You will also need:• flashcards for Unit 10, and the flashcard for camera.1.Flashcard activity• Hold up the camera flashcard. Ask, “What's this?” Elicit, “It's acamera.”• Present the flashcards for this Unit. Hold up the clock flashcard.Say, “This is a clock.” Have the children repeat the sentence afteryou. Now say, “What's this?” Elicit, “It's a clock.”• Repeat the procedure for the other Unit 10 flashcards.2.Set the scene• Talk to the children about shopping. Ask them what they usuallysay when they first walk into a store. After the children respond intheir own language, try to elicit the English expressions, Goodmorning/afternoon.• Ask the children what the store clerk usually says to them. Presentthe English expression, Can I help you? Write the sentence on theboard. Have the children repeat it as you point to the words.3.Model the dialog• In the children's own language, elicit an appropriate response toCan I help you?• Present the structure, I want a camera. Write the sentence on theboard. Have the children repeat it as you point to each word.第十单元第一课第 1 页
• PreparationPrepare student cards for this Unit.


教具准备：• 需要本单元的教学卡片1.卡片活动• 拿起照相机的卡片，问学生：“What's this?”引导学生回答：“It's acamera.”• 呈现本单元的教学卡片。拿起clock的卡片，说：“This is a clock.”让学生重复句子。再问：“What's this?”引导回答：“It's a clock.”• 用同样的方法完成其余的卡片。2.情景引入?让学生讲一讲他们购物的经历。问学生进入商店他们一般与售货员说什么。学生可以用汉语回答，然后试着引导学生说出英语表达法Goodmorning/afternoon。?问学生售货员一般会问他们什么。呈现表达法Can I help you?把句子写在黑板上，指着每个单词让学生跟读句子。3.示范对话• 引导学生说出与Can I help you?对应的汉语表达法。• 呈现句型I want a camera.把句子写在黑板上，依次指着每个单词，让学生跟读句子。• Now use the flashcards in a substitution drill.• Divide the class into two groups. Hold up the flashcards one at atime. Have one group say, “Good morning. Can I help you?” Theother group should answer, “I want a (camera).”• Have the groups change roles each time you hold up a different flashcard.第 2 页


Student Book pages 38 and 39Have the children open their books at pages 38 and 39. Ask thesequestions about the pictures:Picture 1: “What is Mocky doing/writing?”Picture 2: “What do you think Mocky is asking Lulu?”Picture 3: “What is Mocky giving to Lulu?”Pictures 4/5/6: “What is happening now?”Pictures 7/8: “What do you think Lulu and Mocky are saying?”Pictures 9/10/11: “What do you think is happening now?”5.Story
Student Book pages 38 and 39• Say, “Now we will hear what the characters said.” Play the tapeand have the children look at the pictures as they listen.• Play the tape again, pausing at each picture. Have the childrenrepeat the words each time.第 3 页
• Present the structure, Do you have a (camera)? Explain that thisis a more polite way to say, I want a camera.• Repeat the procedure above. This time as you hold up eachflashcard, have one group ask, “Do you have a (camera)?” Theother group should answer, “Yes, I do.”• Review the color vocabulary.• Have a child come to the front of the class. Give him or her severalcolored pencils to hold. Ask, “Do you have a (blue) pencil?” Elicit,“Yes, I do.” Now Ask, “Can I have the (blue) one, please?” Have thechild hand you the (blue) pencil. Present the structure, Here youare. Have the class repeat the sentence. Now say, “Thank you.”• Write the dialog on the board. Read each sentence aloud as youpoint to the words,the children repeat the sentences after you.4.Talk about the story


6.Set homeworkAsk the children to tell their families the new English expressionsabout shopping they have learned.• 用教学卡片进行替换练习。• 全班分成两组。每次举起一张卡片，让一组说：“Good morning. Can Ihelp you?”另一组回答：“I want a (camera).”• 每次举起新的卡片的时候让学生互换角色。• 呈现句型Do you have a camera?告诉学生这是比I want a camera?备?礼貌的说法。• 重复上述步骤，拿起一张卡片，让一组学生说：“Do you have a (camera)?”另一组学生应该回答：“Yes, I do.”• 全班一起复习颜色的词汇。• 叫一名学生到班级前面来。给他/她几支彩色铅笔。问：“Do you have a(blue) pencil?”引导学生回答：“Yes, I do.”问：“Can I have the (blue)one please?”让学生把蓝铅笔给教师。呈现句型Here you are.让全班重复句子。接着说：“Thank you.”• 把对话写在黑板上，指着每个单词朗读句子,让学生跟读句子。4.讲故事 学生用书第38、39页 让学生翻开书第38、39页。根据图片问学生以下问题： 图1：Mocky在做/写什么? 图2：你认为Mocky在问Lulu什么? 图3：Mocky在给Lulu什么? 图4/5/6：现在发生了什么? 图7/8：你认为Lulu和Mocky在说什么? 图9/10/11：你认为现在发生了什么?第 4 页


5.听故事 学生用书第38、39页• 告诉学生：“我们现在来听录音里的人物怎么说。” 让学生边听录音边看图。• 再放一遍录音，每幅图停顿。让学生模仿录音。6.布置作业 让学生把新学的购物时用的英语表达法告诉家人。第 5 页