Step II Revision
T: Who’s this? This is (Ann). (Put the character masks
along the blackboard.)
T: Who’that? That is (mocky). (Put the character away
the teacher.)
Who’s this? This is …
Who is that? That is ….
T: 用两个相对的 同学引导。Who is ( )? ( ) is ( ). Who is ( )? () is ( ).
Write the sentences on the blackboard. Read the
sentences. Correct “this, that.”
用远近不同的对象来作参照物引导学生理解的区别，
用学生本身形象化的直观教具，以唤起学生开口说英语的愿望，从而检测所学过的内容[
Step III Practise
T does a model. Park work. can you make sentences like
this in pairs.师生师范，学生俩俩对话练习句型。(鼓励学生可以用老师作例)
在此环节中学生以周围的学生、老师为例俩俩说，联系生活实际，灵活运用句型。
Step IV Picture talking
T: There are some pictures. You can choose one picture
to talk about using the key points.
提供3幅看图说话的图片，学生在Key points 的引导下进行自主说、俩俩说。
Picture A: Key points: Who’s that? That is father/mother…
Picture B:
Key points: Who’s that? That is Ken/Tommy
Picture C: Key points: Who’s that? That is
Cathy/Ann…
(此环节根据学生已掌握的知识，选取学生感兴趣的话题，让学生围绕屏幕上展示的图片进行俩俩对话。这样，可以使学生将已学的知识和新学的词、句有机结合，从而实现语言的积累性发展，并逐步掌握灵活运用语言的能力。提供Key
points的目的在于启发学生说些什么以及如何说(必竟这些只是小学低年级的学生，语言能力还是很有限的)，在课堂上要引导学生尽可能多说。在这个活动中学生并不只是一味地模仿，而是从教师提供5幅图的key
points中得到启发，自己动脑思考，所以在发展语言能力的同时还能锻炼其思维能力。)
Step V Story
T: Boys and girls let me tell you a story today. Now,
please listen to the story first.
please listen to the story by yourselves.
(自主听故事。)
Pease answer me question:
回答问题理解故事。