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the knife. look, this is a “knife”. (3) correct their pronunciation.(猜拳) (4) knife, knife, cut with the knife. knife, knife, pass me a knife. (5) now i am tiger and you’re rabbit. “teach pass me a knife.” 通过游戏猜拳巩固knife的发音，并通过角色扮演进行句型的教学，摆脱了以往教师说，学生跟读的呆板教学方式。 2. learn: plate. (1) watch the cai (2) t: hello, rabbit. can i help? ss: yes, pass me the plate, please. (3) plate, plate, wash the plate. (4) now, i am rabbit. and you’re a tiger. (hello, rabbit. can i help?) 把plate放在wash the plate.当中，为接下来的chant（韵律诗）学习做好铺垫。 3. learn: fork (1) watch cai (2) ask two students to act as tiger and rabbit. (3) teach fork. fork, fork, give me a fork. (4) pair work, act out the story. 有了前面的学习做铺垫，在这一节当中，教师鼓励学生在看完故事后直接模仿和表演，这也是有意识地培养学生良好的学习习惯。 4. learn: spoon. （1） watch cai （2） t takes out the spoon. this is a spoon. （3） pass me the spoon, please. （4） pair work and act out the story. 继续鼓励学生创新表演故事。 5. learn: chopsticks (1) watch the cai. (2) i can use the chopsticks. (3) correct the pronunciation. (4) game: use the chopsticks. (t: come here, please. use the chopsticks to pick up the tomatoes, please. and put the tomatoes on the plate. let’s say “ use the chopsticks” together. play the game the whole class. do you want how to play the game? now let’s play the game in groups. when i say “ one two begin” you begin to pick up the tomatoes. when i say “ stop” , you must stop. are you ready? go. count the number. and who is the winner.) 由于chopsticks 的发音是难点，因此通过这个游戏来突破难点能寓教于乐，也能给紧张的学习注入轻松愉快的气氛，另外通过小组活动能增强小组间的凝聚力。 6. play a game: dice now let’s play a game. i have a dice. what’s this? ( ss say out the new words.) t goes to a group. “i think it’ll be chopsticks. what do you think? ok, when i say 1 2 begin you say out your words. throw the dice. oh, yeah, chopsticks. oh, no fork. now stop. do you want to play the game? play the game in groups. 在学习完所有的句型和单词以后，用一个游戏来进行复习和巩固，能加深印象和提高学习的效果。 7. show the word forms. (1) show the word form. (2) ask the children to pass the word card to the teacher. t: who can help me? ss: can i help? t: yes, pass me the …. please. 8. guess what’ s in the water. (1) look, what’s in the water? （每一个单词都有第一个字母帮助提示） (2) ss say out the words. 在解决了音和义的基础上，进行“形”的识记。 9. help the rabbit get the things from the water. (1) watch cai tortoise: hello, rabbit. can i help? r: yes, pass me the spoon, please. tor: ok, here you are. r: thank you. tor: you’re welcome. (2) act like the tortoise and the rabbit. (3) make a model. ss: hello, rabbit. can i help? r: yes, pass me the fork, please. ss: here you are. r: thank you. ss: you’re welcome. (4) practice in pairs. pairs work. (5) act out the story. 通过扮演小乌龟，帮助小兔子找回掉到水里的餐具，既巩固了字形，也培养了学生乐于助人的品质。 10. learn the chant. (1) now the rabbit get all the things. what are they? (2)they are very happy. let’s see. they are chanting. (3) listen to the chant. pass me the fork. give a spoon. wash the plate. use the chopsticks. cut with a knife. (4) follow the chant. (5) say the chant. step 4 development (1) the rabbit is very happy. he goes to macdonald’s. do you want to go? (2) now i am a waitress. (food and tableware) hello. can i help? yes, pass me the … please. (3) who want to try? ask eight students to act as the waiter or waitress. others act as the customers. (4) turn on the music.