Unit 2 In the circus 第五课时
第五课时(5th period)
一、主要新授内容(new contents)let’s enjoy --- guess
二、学习目标(objectives)1、学会运用单词little, 并能在描述中正确区分使用单词have/has/is。2、整合旧句型对特征、能力、外表等其他方面进行描述，尝试自己编有关动物的谜语，来互相竞猜。3、通过说说谜语，互相猜猜，画画动物等多种形式，来介绍自己的动物好朋友，在同学中间交流分享。
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。也就是我们常说的：input。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 (stomp and clap)（引入1）1、教学辅助(aids)1) 字母卡片2) 单词卡片 2.活动过程（process）
stepscontentsmethodspurpose1review the lettersshow the letter cards and read them. stomp the vowels and clap the consonants. 通过拍手、跺脚的身体运动，来复习字母和其发音，既测试学生反应速度，又从一开始就调动学生的积极性。2review the soundsteacher makes a sound of a letter and shows a word card. if the word including the sound, students clap and read the word. or not students just stomp.
activity 2 （a song）（引入1）1、教学辅助(aids)1）图片 2.活动过程（process）
stepscontentsmethodspurpose1sing and actdid you ever see a clown
(sung to: 'did you ever see a lassie?' )
did you ever see a clown, a clown, a clown?
did you ever see a clown move this way and that?
did you ever see a clown move this way and that?
move this way and that way, move this way and that way.
did you ever see a clown move this way and that?
(have child form circle. one child in middle should perform actions. take turns.) 从歌曲中了解马戏团里更多的角色，并让学生唱唱做做，调动学习的积极性。2make a new versionallow the children to choose the focus of each verse (did you ever see dancing bear......, did you ever see an elephant......, did you ever see tightrope walker......, etc)
activity 3 （a guessing game）（引入1）1、教学辅助(aids)1) 图片 2.活动过程（process）
stepscontentsmethodspurpose1talk about a circus animaleach group chooses an animal and talks about it.it’s … and … it can …it has …it likes to eat … 让学生学会互相合作学习，用集体的智慧描述一种动物。2guessothers guess what it is and point to the animal. then repeat how it is. look at the …it’s … and … it can …it has …it likes to eat … 培养学生良好的聆听习惯，通过复述，让学生从中也能学习。
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、复说新授的语言，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。
