深港版小学英语第二册全册教案

Unit 1. About me (Six periods at least)
The first period
Teaching aims:
1. Guess the meaning of the new words through pictures.
2. Learn to talk about one’s identity.
3. Train the students’ listening and speaking skills.
Important and difficult points:
Topic vocabulary: boy, girl, student, Young Pioneer.
Basic sentence: I’m XXX. I’m a student. I’m a Young Pioneer…
Teaching aids:
Pictures, word cards, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm-up
1. Make a duty report: Hello, boys and girls. My name is …. I’m on duty today. Today is Mar, 11th. It’s Monday. It’s fine…and introduce themselves as well.
2. Greeting the Ss: Hello! I’m Miss Hou. How are you Nice to meet you. etc.
Step 2. Revision
1. Let’s review words learned last semester: desk, chair, book, pencil, ruler, pen, bag, pencil-box and so on.
2. Let’s sing a song, OK
Step 3. Presentation
1. Point to and introduce yourself. Say I'm (your name).
2. Revise introducing yourself by asking individual pupils What's your
name and encourage them to reply either My name’s ... or simply say
their names.
3. Draw and label a boy and a girl on the board. Ask some male pupils to stand up individually and say boy. Repeat the procedure for some female pupils, saying girl. Then ask a pupil to stand up. Point to the pupil asking with rising intonation boy girl The pupils should call out the correct answer. Encourage the pupil to say I’m a boy/girl. Write the sentence on the board. Repeat until the pupils who are named can say the sentence confidently.
4. Draw school uniforms on the boy and girl on the board. Under the labels
a boy and a girl, write a student. Draw a Young Pioneer scarf on one
figure. Write a Young Pioneer underneath it. Ask individuals to stand up
and say I’m a student. You may need to model the sentence for them. Put
the Young Pioneer scarf on a pupil and say a Young Pioneer. Encourage
the pupil to repeat I’m a Young Pioneer after you. Repeat with other
pupils.
5. Write the class and grade numbers on the board. Model the sentence I'm
in Class…, Grade… and have the pupils repeat it after you.
6. Play the Pupil's Book Cassette and point to the speech bubbles. Ask the pupils to repeat after the tape.
Step 4. Practice.
1. Show the title page of the Pupil’s Book, where the pupils should write their name and class. Write the words from the title page on the board. Read Tim and girl’s speech bubbles. Ask the pupils to act the girl and give the rest of the information about her shown in the pictures, e.g. I’m a student. I’m a Young Pioneer.
2. Ask a more able pupil to stand up. Point to the words on the board. Tell the pupil to give his/her own information for each sentence. Repeat with other pupils.
3. Prepare role-play cards with information about class, grade, age, etc. Give the cards to the pupils and give them a few minutes to prepare what they are going to says. Then ask them to work in groups and introduce themselves to each other.
Step 5 Complete Workbook (p. 1)
Tell the pupils to look at the pictures on the left and read the speech bubbles. Then ask the pupils to match the sentences on the right with the pictures on the left.
Step 6. Summary
Step 7. Homework
1. Listen to the tape and read the sentences three times by heart.
2. Practice the conversation in Part A with your parents.
3. Preview Part B.
The second period
Teaching aims:
1. Say simple words, phrases or sentences by looking at objects, pictures or actions.
2. Understand simple instructions and act accordingly.
3. Participant in role-plays.
Important points and difficult points:
Language focus:
I’m (name).
I’m a boy/girl/student/Young Pioneer
I’m (age).
I’m in Class…Grade…
Teaching aids:
Pictures, word cards, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm- up
1. Make a duty report.
2. Practice everyday languages between teacher and pupils, for example, What date is today It’s Mar, 14th. What day is today It’s Tuesday. What’s the weather like today It’s cloudy…
Step 2. Revision
1. Show the pictures to review the words learned last class.
2. Self-introduction.
Step 3. Presentation
1. As revision of the previous page, ask the pupils to use pencil to fill in the information on the title page of their Pupil's Books. Teacher may need to go round and check their writing. Help them correct any mistakes.
2. Ask more able pupils to read theirs aloud.
3. Play the Pupil's Book Cassette and ask the pupils to repeat Sam's words after the beeps.
Step 4. Practice
1. Ask the pupils to count aloud the number of candles on each of the cakes. Write the names of the children on the board and their ages (as shown by the candles on the cake) under them.
2. Ask the pupils to look at picture 1 and say the words in Sam's speech bubbles. Write the words boy, and Class 3, Grade 1 under Sam's name on the board.
3. Ask the pupils to look at Jill in picture 2. Ask them to read aloud her speech bubble, filling in the missing information. Write the missing information on the board under Jill's name.
4. In picture 3, the boy is in Grade 3. Point to his name tag and say This is Dan. Ask a boy A girl Point to and count the candles on the cake with the class. Point to the classroom door in the picture. Write the information on the board under his name. Help the pupils to act Dan to
make sentences using the information on the board.
Step 5. More to do
1. In groups, the pupils show each other the completed title pages of their books and introduce themselves.
2. Give the pupils pictures of children cut out from newspapers or magazines and ask the pupils to make up identities for them. Tell them to act the children in the pictures and to introduce themselves.
Step 6. Complete Workbook (p.2)
1. Ask the pupils to look at the picture and listen to the tape.
2. Tell the pupils to write the correct names on the cards.
Step 7. Homework
1. Listen to the tape and repeat part A&B five times. Signature by parents.
2. Introduce yourself to your parents
3. Preview Part C.
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 your turn.
What
Teaching aids:
Pictures, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm- up
1. Make a duty report.
2. Greetings:
T: Hello, how are you I’m Miss Hou. What’s your name How old are
you What class are you in …
Step 2. Revision
1. Review the words and structures.
2. Read Part A &B in chorus or in groups.
Step 3. Presentation
1. Point to the writing on the board in picture 1. Explain to the pupils that this is the children's homework.
2. 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. In pictures 3 and 4, when Bob says he is a girl and the teacher says she is a boy, use rising intonation to query these statements, saying a girl a boy
Step 4. Practice
1. Ask five pupils to come out and act Bob, his mum, the teacher and the two pupils who do not say anything. Make sure these pupils laugh at Bob when he gives details about Kitty rather than about himself, and at the teacher when she gives details about Bob which are incorrect for herself.
2. Use Storycards to revise sequence and language of the story.
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. Learn words in this part: cat, fat, bed, red.
3. Pronounce sounds learned correctly in words.
Important points and difficult points:
Sound a, e and words with this sounds.
Teaching aids:
Pictures, computer, tape recorder.
Teaching steps:
Step 1. Warm- up
1. Make a duty report.
2. Greetings.
Step 2. Revision
1. Read Part A, B & C in chorus or in groups.
2. Act out the story of Part C.
Step 3. Complete Part D (p. 44)
Count the candles on the cake with the pupils and point to the classroom door in the picture. Tell the pupils to trace the correct words for Bob. Go round and check the pupils’ answers.
Step 4. Learn Part E. (p. 44)
1. Sing the alphabet song from We Love English Book 1 with the pupils to remind them of the 26 letters of the alphabet and their sequence.
2. Ask the pupils to look at the picture. Tell them to tethers in order. Note
that there are both upper and lower case letters for the pupils to find.
Check the pupils’ answers.
3. Say the names of the letters slowly and clearly and ask the pupils to point to them on the page. Ask the pupils to repeat them after you.
4. Point to the letters and ask the pupils to tell you the sounds letters make. Ensure that all the pupils know both the letter names and their sounds.
Step 5. Complete Workbook
1. Workbook (p. 3)
a. Ask the pupils to look at the pictures and listen to the tape.
b. Ask the pupils to number the pictures according to the sequence of language they hear on the tape.
2. Complete Workbook (p. 4)
Ask the pupils to write the small letters in the blanks.
Step 6. Summary
Step 7. Homework
1. Listen to the tape and recite Part A, B C & E.
2. Preview Part F.
The fifth period
Teaching aims:
1. Consolidate words and structures.
2. Practice how to introduce oneself.
Important points and difficult points:
My name’s… I’m a boy/girl. I’m a Young Pioneer.
I’m in Class…, Grade…
Teaching aids:
Pictures, hard paper, coloured pencils, glue, scissors.
Teaching steps:
Step 1. Warm- up
1. Make a duty report.
2. Greet to the pupils. Glad to see 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 introduce themselves.
Step 3. Complete Part F
1. Make a paper puppet with your own face on it before class to show the pupils what to do.
2. Prepare two small square pieces of drawing paper for each pupil in the class.
3. Tell the pupils to draw their face on one of the piece of paper and to cut it out.
4. Show the pupils how to fold the second piece of paper to make a wide stick. Show them also how to stick the picture of their face onto the stick.
5. Ask the pupils to fill in the correct information about themselves in the sample speech bubble.
6. Get more able pupils to come out to demonstrate the conversation while holding up their paper puppets.
7. Ask the pupils to work in pairs. Tell them to introduce the puppets to each other.
Step 4. More to do
Tell the pupils to show their parents the puppets they made in class and to tell their parents about themselves.
Step 5. Summary
Step 6. Homework
1. Listen to the tape and recite Part A, B & C.
2. Learn to sing the song of Part G.
The sixth period
Teaching aims:
1.Consolidate the words and the structures.
2.Learn the following in the song: Nice to meet you. How about you
Important points and difficult points:
How do you introduce oneself.
Teaching aids:
Pictures, tape recorder.
Teaching steps
Step 1. Warm-up
1.Make a duty report
2. Free talk.
Step 2. Revision
1. Recite the text.
2. Review the words and structures.
Step 3. Learn to sing
1. Read the children's names with the class.
2. Play the Pupil's Book Cassette for the pupils to listen to the song.
3. Ask the pupils to listen again and to point to the child being sung about in each verse.
4. Write the name, class and grade of each child sung about in the song.
5. Play the Pupil's Book Cassette again for the pupils to join in the song.
Step 4. Complete Workbook (p. 5)
Ask the pupils to look at the pictures, read and put ticks in the boxes for the correct sentences.
Step 5. Summary
Step 6. Homework
1. Listen to the tape and review Unit 1.
2. Sing the song of Part G to parents.
3. Preview Unit 2.
Unit 2. Fun with Koko (Six periods at least)
The first period
Teaching aims:
1. Guess the meaning of the new words through pictures.
2. Use the personal pronoun I.
3. Train the students’ listening and speaking skills.
Important and difficult points:
Topic vocabulary: tall, short, fat, thin, big, small.
Basic sentence: I’m tall…
Teaching aids:
Pictures, word cards, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm-up
1. Make a duty report: Hello, boys and girls. My name is …. I’m on duty today. Today is Mar, 11th. It’s Monday. It’s fine…and introduce themselves as well.
2. Greeting: Hello! I’m Miss Hou. How are you Nice to meet you. etc.
Step 2. Revision
1. Have a dictation of 26 letters.
2. Let’s recite Unit 1, OK
3. Let the pupils make a dialogue: Hello, my name is…. I’m seven. I’m a boy. I’m a student. I’m a young pioneer. I’m in Class Three, Grade Two.
Step 3. Presentation
1. Describe yourself: I’m tall. I’m thin …
2. Show the pictures of the new words.
3. Draw a few of different figures on the board and make them fat, thin, tall, short, big and small. Write the correct adjective under them.
4. Say the words after teacher and then say together in chorus, individually
or in groups.
5. Play the tape and ask the pupils to repeat after the tape.
Step 4. Practice.
1. Point to the characters and get the pupils to repeat the names.
2. Point to yourself, say I’m Jojo. I’m tall. Show with your hand gesture that you are tall. Choose a pupil and say You’re Momo. Use hand gesture to prompt the pupil to say I’m short. I’m thin.
3. Show the pupils that Fafa and Jojo are both tall. Gesture to show Fafa is
fat and big while Koko is short and small.
4. Ask the pupils to work in groups of four. Each character describes himself or herself to say I’m…
5. Check a few of groups.
Step 5. Summary
Today we have learned six predicative adjectives: tall, short, big, small, fat, thin. Use these words to describe your own figure after class.
Step 6. Homework
1. Listen to the tape and read part A by heart.
2. Copy the following words: tall, short, big small, fat, thin.
3. Preview part B.
The second period
Teaching aims:
1.Learn how to ask and answer Yes/No questions
2. Use the personal pronoun You freely.
Important points and difficult points:
Language focus:
You’re …
Are you …
Yes, I am. /No, I’m not.
Teaching aids:
Pictures, word cards, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm- up
1. Make a duty report.
2. Practice everyday languages between teacher and pupils, for example,
What date is today It’s Mar, 14th. What day is today It’s Tuesday.
What’s the weather like today It’s cloudy…
3. Get one pupil to give the instruction, and others act out. Touch your nose. Touch your knee. Touch your leg. Point to the window. Point to the board. Point to the desk…
Step 2. Revision
First, Let’s review the words learned last class. Stick the pictures on the board, and let a few pupils choose the correct words to stick under it while saying I’m tall …
Step 3. Presentation ( Part B)
1. Point to yourself and then to one pupil while you say I’m a teacher. You’re a student.
2. Ask pupils Are you tall Are you fat …Encourage them to answer Yes, I am./ No, I’m not. Repeat with other tall or short pupils.
3. Select some pupils to say I’m tall. You’re short. Practice the conversation in pairs.
4. Listen to the tape first and then repeat after the tape.
Step 4. Practice
1. Explain the reason for distorting a person’s images.
2. Read the sentences in picture 1 and ask the pupils to repeat after the teacher. Ask the pupils to complete the sentences in Tim’s speech bubble.
3. Read the sentences in picture 2 and ask the pupils to read after the teacher.
4. Ask the pupils what Pat, Tim, Momo and Koko are saying in picture 3 and write the sentences down.
5. Act Pat, Tim, Momo and Koko and role-play this part.
Step 5. Summary
Step 6. Homework
1. Listen to the tape and read the sentences in Part B by heart.
2. Practice the conversation in Part B with your parents.
3. Preview Part C.
The third period
Teaching aims:
1.Consolidate the words and structures learned.
2.Learn the common terms occurred in this part.
Important points and difficult points:
Additional language:
Help! I can help e on. Thank you. Thanks. You’re welcome.
Teaching aids:
Pictures, word cards, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm- up
1. Make a duty report.
2. Have a conversation between teacher and pupils.
I’m Miss Hou. Are you XXX Yes, I am. No, I’m not.
I’m tall. Are you tall Yes, I am. No, I’m not.
…
Step 2. Revision
1. Show the pictures and ask pupils to say the words.
2. Read Part A&B together in chorus
3. Ask a few of pupils to be little teacher to read and others repeat after them.
Step 3. Presentation
1. Introduce the story and then tell the pupils there are three characters in total, Eddy, Koko and Pat.
2. Read the story aloud and ask the pupils to point to the sentences as the teacher read.
3. Learn the following: I can help e on. Thank you. Thanks. You’re welcome.
4. Play the cassette for the pupils and ask them to repeat after the cassette.
5. Read the sentences first and then ask the pupils to read after the teacher.
Step 4. Practice
1. Ask the pupils to work in groups of three.
2. Ask the pupils to come up and play the roles of Koko, Eddy and Pat.
3. Ask some groups to the front to role-play the story.
4. Divide the class into three groups. One act Koko, one act Pat, another act Eddy.
5. Use Storycards to revise sequences and language of the story.
Step 5. Summary
OK, so much for this part. Now, let’s review the words and sentences occurred in this part. I can help e on. Thank you. Thanks. You’re welcome.
Step 6. Homework
1. Listen to the tape and read Part A, B & C by heart.
2. Copy Copybook.
3. Preview Part D& F.
The fourth period
Teaching aims:
1.Consolidate the words and the structures.
2. Pronounce sounds learned correctly in words.
Important points and difficult points:
Sound a and e and words with this sound.
Teaching aids:
Pictures, computer, tape recorder.
Teaching steps:
Step 1. Warm- up
1.Make a duty report.
2.Ask some questions Are you tall Are you fat I’m a teacher. You’re a
student. etc. Encourage the pupils to answer Yes, I am. No, I’m not.
Step 2. Revision
1. Read Part A, B &C together in chorus, then in groups or individually and correct the pronunciations.
2. Ask two pupils to come out to the front to read the text and others read after them.
Step 3. Complete Part D
Ask the pupils to complete Part D according to Part C. Then check the answers of the pupils are right or not.
Step 4. Learn Part E
1. First listen to the sound and words.
2. Ask the pupils to pay attention to the spelling of this sound and pronunciation.
3. Say the words slowly and clearly. Check the pupils can say the words correctly.
4. Ask the pupils to listen to the rhyme again and colour the bed in the correct picture.
5. Ask the pupils to read the rhyme after teacher.
Step 5. Summary
The important point of this class is the sound a and e. Pay more attention to the spelling and pronunciation of these sounds and pronounce these sounds correctly in words.
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. Describe themselves or their classmate using the words and structure
learned I’m tall. I’m thin. You’re short. You’re fat.
Important points and difficult points:
You’re tall. You’re thin. You’re XXX.
Teaching aids:
Scissors, glue.
Teaching steps:
Step 1. Warm- up
1. Make a duty report.
2. Greet: Glad to see you. What day is today What date is today What’s the weather like today Ask some pupils to introduce themselves.
Step 2. Revision
1. Show the pictures and ask the pupils to say the words.
2. Ask and answer some questions. Are you tall Are you fat and so on.
Step 3. Complete Part F
1. Tell the pupils to work in pairs. Ask them to draw a picture of their friend on this page.
2. Show the pupils how to cut out the words on page 60. Choose and stick the correct words to describe their friend.
3. Show the pupils how to cut out and stick the door on the door frame on this page.
4. Ask two pupils to come out to demonstrate the conversation and demonstrate how to open the door to reveal the picture of their friend.
5. Tell the other pupils to show their door to their friend, describe them and open the door to show their pictures.
Step 4. Summary
Step 5. Homework
1. Listen to the tape and practice the conversation with your parents.
2. Learn to say Part G
The sixth period
Teaching aims:
1.Consolidate the words and the structures.
2.Learn and review the words in rhythm: friend, clap, big, small, short, tall.
Teaching aids:
Pictures and tape recorder.
Teaching steps:
Step 1. Warm-up
1. Make a duty report
2. Ask some pupils to describe your parents, for example, My mother is tall. She is thin. My father is tall. He is fat.
Step 2. Revision
1. Have a dictation.
2. Recite Part A, B &C together in chorus, in groups or individually.
Step 3. Chant Part G
1. Ask the pupils to read the chant words after the teacher.
2. Learn and review the words: friend, clap, big, small, short, tall.
3. Listen to the tape first, and then show the pupils how to do the actions shown in the picture.
4. Tell the pupils to do the chant while facing each other in pairs.
5. Listen to the tape again and ask the pupils to join in with the words and actions.
Step 4. Finish Workbook
1. Workbook (P. 6)
Look at the pictures, read and put ticks in the boxes for the correct sentences
2. Workbook (p. 7)
a. Look at the pictures and listen to the tape.
b. Ask the pupils to number the children in the animal costumes according to the sequence of language.
3. Workbook (P. 8)
a. Look at the pictures and listen to the tape.
b. Put ticks in the boxes next to correct names and put crosses in the boxes next to incorrect names.
4. Workbook (P. 9)
a. Listen to the tape and circle the correct pictures according to the words with the sound they hear on the tape.
b. Trace the letters in the model sentences for the pictures on the left and fill in the blanks with the correct letters for the picture on the right.
5. Workbook (P. 10)
Look at the pictures first and then find the right words for each blank.
Step 5. Homework
1.Listen to the tape and review all the contents of unit 2.
2. Chant to your parents.
3. Recite Part A, B & C and preview Unit 3.
Unit 3 Our show
The first period
Task objectives
Understand simple instructions and act accordingly
Follow the recording and say simple sentences
Use proper pronunciation and intonation
Important and difficult points:
Language focus
I can ... / I can't ...
Topic vocabulary
sing, dance, run, jump, read, write
Teaching aids:
Pictures, word cards, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm-up
1. Duty report.
2. Chant Part G of Unit 2.
Step 2. Revision
1. Review the words and structures in unit 2.
2. Recite Unit 2.
Step 3. Presentation
1. Teach the meaning of each verb by demonstrating the actions. Write a list on the board.
2. Point to and say a verb. Tell the pupils to do the appropriate actions. Say the verbs faster and faster to see if the pupils can respond.
3. Play the cassette and ask the pupils to repeat the words after the beeps. Do the same with the vocabulary items.
Step 4. Practice
1. Point to each of the characters on the page. Get the pupils to tell you the appropriate verb.
2. Do the actions and make sentences to show you can run, jump, read write, draw, sing and dance.
3. Point to the pictures on the page and get the pupils to role-play the children and make sentences about what they can do.
Step 5. More to do
Play a miming game with the pupils. Write the first letter of one of the verbs on the board and say the beginning sound. The pupils have to guess the verb and do the action. Complete all the letters of the word on the board when most of the pupils are doing the correct action.
Step 6. Summary
Step 7. Homework
1. Listen to the tape and read part A five times.
2. Practice the sentences in part B.
3. Preview Part B.
The second period
Task objectives:
Use English to communicate with others while playing games
Recognize basic words in familiar contexts
Learn the structure I can… Can you…
Important and difficult points:
Language focus:
Can you ...
Yes, I can./No, I can't.
Additional language:
Let's do a show.
Teaching aids:
Pictures, word cards, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm-up
1. Duty report.
2. Free talk.
Step 2. Revision
1. Review the words learned last class.
2. Make sentences using I can…
Step 3. Presentation
1. Ask a pupil to stand up. Point to yourself and do an action, e.g. jumping. Say I can jump. Write the word fly on the board. Note this verb is taught in Unit 7. Then spread your arms like wings and pretend to try to fly. Show you can't fly. Say I can't fly. Ask a pupil, Can you fly When the pupil responds, say with him/her No, I can't. Ask the same pupil Can you jump When he or she jumps, say with him/her, Yes, I can.
2. Ask other pupils to stand up. Ask them Can you ... using the other verbs on this page. Get them to answer Yes, I can./No, I can't.
Step 4. Practice
1. Play the Pupil’s Book Cassette. The pupils listen and follow in their books. Continue to play the cassette and ask the pupils to repeat the words after the tape.
2. Show the pupils the ticks and crosses in the children's thought bubbles in the lower section of the page. Explain ticks mean I can ... and crosses
mean I can't ...Demonstrate the first example. Ask the pupils to work in
pairs and practice the conversations.
Step 5. Play a game
Ask one pupil to the front to say the sentences and the others act accordingly. Praise the pupils they do better.
Step 6. Summary
Today we have mainly learned the structure I can… Can you… It is very popular. Please use it in your daily life.
Step 7. Homework
1. Listen to the tape and repeat after it five times.
2. Copy the words.
3. Preview Part C.
The third period
Teaching aims:
1.Consolidate the words and structures learned.
2.Learn the additional language occurred in this part.
Important points and difficult points:
Additional language:
Let’s start. Welcome to our show. It’s OK.
Teaching aids:
Pictures, word cards, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm-up
1. Duty report
2. Say and act.
Step 2. Revision
1. Read part A in chorus or in groups.
2. Ask some questions to review the structures: Can you dance Can you fly …
Step 3. Presentation
1. 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.
2. Play the Pupil's Book Cassette for the pupils and ask them to say the sentences after the cassette.
3. Ask the pupils to come up and play the roles of Miss Wang, Pat, Ann, John and Tim.
Step 4. Practice
1. Ask the pupils to role-play the story in groups of five and read the characters' speech bubbles.
2. You may use Storycards to revise sequence and language of the story.
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 then read after it five times.
2. Copy Copybook
3. Preview Part D&E.
The fourth period
Teaching aims:
1.Consolidate the words and the structures.
2. Pronounce sounds learned correctly in words.
Important points and difficult points:
Sound i and e and words with this sound.
Sound words: pig, hen, big, red.
Teaching aids:
Pictures, computer, tape recorder.
Teaching steps:
Step 1. Warm- up
1.Make a duty report.
2. Teacher does the actions and pupils say the words.
Step 2. Revision
1. Read Part A, B &C together in chorus, then in groups or individually and correct the pronunciations.
2. Ask two pupils to come out to the front to act out the story.
Step 3. Complete Part D
Ask the pupils to read the story again. Read the words in the speech bubbles with the pupils.
Demonstrate how to do the first one with the pupils as an example. Use Transparency to check the answers.
Step 4. Learn Part E (p. 16)
1. Play the Pupil's Book Cassette and ask the pupils to listen to the sounds and the words. Point out the spellings of these sounds.
2. Say the words slowly and clearly. Check that the pupils are saying the sounds correctly.
3. Point to the pictures and Check that the pupils can say the words without your model.
4. Play the Pupil's Book Cassette again. Ask the pupils to listen to the rhyme and point to the animals. Then get the pupils to say the rhyme. Count the animals with the class.
Step 5. Complete Workbook
1. Workbook (p. 13)
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 sequence of language they hear on the tape.
2.Workbook (P.14)
a. Ask the pupils to look at the first part of the page and listen to the tape.
They need to colour the correct pictures according to the words with the
sounds they hear.
b. Ask the pupils to look at the second part of the page. Tell them to trace
the letters in the model sentences for the first picture and fill in the
blanks with correct letters for the second picture.
Step 6. Summary
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.Use I can…freely.
Important points and difficult points:
Additional language:
Go ahead one. That's wrong. Go back on
Rubrics: Use the stickers. Throw the dice. Move and say.
Teaching aids:
Sticker, dice.
Teaching steps:
Step 1. Warm- up
1. Make a duty report.
2. Greetings: Glad to see you. What day is today What date is today What’s the weather like today Ask some pupils to introduce themselves.
Step 2. Revision
1. Show the pictures and ask the pupils to say the words.
2. Ask some questions: Can you write Can you fly and so on.
Step 3. Complete Part F
1. Find or make some dice.
2. Tell the pupils to make themselves a counter by sticking one of the stickers on a piece of card and cutting round it. Each person in the group should have a different sticker.
3. Tell the pupils how to play the game, demonstrating with one group. Show them how to throw the dice and count the number of dots. Then demonstrate moving a counter along the game board for the same number of squares as dots on the dice.
4. When the pupils land on a square they have to make a sentence to say whether or not they can do the activity shown on that square. If they make a correct sentence they can go ahead one square. If not, they have to move back one square. They do not have to make a sentence for this new square.
5. The winner is the pupil to reach the end of the board where it says You win! The others may keep playing until they have all finished.
6. Note this game may be played many times. For example, when the more able pupils have finished their work more quickly than others they may like to play the game again.
Step 4. Summary
Step 5. Homework
1. Listen to the tape and practice the conversation with your parents.
2. Learn to chant Part G
The sixth period
Teaching aims:
1. Consolidate the words and the structures.
2. Learn and review the words in rhyme: run, jump, sing, dance, stand, sit,
have fun.
Important points:
Chant words: have fun.
Teaching aids:
Tape recorder.
Teaching steps:
Step 1. Warm-up
1. Make a duty report
2. Chant Part G of unit 3.
Step 2. Revision
1. Review the words.
2. Recite Part A, B &C together in chorus, in groups or individually.
Step 3. Chant Part G
1. Play the Pupil’s Book Cassette for the pupils to listen to the first verse of
the chant. Show the pupils how to do the accompanying actions shown
in the pictures.
2. Play the cassette again and encourage the pupils to join in with the words and actions.
3. Play the cassette for the other verses. Get the pupils to chant along and do the accompanying actions.
Step 4. Complete Workbook
1. Workbook (p. 11)
a. Ask the pupils to read the sentences on the left and look at the pictures on the right.
b. Tell the pupils to put ticks in the boxes for the correct pictures.
2. Workbook (p.12)
a. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
b. Ask the pupils to put a tick in the grid if the picture matches the language on the tape and put a cross in the grid if it does not match it.
3. Workbook (p.15)
Ask the pupils to look at the pictures and put ticks in the boxes for the correct sentences.
Step 5. Summary
Step 6. Homework
1. Listen to the tape and review all content of this unit and recite Part A, B &C.
2. Chart Part G to parents.
3. Preview Unit 4.
Unit 4 At the zoo
The first period
Task objectives
Understand simple instructions and act accordingly
Identify/point to pictures/objects by listening to simple words.
Use proper pronunciation and intonation
Important and difficult points:
Language focus
Look at the…
Topic vocabulary
elephant, panda, lion, monkey, giraffe, black, white, grey.
Teaching aids:
Pictures, word cards, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm-up
1. Duty report.
2. Chant Part G of Unit 3.
Step 2. Revision
1. Review the words and structures in unit 3.
2. Recite Unit 3.
Step 3. Presentation
1. Bring in a picture or brochure of a local or well-known zoo, if possible.
2. If possible, show the picture or brochure of a well- known zoo to establish the concept of a zoo. Say This is a zoo. Teach the names of the animals shown (if any) and write the names on the board.
3. Revise the colours from Book 1: red, brown, orange, yellow, green and blue. Point to things which are black, white and grey. Write the names of the new colours on the board.
4. Play the tape and point to the speech bubbles. Ask the pupils to repeat after the beeps. Do the same with the vocabulary items.
Step 4. Practice
1. Practice the names of the animals with the pupils using pictures or toy animals.
2. Ask the pupils to tell you what colour the animals are.
3. Read the children's speech bubbles. Get the pupils to point to the correct
animal. Make sentences using Look at the ... for the other animals. Get
the pupils to point to the correct animals.
4. Point to an animal. Tell the pupils to make a sentence using Look at
the ... and the name of the animal. The more able pupils can tell you It's
(colour).
Step 5. More to do
The pupils draw a picture of their favourite animal. They show their picture to the group saying This is a/an… The more able pupils can also say It’s (colour).
Step 6. Summary
Step 7. Homework
1. Listen to the tape and read after it five times.
2. Draw the animals according to the words.
3. Preview Part B.
The second period
Task objectives:
1. Understand simple words, phrase, or sentence by looking at objects, pictures or actions.
2. Use English to communicate with others when doing task.
3. Use proper pronunciation and intonation.
Important and difficult points:
Language focus:
This is a/an… That’s a/an… It’s…and…
Teaching aids:
Pictures, word cards, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm-up
1. Duty report.
2. Free talk.
Step 2. Revision
1. Review the words learned last class.
2. Read Part A in chorus.
Step 3. Presentation
1. Bring in toy animals for the pupils to look at and handle.
2. Show a toy animal (or picture) and say This is a/an ...It’s (colour). Then compare it with another animal and describe it by saying It’s (adjective) and (adjective).
3. Hold one animal and put another animal on a desk or shelf. Walk away from the desk or shelf. Say This is a/an ... to introduce the animal you are holding. Point to the other animal and say That’s a/an ... Change the positions of the toys and repeat, making sure to say this for the one you are holding and that for the one you are pointing to. Change the toys again, give one to a pupil and encourage him/her to make the two sentences. Repeat with other animals and pupils to establish the concept of differentiating between 'this' and 'that'.
4. Ask the more able pupils to make more sentences about the colour and size of the animal they are holding and the one they are pointing to.
Step 4. Practice
1. Play the Pupil's Book Cassette. The pupils listen and follow in their books. Continue to play the cassette and ask the pupils to repeat the words after the beeps.
2. Help the pupils to complete the sentences in picture 2. Ask the pupils What’s this for the animal Pat is touching, and What’s that for the animal to which Tim is pointing. Ask the pupils to work in pairs to complete their conversation.
3. The pupils practise the conversations in all of the pictures.
4. The pupils could use pictures of animals or the drawings they made in the previous More to do section to play a guessing game. Put the pictures on the board and make sentences about one animal without saying its name. Get the pupils to guess which animal you are describing.
Step 5. Complete Workbook
1.Workbook (p. 16)
Ask the pupils to look at the pictures, read and put ticks in the boxes for
the correct sentences.
2.Workbook (p. 17)
a. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
b. Ask the pupils to colour the animals according to what they hear on the tape.
Step 6. Summary
Step 7. Homework
1. Listen to the tape and read five times.
2. Introduce the animals you like to parents.
3. Preview Part C.
The third period
Teaching aims:
1.Consolidate the words and structures learned.
2.Learn the additional language occurred in this part.
Important points and difficult points:
Additional language:
Be quiet. Let’s call the zoo.
Teaching aids:
Pictures, word cards, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm-up
1. Duty report
2. Draw animals you like.
Step 2. Revision
1. Read part A & B in chorus or in groups.
2. Describe a kind of animal using the structure of Part B.
Step 3. Presentation
1. 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.
2. Play the Pupil's Book Cassette for the pupils and ask them to say the sentences after the cassette.
Step 4. Practice
1. Ask the pupils to come up and play the roles of Cindy and her mother.
2. Ask the pupils to role-play the story in pairs and read the characters' speech bubbles.
3. Use Storycards to revise sequence and language of the story.
Step 5. Summary
Step 6.Homework
1. Listen to the tape and read this part five times.
2. Copy Copybook
3. Act out the story with your mother.
The fourth period
Teaching aims:
1.Consolidate the words and the structures.
2. Pronounce sounds learned correctly in words.
Important points and difficult points:
Sound o and u and words with these sounds.
Sound words: frog, log, hop, puppy, sun.
Teaching aids:
Pictures, computer, tape recorder.
Teaching steps:
Step 1. Warm- up
1.Make a duty report.
2.Free talk: Good morning, boys and girls. Nice to meet you. What day is
today What’s the weather like today
Step 2. Revision
1. Read Part A, B &C together in chorus, then in groups or individually and correct the pronunciations.
2. Ask two pupils to come out to the front to act out the story of Part C.
Step 3. Complete Part D
Ask the pupils to read the story again. Read the words accompanying the pictures with the pupils. Demonstrate how to do the first one with the pupils as an example. Check the answers of the pupils.
Step 4. Learn Part E
1. Play the Pupil's Book Cassette and ask the pupils to listen to the sound and the words. Point out the spellings of these sounds.
2. Say the words slowly and clearly. Check that the pupils are saying the sounds correctly.
3. Point to the pictures and check that the pupils can say the words without your model.
4. Play the Pupil's Book Cassette again. Ask the pupils to listen to the rhyme and point to the frog and the puppy. Then ask the pupils to circle them. Get the pupils to say the rhyme.
Step 5. Complete Workbook
a. Workbook (p. 18)
1. Ask the pupils to look at the pictures and listen to the tape.
2. Ask the pupils to match the pictures according to what they hear on the tape.
b. Workbook (p. 19)
1. Ask the pupils to look at the first part of the page and listen to the tape. They need to tick the correct pictures according to the words with the sounds they hear.
2. Ask the pupils to look at the second part of the page. Tell them to trace the letters in the model sentences for the first picture and fill in the blanks with correct letters for the second picture.
Step 6. Homework
1. Listen to the tape and recite Part A, B & C.
2. Preview Part F & G.
The fifth period
Teaching aims:
1.Consolidate words and structures.
2. Say simple words, phrases or sentences by looking at objects, pictures.
Important points and difficult points:
Rubrics:
Draw an animal. Colour it. Cut it out. Show your animal. Sit in a circle.
Teaching aids:
Coloured pencils, scissors.
Teaching steps:
Step 1. Warm- up
1. Make a duty report.
2. Greetings: Glad to see you. What day is today What date is today What’s the weather like today Ask some pupils to introduce themselves.
Step 2. Revision
1. Show the pictures and ask the pupils to say the words.
2. Recite Part A, B & C in chorus.
Step 3. Complete Part F
1. Show the pupils how to draw an animal, colour it, cut it out and make it into a necklace.
2. When the pupils have finished their animal necklaces, get them to sit in a large circle (or several small circles, possibly with desks in the middle if space is limited). Show the pupils how to clap their hands twice, and then pat their knees twice. Start slowly but build up a strong rhythm. Have the pupils clap, clap, pat, pat until they are confident with what to do.
3. While keeping a strong slow clap, clap, pat, pat rhythm going, demonstrate the game to the pupils. The aim of the game is to get the pupils to respond to conversation without a long gap between responses. Since the pupils are very young, this is difficult to do in a foreign language. This game trains them to respond and to take up the same rhythm as the first speaker. It also helps with familiarizing the pupils with the syllable-stressed rhythm of English.
4. Start by identifying your own animal necklace saying This is a/an.., in the time it takes everyone to clap twice, and then say It’s (colour) in the time it takes everyone to pat their knees twice. These two sentences should be said without a pause between them. Then point at another pupil’s animal necklace saying That’s a/an (animal). It’s (colour) with the same rhythm and within the same time.
5. The pupil whose animal was pointed at repeats the procedure by identifying the name and colour of his/her animal and pointing at another's animal and identifying it by name and colour.
6. Continue until everyone has had more than one turn. Make sure some pupils are not excluded by those who are keen to point only at their friends. You may need to intervene and nominate which pupil should be pointed at next.
Step 4. Practice
Get the pupils who have the same animal on their animal necklace to sit in a group. They should think of as many sentences as they can about their animal, e.g. This is a/an ... It’s (co/our). It’s (adjective). It can run/jump. It can't read/write. Give a point for each sentence they make.
Step 5. Summary
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 words in the song: at the zoo.
Important points:
Song words: at the zoo.
Teaching aids:
Tape recorder.
Teaching steps:
Step 1. Warm-up
1. Make a duty report
2. Chant Part G of unit 3.
Step 2. Revision
1. Review the words.
2. Recite Part A, B &C together in chorus, in groups or individually.
Step 3. Chant Part G
Play the Pupil's Book Cassette for the pupils to listen to the song. Show the
pupils the different animals on the page. Ask them to name the animals, e.g. It’s a lion. Point out the colour of each animal's dress and each animal's surname, e.g. Miss Black. Play the Pupil's Book Cassette for the pupils to listen. Play it again and ask the pupils to write the correct surname in the blanks beside each animal. Play the song again asking the children to sing along.
Step 4. Complete workbook (p. 20)
Ask the pupils to read the speech bubbles and then colour the correct animals.
Step 5. Activities
1. Make the pictures of animals that pupils have drawn into a zoo display.
2.The pupils take their animal necklaces home to show their parents. They
tell their parents This is a/an…It’s (colour). It’s (adjective). It can
(action verb). It can't (action verb).
Step 6. Homework
1. Listen to the tape and review all the contents of unit 4.
2. Sing 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 Steps
Step 1. Warm-up
1. Duty report.
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. Demonstrate how to read the words in the speech bubbles and to tick the correct sentences in the response speech bubbles using the picture cue at the top right of the page.
2. Ask the pupils to read the speech bubbles in the other pictures individually.
3. Check the answers. Check that the pupils have understood the words in the speech bubbles and that they have ticked the correct sentences.
4. Play a guessing game. Ask several pupils to come to the front. Ask the other pupils to close their eyes. Select one pupil from those in the front. Give the pupil a mask to hide behind. The other pupils open their eyes and try to guess the identity of the pupil behind the mask.
Step 4. Play a game
Play a guessing game. Ask several pupils to come to the front. Ask the other pupils to close their eyes. Select one pupil from those in the front. Give the pupil a mask to hide behind. The other pupils open their eyes and try to guess the identity of the pupil behind the mask.
Step 5. Homework
1. Recite Unit 1—4
2. Dictate the words of Unit1—4.
The second period
Teaching steps
Step 1. Warm-up
1. Duty report.
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. Read the speech bubbles in pictures 1 and 2 with the pupils. Ask the pupils to repeat them after the teacher.
2. Help the pupils to work out the words in the speech bubbles in picture 3. Show the pupils that the tick in the thought bubbles means that it is the little man's jumper. A cross means that the name on the jumper is not their name, and their correct name is written in the thought bubble.
3. In pairs, the pupils take turns to role play Snow White and the little men.
Step 4. Homework
1. Recite Unit 1—4.
2. Have a dialogue with parents
The third period
Teaching steps
Step 1. Warm-up
1. Duty report.
2. Listen the instructions and do accordingly.
3. Sing the song of unit 4.
Step 2. Revision
1. Recite unit 3-4.
2. Ask some questions using the structures learned.
Step 3. Complete part C.
1. Read the sample conversations at the top of the page between Tim and
Ann.
2. Show the pupils the grid at the bottom of the page. Tell the pupils they
need to ask their friends questions in order to fill in the grid.
3. Demonstrate using Koko as an example. Ask two pupils to come to the
front. Tell them to role play Tim and Koko. Point to the first of the
pictures in Koko's thought bubble. Prompt the pupil role-playing Tim to
ask Koko Can you sing Then prompt the pupil role-playing Koko to
answer according to the picture cue. Continue with the other pictures
and show the pupils how and where to write the ticks and crosses.
4. Get the pupils to work in groups of four. They take turns to find out what each can and can't do and tick or cross the grid accordingly.
Step 4. More to do
Using the completed grids, the pupils can play a guessing game in the same groups of four. One pupil chooses one of the friends named and makes sentences pretending to be that friend, e.g. I can sing. I can't dance. I can read. I can write. The others guess You're (name).
Step 5. Homework
1. Practice the dialogue of Part A, B &C.
2. Copy Copybook Unit 5
The fourth period
Teaching steps
Step 1. Warm-up
1. Duty report.
2. Free talk.
Step 2. Revision
1. Self-introduction using the structures learned.
2. Recite Unit 1-4.
Step 3. Complete Part D.
1. Play the Pupil's Book Cassette. Show the pupils how to trace over the dotted lines to indicate the route which the people take to see the animals.
2. Check the pupils' answers.
Step 4. Complete Workbook
1.Workbook (p. 21 and p. 22)
Ask the pupils to look at the pictures on the left and match them with the correct words on the right.
2. Workbook (p. 23 and p. 24)
a. Ask the pupils to look at the pictures and listen to the tape.
b. Ask the pupils to tick the correct pictures according to what they hear on the tape.
3. Workbook (p. 25 and p. 26)
Ask the pupils to listen to the Workbook Cassette and circle the words
that contain the sound they hear.
4. Workbook (p. 27 and p. 28)
Ask the pupils to read the speech bubbles. They should put a tick in the
box if the words and picture match and put a cross in the box if they do
not match.
Step 5. Homework
1. Listen Unit 1- 4 and recite them. Signature by parents.
2. Preview Unit 6.
Unit 6 Toys
The first period
Task objectives
Understand simple instructions and act accordingly
Identify/point to pictures/objects by listening to simple words.
Use proper pronunciation and intonation
Important and difficult points:
Language focus
What’s this
It’s a…
Topic vocabulary
kite, bear, robot, doll, ball, toy box, bed.
Teaching aids:
Pictures, word cards, toy animals, computer, tape recorder.
Teaching steps:
Step 1. Warm-up
1. Duty report.
2. Sing Part G of Unit 4.
Step 2. Revision
1. Review the words and structures in unit 4.
3. Recite Unit 4.
Step 3. Presentation
1. Bring in the toys labelled on this page, a shallow cardboard box and a thick pen.
2. Introduce the toys saying This is a ... Write the names of the toys on the board.
3. Pick up the toys one by one and see if the pupils can tell you the name. Say What’s this Help the pupils answer It’s a ...
4. Play the Pupil’s Book Cassette and ask the pupils to repeat Koko's, Pat's and Tim's words after the beeps. Do the same with the vocabulary items.
Step 4. Practice
1. Teach the pupils toy box by putting the toys in the cardboard box. Write the word toys on the outside with a thick pen.
2. Ask and answer about the toys using two different voices What’s this It’s a ... Get the pupils to take the correct toys out of the toy box you made in step 1.
3. Point to the toys and the toy box on the page, asking What’s this Encourage the pupils to answer It's a…
4. Point to a toy. Tell the pupils to make a sentence using This is a… and the name of the toy. The more able pupils can tell you It’s (colour).
Step 5. More to do
Put the toys in an opaque bag or pillow case. Ask a pupil to come out and feel a toy inside the bag. Ask the pupil What’s in the bag Help him or her to reply There’s a ...
Step 6. Summary
Step 7. Homework
1. Listen to the tape and read after it five times.
2. Say out the words by looking at toy animals.
3. Preview Part B.
The second period
Task objectives:
1. Understand simple words, phrase, or sentence by looking at objects, pictures or actions.
2. Use English to communicate with others while playing games.
3. Use preposition in, on and under correctly.
4. Use proper pronunciation and intonation.
Important and difficult points:
Language focus:
My… is in/on/under the…
Teaching aids:
Pictures, word cards, real objects, computer, tape recorder.
Teaching steps:
Step 1. Warm-up
1. Duty report.
2. Free talk.
Step 2. Revision
1. Review the words learned last class.
2. Read Part A in chorus.
Step 3. Presentation
1. Revise some of the objects in the classroom, e.g. a desk, e chair.
2. Place a toy on the chair, another under a desk and one in the box. As you place each one, say Look! The doll is on the chair. The doll is under the desk, etc.
3. Move the toys around and get the pupils to tell you about the position of the toys. Give prompts if necessary.
Step 4. Practice
1. Play the Pupil’s Book Cassette. The pupils listen and follow in their books. Continue to play the cassette and ask the pupils to repeat the words after the beeps.
2. Point to the numbered objects in the picture and ask What’s this
3. Help the pupils to complete the sentences in Tim's thought bubble about the other numbered toys.
4. Ask the pupils to work in pairs to act the complete conversation. The pupils take turns to role-play Tim and his mother.
Step 5. More to do
Play a guessing game. Ask a pupil to go out of the classroom briefly.
While the pupil is outside, take one of the toys and hide it somewhere in
the classroom. Make sure all the pupils see where you hide it. Ask the
pupil to come back in again and tell him/her which toy it is. The pupil
has to make sentence about the possible location of the toy, e.g. The
doll is under a chair. The other pupils reply Yes or No until the pupil
finds the toy.
Step 6. Complete Workbook
1. Workbook (p. 29)
Ask the pupils to look at the pictures and tick the correct words describing them.
2. Workbook (p. 30)
a. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
b. Tell the pupils to match the two columns of pictures.
Step 7. Sum-up
Step 8. Homework
1. Listen to the tape and read five times.
2. Introduce the toy animals you like to parents.
3. Preview Part C.
The third period
Teaching aims:
1. Consolidate the words and structures learned.
2. Learn the additional language occurred in this part.
3. Use proper pronunciation and intonation.
Important points and difficult points:
Additional language:
Put your toys in the box.
Oops! I’m here.
Are you OK
Teaching aids:
Pictures, word cards, storycards, computer, tape recorder.
Teaching steps:
Step 1. Warm-up
1. Duty report
2. Draw toys you like.
Step 2. Revision
1. Read part A & B in chorus or in groups.
2. Review the preposition in, on, under.
Step 3. Presentation
1. Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to pointing to the speech bubbles as you read them.
2. Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the cassette.
3. Ask the pupils to come up and play the roles of the boy, his father and his mother.
Step 4. Practice
1. Ask the pupils to role-play the story in groups of three and read the characters' speech bubbles. Some groups may like to come out to the front and act the story with the aid of a cardboard box.
2. You may use Storycards to revise sequence and language of the story.
Step 5. Summary
Step 6.Homework
1. Listen to the tape and read this part five times.
2. Copy Copybook
3. Act out the story with your parents.
The fourth period
Teaching aims:
1.Consolidate the words and the structures.
2. Pronounce sounds learned correctly in words.
Important points and difficult points:
Sound a and e and words with these sounds.
Sound words: game, athlete.
Teaching aids:
Pictures, computer, tape recorder.
Teaching steps:
Step 1. Warm- up
1.Make a duty report.
2.Free talk: Good morning, boys and girls. Nice to meet you. What day is
today What’s the weather like today
Step 2. Revision
1. Read Part A, B &C together in chorus, then in groups or individually and correct the pronunciations.
2. Ask two pupils to come out to the front to act out the story of Part C.
Step 3. Complete Part D
Ask the pupils to read the story again. Read the words in the speech bubbles with the pupils. Demonstrate how to do the first one with the pupils as an example. Check the answers.
Step 4. Learn Part E
1. Play the Pupil's Book Cassette and ask the pupils to listen to the sounds and the words. Point out the spelling of these sounds and the silent 'e' on the end of Jane, game, Pete and athlete.
2. Say the words slowly and clearly. Check that the pupils are saying the sounds correctly.
3. Point to the pictures and check that the pupils can say the words without your model.
4. Play the Pupil's Book Cassette again. Ask the pupils to listen to the rhyme and point to the children. Explain that an athlete is someone who trains to do sport. Then ask the pupils to circle the correct names of the children. Get the pupils to say the rhyme.
Step 5. Complete Workbook
1. Workbook (p.31)
a. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
b. Tell the pupils to write the correct numbers in the boxes.
2. Workbook (P. 32)
1. Ask the pupils to look at the first part of the page and listen to the Workbook Cassette. They need to tick the correct answers according to what they hear on the cassette.
2. Ask the pupils to look at the second part of the page. Tell them to trace the letters in the model sentences for the picture on the left and fill in the blanks with correct letters for the picture on the right.
Step 6. Homework
1. Listen to the tape and recite Part A, B & C.
2. Copy words.
3. Preview Part F & G.
The fifth period
Teaching aims:
1.Consolidate words and structures.
2. Say out the sentences with preposition in, on, under by looking at
pictures.
Important points and difficult points:
Rubrics:
Choose a picture. Talk about the picture. Ask your friend to guess. Say ‘Yes’ or ‘No’.
Teaching steps:
Step 1. Warm- up
1. Make a duty report.
2. Greetings: Glad to see you. What day is today What date is today What’s the weather like today Ask some pupils to introduce the toys they like.
Step 2. Revision
1. Show the pictures and ask the pupils to say the words.
2. Recite Part A, B & C in chorus.
Step 3. Complete Part F
1. Show the pupils the two pictures on the lower part of the page. Ask them to choose one and to look at the toys, Tell them to prepare sentences about the positions of the toys.
2. Tell the pupils to work in pairs. Ask them to take turns to describe the positions of the toys in the room they have chosen. The other pupil has to guess which room it is.
Step 4. Practice
1. The pupils could change partners and play the game again.
2. The pupils could draw and label a picture of the toys in their own room at home. They show a friend the picture and talk about the positions of the toys.
Step 5. Summary
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 words in the song: everywhere.
Important points:
Song words: everywhere.
Teaching aids:
Tape recorder.
Teaching steps:
Step 1. Warm-up
1. Make a duty report
2. Sing Part G of unit 4.
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 Part G
Play the Pupil's Book Cassette for the pupils to listen to the song. Ask the pupils to tell you about the box, the bear and the ball in each of the different pictures. Play the cassette again and tell the pupils to circle the correct one of the two pictures for each of the verses. Play the cassette again and encourage the pupils to join in with the words.
Step 4. Complete Workbook (p. 33)
1. Tell the pupils to read the sentences in the speech bubble. Then ask them to tick the correct boxes for each object.
2. Check answers orally before letting the pupils tick the boxes.
Step 5. Activities
1. The pupils draw a picture of a toy and write one or two sentences about its colour and size. They pretend they have lost this toy and display their pictures on a notice board headed ‘Lost Toys’.
2. Draw two pictures of the same room like those on page 33. Draw three toys and make differences between the pictures in the locations of the toys, e.g. in picture 1, the ball is on the bed, in picture 2, the ball is under the bed. Have the pupils work in pairs and give them one picture each. They have to tell each other about the toys in their picture and find the different locations for each toy.
Step 6. Homework
1. Listen to the tape and review all the contents of unit 6.
2. Sing Part G to parents.
3. Preview Unit 7.
Unit 7 My pet
The first period
Task objectives
1. Identify/point to pictures/objects by listening to simple words.
2. Say simple words, phrases or sentences by looking at objects, pictures or actions.
3. Use proper pronunciation and intonation.
Important and difficult points:
Topic vocabulary:
Bird, rabbit, fish, dog, cat, turtle, swim, fly.
Language focus
This is my… That’s a…
Teaching aids:
Pictures, word cards, pets, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm-up
1. Duty report
2. Sing the song of unit 6.
Step 2. Revision
1. Ask some questions to review the structures in former units.
2. Recite unit 6.
Step 3. Presentation
1. Bring in a photo of a pet, if you have one, and toy animals to be taught in the unit.
2. Revise This is with classroom objects you touch and That’s with classroom objects you point to.
3. If you have a photo of e pet, introduce the pet to the pupils: This is my pet. it's a ... it's (size). It's co/our). Introduce the toy animals in the same way.
4. Play the Pupil's Book cassette. Point to the pets on the page and teach the names of the animals, Ask the pupils to repeat after the beeps. Do the same with the vocabulary items.
Step 4. Practice
1. Read the children's speech bubbles. Get the pupils to point to the correct animals.
2. Make sentences using This is a…for the other animals. Get the pupils to point to the correct animals.
3. Revise This is a…and That’s a…by touching one and pointing to another animal. Tell the pupils to point and make sentences using That's a ... and the name of the animal. The more able pupils can tell you It’s (co/our) and/or It’s (size).
Step 5. Complete Workbook (p. 34)
Ask the pupils to look at the picture and read the sentences. Tell them to write the correct numbers in the circle and colour the animals.
Step 6. Sum-up
Today we have learned some words about pets. They are fish, bird… Please keep them in mind.
Step 7. Homework
1. Listen to the tape and repeat five times.
2. Copy the words in Part A.
3. Preview Part B.
The second period
Teaching aims:
1.Use simple expressions and structures learned to interact with others
2.Understand simple instructions and act accordingly.
3.Give simple descriptions of animals.
Important and difficult points:
Language focus
I like the… It’s… It can…/It can’t…
Teaching aids:
Pictures, word cards, slide show, computer, tape recorder.
Teaching steps:
Step 1. Warm-up
1. Duty report.
2. Free talk.
Step 2. Revision
1. Show the pictures and ask the pupils to say out the words.
2. Say sentences by looking at the pictures/little pets.
Step 3. Presentation
1. Show the photo or your pet/a toy animal again. Say This is my... I like the ...
2. Ask the pupils to come out and choose one toy animal. Encourage them to say I like the…
3. Pick up one toy. Show with your hands the approximate size of your pet, saying It’s small/big. Point out the colour and make a sentence.
4. Pick up another toy. Say you like it and describe its size and colour. Ask the pupils to make similar sentences about the other toys.
Step 4. Practice
1. Play the Pupil’s Book Cassette for picture 1. The pupils listen and follow in their books. Ask the pupils to repeat the words after the beeps.
2. Point to the verbs labelling the small pictures in picture 2, Ask the pupils if they can remember the actions for the verbs they know already: run, jump. Teach them actions for the new verbs: swim, fly.
3. Demonstrate making sentences about the rabbit, e.g. It’s a rabbit. It can jump. It can run. It can't swim. It can't fly.
4. Ask the pupils to work in pairs and look at the pictures at the bottom. They take turns to tell each other what animals they like and what the animals can and can't do.
5. Invite pairs of pupils to come to the front and tell the rest of the class what animals they like and what the animals can and can't do.
Step 5. More to do
Draw a simple grid on the board for the pupils to copy. Write the names of the animals along the top and the action verbs down the side. The pupils work in groups of four. They take turns to make sentences about the different animals. The pupils listening tick or cross the grids accordingly,
Step 6. Complete Workbook (p. 35)
1. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
2. Tell the pupils to match the animals and what they can do by drawing lines to the correct words.
Step 7. Sum-up
Step 8. Homework
1. Listen to the tape and repeat part A&B five times. Signature by parents.
2. Copy Copybook.
3. Preview Part C.
The third period
Teaching aims:
1. Consolidate the words and structures learned.
2. Learn the additional language occurred in this part.
3. Use proper pronunciation and intonation.
Importa