深港版小学英语第五册全册教案

Unit 1 My home
(The first period)
Teaching aims:
1. Communicate with others on familiar topics by using simple learned expressions and structures.
2. Understand a series of instructions and act accordingly.
3. Write simple greetings.
4. Speak with clear pronunciation, correct stress and meaningful intonation.
Main points:
1. New words: numbers from twenty-one to one hundred, flat, block,estate,street.
2. That’s Huayuan Estate. It’s at twenty-five Tianjindong Street.
Difficult points:
1. How to write and read the numbers correctly.
2. The pronunciation of flat, block, estate, street, etc.
3. The prep. of “at”.
Teaching aids:
1.pictures 2.tape-recorder 3.a map of the residential areas
Teaching steps:
Step 1 warm-up
1. Sing a song.
Step 2 Free talk
Step 3 Revision
1. Revise how to say the numbers from one to twenty.
2. Let them say one by one.
3. Match the words.
Step 4 Presentation
1. Bring in a map of the residential areas around the school or draw a simple map on the board. Prepare a large envelope by writing a local address (in large letters) on it. The address should have a flat number, a block number, an estate name and a street address.
2. (Book closed) Revise numbers 1 to 20. Number the pupils 1-20. When you get to number twenty start again with one. Ask the pupils to write their number on a piece of paper. Check that they know their numbers by getting them to count aloud and stand up when their number is called. Play a game by giving a number and an instruction, e.g. Number 7 touch your head. Number 18 stand up etc.
3. Point to an estate on the map introducing its name and giving the address. For example, That’s … Estate. It’s at … Street. Repeat with other estates and streets. Write the names of the estates and the streets on the board. Point to the map and ask the pupils to repeat your sentences.
4. Show Transparency. Play the Pupil’s Book Cassette and point to the speech bubble. Ask the pupils to repeat after the beeps.
Step 5 Practice
1.(Book open.) Show Transparency. Point to postman and show the envelope with the address on it. Read the postman’s words and point to the estate in the background. Encourage the pupils to repeat the sentences after me . Write 21 on the board in figures. Tell the pupils we say twenty-one. We can write it two ways, either 21 or twenty-one.
2. Show the pupils how we link the word twenty with the numbers 1-9. Ask the pupils to count from twenty to twenty-nine. Point to the figures and the words on Transparency.
3. Show the pupils the notice at the bottom of the page. Read out the words for 30, 40, etc. to 100 and have the pupils repeat the words after you.
4. Ask the pupils to count round the class very quickly. Each pupils says the next number. See how high you can get.
5. Show the envelope again. Ask the pupils to read out the number in the address.
Step 6 Consolidation and practice
1.Play a game to revise the numbers learned.
2.Do some exercises.
Step 7 Homework:
1. Listen to the tape of Unit 1 A twice.
2. Tell your friends about the numbers from one to one hundred.
Blackboard Design
Feedback:
1. The pupils can't say the numbers correctly. For example: thirteen thirty fourteen forty etc.
2. It's necessary for them to practise more.
Unit 1 My home
(The second period)
Teaching aims:
1.Communicate with others on familiar topics by using simple learned expressions and structures.
2.Understand a series of instructions and act accordingly.
3.Write simple greetings.
4.Speak with clear pronunciation, correct stress and meaningful intonation.
Main points:
1.New words: numbers from twenty-one to one hundred, flat, block,estate,street.
2.That’s Huayuan Estate. It’s at twenty-five Tianjindong Street.
Difficult points:
1.How to write and read the numbers correctly.
2.The pronunciation of flat, block, estate, street, etc.
3.The prep. of “at”.
4.Tell their address in English.
Teaching tools:
1.pictures 2.tape-recorder 3.a map of the residential areas
Teaching steps:
Step 1 warm-up
1. Greetings
2.Free talk
step 2 Revision
1.Revise the numbers from one to one hundred.
2.Let them say one by one.
3.Match the words.
Step 4 Presentation
1.Bring in a map of the residential areas around the school or draw a simple map on the board. Prepare a large envelope by writing a local address (in large letters) on it. The address should have a flat number, a block number, an estate name and a street address.
2.Point to an estate on the map introducing its name and giving the address. For example, That’s … Estate. It’s at … Street. Repeat with other estates and streets. Write the names of the estates and the streets on the board. Point to the map and ask the pupils to repeat your sentences.
3.Show Transparency. Play the Pupil’s Book Cassette and point to the speech bubble. Ask the pupils to repeat after the beeps.
4.Ask them to write down their address and tell their friends in English.
Step 5 Consolidation and practice
1.Play a game to revise the numbers learned.
2.Do some exercises.
Step 6Homework:
1.Listen to the tape of Unit 1 A twice.
2.Tell your friends about the numbers from one to one hundred.
3. Tell your friends about your address in English.
Blackboard Design
Feedback:
1. Some pupils can't say the words correctly.
2. It's necessary for them to practice more.
Unit1 My home
(the third period)
Teaching aims:
1.Communicate with others on familiar topics by using simple learned expressions and structures.
2.Understand a series of instructions and act accordingly.
3.Write simple greetings.
4.Speak with clear pronunciation, correct stress and meaningful intonation.
Main points:
1.New words: flat, block, estate, street, the numbers, where, live.
2.New sentences:
Where do you live
I live at 49 Fumin Street.
I live in Flat 202, Block 6, Houshan Estate.
Difficult points:
Where do you live
I live at 49 Fumin Street.
I live in Flat 202, Block 6, Houshan Estate.
Teaching tools:
1. pictures 2. tape recorder 3. a piece of paper 4. transparency
Teaching steps:
Step 1 warm-up
1. Greetings.
2.Free talk: What’s your favourite number I like…
step 2 Revise the new words of the numbers one by one.
Step 3 Presentation
1 Get the pupils to find out the name of their estate and their street address in English or pinyin. Bring the envelope with the address on it from the previous lesson and a picture of the building where you live.
2 (Books closed.) Show the envelope and the picture of the building. Telling the pupils This is where I live. Point to the correct places on the envelope and say I live in Flat …, Block …, … Estate. I live at … Street. Write the sentences on the board. Underline the prepositions we use for a flat (in) and for a street address (at).
3 Point to each part of the address asking different pupils Where do I live Ensure the pupils use the correct preposition for each part of the address.
Step 4 Practice
1. (Book open.) Show Transparency and play the Pupil’s Book Cassette. The pupils listen and follow in their books. Explain that Tim and Pat want to win a prize. Continue to play the cassette and ask the pupils to repeat the words after the beeps.
2. Show the words in the two other children’s thought bubbles. Tell the pupils to act the boy and the girl. Ask them Where do you live Get them to answer according to the information in the thought bubble.
3. Ask the pupils to work in groups of five to role-play the people.
Step 5 Consolidation and practice
1. Do the exercises in Workbook (p.2).
2. Check the answers.
Step 6 Homework:
1. Listen to the tape of Part B twice.
2. Tell your friends about your address.
3. Ask about your friends’ address.
Blackboard Design
Feedback:
1.some pupils can't say the sentences correctly. For example： I live in Flat ---，Block---，Songping Estate.
2. It's necessary for them to practise more.
Unit 1 My home
(The fourth period)
Teaching aims:
1.Communicate with others on familiar topics by using simple learned expressions and structures.
2.Understand a series of instructions and act accordingly.
3.Write simple greetings.
4.Speak with clear pronunciation, correct stress and meaningful intonation.
Main points:
1. Where do you live now We live at 93 Shanxi Street now.
We live in Flat 201, Block 7, Panyu Estate.
2. Our estate is big. It has twenty-five blocks.
Teaching tools:
1. map 2. pictures 3. tape recorder 4. transparency
Teaching steps:
Step 1 warm-up
1. Greetings.
2. Free talk
Step 2.Revision
1. Dictate the numbers from one to one hundred and some new words.
2. Ask about their address: Where do you live I live at / in …
Step 3 Presentation
1. Show Transparency. Get the pupils to look at the screen. Tell the pupils there are three people in the picture. The man is the woman and the boy’s old neighbour. The man is a driver. They meet in the street and talk.
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 role-play the story in three and read the characters’ speech bubbles. Some pairs may like to come out to the front and act the story.
4. Use Storycards to revise the sequence and language of the story.
Step 4 Practice
1. Ask to read the story again. Read the words in the speech bubble with the pupils. Demonstrate using the first sentence how to write the word in the blank by looking at the small picture. Use Transparency to check the answers.
2. Ask the pupils to look at the Workbook(P.3). Look at the pictures and listen to the Workbook Cassette.
3. Ask the pupils to write the correct letters in the boxes according to what they hear on the tape.
Step 5 Consolidation
Ask some pupils to act out the sentences.
Step 6 Homework
1. Listen to the tape of Part A-C twice.
2. Ask your friends about their address, and prepare to write a letter to your friends.
3. Do the Workbook in page 4.
Blackboard Design
Feedback:
1. The pupils can't understand the sentences correctly.
2. It's necessary for them to practise more.
Unit 1 My home
(The fifth period)
Teaching aims:
1.Communicate with others on familiar topics by using simple learned expressions and structures.
2.Understand a series of instructions and act accordingly.
3.Write simple greetings.
4.Speak with clear pronunciation, correct stress and meaningful intonation.
Main points:
1. Where do you live / What’s your name / Where’s your friend
Let’s play a game.
2. The sound and the words: what, where
Teaching tools:
1. pictures 2. tape recorder 3. transparency
Teaching steps:
Step 1 warm-up
1.Greetings
2.Free talk
3.Listen to a chant at P.6.
step 2Revision
1. Look at the Transparency of Part and say the bubbles.
2. Act the story.
3. Finish Part D: Tick(√) the correct answer.
Step 3 Presentation
Say the sound and the words.
1. Play the Pupils’ Book Cassette and ask the pupils to listen to the sound and the words. Point out the spelling of this sound.
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 the teacher’s model.
4. Play the tape again. Ask the pupils to listen to the rhyme and point to the girl with the red shirt and a bird under her skirt. Get the pupils to say the rhyme.
Step 4 Practice
1. Do the exercises in the Workbook (P. 4). Ask the pupils to look at the first part of the page and listen to the Workbook Cassette. They need to draw a line to the correct words 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 Consolidation
Ask the pupils to recite the dialogue. Get some pupils to act out the text in Part C.
Step 6Homework
1. Tell your friends about your address.
2. Remember the new words and the sound by heart.
Blackboard Design
Feedback:
1. The pupils can't say the question correctly. For example : where do you live where’s your friend
2. It's necessary for them to practise more.
Unit1 My home
(The sixth period)
Teaching aims:
1.Communicate with others on familiar topics by using simple learned expressions and structures.
2.Understand a series of instructions and act accordingly.
3.Write simple greetings.
4.Speak with clear pronunciation, correct stress and meaningful intonation.
Teaching tools:
1. pictures 3. tape recorder 4. transparency
Teaching steps:
Step 1 warm-up
1.Try to do a chant at P.6.
2.Free talk
3.Revision. Have a dictation.
Step 2 Presentation
1. Make sure the pupils know their address in English. Have a list of their address so that you can help them if necessary. Make a mail box out of a cardboard box with a slit cut in it. Get envelopes or have the pupils bring one in.
2. Tell the pupils to work in pairs. Show them the note on page 60. Read out the wording and make sure the pupils know the note is an invitation to play at each other’s home.
3. Read with the pupils the instructions on the page. Tell them to finish the note by writing their address on page 60.
4. Tell the pupils that they are going to send the note to their friend. They need to ask their friend for their address and write it on the label on page 60.
5. Demonstrate one conversation by asking one pupil Where do you live Pretend to write their address on a label when they reply.
6. Tell the pupils to cut out the label with their friend’s address on it and stick it on an envelope. Get them to post the envelopes in the mail box. Later, pretend to be the postman and give out the envelopes to the correct children. Alternatively, the pupils can really mail the envelopes if they live in a city where the English address will be recognized.
Step 4 Practice
Get the pupils to do some exercises in the workbook. Then get the pupils revise the text.
Step 5 Homework:
1. Recite the text.
2. Do the exercises in the workbook.
Blackboard Design
Feedback:
1. Some pupils can't write the words correctly. For example : estate street block etc.
2. It's necessary for them to practise more.
Unit1 My home
(The seventh period)
Teaching aims:
1.Communicate with others on familiar topics by using simple learned expressions and structures.
2.Understand a series of instructions and act accordingly.
3.Write simple greetings.
4.Speak with clear pronunciation, correct stress and meaningful intonation.
Teaching tools:
1. pictures 3. tape recorder
Teaching steps:
Step 1) Warm-up
1.Greetings.
2.Free talk
step 2 Revision.
1.Have a dictation and check the answers.
Step 3 New lessons. Learn Part G.
1. Get the pupils to look at the books in page 6. Let them look at the pictures. Play the Pupils’ Book Cassette for the pupils to listen to the chant.
2. Play the cassette again and tell the pupils to stick the animals on page 60 in the places where they live.
3. Play the cassette again and encourage the pupils to join in with the words. Then point to one of the places shown on the page and ask the pupils to sing the correct verse.
Step 4 Practice
1. Ask the pupils to look at the pictures, read the speech bubbles and then complete the labels.
Answers:
Step 5 Consolidation
1. Do some extra exercise: Write a letter to your best friend, Tell him / her about your school life. Hand it in with a envelope ,which is written your friend’s address.
Step 6 Homework
1. Review Unit 1.
2. Preview Unit 2.
Feedback:
1. Some pupils can't write the sentences correctly. For example: where do you live I live in …
3. It's necessary for them to practise more.
Unit 2 Places near home
The first period
Teaching aims:
1. Understand utterances using pictures as prompts
2. Participate in simple interactions in classroom situations
3. Write words for pictures/objects
4. Use English to play games
main point
1. new words : a post office ,a clinic ,a bookshop ,a restaurant ,a supermarket , a cinema ,centre
2. drills : Is there a bookshop Yes, there is. / No, there isn’t.
Difficult point
4. How to write and read the new words correctly.
5. The pronunciation of A supermarket, a restaurant, a post office, a clinic, a bookshop, a cinema etc.
Teaching aids:
1.pictures 2.tape-recorder
Teaching steps:
Step 1 warm-up
1. Sing a song.
Step 2 Free talk
Step 3 Revision
4. Revise what can you see I can see…..
2. Let them say one by one.
Step 4 Presentation
1 Bring in a shopping bag, an envelope with an address on it but no stamp and a listing of films from the newspaper. Wrap a bandage or handkerchief around one hand before entering the classroom.
2 (Books closed.)Pretend to walk in s street. Take out the envelope and point to the place where there should be a stamp. Say Is there a post office I want a post office. Write the words post office on the board.
3 Continue with mimes to establish the concepts of the other places, e.g. showing the film listing for the cinema, showing your bandaged hand for the clinic, rubbing your stomach to show you are hungry for a restaurant, showing your shopping bag for the supermarket. Write the new words on the board and ask the pupils to repeat their pronunciation.
4 Show Transparency. Play the Pupil’s Book Cassette and point to the speech bubbles. Ask the pupils to repeat after the beeps.
Step 4.Practice
1 (Books open.) Show Transparency. Point to Pat, Tim and Koko. Explain Pat and Tim are showing Koko the City Centre. Read Tim’s speech bubble.
2 read Koko’s question and Pat’s answer. Ask the pupils to repeat them.
3 ask the pupils What can we see in a bookshop
4 Point to the picture and ask the pupils Is there a school Revise with the pupils the reply No, there isn’t. Repeat the question with playground, library, zoo and swimming pool.
Step 5 practice
1 .The pupils play a miming game. Prepare strips of paper with the names of the places written on them including school, playground, library, zoo and swimming pool. The pupils choose one, read it silently then mime an action to show the place for their team. The team guesses by asking Is there a …
2. Award points for correct guesses.
Step 6 Homework.
1. listen to the tape for 3 times, and repeat.
2. write the words in Part A ,each words a line.
Blackboard Design
Unit 2 Places near homea post office (pic.) (The map) a clinic (pic.) a cinema(pic.)a restaurant (pic.)a supermarket (pic.) a cinema(pic.)
Feedback:
1. The pupils can't say the words correctly. For example: restaurant,cinema,clinic etc..
2. It's necessary for them to practise more.
The second period
Teaching aims:
1. Understand utterances using pictures as prompts
2. Participate in simple interactions in classroom situations
3. Write words for pictures/objects
4. Use English to play games
main point
1. new words : a post office ,a clinic ,a bookshop ,a restaurant ,a supermarket , a cinema ,centre
2. drills : Where’s the bookshop It’s in …Street.
Difficult point
1. How to write and read the new words correctly.
2. the pronunciation of A supermarket, a restaurant, a post office, a clinic, a bookshop, a cinema etc.
Teaching aids:
1.pictures 2.tape-recorder
Teaching steps:
Step 1 warm-up
1. Sing a song.
Step 2 Free talk
Step 3 Revision
revise Is there a bookshop in our estate
Yes ,there is. / NO there isn’t.
Step 4 Presentation
1. Write the names of the places (including swimming pool, etc.)on the board. Draw two streets and empty squares to represent the buildings. Name the streets.
2. Get the pupils to ask you Is there a … Using the names on the board. Answer Yes, there is. /No, there isn’t. If the answer is Yes, there is. look at the map and ask yourself aloud, Where’s the… Then pretend to remember and answer It’s in…Street. Write the name of the place in an empty building pictured on the board.
3 Continue until the pupils have asked about all the places on the board. Then ask the pupils Where’s the… Encourage them to answer It’s in …Street.
4 Tell one pupil to ask another pupil about the places on the board. The second pupil should answer.
Step 5Practice
1 Show Transparency and 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 Show the pupils the characters and explain that Pat, Tim, Jenny, and Koko are in City Centre. Koko and Jenny are asking Tim and Pat about where the places on the notice are. Show the pupils the answers in Tim’s and Pat’s thought Bubbles. You can also refer the pupils to the map on the previous page.
3 Read Koko’s speech bubble. Show the pupils the answer in Tim’s thought bubbles. Ask the pupils to read Tim’s answer.
4 Ask the pupils to work in groups of four and to take turns to be either Jenny or Koko and ask about the places on the notice or to be Tim or Pat and to answer.
Step 6 Consolidation and practice
1 The pupils play an asking game. Set up four tables at the front of the room as information desks. Ask several pupils to stand behind each table and give them a map of places and the streets where they can be found.
Arrange the rest of the class into groups of four. Give each group a slightly different list of 8 places to ask about. Some of the places listed will not be on the map at the information desk.
3 Tell each group which information desk they can go to ask about the location of each place on their list. Each group can only send one member of the group at a time. They must ask for the information and come back to their group and tell them the answer.
4 The group which finishes listing the streets where the places can be found first is the winner.
Step 7Homework
1.To make sentences using the phrase in Part B.
Blackboard Design
Unit 2 Places near homeWelcome to City CentreWhere’s the bookshop It’s in Yunnan Street.
Feedback:
1. Some pupils can't say the words correctly. For example: restaurant,market street etc..
2. It's necessary for them to practise more.
The third period
Teaching aims:
1. Understand utterances using pictures as prompts
2. Participate in simple interactions in classroom situations
3. Write words for pictures/objects
4. Use English to play games
main point
1. new words : letter ,stamps, over there ,
2.drills : here’s a letter. Here’s a cinema. good I have no money.
Difficult point
1. How to write and read the new words correctly.
2. how to use here’s a …. And excuse me .where’s the … etc.
Teaching aids:
1.pictures 2.tape-recorder
Teaching steps:
Step 1 warm-up
1. Sing a song.
Step 2 Free talk
Step 3 Revision
1. Revise the dills in Part A.and B.
2. free talk: Where’s the …
Step 4 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 role-play the story in groups of five (one will be silent as the cameraman) and to read the character’s speech bubbles. Some groups may like to come out to the front and act the story.
4 You may use Storycards to revise the sequence and language of the story.
Step 5 Practice
1. Ask some pupils to act out the story.
Step 6Homework
1. Read Part C 3 times and learn it by heart.
2. Recite the new words
Blackboard Design
Unit 2 Places near homeA shopCan I help you What can I do for you letterbuysome stampsmoney
Feedback:
1. The pupils can't say the sentences correctly. For example: please go to the post office and buy some stamps.etc..
2. It's necessary for them to practise more.
The fourth period
Teaching aims:
1. Understand utterances using pictures as prompts
2. Participate in simple interactions in classroom situations
3. Write words for pictures/objects
4. Use English to play games
main point
1. new words : ice creams circle
3. drills : I can dance in a circle . I can go to the cineama
Difficult point
3. How to write and read the new words correctly.
4. The pronunciation of cinema ice creams dance circle etc.
Teaching aids:
1.pictures 2.tape-recorder
Teaching steps:
Step 1 warm-up
1. Sing a song.
Step 2 Free talk
Step 3 Revision
4. Look at the Transparency of Part and say the bubbles.
5. Act the story.
6. Finish Part D: Tick(√) the correct answer.
Step 3 Presentation
1 Play the Pupil’s Book Cassette and ask the pupils to listen to the sound and the words.
2 Point out th4e spelling of this sound. Tell the pupils that sometimes letter c has the same sound as letter s This is usually before or after an I or an e.
3 Say the words slowly and clearly. Check that the pupils are saying the sounds correctly.
4 Point to the pictures and check that the pupils can say the words without your model.
5 Play the Pupil’s Book Cassette again. Ask the pupils to listen to the rhyme and tick the correct pictures showing what the girl does in her dream. Get the pupils to repeat the rhyme.
Step 4 Practice
3. Do the exercises in the Workbook (P. 4). Ask the pupils to look at the first part of the page and listen to the Workbook Cassette. They need to draw a line to the correct words according to what they hear on the tape.
4. 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 Consolidation
Ask the pupils to recite the dialogue. Get some pupils to act out the text in Part C.
Step 6Homework
3. Tell your friends about your address.
4. Remember the new words and the sound by heart.
Blackboard Design
Unit 2 Places near home
C 【k】class cut creams clack cock
【s】circle ice dance cinema city cell center
Feedback:
1. The pupils can't say the sentence correctly. For example : pleace go to the post office and buy some stamps .
2. It's necessary for them to practise more.
The fifth period
Teaching aims:
1. Understand utterances using pictures as prompts
2. Participate in simple interactions in classroom situations
3. Write words for pictures/objects
4. Use English to play games
Teaching tools:
1. pictures 3. tape recorder 4. transparency
Teaching steps:
Step 1 warm-up
1.Try to sing a song at P.12.
2.Free talk
3.Revision. Have a dictation.
Step 2 Presentation
1 Ask the pupils to look at the map on page 11. Tell them to cut out the pictures of the places from page 62 and to stick them on the map in any of the rectangles with dotted lines. Tell them not to show their friend.
2 Tell the pupils to work in pairs. Ask them to take turns to be Pupil A and ask Is there a… Pupil B answers according to whether he or she has stuck a picture of that building on the map. Then Pupil A asks where’s the … And Pupil B answers according to their own map. After exchanging roles. Pupil A and B complete the poster about city Centre with the information from their partner.
3 At the end, the pupils check the names of the buildings and streets on the posters with the plans in each other’s books.
Step 3. Practice
1 Play the tape for the pupils to listen to the song.
2 Play the cassette again and tell the pupils to write the name of the place in the correct place for each of the verses.
3 Play the cassette again and encourage the pupils to join in with the words. The pupils could make up new verses to the song by drawing other places in some of the streets on the map.
Step4. Consolidation
1 The pupils play a memory game. Give the pupils a minute or so to look at the completed map on page 12 in the Pupil’s Book. Tell them to remember where the places are and then close their books. Divide the class into two teams. They should take turns to ask about the different places on the map. They get one point for asking a correct question. They lose the point if the place has already been mentioned. The other team gets one point for answering correctly. If the first answer is incorrect a member of the first team can answer for a bonus point. Keep score.
2 The pupils could draw a map and label the places in the area around the school or where they live. The more able pupils could prepare a leaflet advertising the area.
3 The pupils can draw an imaginary map and label the various places and streets. These can be displayed.
Step 5 Homework
1.Can sing the song and say the rhyme.
2.sing Part G
Blackboard Design
Where’s the post office It’s in _____________street.
Feedback:
1. The pupils can't say the words correctly. For example: restaurant,cinema,clinic etc..
2. It's necessary for them to practise more.
The sixth period
Teaching aims:
1. Understand utterances using pictures as prompts
2. Participate in simple interactions in classroom situations
3. Write words for pictures/objects
4. Use English to play games
Teaching steps:
Step 1) Warm-up
1.Greetings.
2.Free talk
step 2 Revision.
1.Have a dictation and check the answers.
Teaching aids:
1.pictures 2.tape-recorder
Teaching steps:
Step 1 warm-up
1. Sing a song.
Step 2 Free talk
Step 3 Revision
Is there a bookshop
Yes, there is. / No, there isn’t.
Where’s the bookshop
It’s in …Street.
Step 4 Presentation
Play a game and sing a song.(Part G)
Have a dictation.
Read Part C.
Step 5 Consolidation
more exercises.
Step6 Homework
Correct the paper
Pre-view Unit 3
Blackboard Design
Unit 2 Places near homeThe words.The sentences:Where’s the …It’s in ..Street.
Feedback:
1. The pupils can't say the words correctly. For example: restaurant,cinema,clinic etc..
2. It's necessary for them to practise more.
Unit 3 My favourite thing
(The first period)
Teaching aims:
1. Communicate with others about personal interests and hobbies
2.Communicate with other on familiar topics
3.Participate in simple interactions in classroom situations
4.Speak with clear pronunciation, correct stress and meaningful intonation
main point
1. new words : stamps key rings badges IC cards coins soft toys
2. drills: What do you have I have some coins.
Difficult points:
6. How to write and read the new words correctly.
7. The pronunciation of key rings badges IC cards coins soft toy, etc.
Teaching aids:
1. pictures 2.tape-recorder
Teaching steps:
Step 1 warm-up
1. Sing a song.
Step 2 Free talk
Step 3 Revision
5. Revise what is this It is… what are these They are ….
6. Let them say one by one.
Step 4 Presentation
1 Bring in coins, key rings, badges, soft toys, IC cards and stamps in a bag.
2 Show the pupils the bag, asking What’s in my bag Let the pupils guess then introduce the coins, key rings, badges, soft toys, IC cards and stamps.
3 Count the number you have of each thing making sentences like I have four stamps.
4 Put one collection of each thing on different pupils’ desks and ask What do you have Encourage them to count and reply I have…
5 Show Transparency. Play the Pupil’s Book Cassette and point to the speech bubble. Ask the pupils to repeat after the beeps.
Step 4 Practice
1 Show Transparency. Explain that Tim is showing Koko the things in his room. Read the speech bubbles and get the pupils to repeat them.
2 Count with the pupils the number of each thing Tim has. Tell the pupils to act Tim. Ask what do you have Get the pupils to make sentences, for example, I have four soft toys.
3 Ask the pupils to work in pairs to act Koko and Tim. Tim should answer according to the number of things on the page.
Step 6 Consolidation and practice
Tell the pupils to ask each other about the things they have in their room at home.
Step 7Homework
1. Recite the new words.
2. Write CB Unit 3
Blackboard Design
Unit 3 My favourite thingbadges stamps coinskey rings IC cards soft toysWhat do you have I have 100 stamps.
feedback
1. The pupils can't say the words correctly. For example: badges stamps ,soft toys etc.
2. It's necessary for them to practise more.
The second period
Teaching aims:
1. Communicate with others about personal interests and hobbies
2.Communicate with other on familiar topics
3.Participate in simple interactions in classroom situations
4.Speak with clear pronunciation, correct stress and meaningful intonation
main point
1. new words : stamps key rings badges IC cards coins soft toys
2. drills: . How many coins do you have I have fifty-three coins.
Difficult points:
8. How to write and read the news sentences correctly.
Teaching aids:
a) pictures 2.tape-recorder
Teaching steps:
Step 1 warm-up
1. Sing a song.
Step 2 Free talk
Step 3 Revision
what do you have
I have …
Step 4 Presentation
1 Put a number of coins on your desk. Do not count them. Tell the pupils There are some coins. Repeat with different numbers of other objects, e.g. stamps, badges.
2 Then return to the coins. Ask a pupil to come to the front to count the coins. Ask How many coins do you have Encourage the pupil to replay I have … coins. If the pupil has no coins remind him/ her to say I have no coins.
3 Repeat the process with the other pupils and items of stationery they have on their desk Tell the pupils to work in pairs to ask each other about the things in their school bag or pencil case.
Step 5 Practice
1 Show Transparency and 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 Ask the pupils to read out the numbers under the small pictures at the bottom of the page. You can ask the pupils to write the numbers on the board. If the pupils seem unsure of the numbers, play one of the revision games in the More to do sections of Unit 1 in this book.
3 Help the pupils to ask and answer about the other items in the small pictures.
4 Ask the pupils to work in pairs to act the characters on this page.
Step 6 Practice
1 play a guessing game. Prepare four jars with a large number of something small, like coins or sweets in each.
2 Divide the class into four large groups and give a jar to one pupil in each group. The pupil with the jar asks each pupil in turn, How many… do I have The other pupils guess You have…
3 The pupil with the jar marks down the numbers the other pupils guess. Then they open the jar and count the objects. The pupils with the nearest guess to the correct answer are the winners.
Step 7 Consolidation
more exercises.
Step 8 Homework
Correct the paper and pre-view Unit 3
Blackboard Design
Unit 3 My favourite thing What do you have I have …What do you like I like….Stamp/key rings /IC cards/coins/soft toys
feedback
1. The pupils can't say the words correctly. For example: badges stamps ,soft toys etc.
2. It's necessary for them to practise more.
The third period
Teaching aims:
1. Communicate with others about personal interests and hobbies
2.Communicate with other on familiar topics
3.Participate in simple interactions in classroom situations
4.Speak with clear pronunciation, correct stress and meaningful intonation
main point
1. new words : pretty buy
2 .sentences: here’s a badge for you. That’s nice of you. Let’s buy one. I have no money
step 1 warm-up
Sing a song.
Step 2 Free talk
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 Pat and the other girl.
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 You may use Storycards to revise the sequence and language of the story.
Step 4 practice
1.Ask the pupils to read the story again. Read the words in the speech bubbles with the pupils. Demonstrate how to draw lines between the people in the pictures and the speech bubbles using number one as an example. Use Transparency to check the answers.
Step 5 Consolidation
Ask some pupils to act out the sentences.
Step 6 Homework
4. Listen to the tape of Part A-C twice.
5. Finish WB Unit 3
Blackboard Design
Unit 3 My favourite thing1. how many ____-s do you have 2 I have…3. this is pretty 4.let’s buy one 5.May I have two badges, please 6. That’s a nice of you
feedback
1. The pupils can't understand the sentences correctly.
2. It's necessary for them to practise more.
The fourth period
Teaching aims:
1. Communicate with others about personal interests and hobbies
2.Communicate with other on familiar topics
3.Participate in simple interactions in classroom situations
4.Speak with clear pronunciation, correct stress and meaningful intonation
main point
3. The sound and the words: oi oy
Teaching tools:
1. pictures 2. tape recorder 3. transparency
Teaching steps:
Step 1 warm-up
1.Greetings
2.Free talk
3.Listen to a song at P.18.
step 2Revision
7. Look at the Transparency of Part and say the bubbles.
8. Act the story.
9. Finish Part D: Tick(√) the correct answer.
Step 3 Presentation
Say the sound and the words.
1 Play the Pupil’s Book cassette and ask the pupils to listen to the sounds and the words. Point out the spelling of this sound. It is important that the pupils realize the vowel sound is spelt with two letters.
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 circle the coins and the toys in the picture. Tell the pupils to repeat the rhyme.
Step 3 Parctice
1 play a guessing game. Prepare four jars with a large number of something small, like coins or sweets in each.
2 Divide the class into four large groups and give a jar to one pupil in each group. The pupil with the jar asks each pupil in turn, How many… do I have The other pupils guess You have…
3 The pupil with the jar marks down the numbers the other pupils guess. Then they open the jar and count the objects. The pupils with the nearest guess to the correct answer are the winners.
Step 4 Consolidation
more exercises.
Step 5 Homework
Correct the paper and pre-view Unit 3
Blackboard Design
Unit 3 My favourite thing oi coin oy boy toy
feedback
1. some pupils can't act the story .
2. It's necessary for them to practise more.
The fifth period
Teaching aims:
1. Communicate with others about personal interests and hobbies
2.Communicate with other on familiar topics
3.Participate in simple interactions in classroom situations
4.Speak with clear pronunciation, correct stress and meaningful intonation
main point
sing a song
Teaching tools:
1. pictures 2. tape recorder 3. transparency
Teaching steps:
Step 1 warm-up
1.Greetings
2.Free talk
3.Listen to a song at P.18.
step 2 Revision
Have a dictation
Step 3 presentation
1 Play the Pupil’s Book Cassette for the pupils to listen to the song.
2 Show the pupils the small pictures and where to write the number of each verse.
3 Play the cassette again and ask the pupils to write the number of each verse. 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 4 practice
1．Ask the pupils who have brought or drawn a picture of the same object to get together in a group. They should count how many members the group has then sing a verse using the name and number of their favourite item.
2 .practice everyday languages between teacher and pupils, for example,
3.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 5 Presentation Part E
1 Remind the pupils about the concept of favourite from Book 4 where they had to choose their favourite thing to class. Ask them to draw this thing in the frame at the top of the page.
2 Tell the pupils to make notes about their favourite thing. They should write in the blanks provided.
3 Tell the pupils to work in groups of five or six. Show them where to write the names of the pupils in the first column. Ask them to take turns to ask their friends what they have and how many of them they have. 2 They then wrote the results into the table. They can compare their table with those of their friends to check their answers.
Step 6 practice
1 The more able pupils can show the favourite things they have brought to school and talk about them to the class.
2 In groups, the pupils show and talk about their favourite things. Then they put all the things in a bag. They take turns to take a thing out of the bag. They must try to remember as much information as possible about the owner of the thing and how many of that thing the owner has, e.g. This is May’s coin. She has 35 coins.
Step 7 Post-task stage
1. Ask the pupils to get into groups according to their favourite object. Tell them to ask each other how many they have in order to find out who has the most of this item. The pupils can present the group’s results as a simple bar chart with the names of the owners along the bottom.
Step 8 Parctice
1 play a guessing game. Prepare four jars with a large number of something small, like coins or sweets in each.
2 Divide the class into four large groups and give a jar to one pupil in each group. The pupil with the jar asks each pupil in turn, How many… do I have The other pupils guess You have…
3 The pupil with the jar marks down the numbers the other pupils guess. Then they open the jar and count the objects. The pupils with the nearest guess to the correct answer are the winners.
Step 9 Consolidation
more exercises.
Step 10 Homework
Correct the paper and pre-view Unit 3
Blackboard Design
Unit 3 My favourite thingWhat do you have I have some ….How many … I have….
feedback
1. The pupils can't make the sentences correctly.
2. It's necessary for them to practise more.
Unit 4 Fun with shapes
(The 1st period)
Teaching aims:
5. Identify questions, statements, imperatives, etc. by recognizing intonation
6. Communicate with others on familiar topics by using simple learned expressions and structures
7. Say simple words, phrases or sentences by looking at pictures
Main points:
3. New words: a circle, a square, a triangle, a star
4. New sentences: There’s a square. It’s green.
I can see two triangles. They’re blue.
Difficult points:
1. How to read “ square, triangle” correctly and clearly.
2. The plural form of the words.
Teaching tools:
1.shapes 2. pictures 3. tape recorder 4. transparency
Teaching steps:
a).warm-up
1. Greetings
2.Free talk
b).Presentation
6. Cut out simple large and small shapes in different-colored card.
7. (Book closed) Arrange the shapes on the board to make a name, for example,
8. Ask the pupils to tell you the name. Confirm their guess then the different shapes used to make the name, saying for example, There are five squares. Pull apart the five squares to demonstrate they are the same shape. Write the name of the shapes on the board and ask the pupils to repeat them after you. Put the shapes back to form the letter.
9. Ask the pupils to make other letters with the shapes. Ask them to tell you what shapes are in the letters.
10. Show Transparency. Play the Pupil’s Book Cassette and point to the speech bubble. Ask the pupils to repeat after the beeps.
c) Practice
1.(Book open.) Show Transparency. Point to the four pictures on the screens (each screen has the same four pictures.) Point to the shapes in the pictures and ask What shapes are there Encourage the pupils to answer There’s a … There are …
2. Put two of the cut-out shapes on the board. Make sure they are the same shape and colour. Explain, for example, There are two squares. This is a square. This is also a square. They’re blue.
3. Read the children’s sentences and have the pupils repeat them after you.
8. Point to another picture. Get the pupils to make sentences to describe the shapes in the picture.
9. Ask the pupils to take turns to role-play the children and play the game with different pictures.
d).Consolidation
1. Let them recognize the shapes again.
2. Do the exercises in the workbook. (p.16)
Tell the pupils to look at the pictures and read the words on the left. Then ask the pupils to match them by writing the letters in the circles.
e)Homework:
1. Listen to the tape in Unit 4 A for twice.
2. Copy the new words, each word copies two lines
2. Tell your friends about the shapes.
On the board:
Teaching postscript:
1.The pupils have a great interests in these shapes.
2. The pupils can't say the question correctly.
3. It's necessary for them to practise more.
Unit 4 Fun with shapes
(the 2nd period)
Teaching aims:
1.Identify questions, statements, imperatives, etc. by recognizing intonation
2.Communicate with others on familiar topics by using simple learned expressions and structures
3.Say simple words, phrases or sentences by looking at pictures
Main points:
1. New words: a picture, Pat’s, her, his
2. New sentences: Is this Tim’s picture Yes, it is. / No, it isn’t.
Whose picture is this It’s pat’s. Her picture has …
Teaching tools:
1. shapes 2. pictures 3. tape recorder 4. transparency
Teaching steps:
a) warm-up
1. Sing a song.
2.Free talk: What’s your favourite animal\ colour\ shape I like…
3. Revise the new words of the shapes one by one.
b) Presentation
4 (Books closed.) Ask to borrow a male pupil’s pencil. Ask May I have this Then pretend to write something with the pencil. Give it back to a different pupil. When that pupil is surprised, say Is it your pencil When the pupil says No, ask the rest of the class Whose pencil is this When the class tell you the name of the owner, pretend to remember and say Oh yes! This is …’s. It’s his pencil. Repeat the process by borrowing something from a female pupil. Write Whose, his and her on the board.
5 Ask two pupils to come to the front bringing with them objects found on their desk, e.g. books, pencils. Mix up the objects from the two pupils. Introduce the two pupils to the class, saying This is … and this is … Then pick up an object, for example a pencil. Ask the class Is this …’s or …’s pencil Whose pencil is this When the class answers with a name say Yes, it’s his/her pencil.
6 Then pick up the objects one by one again and ask the class to make sentences about them It’s his/her pencil.
7 Then pick up and show the class all of one pupil’s belongings and say for example, … has two pencils and one book.
c) Practice
4. (Book open.)Show Transparency and 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.
5. Ask the pupils to complete Koko’s words in the speech bubble in picture 1.
6. Show the pupils the teacher’s thought bubbles in picture 2. Explain that she thinks it’s Bob’s picture. Then point out Tim’s thought bubble. Bob’s picture has a cross next to it so the picture is not Bob’s. Ask the pupils what Tim will say. Tell the pupils to complete the teacher’s second question Whose … and show the pupils how to get the answer It’s Pam’s. Her picture has … from the information in Tim’s thought bubble.
7. Tell the pupils to work in pairs to role-play the teacher and Tim in the second part of picture 2.
d) Consolidation and practice
3. Listen and draw.
4. Do the exercises in Workbook (P.17)
a) Ask the pupils to look at the pictures and listen to the Workbook Cassette.
b) Tell the pupils to match the monsters and the cakes by drawing lines.
c) Answers:
e) Homework:
4. Listen to the tape of Part B for twice.
5. Ask your friends\ your parents: Whose … is this It’s …’s.
Is this …’s picture Yes, it is. / No, His / Her … has …
On the board
Teaching postscript:
1.It’s hard for students to use his,her,whose
2.The students should practise more.
Unit 4 Fun with shapes
(The third period)
Teaching aims:
1.Identify questions, statements, imperatives, etc. by recognizing intonation
2.Communicate with others on familiar topics by using simple learned expressions and structures
3.Say simple words, phrases or sentences by looking at pictures
Main points:
3. Is this Sue’s star Yes. It’s her star.
Whose star is this It’s Peter’s. His star is yellow.
Where’s John His square is green.
Difficult points:
1. Sentence patterns: Please give this to Sam.
Oh, dear! Let me help you, Sam!
Now we have three squares and no circles.
Teaching tools:
1. shapes 2. pictures 3. tape recorder 4. transparency
Teaching steps:
a) Warm-up
3. Sing a song.
4. Free talk
5. Revision: Ask questions about shapes.
1)Guessing game: Show them some shapes and practise the sentence pattern:
Whose picture is this
Is this your …
b) Presentation
5. Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as you read them.
6. Play to the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the cassette.
7. Explain that the pupils are preparing for a performance. Point out that Sam’s circle becomes a square due to an accident in picture 6.
8. Ask the pupils to role-play the story in groups of 6 or 7 and to read the characters’ speech bubbles. Some groups may like to come out to the front and act the story.
9. You may use Storycards to revise the sequence and language of the story.
C) Practice
4. Ask to read the story again. Read the words in the speech bubble with the pupils. Demonstrate using the first sentence how to write the word in the blank by looking at the small picture. Use Transparency to check the answers.
5. Ask the pupils to look at the Workbook(P. 18). Ask the pupils to look at the pictures and listen to the Workbook Cassette.
6. Ask the pupils to match the children with the turtles by drawing lines.
c) Consolidation
Explain the new sentences again: Please give this to Sam.
Oh, dear! Let me help you, Sam!
d) Homework
6. Listen to the tape for twice.
7. Role-play the story with your friends.
On the board
Unit 4 Fun with shapes
Teaching postscript:
1. The pupils can read the story fluently.
2. The pupils can’t understand some sentences.
3. The pupils get ready to act out the story.
Unit 4 Fun with shapes
(the 4th period)
Teaching aims:
1.Identify questions, statements, imperatives, etc. by recognizing intonation
2.Communicate with others on familiar topics by using simple learned expressions and structures
3.Say simple words, phrases or sentences by looking at pictures
Main point:
4. The sound of “wh”
Difficult Points:
1. The difference between “Ann’s and Peter’s” and “Ann and Peter’s”
Teaching tools:
1. shapes 2. pictures 3. tape recorder 4. transparency
Teaching steps:
a) warm-up
1.Sing a song and do a chant.
2.Free talk and classroom theatre.
3.Revision
b) Presentation
Say the sound and the words.
5. Play the Pupils’ Book Cassette and ask the pupils to listen to the sound and the words. Point out the spelling of this sound.
6. Say the words slowly and clearly. Check that the pupils are saying the sounds correctly.
7. Point to the pictures and check that the pupils can say the words without the teacher’s model.
8. Play the tape again. Ask the pupils to listen to the rhyme and point to the girl with the red shirt and a bird under her skirt. Get the pupils to say the rhyme.
e) Practice
1. Do the exercises in the Workbook (P. 19). Ask the pupils to look at the first part of the page and listen to the Workbook Cassette. They need to draw a line to the correct insects according to the sound they hear on the cassette.
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 in the sentences for the pictures.
d) Consolidation and practice
Ask the pupils to recite the dialogue. Get some pupils to act out the text in Part C.
f) Homework
5. Tell your friends about your shapes.
6. Remember the new words and the sound by heart.
On the board
Teaching postscript:
1. The pupils took active part in acting the story.
2. Some of pupils can’t read the sounds correctly.
Unit 4 Fun with shapes
(The 5th period)
Teaching aims:
1.Identify questions, statements, imperatives, etc. by recognizing intonation
2.Communicate with others on familiar topics by using simple learned expressions and structures
3.Say simple words, phrases or sentences by looking at pictures
Teaching tools:
1. shapes 3. tape recorder 4.Transparency
Teaching steps:
a) warm-up
1.Sing a song and do a chant.
2.Free talk
3.Revision. Have a dictation.
b) Presentation
7. Look and do. Tell the pupils to work in groups of four. Show the pupils how to make a simple picture using a few shapes which they cut out from page 62.
8. Ask them to show each other their pictures and talk about them. While listening, the pupils make notes about their friends’ pictures in the table at the bottom of page 23.
9. Tell the pupils to exchange their group’s pictures with another group’s.
10. The groups take turns to hold up a picture and ask the other group Whose picture is this The members of the original group(but not the owner of the picture) take turns to say Whose picture it is. Then they describe the picture. They get a mark for each correct piece of information.
11. More to do.
a) The pupils could exchange their pictures with a different group and play the game again.
b) The pupils could describe their pictures to another friend who has not seen the picture. The friend tries to draw the picture according to the description. The more able pupils can include adjectives to describe size, e.g. big, small.
d) Practice
Get the pupils to do some exercises in the workbook. Then get the pupils revise the text.
Homework:
3. Recite the text.
4. Do the exercises in the workbook.
On the board
Unit 4 Fun with shapes
(The 6th period)
Teaching aims:
Contents: Part G of Unit 4 and do some exercises.
1.Identify questions, statements, imperatives, etc. by recognizing intonation
2.Communicate with others on familiar topics by using simple learned expressions and structures
3.Say simple words, phrases or sentences by looking at pictures
Teaching tools:
1. pictures 3. tape recorder
Teaching steps:
a) Warm-up
1.Sing a song and do a chant.
2.Free talk
5. Revision. Have a dictation and check the answers.
b) New lessons. Learn Part G.
4. Get the pupils to look at the books at page 24. Let them look at the pictures. Play the Pupils’ Book Cassette for the pupils to listen to the song.
5. Play the Pupil’s Book Cassette for the pupils to listen to the song.
6. Ask the pupils to draw lines between the objects on the sofa and Pat and Tim below.
7. Play the cassette again and encourage the pupils to join in with the words.
c) Consolidation
1、 1. Do some extra exercises.
2、 填上所缺的字母或单词
1. c cl 2. squ 3. st 4. t ngle 5. g n
6. p t 7. h s 8. h r 9.h s 10.h ve
11. do you I 100 stamps.
12. coins do you I coins.
13. bookshop Yunnan Street.
14. do you I 93 Shanxi Street.
15. do you I Flat 201, Block 7, Panyu Estate.
e) Homework
1. Review the lessons from unit1---unit 4.
2. Preview Unit 5
Teaching postscript:
1一些学生对个别较长的单词发音不准，较难记忆，如triangle,square.
i. 学生对边画画边记单词感兴趣，记忆效果很好。
3. 学生们都有较强的表现欲，绝大部分同学积极参加课本剧表演。
4. 少量的学生还是不能用所给的图形或图片说简单的句子，还需多练。
Unit 5 Revision
Teaching aims:
Revise the language points from Unit 1 to Unit 4
Difficult and important points
Where do you live
I have …
How many … do you have
Whose IC card is this
Teaching aids
flashcards, tape reorder, a map of residential areas.
Teaching steps
The first period
Part A Read and write.
Step 1 warming up
Revise the words we have learned.
Step 2 Presentation
1 Show Transparency. Ask the pupils to repeat the sentences after you.
2 Explain that the boy and the girl are giving their addresses to apply for a swimming pool card.
3 Demonstrate how to complete the swimming pool cards by writing the addresses.
4 Tell the pupils to complete the dialogue for the second picture. Use Transparency to check the pupils’ answers.
Step 3 Practice
Do exercise of Part A
Step 4 Practice
Part B Look, read and tick or cross
1 Show Transparency. Ask the pupils to look at the children’s thought bubbles in the picture.
2 Tell the pupils to read the words in the speech bubbles. Then ask the pupils to put a tick or a cross in the boxes for each picture.
3 Use Transparency to check the pupils’ answers.
Step 5 Homework
Workbook
Blackboard design
Unit 5 RevisionWhere do you live I live at …/I live in …How many coins do you have I have…Whose IC card is this I t’s peter’s
Feedback:
1． Some students can forgot to write peter’s
2. It's necessary for them to practise more.
The second period
Part C Look, listen and match.
Step 1 warming up
Revise the words about the place.
Step 2 Practice
1 Play the Pupil’s Book Cassette. Show Transparency. Ask the pupils to look at the picture, read the words and listen to the cassette.
2 Tell the pupils to write the correct letters in the boxes to show the locations of the different places.
3 Use transparency to check the pupils’ answers.
Step 3 Part D Look and play
1 Tell the pupils to get into pairs and look at the picture. Each pupil chooses a picture and writes the name on a piece of paper.
2 The pupils then take turns to ask their partner questions about the shapes shown in the picture, e.g. How many… do you have
3 The pupils guess their partner’s picture by saying, e.g. Is it Willy’s picture If they are correct their partner says Yes,it is. If they are wrong their partner says No, it isn’t. Then they should ask Whose picture is it And their partner gives the correct answer by saying It’s…’s.
Step 4 Workbook.
Step 5 Homework
Blackboard Design
The third period
Feedback:
Some students can forgot to say and write badges . It's necessary for them to practise more.
revise Unit1 and Unit 2
Step 1 warming up
Revise the words we have learned.
Step 2 Presentation
1 Show Transparency. Ask the pupils to repeat the sentences after you.
2 Explain that the boy and the girl are giving their addresses to apply for a swimming pool card.
3 Demonstrate how to complete the swimming pool cards by writing the addresses.
4 Tell the pupils to complete the dialogue for the second picture. Use Transparency to check the pupils’ answers.
Step 3 Practice
Do exercise of Part A
Step 4 Practice
Part B Look, read and tick or cross
1 Show Transparency. Ask the pupils to look at the children’s thought bubbles in the picture.
2 Tell the pupils to read the words in the speech bubbles. Then ask the pupils to put a tick or a cross in the boxes for each picture.
3 Use Transparency to check the pupils’ answers.
Step 5 Homework
Workbook
Blackboard design
Unit 5 RevisionUnit 1Where do you live I live at …/I live in …Unit 2Where is the supermarket It’s in …
Feedback:
They can read and write “Where do you live ”
But they sometimes forget to write the big letter F of “Flat”.
The fourth period
Revise Unit 3-Unit 4
Step 1 warming up
Revise the words we have learned.
Step 2 Presentation
1 Show Transparency. Ask the pupils to repeat the sentences after you.
2 Explain that the boy and the girl are giving their addresses to apply for a swimming pool card.
3 Demonstrate how to complete the swimming pool cards by writing the addresses.
4 Tell the pupils to complete the dialogue for the second picture. Use Transparency to check the pupils’ answers.
Step 3 Practice
Do exercise of Part A
Step 4 Practice
Part B Look, read and tick or cross
1 Show Transparency. Ask the pupils to look at the children’s thought bubbles in the picture.
2 Tell the pupils to read the words in the speech bubbles. Then ask the pupils to put a tick or a cross in the boxes for each picture.
3 Use Transparency to check the pupils’ answers.
Step 5 Homework
Workbook
Blackboard design
Unit 5 RevisionHow many coins do you have /I have…Whose IC card is this Whose circle is this /It’s Pat’s.
Feedback:
They mastered the words of Unit 3 and Unit 4
The fifth period
Revision
Step 1 warming up
Revise the words we have learned.
Step 2 Presentation
1 Show Transparency. Ask the pupils to repeat the sentences after you.
2 Explain that the boy and the girl are giving their addresses to apply for a swimming pool card.
3 Demonstrate how to complete the swimming pool cards by writing the addresses.
4 Tell the pupils to complete the dialogue for the second picture. Use Transparency to check the pupils’ answers.
Step 3 Practice
Do exercise of Part A
Step 4 Practice
Part B Look, read and tick or cross
1 Show Transparency. Ask the pupils to look at the children’s thought bubbles in the picture.
2 Tell the pupils to read the words in the speech bubbles. Then ask the pupils to put a tick or a cross in the boxes for each picture.
3 Use Transparency to check the pupils’ answers.
Step 5 Homework
Workbook
Blackboard design
Unit 5 RevisionDictation Test
Feedback:
30 percent can write the words very well, but 30 percent can’t write .I’m worry about them.
Unit 6 Our fashion show
(The first period)
Teaching aims:
1. Speak with clear pronunciation, correct stress and meaningful intonation
2. Participate in simple interactions in classroom situations
3. Use simple expressions to describe pictures
Main points:
The new words: socks, jeans, shoes, shorts, trousers
Difficult points:
9. How to read “jeans, trousers” correctly and clearly.
10. The plural form of the words.
Teaching tools:
1. word cards 2. some clothes 3. tape recorder 4. transparency
Teaching steps:
g) warm-up
1. Greetings
2. Free talk
h) Presentation
1. Explain the unit heading . Get into groups of four. Cut out some pictures from clothes magazines. Stick the pictures on a piece of paper. Draw the model. Write about the model. Present my model to the class.
2. Bring in the clothes of the new words what we’ll learn in this period.
3. (Books closed.) Introduce the clothing by showing it or drawing it on the board.
4. Ask the pupils to work in pairs to tell each other what clothes they like, saying I like …
5. Show Transparency. Play the Pupil’s Book Cassette and point to the speech bubbles. Ask the pupils to repeat after the beeps.
c) Practice
1. Take the clothes and show them to the class. Then ask What’s this And get the class to answer It’s a …
10. Get the pupils into pairs and say I like … each other.
11. Play the tape recorder and get the pupils to listen and repeat after it.
i. Homework:
4. Listen to the tape of the new words five times.
5. Tell your friends about the clothes.
On the board:
Unit 6 Our fashion show
socks jeans shoes
trousers shorts
I like …
Teaching postscript:
1. It’s effective that get the pupils cut out some clothes from magazines.
2. some pupils always say a trousers, a jeans. It’s need to emphasize the plural form of the words.
Unit 6 Our fashion show
(The second period)
Teaching aims:
1. Communicate with others on familiar topics by using simple learned expressions and structures.
2. Understand a series of instructions and act accordingly.
3. Write simple greetings.
4. Speak with clear pronunciation, correct stress and meaningful intonation.
Main points:
1. New words: a jacket, a sweater
2. The sentence: Here’s / Here are …
Difficult points:
1. The pronunciation of the word “jacket”
2. How to use the sentence Here’s … and Here are … correctly
Teaching tools:
1. tape-recorder 2. Transparency 3. word cards 4. some clothes
Teaching steps:
a)warm-up
1. Greetings
2. Free talk
b)Revision
1. Revise the new words.
2. Ask and answer each other: What’s this It’s a … I like …
c)Presentation
1. Do the same with the new words “a jacket, a sweater” as yesterday.
2. Show Transparency. Play the Pupil’s Book Cassette and point to the speech bubbles. Ask the pupils to repeat after the beeps. Then point to the clothes on the page, and read Pat and Tim’s speech bubbles Ask the pupils to repeat the words.
3. Ask the pupils to work in pairs to tell each other which of the clothes on the page they like, saying I like the … Explain that if the pupils are looking at the clothes when speaking about them, or referring to a specific pair of trousers they must say I like the trousers. This means the trousers they can see. It doesn’t mean that they like all trousers.
4. Ask the pupils to draw themselves wearing their favourite clothes. Tell them to show their drawings to a friend saying I like …
5. Take out the clothes and show one of them, then say Here’s a jacket.
6. Show another one of the clothes and say Here are trousers.
7. Explain the difference between them.
d) Practice
1. Show Transparency and get the class to repeat Part A again.
2. Do exercise in Workbook (p. 29)
Tell the pupils to look at the picture and read the words. Then ask the pupils to write the correct words. Then check the answers.
Answers:
1. a jacket 2. a sweater 3. jeans 4. trousers 5. shorts 6. socks 7. shoes
d)Homework:
1.Listen to the tape of Unit 6 A twice.
2.Tell your friends about the clothes.
6. Ask and answer about the clothes with your classmates.
On the board
Teaching postscript:
1. It’s difficult for the pupils to grasp the plural form of the words.
2. The pupils can’t pronounce the word “trousers” well.
Unit 6 Our fashion show
(the third period)
Teaching aims:
1.Communicate with others on familiar topics by using simple learned expressions and structures.
2.Understand a series of instructions and act accordingly.
3.Write simple greetings.
4.Speak with clear pronunciation, correct stress and meaningful intonation.
Main points:
2. The new