(完整版)lessonplan--phonics

2011-2012金阳小学学年第一学期三年级英语phonics教学计划一、教学内容1、子音的输入，清辅音[p] [t] [k] [f] [s] [∫][θ][h]浊辅音 [b] [d] [g]；2、5个开合双元音[ei] [ai] [)i] [əu] [au]二、教学目标1、看到11个子音就能自然发出它们的发音；2、看到5个元音字母就能自然发出它们的短音；3、看到单音节单词就能自己读出来。

三、教学计划1、子音字母教学计划：2、元音字母短音教学计划三年级第一学期语音教学的困惑：第一学期没有学过字母，教材也不是配套的，不知如何结合现在的教材。

2011-2012学年度四年级第一学期phonics教学计划（12个课时）教学内容：1、21个子音的输入；2、5个元音字母短音的输入；3、5个带“l”双子音的输入；4. 6个带“r”双子音的输入；5、5个带“s”双子音的输入；6、5个带“h”双子音的输入；7、对比容易混淆的双子音。

教学目标：1、学生通过学习能做到听音拼单词；2、学生通过学习能做到看单词能读；3、学生能够基本做到自学单词，并准确朗读。

教学计划：一、课文中的Read and write P6, P9, P18, P21, P30, P33。

二、双子音的输入。

四年级语音教学的困惑：因为时间紧，学生没有时间消化语音知识，尽管学了，但是在使用上，没有完全达到看单词能读，听单词能写的效果，今后还要进一步强化已学过的语音知识，并且坚持把语音知识落实到单词教学和学生自学方面。

2011-2012学年第一学期五年级英语phonics教学计划一、教学内容1、21个子音的输入；2、5个元音字母短音的输入；二、教学目标1、看到21个子音一部分学生能自然发出它们的发音；2、看到5个元音字母大部分学生能自然发出它们的短音；三、教学计划五年级的英语教材比起四年级，内容增多了很多，难度也加大了很多，所以如果三、四年级的语音没有打好基础，到了五年级就更难教学了，只有在每个单元学习单词和学习Part C Pronunciation时适当的渗透语音知识。

phonics课程设计一、课程目标知识目标：1. 学生能够掌握基础的字母与字母组合发音规则，如短元音、长元音、辅音等；2. 学生能够识别并拼读含有目标字母或字母组合的单词；3. 学生能够通过Phonics技巧，自主解码陌生单词，提高阅读理解能力。

技能目标：1. 学生能够运用Phonics技巧，准确快速地拼读新单词；2. 学生能够通过Phonics教学，提高词汇记忆能力，扩充词汇量；3. 学生能够在实际语境中，运用Phonics知识进行有效沟通。

情感态度价值观目标：1. 学生培养对英语学习的兴趣，增强学习自信心；2. 学生养成合作学习、分享学习成果的良好习惯；3. 学生在Phonics学习过程中，培养耐心、细心和自主探究的学习态度。

课程性质：本课程为英语学科一年级Phonics入门课程，结合学生年龄特点和认知水平，注重趣味性和实用性。

学生特点：一年级学生具有好奇心强、活泼好动、注意力集中时间短等特点，需要在课程设计中充分考虑。

教学要求：课程以学生为主体，教师为主导，注重启发式教学，让学生在轻松愉快的氛围中掌握Phonics知识。

同时，关注学生个体差异，因材施教，确保每位学生都能学有所获。

通过分解课程目标为具体学习成果，为教学设计和评估提供明确依据。

二、教学内容本课程教学内容以《英语Phonics》教材为基础，结合课程目标，进行以下组织和安排：1. 短元音教学：包括a、e、i、o、u五个元音字母的发音规则，以及相关单词的拼读练习。

2. 长元音教学：涵盖a、e、i、o、u五个元音字母的长音发音规则，以及相关单词的拼读练习。

3. 辅音教学：教授常见辅音字母和字母组合的发音规则，如b、c、d、f、g 等，以及相关单词的拼读。

4. 拼读练习：针对每个发音规则，设计相应的单词和句子练习，让学生在实际操作中巩固所学知识。

5. 词汇拓展：根据学生的认知水平，选取与生活紧密相关的词汇，通过Phonics技巧进行词汇拓展。

Phonics教案（大全5篇）第一篇：Phonics教案Plans of Phonics in summer holidays Sherry 2013.6.25 Outlines: Day 1: Starter +Lesson 1-4 Day 2: Lesson5-8 Day 3: Revision of starter & Lesson1-8 Day 4: Lesson9-12 Day 5: Lesson13-16 Day 6: Lesson17-18 & Revision of all(Parents-reports)Day18：30-11：30（Four parts）Contents: 1.Learn 26letters and the alphabet song.(Just know about26 words)2.Learn The sounds of letters ‘a,e’‘e,i’‘o,u’‘a_e’ and words 3.Lea rn four texts:the story ,the chant ,the song,the chantObjectives:Skill objectives 1 To understand whatis and why we should learnTo pronouce 26 letters correctly;to sing the new alphabet song well 3 To keep the 4 structures ‘a,e’‘e,i’‘o,u’‘a_e’in mind;to pronouce the sounds of them correctly;to get the representative words[ˌrepriˈzentətiv wə:k] To generally(大体的)sing or tell the four texts,and frequently sing or tell them at home.(Objective 4 is To consolidate Objective 3)Emotion objectives 1 To do self-introduction by everyone passionally;to remember names as many as they can.2 To pronouce ,to enjoy the beautiful sounds！Love your life by chantbeautifully.Imp points:sounds of letters;sounds and words of the four structures Puzzles:differences betwe en sounds of ‘a’ ‘e’;sounds of ‘o’ ‘u’ ,’a_e’Teaching tools 1 Multimedia classroom;2 Audio(音响);3 Letter & pictures cards 4 Computer；U disk ProceduresPart1（40’）Firstly,do self-introduction quickly;then tell kids the meanings of phonics.And group them into four groups for uniting and racing..Secondly,listen and read 26 letters correctly and learn to sing .Listen and sing more.focus on their pro when singing.We will use ‘clapping hands’ orother ‘body movements’;The four groups will compete, to sing it much better.Thirdly,learn lesson 1 ‘a’‘e’Step1: write the structures on board ‘a’‘e’Let kids watch carefuuly and know difference between letter sounds and word-sound.Step2：Then listen to the audio twice(First time –just listen;second time-follow reading)Focus on kids voice at any time.(时刻提醒孩子们的发音正确以及大声发音。

初级中学英语自然拼读法Phonics教学课程初级中学英语自然拼读法（Phonics）教学课程一、课程简介自然拼读法（Phonics）是一种通过对字母及其组合在单词中的发音进行系统教学，帮助学生建立字母与发音之间的对应关系，从而提高学生单词拼读和拼写能力的教学方法。

本课程旨在为初级中学学生提供系统的自然拼读法教学，提高学生的英语发音、拼读和拼写能力，为今后的英语学习打下坚实基础。

二、课程目标1. 让学生掌握英语字母及字母组合的基本发音规则。

2. 培养学生正确识别和拼读单词的能力。

3. 提高学生英语听说能力，增强英语语感。

4. 培养学生自主学习英语的习惯和兴趣。

三、课程内容1. 字母及字母组合的发音规则：介绍英语字母及字母组合的基本发音规则，让学生通过系统学习，掌握字母与发音之间的对应关系。

2. 单词拼读练习：选取适合初级中学学生的单词，进行拼读练习，巩固学生对字母及字母组合发音规则的掌握。

3. 语音例句讲解：通过例句讲解，让学生更好地理解和学习英语语音，提高英语听说能力。

4. 语音游戏与活动：设计丰富的语音游戏和活动，激发学生学习兴趣，巩固所学知识。

5. 课后练习与反馈：提供课后练习，帮助学生巩固所学内容，并对学生的学习进度和成果进行跟踪与反馈。

四、教学方法1. 情境教学：创设真实、有趣的语境，让学生在实际语境中学习和运用英语。

2. 互动教学：采用师生互动、生生互动的方式，提高课堂参与度，增强学生之间的合作与交流。

3. 游戏教学：设计趣味性强的游戏，激发学生学习兴趣，提高课堂活力。

4. 任务型教学：布置具有挑战性的任务，培养学生自主探究和解决问题的能力。

5. 反馈与评价：及时给予学生反馈，鼓励优点，指出不足，促进学生持续进步。

五、课程安排1. 课时：共计30课时，每课时45分钟。

2. 上课方式：线下教学，互动式教学模式。

3. 课程进度：按照教学大纲和学生的实际水平进行调整。

六、教学评价1. 课堂表现：观察学生在课堂上的参与程度、发音准确性以及与老师的互动情况。

苏扬语言培训学校语音课课程大纲Phonics Courses Content语音班共18次课，每次课2小时，班次定额16-20人。

苏扬语音课程涵盖了自然拼音内容与音标内容，经过系统的培训能够达到见词能读，听音会写。

No.1ab a d m a n s a d r a t m a ta pplea ntc a th a dh a tp a nf a td a dgr a bc a nh a ndh a ppya ndth a tSt a n助记三字经：我家dad,脾气bad,让我sad; 有只cat,非常fat,专吃rat eT e d r e st b e st b e ll w e llp e nj e tn e te gge l e phantg e tb e gr e dp e stw e stw e t助记三字经：撒下net,鱼没get,衣服wet;为捉pest,从不rest,本领best id i g i s s i x b i g i nkf i shm i lkd i shsh i pz i pp i gd i mk i tteni llm i lld i skt i pl i ph i llm i x助记三字经：一只pig,非常big,把洞dig; 没给tip,把我lip,装上zip oo ff b o x f o x B o b l o stR o bt o pd o gm o ps o ckp o to fc o ffeeo xo rangeo ct o pusO ct o ber助记三字经：清晨jog,带上dog,踩到frog; 轻轻hop,跳上top,唱起popuh u t m u g b u g r u gg u mc u pt u bd u ckb u sl u cks u nr u nu su pu nder n u t m u m u mbrella助记三字经：举着gun,瞄准sun,不停run;小小bug,把我hugNo.2bb all b ox b ag b ook b oy助记三字经：一个boy背着bag在玩ballcc at c ar c lock c ake C anada c ry c ut c rab助记三字经：听听music变变magic吃吃garlic。

Lesson PlanIn English, there are two different sounds for the consonants "c" and "g."A hard "g" sounds almost like a "k," as in the words great, good, and pig.A soft "g" sounds more like a "j," as in the words large, general, and giant. By contrast, a hard "c" sounds like a "k," as in the words cup, class, and fact. A soft "c" sounds like an "s" as in city, receive, and cell. Simple rules can help to determine whether the pronunciation of these consonants should be hard or soft.Hard and Soft PronunciationThe two consonant letters "c" and "g" can be pronounced with both hard and soft sounds. It can be helpful, before reviewing pronunciation rules, to look at exactly how these sounds are enunciated with c's and g's as well as with other consonants. In general, a hard sound is like a click. It's a single sound made with one breath, as in:•Keep, day, play, garageA soft sound is a long sound made with a continuing breath, as in:•Jeep, shine, check, zebraGeneral RulesThe pronunciation of "c" and "g" generally—but not always—depends upon the letter following these consonants, as per the following rules: •If the following letter is "e" or "y," the pronunciation is soft.•If the following letter is anything else—including a space—the pronunciation is hard.• A soft "c" is pronounced "s" as in cell, city, decision, receive, license, distance, recently, pronounce, juicy, and cylinder.• A hard "c" is pronounced "k"’ as in call, correct, cup, cross, class, rescue, fact, public, panic, and ache.• A soft "g" is pronounced "j" as in general, giant, gymnastic, large, energy, intelligible, and changing.• A hard "g" is pronounced "g" as in golf, pig, running, great, gum, fragrant, grasp, glut, and progress.Words Including Both Hard and Soft SoundsComplicating matters, there are a few words that include both hard and soft sounds. Some examples include:.Success, circulate, clearance.Bicycle, vacancy, garage.Gauge, geography, gigantic, gorgeousIn the first example, each word contains both a hard "c" and a soft "c." In the second example, the first word, "bicycle," first uses a soft "c" and then a hard "c," but the second word, "vacancy," first uses a hard "c" and then a soft "c." The third example uses a hard and soft "c," respectively, in "gauge" and "gorgeous," while the second and third words—"geography" and "gigantic"—use a soft "g" followed by a hard "g."When a hard pronunciation is needed, but the letter following the "c" or "g" would make it soft, add "h" after "c" (as in "architect") or "u" after "g" (as in "guest"). Alternatively, the following letter is doubled to achieve a hard pronunciation, as in "outrigger."When an "e" follows "g" at the end of a word, a hard "g" becomes a soft one, as in:•Sag > sage•Rag > rageExceptionsNothing is easy when it comes to the hard and soft "g" and "c," and, of course, there are some exceptions to the previously discussed rules.These mostly involve giving hard pronunciation to words where the rule indicates a soft sound would normally be used. These exceptions include: •Gear, get, gelding, give, girl, gift, tiger, celtAdditionally, present participles of some verbs that end with "g," such as "banging" and "ringing," use hard g's where the rules would normally indicate a soft "g." Other exceptions are foreign words that have been adopted into the English language, such as "gestalt" and "geisha."。

Lesson PlanBackground informationStudents：Junior high school students, Grade 1Lesson duration: 40minsTeaching aims:1. Knowledge aims(1） Students can know some new words about transportation and learn some sentence patterns。

(2） Students can learn some sentence patterns。

2. Ability aims（1）To develop the students’ abilities of listening， speaking, reading and writing.(2) To train the students’ ability of working in pairs.(3) To develop the students' abilities of communication by learning the useful structures.3。

Emotion aims（1) Through different teaching methods to make students be interested in study. (2） Love to know more knowledge about transportation and dare to express their opinions in English。

（3) Encourage the students to be more creative and try to make contributions to making new inventions in the future。

Lesson Plan Presentation (M2 U1)Hello, Everyone! It’s my great honor to present my lesson plan here. You see, The material is the reading part in Unit 1 Cultural relics from PEP NSEFC Module 2. T he Topic of this unit is cultural relics. And this reading passage titled In Search of the Amber Room mainly tells us the history of the Amber Room, focusing on the building, losing and rebuilding of the Amber Room. (教材分析)It is the first period and most of my students know little about the Amber Room and its history, so it without doubt will add to the difficulty of my students’comprehension of the reading material. However, students’ carefully previewing the words and the passage surely will lessen their difficulty in comprehending. Moreover, Students in my class are easily activated by pictures and sounds and they like to air their opinions about something. So discussion in groups is supposed to be carried out effectively. (学情分析)In addition, I rearrange the material according to the analysis of the reading material and the learning needs of my students and their reading ability, including adapting and supplementing the pre-reading and comprehending questions as well as designing some other comprehending activities.（教材处理）As we know, this is a reading course, and the current theory views reading as an interactive process which involves not only the printed page but also the reader's general knowledge of the world and of the language. So I will follow the interactive principle and mainly adopt the three-stage model including pre-reading, while-reading and post-reading. Moreover, Audio-visual method is also applied and Multimedia devices and PPT documents is used as my teaching aids.Promoting student' development is one of the basic principles of the New Curriculum. In this period, to help students become more autonomous learners and develop their critical thinking is particularly emphasized.（教学理学和教学方法）Based on the analysis of the teaching material, the learning condition, the rearrangement of the teaching material and the teaching ideology, I set the following learning objectives:First, language skills.At the beginning of this class, students will be able to predict the content according to the title and the pictures and get the general idea of the passage by skimming, then find out some specific information about the passage by scanning. By the end of the class, they will manage to retell the history of the Amber Room and discuss with the partner on how to protect our cultural relics.Second, language knowledge.During learning, students can understand and master the useful words and expressions such as cultural relics, survive, in return, and so on.Third, affect and cultural awareness. Students will realize the importance of giving love to the cultural relics, and have strong desire to protect them. Thus ,they can discover the sufferings from war and deepen their feelings of loving peace.Last, learning strategy . Students will learn autonomously and cooperatively in different activities before, during and after reading, and communicate actively with their partners in discussing the question on how to protect our cultural relics. (教学目标)Among these learning objectives, it is considered a s the language focus that students can obtain the general idea and some specific information about the histroy of the Amber Room by skimming and scanning and use the words and expressions learned in this unit to retell the history of the Amber Room. While t he difficult point would be discussing the question on how to protect the cultural relics using some related knowledge learned in this period.(重点、难点分析)In order to achieve the objectives above, several activities are designed in the three stages.In pre-reading stage, there are two activities within 5 minute s. Activity 1 is talking. Students watch a short video clip of a movie "Yuan Ming Yuan" before class and try to guess what today's topic is. Then they describe the pictures of cultural relics at home and abroad, using words from a vocabulary pool like fashionable, mysterious, valuable, and so on. Audio-visual method is adopted here to attracts Ss' attention and interest. The classroom atmosphere can also be activated by guessing , and the vocabulary pool here not only encourages and motivates students to talk, but alsooffer a chance for students to familiarize with the new word. Activity 2 is predicting. Students are asked to predict what happened to the Amber Room by looking at the picture about the Amber Room and the title of the passage. Thus, students' learning strategy of predicting is improved and their curiosity is aroused.In while-reading stage, I designed four activities which will spend 26 minutes. Firstly, students skim the whole passage to get the general idea of the passage. Activity 2 is close-reading for paragraph 4 and answering two questions: How did the Amber Room get lost? How could they steal such a big room in less than two days? Activity3 is scanning the whole passage to find out the four kings related to the Amber Room. So skimming and scanning ability can be both strengthened in this period. Activity 4 is also close-reading for paragraph two, three and five to search what these four governers did to the Amber Room in detail and how it was rebuilt. In this stage,various comprehending activities are designed to help Ss to have a full understanding of the whole passage.The last stage, post-reading stage needs the final 14 minutes. T wo activities are designed. Activity 1 is retelling. Students introduce the amazing history of the Amber Room to the visitor as a guide, using the linking words like first, then, after that, now, and so on. Placed in an imaginative situation, students are required to retell the history of the Amber Room, which can help students learn better about the words and expressions of this period and the content of the text as well. Activity 2 is discussion. Students discuss in group of four on the topic of how to protect cultural relics according to the situation in which the Amber Room in Russian is to be invited as a member of World Heritage list, while Chinese 5 members of World Heritage list as endangered members. So people are talking about how to protect our cultural relics and hold to our spiritual home in the Internet including our students. The real communication involves them on the topic and arouse s their responsibility of protecting the cultural relics. By discussing in groups, their critical thinking and autonomous learning can be developed.At the end of the class, I will present homework----- first surf the Internet to give advice in a web site given then retell two parts of the passage(describe the AmberRoom and the amazing history of the Amber Room).（教学步骤）It is my blackboard design. It contains the whole structure of the passage. First, the Amber Room was built by the four kings who did a lot for it. Then it was lost as a result of the Nazis' stealing. Finally, it was rebuilt by German and Russian. （板书设计）That's all for my lesson plan presentation. Thank you very much!。

Unit 2 Dd Ee Ff Lesson 1 Objectives By the end of the lesson, Ss will be able to:-read and write the upper & lower cases of D, E, and F-distinguish and say the individual sounds of D, E, and F-read and write the target words starting with D, E, and FMaterials Phonics Monster 1 (pp.14-17)Phonics Monster 1 CD (track 10-13)Phonics Monster 1 Workbook (pp.8-9) *sold separatelyAlphabet Cards/ Unit 2 Flashcards/ Unit 2-1 , Unit 2-2 WorksheetsPPT ResourceClass time40 minutesClassWarm-up (10 min.)Preview1)Sing the alphabet song together and help Ss get familiar with the alphabet names.2)Write D, E, F on the board and say their names.3)Write d, e, f on the board and say their names.4)Write “dog” on the board and say “fog”. Ask Ss if the sound is correct. Help Ss understand the sound of “d”.*Tip:Show Ss flashcard of Dog so that they can match the card with its name.Main Lesson (20 min.)1.Presentation (p.14)1)Show the alphabet card D and say its name 3 times. Have Ss repeat it.Explain each letter has the special sound and help Ss practice the sound of “d”.2)Use the same method to practice E and F.3)Have Ss do ‘Listen, point and repeat. (Track10)4)Listen to “Let’s chant” and have Ss chant along.2.Practice (p.15)1)Have Ss air write D, E, F together and then do “Trace and write”.2)Have Ss “Look and circle” and check the answer together.*Tip: T can ask Ss how many answers (the letters) they got.3.Presentation (p.16)1)Show Ss the flashcard of the target words and say the words.Have them repeat the words and practice together.*Tip: Emphasize the first letter so that they can understand the target sounds.2)Practice with flashcards until Ss could say the each word correctly.3)Have Ss do “Stick. Listen and repeat”.4)Listen to “Let’s chant” together and have Ss chant along.4.Practice (p.17)Have Ss do “Fill and trace” and read each word together.Wrap-up (10min.)1.WorksheetGive Ss worksheet Unit 2-1 and Unit 2-2. Make sure they understand the instructions.2.Homework: Workbook pp.8-9*Ss Students, S student, T teacherUnit 2 Dd Ee Ff Lesson 2Objectives By the end of the lesson, Ss will be able to:-distinguish and say the individual sounds of D, E, and F-read the target words starting with D, E, and F-read the following sight words: the, to-read sentences including the phonics words and the sight wordsMaterials Phonics Monster 1 (pp.18-21)Phonics Monster 1 CD (track 14-16)Phonics Monster 1 Workbook (pp.10-11) *sold separately Alphabet Cards/ Unit 2 Flashcards/ Unit 2-3 Worksheets PPT ResourceClass time 40 minutesClassWarm-up (10 min.)Review1)Write D, E, F on the board and say their names.2)Write d, e, f on the board and say their names.3)Write “elephant” on the board and say /i/ / lɪfənt/ emphasizing the letter “e”.Have Ss say the correctsound. Help Ss understand the letters in words.Main Lesson (20 min.)1.Presentation1)Practice the target words using flashcards. Show the pictures first and then flip the cards to show thewords. Have Ss say the words.2)Practice until Ss could say all the words correctly.2.Practice (p.18)1)Have Ss do “Listen, Point and say.”2)Have Ss do “Say and check” and check the answers together.3.Presentation (p.19)1)Picture Walk Activity:T says the following while pointing each picture.“Everyone is hungry so they are heading to the food.”“Look at the dog. The dog is heading to the desk.”“How about elephant? The elephant is heading to the egg.”“Look! The fox is heading to the five fish.”*Tip: This is an activity to help Ss read the words they’ve learned in a sentence format.Help Ss to connect the pictures with the story to help them have confidence in reading.2)Write the following sight words on the board and read them: the, to. Repeat the words 3 times.3)Have Ss “Find & Circle”.4)Reading Activity-Have Ss do “Stick. Listen and repeat.”-Read aloud the sentences together.*Tip: Have Ss read in small groups to check if there is any S who has difficulty reading it.5)Unit Master (p.20-21)-Have Ss do “Listen and circle.” (Track 16)-Have Ss do “Say, color and write.”-Have Ss do “Find and circle. Then write.”-Point the picture of the target word and have Ss say the word.Wrap-up (10min.)1.WorksheetGive Ss worksheet Unit 2-3 and check if they understand how to do it.2.Homework: Workbook pp10-11*Ss Students, S student, T teacherUnit 2 Phonics Reader: I Am HungryObjectives By the end of the lesson, Ss will be able to:-read and write the following words: dog, duck, egg, elephant, fish, fox -read the following sight words: after, am, I, is-read and understand the storyMaterials Phonics Reader 1 (pp9-13) Phonics Monster 1 CD (track 67-68) Unit 2 FlashcardsPPT ResourceClass time 40 minutesClassWarm-up (10 min.)1.Presentation (p.9)1)Phonics Words-Write d, e, f on the board and check if Ss can say their names and the sounds.-Practice the Phonics Words using flashcards. Make sure they read them correctly.* Tip: If Ss cannot read the words fluently, practice more before reading the story.2)Sight Words-Write the following sight words on the board: after, am, I, is-Have Ss repeat the words and explain what each word means.Main Lesson (20 min.)1.Prediction (pp.9-13)1)Ask Ss what the title is. “What is the title?”2)Picture Walk-p.10 “What is the dog doing? Yes, the dog is running. What is the dog after?-p.11 “Look, the elephant is also running. What is the elephant after?-p.12 “The fox is swimming. What is the fox after?”-p.13 “Oh, no! There’s a monster. The monster looks hungry.”2.Read (pp.10-13)1)Listen to the whole story (Track 67). Have Ss point to the words as they listen.2)Read aloud the story together. Have Ss read in small groups.prehension (pp.10-13)1)Give 3 minutes for Ss to read the story on their own.2)Have Ss close the book and read the story without some words (target words).Have Ss say the correct word in blanks.*Tip: T can show the blanks by saying the certain sound or clapping.Wrap-up (10min.)prehension Check (p.14)1)Have Ss do “Fill and trace.”2)Have Ss read the sentences out loud.2.Song. (Track 68)Listen to the CD and sing along.3.Homework: Listen to “Unit 2 I Am Hungry.” 3 times and repeat 3 times.*Ss Students, S student, T teacher。