深港版小学英语第一册全册教案

Unit 1 Saying hello
The first period
Task objectives:
Use English to greet and respond to greetings
Recognize basic words in familiar contexts
Use proper pronunciation and intonation
Important and difficult points:
Language focus
Hello. Hi!
Good morning.
How are you Fine, thank you.
Goodbye.
Here's a ... Thank you.
Teaching aids:
Pictures, expression cards, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm-up
Greet the pupils. Hello, boys and girls. Good morning. How are you Introduce myself to them.
Then, learn a new song “Hello”.
Sing and dance with music.
Step 2. Presentation
1. Greet the pupils. Say Hello class! Wave cheerfully saying Hello! Or Hi! to different individual pupils, until they begin to join in and greet you in return.
2. Greet the pupils with Good morning. Ask them to respond by echoing you.
3. Point to the characters on the page and read their speech bubbles aloud.
4. Play the Pupil's Book Cassette and point to the speech bubbles again.
Encourage the pupils to say the words after the beeps. Pay particular
attention to the intonation and stress of the words.
Step 3. Practice
1. Divide the class into two teams using arm gesture.
2. Ask one half of the class to say Hello after you. Ask the second half to
reply. Do the same using Hi.
Note: We usually return the same greeting that we are given, though
this is not compulsory.
3. Reverse the roles so that the second half greet the first half and the first
half respond.
Step 4. Consolidation
1. Give the pupils a list of English names to choose from the Teacher's Guide on page 45.
2. Get individual pupils to stand up and greet another pupil by the name they have chosen, e.g. Mary: Hello, Ann. Ann: Hello, John. John: Hello, Kate. Continue the practice until all the pupils have been greeted.
Step 5. Sum-up
Today we have learned how to greet and respond to greetings, for example, Hello! Hi! Good morning! Now please read after me again.
Step 6. Homework
1. Listen to the tape and read part A five times and repeat after it;
2. Use greetings taught this class to greet to your parents.
3. Preview part B.
Board-writing
Unit 1 Saying hello
Hello! Hi! bird cat dog
Good morning. girl boy
The second period
Task objectives:
Use English to greet and respond to greetings
Use English to take leave
Recognize basic words in familiar contexts
Use proper pronunciation and intonation
Important and difficult points:
Language focus:
How are you Fine, thank you.
Goodbye.
Teaching aids:
Pictures, expression cards, slide show, computer, tape recorder.
Teaching Step:
Step 1. Warm-up
1. Free talk. What day is today What date is today What’s the weather like today And so on.
2. Greet each other. Good morning. How are you …
Step 2. Revision
1. Show the expression cards and ask the pupils to recognize basic words.
2. Review the animal words.
Step 3. Presentation
1. Use a puppet or two different hats to signify that you are acting the roles of two people. Say to the puppet (or wearing the first hat) Hello! How are you Move the puppet to make it look like it is talking (or take off the first hat and put on the second hat) and say Fine, thank you. Repeat the procedure.
2. Open the door of the classroom and pretend to leave. As you are going out, wave and say Goodbye, class. Repeat until the pupils begin to respond by saying Goodbye.
3. Wave and say Goodbye! to the puppet (or wave and say Goodbye! wearing the different hats).
4. Point to the characters in picture 1 and read their speech bubbles aloud.
5. Play the Pupil's Book Cassette and point to the speech bubbles again. Encourage the pupils to say the words after the beeps. Pay particular attention that the pupils use the correct intonation for How are you
Step 4. Practice
1. Say Hello! How are you to individual pupils. Prompt them with the response if they can't reply independently. Repeat many times with different pupils. Point to the characters in picture 2 and read their speech bubbles aloud. Wave cheerfully saying Goodbye! to different individual pupils, until they begin to reply. Play the cassette to practise pronunciation.
2. Ask pairs of pupils to stand up and practise the dialogue:
Pupil 1: Hello. How are you
Pupil 2: Fine, thank you.
Pupil 1: Goodbye.
Pupil 2: Goodbye.
Step 5. Consolidation
Ask the pupils to practise the conversation with the pupil next to them. Then ask them to turn and practise with the pupil in front of or behind them.
Step 6. Complete Workbook (p. 1)
Ask the pupils to look at the pictures and match them with the words in the right column. Read out the words if the pupils have difficulty recognizing the written form of the expressions at this early stage.
Step 7. Sum-up
Step 8. Homework
1. Listen to the tape and read part B five times and repeat after it.
2. Practice conversation with your parents.
3. Preview part C.
Board-writing
Unit 1 Saying hello
How are you Goodbye.
Fine, thank you.
The third period
Task objectives:
Use English to express thanks
Use proper pronunciation and intonation
Important and difficult points:
Language focus:
Here's a ... Thank you.
Oh, no!
Teaching aids:
Pictures, expression cards, balloons, computer, tape recorder.
Teaching method:
Step 1. Warm-up
1. Greet the individuals. How are you Goodbye.
2. Role-play part B.
Step 2. Revision
1. Show the letter cards and ask the pupils to say out.
2. Show the expression cards and ask the pupils to recognize basic words.
Step 3. Presentation
1. Read the story once or play the Pupil's Book Cassette all the way through pointing to the characters and their speech bubbles in each of the pictures.
2. Blow up a balloon and tie a string to it. Give the balloon to individual pupils saying Here's a balloon. Prompt them to say Thank you!
3. Give the balloon to a pupil and leave it with him/her. Ask him/her to stand up. Point to picture 3 and wave Goodbye. Then ask a second pupil to pretend to accidentally catch the balloon on their clothing and to walk away. Get the first pupil to run after them, calling Oh, no! Bring back the balloon and get the first pupil to say Thank you!
4. Play the cassette again. Get the pupils to look in their books and read along.
Step 4. Practice
Ask the pupils to role-play the characters in groups of four and to read the characters' speech bubbles.
Step 5. Sum-up
Step 6. Homework
1. Listen to the tape and read part C frequently;
2. Act out part C to your parents;
3. Preview part D&E.
Board-writing
Unit 1 Saying hello
Here’s a balloon. Oh, no!
pencil
ruler
rubber
book
The fourth period
Task objectives:
Recognize the alphabet sequence
Use proper pronunciation and intonation
Teaching Steps:
Step 1. Warm-up
1. Free talk.
2. Sing ABC song.
Step 2. Revision
1. Competition between boys and girls.
2. Role-play part C in groups.
Step 3. Complete part D.
Play the Pupil's Book Cassette and ask the pupils to choose the picture that show the meanings of the phrases. It may be necessary to do the first one with the pupils as an example.
Step 4. Learn part E.
1. Play the tape and ask the pupils to say the letter names and sing the alphabet song. Replay the cassette several times until the pupils can join in. Then ask the pupils to sing without the cassette.
2. Divide the class into two teams and ask the left hand side to sing the letters A-M and the right hand side the letters N-Z.
Note: The collection of the 26 letters A-Z is called the alphabet. Each
individual member of the alphabet is called a letter. G is e letter,
so is T. Here, the pupils are exposed to the letter names {not their
sounds) and their sequence in the alphabet.
Step 5. Finish Workbook
1.Workbook (p.2)
a. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
b. Ask the pupils to choose the correct picture for each dialogue and put a tick in the box.
2. Workbook (p.3)
a. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
b. Ask the pupils to number the pictures according to the order of the language they hear.
Step 6. Competition
Divide the class into two groups, boys and girls, to sing ABC song. Then the teacher should make an assessment of the pupils.
Step 7. Homework
1. Listen to the tape and recite Part A, B C;
2. Sing ABC song to your parents;
3. Preview Part F.
The fifth period
Teaching aims:
1. Consolidate the structures learned.
2. Practice how to greet and respond to greetings.
Important points and difficult points:
Hello! Good morning. Goodbye!
How are you Fine, thank you.
Teaching aids:
Glue, scissors.
Teaching steps:
Step 1. Warm- up
1. Greet the pupils.
2. Ask some questions. What day is today What date is today What’s the weather like today
Step 2. Revision
1. Read and Recite Part A, B & C in chorus.
2. Sing ABC song.
Step 3. Complete Part F
1. Review the unit's target language. Tell the pupils to cut out the expressions on page 60 and to stick them in the correct speech bubbles.
2. Walk round the classroom to make sure they are putting the sentences in the correct speech bubbles before allowing tile pupils to stick them.
3. Ask the pupils to role-play the conversations.
Step 4. Finish Workbook (p.4)
Tell the pupils that the monkey needs to jump from tree A all the way to Z to get home. Ask them to listen to the Workbook Cassette and draw lines from A to Z.
Step 5. Homework
1. Listen to the tape and practice the conversation with your parents.
2. Copy letters from A-G.
The sixth period
Teaching aims:
1. Consolidate the words and the structures.
2. Learn and review the words in the song: friend, hello, goodbye.
Teaching aids:
Computer and tape recorder.
Teaching steps:
Step 1. Warm-up
1. Free talk.
2. Greet the pupils.
Step 2. Revision
1. Recite Part A, B &C together in chorus, in groups or individually.
2. Sing ABC song.
Step 3. Learn to sing Part G
1. Play the Pupil's Book Cassette for the pupils to listen to the song.
2. Tell the pupils to stand in a large circle or several smaller ones. Pair them up by labelling them pupils 1 and 2.
3. Tell them to shake hands with their partner the first time they sing the song.
4. Tell them to turn round and shake hands with the person behind them the second time they sing the song.
Step 4. Finish Workbook (p.5)
1. Tell the pupils to look at the pictures and try to get the gist of the story. Then ask them to find the right words for each speech bubble.
2. Check answers orally before letting the pupils write the corresponding numbers in the speech bubbles.
Step 5. Competition
Divide the class into two groups, boys and girls, to sing part G song. Then the teacher should make an assessment of the pupils.
Step 6. Homework
1. Tell the pupils to greet their parents and other relatives in English.
2. Sing the song of part G to your parents.
3. Tell the pupils to bring in a small photo of themselves to the next class.
Unit 2 Making friends
The first period
Task objectives
Use formulaic expressions to introduce oneself and greet others
Use proper pronunciation and intonation
Important and difficult points:
Language focus:
Good afternoon.
Hello. Hi!
I'm...
Teaching aids:
Pictures, name cards, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm-up
1. Greet the pupils. Hello, boys and girls. Good morning. How are you My name is Miss Hou. What’s your name
2. Ask the pupils What day is today What date is today What’s the weather like today
Step 2. Revision
1. Recite part A, B &C in chorus.
2. Sing a song in unit 1.
Step 3. Presentation
Note: Make sure the pupils have brought a small photo of themselves to class. Make yourself a name badge with your name written in English in large letters.
1. Greet the pupils. Say Hello, class. Go up to different individual pupils, greeting them and hearing them reply. Review How are you Fine, thank you with individuals. Then introduce Good afternoon. Draw a clock on the board and show 9:00. Say to the class Good morning. Then show the clock's motion forward and show 1:00. Say to the class Good afternoon. Ask the class to respond by echoing you.
2. Show the pupils your name badge. Say I'm Mr/Mrs/Miss (your family name).Write your name on the board and point to yourself, this time saying My name's Mr/Mrs/Miss ...
3. Point to the characters on the page and read their speech bubbles aloud.
4. Play the Pupil’s Book Cassette and point to the speech bubbles again. Ask the pupils to repeat after the beeps. Then point to the characters and ask the pupils to say the words in their speech bubbles.
Step 4. Practice
1. Review the pupils' English names. Ensure that the pupils are pronouncing them correctly.
2. Tell the pupils that we can respond to the question What’s your name with My name's (name) or simply by saying our name.
3. Say to individual pupils My name's (name) or I'm (name) and prompt them to echo you using their English names.
Step 5. Consolidation
Tell the pupils to stick their photos onto the frame on the page and to say their names.
Step 6. Sum-up
Step 7. Homework
1. Listen to the tape and read part A five times and repeat after it;
2. Introduce yourself to your parents.
3. Preview part B.
Board-writing
Unit 2 Making friends
Good afternoon.
Hi! My name’s…
Hello! My name’s…
The second period
Task objectives:
Understand simple questions and greetings
Ask and answer questions about personal information
Use proper pronunciation and intonation
Important and difficult points:
Language focus:
I'm...
What’s your name My name’…
Teaching aids:
Pictures, name cards, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm-up
1. Greet the pupils. Hello, boys and girls. Good afternoon My name is Miss Hou. What’s your name
2. Ask the pupils What day is today What date is today What’s the weather like today
Step 2. Revision
1. Read part A in chorus.
2. Practice the following in pairs: Hello. How are you What’s your name
Step 3. Presentation
1. Say My name’s Mr/Mrs/Miss...What’s your name Write What’s your name on the board.
2. Greet individual pupils and say My name’s /I’m Mr/Mrs/Miss ... What's your name Point to your own name card as you do this and emphasize the word 'my'. Then say to the pupil What's your name Point to the pupil when you say 'your'.
3. Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to echo you. Then ask the pupils to say the words in the speech bubbles as you point to the characters.
4. Play the Pupil’s Book Cassette for the pupils to listen to the conversations and repeat after the beeps.
Step 4. Practice
1. Ask the pupils to look at the pictures in part 2.Tell the pupils the names of the characters in the pictures. Ask them to tell you what they are saying.
2. Get the pupils to work in pairs. Tell them to greet each other and to say
A: My name’s/I'm (name). What's your name
B: My name’s (name)./ (Name).
You can write this exchange on the board and label all the pupils in each
pair A or B.
3. Walk round the classroom monitoring the pupils to find common errors.
Step 5. Consolidation
Use a variety of toys such as dolls or teddy bears. Speak pretending to be the toy. Greet the pupils and introduce the toy's name. Ask the pupils to respond by telling the toy their own name.
Step 6. Finish Workbook
1. Workbook (p.6)
a. Ask the pupils to look at the pictures and choose the correct word for each blank to complete the speech bubble.
b. Check answers orally before asking the pupils to fill in the blanks by drawing the correct shapes.
2. Workbook (p.7)
a. Ask the pupils to look at the pictures and listen to the Workbook Cassette
b. Ask the pupils to decide if the names match the animals and put a tick or a cross in the boxes.
Step 7. Homework
1. Listen to the tape and read part B five times and repeat after it.
2. Practice the conversation with your parents.
3. Preview part C.
Board-writing
Unit 2. Making friends
What’s your name
My name’s…
I’m…/ (Name)
The third period
Task objectives:
Understand simple questions and greetings
Ask and answer questions about personal information
Use proper pronunciation and intonation
Important and difficult points:
Language focus:
What’s your name
My name’s…
Nice to meet you.
Teaching aids:
Headdresses, expression cards, computer, tape recorder.
Teaching method:
Step 1. Warm-up
1. Free talk. Hello! How are you What’s your name
2. One pupil to be a little teacher to ask some questions.
Step 2. Revision
1. Read part B in chorus.
2. Show the name cards and ask the pupils to recognize them
Step 3. Presentation
1. Show the pupils the playground on page 7 again to establish the context of the story.
2. Read the story once while showing Transparency or play the Pupil’s Book Cassette all the way through pointing to the characters and their speech bubbles in each of the pictures.
Step 4. Practice
1. Ask two confident pupils to come up and act the parts of Pat and Koko. Koko should be very shy. The pupil can show this by hiding behind his/her hands and peeking out to one side or another.
2. Ask the pupils to role-play the story in pairs and to read the characters' speech bubbles.
Step 5. Competition
Divide the class into two groups, boys and girls, to role-play the story. Then the teacher should make an assessment of the pupils.
Step 6. Sum-up
Step 7. Homework
1. Listen to the tape and read part C frequently;
2. Act out part C to your parents;
3. Preview part D&E.
Board-writing
Unit 2. Making friends
Pat What’s your name
Koko My name’s…
Nice to meet you.
The fourth period
Task objectives:
Recognize the alphabet
Use proper pronunciation and intonation
Important and difficult points:
Recognize and write the letters.
Teaching aids:
Pictures, alphabet cards, computer, tape recorder.
Teaching Steps:
Step 1. Warm-up
1. Free talk. What date is today What’s the weather like today
2. Self-introduction
Step 2. Revision
1. Competition between boys and girls.
2. Role-play part C in groups.
Step 3. Complete part D.
1. Point to the characters. Ask the pupils to say the names of the characters as you do this.
2. Read out the speech bubbles. Show the pupils how to circle the correct words.
Step 4. Learn part E (p. 10)
1. Play the Pupil’s Book Cassette and ask the pupils to say the letter names, sounds and the words under the pictures after the beeps.
Note: These words are not required as vocabulary items.
2. Ask the pupils to point to the correct letter when you say a sound, a
letter name or a word.
3. Ask the pupils to find and trace the letters in the picture. Check the answers.
Step 5. Finish Workbook
1. Workbook (p. 8)
a. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
b. Ask the pupils to choose the correct picture for each dialogue and put a tick in the box.
2. Workbook (p. 9)
Ask the pupils to look at the pictures and listen to the Workbook Cassette. Tell them to draw a line to the correct letter, circle it and then continue to draw the line to the correct word and picture.
Step 6. Homework
1. Listen to the tape and recite Part A, B C;
2. Copy Copybook;
3. Preview Part F.
The fifth period
Teaching aims:
1. Consolidate the structures learned.
2. Practice how to ask and answer questions about personal information.
3. Understand simple instructions and act accordingly
Important points and difficult points:
What’s your name My name’s…
Teaching aids:
Glue, scissors.
Teaching steps:
Step 1. Warm- up
1. Greet the pupils. Hello. How are you What’s your name
2. Ask some questions. What day is today What date is today What’s the weather like today
Step 2. Revision
1. Read and Recite Part A, B & C in chorus.
2. Have a reciting competition between boys and girls.
Step 3. Complete Part F
1. Tell the pupils to write their name on the hat on page 60. They should follow the picture instructions to make the hat.
2. Divide the class into 4 large groups. Tell a group leader to collect the hats.
3. Demonstrate the game with one group. Pick up a pupil's hat and say to that pupil What’s your name When they respond My name’s (name) or (Name), return the hat to them. If they need help, prompt them with the correct answer.
4. Ask the group leaders to stand up in front of their groups and to return the hats in the same way.
Step 4. Homework
1. Listen to the tape and practice the conversation with your parents.
2. Copy letters from H-K.
The sixth period
Teaching aims:
1. Consolidate the words and the structures.
2. Learn to sing correctly.
Teaching aids:
Computer, headdresses and tape recorder.
Teaching steps:
Step 1. Warm-up
1. Free talk.
2. Self-introduction.
Step 2. Revision
1. Have a dictation for letters;
2. Recite Part A, B &C together in chorus, in groups or individually.
Step 3. Learn to sing Part G
1. Play the Pupil's Book Cassette for the pupils to listen to the song,
2. Tell the pupils that the characters are friends. Point to two pupils who are friends and repeat the word friend.
3. Ask the pupils to listen again and point to each character in the picture when they hear their name in the song.
4. Play the song again and ask the pupils to sing along. When the pupils are confident enough, point to a character and ask the pupils to sing the verse using that character's name.
Step 4. Activity
Divide the class into two large groups. Ask a pupil in one group to stand up while wearing their hat from part F. The other group sings the first four lines of the song. The first group and the standing pupil sing the last four lines with the pupil's name inserted in the correct place.
Step 5. Finish Workbook (p.l0)
1. Ask the pupils to look at the pictures and read the speech bubbles to find out the sequence of the story.
2. Check answers orally before telling the pupils to number the pictures according to the sequence.
Step 6. Play a game
1. Play the game 'Hot potato'. Scrunch up a piece of paper to make a small ball. Ask about 10 pupils to stand in a small circle at the front of the classroom. Join the circle.
Version 1: Holding the ball, say My name’s Mr/Mrs/Miss ...Throw the
ball to a pupil saying What's your name The pupil who
catches the ball replies by making a sentence with their
name. Then they ask What’s your name and throw the ball
to another pupil.
Version 2: Throw the ball to a pupil saying Your name’s (name).What’s
my name The pupil says Your name’s Mr/Mrs/Miss ... The
pupil then throws the ball to another pupil saying Your
name’s (name). What’s my name This can be useful for the
pupils to learn each other's names.
2. Ask the pupils to take their hats home to show their partners. Tell them
to present their hats saying My name’s/I’m (name)in English.
Step 7. Homework
1. Tell the pupils to introduce themselves to their parents and other relatives in English.
2. Sing the song of Part G to your parents.
3. Preview Unit 3.
Unit 3. My classroom
Task objectives
Understand simple instructions and act accordingly
Say simple words, phrases or sentences by looking at objects and pictures
Use proper pronunciation and intonation
Important and difficult points:
Topic vocabulary: light, fan, computer, desk, chair, book, door, wall,
floor
Language focus
What’s this
It’s a…
Teaching aids:
Pictures, word cards, real objects, slide show, computer, tape recorder.
Preparation
Make large cards with the names of the classroom objects from page 13 on them.
Teaching steps:
Step 1. Warm-up
1. Greeting the Ss: Hello! I’m Miss Hou. How are you Nice to meet you.
2. Sing a song.
Step 2. Revision
1. Show the expression cards to the pupils and then say out.
2. Read Unit 1 in chorus.
Step 3. Presentation
1. Greet the class and individual pupils. Revise How are you Fine, thank you and I'm (name}. What’s your name My name’s (name}.
2. Show pupils the large labels you have made. Walk around the class looking at the classroom objects listed on page 13.Then choose the correct card for one of the objects and stick it on the object. For example, stop by a chair and say Oh, yes! It's a chair. Then stick the card on the chair
3. Point to the labelled objects on the page and read each label aloud. Then, point to the characters on the page and read their speech bubbles aloud.
4. Play the Pupil’s Book Cassette and point to the speech bubbles again. Encourage the pupils to say the words after the beeps. Then point to the objects and ask the pupils to say the words following the cassette.
Step 4. Practice
1. Take the labels off the objects. Take one label at random, show the pupils and say it's a ... Ask for someone to stick the label on the correct object. If the pupil is correct, say Yes, it’s a ... If not, shake your head, take out the correct label, show the label to the class and then stick on the object saying It’s a…
2. Point to Pat and Tim in the picture and read their speech bubbles aloud. Get the pupils to repeat the words after you.
3. Point to the labelled objects in the picture and ask the pupils to make sentences about them.
Step 5. Consolidation
Make simple drawings of the objects on the board. Draw only part of the object, Each time add a little more. Ask the pupils to guess what it is each time you draw a small part of the picture, using It’s a…
Step 6. Finish Workbook
1. Ask the pupils to look at the picture and choose the correct word for each classroom object.
2. Tell the pupils to trace the correct arrows.
Step 7. Sum-up
Step 8. Homework
1. Listen to the tape and then read five times after the tape.
2. Copy letters from L-N.
3. Preview Part B.
Board-writing
Unit 3. My classroom
It’s a light.
fan.
computer.
desk.
chair
book
The second period
Task objectives
Understand simple questions
Understand simple instructions and act accordingly
Ask and answer questions about personal information
Important and difficult points:
Language focus
What’s this
It’s a…
Teaching aids:
Pictures, word cards, real objects, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm-up
1. Free talk. What day is today What date is today …
2. Listen and act. Stand up. Sit down. Open your books…
Step 2. Revision
1. Show the word cards to the pupils and ask the pupils to recognize.
2. Ask some questions to review the words learned last class.
Step 3. Presentation
1. Draw or stick a picture on the back of the classroom object labels to make flashcards. Show a picture on a card and point to or touch the same real object. Ask What’s this Scratch your head and pretend to have trouble remembering. Then say Oh, yes! it's a ...Turn the card over and show the word.
2. Ask a pupil to attach the flashcard to the real object in the classroom. Then walk over to the object and ask What’s this Prompt an individual or the whole class to respond It's a…
3. Point to the characters on the page and read their speech bubbles aloud.
4. Play the Pupils Book Cassette and point to the speech bubbles again. Encourage the pupils to say them after the beeps,
Step 4. Practice
Point to the characters and objects in pictures 2 and 3. Ask the pupils to tell you what Koko, Pat and Tim are saying.
Step 5. Consolidation
Blindfold the pupils who are willing and lead them around the classroom to touch safe objects (e.g. not a moving fan). Ask them What’s this When they guess, they can answer It’s a ...This can be a team game. Blindfold the pupils from each team in turn arid give points for each correct guess. Keep score on the board,
Step 6. Finish Workbook (p.12)
1. Ask the pupils to look at the picture and listen to the Workbook Cassette.
2. Ask the pupils to match the labels with the objects and draw lines between them.
Step 7. Sum-up
Step 8. Homework
1. Listen to the tape and read Part A & five times after the tape.
2. Copy letters from O-T.
3. Practice the dialogue using What’s this
Board-writing:
Unit 3. My classroom
What’s this
It’s a chair.
book.
door. …
The third period
Teaching aims:
1. Consolidate the words and structures learned.
2. Learn the additional language occurred in this part.
3. Ask and answer questions about personal information
Important points and difficult points:
Additional language:
Oh, no! I’m sorry.
Teaching aids:
Pictures, word cards, headdress, computer, tape recorder.
Teaching steps:
Step 1. Warm-up
1. Greet the pupils.
2. Say and act.
Step 2. Revision
1. Read part A & B in chorus or in groups.
2. Ask some questions to review the structures: What’s this It’s a…
Step 3. Presentation
1. Read the story once while showing Transparency or play the Pupil’s Book Cassette all the way through pointing to the characters and their speech bubbles in each of the pictures.
2. Ask two pupils to come up and act the parts of Tim and Koko. Instead of a real computer, use an empty box.
Step 4. Practice
1. Ask the pupils to role-play the story between girls and boys.
2. Ask the pupils to role-play the story in groups.
3. Ask the pupils to role-play the story in pairs.
4. Ask two pupils to the front to act out Tim and Miss Wang.
Step 5. Play a game
Ask one pupil to the front to send out the orders and the others act accordingly. Assess the pupils doing better.
Step 6. Homework
1. Listen to the tape and then read the story five times.
2. Copy Copybook.
3. Act out the story with your parents.
Board-writing:
Unit 3. My classroom
What’s your name Oh, no!
It’s a… I’m sorry, Miss Wang.
The fourth period
Teaching aims:
1.Consolidate words and structures.
2. Learn words in this part: girl, king, queen.
3. Pronounce sounds learned correctly in words.
Important points and difficult points:
Letters c, g, k, q and their pronunciation.
Teaching aids:
Story-cards, computer, headdresses, tape recorder.
Teaching steps:
Step 1. Warm- up
1. Greetings.
2. Listen and do. Show me your pencils. Show me your book. Point to…
Step 2. Revision
1. Read Part A, B & C in chorus or in groups.
2. Act out the story of Part C.
Step 3. Finish Part D
1. Show transparency and read out the sentence for picture 1.
2. Demonstrate writing a cross in the box because the sentence is wrong.
3. Ask the pupils to write a tick or a cross in the boxes for pictures 2 and 3.You may need to help them as this is the first time they are doing this kind of exercise.
Step 4. Learn Part E
1. Play the Pupil’s Book Cassette and ask the pupils to say the letter names, sounds and the words under the pictures after the beeps.
Note: These words are not required as vocabulary items.
2. Ask the pupils to point to the correct letter when you say a sound, a letter name or a word.
3. Ask the pupils to find and trace the letters in the picture. Check the answers.
Step 5. Finish Workbook (p. 13)
1. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
2. Ask the pupils to number the pictures according to the sequence of the dialogues they hear.
Step 6. Finish Workbook (p. 14)
1. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
2. Tell them to colour the correct pictures.
Step 7. Homework
1. Listen to the tape and recite Part A, B C.
2. Preview Part F.
The fifth period
Teaching aims:
1. Consolidate words and structures.
2. Practice how to ask and answer questions.
Important points and difficult points:
What’s this
It’s a…
Teaching aids:
Pictures, hard paper, coloured pencils, glue, scissors.
Teaching steps:
Step 1. Warm- up
1. Sing a song.
2. Greet the pupils. Hello, how are you Nice to meet you. What day is
today What date is today What’s the weather like today
Step 2. Revision
1. Recite Part A, B & C in chorus.
2. Ask some pupils to come out to the front to introduce themselves.
Step 3. Complete Part F
1. Demonstrate the activity and the language in the following way:
a) Show the class a simple picture that you have drawn of a classroom
object such as a chair. Ask the class What’s this and prompt them to
respond It's a chair.
b) Take the picture and cut it into three simple puzzle pieces. Stick the pieces to some cardboard or post them on the board and ask the pupils again What's this Prompt them to respond as before.
2. Tell the pupils to turn to page 62.There are puzzle pieces for three
objects. Tell the pupils to cut out the pieces for each object and, in
pairs, take turns asking each other What’s this and responding It’s
a ... They can put the pieces together to see if they are correct.
3. Then ask the pupils to draw a classroom object. They must know the English name of the object and should not show it to the other pupils. When the pupils have drawn the object, tell them to cut the picture into three or four puzzle pieces and stick them onto a piece of paper with the pieces mixed up.
Step 4. Practice
Tell the pupils to work in pairs again. One pupil shows his/her partner the puzzle and asks What’s this The partner tries to guess and replies It’s a ...
Step 5. Competition
Divide the class into two groups, boys and girls, to play a guessing words game. Then teacher should give a assessment for the pupils.
Step 6. Homework
1.Listen to the tape and practice the conversation with your parents.
2.Learn to sing Part G
The sixth period
Teaching aims:
1. Consolidate the words and the structures.
2. Learn the sentences in the song: What’s this in my classroom
Important points: words and structures learned in this unit
Teaching aids:
Tape recorder.
Teaching steps:
Step 1. Warm-up
1. Free talk
2. Sing the song in unit 2.
Step 2. Revision
1. Review the words.
2. Recite Part A, B &C together in chorus, in groups or individually.
Step 3. Learn to sing.
1. Point to the objects drawn on the board in the picture and ask the pupils to say the name of each object.
2. Play the Pupil's Book Cassette for the pupils to listen to the song. Point to the fan and the desk for the first two verses in the song.
3. Ask the pupils to listen again and point to the fan and the desk when they hear the names of these objects in the song.
4. Play the Pupil's Book Cassette again and point to each object in order. Ask the children to sing along with the first two verses and sing the rest of the song according to the objects you are pointing at. You may want to show them different actions they can do for each object. For example, they can turn around in a circle for the fan, put both hands down on their desk for the desk, pretend to switch on a light for the light, put their hands together and open them for the book, and sit for the chair.
Step 4. Finish Workbook (p. 15)
Ask the pupils to look at the pictures and match them with the words in the right column.
Step 5. Play a game
Play the 'Superfeeler' game. Bring toy versions of the classroom objects featured in this unit to class. Show the pupils the objects as you put them in a bag. They must not be able to see into the bag. Divide the class into two teams. Ask a pupil from each team to come up, put their hand in the bag and feel an object. Ask What’s this The pupil guesses and answers It's a ...Then they take the object out of the bag, and if they are correct, they get a point for their team.
Step 6. Homework
1. Collect the puzzle pictures.
2. Display the puzzles with labels or tell the pupils to take them home to show their parents.
3. Preview Unit 4.
Unit 4. My school things
The first period
Task objectives
Understand simple instructions and act accordingly
Say simple words, phrases or sentences by looking at objects and pictures
Use proper pronunciation and intonation
Language focus
It’s a …
Important and difficult points:
Topic vocabulary: ruler, bag, rubber, pen, pencil, pencil case.
Basic sentence: It’s a…
Teaching aids:
Pictures, word cards, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm-up
1. Greeting the Ss: Hello! I’m Miss Hou. How are you Nice to meet you. etc.
2. Free talk.
Step 2. Revision
1. Let’s say some fruit words: apple, pear, banana, orange and so on.
2. Let’s sing a song, OK
Step 3. Presentation
1. Without the pupils seeing, put a rubber, a pen and a pencil in a pencil
case. Put the pencil case, a ruler and a book in a school bag.
2. Greet the pupils. Show the pupils the school bag. Look inside and
smile. Show some pupils sitting near the front that’s inside the bag.
3. Point to the bag and say What’s this It’s a bag. Take each object out
of the bag and say What’s this It’s a …
4. As the teacher put each object back into the school bag, ask the pupils
What’s this See if they can remember. Prompt them to reply with It’s
a…
5. Walk around the class looking at things on the pupils’ desks closely.
Pick up some of the objects that you have just introduced and ask the
owner What’s this Prompt them to reply with It’s a …
6. Play the tape. Point to the speech bubble when Pat speaks. Then ask
the pupils to repeat after the beeps. Continue to play the tape and point
to the objects. Ask the pupils to repeat after the beeps. Continue to play
the tape and pint to the objects. Ask the pupils to repeat after each word
is said on the tape.
Step 4. Practice
1. Point to Pat and her mother in the picture and read aloud Pat’s speech bubble. Get the pupils to say the words after you.
2. Point to the labeled objects in the pictures and ask the pupils to make sentences about them.
Step 5. Play a game
Put a ruler, a small bag, a rubber, a pen, a pencil and a pencil case on your desk. Show the pupils the objects. Put them into a bag. Take out one object without the pupils seeing it and hide it behind a thick piece of paper. Hold up the paper for the students to see and ask them What’s this Ask them to raise their hand and guess by saying It’s a … This can be done in teams awarding points for each correct guess.
Step 6. Complete Workbook
Ask the pupils to look at the pictures and decide if the words match the objects and put a tick or a cross in the boxes.
Step 7. Summary
Step 8. Homework
1. Listen to the tape and repeat five times.
2. Practice the conversation in Part A with your parents.
3. Preview Part B.
Board-writing:
Unit 4. My school things
a ruler
a bag
a rubber
What’s this It’s a pen
a pencil
a pencil case
The second period
Task objectives:
Ask and answer questions about personal information
Talk about personal belongings
Use proper pronunciation and intonation
Important points and difficult points:
Language focus:
This is my…
Teaching aids:
Pictures, word cards, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm- up
1. Greetings between pupils and teacher.
2. Practice everyday languages between teacher and pupils, for example, What day is today What’s the weather like today
Step 2. Revision
1. Show the pictures to review the words learned last class.
2. Read Part A in chorus.
Step 3. Presentation
1. Show your bag to the pupils. Touch the bag and point to yourself saying This is my bag. Emphasize the word ‘my’.
2. Take the objects out of the bag. For each one repeat This is my…
Walk over to a pupil and touch his or her bag. Say This is your bag.
Hold up the teacher’s own bag and say This is my bag. Gesture for the
pupil to hold up his/ her bag and say This is my bag. Repeat the
procedure with other pupils and with different objects from your bag or
the pupils’ desks.
Step 4. Practice
1. Play the tape. Point to Pat in the first picture and point to her speech bubbles as they are read on the cassette. Get the pupils to say the words after the beeps.
2. Point to the other objects on the table. Ask the pupils to pretend to be Pat and make sentences about these objects.
3. Repeat the procedure with the second picture and the things from Tim’s bag.
Step 5. Sum-up
Step 6. Complete Workbook
1. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
2. Tell the pupils to find out whose school things these are and put a tick in the correct boxes.
Step 7. Homework
1. Listen to the tape and repeat part A&B five times. Signature by parents.
2. Introduce your school things using the structure This is my…
3. Preview Part C.
Board-writing:
Unit 4. My school things
bag.
Ruler.
This is my rubber.
pen.
pencil.
book.
pencil case.
The third period
Teaching aims:
1. Consolidate the words and structures learned.
2. Use simple expressions and structures learned to interact with others.
3. Act out the story with feeling.
Important points and difficult points:
Additional Language:
It’s my balloon.
Teaching aids:
Pictures, slide show, flash cards, computer, tape recorder.
Teaching steps:
Step 1. Warm- up
1. Greetings.
2. Sing a song.
Step 2. Revision
1. Review the words and structures.
2. Read Part A &B in chorus or in groups.
Step 3. Presentation
1. Read the story once while playing the tape all the way through pointing to the characters and their speech bubbles in each of the pictures.
2. Ask two pupils to role-play the story. The teacher may want to bring two balloons to class and use them in the role-play.
Step 4. Practice
Ask the pupils to act out the story in pairs and to read the characters’ speech bubbles.
Step 5. Competition
Divide the class into two groups, one is boys, the other is girls, to act out the story. Then the teacher should make an assessment of the pupils.
Step 6. Summary
Step 7. Homework
1. Listen to the tape and repeat this part five times.
2. Act out the story to parents.
3. Preview Part D &E.
The fourth period
Teaching aims:
1.Consolidate words and structures.
2. Pronounce sounds learned correctly in words.
Important points and difficult points:
Sound l, m, n and words with this sounds.
Teaching aids:
Pictures, computer, tape recorder.
Teaching steps:
Step 1. Warm- up
3. Greetings.
4. Free talk.
Step 2. Revision
3. Read Part A, B & C in chorus or in groups.
4. Act out the story of Part C.
Step 3. Complete Part D
Point to the object that each childis holding. Then, point to the speech bubbles and say the words. Show the pupils how to write a tick or a cross in the box next to the correct word in each speech bubble.
Step 4. Learn Part E.
1. Play the tape and ask the pupils to say the letter names, sounds and the words under the pictures after the beeps.
2. Ask the pupils to point to the correct letter when the teacher says a sound, a letter name or a word.
3. Ask the pupils to find and colour the letters in the picture. Check the answers.
Step 5. Complete Workbook (p. 18)
1. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
2. Ask the pupils to choose the correct picture for each dialogue and put a tick in the box.
Step 6. Homework
1. Listen to the tape and recite Part A, B C.
2. Preview Part F.
The fifth period
Teaching aims:
1. Consolidate words and structures.
2. Practice What’s in your school bag
Important points and difficult points:
This is my…
Teaching aids:
Pictures, coloured pencils.
Teaching steps:
Step 1. Warm- up
1. Sing a song.
2. Greet to the pupils. Nice to see you.
3. Free talk: What day is today What’s the weather like today
Step 2. Revision
1. Recite Part A, B & C in chorus.
2. Ask some pupils to come out to role-play Part C.
Step 3. Complete Part F
1. Point to each object in the big school bag and read the label under it. Ask the pupils to echo you.
2. Ask the pupils to trace and colour only the objects that they have in their school bags. For example, if they do not have a ruler in their school bags, they should not trace and colour the ruler.
Step 4. Practice
When the pupils have finished tracing and colouring the correct objects, ask them to work in pairs. They take turns showing each other their drawings saying This is my…
Step 5. Complete Workbook (page 19)
Ask the pupils to look at the pictures and listen to the tape. They need to circle the correct letter in each picture.
Step 6. Homework
1. Listen to the tape and practice the conversation with your parents.
2. Learn to sing Part G
The sixth period
Teaching aims:
1.Consolidate the words and the structures.
2. Review the words and structures in the song.
Teaching aids:
Pictures and tape recorder.
Teaching steps:
Step 1. Warm-up
1. Sing a song.
2. Greetings.
Step 2. Revision
1. Show the word cards to review the words.
2. Recite Part A, B &C together in chorus, in groups or individually.
Step 3. Learn to sing
1. Play the tape for the pupils to listen to the song.
2. Ask the pupils to listen again and point to the objects in the puzzle picture when they hear the names of the objects in the song.
3. Ask the pupils to circle the objects listed in the song.
4. Play the song again and ask the pupils to sing along.
Step 4. Play a game
1. Give one of the objects introduced in this unit to every other pupil. For example, give a ruler to the first pupil, nothing to the second pupil, a pen to the third pupil, nothing for the fourth pupil, and so on.
2. Show the pupils that as the teacher play some music, they must pass the object on their desk to the desk of another student. For example, the students in the first row must pass the object to the person behind them. The last person in the row passes the object to the last person in the second row. The pupils in the second row pass the object to the person in front of them and so on. The pupils should pass the objects in time with the beat of the music.
3. When you stop the music, the pupils stop passing the objects. Say the name of one of the objects. The pupils with this object stand up and show it, saying This is my…
Step 5. Complete Workbook (page 20)
Ask the pupils to read the speech bubbles on the right and decide which are the correct responses to the utterances on the left.
Step 6. Homework
1. Listen to the tape and review Unit 4.
2. Sing the song of Part G to parents.
3. Preview Unit 5.
Unit 5 Revision
The first period
Task objectives:
1. Review the words and structures learned in unit 1—4.
2. Use simple expressions and structures learned to interact with others.
Teaching aids:
Coloured pencils, pictures, scissors and tape recorder.
Teaching Steps
Step 1. Warm-up
1. Greetings.
2. Sing a song.
Step 2. Revision
1. Have a competition between boys and girls.
2. Ask some questions to review the structures.
Step 3. Complete Part A
1. Ask the pupils to look at the pictures. Explain the task.
2. Play the Pupil's Book Cassette and let the pupils listen and point to the speech bubbles in their books.
3. Have the pupils read the dialogue aloud in pairs seated at their desks. Encourage them to try to say the dialogue again without looking at their books.
4. Tell the pupils to cut out the puppet template on page 62. Following the steps in picture 1, demonstrate how to stick the edges of the paper together to make a simple hand puppet.
Step 4. Practice
Invite more able pupils to come up to the front to role-play the dialogue with their puppets. If possible, have them crouch behind a table as shown in the book.
Step 5. More to do
Get the pupils to give their puppets other names and to write them on the back of the puppet. Tell the pupils to introduce their puppets to each other. They can say This is (name). The other puppets can reply Hello, (name). How are you
Step 6. Homework
1. Recite Unit 1—2
2. Practice the conversation learned in Unit1—2.
The second period
Task objectives:
1. Recognize the words by pictures.
2. Master the structure It’s a… freely.
Teaching aids:
Coloured pencils, pictures.
Teaching steps
Step 1. Warm-up
1. Self-introduction.
2. Play a game for guessing words.
3. Free talk.
Step 2. Revision
1. Recite unit 1—2.
2. Ask some pupils to come out the front to practice the dialogue.
Step 3. Complete Part B
1. Tell the pupils they are going to listen to some sentences. They must circle the words they hear and colour the correct pictures.
2. Play the Pupil’s Book Cassette or read the tapescript.
3. Monitor the pupils to make sure they have understood what to do.
Step 4. More to do
1. Draw pictures of the objects presented in Units 1- 4 on the board and stick up labels in a random order. Get the pupils to come up and label a drawing correctly. This can be played as a team game.
2. A variation is to put only the labels on the board without pictures and ask the pupils to come up, choose a label and stick it on the correct object in the room.
Step 5. Homework
1. Recite Unit 3—4.
2. Have a dialogue with parents
The third period
Teaching aims:
1. Review the words and structures
2.Introduce the objects using This is…
Teaching aids:
Real objects and pictures.
Teaching steps
Step 1. Warm-up
1. Free talk.
2. Listen the instructions and do accordingly.
3. Sing the song in unit 4.
Step 2. Revision
1. Recite unit 3-4.
2. Ask some questions using the structures learned.
Step 3. Point and say.
1. Use Transparency to demonstrate the activity. Trace one of the strings in the picture with a coloured pen or pencil. Start from a child at the bottom and follow the string to his/her balloon. Then say This is my ...
2. Ask the pupils to work in groups of four. Each pupil in the group should be designated a colour and take the part of the corresponding child in picture 2.The pupils take turns pointing to the objects and telling the others This is my ...
Step 4. Competition
Step 5. Homework
1. Practice the dialogue of Part A, B &C.
2. Copy Copybook Unit 5
The fourth period
Teaching aims:
1. Review the structures learned.
2. Understand the instructions and act accordingly.
Teaching aids:
Pictures and tape recorder.
Teaching steps
Step 1. Warm-up
1. Sing a song.
2. Free talk.
Step 2. Revision
1. Self-introduction using the structures learned.
2. Recite Unit 1-4.
Step 3. Complete Part D.
1. Show the pupils the pairs of pictures. Tell them one picture is correct and the other is wrong.
2. Play the Pupil's Book Cassette. Point to the words above the pictures as they are read. Ask the pupils to do the same.
3. Play the cassette again. This time, stop after number 1 and ask the pupils to tell you which picture is correct. Then, show them how to put a tick in the box.
Step 4. More to do
Ask the pupils to role-play the story in groups of three.
Step 5. Complete Workbook
1. Workbook (p.21 and p.22)
Ask the pupils to follow the lines and decide if the words match the pictures. Then put a tick or a cross in the boxes.
2. Workbook (p.23 and p.24)
a. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
b. Ask the pupils to choose the correct picture for each dialogue and put a tick in the box.
3. Workbook (p.25 and p.26)
Ask the pupils to match the small letters with the capital letters and draw tines between them.
4. Workbook (p.27 and p.28)
Ask pupils to look at the first picture of each pair and read the speech bubbles. Then ask them to decide second picture is correct or wrong,
Step 6. Homework
1. Listen to Unit 1- 4 and recite them. Signature by parents.
3. Preview Unit 6.
Unit 6. Playing a game
The first period
Task objectives
Use English to greet and respond to greetings
Recognize basic words in familiar contexts.
Use proper pronunciation and intonation.
Say simple words, phrases or sentences by looking at objects and pictures
Language focus
Good morning / Good afternoon.
Point to the / Look at the …
Important and difficult points:
Topic vocabulary: point, board, door, window, look
Basic sentence: Point to… Look at…
Teaching aids:
Pictures, word cards, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm-up
1. Greeting the Ss: Hello! I’m Miss Hou. How are you Nice to meet you. etc.
2. Free talk.
Step 2. Revision
1. Show the word cards and ask the pupils to say out the words.
2. Let’s sing a song, OK
Step 3. Presentation
1. Prepare cards with a board, a door and a window written on them.
2. Greet the pupils with Good morning / afternoon.
3. Go to the board and say this is the board. Then tell the pupils Point to
the board. Demonstrate what you want them to do. Repeat this
procedure for the door and the window.
4. Show the pupils the labels you have prepared and read each one aloud.
Stick the labels on the corresponding objects and practise reading the
words.
5. Go to the board again and say Look at the board. Demonstrate what
the teacher wants them to do. Repeat this procedure for the door and
the window.
6. Play the tape. Point to the speech bubbles and encourage the pupils to
say the words after the beeps.
7. Point to the characters in pictures 1 to 4 and ask the pupils to say the
words in their speech bubbles.
Step 4. Practice
1. Point to the children in picture 5. Point to the objects in the thought bubble of the girl on the left and ask the pupils to name the objects.
2. Point to the girl’s speech bubble and ask the pupils to say the words in their speech bubbles.
Step 5. Consolidation
Play a letter sound game by saying Point to the … and then saying the sound (not the name) of the letter that starts a certain word. For example, say Point to the d… See if the pupils can guess the word that you’re thinking of. If the pupils can guess door, board and light this way, then you can also try f for fan and w for window. Ask the pupils to play the game in pairs.
Step 6. Sum-up
Step 7. Homework
4. Listen to the tape and repeat five times.
5. Practice the conversation in Part A with your parents.
6. Preview Part B.
Board-writing:
Unit 6. Playing a game
board door window
Good morning. Look at the
Good afternoon. Point to the
The second period
Task objectives:
Understand simple instructions and act accordingly.
Use English to communicate with others when playing games
Use proper pronunciation and intonation
Important points and difficult points:
Language focus:
Sit down. Open your books.
Stand up. Close your books.
Teaching aids:
Pictures, word cards, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm- up
3. Greetings between pupils and teacher.
4. Practice everyday languages between teacher and pupils, for example, What day is today What’s the weather like today
Step 2. Revision
1. Show the pictures to review the words learned last class.
2. Read Part A in chorus.
Step 3. Presentation
1. Make sure each pupil has a book on his/ her desk.
2. When you enter the classroom, greet the pupils with Good morning/afternoon. Then motion for them to stand. When they are all standing, say Sit down and show the students what you would like them to do.
3. As you give other instructions, demonstrate what the teacher wants the pupils to do. For example, pick up some books and open them as the teacher says Open your books. Ask the pupils to follow the teacher’s instructions. Do the same with Close your books.
4. Explain to the pupils that the teacher wants them to pretend it is the end of class. Say Stand up and demonstrate this for them.
5. Ask the pupils to sit down again. Show Transparency. Explain that pictures 1 to 4 show a classroom scene and we can see the beginning, middle and end of the class in the pictures. Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as you read them.
6. Play the tape and ask the pupils to say the sentences after the beeps.
Step 4. Practice
1. Point out the actions of the mice in picture 5. Ask the pupils to work in pairs. They should look at the actions of the mouse on the right and tell you what instructions the mouse on the left is giving in each section of the picture.
2. Give instructions to individual pupils and praise them when they follow the instructions correctly. If they do not follow the instructions correctly, repeat as you demonstrate them.
Step 5. Consolidation
1. Ask individual pupils to give you instructions. Tell them that sometimes the teacher will follow the instructions correctly and sometimes the teacher will not. They must watch and decide when the teacher is following the instructions correctly and when the teacher is not. This is a good way to check their ability to produce the language.
2. The teacher can also play a team game. Divide the class into two teams. The teams take turns. One team gives the other team an instruction. If they say the instruction correctly, they receive a point and the other team must follow the instruction. If they say it incorrectly, they lose a point. If the other team follows the instruction correctly , they receive a point and if they do not, they lose a point. This game can be played with the entire team taking turns or with individual pupils from each team taking turns.
Step 6. Summary
Step 7. Homework
4. Listen to the tape and repeat part A&B five times.
5. Say and act with your parents.
6. Complete Copybook.
Board-writing:
Unit 6. Play a game
Sit down. Open your books.
Stand up. Close your books.
The third period
Teaching aims:
4. Consolidate the words and structures learned.
5. Use simple expressions and structures learned to interact with others.
6. Act out the story with feeling.
Important points and difficult points:
Words: children, Mr., please
Teaching aids:
Pictures, slide show, flash cards, computer, tape recorder.
Teaching steps:
Step 1. Warm- up
3. Greetings.
4. Say and act.
Step 2. Revision
3. Review the words and structures.
4. Read Part A &B in chorus or in groups.
Step 3. Presentation
1. Draw a silly picture on the board. Then greet the children. Act as if the teacher has spotted the drawing for the first time and pretend to be angry. Draw a cross through the picture and them rub it off to show that drawing silly pictures on the board is not appropriate behaviour.
2. Show Transparency. Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as the teacher reads them.
3. Play the tape for the pupils and ask them to say the sentences after the beeps.
Step 4. Practice
1. Ask three pupils to come up and role-play the story. Draw a silly picture on the board for the pupils or allow one member of the group to draw one.
2. Ask the pupils to role-play the story in pairs and to read the characters’ speech bubbles.
Step 5. Competition
Divide the class into two groups, one is boys, the other is girls, to act out the story. Then the teacher should make an assessment of the pupils.
Step 6. Summary
Step 7. Homework
3. Listen to the tape and repeat this part five times.
4. Act out the story to parents.
3. Preview Part D &E.
The fourth period
Teaching aims:
1.Consolidate words and structures.
2. Pronounce sounds learned correctly in words.
Important points and difficult points:
Sound f, v, w and words in this sounds.
Teaching aids:
Pictures, computer, tape recorder.
Teaching steps:
Step 1. Warm- up
5. Greetings.
6. Free talk.
Step 2. Revision
5. Read Part A, B & C in chorus or in groups.
6. Act out the story of Part C.
Step 3. Complete Part D
Read the first instruction aloud. Point to the door in the first picture and ask What’s this To elicit It’s a door. Point to the window in the next picture and ask What’s this To elicit It’s a window. Show the pupils that they should put a tick in the box for the picture that matches the instruction and put a cross in the box for the picture that doesn’t match the instruction.
Step 4. Learn Part E.
4. Play the tape and ask the pupils to say the letter names, sounds and the words under the pictures after the beeps.
5. Ask the pupils to point to the correct letter when the teacher says a sound, a letter name or a word.
Ask the pupils to find and trace the letters in the picture. Check the answers.
Step 5. Complete Workbook (p. 31)
1. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
2. Tell the pupils to number the pictures according to the order of the sentences they hear.
Step 6. Homework
4. Listen to the tape and recite Part A, B C.
5. Preview Part F.
The fifth period
Teaching aims:
1. Consolidate words and structures.
2. Practice the structures
Important points:
You’re out.
Teaching aids:
Pictures, real objects.
Teaching steps:
Step 1. Warm- up
4. Sing a song.
5. Greet to the pupils. Nice to see you.
6. Free talk: What day is today What’s the weather like today
Step 2. Revision
3. Recite Part A, B & C in chorus.
4. Ask some pupils to come out to role-play Part C.
Step 3. Complete Part F
1. This is a version of the game ‘Simon Says’. Tell the pupils that they must follow the teacher’s instructions. If the teacher says the word ‘please’. If they break the rules or do not follow the instructions correctly. They are ‘out’ and must sit down. The last pupils still in the game win. Applaud the winners.
2. Play the game again with one of the winners as the leader. They can look at the pictures and word prompts at the bottom of page 33 for ideas about what instructions to give.
Step 4. Complete Workbook (page 32)
Ask the pupils to look at the pictures and listen to the tape. They need to tick the correct pictures.
Step 5. Homework
3. Listen to the tape and practice the conversation with your parents.
4. Learn to sing Part G
The sixth period
Teaching aims:
1.Consolidate the words and the structures.
2. Review the words and structures in the song.
Teaching aids:
Pictures and tape recorder.
Teaching steps:
Step 1. Warm-up
3. Sing a song.
4. Greetings.
Step 2. Revision
3. Show the word cards to review the words.
4. Recite Part A, B &C together in chorus, in groups or individually.
Step 3. Learn to sing
5. Point to the pictures of the pupils doing various actions. Ask the pupils to do the same actions as the children in the pictures. Ask them to tell the teacher what instructions the pupils are following for each set of pictures.
6. Play the tape for the pupils to listen to the song.
7. Ask the pupils to listen to the song again and number the pictures in the order in which they hear the actions named in the song. It may help the pupils if the teacher writes 1,2 and 3 on the board and point to the appropriate number for the verse that is being sung.
8. Play the tape again for the pupils to sing along and do the appropriate actions for each verse. Try to get the pupils to sing the song and do the actions faster and faster.
Step 4. More to do
You can divide the class into three teams. Each team decides which action from the song they want to do. They then sing the correct verse from the song and the other team must do the actions.
Step 5. Consolidation
Write some of the instructions introduced in the unit on strips of paper. Divide the class into two teams. A pupil from one team comes up and mimes the instruction written on the strip if paper. The rest of the pupil’s team must guess and say what the instruction is. If the team’s guess is wrong, the other team gets a chance to guess. Then a pupil from the other team comes up and repeats the procedure. Keep score on the board. Teams win 2 points for a correct first guess and 1 point for a correct second guess.
Step 6. Complete Workbook (p.33)
Ask the pupils to match the pictures with the words and draw lines between them.
Step 7. Homework
4. Listen to the tape and review Unit 6.
5. Sing the song of Part G to parents.
3. Preview Unit 7.
Unit 7. My body
The first period
Task objectives
Say simple words, phrases or sentences by looking at objects and pictures
Recognize basic words in familiar contexts
Use proper pronunciation and intonation
Language focus
Close your… Open your ... Look at your ...
Important and difficult points:
Topic vocabulary: ears, nose, mouth, eyes, finger
Basic sentence: Open your… Close your… Look at…
Teaching aids:
Pictures, word cards, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm-up
3. Greeting the Ss: Hello! I’m Miss Hou. How are you Nice to meet you. etc.
4. Free talk.
Step 2. Revision
8. Show the word cards and ask the pupils to say out the words.
9. Let’s sing a song, OK
Step 3. Presentation
1. Draw the outline of a face on the board. Point to your eyes, nose, ears and mouth and say the name of each part of your face. Then draw them on the face on the board. Draw a hand on the board and do the same with your finger. Point to and name each one again. Tell the pupils to repeat the words after you.
2. Play the Pupil’s Book Cassette. Point to the speech bubbles and encourage the pupils to repeat after the beeps. Do the same with the vocabulary items.
Step 4. Practice
1. Erase the labels on the board. Revise the words for the parts of the face by pointing to them and asking the pupils to name each part of the face you point to. Do the same for 'finger'.
2. Read Pat and Tim's speech bubbles aloud. Ask the pupils to repeat them after you. Tell them to play the role of Koko and follow your instructions to check that they understand. Close your eyes. Open your mouth, etc.
3. Point to the happy face on Tim's finger. Read Koko's speech bubble and ask the pupils to repeat it after you.
Step 5. Activities
You can sing an action song with the pupils. To the tune of the song 'Head and shoulders, knees and toes', sing the words Ears and eyes, mouth and nose. Have the pupils point to the relevant part of their face. Sing the song faster and faster.
Step 6. Finish Workbook (p.34)
1. Ask the pupils to look at the face and choose the correct word for each facial feature.
2. Tell the pupils to colour the correct labels.
3. Then ask pupils to draw their own faces in the frame.
Step 7. Sum-up
Step 8. Homework
7. Listen to the tape and repeat five times.
8. Practice the conversation in Part A with your parents.
9. Preview Part B.
Board-writing:
Unit 7. My body
ears eyes nose mouth finger
Look at …
Open your…
Close your…
The second period
Task objectives:
Understand simple instructions and act accordingly.
Use English to communicate with others when playing games
Use proper pronunciation and intonation
Important points and d