第一篇：8A UNIT 1 FRIENDS教學設計英文（范文）

第一部分：教學設計 unit goals ● to develop some ideas about making friends

expressions

he has a good sense of humour.step 2 a listening task step 3 reading 2)explain the language points briefly.b.do you think eddie is a good friend? step 5 talking about your best friend step 6 qualities of a good friend a.have the students finish part a(page 3).a good friend should be helpful.he/she helps you solve problems.a good friend shares your joy.he/she shares your sadness, too.it is very important for my good friend to be polite.it is not important for my good friend to be good looking.it is very important for my good friend to….it is quite important for my good friend to….b.try to read your notes about the qualities of good friends.if possible, think of other qualities a good friend should have.period 2: reading i step 1 let’s talking about your best friends

personality

ability

betty is _____________.max is ____________.may is _____________.betty max may

slim short hair

tall, poor eyesight glasses – smart

small straight, shoulder – length hair pretty

person

generous , helpful

a good sense of humour

a true friend

funny kind

betty max(he is very tall---almost 1.75metres.his small, round glasses make him look smart.)may 1.read after the tape five times.your parent’s signature is needed.period 3: reading ii ● to explain the language points in the passages step 1 reading the passages together

as slim as

have short hair

be ready to

generous

helpful

give seat to people in need

future plan

personality

personality

tall

almost 1.75 meters

the tallest

make sb.look smart

humorous have a good sense of humor

tell funny jokes;make sb.happy

long legs

they don’t fit under the desk

shorter than i am

very small

everyone thinks she is pretty.personality

have straight, shoulder-length hair

personality may

a true friend

kind

1.as … as …

she is as slim as i am.she is as tall as i am.i am as tall as she is.i run as fast as she does.she runs as fast as i do.6.… and they make him look smart./ they: the glasses look smart(adj.)/ make sb.do sth./ make me laugh 11.think of …

12.everyone thinks she is pretty.step 5 saying something about making friends

step 1 a guessing game

step 3 boys or girls?

boys: good-looking, handsome, smart girls: beautiful, good-looking, handsome, lovely, pretty, smart first.let’s talk about one’s hairstyle.round, square, oval, small, big third, let’s talk about one’s eye.fourth, let’s talk about one’s nose.big, small, flat, hooked fifth, let’s talk about one’s ear.finally, let’s talk about one’ s mouth.step 6 a summary

eyes: big, small, round, bright, smiling nose: long, short, big, small period 5: grammar i step 1 having a revision

jimmy is a tall boy.sandy is a pretty girl.jimmy is tall.sandy is pretty.spring is here.trees turn green.he seems happy today.funny, lazy, pretty, easy, early slim, big, hot, fat, thin little, less, least old, elder/older, eldest/eldest far, farther/further, farthest/ furthest get the students to finish part b1 on page 9.step 5 finishing part b2 on page 10 step 6 summary

a is_______ ______b.(tall)a is_______ ______b.(slim)a is _______ ______b.(heavy)english is_____ _____ ________maths.(interesting).a is _____ ______ b at english.(good)

sam is____ ____ of the three.(tall)the bag is ____ _______ of all.(heavy)

?than ?superlative ?in + 范圍、項目 ?of + 同類的東西

than jim.tom is _________ of the three.(tall)this story is ____________ than that one.(interesting)

period 6: grammar ii a is longer than b.b is shorter than a.step 2 talking about the table

millie is 1.5 meters tall.sandy is 1.5 meters tall, too.millie is as tall as sandy.amy is 40 kg.kitty is 40kg, too.amy is as heavy as kitty.millie is not as tall as peter.millie is shorter than peter.step 3 filling in the blanks

a b

d

age

height

running(50m)

maths test

englih test

get the students to talk about millie’s opinion first.hiking is as interesting as skiing.skiing is as dangerous as diving.step 5 a summary

i.fill in the blanks

ii.translation

不僅滑雪而且騎自行車都沒有潛水危險。

我認為如果我們小心，所有戶外活動都不危險。period 7: integrated skills

be kind/helpful/popular make money to help more people step 2 listening to the tape step 3 read the passage b.she tries her best to help her friends.step 4 listening to the tape step 5 read the passage together

a.she thinks it is great to sing for people.b.she’d like to make people happy.period 8: study skills step 1 enjoy yourselves!

step 3 reading to find the main point

period 9: main task ● to help the students to prepare notes on their best friends ________ is my best friends.he/ she is ____________.eyes: big, small, round, bright, smiling nose: long, short, big, small

is his friend a boy or a girl? step 3 reading the passage silently

personality & abilities

i like her bright, smiling eyes.they make her look really pretty and kind.= her bright, smiling eyes make her look really pretty and kind.vote for my monitor.please vote for him/her.dear mike: yours simon 1.我的朋友和我一樣的苗條。my friend is as slim as i am.2.我的媽媽很幽默。my mother has a good sense of humour.7.他們經(jīng)常幫助需要幫助的人。they often help people in need.8.我妹妹的視力很不好，她看不清黑板上的字。

第二篇：英文教學設計

Unit 12 Which is your favorite? I.Analysis of students

In the teaching program, the partners are Grade eight students who are about 14 years old.After one years` learning, some of them gained a lot of basic knowledge and became more confident, but a few of them seems could not follow their step and they lost their confidence in the class.So, it is very important to ask them to do preview.Junior students always full of energy and they are eager to know more things and want to express themselves ,so if teachers can apply interesting and appropriate ways in classes and encourage them at most of time, especially in the listening and speaking class, students will be more interested in English and more confident than before.II.Teaching objectives

A.Knowledge Objectives: 1.By the end of the class, students will be a master of the following words and expressions:

favorite January February March April May June July August September October November December

2.By the end of the class, students will be able to use the following sentence patterns:

a.what’s your favorite…

b.I like … best of all.c.I like….,I like…., but my favorite is..d.what’s date is it today?

e.what day is it today?

3.By the end of the class, students will be able to

B.Ability Objectives:

1.By the end of the class, students will be able to talk about what’s their favorite food or sports.2.By the end of the class, students will know the pronounce and the spelling of each month.3.By the end of the class, students will be able to use the right form of verb in different situations.4.By the end of the class, students will be able to use some common words of our daily life.C.Emotion Objectives: By the end of the class, students will know what are their favorite and insist on it.III.Teaching Key Points and Difficulties 1.Teaching Key Points:

a.learn to talk about what are their favorite b.the words of each month c.past tense of verbs and plural form of nouns 2.Teaching Difficulties: a.learn to talk about what are their favorite b.the words of each month and pronounce

c.past tense of verbs and plural form of nouns

IV.Teaching Procedures: Step1.Lead-in(4miutes)Purpose: The lead-in part is the prelude of this lesson.Daily greeting turn students` attention to the English class and create a pleasant atmosphere in which students are able to be involved in English learning.And the following questions lead in the topic.(Do you like basketball? Do you like football? Do you like pingpang? But what’s your favorite? Lead in the topic.)Activity1: Daily Greeting.Purpose: Give students the information that class is begin, draw their attention to the class, also, it can reduce the distance between I and students, so that make the teaching process going smoothly.In this part, I will greet all the students, and the students will response.Activity2: I love words Purpose: Check students` learning situation about new words of this unit.Before learning new contents, we should be familiar with the new word, so that the teaching activities can go smoothly.In this part, I will ask students play the word chant.Activity3: Answer questions Purpose: Lead in today’s topic In this part, firstly, I will ask students “Do you like basketball? Do you like football? Do you like pingpang? But what do you like best?”, and after students replied, I will say“so … is your favorite, the same as: … is your favorite sports.”and explain the meaning and use of favorite and let students follow my sentence, in this way, I can lead in this class successfully.Step2.Presentation(8 minutes)Purpose: The presentation part is used to introduce the topic and give the students clear instructions on what they will study.Activity1.How to ask the day? Purpose: present a picture which have twelve words of each month and I will read for them also explain the meaning of each word and ask them follow me to read, and after students replied, I will teach them a phase “ what’s the date is it today?”, and show the difference with “what day is it today ?”and also teach them the representation method of the date.(give an example :December 1st 1997, December 1 1997, Dec.1,1997.1st December,1997)And especially tell them: before the date, we should use a “the”.Activity2.Teach sentences.Purpose: still follow today’s central contents.In this part, I will teach students the following sentences:

I have a meeting this afternoon

She has a meeting this afternoon

I am having a meeting now

I had a meeting last night

After doing this, I will ask a question that “can you tell me the difference and the relations of these four sentence? You may find answers and more example on our text book, so, let’s read the statements in 4a and circle it together”.In this way, I can guide students into the next activities naturally.Activity3.Read the statement in 1a and circle it.Purpose: Present new key pints: do does did doing In this part, I require students read these sentences on 4a with me, they will find the new key points.And during the reading, students can make a deep impression on the new, and can find the usage of the new expressions.I explain the meaning and teach them the past tense of verbs, third person singular form of verbs, and the present form of verbs.Then follow this way go on the other 5 sentences.After this, students can generally use this expression.Activity4.Read the six sentences again.Purpose: Deepen the impression.Step 3: Speaking Practice(16 minutes)Purpose: The core purpose is to train students’ speaking ability under the guidance of CTL.As we all know, the most important reason to learn language is to be able to communicate with other people.Most of these communications happened in the form of spoken language.So speaking practice part in this class is crucial to improve the students’ oral language.Activity1.Make a list Purpose: Make a prelude for next activity In this part, I will ask students make a list of things they like to do best and their birthday.The list is prepared for the next speaking practice.Activitiy2.Speak out your list Purpose: Encourage students open their mouse, so that cultivate students` speaking ability.In this part, I will ask students discuss their list in groups, 2 guys a group, and use the phrase “what’ your favorite things? and what’s the date is your birthday ”.When students sharing with their partner, they will be more relax and they can practice the phrase.Activity3.Show your list Purpose: Give chance to students to perform and also check their learning situation.In this part, I will let 2 group of student show their conversation, admire their good performance also correct the mistakes they made in their conversation.Step 4: Listening Practice(6 minutes)Purpose: The listening practice is used to enhance their listening competence through the process of completing a succession of tasks.Activity1.listen to the type and work on 4b Purpose: Check the listening competence of students.In this part, firstly I will let students read these sentences in 4b, then, let them listening to Mike and his mother’s talking and finish 4b.after they do it, I will check the answer with them.Step 5: Pair-work(8 minutes)Purpose: This part is to consolidation, it will help students have a review of today’s content especially the key points and difficult points.Activity1.Pairwork Purpose: Practice make perfect, through this process, students will have a review of today` content especially the key points and difficult points.In this part, I will ask them look at the statement in 4c and 2 guys a group make conversations, use the phrases in the box below.When students are making conversations, I walking on the classroom listen.Activity2.Show your sentence.Purpose: Give students opportunity to show their conversation, also can check how much the mast of today’s contents.In this part, I will point 2 groups of students to show their conversation.Step 6: Homework(3 minutes)Activity1.Share a word

Purpose: The class not only teaches student knowledge but also some principles In this part, I will show a sentence-Rules like an umbrella, protect every one of us on my PPT, and ask volunteers to tell me It’s meaning, which aim to students can gained something in this word.Activity2.Show the homework on the ppt.Purpose: Practice make perfect, homework is the complement of the teaching process, and it’s very useful for students to review what they have learnt in the class.Desired Effect: This lesson is designed in accordance with the above steps.Students are expected to be actively involved in a series of tasks that the teacher prepared before class.By means of accomplishing these activities, students can ask the date in English and use the English to describe the date and express what is their favorite thing fluently both in oral and written English and improve their integrated competence, especially listening and speaking skills.Bibliography:

[1]覃先美，李陽.英語專業(yè)畢業(yè)論文寫作教程[M].長沙：湖南師范大學出版社，2012.2 [2]靳玉樂.現(xiàn)代教育學[M].成都：四川教育出版社，2011.1

[3]陳昕，屠國平.教師口語藝術[M].北京：高等教育出版社，2012.6

Acknowledgements

I would like to take this opportunity to express my heartfelt gratitude towards all people who helped me during the writing of this thesis.A special acknowledgement should be shown to Professor Qin, from whose lectures I benefited greatly.I am also particularly indebted to my roommate Mr.wang, who gave me kind encouragement and useful instructions all through my writing.Finally I wish to extend my thanks to the library assistants who supplied me with reference materials of great value.

第三篇：英文對話《my idol》教學設計

（T：teacher ；S：student）

Greeting：

T：Let’s begin our class！

S1：All rise！

T：Good morning boys and girls！

Ss：Good morning，Miss Lu

T：Sit down ,please。

T: Today, befor our new lesson, I’d like you to listen to a song…now, everyone, please look at here, let’s enjoy it!<播放音樂ppt：my heart=“" will=”“ go=”“ on=”">

（1’20’’）

T：Do you know the song？

Ss：Yes！

T：What is the name of the song?

Ss：Titanic!

T: It came from the film Titanic, but the name of the song is “My heart will go on”

（Write down “Titanic” &“My heart will go on” on the blackboard）

Ss: My heart will go on.S1: In chinese是叫“我心永在”嗎？

T：That’s right!“我心永在”。

T: ok, one more questione!Who is the singer of the song? You know what’s the meaning of the word “singer”？

（Write down“singer” on the blackboard）

Ss：Singer，歌手！

T：Yes!Who is the singer?

Ss: I don’t know…

T: I will tell you: Her name is Celine Dion.（Write down the name”Celine Dion “on the blackboard）

Ss: Celine Dion!

（打出Celine Dion的ppt圖片，加深印象）

T：Is she beautiful？

Ss：Yes！Very beautiful。

T：Can you guess how old is she？（Write down the word”guess” on the blackboard）

S1: 30!

S2:18!

S3: Maybe 40.……

T：Ok，she was born in 1966.How old？

Ss：43！

T：Very good！

T：Ok，let’s go on！look at the ppt，we know that Celine has a lot of……

Ss：Fans！

T：Yes，she is very successful，and some of her fans are……

Ss：“super-fans”！

T：Very good！So we know the words “fan”&“super-fan”，and also we know some……

（打出兩張韓國明星的ppt）

Ss:Superstar！

T：Yes，good！They are superstars!

Ss: Superstars!

T:Yes,good!This man is……（打出超人的圖片）

Ss：Superman！

T：Yes，very good！Remember these words：fan, super-fan, superstar,superman.Ss: Fan, super-fan, superstar,superman.T:Ok,good!Now,let’s come to today’s new words.Please read them after me, one,two,begin~

idol，world-famous, wonderful, guess, fan, super-fan, successful, favourite, fantastic, have no idea, make it.（Ss read the new words after teacher）

T：Ok，good！Try to remember them.Now，boys and girls，let’s listen to the tape and then answer my questions：

Question 1：：How can Celine Dion become world-famous?

Question 2：Who is Babara’s favourite idol?

Now，let’s begin!

（播放錄音）

T：Ok.Question time.Who can answer question 1：How can Celine Dion become world-famous?

S1：She sang a song called“my heart will go on”and became world-famous.T：Very good！Sit down please！

T：Now，question 2：who is Babara’s favourite idol? Any volunteer？

S1：I want to try…

T：Yes，very well！Go on，please！

S1：I think her favourite idol is Celine Dion…

T：Everyone，is she right？

Ss：Yes！She is right！

T：Ok，good！So we know that Babara’s favourite idol is also Celine Dion！Right？

Ss：Yes！

第四篇：活動3規(guī)范英文輸入教學設計

第一單元 我的電腦世界 活動3 規(guī)范英文輸入 教學設計

教材分析

這節(jié)課從指法練習入手，從最基本的基準鍵入手，意在使學生的鍵盤輸入更加規(guī)范。在規(guī)范輸入的同時，也介紹了鍵盤的其他分區(qū)和一些常用的特殊功能鍵。

學情分析

對于鍵盤輸入，大部分學生都沒有問題。問題在于輸入是否規(guī)范，輸入速度如何。在教學過程中應讓學生明白只有規(guī)范操作才能提高輸入速度。對于習慣于非規(guī)范操作的學生來說，一開始會不熟悉，但經(jīng)過課堂和課外的練習，將會逐漸掌握正確的鍵盤操作方法。

教學目標

知識與技能目標：

1、熟練掌握8個基準鍵的輸入操作

2、了解鍵盤的五個分區(qū)

3、掌握鍵盤輸入時的手指分工

4、了解鍵盤中一些常用特殊功能鍵

過程與方法目標：

1、堅持規(guī)范操作鍵盤輸入

2、在操作時保持正確的姿勢

情感態(tài)度與價值觀目標：

1、學習養(yǎng)成良好的操作習慣

2、懂得好習慣給自己帶來的益處

教學重難點 教學重點：

1、熟練操作8個基準鍵

2、掌握鍵盤輸入時的手指分工

3、了解常用的特殊功能鍵

教學難點：

1、熟練操作8個基準鍵

2、掌握鍵盤輸入時的手指分工

教學環(huán)境與準備

網(wǎng)絡教室、課本

課時安排

2課時

教學過程 1.導入

（展示8個基準鍵字符）

提問：如果我請大家寫出這幾個字符，你們需要準備哪些東西呢？ 回答：紙、筆

教師：對，但是現(xiàn)在需要大家在電腦中輸入這幾個字符，那“紙”“筆”分別是什么呢？ 引出記事本相當于“紙”，鍵盤相當于“筆”

引導學生打開記事本，輸入這幾個字符，觀察學生的輸入指法操作

教師：老師已經(jīng)發(fā)現(xiàn)，有些同學的指法輸入不太規(guī)范，這樣會影響你的字符輸入速度。現(xiàn)在我們來學習一下如何通過規(guī)范指法輸入從而提高輸入速度吧！

2.新課學習

打開微課“規(guī)范英文輸入”，全體師生共同觀看，了解規(guī)范輸入的要點（在觀看過程中，遇到重難點教師需要提醒學生注意一下，如正確的輸入姿勢）教師：在看過這段視頻后，我們來動手練習一下吧

通過游戲“鍵盤小能手（基本功）”中的學一學、練一練、玩一玩、測一測，熟練掌握8個基準鍵的操作 請學生仔細對照書中“手指分工圖”和實際鍵盤，試著以基準鍵為出發(fā)點，練習用正確的指法操作主鍵盤區(qū)中的按鍵（輸入26個小寫英文字母，正序和反序各一遍）

教師：練習后我們來休息調(diào)整下。剛剛我們一直接觸的這一區(qū)域都屬于主鍵盤區(qū)，那么實際鍵盤還有其它的一些分區(qū)，我們一起來認識了解下。

學生自學“鍵盤分區(qū)示意圖”和知識庫中關于各分區(qū)的介紹 教師通過提問，點出自學內(nèi)容中的重點

教師：剛剛我們一直在進行小寫英文字母的輸入，你們可以試著輸入大寫英文字母么？

學生操作（大部分學生都已經(jīng)掌握），提醒學生觀察按Caps Lock鍵時狀態(tài)指示燈區(qū)的變化，從而了解此時是否是大寫輸入狀態(tài)

請學生輸入,./;’[]=這幾個符號

教師：如果要輸入:”{}+這幾個字符，應該如何操作？

學生自學“常用的特殊功能鍵”表格，了解Shift換檔鍵，并輸入鍵盤上的上檔符號

教師：我們都知道如果輸入錯誤，可以按退格鍵刪除光標左邊的字符，那么如何刪除光標右邊的字符呢？ 學生在“常用的特殊功能鍵”表格中找到答案，了解Delete刪除鍵的使用。

3.創(chuàng)新園

在“記事本”程序中，輸入符號設計如下圖形

：）:_D +_+ =_= @_@ %>_<%(^0^)/(=^^=)

4.小結

通過今天的學習與聯(lián)系，我們已經(jīng)了解如何進行規(guī)范的字符輸入，但想要熟練地操作，還需要大家多多聯(lián)系，相信不久的將來大家都可以成為操作小能手！完成課本活動評價。

教學反思

本次活動指導學生規(guī)范字符輸入，但若要熟練掌握還需要多多聯(lián)系，可以增加課時，通過一些小游戲讓學生練習指法輸入，寓教于樂

第五篇：英文教學游戲

1.high low voice 玩法（1）：老師大聲讀，幼兒小聲讀，反之，老師小聲讀，幼兒大聲讀。

參考用語：when i read loudly, you must read softly ,and when i read softly ,you must read loudly.玩法（2）：根據(jù)圖片的高低來讀，如果老師高高的舉起圖卡，幼兒就大聲讀，老師將圖卡變低位置，幼兒聲音就隨之變小，也可不用圖卡，根據(jù)老師手勢的高低來讀。

參考用語：when i raise the card,you speak loudly,when i put down the card,you speak in a low voice.2.follow me

玩法（1）：類似“鸚鵡學舌”，完全模仿老師，老師大聲讀，幼兒也大聲讀，老師變換音色，幼兒也同樣模仿變換音色：老師邊讀邊做動作，幼兒也照做。

參考用語：let’s play a reading game,you should to follow my voice and my action,let’s have a try.玩法（2）：老師讀單詞并用手勢出示所讀次數(shù)，幼兒根據(jù)老師讀出的次數(shù)和手勢，跟讀相應的次數(shù)。參考用語：follow me ,when i read apple once,you will read apple.when i read apple apple ,you must read the word twice,you have to listen very carefully and count how many times i have read.玩法（3）:老師讀單詞，但不配手勢，幼兒根據(jù)老師讀出的次數(shù)跟讀相應的次數(shù)。

參考用語：follow me ,when i read apple once ,you will read apple,when i read apple apple.you must read the word twice，you have to listen very carefully and count how many times i have read.3.what’s missing? 玩法：首先，將單詞圖貼在黑板上，或?qū)嵨飻[放在地上，老師帶幼兒復習一遍后，請幼兒閉上眼睛，將貼在黑板上的詞卡或?qū)嵨锍樽咭粋€，藏在黑色神秘袋中，再請幼兒睜開眼睛，看一看，猜出哪個圖卡或?qū)嵨锊灰娏?。如回答正確將圖卡或?qū)嵨飼簳r送給幼兒并及時給予表揚。

參考用語：let’s play a game.look ,what on the blackboard, close your eyes.Open you eyes,oh my dear, what’s missing ,i don’t know, who can help me ?

4.drive the train 玩法（1）：老師手持方向盤，當火車司機，玩開火車的游戲（可以伴有歌曲the wheels on the train），當火車開到任意幼兒面前停下時，表演所學單詞的動作，讓幼兒兒來猜，或提問，請幼兒回答，幼兒回答正確可以上火車，火車再開往下一位幼兒面前，繼續(xù)游戲。

參考用語：hello,i am a driver of the train,ok ,let go , the wheels on the train, go round round round ,round and round.....Who am i ?mommy, great ,get on the train ,let’s go.玩法（2）：老師頭戴大蓋帽當司機，手拿方向盤做轉(zhuǎn)動姿勢，邊裝火車的聲音邊繞著幼兒慢慢走動，然后停下來問幼兒，想坐我的小火車嗎？只要你能回答我的問題就可以坐火車啦，當幼兒回答正確后，就可以上火車并和老師一起唱歌一起開火車。

參考用語：look,i am a train driver,i can drive the rain ,ha ha ,oho wants to go by train?but you need to answer my question first, if your answer is right ,you can go by train.5.passing game 玩法（1）：老師將幼兒所學單詞卡放入一個盒子中，聽音樂玩游戲，當音樂響起時，幼兒一個接一個地傳遞盒子，當音樂一停，幼兒必須停下，這時手持盒子的幼兒，在盒子中抽出一張圖卡進行練習（可以說單詞，也可以練習句子），老師對回答正確的幼兒給予表揚。參考用語：let’s pass the magic box,ok? Pass on by one listen to the music.Stop aha,you can take out a card, who is he ?he’s daddy, yes,great,let’s go on.玩法（2）：老師讓幼兒圍成圈坐好，把卡交給第一個幼兒，再請另一位幼兒，到前面來蒙眼，并敲鼓，其他幼兒聽著鼓聲從第一位幼兒開始向下一個傳遞，鼓聲停，手持圖卡的幼兒就要念出單詞或句子，再交換，游戲繼續(xù)。參考用語：listen to the drum and pass the card,when the drum stops ,you must stop passing the cards.who get the cards must say the words loudly or answer my question loudly,are you ready?

6.one by one 玩法（1）：幼兒手拿單詞卡片，在音樂的伴奏下，從一個幼兒的手中依次傳給下一個幼兒。同時幼兒一定要大聲朗讀該單詞卡片的內(nèi)容。

參考用語：please pass the card one by one and tell us what it is when you are passing.are you ready?let’s begin.go!玩法（2）：一排幼兒中，第一個幼兒問第二個幼兒，請其回答，第二個幼兒再問第三個，以此類推，問答接龍。

參考用語：please answer my question first and then ask your neighbor the same question.7.puppet talks 玩法（1）：請幼兒閉上眼睛，老師布置小舞臺來制造氣氛，然后請幼兒睜開眼睛，并觀看對話或短劇表演。表演者要裝扮成手偶的聲音。再讓幼兒一起模仿表演。參考用語：everybody close your eyes.one two ,three ,open your eyes(開始表演）hello,i am midi,hello ,i am candy,how are you ,candy,i am fine,thank you.Read after me ,how are you ?i am fine ,thank you.8.London bridge 玩法（1）：請一位老師和幼兒手拉手高舉起來當小橋，再請其它幼兒依次從小橋下經(jīng)過，當唱到最后一句時，小橋落下，被套住的幼兒要說出單詞，句子或回答老師提出的問題，之后繼續(xù)游戲。參考用語：are you ready,let’s sing a song, London bridge is falling down............i catch you ,answer my question.9.TPR 玩法（1）：讓幼兒上來聽指令做動作。

參考用語：now ,listen to me ,when i say something,you must do the action, for example,when i say,sit down,you must sit down,when i say,cat,you must act like a cat.10.Simon says 玩法（1）：老師說單詞或指令語，當老師在單詞或指令語前加Simon says時，幼兒要做相應的動作，沒有加時，幼兒就不用做動作，如，老師說Simon says ,come here時，幼兒就要走到老師跟前，如果老師只說了come here，幼兒就定著不動，幼兒可邊做動作邊說內(nèi)容。參考用語：let’s play a game,listen to me carefully,when i say,.......玩法（2）：老師教孩子們讀單詞，句子及指令語，當老師在前面加simmon says則跟讀，不加時可 以不用跟讀

參考用語：let’s play a reading game,when i say Simon says.....,you must read after me ,when i say........you cant read,listen to me carefully,ok?

11.Two ups 玩法（1）：按座位順序進行單詞搶答比賽，每次兩個幼兒同時站起來，搶答單詞和句子，說得又對又快的幼兒為勝，繼續(xù)和下一個幼兒比賽，輸了的幼兒坐下。最后看看每個幼兒能打敗幾個對手，表揚打敗對手多的幼兒。

玩法（2）：將幼兒分成兩組，按座位順序進行單詞搶答比賽，每次兩個幼兒同時站起來，搶答單詞和句子，說得又對又快的幼兒為勝，站在原地等待，輸了的幼兒坐下，然后，第二組的繼續(xù)搶答，勝者站，輸了的坐下，看哪組幼兒站著的最多，哪組勝利。

參考用語：you two answer ,you are out,sit down,you win ,go on please.12.Guessing game 玩法（1）：老師把實物放到袋子里，然后請幼兒猜出單詞或?qū)嵨?，最先說對的幼兒勝出，可以取得實物或該單詞卡，稍后還給老師。參考用語：what is in the bag?guess....玩法（2）：老師把實物放在黑色袋子里，然后請幼兒伸手進袋子觸摸，根據(jù)感覺猜出實物并用英文說出來，說對的幼兒勝出，勝出的幼兒可以當小老師去問下一名幼兒。

參考用語：what is in the bag?use your hand to touch it.can you feel it?what is it?can you tell me? 玩法（3）：老師把let’s do 句子以身體動作的形式表現(xiàn)出來，讓幼兒猜let’s do 的句子 參考用語：look at me ,what am i doing?can you tell me?

13.Touching game 玩法（1）：老師摶單詞圖卡擺放在地板上，幼兒分成3-4人小組進行游戲。每組幼兒手持小錘，聽老師命令，當老師念到哪個詞時，幼兒就快速地跟到圖卡前，并用小錘子敲打，一邊打一邊大聲說出來，看誰反應快，再換下一組幼兒游戲。

參考用語：are you ready?ok,let’s begin（全體幼兒大聲讀出命令中的單詞）

14.Duck duck goose 玩法（1）：全體幼兒圍成一個圈站好，老師手持單詞卡，在圈外一個接一個的拍著幼兒的頭走，同時，口中念Duck duck.....goose,當念到goose時，此幼兒要讀出圖卡上的內(nèi)容，表揚答對的幼兒。參考用語：let’s play a game,let’s say duck duck goose,when you say goose,you must answer my question.玩法（2）：全體幼兒圍成一圈站好，老師手持單詞卡，在圈外一個接一個的拍著幼兒的頭走，同時，口中念Duck duck.....goose,當念到goose時，老師把卡放在這名幼兒的身后，迅速沿圈跑回此幼兒的位置，這位幼兒要轉(zhuǎn)身去追老師，如果能追到老師，并能說出圖卡的單詞，幼兒就贏了，否則先要說出單詞卡內(nèi)容，再扮成老師剛才的角色，繼續(xù)游戲。

參考用語：let’s play a game,let’s say duck duck goose??catch me ,if you catch me,answer the right question,you are win

15.Music chair 玩法（1）：請幼兒圍成圓坐好，當音樂響起時，幼兒起立在教室里一邊自由走動，一邊唱歌，當音 樂停止時，幼兒與老師要盡快搶一把椅子坐下，請沒有搶到椅子的幼兒出局并回答老師的問題，減少一把椅子，游戲繼續(xù)，再慢慢減少椅子，直到最后只有一把椅子。

玩法（2）：老師在幼兒的面前放上五張椅子，排成一個圈，老師請六位幼兒來進行游戲（最好男生和女生各進行一輪）。當音樂響起時，幼兒們繞著排成圈的椅子走，當音樂停下時，6個幼兒開始搶椅子，并坐下，最后沒有椅子的幼兒要回答老師的問題，再換另6名幼兒繼續(xù)游戲。參考用語：ready,go(music),now ,stop stop,answer my question.16.Happy clock 玩法（1）：老師將單詞卡片置于轉(zhuǎn)盤上不同的位置，旋轉(zhuǎn)轉(zhuǎn)盤，當停下時，看指針指向哪個單詞，請幼兒迅速讀出所指的單詞。

參考用語：now ,please look at the dial,i will turn it ,look carefully, What’s it?who can tell me ?

17.Whisper 玩法（1）：將幼兒分成兩組，分別請各組的第一名幼兒上來，老師將句子悄悄告訴兩名幼兒，兩名幼兒返回后，用接力的方式一個接著一個傳給同組的其它幼兒，各組最后一名幼兒聽到句子后迅速跑到老師面前說出句子，哪組最快最準，哪組贏。參考用語：let’s play whisper game Listen to me carefully,you will hear a word or sentence ,please whisper it to your friend sitting next to you,are you ready?

18.Treasure hunt 玩法（1）：老師站在寶物旁邊（寶物裝在大藍子里），將幼兒分成兩隊，排列在離老師5米開外的地方（每隊前面擺一個小藍子），老師發(fā)指令come here時，幼兒跑過來拿一件物品，在寶物周圍原地不動，老師接著說go back時，幼兒拿物品跑回去，放到本隊的小籃子內(nèi)，并說出所拿寶物的英文，再換下一個幼兒游戲。

參考用語：there are so much treasure, do you want to get my treasure? Yes Ok ,let’s play a game, are you ready? Yes Now,three two ,one begin

19.Who is speaking 玩法（1）：請一個幼兒上前蒙上眼睛，另一幼兒說出一個詞，句子或唱首歌曲，之后，被蒙上眼睛的幼兒取下蒙眼布，根據(jù)聲音判斷，找到說話的幼兒，同時，所有幼兒一起說單詞，句子或唱歌曲。參考用語：now ,let us listen and judge who is speaking?

20.Cross the river 玩法（1）：老師利用方塊型的積木搭出一座小橋，并將單詞圖卡放在小橋旁邊，幼兒每走一步都要通過一張圖卡，說出其內(nèi)容，說對了就通過，說錯了就掉進水里，被鱷魚吃掉。

參考用語：ok ,let’s cross the river,but if you cat say the word correctly,you will fall off the bridge and you will be eaten by the crocodile, are you ready?

21.Frozen man 玩法（1）：幼兒在教室的大空間隨意站著，音樂一響幼兒就跟著音樂隨意跳舞，做自己喜歡的動作或擺各種姿勢，當聽到FREEZE時，就要停下來，保持自己最后的一個動作不準動，直到音樂結束，那些不小心動了的幼兒，就要留下，請其回答問題，方能結束游戲。

參考用語：listen to the cd and let’s dance.when you hear FREEZE,you must stop moving.22.Echo

玩法（1）：老師讀單詞或句子一遍，全班幼兒讀三遍，而且一遍比一遍小聲，裝成是老師的回聲。參考用語：after i read the word for one time ,you must read it three times ,and the first time you read loudly,second time you read lower,third time you read lowest ,just like the echo of me ，23.Listen and mime 玩法（1）：老師說單詞或let’s do 句子，讓全班幼兒用動作或聲音表現(xiàn)出來。如果該單詞是動物就裝動物叫聲或標志性的動作，如果該單詞是水果就把水果形狀比劃出來，如果let’s do 句子是drink some water那幼兒就做喝水狀。

參考用語：i will say a word or a sentence,please try to act it out with an action, you cant say the word or sentence,listen to me carefully.24.Quick response 玩法（1）：老師從身后拿出單詞圖卡，看誰反應最快，最先說出單詞。

參考用語：kid ,look at the picture,what’s this?who can say it as soon as possible,are you ready?begin!玩法（2）：老師迅速指到一個單詞圖卡，哪個幼兒最先讀出，就為勝，并給予獎勵。參考用語：what’s this,who an tell me ,good job,you are the first one.玩法（3）：兩名幼兒背對背站好，聽老師口令同時轉(zhuǎn)身，說出對方拿的圖卡內(nèi)容，快者勝。參考用語：stand back to back ,when i say 1 2 go ,please turn back and speak out the word.玩法（4）：老師提一個問題，看誰答得又快又好 參考用語：who can answer my question first?

25.Bend down 玩法（1）：幾名幼兒雙手拿圖卡站好，老師說單詞或句子，拿著對應圖卡的幼兒要蹲下再站起，同時說出相應單詞或句子

參考用語：listen to me,when i say the word apple(老師舉例，指到拿圖卡的幼兒說)，you should bend down and speak out the word.26.Lip reading 玩法（1）：老師只做嘴形，不發(fā)出聲音，讓幼兒觀察老師的嘴型，說出單詞。參考用語：look at my mouth,speak out the word what i said

27.Ask and answer 玩法（1）：老師問幼兒問題，幼兒回答問題，要先說ask ask 再問問題answer answer再回答，也可以是幼兒問，幼兒答，可一個問一個答，也可一人問多人答。

參考用語：let’s play a game,the game is ask and answer ,if i say ,ask ask ,i’ll ask a question,you must say ,answer,answer and answer the question.28.Taboo

玩法（1）：老師拿出3-6張單詞卡，放在白板或地上，制定一個詞如cat為不能直接說出來的單詞，幼兒輪流讀其它的詞，當讀到cat時，不能說出該詞，只能用其它有趣的聲音或滑稽的動作代替，讀錯的幼兒去掉其組的積分，老師用手指著詞讓幼兒讀，老師所指速度可漸漸加快，直到有幼兒出錯再重新開始讀，交換圖卡順序，或換另外圖卡。

參考用語：let’s play a game,ok!cat is the word of taboo,when i point to cat ,you cant say cat but meow,follow me ,please ,are you ready,one two go!Ks:meow,dog rabbit ,bird ,fish........29.Role play 玩法（1）：請幼兒扮演各種不同的角色進行對話或情境表演，并配以表情及相應動作 參考用語：look,who is he?who wants to be coco?let’s enjoy the story and have a role play, Ks:you are candy ,and you are midi,ok ,act out the story now.30.Songs chain 玩法（1）：進行歌謠歌曲的句子接龍，練習對整個歌謠的把握，例如老師說第一句，幼兒說第二句，老師說第三句，幼兒說第四句。

參考用語：let’s play songs chain,i say the first sentence,you say the second sentence,are you ready? 玩法（2）：一排幼兒中，第一個幼兒唱歌曲的第一句，接著第二個幼兒唱歌曲的第二句，第三個幼兒唱第三句，以此類推，幼兒一個接一個的傳下去，顧及全體幼兒，也可以邊傳小球邊唱，參考用語：k1 sing the first sentence,k2 sing the second sentence ,k3 sing the third sentence,and pass the ball while singing,ok?

31.listen to the ring 玩法（1）：老師出示一張單詞圖卡，請幼兒聽鈴鼓聲，老師拍鈴鼓，拍一下幼兒說一遍，拍兩下說兩遍，誰反應快就請誰拍鈴鼓，依次說完所有的單詞。

參考用語：look at me ,i will play the drum,when i pat one,you say once,i pat two,you say twice,ok? 玩法（2）：老師準備打擊樂器，幼兒和老師一起轉(zhuǎn)成一圈坐在地止，游戲一開始老師用打擊樂器敲打出聲音，根據(jù)聲音的次數(shù)，幼兒用英語說出數(shù)字，可以隨時 更換打擊樂器，提升幼兒參與的積極性。

參考用語：do you like the music?listen ,nice music Now ,let’s count,listen carefully.One two three,yes,you are great.32.A big hug 玩法（1）：幼兒手拉手圍圈站好，一個幼兒站在中間，與外圍的幼兒不同方向邊唱邊轉(zhuǎn)動，歌聲停，兩個幼兒抱在一起，沒有換到伙伴擁抱的幼兒，必須根據(jù)老師的指令說出相應的內(nèi)容，或者作出相應的動作。

參考用語：stand up ,hand in hand,make two circles and sing the song ,when the music stops ,you should give another kid a big hug.33.Lucky dice 玩法（1）：老師把單詞圖卡貼在dice的六面，讓一個上來扔，然后根據(jù)面朝上的單詞圖卡做出回答，在游戲的過程中可以替換圖卡。

參考用語：let’s play lucky dice,throw the dice and speak out the word

34.Hot music 玩法（1）：幼兒圍坐成一圈并小聲唱歌謠，老師在中央趙蘭勸并用hammer輕輕敲一名幼兒的頭或身體，被敲到的幼兒需要站起來大聲接唱歌謠部分。如此加快速度敲幼兒增強趣味性，同時訓練幼兒反應能力

參考用語：let’s make a circle and sing the chant together,when i touch you ,you should stand up and speak out the chant loudly,are you clear

35.Choose the cards 玩法（1）：老師帶上禮帽變成魔法師，請幼兒上前抽圖卡，然后讓幼兒讀出單詞或回答相關問題，如果回答正確，則將圖片暫時送給幼兒，如果錯誤，幼兒必須把正確答案說5遍才可解除咒語。參考用語：look here ,there are many cards,you can choose any card you like,but you must answer my questions.36.Yes or no 玩法（1）：老師把單詞圖卡放在幼兒面前的地板上，老師提問或說一個句子，請兩名幼兒搶答并在地板上找出正確的圖卡，放在相應的座位上，沒有迅速回答并拿到正確圖卡的幼兒出局。參考用語：do you like the cat,yes(找出cat并放在yes椅子上)no(找出cat并放在no椅子上)

37.Dancing carpet 玩法（1）：請一名幼兒站在集體前，將五張單詞卡放在地上，擺在這名幼兒的周圍，老師說一個單詞，這名幼兒用一只腳踩向相應的圖卡，幼兒不要踩到圖卡上，以免踩壞圖卡，同時說出英文單詞，老師說單詞的速度可以越來越快，可越來越快或由一個單詞變兩個增加難度和趣味性，幼兒踩圖卡動作類似跳跳舞毯。

參考用語：ready?go,rice,soup.......38.Robot

玩法（1）：老師準備兩個紙箱，在紙箱上開洞，讓幼兒套在身上扮演機器人，老師手持遙控器，發(fā)出動作指令時，指揮機器人做出相應的動作，幼兒要模仿機器人僵硬，直挺挺的樣子做出動作，可以做的有趣一些。

參考用語：stand up ,walk to the door ,turn on the light ,turn off the light,walk to your seats,turn left ,jump,read ,sleep

39.Counting game 玩法（1）：讓幼兒報數(shù)，把幼兒分成兩組，從1開始，一直報到19，輪流進行報數(shù)比賽，老師計時，看哪組用的時間短。

參考用語：let’s play the counting game,you count from 1 to 19one by one ,let’s see which group is faster,ok?

40.I spy

玩法（1）：老師把手放在額頭，左右移動，做仔細尋找，查看的動作，說出自己看到的東西（挑幼兒學過的，數(shù)量在1-20之間的）看看幼兒是否也能看到，說出準確的數(shù)字。參考用語：i say some bags,how many bags are there? Let’s count ,yes ,i spy 20 bags，41.Listen to the order 玩法（1）：幼兒圍坐成一圈并小聲唱歌謠，老師在中央走動并用hammer發(fā)指令，被敲到的幼兒需站起來大聲接唱歌謠部分，如此加快速度敲打幼兒增強趣味性，同時訓練幼兒反應能力。

參考用語：listen to the chant and act it out ,when i touch you ,you should stand up and say the chant loudly

42.Throw the ball 玩法（1）：老師先請配課老師示范，一邊把球扔給配課老師，一邊說good morning，同時，配課：good morning teacher,接下來，老師把球扔給其他幼兒，邊扔球邊問，good morning,接到球的幼兒回答good morning teacher!參考用語：look,a ball,do you want to play ball with me?yes Ok ,let me see,good morning(一邊拋球一邊說，接球的老師同時也回復)

43.Who is the best commander 玩法（1）：可讓幼兒發(fā)指令，分組進行操練，A組的幼兒一起發(fā)指令，B組的幼兒一起做動作，然后B組的幼兒一起發(fā)指令，A組的幼兒一起做動作，評選最佳小指令員。

參考用語：group a say sentence,group b do the actions,let’s see who is the best commander.44.Run run run

玩法（1）：將單詞圖卡放在教室不同的位置，當老師發(fā)指令是，參加游戲的幼兒跑向?qū)膱D卡，并說出句型，其余的幼兒判斷正誤。

參考用語：when i say boy ,you should run to the card,and say the word loudly.45.the wolf and the rabbit 玩法（1）：老師扮演大灰狼，幼兒為小兔子，請幼兒離開座位指定一個地方為他們的家，大灰狼裝成兔媽媽敲門，小兔子開門，發(fā)現(xiàn)大灰狼后逃跑，被大灰狼抓住的幼兒回答問題，回答正確可在回家，回答錯誤就被大灰狼吃掉。

參考用語：knock,knock,knock(who is it)It;s mommy ,open the door(come in,please,oh ,no run run run)

46.I am a commander 玩法（1）：請幼兒上桌，每個幼兒發(fā)3-4個桌面玩具雪花片，幼兒聽老師的口令，幼兒將桌面玩具當自己的小士兵。

T:stand in a line.幼兒將雪花片排成一隊。

T:walk one by one幼兒將雪花片一個一個移動。幼兒熟練句子后，自己給玩具發(fā)指令。參考用語：let’s be commanders,are you ready?

47.Jump jump jump 玩法（1）：老師在地板上劃出多個連在一起的大方格或者呼拉圈，把單詞卡片按順序擺放在方格里面，將幼兒分成兩組，每組各派一個幼兒出來跳方格，其他幼兒齊聲說are you ready,jump jump jump,跳方格的幼兒邊念出圖卡的單詞邊跳方格，念得 對跳得快的幼兒獲勝。參考用語：you are team a,you are team b,let’s have a match,who wants to try? You should jump jump jump into the square and read the word out.48.Go fishing 玩法（1）：老師用卡紙制作一些熱帶魚，在每條魚下面寫著一個單詞，背后貼上一個磁鐵，另外制作兩支釣魚稈，尾端綁上磁鐵，分別讓幼兒上來玩釣魚的游戲，釣上來的魚要讀出它身上的單詞，比一比誰最快釣到魚及讀出單詞

參考用語：let’s go fishing,you should catch the fish quickly and read the word out.49.Trick game 玩法（1）：老師說的和做的一致，幼兒們要跟讀模仿，不一致時，幼兒們不能出聲也不跟著表演動作。

參考用語：if i am right,follow me ,if i am wrong,keep silent,are you clear，50.Listen and circle 玩法（1）：請幼兒根據(jù)聽到的單詞將對應的圖卡用手畫個圈出來。參考用語：listen to the word or sentence,and circle it out.51.Find out the card 玩法（1）：老師把一單元所有的單詞卡片放在一起，教師說一個單詞，請幼兒馬上從單詞圖卡堆里找出對應的單詞圖卡，誰先找出并找對為贏。參考用語：listen to the word and find out the card.52.One two three 玩法（1）：老師扮演魔鬼去抓幼兒，當幼兒說ghost時，鬼就被定住，同時魔鬼開始數(shù)數(shù)，數(shù)到three又可以繼續(xù)抓幼兒了 參考用語：now,i am a ghost,i will catch you ,when you say ghost,i can;t move,and after i finish saying 1 2 3,i can move again,are you clear?

53.Rickety tickety 玩法（1）：老師把手放額頭，左右移動，做仔細尋找，查看的動作用，并說：rickety,tichety,look at me 引起幼兒注意，再說出自己看到的東西，看看幼兒是否也能看到，并說出準確的數(shù)字，參考用語：rickety,tichety,look at me ,how many boys can you see? I can see 10 boys, yes ,can see 10 boys.54.Listen and seek 玩法（1）：將一名幼兒的眼睛蒙上，老師悄悄地把一張卡片藏在一個角落里，其他幼兒不能告訴他，只能用聲音的大小提示他，幼兒睜開眼睛聽聲音找卡片，其他幼兒與老師不停地說單詞，幼兒離圖片越近，聲音就越大，反之聲音就越小，直到找到卡片為止。

參考用語：let’s play a game,i will hide a card in our classroom,you must find the card,we can help you ,when you close the card,the voice is high,far from the card ,the voice is low,who wants to try?

55.Change seats 玩法（1）：請5名幼兒坐下，其他幼兒在外面圍著這5名幼兒按順時針方向走動，大家一起唱兒歌，當老師叫停止后，坐著的與前面正對著站著的幼兒交換位置，看看每次哪5位幼兒最幸運。游戲再繼續(xù)進行。

參考用語：ready,go ,now ,stop,please change your seats with the friends in front of you.56.Big wind blows 玩法（1）：讓參加游戲的每位幼兒都拿一張卡片，T:big wind blows,K:blows what?T:blows the cup,這時拿杯子圖片的幼兒立即交換座位，沒有座位的幼兒代替老師發(fā)下一回的指令。參考用語：let’s play a game,big wind blows,ready,go,big wind blows K:blows what?T:blows the cup T:sorry,you are out,come here.57.jump and touch 玩法：老師將單詞圖卡舉過幼兒的頭頂，請幼兒跳起來并拍到此圖卡，同時其余的幼兒一起說單詞圖卡上的單詞。

參考用語：tell me the word and touch it

58.Wolf wolf ,what can you see? 玩法：讓一句幼兒扮演狼，4-5名幼兒戴上頭飾或拿著卡片扮演小動物，其余幼兒一起問大灰狼wolf wolf,what can you see?大灰狼用完整的句子說i can see a hen/......被大灰狼說到的小動物要跑到老師設置的房子里躲起來，動作慢的被大灰狼抓住吃掉。參考用語：let’s ask the wolf,wolf wolf what can you see?ok?i f the wolf say ,i can see a rabbit,all the rabbits should go home quickly,are you clear.59.Clap hands 玩法：老師將單詞卡片貼在黑板上，請幼兒聽老師念單詞，并根據(jù)黑板上不同位置的單詞圖卡在相應的位置拍手。

參考用語：now,let’s play clap hands,when i say a word,you should run to the card of the word and clap your hands,ok?

60.Radio game 玩法：老師在黑板上畫出錄音機的播放，暫停，快進，快退，大小聲鍵，請幼兒按老師所指的鍵用相應操作念單詞。

參考用語：let’s play the radio game.look,this is a radio,when i touch this one ,you should say the word,sentence loudly,when i touch this one,you should say the word ,sentence slowly,are you ready

61.Memory game 玩法：空間記憶游戲，老師先帶幼兒復習單詞幾遍，讓幼兒認真觀察并記憶各圖卡排放的順序，將圖卡背面朝上，來猜出依次順序，增大難度可再次移動，訓練幼兒空間記憶力

參考用語：let’s play a game.open your eyes,look at my cards carefully,what’s no 1?remember te order,please，，do you still remember what is number one...62.I am a magician 玩法：老師扮演一個有趣的魔術師，她要把自己或幼兒不喜歡的東西變成喜歡的東西，她動作快時，可換成另一張卡，變完后給幼兒看，幼兒告訴魔術師圖卡名稱，有時她又變不出來，但只要幼兒能把相應的單詞準確重復5遍，她就可變出來。

參考用語：（1）T:hi ,everybody ,i am back ,do you like the tiger? Ks:no,i don’t T:haha,turn turn turn ,look no more tigers ,what are these?Ks:now,they are lions ,you are a great magician.we love you.(2)T:i don’t like the parrot,turn turn turn ,aha,look ,what’s this?//parrot//T:ah(disappointed)turn turn turn,look,what is it?//great,it’s kangaroo//

63.Bowling 玩法(1)：老師將塑料玩具或塑料瓶，充當保齡球，擺成一排，每次請5-8個上來游戲，幼兒手持皮球，排隊站在玩具對面4米的位置，當老師說開始的時候，幼兒就一個接著一個把球滾向?qū)γ娴乃芰贤婢?，打不中的幼兒要說出數(shù)字或回答老師所提的問題。參考用語：who wants to play the game?//i want to try// Ok, let’s begin,one two three go!玩法（2）：請一個幼兒上來戴上鬧鐘的頭飾，用小皮球扔保齡球，如果他擊中數(shù)字1，其他幼兒問excuse me,mr clock,what time is it?該幼兒回答，如果擊中數(shù)字4，就可去抓其它幼兒提問。參考用語：excuse me,mr clock,what time is it.//it’s 1:00//

64.Stamp the shadow 玩法：天氣好的情況下，帶幼兒到戶外踩影子，先將單詞卡片，如不同的職業(yè)，發(fā)給5名幼兒，將圖卡貼在幼兒的背上，幼兒聽老師說職業(yè)，帶著所說職業(yè)圖卡的幼兒在老師規(guī)定的范圍內(nèi)跑動，其他幼兒2-5人去追帶有此卡的幼兒，踩他的影子，之后老師再換其它卡片，注意安全。參考用語：stand up,stand in a line, attention,let’s go outside,don’t push,let’s go When i say,teacher,you find the kids with teacher and then run to stamp the kid’s shadow

65.Lucky window 玩法：準備一個A3大小的紙板，上面寫上lucky window，中間開兩個小窗口，窗口后貼上一個袋子，可以放上面或?qū)嵨?，將食物圖卡放在小窗戶的袋里，老師提問，請兩名幼兒回答問題，然后每人打開一扇窗戶，摸出一張圖卡或一個實物，若正好與所答相符，則是幸運窗口。參考用語：what do you want to eat?//meat// Please open the window,yes or no,?yes ,meat!wow,it’s a lucky window,great,give me five,bingo

66.Hunting blocks 玩法：把積木放進一個大圈內(nèi)，將幼兒分成兩隊，老師喊一個數(shù)字（1-12），兩隊各派出2名幼兒跑進圈內(nèi)撿出與老師所說數(shù)目相符的積木，再跑回各自隊伍中，其余幼兒大聲重復老師所說數(shù)字，最后大家一起大聲地數(shù)數(shù)看撿出的積木數(shù)目是否正確，正確的隊伍便可得分。

參考用語：let’s work in pairs,are you ready?5 blocks..let’s check ,how many blocks are there?

67.What time is it,Mr wolf 玩法：老師前面走，孩子邊走邊問wolf wolf what time is it?當老師回答it’s dinner time時，幼兒往回跑，被抓到的幼兒出局。

參考用語：wolf wolf,what time is it?it’s...o’clock,.......it’s dinner time.68.Huge clock 玩法：玩法同飛腿指針，請幼兒將1-12的數(shù)字卡依照實際鐘面位置擺在地上，并在外圍以粉筆畫一個大圓圈，圓圈半徑為幼兒腿的長度，使之成為一個大鐘面，請兩幼兒站在鐘面中心，用一只腳踩圓心，當老師說到2 o’clock時，幼兒另一只腳像時針一樣指向2（踩在2的旁邊，不要踩到圖卡上），看誰反應快。

參考用語：look at the clock,you use one foot stamp here,listen carefully,when i say 1 o’clock,you use another foot to stamp 1 o’clock

69.What are you scared of 玩法：老師手持卡片在前面走，幼兒跟在后面問：what are you scared of?老師回答cat。Policeman.....當說到monster時，幼兒趕緊回座位，跟得慢的幼兒被monster抓回家。

參考用語：i ‘m scared of monsters,what are you scared of? Monsters are terrible,when we say monsters,the monsters will come to catch you ,you have to run back to your seats.70.Word web 玩法：讓幼兒自由說學過的同類單詞，先讓幼兒輪流說，一個幼兒只說一個，說不出來時可給適量的幫助。

參考用語：we have learned a lot of animals ,what animals do you know?who can tell me?please tell me one by one.71.The big worm 玩法：幼兒排成兩組，一組扮演毛毛蟲，坐著提問題，一組扮演吃毛毛蟲的鳥，站著回答問題，兩組面對面，中間離2-3米遠，一組問what’s your favorite animal?另一組看老師手上的圖片回答正確后往前跳，回答若干次后看誰最先跳到坐著的幼兒面前，跳到目的地后，站著的幼兒要把坐著的幼兒吃掉，被吃的幼兒要裝死，裝成有趣或可怕的死狀，直到大毛毛蟲最后被 吃光，幼兒復活，游戲結束

參考用語：let’s play a game.i divide you into two groups,ok, group a come here and sit down,you are the big worm,group b can eat the worm,you must stand here.Group1:what’s your favorite animals?group2:my favorite animal is mouse

72.Magic box 玩法：老師扮成witch施展魔法變出糖果，當witch在變的，悄悄地把糖果從小口塞進盒子，當展示給幼兒看時，引出句子give me a candy，并引導幼兒集體說出，說的好的幼兒可以得到糖果，作為獎勵。

參考用語：i am a witch,i have a magic box,do you know what is in the box?a car?an apple?candy?let’s see ,ha ha ,a candy,who wants this candy? //me//ok if you want ,you must say ,give me a candy //give me a candy,give me a candy//here you are,//thank you//you are welcome.73.Walk forward 玩法：幼兒分成兩組，站成兩排，面對面，在兩隊中間劃一條線，老師出示單詞卡片，哪組先說出來，全體幼兒向前走一步，看哪組先走到對方的區(qū)域為勝。參考用語：ok,if you can say the word or sentence as soon as possible,you can walk forward for one step,are you ready?

74.Hot potato 玩法：請幼兒站成一個圓圈，或站成一行，把右手或左手握成拳頭伸出來，老師當hot potato,幼兒跟著歌曲的節(jié)奏，點數(shù)其他幼兒的拳頭，當念到more時，被點到的幼兒立刻把拳頭放到背后，保證不被抓到，就為勝，誰的拳頭被抓到了，就要回答問題 參考用語：let’s make a circle and play a game ok? Now ,put up your right hand ,and when you hear more,you must put your right hand back，be careful,don’t be caught by me ,are you ready? 13