深港版小学英语第六册全册教案

Unit 1 Our favorite subjects
The first period
Teaching content: Part A
Teaching aims:
1. Use simple expressions and structures to interact with others
2. Use proper pronunciation and intonation
3. Learn to talk about subject.
Main point:
Vocabulary: arts and crafts, Chinese, English, maths, music, PE, science
Language focus: I’m good at maths. Kate’s good at science.
Difficult point:
1. Using the verbs “be good at…”
2. Using the third person singular.
Teaching aids:
Tape recorder, pictures and some real objects
Teaching steps:
Step 1 warming-up
1. Revision
Revise the last lesson.
2. Free talk
3. Sing a song.
Step 2 Presentation
1. Prepare a translation of the class timetable in English .
2. Show the pupils their timetable in English. Ask them to look at their own versions in Chinese. Point to the time and day when they are having this lesson. Say, This subject is English. Point to a time when the pupils have maths. Write a simple sum on the board and say This subject is maths. Write maths under the sum. Continue with the other subjects drawing a simple picture for each and pointing at the timetable in English so the pupils can follow on their own timetable.
3. Leave the drawings on the board but erase the names of the subjects. Point to the drawings one by one, asking What subject is this The pupils answer It’s…
4. Show the cards. Play the tape and point to the speech bubble. Ask the pupils to repeat after the cassette.
Step 3 Practice
1. Show transparency. Point to the sum in Tim’s picture. Write it on the board and put a tick beside it. Then say Tim’s good at maths. Point to the picture on the easel next to Mary and say This is very good. Mary’s good at art and crafts.
2. Ask the pupils to make sentences about the subjects the other children are good at.
3. Divide the class into pairs. Tell them to take turns pointing to a child in the picture. Ask each pupil to make a sentence about the child, e.g… is good at…
Step 4 Summary
Summarize this lesson.
Step 5 Homework
Copy Part A and learn the new words by heart.
Blackboard Design
Unit 1 My favourite subjectTim /maths Kate/ scienceMary/ arts and craftsMark / PE Pat/ EnglishPeter/ music
Feedback: Ss didn’t pay attention to the names on Part 1.
The second period
Teaching content: Part B
Teaching aims:
1. Learn how to ask questions using What … subject does he/she like
2. Using the verb “to like”
3. Asking Yes/No questions
4. Communicate with others on familiar topics by using simple expressions and structures.
Main point:
Vocabulary: a kitten/a puppy/a carrot/cat food/dog food/milk/water/seeds
Language focus:
1.What subjects does he/she like
2.He/She likes English.
3.He’s/She likes English.
4.What sport does he/ she like
5.He/ she likes basketball.
Difficult point:
Using the possessive adjective “its”
Teaching aids:
Tape recorder, pictures and some real objects
Step 1 warming-up
1. Free talk
3. Sing a song.
Step 2 Revision
1. Ask the children to choose one of the children in the picture. They should not point to it or tell their partner who it is. After they make a sentence about the child, their partner should guess who it is.
2. Ask the pupils to tell each other what subject they’re good at.
Step 3 Presentation
1. Bring in sports equipment like a table tennis bat or ball, a badminton racquet or shuttle cock, etc. Alternatively use the pictures of people playing different games from Book 5 Unit 8.
2. Write the names of the subjects on the board. Ask several pupils Do you like.. Write the names of the pupils next to the subjects they like.
3. Help the pupils recall the names of the sports using the real objects or pictures. Write the names of the sports on the board. Ask the pupils Do you like … Write the names of the pupils next to the sports they like.
4. Point to the board and ask questions about the subjects and sports the named pupils like, e.g. What subject/ sport does Ann like Model the answer the first time with the third person singular s on the verb, e.g. She likes… Ask the class to repeat the answer after you. Ask individual pupils about the other pupils on the board.
Step 4 Practice
1. Show transparency and play the tape. Explain that the teacher is asking the children about the subjects and sports they like.
2. Read the words in the teacher’s speech bubble. Show the child’s answer and ask the class to read it after you. Practise asking questions and having the pupils chorus the answer for a few more questions. Make sure the pupils are saying the s on likes clearly when they answer.
3. Tell the pupils to get into pairs and role-play the teacher and a pupil in picture 1.
4. Tell the pupils to look at picture 2. Explain that the children are talking to their parents about their good friends. Ask the pupils to read the sentences in the speech bubbles after you. Divide the class into half. Ask half to act the child and the other half to act the parents. Show the pupils that they can get information about Pat, Peter and Kate from the blackboard in picture 1.
Step 5 Summary
Summarize this lesson.
Step 6 Homework
Complete Part B and make oral practice.
Blackboard design
Unit 1 My favourite subjectsubject/sportWhat subject/sport does Tim like He likes …
Feedback: Students learn the present tense the first time, they can’t remember v+s.
The third period
Teaching content: Part C& D
Teaching aims:
1. Understand the plot of this story.
2. Consolidate the words and structures learned.
3. Act out the story with feeling.
Important and difficult points:
Vocabulary: very well, come and meet, but, pet corner
Language focus:
1.He’s clever.
2.Come and meet my friend, Mum.
3.But this is the school pet corner, Bobby!
4.Your friend isn’t a boy. He’s a bird.
Teaching aids:
Tape recorder, story pictures and some real objects
Teaching steps:
Step 1 warming-up
1. Free talk.
S1: What sport /subject do you like
S2: I like…
S1:What sport /subject does he like
S3 : He likes…
2. Sing a song. This is my good friend Jessica.
Step 2 Revision
1 Ask the pupils to work in pairs to tell each other about their friends and what subjects and sports they like.
2.The pupils play a game in groups of four. They take turns talking about the subject and sport someone in the class likes without saying the person’s name. The others guess who it is.
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 tape for the pupils and ask them to say the sentences after the cassette.
3. Ask the pupils Who’s Bobby’s friend Ask What is Pinky Explain that when we talk about an animal we have given a name to we use he or she to refer to the animal.
4. Ask the pupils to role-play the story in groups of three and to read the characters’ speech bubbles. Some groups may like to come out to the front and act the story.
5. Use Storycards to revise the sequence and language of the story.
Step 4 Part D Practice
1. Complete and say the sentences.
2. Write the missing words in the grid.
3. Ask the pupils to read the story again.
4. Show them how to write one letter in each of the squares of the grid.
5. Check the answers using cards.
Step 5 Exercises in WB p1
Tell the pupils to look at the pictures and read the words in the box. Then ask the pupils to complete the sentences by choosing the correct words from the box.
Step 6 Summary
Summarize this lesson.
Step 7 Homework
Prepare Part C, tomorrow we act it.
Blackboard Design
Unit 1 My favourite subjectPart Ca new friend/ very wellbe clever/ per cornerPart D complete and say the sentences.
Feedback: It’s very difficult to master the present tense for Ss. They often say He like …, forget s. The phrase: pet corner.
The fourth period
Teaching content: Part E
Teaching aims:
1. Consolidate words and structures.
2. Pronounce sounds learned correctly in words.
3. Recognize rhythm in simple rhymes or poems.
Important points and difficult points:
Sounds cr& gr and words with these sounds.
Rhyme words: scream
Vocabulary: scream, ice cream, green, grey
Teaching aids:
Pictures, computer, tape recorder
Teaching steps:
Step 1 warming-up
1.Revision
Revise the last lesson.
2.Free talk: Recite Part C. Act this part in groups.
3.Sing a song.
Step 2 Part E Say the sounds and the words.
1. Play the cassette and ask the pupils to listen to the sounds and the words. Make sure that the pupils are not saying a vowel sound, e.g. between the first and second consonant in each consonant blend.
2. Say the words slowly and clearly. Check that the pupils are saying the words correctly.
3. Point to the pictures and check that the pupils can say the words without your model.
4. Play the cassette again. Ask the pupils to listen to the rhyme and to color the ice cream in the correct colors. Get the pupils to repeat the rhyme.
Step 3 Practice
The pupils play a guessing game. They make sentences about what they are doing in their favorite lesson without saying the name of the subject, e.g. I’m drawing and painting .The others guess which subject it is. E.g. You like arts and crafts.
Step 4 Exercises in WB p 2-3
1. Ask the pupils to look at the pictures page 2 and listen to Workbook Cassette.
2. Ask the pupils to tick the subjects that Peter and Ann like according to What they hear on the tape.
3. Ask the pupils to look at the pictures page 3 and listen to the Workbook Cassette.
4. Ask the pupils to put a tick or a cross in the boxes for the pictures according to what they hear on the tape.
Step 5 Summary
Summarize this lesson.
Step 6 Homework
Listen to the tape and finish workbook Unit 1.
Blackboard Design
Unit 1 My favourite subjectPart E learn the sound and words.cr scream ice creamgr green gray grassPart F Play a game
Feedback: I have not enough time to play Part F
The fifth period
Teaching content: Part F
Teaching aims:
Understand utterances using pictures as prompts
Participate in simple interactions in classroom situations
Do a group survey and report the results to the class
Understand utterances using pictures as prompts.
Important points and difficult points:
Language focus:
What subject/sport does he/she like
He/She likes…
Teaching aids:
Pictures, colored pencils
Teaching steps:
Step 1 warming-up
1.Revision
Revise the last lesson.
2.Free talk.
What subject /sport do you like
What subject/sport does he like
3. Sing a song.
Step 2 Complete Part F
1. Tell the pupils to work in groups of six. Explain that they are going to conduct a survey to find out the class’ favorite subjects and sports. Remind the pupils what favorite means.
2. Read the instructions on the page to the pupils. Show them the table on page 60. Explain that they need to tick one square for each person who says that they like that subject or sport.
3. Show the pupils the sample conversation at the top of the page and ask them to ask each other these questions. Tell them each pupils may answer with more than one subject and sport.
4. during the group work, copy the table on page 60 onto the board.
5. Show the pupils the sample conversation in picture 3. tell each group to have two reporters to report the group’s favourite subject and sport.
6. Ask each group to report their findings and tally the answers on the board to find the class’ favorite subject and sport.
Step 3 Practice
Find out your group’s favorite subjects and sports. Get into groups of six. Turn to page 60.Ask and answer the questions. Show the answers in the table. Tell the class about your group’s favorite subject and sport.
Step 4 Post-task stage
The pupils draw and write about themselves and their favorite subject, e.g. My favorite subject is Chinese. I like reading and writing.
Step 5 Exercise in WB p 4
1. Ask the pupils to look at the first part of the page and listen to the Workbook Cassette. They need to draw lines to the correct fishes and circle the correct plants according to what they hear on the tape.
2. Ask the pupils to look at the second part of the page. Tell them to look at the pictures and fill in the blanks.
Step 6 Summary
Summarize this lesson.
Step 7 Homework
Finish Copybook Unit 1
Blackboard Design
Unit 1 My favourite subjectPractice l. learn the song.2.Do more exercises.
Feedback: Ss can express the patterns very fluently, but they always forget the present tense.
The sixth period
Teaching content: Part G
Teaching aims:
1. Consolidate the words and the structures.
2. Review the words and structures in the song.
3. Listen to and sing a song to practice talking about favorite school subject.
Main point:
This is my good friend. He/She likes…
Teaching aids:
Pictures and tape recorder
Teaching steps:
Step 1 warming-up
1.Revision
Revise the last lesson.
2.Free talk: Part C Part B
1. Sing a song.
Step 2 Revision
Do more exercises.
1. --- ______ you often ________ (go) shopping
--- Yes, I ______.
2. --- _______ he often _______ (dance)
--- No, he _______.
3. --- ______ she always ______ (eat) pudding after supper
--- Yes, she ________.
4. --- ______ the bird always _______ (jump)
--- No, it ________.
5. I ________ (not, like) clapping hands.
6. What _____ does Pat like She likes science.
Step 3 Complete Part G
1.Play the cassette for the pupils to listen to the song.
2.Play the cassette again and encourage the pupils to join in with the words. Then ask the pupils to draw a line from on child to a subject.
3.Break the class into 5 groups. Number the groups from 1-5. ask the groups to sing their verse to the others.
Step 4 Practice
1.Practise the pattern What’s your favorite subject / What’s your favorite sport
2.Practise in pairs.
3. Do more exercise.
Step 5 Do the exercise in WB p 5
Ask the pupils to look at the pictures and read the speech and thought bubbles. Then tell them to match the words and the pictures by writing the correct numbers in the boxes.
Step 6 Summary
Summarize this lesson.
Step 7 Homework
Do more exercises on the blackboard.
Blackboard Design
Unit 1 My favorite subjectRevision
Feedback: They like action very much, especially to be the bird in Part C.
Unit 2 Pet corner
The first period
Teaching content: Part A
Teaching aims:
4. Guess the meaning of the new words through pictures.
5. Use proper pronunciation and intonation
3. Review the structures “This is …”
4.Write words for pictures
Main point:
Vocabulary: a kitten/a puppy/a carrot/cat food/dog food/milk/water/seeds
Language focus: Kittens drink… Birds eat …
Difficult point:
4. Using the verbs “to eat” and “to drink”
5. Using the third person singular.
Teaching aids:
Tape recorder, pictures and some real objects
Teaching steps:
Step 1 Warming –up
1. Revise the last lesson.
2. Free talk.
What animal do you like
What animal does he /she like
Step 2 Presentation
1. Bring in photos or pictures of pet animals and the food they eat and drink.
2. Show the pupils a picture of carrots and a picture of rabbits. Tell the pupils These are carrots. Rabbits eat carrots. Write the sentences on the board underlining the s in the plural nouns.
3. Point to the pictures of mild and water and say Rabbits drink water. Write this on the board. Tell the pupils we do not put s on water.
4. show the pictures of the other types of pet food. Ask what eats Make sure the pupils use the plural forms of the animal names in the answers.
5. Show the pupils a picture of a cat and a kitten. Make sure that they understand that a kitten is a baby cat. Do the same with pictures of a dog and a puppy.
6. show cards. Play the cassette and point to the speech bubble. Ask the pupils to repeat after the cassette.
Step 3 Practice
1. Show cards. Explain the Pat and Tim are showing Koko the animals in a pet shop. They are helping to feed the animals.
2. Read Pat’s sentences. Ask the pupils to repeat them.
3. Ask the pupils what animals can you see
4. Point to the other animals one by one and ask the pupils to make sentences about what the animals eat and drink.
Step 4. Summary
Summarize this lesson.
Step 6 Homework
Recite the new words and write them on exercise book A.
Blackboard Design
Unit 1 Pet corner puppy----puppies kitten—kittens Kittens drink water. Birds eat seeds.
Feedback: They can master the words and sentences easily.
The second period
Teaching content: Part B
Teaching aims:
5. Learn how to ask questions using Does it…
6. Using the third person singular
7. Asking Yes/No questions
8. Use proper pronunciation and intonation
Main point:
Vocabulary: a kitten/a puppy/a carrot/cat food/dog food/milk/water/seeds
Language focus: Does it … Yes,… /No,…
Difficult point:
Using the possessive adjective “its”
Teaching aids:
Tape recorder, pictures and some real objects
Teaching steps:
Step 1 Warming –up
1.Revise the last lesson.
2. Free talk.
Do you like puppies Yes, I do.
Does he like puppies Yes, he does.
Step 2 Presentation
1. Play a miming game with the students. Pretend to be a kitten. Ask the pupils what am I When the pupils guess a kitten, show a picture of a kitten. Then show pictures of the different types of food from the unit. Ask e.g. Does it eat seeds Write the question forms on the board, i.e. Does it eat… Does it drink… Model the answers Yes, it does./No, it doesn’t for the pupils.
2. Mime several other animals or get the pupils to come out to mime. Prompt the class to ask questions about what the animal eats and drinks and prompt the correct response.
Step 3 Practice
1. Show transparency and play the 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. Show the pupils the rabbit in the cage. Divide the class into two halves, one to ask Koko’s questions and the other to respond with Pat’s answers.
3. Explain that Koko wants to know about the food and drink for the other animal. Tell the pupils to look at the small pictures in Koko’s thought bubble. Demonstrate how to ask a question about what each animal eats and drinks, e.g. does the puppy eat dog food Does it drink milk Show the pupils that the answer is in Pat’s thought bubble. Dog food is ticked so the puppy eats dog food. ‘It doesn’t drink mild. Have the class chorus the questions and answers for another animal.
4. Ask the4 pupils to work in pairs to role-play Pat and Koko. Remind the pupils that if the answer is No, it doesn’t. They should add a sentence about what the animal does eat or drink.
Step 4 Summary
Summarize this lesson.
Step 5 Homework
Complete Part B.
Blackboard Design
Unit 2 Pet cornerPart B Does it eat … Yes, it does./ No, it doesn’t.
Feedback: They can’t master the general questions of the present tense.
The third period
Teaching content: Part C
Teaching aims:
3. Understand the plot of this story.
4. Learn the sentence Of course.
5. Consolidate the words and structures learned.
4. Act out the story with feeling.
Important and difficult points:
Vocabulary: look after, of course, give.
Language focus:
I’m going to Xi’an.
Can you look after my kitten, Susie
Don’t give ice cream to the kitten.
Of course, Grandma.
I’m sorry, Grandma.
It plays with this ball.
Teaching aids:
Tape recorder, story pictures and some real objects
Teaching steps:
Step 1 Warming –up
1. Revise the last lesson.
1. Free talk.
This is our rabbit. It eats carrots.
Does it eat fish
Step 2 Presentation
1. Bring in a soft toy in the shape of a kitten or ask one of the pupils to do so.
2. 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.
3. Play the cassette for the pupils and ask them to say the sentences after the cassette.
4. Point to the kitten in picture 1 and ask what’s this Is it fat of thin
5. Point to picture 6. Ask Is the kitten fat or thin
6. Ask the pupils to role-play the story in groups of three and to read the characters’ speech bubbles. Some groups may like to come out to the front and act the story with the aid of the soft toy kitten.
7. I use storycards to revise the sequence and language of the story.
Step 3 Part D Read and tick
Ask the pupils to read the story again. Show them that they need to read the sentence and then tick the correct picture. Use cards to check the answers.
Step 4 Exercise in WB P6
Tell the pupils to look at the pictures and read the words in the box. Then ask the pupils to complete the sentences by choosing the correct words from the box.
Step 5 Summary
Summarize this lesson.
Step 6 Homework
Recite Part C and write it on exercise book B.
Blackboard Design:
Unit 2 Pet cornerI’m going to…Look after/ of course/ Don’t give …
Feedback:
1.Some pupils can’t understand the story very well.
2.Remind the students to use the proper pronunciation and intonation.
1. Do more reading comprehensions in the future teaching.
The fourth period
Teaching content: Part E
Teaching aims:
4. Consolidate words and structures.
5. Pronounce sounds learned correctly in words.
3. Recognize rhythm in simple rhymes or poems.
Important points and difficult points:
Sounds dr& tr and words with this sounds.
Rhyme words: climb, tea
Vocabulary: drink, dress, trousers, tree
Teaching aids:
Pictures, computer, tape recorder
Teaching steps:
Step 1 Warming –up
1.Revise the last lesson.
6. Free talk.
Step 2 Presentation
Play a guessing game with the class. Divide the class into two teams. Put out the pictures of the different types of food and drink for animals on the board. Ask a member from each tem to come to the front. Hold uop a picture of an animal covered by a piece of paper with a hole in ti. Move the hole to expose different parts of the animal. When one of the team members knows the answer they pick one picture from the board and ask you Does it eat drink… If they are correct they get a point for their team.
Step 3 Practice
1. Play the cassette and ask the pupils to listen to the sounds and the words.
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 cassette again. Ask the pupils to listen to the rhyme and point to the thought bubbles of each of the girls. Ask them to circle the picture of the girl whose thought bubble matches the rhyme. Get the pupils to repeat the rhyme.
Step 4 Exercises in WB p7
1. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
2. Ask the pupils to tick the food and drink that animals have according to what they hear on the tape.
Step 5 Summary
Ask a few of pupils to summary this period.
Step 6 Homework
Finish Workbook Unit 2
Blackboard Design
Unit 2 Pet cornerPart E Learn the sound and words.dr: drink dress tr: trousers tree
Feedback:They are very interested in the sounds. But I didn’t revise the sounds of last lesson.
The fifth period
Teaching content: Part F
Teaching aims:
Understand utterances using pictures as prompts
Participate in simple interactions in classroom situations
Do a partner survey, draw a picture of a favorite animal and introduce it to the class
Important points and difficult points:
Does it eat seeds Yes, it does.
This is…This is its… Its eats…
Teaching aids:
Pictures, colored pencils
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. Complete Part F
1. Tell the pupils to work in pairs. One pupils should look at the information cards on the bottom of page 60 and choose one animal. They should not tell their partner the name of the animal they choose.
2. Their partner then asks them about what their animal eats and drinks using the list on page 60. They write a tick or cross next to each of the things their partner’s animal does or doesn’t eat and drink. Then they guess their partner’s animal.
3. Then they draw the animal and write about what it eats and drink, following the model in picture 2.
4. Make new groups of four. Each member should have a different animal. They tell each other about the animals they have drawn and display their pictures and writing together to make a pet corner.
5. Rubrics: student A: Choose an animal. Student B: Ask questions and make notes. Draw your animal and its food. Write about it. Make new groups of four. Each person has a different pet. Talk to the others. Make a pet corner.
Step 4. Practice
Prepare strips of paper with the name of the animal from the unit written on them. Give one to each member of the class. Tel the pupils you are going to play’ Pet Soup’. When you say an animal’s name, they must stand up if their piece of paper has the animal’s name on it. They must say what that animal eats, e.g. Birds eat seeds. Then they sit down. If you say ‘ Pet Soup’ everyone must stand up then sit down. Call out the animal names one by one and sometimes call out ‘ Pet Soup’ . Keep the pace quite fast.
Step 5 Exercises in WB p8
1. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
2. Ask the pupils to draw lines to match the pictures on the left with the food on the right according to what they hear on the tape.
Step 6 Summary
Summarize this lesson.
Step 7 Homework
Revise this unit and write Part A B C from memory.
Blackboard Design:
Unit 2 Pet corner1.Part G Sing a song.2. Do more exercise.
The sixth period
Teaching content: Part G
Teaching aims:
1. Consolidate the words and the structures.
2. Review the words and structures in the song.
3. Listen and sing a song to practice talking about pets.
Main point:
Song words: every day, hope, away.
Teaching aids:
Pictures and tape recorder
Teaching steps:
Step 1 Warming –up
1.Revise the last lesson.
2.Free talk.
3. Have a dictation.
Step 2 Revision
1. Have a dictation
2. Oral practice.
3. Do more exercises.
1) I ____ a cat.
2) ______ name is Pat Cat.
3) It ___________(not eat ) carrots.
4) It _______ (eat ) fish.
5) They ______(hope) that my cat ________ (not run) away.
Step 3 Complete Part G Listen, number and sing.
1. Play the cassette for the pupils to listen to the song.
2. Play the cassette again and tell the pupils to write the number of the verse next to the animal it describes. I use need to call out the number of each verse to help the pupils.
3. Play the cassette again and encourage the pupils to join in with the words.
Step 4 Practice
1. The pupils could bring in photos of their pets at home and tell the class about what they eat and drink. The photos could be added to the pet corner.
2. The pupils could write a simple poem about their pet or an animal they would like as a pet. Here is a simple poem format to use:
I like my cat.
It’s small and white.
It’s small and white. /It eats fish.
It doesn’t drink mild. /I like my cat.
Step 5 Do the exercises in WB p9-10
1. Ask the pupils to look at the first part of the page p9 and listen to the Workbook Cassette. They need to draw lines to the correct stations and circle the correct pictures according to what they hear on the tape.
2. Ask the pupils to look at the second part of the page. Tell them to look at the pictures and fill in the blanks.
3. Ask the pupils to look at the pictures page10 and read the speech bubbles. Then tell them to match the words and the pictures by writing the correct letters in the circles.
Step 6 Summary
Summarize this unit.
Step 7 Homework
Do some exercise of English newspapers.
Blackboard Design:
Unit 2 Pet cornerRevision Do more exercise.
Feedback: 60% Ss can do these exercises correctly. But 10% Ss look like that can’t understand the tense. I must teach this tense and do more exercise again.
Unit 3 My day
The first period
Teaching content: Part A
Teaching aims:
1. Guess the meaning of the new words through pictures.
2. Train the students’ listening and speaking skills.
3. Use proper pronunciation and intonation
4. Communicate with others on familiar topics
Main point:
Vocabulary: get up, have breakfast/ lunch/ dinner, go to school, go home, do homework, go to bed
Language focus: Sb be ving.
Difficult point:
Using the simple present tense to talk about habitual actions
Teaching aids:
Tape recorder, pictures and some real objects
Teaching steps:
Step 1 Warming-up
1. Free talk.
2. Revise the last lesson.
What are you doing
What’s he /she doing
Step 2 Presentation
1. Bring in simple props like toy food and plate, a school bag, a lunch box.
2. Mime sleeping, then an alarm clock ringing. Pretend to wake up and say I’m getting up. Write the words get up on the board.
3. continue the mime with the props for have breakfast, go to school, have lunch, go home, do homework, have dinner, go to bed. Write the phrases on the board.
4. Now mime the actions and ask: what am I doing Get the pupils to answer You are.. ing…
5. Show cards. Play the cassette and point to the speech bubbles. Ask the pupils to repeat after the cassette.
Step 3 Practice
1. Show transparency. Explain that Koko is videoing all the things Tim does in one day. Read Koko’s speech bubbles and get the pupils to repeat them.
2. Ask the pupils to act Koko and make sentences about what Tim is doing in the other pictures.
Step 4 Summary
Summarize this lesson.
Step 5 Homework
Write Part A from memory.(B)
Blackboard Design:
Unit 3 My day get up/ have breakfast. go to school / have lunchgo home / do one’s homeworkhave dinner / go to bed wash one’s face/ have a bath Tim’s getting up.
Feedback: Ss can say the phrases easily, and can use these phrases easily. But “have breakfast” they always forget the writing.
The second period
Teaching content: Part B
Teaching aims:
9. Understand a series of instructions and act accordingly
10. Ask questions to find out information
11. Use proper pronunciation and intonation
Important points and difficult points:
Language focus:
When do you get up
I get up at seven fifteen.
Teaching aids:
Tape recorder, word cards and some real objects.
Teaching steps:
Step 1 Warming-up
Free talk.
What are you doing I’m going to school.
What’s she doing She’s having lunch.
Step 2 Revision
Use two sets of flash cards with words for the actions from page 13. Put the cards on the board. Divide the class into two teams. Number the members of each team starting from 1 for each team. Call a number and say an action, e.g. Three. She’s having lunch. Both team members with that number come to the front and select a card. Give a point for each correct card.
Step 3 Presentation
1. Prepare a clock face with hands which move. Bring an alarm clock to class.
2. Revise the numbers 1-12 by using the short hand to point to them asking the pupils to tell you the numbers.
3. Make the long hand point to 12 and move the short hand around saying One o’ clock, two o’clock, etc. Write some of the times in numbers on the board, e.g. 2:00. get the pupils to join in. Move the hour hand randomly to test the pupils’ understanding.
4. Make the short hand point to 1. Move the long hand to the 3, say one fifteen and write the time on the board, e.g. 1:15.Move the short hand to the two and repeat. Encourage the pupils to repeat as you go around the clock. Repeat this process with the long hand pointing to the 6, e.g. one thirty, and the 9,e.g. one forty-five.
5. Set the alarm clock to an early time and set the alarm to go off at an appropriate time. Mime sleeping and getting up when the alarm goes off. Show the clock to the pupils saying e.g. get up at six forty-five. Write this on the board. Draw a clock face on the board with a question mark on it .Point to the clock and ask the pupils when do you get up Ask the pupils to show the correct time on the clock. Make the sentence for them and get them to repeat it.
6. Change the time on the alarm clock. Mime being tired and going to bed. Show the pupils the time on the clock and sa I go to bed at…. Then ask various pupils when do you go to bed Write some responses on the board.
Step 4 Practice
1. Show cards and play the 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. Explain that Koko is showing the video of Tim. Get the pupils to act Tim and make sentences about his day using the small pictures and clocks at the top of the page.
3. Then show the pupils that Tim asks Pat about her day. Demonstrate how to carry on the conversation with Tim making a sentence about when he does something then asking Pat when she does it.
4. Ask the pupils to work in pairs to act Tim and Pat.
Step 5 Summary
Summarize this lesson.
Step 6 Homework
Complete Part B and make oral practice.
Blackboard Design
Unit 3 My dayRevise how to express the time.Oral practice Part BWhen do you get up I get up at …When does Tim get up He gets up at…
Feedback: Ss can’t recognize how to sound teen or ty.
Fifty is always said fifty.
The third period
Teaching content: Part C &D
Teaching aims:
1. Consolidate the words and structures learned.
2. Understand the meaning of the story.
3. Act out the story with feeling.
4. Role-play simple short stories.
Important points and difficult points:
Language focus
We’re back. It’s London time.
I’m tired. See you at dinnertime.
Jenny, don’t forget your homework. I usually do my homework at five thirty.
See you later. I’m in bed.
I ‘m here.
Teaching aids:
Tape recorder, word cards and some real objects.
Teaching steps:
Step 1 Warming-up
. Free talk.
When do you get up
When does he/ she get up
Step 2:Revision
1. The pupils work in pairs. They take turns to choose a character and a time when they do something. They make a sentence about it. The other partner has to guess which character they are, e.g. Pupil A: I do homework at four forty-five. Pupil B: You are Tim.
2. Play clock bingo. The pupils draw 9 clock faces in three rows of three. They mark the times on them when they get up, have breakfast, etc. tell tem they can only use o’clock, … fifteen,… thirty, or… forty-five. Call out times in sentences, e.g. I have breakfast at six thirty. Any pupils who have 6:30 marked on a clock can cross out that clock. The first pupil to cross out three clock faces in a row horizontally, vertically or diagonally is the winner.
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 cassette for the pupils and ask them to say the sentences after the cassette.
3. Tell the pupils where London is. Explain that the time is seven or eight hours different from China.
4. Ask the pupils to role-play the story in pairs and to read the characters’ speech bubbles. Some pairs may like to come out to the front and act the story.
5. I use storycards to revise the sequence and language of the story.
Step 4 Part D Read and match.
Ask the pupils to read the story again. Read the words in the sentences with the pupils. Demonstrate how to write the correct letter to complete the sentence using number one as an example. Check answers using cards.
Step 5 Exercises :
1. Do the exercise in WB P11.
Tell the pupils to look at the pictures and read the words in the box. Then ask the pupils to complete the sentences by choosing the correct words from the box.
2. Do the exercise in WB P12
Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Ask the pupils to tick the correct time for each picture according to what they hear on the tape.
Step 6 Summary
Summarize this lesson.
Step 7 Homework
Recite Part C
Blackboard Design
Unit 3 My day Revise the patterns.Learn Part Cbe back/ be tired/ don’t forget
Feedback: Pay attention to some language points:
be back be tired don’t forget in bed London time
The fourth period
Teaching Content: Part E
Teaching aims:
1. Consolidate the words and the structures.
2. Review the words in this part: thin, mouth, thirteen, thank, three…
3. Pronounce sounds learned correctly.
Important points and difficult points:
Sounds br & fr and words with this sounds.
Rhyme words: bread, jam, egg, ham
Teaching aids:
Tape recorder, word cards and some real objects.
Teaching steps:
Step 1 Warming-up
1. Revise the last lesson.
2. Free talk.
Where’s Mum
When do you go to school
Step 2 Presentation.
1. Play the cassette and ask the pupils to listen to the sounds and the words.
2. Say the words slowly and clearly. Check that the pupils are saying the words correctly.
3. Point to the pictures and check that the pupils can say the words without your model.
4. Tell the pupils that in th3e picture of the word breakfast, ther is a bowl of congee and a kind of bread that is common in China. There is no true English translation for this kind of bread.
5. Play the cassette again. Ask the pupils to listen to the rhyme and to drew a circle around the plate which shows the girl’s breakfast. Get the pupils to repeat the rhyme.
Step 3 Practice
1. The pupils make a schedule for what they do in the holidays or at weekends. This may involve teaching some new vocabulary.
2 The pupils work in groups of four. They write about Superchild’s day. First, they decide what happens clock to show the time. They write a sentence underneath their picture. They put the pictures in time sequence and clip them together to make a picture book.
Step 4 Exercises:
1. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
2. Ask the pupils to draw lines to match the pictures on the left with the times on the right according to what they hear on the tape.
Step 5 Summary
Summarize this lesson.
Step 6 Homework
Write Copybook Unit 3.
Blackboard Design
Unit 3 My dayLearn the sound and the wordsbr brother breakfastfr friend fruit2. Practice
Feedback: This class finished very well.
The fifth period
Teaching content: Part F
Teaching aims:
1. Consolidate the words and the structures.
2.Practice requests and common food names.
3.Use English to communicate with others when playing matching games
4.Use simple expressions and structures learned to interact with others.
Important points and difficult points:
Language focus
May I have …, please Yes, here you are.
It’s your turn. I win. Well done!
Teaching aids:
Tape recorder, word cards and some real objects.
Teaching steps:
Step 1 Warming-up
1. Revise the last lesson.
2. Free talk.
Step 2 Complete Part F
1. Tell the pupils they are going to make a schedule of their day. Explain this means writing down the times they usually do thins. Set the scene by telling the pupils to pretend they are staying with an aunt who doesn’t know their schedule.
2. Tell the pupils to work in pairs. Show them the schedule at the bottom of the page but ask them not to write anything yet. Tell them that pupil A is the aunt. She will ask questions and write sown pupil B’s answers in the schedule on the page. Then tell the pupils to change role, Pupil B will be the aunt and ask questions.
Step 3 Practice
The teaching is staying at an aunt’s home. She is making a schedule of the day. Student A: Act the aunt and fill in the schedule. Student B: Answer Student A.
Step 4 Exercises
1. Ask the pupils to look at the first part of the page and listen to the Workbook Cassette. They need to circle the correct words and draw lines to the correct cups according to what they hear on the tape.
2. Ask the pupils to look at the second part of the page. Tell them to look at the pictures and fill in the blanks.
Step 5 summary
Summarize this lesson.
Step 6 Homework
Finish Workbook Unit 3.
Blackboard Design
Unit 3 My daySing a songRevise this unit.
Feedback: They can master this lesson.
The sixth period
Teaching content: Part G
Teaching aims:
1. Consolidate the words and the structures.
2. Review Nice to meet you. How about you
3. Practice requests, numbers and common food names by singing.
Important points and difficult points:
May I have …, please
… yuan, please.
Teaching aids:
Pictures, tape recorder.
Teaching steps
Step 1 Warming-up
1. Revise the last lesson.
2. Free talk.
Step 2 Exercise.
1. A ______ is a baby dog. The girl is looking at it.
2. ___________ are rabbits’ favorite food. The rabbits are eating them.
3. 21st is Thursday, 22nd is Friday and 23rd is _________.
4. Tom usually ____ early.
5. Tom is doing his ______.
6. Tom is ___________.
Step 3 Complete Part G
1.Play the cassette for the pupils to listen to the chant.
2.Show the pupils the small pictures and where to write the time that they will hear in each verse.
3. Play the cassette again and ask the pupils to write the times they hear for each activity.
4. Play the cassette again for the pupils to check their answers. Then play it again and encourage the pupils to join in with the words.
Step 4 Do exercise in WB p15
Ask the pupils to look at the pictures and read the speech bubbles. Then tell them to match the words and the pictures by writing the correct letters in the circles.
Step 5 Summary
Summarize this unit.
Step 6 Homework
Revise the unit and do English Newspaper 32-34.
Blackboard Design
Unit 3 My day RevisionDo more exercise.
Feedback: I found they can’t use wh questions.
Unit 4 Our lessons
The first period
Teaching contents: Part :A
Teaching Aims:
1. Learn some new words about the day of the week
2. Can express I do something on ….
Main points and difficult points :
Vocabulary : Monday, Tuesday, Wednesday, Thursday,……..
Sentence: We don’t go to school on Sunday.
We play badminton on Monday.
Teaching aids: word cards
Teaching steps:
Pre-task stage
A Look and say.
Step 1 Presentation
1. Bring in or draw a calendar with the days of the week clearly marked on it.
2. Show the calendar. Chorus the names of the days of the week with the pupils.
3. Ask the pupils What day is it today Point t the day and say It’s … day.
4. Tell the pupils We go to school on Monday, Tuesday, Wednesday, Thursday and Friday. Ask the pupils Do We go to school on Saturday/ Sunday
5. Show cards. Play the cassette and point to the speech bubbles. Ask the pupils to repeat after the cassette.
Step 2 Practice
1. Show cards. Show the pupils Tim’s schedule for the week. Tell the pupils that the schedule shows what Tim does after school.
2. Read Tim’s sentences and have the pupils repear them after you.
3. Point to another day get the pu[pils to make Tim’s sentences We go/ don’t go to school on … or I play… on…
Step 3 More to do
Ask the pupils to write their own schedule with things they do after school. They take turns to describe their schedule to a partner.
Step 4 Summary
Summarize this lesson.
Step 5 Homework
Recite Part A the new words and some sentences.
Blackboard design
Unit 4 our lessonsPart A the day of the week1.What day is the first day Sunday2.Say from Monday to Sunday
feedback: 99% Ss master the day of the week. But they can’t sound correctly. Most of the students don’t know what day is the first day in west countries.The teachers must emphasis it.
The second period
Teaching content: Part B
Teaching aims:
1. Learn how to ask questions using What lessons do you have on…..
2.Communicate with others on familiar topics by using simple expressions and structures.
3. Enable pupils can answer At….. we have….
Main point and difficult point:
Vocabulary: have English have Chinese…..on Sunday On Monday
At ten At eight twenty
Sentences: What lessons do you have on…….
We have English at ten.
Teaching aids: a recorder
Teaching steps
Step 1 warming-up
4. Revision
Revise the last lesson.
5. Free talk
6. Sing a song.
Step 2 Presentation
1. Bring the school timetable translated into English this time with the times of lessons printed on it. Also bring the clock with moveable arms.
2. Write a series of numbers on the board in random order from 21 to 60. check that the pupils know how to say these numbers by pointing to them and asking What number is this
3. Write up some times in numerals using only 05,10,20,25,…11:05. Tell the pupils that we say, e.g. eleven oh five for these times. Ask the pupils to tell you the times in words and to move the hands on the clock to show these times.
4. Ask the class What lessons do you have on Monday morning Model the answer according to the first lesson on the timetable, e.g. At eight fifteen you have science.
5. Point to the next lesson on the timetable and encourage the pupils to tell you the time and name of the next subject. Continue with a different day’s lessons in both the morning and afternoon.
Step 3 Practice
1. Show cards and play the 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. Ask the pupils to complete Tim’s words in his first speech bubble for the other subjects he has on Monday morning.
3. Ask the class to repeat Koko’s question using another day and reply about that day’s lessons.
4. The pupils work in pairs and take turns to ask and answer questions about the subjects on the other days.
Step 4 Summary
Sum up this lesson.
Step 5 Homework
Write Part C.
Blackboard design
Unit 4 Our lesson1.Revision The word of subjects 2.What lessons do you have on Monday morning At nine ten, we have …
Feedback: They can’t express the time fluently.The teacher should spend more time on it. Make sure the students know to use on before the day of week and use at before the time.
The third period
Teaching content: Part C& D
Teaching aims:
6. Understand the plot of this story.
7. Consolidate the words and structures learned.
3. Act out the story with feeling.
Main points and difficult point:
Sentence: I don’t have any science book.
She doesn’t have her Chinese book
Teaching aids: story cards , a recorder
Teaching steps:
Step 1 warming-up
1.Revision
Revise the last lesson.
2.Free talk
3.Sing a song.
Step 2 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 cassette for the pupils and ask them to say the sentences after the cassette.
3. Ask the pupils why Koko has all her books in picture 5.
4. Ask the pupils to role-play the story in groups of five and to read the characters’ speech bubbles. Some groups may like to come out to the front and act the story.
5. I use storycards to revise the sequence and language of the story.
Step 3 Part D Practice
Ask the pupils to read the story again. Read the words in the speech bubbles with the pupils.
Demonstrate how to write a tike or a cross according to the information in the story by doing the first one with the pupils as an example. Use cards to check the answers.
Step 4 Summary
We have learnt this lesson. Who can sum up this lesson.
Step 5 Homework
Revise this unit and write copybook.
Blackboard Design
Unit 4 Our lessonsPart CTake out/ have a timetableAll her books
Feedback: Ss always make a mistake between out and our. The pupils are very interested in the performance and their performance are very vivid.
The fourth period
Teaching content: Part E
Teaching aims:
7. Consolidate words and structures.
8. Pronounce sounds learned correctly in words.
3. Recognize rhythm in simple rhymes or poems.
Important points and difficult points:
Sounds gl& cland words with these sounds.
Rhyme words: glove
Teaching aids:
Pictures, computer, tape recorder
Teaching steps:
Step 1 warming-up
1.Revision
Revise the last lesson.
2.Free talk
3.Sing a song.
Step 2 Presentation
Part E Say the sounds and the words.
1. Play the cassette and ask the pupils to listen to the sounds and the words.
2. Say the words slowly and clearly. Check that the pupils are saying the words correctly.
3. Point to the pictures and check that the pupils can say the words without your model.
4. Play the cassette again. Ask the pupils to listen to the rhyme and to circle the glove, glass and sock hidden in the picture. Get the pupils to repeat the rhyme.
While-task stage
Step 3 Practice
Part F Look and do.
1. show the pupils the small picture of the timetable floating in the water. Explain that they cannot read the timetable as it is wet.
2. Tell the pupils to work in pairs. Pupil A looks at the timetable on this page and Pupil B looks at the timetable on page 62.
3. Explain that both pupils have the same timetable. Together they can complete the timetable by asking each other about the missing information. Read the sample conversation in picture 3 with the pupils.
4. When the pupils have finished asking questions, suggest they compare books to check their answers.
Step 4 Summary
Who can sum up this lesson.
Step 5 Homework
Write WB of Unit 4.
Blackboard Design
Unit 4 Our lessonsSay the sounds and the wordsgl glove glasscl classroom clock
Feedback: It’s a little difficult for the pupils to pronounce gl and cl correctly. The teacher should lead to read more or get the pupils follow the tape more.
The fifth period
Teaching content: Part F
Teaching aims:
Understand utterances using pictures as prompts
Participate in simple interactions in classroom situations
Do a group survey and report the results to the class
Understand utterances using pictures as prompts.
Important points and difficult points:
Language focus:
What lesson do you have on Tuesday
At eight twenty, we have….
Teaching aids: a timetable of lessons
Teaching steps:
Step 1 warming-up
1.Revision
Revise the last lesson.
2.Free talk
3.Sing a song.
Step 2 Presentation
Part G Listen, write and chant.
1. Play the cassette for the pupils to listen to the chant.
2. Ask the pupils to write the subjects in the correct blanks according to what they hear on the cassette. I can write the subjects on the board that class needs extra help.
3. Play the cassette again for the pupils to check their answers. Then play it again to encourage the pupils to join in with the words.
Step 3 Practice
Post-task stage
1. give the pupils a blank timetable for a day and ask them to design their perfect timetable for a day with their favourite subjects and activities. Five pupils can them group together and tell each other about their perfect timetables and make a timetable for a week. The class can vote on their favourite timetable.
2. Give the pupils a blank timetable for three days with the times filled in. write the subjects on the board and ask the pupils to fill in the timetable with the subjects in any order they like. Play a bingo game by calling out t time and a subject. Keep a record of the times and subjects called out. The pupils cross out the subject if they have it at the time and on the day called out. The first pupil to cross out all the subjects for one full day is the winner.
Step 4 Summary
Who can sum up this lesson
Step 5 Homework
Do Wb of Unit 4.
Blackboard Design
Unit 4 Our lessonsSing a song.Do more practice.
Feedback : This lesson is very relaxing. Ss can say the words of lessons easily, and because they are very interested in the patterns in the life.
The sixth period
Teaching content: Part G
Teaching aims:
1. Consolidate the words and the structures.
2. Review the words and structures in the song.
3. Listen to and sing a song to practice talking about favorite school subject.
Main point: we have …..at…..
Teaching aids:
Pictures and tape recorder
Teaching steps”
Step 1 warming-up
1.Revision
Revise the last lesson.
2.Free talk
3.Sing a song.
Step 2 Revision
1. Revise the lessons.
2. Practice the pattern.
3. Do more exercises.
1) _______ do you have supper every day
---- I have supper at seven.
2) --- ______ does he often do
--- He often sings.
3) --- ____ does she go to school everyday
--- She walks to school every morning.
4) ____ does piglet often sleep
--- Because it is lazy.
5) --- ____ does your father work
--- He works in a factory.
Step 3 Summary
Who can sum up this lesson
Step 4 Homework
To be prepare this unit and tomorrow we have a test.
Blackboard Design
Unit 4 Our lessonsRevisionWhat day is today What lessons do you have on Monday morning
Feedback: Some Ss always omit on+ the day of the week, and at + time
e.g. on Monday
at nine fifteen.
The pupils should practice more.
Unit 5 Revision
The first period
Teaching content: Part A
Teaching aims:
12. Revise how to ask questions using What … subject does he/she like
2 Revise words about subjects
13. Revise the Third single person
Main point and difficult point:
Sentence: What subject do you like
What subject does he/she like
I like…….She/he likes…..
Teaching aids:
Tape recorder
Teaching steps:
Step 1 A Read and write.
1. Show cards. Ask the pupils to repeat the sentences after me.
2. Explain that the children are talking about their friends.
3. Demonstrate how to fill in the blanks by looking at the pictures in the thought bubbles.
4. Tell the pupils to complete the children’s dialogues. Use cards to check the pupils’ answers.
Step 2 Part B Read and say.
1. Show cards. Ask the pupils to read Tim’s note to Pat and look at the small pictures in Koko’s thought bubble.
2. Tell the pupils to work in pairs. One pupil role-plays Koko and asks, e.g. Do the birds eat seeds Another pupil role-play Pat and answers Yes, they do. The pupils ask and answer questions about the other small pictures in Koko’s thought bubble.
Step 3 Summary
This lesson we
Blackboard Design
Unit 5 Revision 1.Fill in the blanks. Then read. 2.Oral practice. Part B
Feedback: 80% Ss can master the present tense. Som pupils always confuse he with his, she with her. Tell them that his or her must follow nouns
The second period
Teaching content: Part B.C.D
Teaching aims:
14. Revision how to ask questions using Does it…
15. Using the third person singular
16. Asking Yes/No questions
17. Use proper pronunciation and intonation
Main point and difficult point
Vocabulary: a kitten/a puppy/a carrot/cat food/dog food/milk/water/seeds
Language focus: Does it … Yes,… /No,…
Teaching aids:
Tape recorder, pictures
Teaching steps:
Part B: Read and say:
1. Show Transparency. Ask the pupils to read Tim’s note to Pat and look at the small pictures in the Koko’s thought bubble.
2. Tell the Pupils to work in pairs. One pupil role-plays Koko and asks. e.g. Do the birds eat seeds Another pupil role-plays Pat and answers Yes, they do. The pupils ask and answer questions about the other small pictures in Koko’s thought bubble.
Part C Ask your friend.
Guess: Who is he/she
1. show cards. Ask the pupils to look at the table and read the words in the children’s speech bubbles.
2. Tell the pupils to work in pairs. One pupil chooses a child from the table. Then the other pupil asks questions about the time their partner gets up, has breakfast, has dinner and goes to bed in order to find out who their partner is.
3. Ask the pupils to take turns asking and answering questions.
Part D Listen and tick or cross.
1. Play the cassette. Tell the pupils that Polly has written the lessons in her timetable that she can remember, but some of them are wrong. She is asking John about the lessons they are going to have on Monday.
2. Tell the pupils to listen to the cassette and put a tick or a cross in the boxes.
3. Use transparency to check the pupils’ answers.
Blackboard Design
Unit 5 Revision1.Play a game.2.Do more exercises.
Feedback: They don’t master the time very well. Some pupils still don’t understand what’s the third single person and when to use do or does. Try to make them clear.
The third period
Teaching content: Revise Lesson1
Teaching aims:
1.Revise Unit 1
Communicate with others on familiar topics by using simple expressions and structur
Important and difficult point:
!..Participate in simple interactions in classroom situations
2..Understand utterances using pictures as prompts.
Language focus
1. W What subjects does he/she like
2. He/She likes English.
3. He’s/She likes English.
4. What sport does he/ she like
5. He/ she likes basketball.
Teaching steps:
Step 1 warming-up
1. Sing songs: P6 (This is my good friend Jessica) P12(I have a cat)
2. Chant : P18 (When do you get up ),P24(What lesson do we have)
Step 2 Presentation
1. Revise the words:
Arts and crafts, Chinese, English, maths, music, PE, science
cr scream ice cream
gr green grey
2. Free talk (Revise the patterns.)
What subject does Tim like He likes…
What sport does Tim like He likes…
3. Read and revise Part C.
Very well/ a new friend/ be good at / pet corner
Step 3 Practice
The teacher write some exercises according to Unit 1.
7. --- ______ you often ________ (go) shopping
--- Yes, I ______.
8. --- _______ he often _______ (dance)
--- No, he _______.
9. --- ______ she always ______ (eat) pudding after supper
--- Yes, she ________.
10. --- ______ the bird always _______ (jump)
--- No, it ________.
11. I ________ (not, like) clapping hands.
Step 4 Homework
Listen to the tape of Unit 1 and have a revision.Be prepare the test the next day.
Step 5 Summary
This lesson we revise Unit 1 , I want a student to sum up this lesson.
The words/ the sentence/ the story
Blackboard Design
Unit 5 RevisionThe words: Arts and crafts, Chinese, English, maths, music, PE, scienceThe pattern:1.What subjects does he/she like 2.He/She likes English.3.He’s/She likes English. 4.What sport does he/ she like 5.He/ she likes basketball.The story:
Feedback: This time nearly all of the students can master the new tense. Encourage them to learn English, it’s effective.
The fourth period
Teaching content: Revise the lessons Unit 2
Teaching aims:
1.Understand utterances using pictures as prompts
2.Participate in simple interactions in classroom situations
3.Write words for pictures
4.Communicate with others on familiar topics
Important and difficult points:
This is our rabbit.
This is its food.
Does it eat/ drink…
Yes, it does. / No, it doesn’t.
Topic vocabulary
The words of Unit 2
Additional language
Unit 2: a carrot, cat food, dog food, fish food, seeds, mild, water, a kitten, a puppy
Teaching aids: Power point
Teaching steps:
Step 1 warming-up
1.Sing songs: P6 (This is my good friend Jessica) P12(I have a cat)
2. Chant : P18 (When do you get up ),P24(What lesson do we have)
Step 2 Presentation
1. Revise Part A
Bring in photos or pictures of pet animals and the food they eat and drink.
2. Revise Part B
Play a miming game with the students. Pretend to be a kitten. Ask the pupils what am I When the pupils guess a kitten, show a picture of a kitten. Then show pictures of the different types of food from the unit. Ask e.g. Does it eat seeds Write the question forms on the board, i.e. Does it eat… Does it drink… Model the answers Yes, it does./No, it doesn’t for the pupils.
3.Revise Part C.
Step 3 Practice
1. Read the storytime
2. Revise the language points of Unit C.
3. Do more exercise.
Step 4 Homework
Write Part A,B,C in memery.
Step 5 Summary
This lesson we revise Unit 2. Can you sum up this lesson
Blackboard Design
Unit 5 RevisionUnit 2 Pet cornera carrot, cat food, dog food, fish food, seeds, mild, water, a kitten, a puppyI’m going to…Look after/ of course/ Don’t give …
Feedback: They can master this lesson. But some language points can’t be learned well by heart. Such as how to use do or does, What’s the third single person. Ss always confuse with them.
The fifth period
Teaching content: Revise Unit 3
Teaching aims:
1.Revise Unit 3
2.Understand a series of instructions and act accordingly
3.Communicate with others on familiar topics
Main point and difficult point
When do you get up
I get up at seven fifteen
Teaching steps:
Step 1 warming-up
3. Free talk.
4. Revise the last lesson.
What are you doing
What’s he /she doing
Step 2 Presentation
1.Bring in simple props like toy food and plate, a school bag, a lunch box.
2. Mime sleeping, then an alarm clock ringing. Pretend to wake up and say I’m getting up. Write the words get up on the board.
3. Prepare a clock face with hands which move. Bring an alarm clock to class.
4.Revise the numbers 1-12 by using the short hand to point to them asking the pupils to tell you the numbers.
Step 3 Practice
1. Read Part C.
2. Do more exercise.
7. A ______ is a baby dog. The girl is looking at it.
8. ___________ are rabbits’ favourite food. The rabbits are eating them.
9. 21st is Thursday, 22nd is Friday and 23rd is _________.
10. Tom usually ____ early.
5. Tom is doing his ______.
Step 4 Homework
Write Part A,B,C in memory.
Step 5 Summary
This lesson we have revised Unit 3. Can you help me to sum-up.
Blackboard Design
Unit 5 RevisionRevise how to express the time.Oral practice Part BWhen do you get up I get up at …When does Tim get up He gets up at…
Feedback: Ss are familior with When do you get up But they don’t master When does Tim get up very well. We should spend more time on it. Remind them not to omit s after verbs when the subject is the third single person.
The sixth period
Teaching content: Revise Unit 4
Teaching aims:
1.Speak with clear pronunciation
2.Participate in simple interactions in classroom situations
3.Understand simple written instructions
4.Communicate with others on familiar topics
Important points and difficult points:
It’s Sunday.
I play badminton on Monday.
What lessons do you have on Monday morning
At eight twenty, we have Chinese. At nine ten we have music.
Teaching aids:
Pictures, computer, tape recorder
Topic vocabulary
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
Teaching steps:
Step 1 warming-up
1.Revise the last lesson.
2.Free talk
3. Sing a song.
Step 2 Presentation
6. Bring the school timetable translated into English this time with the times of lessons printed on it. Also bring the clock with moveable arms.
2. Write a series of numbers on the board in random order from 21 to 60. 3. check that the pupils know how to say these numbers by pointing to them and asking What number is this
Step 3 Practice
Give the pupils a blank timetable for a day and ask them to design their perfect timetable for a day with their favourite subjects and activities. Five pupils can them group together and tell each other about their perfect timetables and make a timetable for a week. The class can vote on their favourite timetable.
Step 4 Homework
Read this unit and have a dictation of this unit.
Step 5 Summary
Blackboard Design
Unit 5 Revision RevisionWhat day is today What lessons do you have on Monday morning What lessons does he/she have on Monday Morning
Feedback: Some Ss always forget on+ the day of the week, and at + timee.g. on Monday at nine fifteen. Substitute the third single person for you to practice more.
Unit 6 At home
The first period
Teaching content: Part A
Teaching aims:
1. Guess the meaning of the new words through pictures.
2. Train the students’ listening and speaking skills.
4. Use proper pronunciation and intonation
4. Communicate with others on familiar topics
Main points:
Vocabulary: bedroom, bathroom , dining room living room kitchen
Language focus: What’s this It’s the living room.
Teaching aids: some pictures, a recorder
Teaching steps:
Pre-task stage
A. look and say.
Step 1 warming- up
Step 2 Presentation
1. Enlarge a plan of a flat from a newspaper advertisement, or draw one on the board.
2. Draw the outline of a flat on the board. Introduce the names of the rooms by drawing appropriate furniture for each room.
3. Talk about each room and what we do in it, e.g. this is the bedroom. We sleep in the bedroom. This is the bathroom. We wash in the bathroom. Write the name of each room on the plan.
Step 3 Practice
1. Show cards. Point to the rooms in the flat, and read Pat and Koko’s speech bubbles. Ask the pupils to repeat the words.
2. Tell the pupils to point to rooms on the plan and answer what’s this It’s a /the…
Step 4 More to do
Ask the pupils to word in pairs. They each draw a room with some furniture in it. Then they ask each other What’s this and answer It’s a /the …
Step 5 Homework
Step 6 Summary
Blackboard Design
Unit 6 At homeA bedroom /the bathroom The dining room /the kitchen The living room
Feedback: They can master them very well. Some pupils can’t pronounce dining correctly. The pupils are very familiar with these words, so it’s easy to memorize them.
The second period
Teaching content: Part B
Teaching aims:
18. Ask Where, What questions to find out information
19. Use proper pronunciation and intonation
Important points and difficult points:
Where are you
I’m in….. What are /is …doing
…….is /are doing something.
Teaching aids: a picture of flat, tape record
Teaching steps:
Step 1 warming-up
Step 2 Presentation
1. Draw on the board a room plan with simple furniture to show what we do in each room. Do not write the names of the rooms on the plan.
2. Draw a simple figure and give it a name, e.g. Aog. Draw Aog in a room on the plan and ask Can you see Zog Encourage the pupils to answer Yes, he’s ……Then reformulate the question to ask Where’s Zog Write on the board Where is…
3. Give the pupils clues, e.g. He’s She’s washing. Where is he/she Get the pupils to guess which room zog is in and to answer He’s /she’s in the ,…
4. Then change the clue and say, e.g. He’s /She’s in the bathroom. What’s he/ she doing Write on the board the question form What’s he/she doing Encourage the pupils to answer, e.g. He’s she’s washing.
Step 3 Practice
1. Show card and play the 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 out that Pat’s mother is phoning Pat. She can’t see what the people in Pat’s home are doing .