，并继续学习三个字母的大小写。
教学准备：
多媒体课件、人物角色头饰、四线三格小黑板
教学过程:
Step1. Greetings
T: Good afternoon, boys and girls.
S: Good afternoon, Miss Wang.
T: Hi, XXX.
S1: Hi, Miss Wang.
T: Hi, XX.
S2: Hello, Miss Wang.
T: Good afternoon, XXX.
S3: Good afternoon, Miss Wang.
Step2. Warm-up & Revision
一次深度反思
T: Now let’s play a game. When you see a character, please say “I’m …” to dub for him; when you see a smile, say “yes, yes, yes”; when you say a sad face, say “no, no, no”; when you see a letter group, read it aloud.
T: Well done! Boys and girls, do you remember Story time? Look at the picture, what does Su Hai answer Mike?
S: Yes, I am.
T: What does Liu Tao answer Mike?
S: No, I’m not. I’m Liu Tao.
T: Very good!
2. T: Now look at the rhyme, read it by yourselves.
S: …
T: Let’s chant together.
Step3. Fun time
T: Look, I have some headwear, now I choose one and I’m he or she now. Can you guess who I am?
S: Are you …?
T: Yes, I am./ No, I’m not.
T: Now who can come here and choose one?
S向S1: Are you …?
S1: Yes, I am./No, I’m not.
…
T: Are you happy?
S: Yes.
T: Now let’s play another game. I stand here facing to the blackboard.
One of you says “Hello!” to me. I guess who you are. OK?
Let’s have a try.
S1: Hello!
T: Are you …?
S1: Yes, I am./ No, I’m not.
T invites S to come to the front and guess.
Step4. Letter time
一次深度探究
T: Well done, boys and girls. Now look at the picture. Hi. Hi. Are you B?
S: Yes. Yes. I am.
T: Hi. Hi. Are you D?
S: No. No. I’m E.
T: Very good. Read after me, E, (present letter cards) capital letter E, small letter e. F, (present letter cards) capital letter F, small letter f. G, (present letter cards) capital G, small letter g.
T: Read the letter as quickly as possible when you see the card.
3. T: Let’s play a game: Smart eyes. Look at my mouth, guess which letter I am speaking.
4. Read the letter groups.
5. T: Now we’ve learned A~G. Recite them in order together.
Say the neighbor of these letters.
6. T teach Ss how to write E and e in the air(书空)。
Open the books, trace E and e in the book.
The same way with F, f, G, g.
7. T: Now I’ll write in the air, guess which letter I am writing.
Step5. Expansion
Show some easy words: egg, bed, café… to Ss.
Lead Ss to divide A~G in to one group when they have a common phoneme.
作业设计:
1. 课后和好朋友继续玩猜人游戏。
2. 听录音，跟读字母E~G五遍。
3. 抄写字母Ee, Ff, Gg八遍。
板书设计:
Unit 2 I’m Liu Tao
Are you …?
Yes, I am. /No, I’m not.
Ee Ff Gg
教学反思：
Unit 2 I’m Liu Tao第三课时
教学内容：
Checkout time, Rhyme time & Cartoon time
教学目标：
1. 能根据场景及上下文猜测人物的对话，包括打招呼话题和自我介绍话题。
2. 能诵读歌谣Are you Mike?并且知道中文含义。
3. 能正确理解、掌握卡通时间对话内容，并能朗读，初步表演对话。
教学重点：
能热情、大方、有感情地朗读卡通时间，并能初步表演。
教学难点：
能诵读歌谣Are you Mike?并且知道中文含义。
学情分析：教师可以运用还不太熟悉的学生的名字作为范例，结合根据人物形象猜测书中人物名，和listen and guess这样的小游戏进行生生之间的语言运用。
教学准备：
多媒体课件、人物角色头饰
教学过程:
Step1. Greetings
T: Hello, boys and girls.
S: Hello, Miss Wang.
T: Are you …?
S1: Yes, I am.
T: Good afternoon, …
S1: Good afternoon, Miss Wang.
T: Hi. Are you …?
S2: No, I’m not. I’m …
T: Good afternoon, …
S2: Good afternoon, Miss Wang.
Step2. Revision
一次深度反思
Make a guess（猜猜我是谁）
T: OK. Now look at the picture. Can you guess who it is?
S: Are you Hui Tailang?
PPT presents: Yes, I am.
T: Very good. Now this picture, who can have a try?
S: Are you Mickey Mouse?
PPT presents: No, I’m not. I’m Wennie.
…
Sum up
T: When we want to ask a person if he is someone, what can we ask?
S: Are you …?
T: Yes. And if he is the one, what would he answer?
S: Yes, I am.
T: What if he is not?
S: No, I’m not. I’m …
T: Very good.
2. Checkout time
(1)T: Now look, the girl asks Liu Tao. Are you Liu Tao? How would Liu Tao answer?
S: Yes, I am.
T: Yes, you’re right.(竖大拇指)
(2)T: Look, Yang Ling and Mike are greeting each other. What would Mike say?
S: Hi./Hi, I’m Mike./Hi, I’m Yang Ling.(注意答案开放)
T:Yes, you’re right.
(3)T: Now the boy asks Su Hai, “Are you Yang Ling?” What would Su Hai say?
S: No, I’m not./No, I’m Su Hai./No, I’m not. I’m Su Hai.
(4)T: The girl asks Wang Bing like this. What would Wang Bing say?
S: Yes, Iam.
Step3. Rhyme time
1. T: Look at the question. “Are you Mike?” What would he answer?
Watch the cartoon and try to answer.
(Play the CD)
T: The boy says what?
S: …
T: Read after me, “Yes. Yes. You’re right.”
“You’re right.” means “你是对的。”
Ss read after T: Hi. Hi. Are you Mike? Yes. Yes. You’re right.
2. T: Who is he? Now watch the cartoon again and tell me.
(Play the CD again)
T: Who is he? Moe or Joe?
S: Joe!
T: Very good. Read after me, “Moe, Moe, Joe, Joe.”
3. T: Listen to the tape and read the rhyme.
Step4. Cartoon time
一次深度探究
1. T: You can read the rhyme very well. Now I’ve changed some words. Can you read it?
S: Yes. Hi. Hi. Are you Sam? Yes. Yes. I am. Hi. Hi. Are you Bobby? No, No, I’m not.
T: Who is he? What are they doing?
Watch the cartoon and tell me.
(Play the cartoon)
T: They are playing “touch and guess”
What does Goodbye mean?
S: 再见。
T: Yes. Read after me, “Goodbye.”
Let’s learn the source of this word “Goodbye”.
2. Listen and repeat.
3. Read after the teacher.
4. Read in groups（小组内分角色朗读）
5. Act the cartoon
Step5. Ticking time
T: Can you say “I’m …”?
Can you ask and answer “Yes/No” questions?
Can you say and write the letters “E”, “F”, and “G”?
If you’re great, you can get 3 stars.
If you are so so, you can get 2 satrs.
If you need to practice more, you can get 1 star.
How many stars can you get?
六、作业设计:
1. 换歌词，诵歌谣。
2. 听录音朗读卡通时间，尝试背诵。
3. 和同桌互助，帮助对方达到三星标准。
七、板书设计:
Unit 2 I’m Liu Tao
Are you …?
Yes, I am. /No, I’m not. I’m …
Yes, you’re right.
Goodbye.
教学反思：
单元教学要求：
能听得懂、会说、会读句型I’m … Are you …? Yes, I am./No, I’m not.
2.能听懂、会说、会读词汇are, you, yes, am, no, not, goodbye。
3.能听懂、会说、会读、会写字母Ee, Ff, Gg。
4.会诵读英语歌谣Are you Mike?
单元教学重点：
1.能听得懂、会说、会读日常用语I’m… Are you…? Yes, I am./No, I’m not.
2.能听懂、会说、会读词汇are, am, no, not。
3.能听懂、会说、会读、会写字母Ee, Ff, Gg。
单元教学难点：
1.句型：Are you …? Yes, I am./No, I’m not.的语调和语序。
2.词汇are, am, no, not的用法。
3.字母Gg的读音和正确书写。
学情分析：
本单元学习的主要是用一般疑问句Are you …?来确认对方的身份。本单元安排的教学情境贴近学生的每日生活，教学中教师可以多运用还不太熟悉学生名字的实际情况运用句子作为范例，结合根据人物形象猜测书本中人物名，和Listen and guess这样的小游戏进行生生之间的语言运用。总之，应尽量结合实际情况，让学生在情境中学会交际，在交际中学会语言。
学生在学习中容易出现的问题：Yes, I am.不能缩写为Yes, I’m.和词汇are, am, no, not的用法容易混淆，注意要在实际操练中运用，加强印象。
Unit 2 I’m Liu Tao第一课时
教学内容：
Story time
教学目标：
1. 能听懂、会说、会读单词yes, no。
2. 能听得懂、会说、会读日常交际用语和句型Are you …? Yes, I am./No, I’m not. I’m …并能在日常生活中正确运用。
3. 能正确理解、掌握对话内容，并能朗读，初步表演对话。
教学重点：
能热情、大方、有感情地朗读课文，表演对话。
教学难点：
能灵活运用所学交际用语。
教学准备：
多媒体课件、人物角色头饰
学情分析：经过上一单元的学习，同学们已经会用英语日常交际用语来打招呼和介绍自己。本单元学习的主要是用一般疑问句Are you...?来确认对方身份。
教学过程:
Step1. Greetings
T: Hello, boys and girls.
S: Hello, Miss Wang.
T: Good afternoon, XXX.
S: Good afternoon, Miss Wang.
T: How are you?
S: I’m fine.
Step2. Lead-in
T: Boys and girls, we have been together for two weeks studying English. I like you very much. Do you like me?
S: …
T: You know I’m Miss Wang. I know some of your names too. Let me make a guess.
T to S1: Are you …? (PPT出示中文提示)
S1: Yes, ....
T: You can say, “Yes, I am.” Have a try, please.
S1: Yes, I am.
T to S2: Are you …?
S2: Yes, I am.
Get 5~6 Ss.
T to S3: Are you XXX?
S3: No, ….
T: You can say, “No, I’m not.” Have a try, please.
S3: No, I’m not.
T to S4: Are you XXX?
S4: No, I’m not.
Get 5~6 Ss.
T: Very good. Let’s look at the rhyme. Can you try to read it?
Read it by yourselves.
S: …
T: Now let’s read it together.
一次深度反思
T: Can you say, “Are you …?” now?
S: Yes!
T: OK. Let’s play a game. Look at the shape, guess who it is. You can use “Are you …?” to guess.
S1: Are you …?
PPT: Yes, I am./No, I’m not. (同时揭示答案)
T: Good, next.
…
S: Are you Liu Tao?
PPT: Yes, I am. I’m Liu Tao.
Step3. Story time
T: Today we’ll learn Unit2 I’m Liu Tao. (揭示标题) Read after me.
T: Look, Mike comes to the school. He greets with many people in the school. Now watch the cartoon and find who he greets with and tick them out.
Key: Yang Ling, Su Hai and Liu Tao.
3.T: Look(PPT呈现P1), Mike greets with Yang Ling. Look at the Yang Ling’s
answer and guess what Mike says.
Key: Hello, Yang Ling.
(PPT呈现P2) Look at Su Hai’s answer and guess what Mike says.
Answer: Hi. Are you Su Hai?
(PPT呈现P3, P4) Look at the answers and guess what Mike says.
T: Are clear about the story now? Let’s listen to the tape and repeat.
Open the books, read after the teacher.
学生自读课文，教师巡视发现问题，加以指导。
Read together.
Read in groups.
Step 4 Consolidation：
小组分角色朗读。
Make dialogues in groups.
Ask some students to come to the front and act the dialogue.
六、作业设计:
1. Listen and read the text. Try to recite the text.
2. Translate the sentence.
七、板书设计:
Unit 2 I’m Liu Tao
Are you Yang Ling? Are you Liu Tao?
Yes, I am. No, I’m not.
教学反思：
Unit 2 I’m Liu Tao第二课时
教学内容：
Fun time & Letter time
教学目标：
1. 能熟练运用日常交际用语Are you …? Yes, I am./No, I’m not. I’m …并能在日常生活中正确运用。
2. 能听懂、会说、会读、会写字母Ee, Ff, Gg并熟练掌握A~G的字母顺序。
教学重点：
能熟练运用日常交际用语。
能熟练掌握字母A~G。
教学难点：
1. 能熟练运用句型Are you …? Yes, I am./ No, I’m not. I’m…进行对话。
2. 能准确认读字母Ee, Ff, Gg，发音准确。
3. 能掌握字母A~G的顺序，并能准确书写。
学情分析：上一课时学生已接触一般疑问句Are you...?来确认身份。本课时将结合实际情况，贴合生活情境操练，并继续学习三个字母的大小写。
教学准备：
多媒体课件、人物角色头饰、四线三格小黑板
教学过程:
Step1. Greetings
T: Good afternoon, boys and girls.
S: Good afternoon, Miss Wang.
T: Hi, XXX.
S1: Hi, Miss Wang.
T: Hi, XX.
S2: Hello, Miss Wang.
T: Good afternoon, XXX.
S3: Good afternoon, Miss Wang.
Step2. Warm-up & Revision
一次深度反思
T: Now let’s play a game. When you see a character, please say “I’m …” to dub for him; when you see a smile, say “yes, yes, yes”; when you say a sad face, say “no, no, no”; when you see a letter group, read it aloud.
T: Well done! Boys and girls, do you remember Story time? Look at the picture, what does Su Hai answer Mike?
S: Yes, I am.
T: What does Liu Tao answer Mike?
S: No, I’m not. I’m Liu Tao.
T: Very good!
2. T: Now look at the rhyme, read it by yourselves.
S: …
T: Let’s chant together.
Step3. Fun time
T: Look, I have some headwear, now I choose one and I’m he or she now. Can you guess who I am?
S: Are you …?
T: Yes, I am./ No, I’m not.
T: Now who can come here and choose one?
S向S1: Are you …?
S1: Yes, I am./No, I’m not.
…
T: Are you happy?
S: Yes.
T: Now let’s play another game. I stand here facing to the blackboard.
One of you says “Hello!” to me. I guess who you are. OK?
Let’s have a try.
S1: Hello!
T: Are you …?
S1: Yes, I am./ No, I’m not.
T invites S to come to the front and guess.
Step4. Letter time
一次深度探究
T: Well done, boys and girls. Now look at the picture. Hi. Hi. Are you B?
S: Yes. Yes. I am.
T: Hi. Hi. Are you D?
S: No. No. I’m E.
T: Very good. Read after me, E, (present letter cards) capital letter E, small letter e. F, (present letter cards) capital letter F, small letter f. G, (present letter cards) capital G, small letter g.
T: Read the letter as quickly as possible when you see the card.
3. T: Let’s play a game: Smart eyes. Look at my mouth, guess which letter I am speaking.
4. Read the letter groups.
5. T: Now we’ve learned A~G. Recite them in order together.
Say the neighbor of these letters.
6. T teach Ss how to write E and e in the air(书空)。
Open the books, trace E and e in the book.
The same way with F, f, G, g.
7. T: Now I’ll write in the air, guess which letter I am writing.
Step5. Expansion
Show some easy words: egg, bed, café… to Ss.
Lead Ss to divide A~G in to one group when they have a common phoneme.
作业设计:
1. 课后和好朋友继续玩猜人游戏。
2. 听录音，跟读字母E~G五遍。
3. 抄写字母Ee, Ff, Gg八遍。
板书设计:
Unit 2 I’m Liu Tao
Are you …?
Yes, I am. /No, I’m not.
Ee Ff Gg
教学反思：
Unit 2 I’m Liu Tao第三课时
教学内容：
Checkout time, Rhyme time & Cartoon time
教学目标：
1. 能根据场景及上下文猜测人物的对话，包括打招呼话题和自我介绍话题。
2. 能诵读歌谣Are you Mike?并且知道中文含义。
3. 能正确理解、掌握卡通时间对话内容，并能朗读，初步表演对话。
教学重点：
能热情、大方、有感情地朗读卡通时间，并能初步表演。
教学难点：
能诵读歌谣Are you Mike?并且知道中文含义。
学情分析：教师可以运用还不太熟悉的学生的名字作为范例，结合根据人物形象猜测书中人物名，和listen and guess这样的小游戏进行生生之间的语言运用。
教学准备：
多媒体课件、人物角色头饰
教学过程:
Step1. Greetings
T: Hello, boys and girls.
S: Hello, Miss Wang.
T: Are you …?
S1: Yes, I am.
T: Good afternoon, …
S1: Good afternoon, Miss Wang.
T: Hi. Are you …?
S2: No, I’m not. I’m …
T: Good afternoon, …
S2: Good afternoon, Miss Wang.
Step2. Revision
一次深度反思
Make a guess（猜猜我是谁）
T: OK. Now look at the picture. Can you guess who it is?
S: Are you Hui Tailang?
PPT presents: Yes, I am.
T: Very good. Now this picture, who can have a try?
S: Are you Mickey Mouse?
PPT presents: No, I’m not. I’m Wennie.
…
Sum up
T: When we want to ask a person if he is someone, what can we ask?
S: Are you …?
T: Yes. And if he is the one, what would he answer?
S: Yes, I am.
T: What if he is not?
S: No, I’m not. I’m …
T: Very good.
2. Checkout time
(1)T: Now look, the girl asks Liu Tao. Are you Liu Tao? How would Liu Tao answer?
S: Yes, I am.
T: Yes, you’re right.(竖大拇指)
(2)T: Look, Yang Ling and Mike are greeting each other. What would Mike say?
S: Hi./Hi, I’m Mike./Hi, I’m Yang Ling.(注意答案开放)
T:Yes, you’re right.
(3)T: Now the boy asks Su Hai, “Are you Yang Ling?” What would Su Hai say?
S: No, I’m not./No, I’m Su Hai./No, I’m not. I’m Su Hai.
(4)T: The girl asks Wang Bing like this. What would Wang Bing say?
S: Yes, Iam.
Step3. Rhyme time
1. T: Look at the question. “Are you Mike?” What would he answer?
Watch the cartoon and try to answer.
(Play the CD)
T: The boy says what?
S: …
T: Read after me, “Yes. Yes. You’re right.”
“You’re right.” means “你是对的。”
Ss read after T: Hi. Hi. Are you Mike? Yes. Yes. You’re right.
2. T: Who is he? Now watch the cartoon again and tell me.
(Play the CD again)
T: Who is he? Moe or Joe?
S: Joe!
T: Very good. Read after me, “Moe, Moe, Joe, Joe.”
3. T: Listen to the tape and read the rhyme.
Step4. Cartoon time
一次深度探究
1. T: You can read the rhyme very well. Now I’ve changed some words. Can you read it?
S: Yes. Hi. Hi. Are you Sam? Yes. Yes. I am. Hi. Hi. Are you Bobby? No, No, I’m not.
T: Who is he? What are they doing?
Watch the cartoon and tell me.
(Play the cartoon)
T: They are playing “touch and guess”
What does Goodbye mean?
S: 再见。
T: Yes. Read after me, “Goodbye.”
Let’s learn the source of this word “Goodbye”.
2. Listen and repeat.
3. Read after the teacher.
4. Read in groups（小组内分角色朗读）
5. Act the cartoon
Step5. Ticking time
T: Can you say “I’m …”?
Can you ask and answer “Yes/No” questions?
Can you say and write the letters “E”, “F”, and “G”?
If you’re great, you can get 3 stars.
If you are so so, you can get 2 satrs.
If you need to practice more, you can get 1 star.
How many stars can you get?
六、作业设计:
1. 换歌词，诵歌谣。
2. 听录音朗读卡通时间，尝试背诵。
3. 和同桌互助，帮助对方达到三星标准。
七、板书设计:
Unit 2 I’m Liu Tao
Are you …?
Yes, I am. /No, I’m not. I’m …
Yes, you’re right.
Goodbye.
教学反思：