深港版小学英语第8册教案
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Book 8
Unit 1 Good habits
The first period
Task objectives:
1.Understand more complex or a series of instructions and act accordingly.
2.Understand simple questions in class.
Language focus:
1.brush my teeth, wash my face, bomb my hair, finish my homework, pack my schoolbag, hang up my clothes
2.when do you get up I get up at six thirty in the morning. When do you go to bed I go to bed at ten in the evening.
Important and difficult points:
1.Say the words and phrases correctly.
2.use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, real objects, word cards, pictures
Teaching procedures:
Pre-task stage:
Step1: Warm up
Sing a song: Brush, wash and comb.
（课前唱一首欢快的歌曲，配上动画，吸引学生装的注意力，调动学生装的情绪，为接下来学生更好地投入课堂做准备。）
Step 2: Lead in
1.Free talk: talk about our good habits. Pupils tell their good habits to their classmates.
(让学生在同学面前表达自己的良好的行为习惯，学生会很有激情地说出他们的行为习惯，这有利于学生的语言表达能力和沟通能力。)
2.Enjoy some pictures by CAI.
(通过欣赏图片，复习以前学过的和没学过的大量的物品，让学生在脑海有个初步印象。)
While-task stage.
Step 1: Presentation
1.Bring in a comb, a toothbrush, a face cloth, a clothes hanger and a schoolbag.
(通过实物呈现给学生，让学生在接受的新单词之前有个大概的印象，提高学生学习的兴趣。)
2.(Books closed.) Show the pupils the comb, toothbrush, face cloth, clothes hanger and the schoolbag. One by one mime the actions of combing your hair, brushing your teeth, washing your face, packing the schoolbag and hanging clothes on the hanger. Teach the phrases for these actions. Write the phrases on the board. Point to a phrase and ask the pupils to mime the actions.
3.Draw a line on the board to divide it into two sections. In each section, write one of the headings In the morning and In the evening. Showing the pupils the objects to remind them again, ask e.g. When do you brush your teeth Write the pupils’ answers on either or both aides of the board as appropriate.
4.Revise the times with the pupils by drawing clock faces. Revise phrases like get up, have breakfast/lunch/dinner, go to school, do homework and go to bed by miming them and asking the pupils to write them in the appropriate actions on the board.
5.Ask the pupils When do you… Using the new phrases on the board. Write some of the times on the board.
6.Point to some of the times to explain the concepts of early and late e.g.(Name)gets up early. He/She gets up at…
7.Show Transparency. Play the Pupil’s Book Cassette and point to the speech bubbles. Ask the pupils to repeat after the cassette.
(通过一个课时的学习，让学生跟着录音机读并复述课文，让学生对学过的知识有个巩固过程。)
Step2: Consolidation
1.Let pupils ask and answer by using the chant. Ask their friends what good habits do they have
(让学习用他们刚才学过的知识，互相询问各自的行为习惯，而达到任务型的教学法中通过思考、讨论、交流的学习方式达到目的。另外还使所学知识得到拓展和应用。)
Practice
1.(Books open.) show Transparency. Ask the pupils is it morning or evening Explain this is Pat’s bedroom. Koko is coming to stay with Pat. Koko wants to know when Pat does the things in the small pictures at the bottom to the page. Read the conversation between Pat and Koko. Ask the pupils to repeat the conversation after you.
2.Ask the pupils When do you get up When do you go to bed
Post-task stage:
Step1: Sum up
Step2: Homework:
Make a conversation with their classmate after class.
后记：学生通过系统的课堂训练，掌握了本课堂的学习任务，并且把学到的知识运用到生活中去。
The second period
Task objectives:
1.Learn the sentence patterns and use the sentences freely.
2.Revise the last lesson.
Language focus:
1.Words: how often, once, twice
2.Sentence patterns: once a day, twice a day, five times a seek, three times a week, eight times a week.
Important and difficult Points:
1.Say the words and phrases correctly.
2.Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, word cards, pictures.
Teaching procedures:
Step1: Warm up
Sing a song: Good habits
(课前唱一首欢快的歌曲，配上动画，吸引学生的注意力，调节器动学生的情绪，而且还习了上节所学过的内容，为接下学生更好地投入课堂做准备。)
Step2: Lead in
1.Free talk: We can talk about the good habits. Pupils tell their classmate what his good habits.
(让学生说出他们的良好的行为习惯，可以让学生热身本课堂的学习内容。)
While-task stage:
Step1: Presentation
1.Make a wall calendar showing the seven days of the week. Make sure there is room to write more than one action on each day. Bring in a small watering can and chopsticks and other things usually put on the table before a meal.
(通过一份日历来展示本节课，让学生有个总整的指导和印象。)
2.(Books closed.) Ask a confident pupil to come to the front of the class. Ask the pupil When do you brush your teeth/wash your face/comb your hair Write down the times on one of the days of the week. For actions that are done more than once, ask the question again, e.g. Do you wash your face in the evening, too
(通过问问题来集中学生的注意力，让学生的思想集中的课堂上。)
3.Count the times per day the pupil does these things and write the total number for each action. Make and write sentences like (Name) washes his/her face three times a day. Underline the concept and make sure that the pupils know that we say once for one time, twice for two times and use numbers only for three to more times a day.
4.With the same pupil, ask if he/she washes the dishes/waters the plants/sets the table. Demonstrate the meaning of the revised phrases using the aids you have brought in. for those actions the pupil does, ask Do you wash the dishes on Monday etc.
5.Make sentences about the number of times a week the pupil helps at home and write the results on the wall calendar. Then ask the other pupils, e.g. How often does(name) wash the dishes
Practice
1.(Books open) Show Transparency. Play the Pupil’s Book Cassette. Make sure that the pupils understand how to read the information in the table.
2.Read the conversation and ask the class to read it after you. Make sure that the pupils practise the s on the third person singular of present tense verb.
3.Demonstrate the same conversation with a confident pupil using the information about Sam.
4.Tell the pupils to work in pairs to talk about the results for Ann and Bob. They role-play Tim and Pat.
5.Ask checking questions to find out if the pupils can answer How often does Ann/Bob…
Step2. Consolidation
1. Let pupils ask and answer by using the chant. Ask their friends what are the good habits
(让学生用他们刚才编的对话，互相询问各自的良好行为，提高学生语言交流的技巧。另外还使所学知识得到拓展和应用。)
Post-task stage:
Step1: Sum up
Step2: Homework:
1. Make a dialog with another classmates after class.
2. Ask your parents what about their good habits.
后记：学生通过本课的学习，已经掌握了本课的知识，并能很好地动用。
The third period
Task objectives:
1. Learn the new words in this lessen.
2. Learn the sentence patterns and use the sentences freely.
3. Revise the numbers.
Language focus:
1. Words: Student of the year. After
2. Sentence patterns: First…Next…Then…After…
Important and difficult Points:
1. Say the words and phrases correctly.
2. Use the sentence patterns to make conversation their daily life.
Teaching aids:
CAI, computer, word cards.
Teaching procedures:
Pre-task stage:
Step1: Warm up
Chant the text
(课前用chant 和形式复习一下前面学过的课文内容，有利于将学习引入课文，开发学生的注意力，为这节课作一下热身。)
Step2: Learn in
1. Free talk: We can talk about the good habits.
2. talk about the Student of the year.
While-task stage:
Step1: Presentation
1. (Book closed.) Write four actions that you do in the morning after you get up or in the evening before you go to bed. Write times next to them so that the actions are in chronological order.
2. Above the actions write the words. First, next, then and after that. Make sentences using these adverbs of sequence and the actions.
3. Ask the pupils to write down four actions in the order they do them, then to tell their partner using the adverbs.
4. Read through the list of actions Susan does every day. Tell the pupils to be ready to make notes about how often Sussan does the actions. If you think the pupils may have difficulty making notes while listening, tell them to label the frequencies, e.g. once a week is ‘a’ , twice a day is ‘b’, etc. play the Pupil’s Book Cassette.
(通过课本练习来巩固知识。)
Step2. Consolidation
1. Let pupils ask each other by using the sentences this lesson they have learn.
(巩固对话内容，让学生对新知识有个巩固的过程。)
Step3. Practice
1. (Books open.) Show Transparency. Play the Pupil’s Book Cassette and ask the pupils to read along in their books.
2. Ask the pupils to point to the things Susan does in the evening. Ask them to make sentences about what she does.
Post-task stage:
Step 1: Sum up
Step 2: Homework
1. Make a conversation with their classmate after class.
2. Tell about your good habits to your parents.
后记：学生通过本课的系统学习，在课堂里活泼学习，灵活地按受了知识。
The fourth period
Task objectives
1. Learn the daily sentences in the text and us it freely.
2. Learn the new words.
Language focus:
1. Words: hospital, hurry up
Important and difficult Points:
1. Say the words and phrases correctly.
2. Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, pictures
Pre-task stage:
Step1: Warm up
Sing a song: Number song.
(课前唱一首欢快的歌曲，配上画，吸引学生的注意力，调动学生的情绪，而且还复单习了单词，为接下来学生更好地投入课堂做好准备。)
Step 2: Lead in
1. Review the text what we have learn. Ask the pupils to listen to the conversation once more.
(复习前节课的内容，可以让学生更容易接受这节课知识。)
2. Enjoy the VCD.
(通过欣赏图片，让学生对课文有个直观的印象。)
While-task stage:
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.
(让学生跟读一次，让学生对课文的语感有一种认识。)
2. Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the cassette.
3. Ask the pupils Why does Tim still have his pyjamas on You could teach the word pyjamas.
(向学生提问，让学生有个思考的过程。)
4. Ask the pupils to role-play the story in pairs. Some pairs may like to come out to the front and act the story.
(通过角色表演，让学生对句子在日后的运用得心应手。)
5. Check the answers with the pupils, asking them to tell you the number of the picture where they found the answer. Ask them to read out the relevant words to discourage guessing.
Post-task stage:
Step1: Sum up
Step2: homework:
1. Tell the story to your parents.
后记：在本课的活泼课堂教学情况下，学生学习主动积极。
The fifth lesson
Task objectives
1. Learn the sound/э:/
2. Know the words: world, word, homework, word.
Language focus:
1. Words: world, word, homework, word.
2. Sound the words correctly.
Important and difficult Points:
1. Sound the words correctly.
2. Words: world, word, homework, word.
Teaching aids:
CAI, word cards
Teaching procedures:
Pre-task stage:
Step1: Warm up
Sing a song: We love English
( 课前唱一首快欢的歌，配上动画，吸引学生的注意力，调动学生的情绪。让学生更好的接受知识。)
Step2: Lead in
1. Free talk: We can talk about the favourite things.
(让学生说说他们喜欢的东西，不但训练了他们的口语表达能力，而且训练了他们的交际能力。)
3. Enjoy the sound by CAI.
While-task stage.
Stap1: presentation
1. Play the Pupil’s Book Cassette and ask the pupils to listen to the sound and the words.
2. Say the words slowly and clearly. Check that the pupils are saying the sound correctly.
3. Point to the pictures and check that the pupils can say the words without your model.
4. Play the Pupil’s Book Cassette again. Ask the pupils to listen to and say the rhyme.
5. Ask them to listen to the four words at the bottom of the page and to circle the words with the same letters and sound as the key words. Get the pupils to repeat the rhyme.
Post-task stage:
Stap1: Sum up
Stap2: Homework:
1. To sound the words correctly.
2. Say the sound to you friends that you have learn.
后记：学生通过本课的音标学习，准确地发出了本课的单词发音，掌握本课较好。
The sixth period
Task objectives:
1. Review the words that we had learn.
2. Review the sentences that we had learn.
Language focus:
1. Review the words that we had learn.
2. Review the sentences that we had learn.
Important and difficult Points:
1. Use the words and the sentences freely.
Teaching aids:
CAI, word cards
Teaching procedures:
Pre-task stage:
Step1: Warm up
Sing a song: The Good Habits
(课前唱一首欢快的歌曲，配上动作和图片，吸引学生的注意力，调节器动学生装的情绪，更能为学生复习，为本课作准备。)
Step2. Lead in
1. Free talk: We can talk everything.
(通过free talk我们可以让学生训练口语。)
While-task stage:
Step1: Presentation
1. Tell the pupils to write the missing questions n the quiz(from question 2 onwards). They can follow the steps given in the prompts on page 6.
2. They also need to write the frequencies like never, once, twice, etc. which they think are appropriate for the actions. Tell them to vary the frequencies to avoid other pupils not reading the choices carefully.
3. Once the pupils have finished writing the questions, they can give0-3 marks for each frequency. Make sure they realize that as the quiz asks about good habits, the answer never will always get 0 marks.
4. Show the pupils the score sheet on page 7. Ask them to work with their friends and to write their friends’ names on the score sheet.
5. The pupils ask each other the questions and read out the given frequencies for their friends to choose from. They write the marks on the score sheet.
6. Tell the pupils to add up their friends’ marks in order to find out which category in the comments they belong to. The pupils read the comments to their friends.
7. Play the Pupil’s Book Cassette for the pupils to listen to the chant.
8. Play the cassette again and encourage the pupils to join in with the words. Then divide the class into three groups. Assign a different verse to each group. Ask each group to practice. Then ask the groups to say the verses one after the other and to do the actions.
Step2: consolidation
1. Read the text all for once.
Post-task stage:
Step1: Sum up
Step2: Homework:
Tell about your good habits to your classmates.
后记：通过本课复习，学生学习本课内容已经熟练。
Unit 2 Good manners
The first period
Task objectives:
1. Learn some new phrases.
2. Revise the sentences we have learned and use the sentences freely.
Language focus:
1. Phrases: be rude, be polite, be quiet, be noisy, throw rubbish in the bin, throw rubbish on the floor, walk in the corridors, run in the corridors
2. Sentences patterns: Don’t throw rubbish on the floor/She’s throwing rubbish in the bin
Important and difficult Points:
1. Say the words and phrases correctly.
2. Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, real objects, word cards, pictures
Teaching procedures:
Pre-task stage:
Step 1:Warm up
Do the chant:
(课前做一个节奏明快，郎朗上口的顺口溜，调动学生的情绪，渲染了课堂的气氛，为学生能更好的投入到课堂做准备。)
Step 2: Lead in
1.Greetings&free talk
(设计意图：师生间的问候可以增进师生之间感情，融洽学习气氛，由两位同学轮流值日的形式进行，将已学的知识设立一个主题，编一个对话，来台前表演。 这样，不但可以让已学知识得以灵活运用，还可以增强学生的自信心。)
2.Revise the present tense.
While-task stage:
Step 1.Presencation
1. Take photos of signs in English in school or in some pubic places. Try to include some of the background to contextualize the signs for the pupils.
2. Show the pupils the photos of signs or write the text of the signs in boxes to look like signs or write the text of the signs in boxes to look like signs: “Don’t run in the corridors. Be polite. Please be quiet in the library. Please throw rubbish in the bin.”
3. Mime the verbs run and walk. Ask the pupils to tell me what I am doing. Ask them to point to the sign with the verb run in it. Ask the pupils “Where can we run in school ” Point to the corridor outside and ask “ Can we run in the corridors ” Underline the word corridors in the sign on the board.
4. Ask the pupils “What can we do in the library ” Mime quiet and noisy. Ask the pupils “Are we quiet or noisy in the library ”
5. Gesture to someone to give me a book. Say “Thank you.” Say “I am polite.” Then snatch a book from someone else’s desk. Say “I am rude.” Ask “Is it good to be rude ” “Is it good to be polite ”
6. Pick up a piece of scrap paper. Crumple it up and throw it on the floor. When the pupils look surprised, pick it up again and say “Where do we throw rubbish ” Check to see if the pupils remember the English for bin.
Step 2 Consolidation
1. Show “Transparency.” Play the “Pupil’s Book Cassette” and point to the speech bubbles. Ask the pupils to repeat after the cassette.
Post-task stage:
Step 1:Sum up
Step 2: Homework:
1.Rememer the new phrases and try to write from memory.
教学后记：通过用音标学单词的方法，学生在拼读单词方面掌握较好，但要求全记住还有一定困难。
The second period
Task objectives:
1. Learn some new phrases.
2. Revise the sentences we have learned and use the sentences freely.
Language focus:
1. Phrases: be rude, be polite, be quiet, be noisy, throw rubbish in the bin, throw rubbish on the floor, walk in the corridors, run in the corridors
2. Sentences patterns: Don’t throw rubbish on the floor/She’s throwing rubbish in the bin
Important and difficult Points:
1. Say the words and phrases correctly.
2. Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, real objects, word cards, pictures
Teaching procedures:
Pre-task stage:
Step 1:Warm up
Do the chant:
(课前做一个节奏明快，郎朗上口的顺口溜，调动学生的情绪，渲染了课堂的气氛，为学生能更好的投入到课堂做准备。)
Step 2: Lead in
1.Greetings&free talk
(设计意图：师生间的问候可以增进师生之间感情，融洽学习气氛，由两位同学轮流值日的形式进行，将已学的知识设立一个主题，编一个对话，来台前表演。 这样，不但可以让已学知识得以灵活运用，还可以增强学生的自信心。）
While-task stage:
Step 1.Presencation
1. Show “Transparency.” Revise the present continuous tense by pointing to the pictures one by one and asking “What is he/she doing ”
2. Read the conversation between the children and the teacher.
3. point to each of the children breaking school rules in turn, starting with Bob. Read the teacher’s speech bubbles. Then ask the pupils to make the teacher’s speech for each of the other children.
Step 2 Consolidation
1. Ask the pupils in pairs to come to the front of the class. Give them a slip of paper on “Which you’ve written actions that they should do, e.g. “Throw rubbish on the floor/Throw rubbish in the bin.” Tell the pupils to mime the two actions. Get the class to make sentences about what each one is doing.
Post-task stage:
Step 1:Sum up
Step 2: Homework:
1. Ask the pupils to remember and write these words and phrases memory.
2. Write some rules stick on their home and classroom.
教学后记：学生对单词及句型掌握较好，能流利地进行交流。
The third period
Task objectives:
1. Know what they should do and what they should not to do.
Language focus:
1. Phrases: be rude, be polite, be quiet, be noisy, throw rubbish in the bin, throw rubbish on the floor, walk in the corridors, run in the corridors
2. Sentences patterns: You should throw rubbish on the floor. You shouldn’t throw rubbish in the bin
Important and difficult Points:
1. Say the words and phrases correctly.
2. Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, real objects, word cards, pictures
Teaching procedures:
Pre-task stage:
Step 1:Warm up
Do the chant:
(课前做一个节奏明快，郎朗上口的顺口溜，调动学生的情绪，渲染了课堂的气氛，为学生能更好的投入到课堂做准备。)
Step 2: Lead in
1.Greetings&free talk
(设计意图：师生间的问候可以增进师生之间感情，融洽学习气氛，由两位同学轮流值日的形式进行，将已学的知识设立一个主题，编一个对话，来台前表演。 这样，不但可以让已学知识得以灵活运用，还可以增强学生的自信心。）
While-task stage:
Step 1.Presencation
1. Bring the photos of the signs or write the signs from the A page again on the board.
2. Divide the board into two sections. At the top of one write “We should…” Tell the pupils these are the good things to do. At the top of the other write “We shouldn’t…” Tell the pupils these are the bad things to do.
3. Ask the class to look at the signs and to help me write the actions we should and should not do in the correct columns on the board.
4. Show “Transparency.” Play the “pupil’s Book Cassette.” Read the conversation and ask the class to read it after me.
5. Point to each of the pictures in turn and ask the pupils to make corresponding “You should…” and “You shouldn’t…” sentences.
6. Show the photos of other signs around the school, show them and ask the pupils if they can make the corresponding “You should/You shouldn’t…. sentences. Some signs may not have writing on them, e.g. arrows to show the pupils which side to go up or down the stairs. Teach the pupils any new words they need to know, e.g. smoke, stairs.
Step 2 Consolidation
1. Ask the pupils to write or draw signs they see outside school and make “You should/You shouldn’t….” sentences for them. This could bi a project.
Post-task stage:
Step 1:Sum up
Step 2: Homework:
1. Make some dialogs using “should” and “shouldn’t.”
教学后记：除课本掌握的几个重点句子，学生扩展了日常生活常用的几种情况，学得较好。
The forth period
Task objectives:
1. Know what they should do and what they should not to do.
Language focus:
1. Phrases: be rude, be polite, be quiet, be noisy, throw rubbish in the bin, throw rubbish on the floor, walk in the corridors, run in the corridors
2. Sentences patterns: He/She should throw rubbish on the floor/She/He shouldn’t throw rubbish in the bin
Important and difficult Points:
1. Say the words and phrases correctly.
2. Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, real objects, word cards, pictures
Teaching procedures:
Pre-task stage:
Step 1:Warm up
Do the chant:
(课前做一个节奏明快，郎朗上口的顺口溜，调动学生的情绪，渲染了课堂的气氛，为学生能更好的投入到课堂做准备。)
Step 2: Lead in
1.Greetings&free talk
(设计意图：师生间的问候可以增进师生之间感情，融洽学习气氛，由两位同学轮流值日的形式进行，将已学的知识设立一个主题，编一个对话，来台前表演。 这样，不但可以让已学知识得以灵活运用，还可以增强学生的自信心。）
While-task stage:
Step 1.Presencation
1. Bring in a copy of the school rules. If possible translate them into English .
2. Show the pupils the copy of the school rules. Ask them to tell me any school rules they remember or know the words for in English. Write them on the board using “You should/ You shouldn’t….” This can be a shared writing activity with me writing what the pupils say on the board and then revising it to show the pupils how to write it in correct English. It is good for the pupils to have this revision process modeled for them sometimes.
3. Show “Transparency”. Play the “Pupil’s Book Cassette.” Read the rules and ask the pupils to repeat them after me.
4. Point to the photos and ask the pupils to make sentences like the sample one.
5. Tell the pupils that they are going to listen to children doing things they should or should not to do.
Step 2 Consolidation
1. Tell the pupils to read the incomplete sentences 1 to 4 so that they are ready to make notes. Play the “Pupil’s Book Cassette.”
2. Ask the pupils to listen to the conversation once more and to check their answers. Check that the pupils have completed the sentences correctly.
Post-task stage:
Step 1:Sum up
Step 2: Homework:
Write some rules for school and class.
Use “should” and “shouldn’t” in their daily life.
教学后记：因与B1部分的内容大致相同，只是人称有所变化，学生学起来比较轻松。
The fifth period
Task objectives:
1. Learn some new words and sentences.
2. Understand the meaning of the story and can answer the questions correctly.
Language focus:
1. Phrases: model student, choose, note,
2. Sentences patterns: She wants to be a model student. / Candy reads a note from Koko. /She’s polite and helpful.
3. Important and difficult Points:
1. Say the words and phrases correctly.
2. Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, word cards, pictures, tape recorder
Teaching procedures:
Pre-task stage:
Step 1:Warm up
Do the chant:
(课前做一个节奏明快，郎朗上口的顺口溜，调动学生的情绪，渲染了课堂的气氛，为学生能更好的投入到课堂做准备。)
Step 2: Lead in
1.Greetings&free talk
(设计意图：师生间的问候可以增进师生之间感情，融洽学习气氛，由两位同学轮流值日的形式进行，将已学的知识设立一个主题，编一个对话，来台前表演。 这样，不但可以让已学知识得以灵活运用，还可以增强学生的自信心。）
While-task stage:
Step 1.Presencation
1. Check that the pupils know what a model student is.
2. Play the “Pupil’s Book Cassette” for the pupils and ask them to say the sentences after the cassette.
3. Ask the pupils “Do we have model students in this school ” “ What do they do ”
4. Ask the pupils to read the story again. Show them where to write their answers.
5. Check the answers with pupils.
Step 2. Consolidation
Ask the pupils work in pairs and act the story.
Post-task stage:
Step 1:Sum up
Step 2: Homework:
1. Read the story by themselves.
2. Work in pairs and act the story.
教学后记：学生用自己的语言来表演这个故事，想象丰富。但有一部分学生太拘束，只会生搬硬套。
The sixth period
Task objectives:
1.Say the sound and the words correctly.
Language focus:
1. Phrases: question, quick, queen, quiet
2. Sound: qu
Important and difficult Points:
1. Say the words and sound correctly.
Teaching aids:
CAI, tape record.
Teaching procedures:
Pre-task stage:
Step 1:Warm up
Step 2: Lead in
1.Greetings&free talk
(设计意图：师生间的问候可以增进师生之间感情，融洽学习气氛，由两位同学轮流值日的形式进行，将已学的知识设立一个主题，编一个对话，来台前表演。 这样，不但可以让已学知识得以灵活运用，还可以增强学生的自信心。）
While-task stage:
Step 1.Presencation
1. Play the “Pupil’s Book Cassette” and ask the pupils to listen to the sound and the words.
2. Say the words slowly and clearly. Check that the pupils are saying the sound correctly.
3. Point to the pictures and check that the pupils can say the words without my model.
Step 2 Consolidation
1. play the “Pupil’s Book Cassette” again. Ask the pupils to listen to and say the rhyme.
2. Ask them to listen to the four words at the bottom of the page and to circle the words with the same letters and sound. Get the pupils to repeat the rhyme.
Post-task stage:
Step 1:Sum up
Step 2: Homework:
Found the some words they have learned and with the same sound and letters.
教学后记：个别学生发音不准。
The seventh period
Task objectives:
1. Do the exercises correctly.
Language focus:
Phrases: be rude, be polite, be quiet, be noisy, throw rubbish in the bin, throw rubbish on the floor, walk in the corridors, run in the corridors
Important and difficult Points:
Teaching aids:
CAI, tape record，scissors
Teaching procedures:
Pre-task stage:
Step 1:Warm up
Step 2: Lead in
1.Greetings&free talk
(设计意图：师生间的问候可以增进师生之间感情，融洽学习气氛，由两位同学轮流值日的形式进行，将已学的知识设立一个主题，编一个对话，来台前表演。 这样，不但可以让已学知识得以灵活运用，还可以增强学生的自信心。）
While-task stage:
Step 1.Presencation
1. Ask the pupils to work in pairs. They look at the pictures at the top of the page and talk about the things the children should or should not do.
2. Tell the pupils to think of rules for their school and to write them on page 77. Make sure that the pupils are writing sentences that start with “Do not, Be or the imperative form of the correct verb.
3. Tell the pupils to cut the signs they have written on page 77. The pupils can enlarge the signs they think most appropriate for putting up round the school to encourage good manners. They affix them in places where they can be easily seen.
4. The pupils can make clear and simple pictorial signs to go with their written signs.
Step 2 Consolidation
Post-task stage:
Step 1:Sum up
Step 2: Homework:
Write some rules of their family and stick them on the wall.
教学后记：学生对活动及手工都很感兴趣，课堂气氛跃。
The eighth period
Task objectives:
1. Revise the main sentences and use in their daily life.
Language focus:
1.Phrases: be rude, be polite, be quiet, be noisy, throw rubbish in the bin, throw rubbish on the floor, walk in the corridors, run in the corridors
2.Sentences patterns: Do not run in the corridors, please be quiet in the library, please be polite. Do not be rude. Throw rubbish in the bin, please.
Important and difficult Points:
1.Say the words and phrases correctly.
2.Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, word cards, pictures
Teaching procedures:
Pre-task stage:
Step 1:Warm up
Do the chant:
(课前做一个节奏明快，郎朗上口的顺口溜，调动学生的情绪，渲染了课堂的气氛，为学生能更好的投入到课堂做准备。)
Step 2: Lead in
1.Greetings&free talk
(设计意图：师生间的问候可以增进师生之间感情，融洽学习气氛，由两位同学轮流值日的形式进行，将已学的知识设立一个主题，编一个对话，来台前表演。 这样，不但可以让已学知识得以灵活运用，还可以增强学生的自信心。）
While-task stage:
Step 1.Presencation
1. Ask the pupils to read the verses silently and to see if they can guess the missing words. Ask them to work in pairs to discuss the missing words with their partner and write the words they agree on in pencil.
2. Play the “Pupil’s Book Cassette” for the pupils to listen to the chant and check their answers.
3. Play the cassette again and encourage the pupils to join in with the words.
Step 2 Consolidation
Post-task stage:
Step 1:Sum up
Step 2: Homework:
Write some school rules on the signs and put them up around they school.
The ninth period
Task objectives:
1.Do the exercises correctly
Language focus:
Don’t…. ___should…______should’t…
Important and difficult Points:
1. Look and write.
2. Listen and do.
Teaching aids:
CAI, tape recorder, pictures
Teaching procedures:
Pre-task stage:
Step 1:Warm up
Step 2: Lead in
1.Greetings&free talk
(设计意图：师生间的问候可以增进师生之间感情，融洽学习气氛，由两位同学轮流值日的形式进行，将已学的知识设立一个主题，编一个对话，来台前表演。 这样，不但可以让已学知识得以灵活运用，还可以增强学生的自信心。）
While-task stage:
Step 1.Presencation
1. Tell the pupils to read the words in the box and look at the pictures. Then ask the pupils to complete the sentences by choosing the correct words from the box.
2. Ask the pupils to look at the pictures and listen to the “Workbook Cassette.”
3. Ask the pupils to number the pictures according to the sequence of the language they hear on the tape.
4. (9) Ask the pupils to look at the picture and listen to the “Workbook Cassette.”
5. Ask the pupils to write the children’s names and choose two model students according to what they hear on the tape.
6. (10) Ask the pupils to look at the first part of the page and listen to the “Workbook Cassette.” They need to circle the words with the same sound and the same letters according to what they hear on the tape.
7. Ask the pupils to look at the second part of the page. Tell them to look at the pictures and fill in the blanks.
8. (11) Ask the pupils to look at the pictures and read the sentences. Then tell them to complete the sentences by using ‘should’ or ‘shouldn’t’.
9. (12) Ask the pupils to look at the pictures and read the words. Then tell them to complete the sentences by choosing the correct words from the box.
Step 2 Consolidation
Post-task stage:
Step 1:Sum up
Step 2: Homework:
Write a composition “I want to be a model student.”
The tenth period
Revision and have a test.
Unit three Seasons
The first period
Greetings
Pre-task stage
A The children are looking at a website about weather .Make sentences about the seasons and weather in different places. Listen, look and say. (p. 17)
Presentation
1 Bring in pictures of different weather conditions in different parts of China
2 (Books closed.)Display the pictures of different weather conditions. Revise the words hot and cold to describe the air temperature with the pupils. Then tell the pupils It’s not always hot and cold. Sometimes it’s not very hot, then we say it’s warm. Sometimes it’s not very cold, then we say it’s cool. Write the words on the board with arrows going from hot to warm, cold to cool so that the pupils can associate the meanings.
3 Teach the words rain and snow using the pictures. Ask the pupils What do we wear when it rains to revise the word raincoat.
Summarize
后记 The word ‘autumn’ is read ‘auturn’, so I tell them when we finish reading this word, our mouth must be closed.
The second period
Greetings
Free talk
Ask the pupils to tell you the names of the months. Write the names lf the four seasons on the board and write the names of the months under the appropriate seasons. Tell the pupils to repeat the seasons in the order in which they come in the year.
Show Transparency. Play the Pupil’s Book Cassette and point to the speech
bubbles. Ask the pupils to repeat after the cassette.
Practice
1 (Books open.)Show Transparency. Teach the pupils the pinyin spellings for the places in China on the map.
2 Play the Pupil’s Book Cassette or read the speech bubbles of the people on the page and ask the pupils to repeat them after you.
3 Point to the cities on the map and ask the pupils to make sentences about the weather in those cities.
Sum up
Homework Finish Part B1 in their spare time
后记 They are very interested in looking at the map. And they feel easy to learn these dialogues.
The third period
Greetings
Play a game
The pupils, in pairs, take turns to make sentences about the weather in their city in each of the seasons.
Play a miming game with the class. Ask individual pupils to think of a season and to mime how they feel or what they do in that season. The rest of the class
guesses which season it is.
Workbook (p. 13)
Tell the pupils to look qt the pictures and read words in the box. Then ask the pupils to write about the weather and seasons by choosing the correct words from the box.
Answers:
1 dry 2 warm 3 hot 4 wet 5 cool 6 cold spring It often rains.winter It sometimes snows.Autumnsummer
后记 Because the weather in Shenzhen is very different from the other parts , it seems that they feel difficult to express .
The fourth period
Oral English
Bring in a map of china with the city names written in pinyin.
(Books closed.) Show the pupils the map. Revise the names of the cities in the unit. Tell the pupils where you come from. Point to the place on the map. Write on the board, I come from… Where do you come from Ask the pupils to tell you where they come from.
3 Open the window and revise the question What’s the weather like
4 Write the four seasons on the board and ask which months are in each to revise the four seasons.
5 Ask confident pupils What’s the weather like in (city) in winter
Practice
1 (Books open.)Show Transparency. Play the Pupil’s Book Cassette. Point to the cities mentioned on the map.
2 Read the conversation and ask the class to read it after you.
3 Divide the class into two large groups and ask them to role-play Pat, Tim and the new children. Repeat the activity and ask the groups to exchange roles.
Sum up and homework
后记 I’m surprised to find so many words they can’t read rightly.
The fifth period
Revision
The children are reading a poster. Listen, say and act. (p.19)
Presentation
1 Bring in holiday brochures or posters. Ask the pupils where they went on holiday.
2 (Books closed.) Write a list of verb phrases on the board, e.g. buy a some food, get a book, send a letter, buy a pet, get some money, and the places where you can go to do those things in jumbled order, i.e. a pet shop, a post office, a bank, a library. Ask the pupils to match the places and the things you can do there.
3 Using the list, ask the pupils, e.g. Why do we go to a supermarket Model the answer Because we can buy food there. Write the question form and the answer on the board underlining Why and Because.
(Books open.)Show Transparency. Point to the poster and ask the pupils to read it silently. Ask the pupils, e.g. When can you ride bikes to check comprehension.
Play the Pupil’s Book Cassette and ask the pupils to repeat the sentences after the tape.
Homework
后记 We often say ‘ 因为 ’ and ‘ 所以 ’ together in Chinese, But in English they can’t use at one time.
The sixth period
Greetings
Listening work
Ask the pupils to listen to the conversation once more.
Ask the pupils to work in groups of four. Each one chooses when they want to go to Beidaihe. They take turns to ask each other when they want to go and their reason for choosing that season.
B3 KoKo and Pat are talking to a girl at the park. Listen and circle. (P.19)
1 Tell the pupils that they are going to hear a conversation between Pat, KoKo and a new girl. Ask the pupils to look at the choices in the girl’s thought bubble. Review the cities, seasons and activities shown.
2 Play the Pupil’s Book Cassette and tell the pupils to circle the information the girl gives.
Tapescript:
KoKo: Where are you from Girl: I’m from ShanghaiPat: What’s your favourite sesson Girl: I like summer.KoKo: Why Girl: Because I can swim.
后记 After they act the story- The ugly baby duck, I think I should believe in my pupils more.
The seventh period
Oral English
Ask the pupils to listen to the conversation once more and to check their answers
4 Ask the pupils to work in pairs to check their answers.
Workbook (p.14)
1 Ask the pupils to look at the pictures and listen listen to the Workbook Cassette.
Good morning, everyone. Welcome to the weather quiz. Can you match the cities and the weather Listen carefully.1 It’s very cold in Harbin in winter. It often snows.In spring, it’s cool in Shanghai.In Shenzhen, it’s cool and dry in winter. It never snows.In winter,
C A story: The ugly baby duck. (p.20)
Point to the duck and ask the pupils for the name in English. Ask what is inside the eggs. For better classes you may want to teach the word duckling. Otherwise it is acceptable to say baby duck.
Play the pupil’s Book Cassette for the pupils and ask them to say the sentences after the cassette.
The eighth period
Greetings
Ask the pupils to look at picture 2. Ask the pupils Should the baby ducks talk like that to the ugly baby duck The other baby ducks are rude. What should they be To revise the words rude and polite from the previous unit.
D Read the story again. Write the answers. (p.21)
1 Ask the pupils to read the story again. Show them where to write the answers.
2 Check the answers with the pupils.
E Say the sound and the words.(p21)
Play the pupil’s Book Cassette and ask the pupils to listen to the sound and the words.
Say the words slowly and clearly. Check that the pupils are saying the sound correctly. This sound should be short and unstressed.
Point to the pictures and check that the pupils can say the words without your model.
Play the pupil’s Book Cassette again. Ask the pupils to listen to and say the poem.
The ninth period
Listening and writing
Ask then to listen to the four words at the bottom of the page and to circle the words with the sane letters and sound. Get the pupils to repeat the poem.
Workbook (p.16)
1 Ask the pupils to look at the first part of the page and listen to the Workbook Cassette. They need to circle the words with the same sound and the same letters according to what they hear on the tape.
Tapescript:
e-r, / /, computer, calendar, clerk, colours, summer, flower
Answers:
Computer, summer, flower
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.
Answers:
Where are you from I’m from Blue Spring.What’s the weather like there in autumn It’s cool and windy. It’s dry, too.
Unit four Feeling sick
The first period
Subject: Unit 4 Feeling sick (Part A)
Teaching Objective: Part A, teach the new words and phrases.
Main Points: Words and phrases about feeling sick.
Difficulties: New phrases: take some medicine, have a fever, …
Teaching Aids: CAI, word cards, picture, etc.
Teaching Steps:
I. Free talk.
Ask and answer questions. Let the pupils make some dialogues.
II. Presentation (Part A)
1. Bring in a thermometer, a box of tissues and some medicine.
2. Pretend to feel unwell. Sneeze, blow my nose, take my own temperature, feel my forehead, take some medicine, etc. Ask the pupils Who should I see (A doctor).
3. Ask the pupils Where does a doctor work To revise the words clinic and hospital.
4. Teach the words medicine, fever, headache, stomachache and a cold. Write on the board What’s the matter Ask the pupils to ask me the question. Reply I have a fever/cold/stomachache/headache. Ask the pupils, What should I do Elicit the responses and write them on the board: take some medicine, see a doctor, go to the clinic/hospital. Tell the pupils Maybe I should have a rest. Demonstrate by putting my head on my arms on the desk. Add have a rest to the phrases on the board.
5. Show the word cards. Play the Pupil’s Book Cassette and point to the speech bubbles. Ask the pupils to repeat after the cassette.
III. Look and say.
Use the flash cards to revise the new words. Ask the pupils to look and say. Spell the new words. Make the dialogues according the pictures.
IV. Ending.
Draw a conclusion. Assign some homework.
(Listen to the cassette. Read the new words. Make out the dialogues according to the pictures on page 25)
Feedback:
Some new words are really difficult for them, especially the pronunciation. The most difficult words are: stomachache, headache and medicine.
The second period
Subject: Unit 4 Feeling sick (Part A)
Teaching Objective: Continues to study Part A. Learn some sentences.
Main Points: What’s the matter I have a ….
You should ….
Difficulties: Say the new phrases in sentences.
Teaching Aids: Cards & pictures, computers, CD, etc.
Teaching Steps:
III. Free talk.
Ask and answer questions. Revise something they learned before.
IV. Revision
Use the word cards to revise the new words they learned last time. Read the words together and individually, make sure they can read them correctly.
V. Practice
1. (Books open.) Use CAI. Read the conversation between Tim and his mother. Ask the pupils to repeat the conversation after me.
2. Ask the pupils about Tim’s father: What’s the matter with Tim’s father Divide the class into two large groups to work out the conversation between Tim’s mother and Tim’s father.
3. Ask the pupils to work in pairs to act the other people on the page.
VI. More to do
Write the ailments, e.g. fever, a headache, and the suggestions, e.g. take some medicine, on cards. Put them in a pile. Divide the class into two teams and ask a pair from each team to come out. One pupil from each pair picks a card from the pile. They should not show their card to the other pupil. The pupil mimes the phrases on their card. The other pupil guesses what is on the card. Impose a time limit. The teams win one point for each correct sentence.
Feedback:
The dialogues are easy for them. Only the some new words are tough. Such as medicine, headache, stomachache, etc. So it’s necessary to practice more.
The third period
Subject: Unit 4 Feeling sick (B1)
Teaching Objective: Revise Part A, teach Part B1.
Main Points: What’s wrong with…
He needs to ….
Difficulties: What’s wrong with…
Using of the verb “need”, “need to”
Teaching Aids: Cards & pictures, computers, CD, etc.
Teaching Steps:
VII. Free talk.
Ask and answer questions, ask the pupils to make some dialogues.
VIII. Revision.
Show the words cards. Ask the pupils to look and say. Spell the new words. Make sure the can remember the words and say the words correctly. Make some sentences with the words.
IX. Study B1
1. Pretend that now I’m really sick. Clutch my stomach/head etc., read the temperature and pretend to be surprised at how high it is. Tell the pupil I have a fever and a stomachache. I need to go to the hospital. I need to see the doctor. To show the pupils that need to is stronger then should.
2. Pretend to feel the forehead of a pupil to find out how high their temperature is. Say (Name) has a fever. Ask the pupils to tell me what that pupil needs to do. Repeat with other pupils, whispering to them what is wrong with them, e.g. a headache, a stomachache, a cold, etc. and getting them to mime their symptoms. Responses can include take some medicine, have a rest.
X. Practice.
1. Use the CAI. Play the recording of the dialogues. Ask the pupils to repeat the conversation between Koko and Tim’s mother.
2. Divide the class into two large groups and ask them to say the conversation between Koko and Pat’s mother.
3. Tell the pupils to work in pairs to role-play Koko, Pat’s mother and Tim’s mother. Monitor the pupils by walking round listening to see if they are making correct sentences.
4. Ask pairs of confident pupils to role-play the conversation at the front of the class.
Feedback:
“What’s w should practice to use the word more and more.rong with…” is rather easy for them. The verb “need” is difficult for some pupils.
The fourth period
Subject: Unit 4 Feeling sick (B2)
Teaching Objective: Revise part B1 and teach B2
Main Points: Revision. Conversation of B2
Difficulties: Doctor’s advice.
Teaching Aids: Cards & pictures, computers, CD, etc.
Teaching Steps:
XI. Free talk.
Ask and answer questions. Ask pupils to make some conversations about they learned recently.
XII. Revision.
Re-use the cards from the previous game and add more to make enough for half the class, even though the ailments and suggestions will be repeated several times. Give out the cards to every second pupil in the class. Show the pupils to pass the card to the next person. The pupils will talk to partners in front of or behind them then pass on the card to the next pupil. Give a short time limit for each conversation, saying at intervals Pass so that the pupils need to talk in real time and will all pass the cards at the same time.
XIII. Teach B3
1. Use the CAI. Ask the pupils to read silently what Tim and the doctor say.
2. Show the pupils the close-up picture of the doctor’s notes. Play the Pupil’s Book Cassette. Ask the pupils to read the conversation aloud.
3. Check that the pupils know what advice the doctor has given. Ask them to write it in the blanks on the doctor’s note. Explain that we often give advice using should and need to.
4. Play the cassette again and ask the pupils to check their work.
Feedback:
This lesson is very interesting for the kids. After this lesson, they can make some dialogues about seeing the doctor.
The fifth period
Subject: Unit 4 Feeling sick (B3)
Teaching Objective: Revise part B1,2, teach part B3. Finish some exercises.
Main Points: Revision of B1 and 2
Difficulties: Listening practice.
Teaching Aids: Cards & pictures, computers, CD, etc.
Teaching Steps:
XIV. Free talk.
Ask and answer question. Practice some conversations.
XV. Revision.
Play the recording of the conversations, ask the pupils to listen and repeat. Then ask them to read together.
Get some pupils make some short dialogues about seeing doctor, etc.
XVI. B3
1. Show the pupils the list of the doctor’s advice. Ask them to tick the advice they hear.
2. Play the cassette. Play it again so that the pupils can check their own answers.
XVII. Workbook (p. 19)
Tell the pupils to look at the pictures and read the sentences. Then ask the pupils to complete the sentences by choosing the correct words from the box.
XVIII. Workbook (p. 20)
1. Ask the pupils to look at the pictures and listen to the cassette.
2. Ask the pupils to circle the correct pictures according to what they hear on the tape.
Feedback:
This period is to review the language they learned recently in unit 4. Some listening exercises are rather difficult for them.
The six period
Subject: Unit 4 Feeling sick (Part C)
Teaching Objective: Teach Part C, and finish D.
Main Points: Part C (How should we look after our teeth.)
Difficulties: Sentences about the sequences of brushing teeth.
Teaching Aids: Cards & pictures, computers, CD, etc.
Teaching Steps:
XIX. Free talk.
Ask some groups of pupils to make some role-plays.
XX. Revision.
Play the recording or Part B1 and B2, ask the pupils to listen carefully and repeat. Answer some more questions. Ask them to give some advice when people are sick.
XXI. C: A dentist the school.
1. Bring in a toothbrush and toothpaste.
2. Revise the phrase brush our teeth by asking the pupils What do we do with these things Teach the words toothbrush and toothpaste.
3. Point to the dentist in the picture. Tell the pupils that dentists look after your teeth. Ask the pupils Who visits the dentist Those who visit the dentist should raise their hands.
4. Ask the pupils to read the dentist’s advice aloud. Ask the pupils to point to the correct parts of the teeth on the pictures.
5. Play the recording for the pupils and ask them to say the sentences after the cassette.
6. Ask the pupils What should we eat Ask the pupils What shouldn’t we eat
XXII. Finish Part D.
1. Ask the pupils to read the dentist’s words again. Show them where to put their ticks or crosses.
2. Check the answer with the pupils.
Feedback:
The new things in this part are so many. So it’s not easy for them to grasp. It needs to be repeated.
The seventh period
Subject: Unit 4 Feeling sick
Teaching Objective: Revise part C, finish part D, do some exercises
Main Points: Revision and Part D.
Difficulties: Revision. Answer the questions correctly.
Teaching Aids: Cards & pictures, computers, CD, etc.
On the Blackboard:
Teaching Steps:
XXIII. Free talk.
Practice every day English. Ask and answer questions.
XXIV. Revision
Go over the Part C with the story cards. Get the pupils look carefully and say the sentences. Ask them to recite the text and role play the dialogue. Play CD of this part. Ask the pupils to listen and repeat.
XXV. Read Part C again. Write short answers to Part D.
1. Ask the pupils to read the passage again. Show them where to write their short answers.
2. Check the answers with the pupils. Make sure their answers are right. And every answer should be brief.
XXVI. Workbook (p. 41)
1. Ask the pupils to look at the picture and listen to the Workbook Cassette.
2. Ask the pupils to circle the correct words according to what they hear on the tape.
3. Help the pupils to check their answers.
V. Ending.
Feedback:
本课内容注重学生对C部分知识的理解掌握。从回答问题的情况看，发现很多学生还是习惯用汉语的思维方式，因此回答不很规范。今后在这方面还是要多做练习，培养学生用英语思维的习惯。
Unit5 Revision
Task objectives: A revision of units1-4.
ⅠTeaching Materials
1. Pre-task stage
2. Functional and notional items
3. Language Points
Words、phrases and sentences
Grammar:
ⅡTeaching Objectives
1. Teaching contents: Revision
2. Teaching aim: Language Points
3. Main & difficult points:
4. Teaching tools: Multi-media computer, recorder & cassette.
Part one
Task objectives: A Listen and read.
Step 1 Free talk
Step 2 Pre-talk
1. Go over the new words of units1-4.
2. Ask some questions:
What day is today
What’s the date today
When’s your birthday
Step 3 While-task
1. Show Transparency. Ask the pupils to repeat the sentences after me.
2. Explain that the children are talking about the dates.
3. Demonstrate how to write the words from the box in the correct places in the calendar according to the conversation.
4. Tell the pupils to complete the writing. Use Transparency to check the pupils’ answers.
Step 4 Homework
Part two
Task objectives: B Work in pairs. Student A: look at page 79.StudentB: look at page80. Ask and answer questions about the children’s birthdays. Write the dates. (p.34)
Step 1 Free talk
Step 2 While-task B
1. Show Transparency. Ask the pupils to work in pairs. Student A should look at page 79 while student B should look at page 80.
2. Each pair of pupils ask and answer questions about the children’s birthdays. Then tell the pupils to write the correct dates at the top of page 34.
3. After the pupils have written down the dates of the children’s birthdays, ask them to write short answers to each of the questions at the bottom of the page.
4. Check the answers with the pupils.
Step3.Homework
Copybook unit5
Part Three
Step1 Free talk
Step2 While-task C
1. Show Transparency. Ask the pupils to look at the top of the page. Tell the pupils to choose an event for each child and write it in the blank.
2. Tell the pupils to work in pairs. One pupil points to a child and asks his/her partner What’s…going to do /Is…going to… Then the other pupil answers these questions according to his/her own answers.
3. Ask the pupils to take turns asking and answering questions.
Step3. Homework.
Part Four
Step1 Free talk
Step2While-task D
1. Play the Pupil’s Book Cassette. Tell the pupils that the teacher is asking the children about the objects on the table.
2. Tell the pupils to listen to the cassette and draw lines to match the children and the objects
3. Use Transparency to check the pupil’s answers.
Step3 Homework.
Unit 6 Plants
The first period
Task objectives:
1. Understand more complex or a series of instructions and act accordingly.
2. understand simple questions in class.
3. describe objects in complete sentences.
4. interact more freely with others by using simple expressions and structures learned.
Language focus:
1. Words: a litter water, a lot of water, soil, a small pot, a large pot, a little light, a lot of light, grow
2. Sentence patterns: We want to grow some tomatoes.
What does our plant need
It needs a lot of /a little water.
Important and difficult points:
1. Say the words and phrases correctly.
2. Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, real objects, word card, pictures
Teaching procedures:
Pre-task stage:
Step1: Warm up
Sing a song: The plants song.
(课前唱一首欢快的歌曲，能吸引学生的注意力，调动学生装的上课情绪，为以下的课堂教学做好准备。)
Step2: Lead in
1. Free talk: we can talk about our festival plants. Pupils tell their classmates what his favorite plants.
(让学生热情高涨地说说他最喜欢的植物，他们是非常乐意的，而且他们会急切地想知道这些植物是应该怎样去种。)
2．Enjoy the plants pictures by CAI.
(通过欣赏图片，复习以前学过的植物和没学过的大量的植物名词，让学生在脑海里有个初步形象。)
While-task stage:
Step1: presentation
1. Grow plants from seeds or get pictures of them at different times so that the pupils can see them at different stages of growth. Bring in seeds, small pots and water in a container.
(通过图片来向学生展示了一棵植物的不同时期的不同状态。并且向学生说明植物需要的是什么。让他们动脑筋思考。)
2. (Books closed.) Show the pupils the plants or pictures of them. Ask the pupils to guess what you are going to do with the seeds, pots and water. Teach and write on the board the words pot, seeds and revise the word water.
（通过具体的动作来演示种子需要什么，让学生在不知不觉中学到了新的单词。）
3. Pretend to put a plant in a cupboard. Ask: Can the plant grow in here Explain that plants also need light. Revise the word light and make sure that the pupils know that this can refer to natural sources as well as manmade ones such as electric light.
(解释光的种类的不同和植物的需要。)
4．Teacher ask: what dose the plant needs
Help the pupils answer: the plant needs…
(通过老师的提问来验证学生是否掌握了本课堂的句型。)
5．Let the pupils make a dialog by themselves.
For example: what does the plant needs
It needs a lot of light.
(让每个学生都有个练习的机会，把课堂上学到的东西立即运用到实际上来。)
Post-task stage:
Step1: Sum up
Step2: Homework:
1. Make a conversation with their classmate after class.
2. tell about what does the plants need in your house to your parents.
The second period
Task objectives:
1. Learn the sentence patterns and use the sentences freely.
2. Revise the words and phrases.
Language focus:
1. Words: experiment, guess, happen, quickly, slowly, die
2. sentences: do an experiment, grow quickly, grow slowly
What will happen
It will…
Important and difficult points:
1. Say the words and phrases correctly.
2. Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, real objects, word cards, pictures
Teaching procedures:
Step1: Warm up
Sing a song: The plants song
(课前来一首快乐的歌曲，能让学生的心情愉快，能使学生比较容易接受新的知识。)
Step2: Lead in
1. Free talk: We can talk about everything. About weather, classmates, plants, ext.
(让学生自由地用英语说出了他们想说的话，这会让学生对英语产生了亲切感，让学生明白英语不再是课本上呆板的东西。)
2．Review the lesson what we has learn in the last lesson.
(通过复习上节课的内容，可以让学生重再学过的知识，这能为本堂课所授的知识有个扎实的前提。)
While-task stage:
Step1: Presentation
1. Draw a table on the board with three columns. Write a different experiment in each: a little water once a day, a lot of water once a week, a little water once a month. Bring in three plant pots with soil in them.
(通过画图和实物展示出，让学生明白本节课的知识点和重点。)
2．（Books closed.）Tell the pupils an experiment is when we change something to see what happens. Ask the pupils to look at the board and tell you what is changed in each of the three experiments (The frequency is changed, e.g. from once a day to once a week and the amount of water is changed.) Tell the pupils to guess what will happen. Get the pupils to draw in the columns on the board how they think the plants will look after one month.
(通过一个生动的实验来说明了植物缺少水的可能性，从而让学生自主地思考问题，启发学生的电教问题的能力。)
3．Revise the adjective quick and teach the adverb quickly by walking quickly and saying I am walking quickly. Teach the adverb slowly in the same way. Ask: How quickly will the plants grow Point to the different plants drawn on the board and ask: Will this one grow quickly Will it grow slowly For the third experiment teach the word die. Tell the pupils the plant will be brown and it will not be able to grow.
(通过动作来组织教学，学生跟着做身体动作，调动了学生的积极性。)
4．Teacher ask: what will happen
Help the pupils answer: It will grow quickly/ grow slowly/ die
(通过这些对来检验本课堂的教学。教师和学生的对问能纠正学生的发音和语调，并能提高师生之间的感情。)
Step2. Consolidation
1. Let pupils ask and answer by using the sentences.
(语言要运用到现实中来才有它真正的意义。通过学生之间的对话，可以创建语言环境。)
Post-task stage:
Step1. Sum up
Step2. Homework:
1. Make a conversation with their classmate after class.
2. Plant a seed in your horse and see what will happen.
The third period
Task objectives:
1. Learn the sentence patterns and use the sentences freely.
2. Revise the words and phrases.
Language focus:
1. Word: remember
2. Sentence patterns: will this plant grow
Yes, it will. / No, it won’t. It needs light.
Important and difficult points:
1. Say the words and phrases correctly.
2. Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, real objects, word cards, pictures.
Teaching procedures:
Step1: Warm up
Chant the lesson.
(chant是学生很喜欢的一种方式，不但可以复习了知识，又可以达到课前轻松的目的。)
Step2: Lead in
1. Free talk: We can talk about how to plant the plants .
(让学生愉快地说出怎样种植物，分享他们的乐趣，他们是非常乐意的。他们会很热情地用英语告诉你，这植物该怎么去种。)
2．Enjoy the pictures by CAI.
( 通过欣赏图片，复习以前学过的内容，让思维活跃起来。)
While-task stage:
Step1: presentation
1. Bring in small bag of soil and jug of water.
2. (Books closed.) Ask the pupils: Can you remember what plants need to grow
(让学生带着问题来上课，让注意力更加集中。)
3．Write the three things plants need in a list on the board, i.e. soil, water, light. Rub one off and say, for example, We will give a plant only soil and water. Will it grow What will happen Get the pupils to make sentences about each of the three possible combinations and demonstrate by rubbing off the appropriate word.
4. (Books open.) Show Transparency. Read the conversation and ask pupils to complete the sentences.
(通过书写来巩固所学的知识内容。)
5．Ask the pupils to read the answers aloud for the whole class to check.
6. Divide the class into four large groups. Tell two groups to work out the conversation between the teacher and the children in picture 2 and the other two to work out the conversation between the teacher and the children in picture 3 、4.
(由一组人来完成对话，这需要学生有团体精神和分工能力。从小培养了学生的集体主义。)
7．Ask the two larger groups to present their conversations to each other.
Step2: Consolidation
1. Listen to the tape B3.
Post-task stage:
Step1: Sum up
Step2: Make a conversation with mates after class.
The fourth period
Task objectives:
1. learn the sentence patterns and use the sentences freely.
2. Revise what we had learn in the last class.
Language focus:
1. Words: love, tonight, fall, root, into, bee, wind,
learn about, take to.
Important and difficult points:
1. Say the words and phrases correctly.
2. Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, word cards, pictures
Teaching procedures:
Step1: Warm up
Sing a song: Happy everyday
(课前哇一首欢快的歌曲，配上动画，吸引学生的注意力，调动学生的情绪，为接下来学生更好地投入课堂做准备。)
Step2: Lead in
1. Free talk: we can talk what we want to talk. Pupil tell their classmates what his favorite thing are.
(让学生热情高涨地说说他最想说的东西，他们是很乐意的，而他们会急切地想知道自己喜欢的东西别人也是否喜欢。)
2．Enjoy some pictures by CAI.
(通过欣赏图片，复习以前学过的和没学过的名词，让学生在脑海中有个初步的影子。)
While-task stage:
Step1: Presentation
1. Point to the characters in the picture and read their speech bubbles aloud. Read the description of how a plant grows from the TV sets.
(向学生解释一棵植物是怎样长出来的，有助于学生对课文的理解。)
2．Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the cassette.
(让学生跟读录音机，有助于学生改善自身的发音和语调。可以让学生产生了学英语的兴趣。)
3．Ask the pupils What will happen after a plant grows What will come to the flower What will the flower make What will happen to the seed
(通过提问题来检验学生对课文的理解，必要时对学生进一步讲解。)
4．Make sentence cards for each of the stages in the life cycle of a plant using the information n the passage. Divide the class into groups of six and give each group one set of sentence cards. Tell the class they are going to gave a race to stand in a line holding the sentence cards in the correct order. The first group to complete the task is the winner.
(通过竞争机制来提高学生的学习兴趣，让他们越学越想学。)
5. Ask the pupils to read the passage again. Show them where to write numbers to show the order of things that happen when a plant grows. Remind them to check back with the passage.
6. Check the answers with the pupils.
(通过大声朗读和回答问题来检验课堂效果。朗读是学生比较喜欢的一个学习方式。)
Step2: Consolidation
1. Let the pupil tell about the plant grows order.
Post-task stage:
Step 1: Sum up
Step 2: Homework:
1. Tell about the plant grows order to your parents.
The fifth period
Task objectives:
1. Learn the sound /ai /
Language focus:
Sound: /ai/
Important and difficult points:
1. Say the sound freely and correctly
Teaching aids:
CAI, word card, pictures.
Pre-task stage:
Step1: Warm up
Review the lessons.
(根据学生的学习掌握情况复习本单元的知识，达到温故知新的作用。)
Stap2: Lean in
1. Free talk: We can talk about our family plants. pupils tell their family plants what his favorite are.
(让学生亲切地说出他们的家里的花草，可以陶冶他们爱护绿化的性情。)
2．Enjoy the views of the plants.
(通过欣赏植物，回想本课的重点难点和句子。)
While-task stage:
Step1:presentation
1. Play the Pupil’s Book Cassette and ask the pupils to listen to the sound and the words.
(通过先让录音带朗读，让学生有对/ai/有个大体的印象。)]
2．Say the words slowly and clearly. Check that the pupils are saying the sound correctly.
3. Point to the pictures and check that the pupils can say the words without your model.
(让学生大声地，准确地，快速地把发音读出来，学生是好动的，他们想学到更多的东西，于是他们的积极性很高。)
4．Play the Pupil’s Book Cassette again . ask the pupils to listen to and say the rhyme
5. Ask them to listen to the four words at the bottom of the page and to circle the words with the same letters and sound as the key words. Get the pupils to repeat the rhyme.
(通过大声朗读诗文，让学生在朗读的过程中体验发音的乐趣。)
Step2: Consolidation
1. Let the pupils think of which word is sound /ai/
(让学生独立思考，在学过的单词里有哪些是发/ai /音的，这有利于学生对以前学习的知识巩固。)
2. Enjoy the song.
Post-task stage:
Step1: Homework:
1. Find the words you had learn in the book sound/ai/
2. The sixth period
Task objectives:
1. Finish the workbook.
Language focus:
1. Words: a little water, a lot of water, a small pot, a large pot, a little light, a lot of light, grow quickly, grow slowly, soil, die, happen
2. Sentences: We want to grow some tomatoes.
What does our plant need
It needs a lot of water.
What will happen
It will grow slowly
Will this plant grow
Yes, it will.
Step1
Unit 1 Good habits
The first period
Task objectives:
1.Understand more complex or a series of instructions and act accordingly.
2.Understand simple questions in class.
Language focus:
1.brush my teeth, wash my face, bomb my hair, finish my homework, pack my schoolbag, hang up my clothes
2.when do you get up I get up at six thirty in the morning. When do you go to bed I go to bed at ten in the evening.
Important and difficult points:
1.Say the words and phrases correctly.
2.use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, real objects, word cards, pictures
Teaching procedures:
Pre-task stage:
Step1: Warm up
Sing a song: Brush, wash and comb.
（课前唱一首欢快的歌曲，配上动画，吸引学生装的注意力，调动学生装的情绪，为接下来学生更好地投入课堂做准备。）
Step 2: Lead in
1.Free talk: talk about our good habits. Pupils tell their good habits to their classmates.
(让学生在同学面前表达自己的良好的行为习惯，学生会很有激情地说出他们的行为习惯，这有利于学生的语言表达能力和沟通能力。)
2.Enjoy some pictures by CAI.
(通过欣赏图片，复习以前学过的和没学过的大量的物品，让学生在脑海有个初步印象。)
While-task stage.
Step 1: Presentation
1.Bring in a comb, a toothbrush, a face cloth, a clothes hanger and a schoolbag.
(通过实物呈现给学生，让学生在接受的新单词之前有个大概的印象，提高学生学习的兴趣。)
2.(Books closed.) Show the pupils the comb, toothbrush, face cloth, clothes hanger and the schoolbag. One by one mime the actions of combing your hair, brushing your teeth, washing your face, packing the schoolbag and hanging clothes on the hanger. Teach the phrases for these actions. Write the phrases on the board. Point to a phrase and ask the pupils to mime the actions.
3.Draw a line on the board to divide it into two sections. In each section, write one of the headings In the morning and In the evening. Showing the pupils the objects to remind them again, ask e.g. When do you brush your teeth Write the pupils’ answers on either or both aides of the board as appropriate.
4.Revise the times with the pupils by drawing clock faces. Revise phrases like get up, have breakfast/lunch/dinner, go to school, do homework and go to bed by miming them and asking the pupils to write them in the appropriate actions on the board.
5.Ask the pupils When do you… Using the new phrases on the board. Write some of the times on the board.
6.Point to some of the times to explain the concepts of early and late e.g.(Name)gets up early. He/She gets up at…
7.Show Transparency. Play the Pupil’s Book Cassette and point to the speech bubbles. Ask the pupils to repeat after the cassette.
(通过一个课时的学习，让学生跟着录音机读并复述课文，让学生对学过的知识有个巩固过程。)
Step2: Consolidation
1.Let pupils ask and answer by using the chant. Ask their friends what good habits do they have
(让学习用他们刚才学过的知识，互相询问各自的行为习惯，而达到任务型的教学法中通过思考、讨论、交流的学习方式达到目的。另外还使所学知识得到拓展和应用。)
Practice
1.(Books open.) show Transparency. Ask the pupils is it morning or evening Explain this is Pat’s bedroom. Koko is coming to stay with Pat. Koko wants to know when Pat does the things in the small pictures at the bottom to the page. Read the conversation between Pat and Koko. Ask the pupils to repeat the conversation after you.
2.Ask the pupils When do you get up When do you go to bed
Post-task stage:
Step1: Sum up
Step2: Homework:
Make a conversation with their classmate after class.
后记：学生通过系统的课堂训练，掌握了本课堂的学习任务，并且把学到的知识运用到生活中去。
The second period
Task objectives:
1.Learn the sentence patterns and use the sentences freely.
2.Revise the last lesson.
Language focus:
1.Words: how often, once, twice
2.Sentence patterns: once a day, twice a day, five times a seek, three times a week, eight times a week.
Important and difficult Points:
1.Say the words and phrases correctly.
2.Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, word cards, pictures.
Teaching procedures:
Step1: Warm up
Sing a song: Good habits
(课前唱一首欢快的歌曲，配上动画，吸引学生的注意力，调节器动学生的情绪，而且还习了上节所学过的内容，为接下学生更好地投入课堂做准备。)
Step2: Lead in
1.Free talk: We can talk about the good habits. Pupils tell their classmate what his good habits.
(让学生说出他们的良好的行为习惯，可以让学生热身本课堂的学习内容。)
While-task stage:
Step1: Presentation
1.Make a wall calendar showing the seven days of the week. Make sure there is room to write more than one action on each day. Bring in a small watering can and chopsticks and other things usually put on the table before a meal.
(通过一份日历来展示本节课，让学生有个总整的指导和印象。)
2.(Books closed.) Ask a confident pupil to come to the front of the class. Ask the pupil When do you brush your teeth/wash your face/comb your hair Write down the times on one of the days of the week. For actions that are done more than once, ask the question again, e.g. Do you wash your face in the evening, too
(通过问问题来集中学生的注意力，让学生的思想集中的课堂上。)
3.Count the times per day the pupil does these things and write the total number for each action. Make and write sentences like (Name) washes his/her face three times a day. Underline the concept and make sure that the pupils know that we say once for one time, twice for two times and use numbers only for three to more times a day.
4.With the same pupil, ask if he/she washes the dishes/waters the plants/sets the table. Demonstrate the meaning of the revised phrases using the aids you have brought in. for those actions the pupil does, ask Do you wash the dishes on Monday etc.
5.Make sentences about the number of times a week the pupil helps at home and write the results on the wall calendar. Then ask the other pupils, e.g. How often does(name) wash the dishes
Practice
1.(Books open) Show Transparency. Play the Pupil’s Book Cassette. Make sure that the pupils understand how to read the information in the table.
2.Read the conversation and ask the class to read it after you. Make sure that the pupils practise the s on the third person singular of present tense verb.
3.Demonstrate the same conversation with a confident pupil using the information about Sam.
4.Tell the pupils to work in pairs to talk about the results for Ann and Bob. They role-play Tim and Pat.
5.Ask checking questions to find out if the pupils can answer How often does Ann/Bob…
Step2. Consolidation
1. Let pupils ask and answer by using the chant. Ask their friends what are the good habits
(让学生用他们刚才编的对话，互相询问各自的良好行为，提高学生语言交流的技巧。另外还使所学知识得到拓展和应用。)
Post-task stage:
Step1: Sum up
Step2: Homework:
1. Make a dialog with another classmates after class.
2. Ask your parents what about their good habits.
后记：学生通过本课的学习，已经掌握了本课的知识，并能很好地动用。
The third period
Task objectives:
1. Learn the new words in this lessen.
2. Learn the sentence patterns and use the sentences freely.
3. Revise the numbers.
Language focus:
1. Words: Student of the year. After
2. Sentence patterns: First…Next…Then…After…
Important and difficult Points:
1. Say the words and phrases correctly.
2. Use the sentence patterns to make conversation their daily life.
Teaching aids:
CAI, computer, word cards.
Teaching procedures:
Pre-task stage:
Step1: Warm up
Chant the text
(课前用chant 和形式复习一下前面学过的课文内容，有利于将学习引入课文，开发学生的注意力，为这节课作一下热身。)
Step2: Learn in
1. Free talk: We can talk about the good habits.
2. talk about the Student of the year.
While-task stage:
Step1: Presentation
1. (Book closed.) Write four actions that you do in the morning after you get up or in the evening before you go to bed. Write times next to them so that the actions are in chronological order.
2. Above the actions write the words. First, next, then and after that. Make sentences using these adverbs of sequence and the actions.
3. Ask the pupils to write down four actions in the order they do them, then to tell their partner using the adverbs.
4. Read through the list of actions Susan does every day. Tell the pupils to be ready to make notes about how often Sussan does the actions. If you think the pupils may have difficulty making notes while listening, tell them to label the frequencies, e.g. once a week is ‘a’ , twice a day is ‘b’, etc. play the Pupil’s Book Cassette.
(通过课本练习来巩固知识。)
Step2. Consolidation
1. Let pupils ask each other by using the sentences this lesson they have learn.
(巩固对话内容，让学生对新知识有个巩固的过程。)
Step3. Practice
1. (Books open.) Show Transparency. Play the Pupil’s Book Cassette and ask the pupils to read along in their books.
2. Ask the pupils to point to the things Susan does in the evening. Ask them to make sentences about what she does.
Post-task stage:
Step 1: Sum up
Step 2: Homework
1. Make a conversation with their classmate after class.
2. Tell about your good habits to your parents.
后记：学生通过本课的系统学习，在课堂里活泼学习，灵活地按受了知识。
The fourth period
Task objectives
1. Learn the daily sentences in the text and us it freely.
2. Learn the new words.
Language focus:
1. Words: hospital, hurry up
Important and difficult Points:
1. Say the words and phrases correctly.
2. Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, pictures
Pre-task stage:
Step1: Warm up
Sing a song: Number song.
(课前唱一首欢快的歌曲，配上画，吸引学生的注意力，调动学生的情绪，而且还复单习了单词，为接下来学生更好地投入课堂做好准备。)
Step 2: Lead in
1. Review the text what we have learn. Ask the pupils to listen to the conversation once more.
(复习前节课的内容，可以让学生更容易接受这节课知识。)
2. Enjoy the VCD.
(通过欣赏图片，让学生对课文有个直观的印象。)
While-task stage:
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.
(让学生跟读一次，让学生对课文的语感有一种认识。)
2. Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the cassette.
3. Ask the pupils Why does Tim still have his pyjamas on You could teach the word pyjamas.
(向学生提问，让学生有个思考的过程。)
4. Ask the pupils to role-play the story in pairs. Some pairs may like to come out to the front and act the story.
(通过角色表演，让学生对句子在日后的运用得心应手。)
5. Check the answers with the pupils, asking them to tell you the number of the picture where they found the answer. Ask them to read out the relevant words to discourage guessing.
Post-task stage:
Step1: Sum up
Step2: homework:
1. Tell the story to your parents.
后记：在本课的活泼课堂教学情况下，学生学习主动积极。
The fifth lesson
Task objectives
1. Learn the sound/э:/
2. Know the words: world, word, homework, word.
Language focus:
1. Words: world, word, homework, word.
2. Sound the words correctly.
Important and difficult Points:
1. Sound the words correctly.
2. Words: world, word, homework, word.
Teaching aids:
CAI, word cards
Teaching procedures:
Pre-task stage:
Step1: Warm up
Sing a song: We love English
( 课前唱一首快欢的歌，配上动画，吸引学生的注意力，调动学生的情绪。让学生更好的接受知识。)
Step2: Lead in
1. Free talk: We can talk about the favourite things.
(让学生说说他们喜欢的东西，不但训练了他们的口语表达能力，而且训练了他们的交际能力。)
3. Enjoy the sound by CAI.
While-task stage.
Stap1: presentation
1. Play the Pupil’s Book Cassette and ask the pupils to listen to the sound and the words.
2. Say the words slowly and clearly. Check that the pupils are saying the sound correctly.
3. Point to the pictures and check that the pupils can say the words without your model.
4. Play the Pupil’s Book Cassette again. Ask the pupils to listen to and say the rhyme.
5. Ask them to listen to the four words at the bottom of the page and to circle the words with the same letters and sound as the key words. Get the pupils to repeat the rhyme.
Post-task stage:
Stap1: Sum up
Stap2: Homework:
1. To sound the words correctly.
2. Say the sound to you friends that you have learn.
后记：学生通过本课的音标学习，准确地发出了本课的单词发音，掌握本课较好。
The sixth period
Task objectives:
1. Review the words that we had learn.
2. Review the sentences that we had learn.
Language focus:
1. Review the words that we had learn.
2. Review the sentences that we had learn.
Important and difficult Points:
1. Use the words and the sentences freely.
Teaching aids:
CAI, word cards
Teaching procedures:
Pre-task stage:
Step1: Warm up
Sing a song: The Good Habits
(课前唱一首欢快的歌曲，配上动作和图片，吸引学生的注意力，调节器动学生装的情绪，更能为学生复习，为本课作准备。)
Step2. Lead in
1. Free talk: We can talk everything.
(通过free talk我们可以让学生训练口语。)
While-task stage:
Step1: Presentation
1. Tell the pupils to write the missing questions n the quiz(from question 2 onwards). They can follow the steps given in the prompts on page 6.
2. They also need to write the frequencies like never, once, twice, etc. which they think are appropriate for the actions. Tell them to vary the frequencies to avoid other pupils not reading the choices carefully.
3. Once the pupils have finished writing the questions, they can give0-3 marks for each frequency. Make sure they realize that as the quiz asks about good habits, the answer never will always get 0 marks.
4. Show the pupils the score sheet on page 7. Ask them to work with their friends and to write their friends’ names on the score sheet.
5. The pupils ask each other the questions and read out the given frequencies for their friends to choose from. They write the marks on the score sheet.
6. Tell the pupils to add up their friends’ marks in order to find out which category in the comments they belong to. The pupils read the comments to their friends.
7. Play the Pupil’s Book Cassette for the pupils to listen to the chant.
8. Play the cassette again and encourage the pupils to join in with the words. Then divide the class into three groups. Assign a different verse to each group. Ask each group to practice. Then ask the groups to say the verses one after the other and to do the actions.
Step2: consolidation
1. Read the text all for once.
Post-task stage:
Step1: Sum up
Step2: Homework:
Tell about your good habits to your classmates.
后记：通过本课复习，学生学习本课内容已经熟练。
Unit 2 Good manners
The first period
Task objectives:
1. Learn some new phrases.
2. Revise the sentences we have learned and use the sentences freely.
Language focus:
1. Phrases: be rude, be polite, be quiet, be noisy, throw rubbish in the bin, throw rubbish on the floor, walk in the corridors, run in the corridors
2. Sentences patterns: Don’t throw rubbish on the floor/She’s throwing rubbish in the bin
Important and difficult Points:
1. Say the words and phrases correctly.
2. Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, real objects, word cards, pictures
Teaching procedures:
Pre-task stage:
Step 1:Warm up
Do the chant:
(课前做一个节奏明快，郎朗上口的顺口溜，调动学生的情绪，渲染了课堂的气氛，为学生能更好的投入到课堂做准备。)
Step 2: Lead in
1.Greetings&free talk
(设计意图：师生间的问候可以增进师生之间感情，融洽学习气氛，由两位同学轮流值日的形式进行，将已学的知识设立一个主题，编一个对话，来台前表演。 这样，不但可以让已学知识得以灵活运用，还可以增强学生的自信心。)
2.Revise the present tense.
While-task stage:
Step 1.Presencation
1. Take photos of signs in English in school or in some pubic places. Try to include some of the background to contextualize the signs for the pupils.
2. Show the pupils the photos of signs or write the text of the signs in boxes to look like signs or write the text of the signs in boxes to look like signs: “Don’t run in the corridors. Be polite. Please be quiet in the library. Please throw rubbish in the bin.”
3. Mime the verbs run and walk. Ask the pupils to tell me what I am doing. Ask them to point to the sign with the verb run in it. Ask the pupils “Where can we run in school ” Point to the corridor outside and ask “ Can we run in the corridors ” Underline the word corridors in the sign on the board.
4. Ask the pupils “What can we do in the library ” Mime quiet and noisy. Ask the pupils “Are we quiet or noisy in the library ”
5. Gesture to someone to give me a book. Say “Thank you.” Say “I am polite.” Then snatch a book from someone else’s desk. Say “I am rude.” Ask “Is it good to be rude ” “Is it good to be polite ”
6. Pick up a piece of scrap paper. Crumple it up and throw it on the floor. When the pupils look surprised, pick it up again and say “Where do we throw rubbish ” Check to see if the pupils remember the English for bin.
Step 2 Consolidation
1. Show “Transparency.” Play the “Pupil’s Book Cassette” and point to the speech bubbles. Ask the pupils to repeat after the cassette.
Post-task stage:
Step 1:Sum up
Step 2: Homework:
1.Rememer the new phrases and try to write from memory.
教学后记：通过用音标学单词的方法，学生在拼读单词方面掌握较好，但要求全记住还有一定困难。
The second period
Task objectives:
1. Learn some new phrases.
2. Revise the sentences we have learned and use the sentences freely.
Language focus:
1. Phrases: be rude, be polite, be quiet, be noisy, throw rubbish in the bin, throw rubbish on the floor, walk in the corridors, run in the corridors
2. Sentences patterns: Don’t throw rubbish on the floor/She’s throwing rubbish in the bin
Important and difficult Points:
1. Say the words and phrases correctly.
2. Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, real objects, word cards, pictures
Teaching procedures:
Pre-task stage:
Step 1:Warm up
Do the chant:
(课前做一个节奏明快，郎朗上口的顺口溜，调动学生的情绪，渲染了课堂的气氛，为学生能更好的投入到课堂做准备。)
Step 2: Lead in
1.Greetings&free talk
(设计意图：师生间的问候可以增进师生之间感情，融洽学习气氛，由两位同学轮流值日的形式进行，将已学的知识设立一个主题，编一个对话，来台前表演。 这样，不但可以让已学知识得以灵活运用，还可以增强学生的自信心。）
While-task stage:
Step 1.Presencation
1. Show “Transparency.” Revise the present continuous tense by pointing to the pictures one by one and asking “What is he/she doing ”
2. Read the conversation between the children and the teacher.
3. point to each of the children breaking school rules in turn, starting with Bob. Read the teacher’s speech bubbles. Then ask the pupils to make the teacher’s speech for each of the other children.
Step 2 Consolidation
1. Ask the pupils in pairs to come to the front of the class. Give them a slip of paper on “Which you’ve written actions that they should do, e.g. “Throw rubbish on the floor/Throw rubbish in the bin.” Tell the pupils to mime the two actions. Get the class to make sentences about what each one is doing.
Post-task stage:
Step 1:Sum up
Step 2: Homework:
1. Ask the pupils to remember and write these words and phrases memory.
2. Write some rules stick on their home and classroom.
教学后记：学生对单词及句型掌握较好，能流利地进行交流。
The third period
Task objectives:
1. Know what they should do and what they should not to do.
Language focus:
1. Phrases: be rude, be polite, be quiet, be noisy, throw rubbish in the bin, throw rubbish on the floor, walk in the corridors, run in the corridors
2. Sentences patterns: You should throw rubbish on the floor. You shouldn’t throw rubbish in the bin
Important and difficult Points:
1. Say the words and phrases correctly.
2. Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, real objects, word cards, pictures
Teaching procedures:
Pre-task stage:
Step 1:Warm up
Do the chant:
(课前做一个节奏明快，郎朗上口的顺口溜，调动学生的情绪，渲染了课堂的气氛，为学生能更好的投入到课堂做准备。)
Step 2: Lead in
1.Greetings&free talk
(设计意图：师生间的问候可以增进师生之间感情，融洽学习气氛，由两位同学轮流值日的形式进行，将已学的知识设立一个主题，编一个对话，来台前表演。 这样，不但可以让已学知识得以灵活运用，还可以增强学生的自信心。）
While-task stage:
Step 1.Presencation
1. Bring the photos of the signs or write the signs from the A page again on the board.
2. Divide the board into two sections. At the top of one write “We should…” Tell the pupils these are the good things to do. At the top of the other write “We shouldn’t…” Tell the pupils these are the bad things to do.
3. Ask the class to look at the signs and to help me write the actions we should and should not do in the correct columns on the board.
4. Show “Transparency.” Play the “pupil’s Book Cassette.” Read the conversation and ask the class to read it after me.
5. Point to each of the pictures in turn and ask the pupils to make corresponding “You should…” and “You shouldn’t…” sentences.
6. Show the photos of other signs around the school, show them and ask the pupils if they can make the corresponding “You should/You shouldn’t…. sentences. Some signs may not have writing on them, e.g. arrows to show the pupils which side to go up or down the stairs. Teach the pupils any new words they need to know, e.g. smoke, stairs.
Step 2 Consolidation
1. Ask the pupils to write or draw signs they see outside school and make “You should/You shouldn’t….” sentences for them. This could bi a project.
Post-task stage:
Step 1:Sum up
Step 2: Homework:
1. Make some dialogs using “should” and “shouldn’t.”
教学后记：除课本掌握的几个重点句子，学生扩展了日常生活常用的几种情况，学得较好。
The forth period
Task objectives:
1. Know what they should do and what they should not to do.
Language focus:
1. Phrases: be rude, be polite, be quiet, be noisy, throw rubbish in the bin, throw rubbish on the floor, walk in the corridors, run in the corridors
2. Sentences patterns: He/She should throw rubbish on the floor/She/He shouldn’t throw rubbish in the bin
Important and difficult Points:
1. Say the words and phrases correctly.
2. Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, real objects, word cards, pictures
Teaching procedures:
Pre-task stage:
Step 1:Warm up
Do the chant:
(课前做一个节奏明快，郎朗上口的顺口溜，调动学生的情绪，渲染了课堂的气氛，为学生能更好的投入到课堂做准备。)
Step 2: Lead in
1.Greetings&free talk
(设计意图：师生间的问候可以增进师生之间感情，融洽学习气氛，由两位同学轮流值日的形式进行，将已学的知识设立一个主题，编一个对话，来台前表演。 这样，不但可以让已学知识得以灵活运用，还可以增强学生的自信心。）
While-task stage:
Step 1.Presencation
1. Bring in a copy of the school rules. If possible translate them into English .
2. Show the pupils the copy of the school rules. Ask them to tell me any school rules they remember or know the words for in English. Write them on the board using “You should/ You shouldn’t….” This can be a shared writing activity with me writing what the pupils say on the board and then revising it to show the pupils how to write it in correct English. It is good for the pupils to have this revision process modeled for them sometimes.
3. Show “Transparency”. Play the “Pupil’s Book Cassette.” Read the rules and ask the pupils to repeat them after me.
4. Point to the photos and ask the pupils to make sentences like the sample one.
5. Tell the pupils that they are going to listen to children doing things they should or should not to do.
Step 2 Consolidation
1. Tell the pupils to read the incomplete sentences 1 to 4 so that they are ready to make notes. Play the “Pupil’s Book Cassette.”
2. Ask the pupils to listen to the conversation once more and to check their answers. Check that the pupils have completed the sentences correctly.
Post-task stage:
Step 1:Sum up
Step 2: Homework:
Write some rules for school and class.
Use “should” and “shouldn’t” in their daily life.
教学后记：因与B1部分的内容大致相同，只是人称有所变化，学生学起来比较轻松。
The fifth period
Task objectives:
1. Learn some new words and sentences.
2. Understand the meaning of the story and can answer the questions correctly.
Language focus:
1. Phrases: model student, choose, note,
2. Sentences patterns: She wants to be a model student. / Candy reads a note from Koko. /She’s polite and helpful.
3. Important and difficult Points:
1. Say the words and phrases correctly.
2. Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, word cards, pictures, tape recorder
Teaching procedures:
Pre-task stage:
Step 1:Warm up
Do the chant:
(课前做一个节奏明快，郎朗上口的顺口溜，调动学生的情绪，渲染了课堂的气氛，为学生能更好的投入到课堂做准备。)
Step 2: Lead in
1.Greetings&free talk
(设计意图：师生间的问候可以增进师生之间感情，融洽学习气氛，由两位同学轮流值日的形式进行，将已学的知识设立一个主题，编一个对话，来台前表演。 这样，不但可以让已学知识得以灵活运用，还可以增强学生的自信心。）
While-task stage:
Step 1.Presencation
1. Check that the pupils know what a model student is.
2. Play the “Pupil’s Book Cassette” for the pupils and ask them to say the sentences after the cassette.
3. Ask the pupils “Do we have model students in this school ” “ What do they do ”
4. Ask the pupils to read the story again. Show them where to write their answers.
5. Check the answers with pupils.
Step 2. Consolidation
Ask the pupils work in pairs and act the story.
Post-task stage:
Step 1:Sum up
Step 2: Homework:
1. Read the story by themselves.
2. Work in pairs and act the story.
教学后记：学生用自己的语言来表演这个故事，想象丰富。但有一部分学生太拘束，只会生搬硬套。
The sixth period
Task objectives:
1.Say the sound and the words correctly.
Language focus:
1. Phrases: question, quick, queen, quiet
2. Sound: qu
Important and difficult Points:
1. Say the words and sound correctly.
Teaching aids:
CAI, tape record.
Teaching procedures:
Pre-task stage:
Step 1:Warm up
Step 2: Lead in
1.Greetings&free talk
(设计意图：师生间的问候可以增进师生之间感情，融洽学习气氛，由两位同学轮流值日的形式进行，将已学的知识设立一个主题，编一个对话，来台前表演。 这样，不但可以让已学知识得以灵活运用，还可以增强学生的自信心。）
While-task stage:
Step 1.Presencation
1. Play the “Pupil’s Book Cassette” and ask the pupils to listen to the sound and the words.
2. Say the words slowly and clearly. Check that the pupils are saying the sound correctly.
3. Point to the pictures and check that the pupils can say the words without my model.
Step 2 Consolidation
1. play the “Pupil’s Book Cassette” again. Ask the pupils to listen to and say the rhyme.
2. Ask them to listen to the four words at the bottom of the page and to circle the words with the same letters and sound. Get the pupils to repeat the rhyme.
Post-task stage:
Step 1:Sum up
Step 2: Homework:
Found the some words they have learned and with the same sound and letters.
教学后记：个别学生发音不准。
The seventh period
Task objectives:
1. Do the exercises correctly.
Language focus:
Phrases: be rude, be polite, be quiet, be noisy, throw rubbish in the bin, throw rubbish on the floor, walk in the corridors, run in the corridors
Important and difficult Points:
Teaching aids:
CAI, tape record，scissors
Teaching procedures:
Pre-task stage:
Step 1:Warm up
Step 2: Lead in
1.Greetings&free talk
(设计意图：师生间的问候可以增进师生之间感情，融洽学习气氛，由两位同学轮流值日的形式进行，将已学的知识设立一个主题，编一个对话，来台前表演。 这样，不但可以让已学知识得以灵活运用，还可以增强学生的自信心。）
While-task stage:
Step 1.Presencation
1. Ask the pupils to work in pairs. They look at the pictures at the top of the page and talk about the things the children should or should not do.
2. Tell the pupils to think of rules for their school and to write them on page 77. Make sure that the pupils are writing sentences that start with “Do not, Be or the imperative form of the correct verb.
3. Tell the pupils to cut the signs they have written on page 77. The pupils can enlarge the signs they think most appropriate for putting up round the school to encourage good manners. They affix them in places where they can be easily seen.
4. The pupils can make clear and simple pictorial signs to go with their written signs.
Step 2 Consolidation
Post-task stage:
Step 1:Sum up
Step 2: Homework:
Write some rules of their family and stick them on the wall.
教学后记：学生对活动及手工都很感兴趣，课堂气氛跃。
The eighth period
Task objectives:
1. Revise the main sentences and use in their daily life.
Language focus:
1.Phrases: be rude, be polite, be quiet, be noisy, throw rubbish in the bin, throw rubbish on the floor, walk in the corridors, run in the corridors
2.Sentences patterns: Do not run in the corridors, please be quiet in the library, please be polite. Do not be rude. Throw rubbish in the bin, please.
Important and difficult Points:
1.Say the words and phrases correctly.
2.Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, word cards, pictures
Teaching procedures:
Pre-task stage:
Step 1:Warm up
Do the chant:
(课前做一个节奏明快，郎朗上口的顺口溜，调动学生的情绪，渲染了课堂的气氛，为学生能更好的投入到课堂做准备。)
Step 2: Lead in
1.Greetings&free talk
(设计意图：师生间的问候可以增进师生之间感情，融洽学习气氛，由两位同学轮流值日的形式进行，将已学的知识设立一个主题，编一个对话，来台前表演。 这样，不但可以让已学知识得以灵活运用，还可以增强学生的自信心。）
While-task stage:
Step 1.Presencation
1. Ask the pupils to read the verses silently and to see if they can guess the missing words. Ask them to work in pairs to discuss the missing words with their partner and write the words they agree on in pencil.
2. Play the “Pupil’s Book Cassette” for the pupils to listen to the chant and check their answers.
3. Play the cassette again and encourage the pupils to join in with the words.
Step 2 Consolidation
Post-task stage:
Step 1:Sum up
Step 2: Homework:
Write some school rules on the signs and put them up around they school.
The ninth period
Task objectives:
1.Do the exercises correctly
Language focus:
Don’t…. ___should…______should’t…
Important and difficult Points:
1. Look and write.
2. Listen and do.
Teaching aids:
CAI, tape recorder, pictures
Teaching procedures:
Pre-task stage:
Step 1:Warm up
Step 2: Lead in
1.Greetings&free talk
(设计意图：师生间的问候可以增进师生之间感情，融洽学习气氛，由两位同学轮流值日的形式进行，将已学的知识设立一个主题，编一个对话，来台前表演。 这样，不但可以让已学知识得以灵活运用，还可以增强学生的自信心。）
While-task stage:
Step 1.Presencation
1. Tell the pupils to read the words in the box and look at the pictures. Then ask the pupils to complete the sentences by choosing the correct words from the box.
2. Ask the pupils to look at the pictures and listen to the “Workbook Cassette.”
3. Ask the pupils to number the pictures according to the sequence of the language they hear on the tape.
4. (9) Ask the pupils to look at the picture and listen to the “Workbook Cassette.”
5. Ask the pupils to write the children’s names and choose two model students according to what they hear on the tape.
6. (10) Ask the pupils to look at the first part of the page and listen to the “Workbook Cassette.” They need to circle the words with the same sound and the same letters according to what they hear on the tape.
7. Ask the pupils to look at the second part of the page. Tell them to look at the pictures and fill in the blanks.
8. (11) Ask the pupils to look at the pictures and read the sentences. Then tell them to complete the sentences by using ‘should’ or ‘shouldn’t’.
9. (12) Ask the pupils to look at the pictures and read the words. Then tell them to complete the sentences by choosing the correct words from the box.
Step 2 Consolidation
Post-task stage:
Step 1:Sum up
Step 2: Homework:
Write a composition “I want to be a model student.”
The tenth period
Revision and have a test.
Unit three Seasons
The first period
Greetings
Pre-task stage
A The children are looking at a website about weather .Make sentences about the seasons and weather in different places. Listen, look and say. (p. 17)
Presentation
1 Bring in pictures of different weather conditions in different parts of China
2 (Books closed.)Display the pictures of different weather conditions. Revise the words hot and cold to describe the air temperature with the pupils. Then tell the pupils It’s not always hot and cold. Sometimes it’s not very hot, then we say it’s warm. Sometimes it’s not very cold, then we say it’s cool. Write the words on the board with arrows going from hot to warm, cold to cool so that the pupils can associate the meanings.
3 Teach the words rain and snow using the pictures. Ask the pupils What do we wear when it rains to revise the word raincoat.
Summarize
后记 The word ‘autumn’ is read ‘auturn’, so I tell them when we finish reading this word, our mouth must be closed.
The second period
Greetings
Free talk
Ask the pupils to tell you the names of the months. Write the names lf the four seasons on the board and write the names of the months under the appropriate seasons. Tell the pupils to repeat the seasons in the order in which they come in the year.
Show Transparency. Play the Pupil’s Book Cassette and point to the speech
bubbles. Ask the pupils to repeat after the cassette.
Practice
1 (Books open.)Show Transparency. Teach the pupils the pinyin spellings for the places in China on the map.
2 Play the Pupil’s Book Cassette or read the speech bubbles of the people on the page and ask the pupils to repeat them after you.
3 Point to the cities on the map and ask the pupils to make sentences about the weather in those cities.
Sum up
Homework Finish Part B1 in their spare time
后记 They are very interested in looking at the map. And they feel easy to learn these dialogues.
The third period
Greetings
Play a game
The pupils, in pairs, take turns to make sentences about the weather in their city in each of the seasons.
Play a miming game with the class. Ask individual pupils to think of a season and to mime how they feel or what they do in that season. The rest of the class
guesses which season it is.
Workbook (p. 13)
Tell the pupils to look qt the pictures and read words in the box. Then ask the pupils to write about the weather and seasons by choosing the correct words from the box.
Answers:
1 dry 2 warm 3 hot 4 wet 5 cool 6 cold spring It often rains.winter It sometimes snows.Autumnsummer
后记 Because the weather in Shenzhen is very different from the other parts , it seems that they feel difficult to express .
The fourth period
Oral English
Bring in a map of china with the city names written in pinyin.
(Books closed.) Show the pupils the map. Revise the names of the cities in the unit. Tell the pupils where you come from. Point to the place on the map. Write on the board, I come from… Where do you come from Ask the pupils to tell you where they come from.
3 Open the window and revise the question What’s the weather like
4 Write the four seasons on the board and ask which months are in each to revise the four seasons.
5 Ask confident pupils What’s the weather like in (city) in winter
Practice
1 (Books open.)Show Transparency. Play the Pupil’s Book Cassette. Point to the cities mentioned on the map.
2 Read the conversation and ask the class to read it after you.
3 Divide the class into two large groups and ask them to role-play Pat, Tim and the new children. Repeat the activity and ask the groups to exchange roles.
Sum up and homework
后记 I’m surprised to find so many words they can’t read rightly.
The fifth period
Revision
The children are reading a poster. Listen, say and act. (p.19)
Presentation
1 Bring in holiday brochures or posters. Ask the pupils where they went on holiday.
2 (Books closed.) Write a list of verb phrases on the board, e.g. buy a some food, get a book, send a letter, buy a pet, get some money, and the places where you can go to do those things in jumbled order, i.e. a pet shop, a post office, a bank, a library. Ask the pupils to match the places and the things you can do there.
3 Using the list, ask the pupils, e.g. Why do we go to a supermarket Model the answer Because we can buy food there. Write the question form and the answer on the board underlining Why and Because.
(Books open.)Show Transparency. Point to the poster and ask the pupils to read it silently. Ask the pupils, e.g. When can you ride bikes to check comprehension.
Play the Pupil’s Book Cassette and ask the pupils to repeat the sentences after the tape.
Homework
后记 We often say ‘ 因为 ’ and ‘ 所以 ’ together in Chinese, But in English they can’t use at one time.
The sixth period
Greetings
Listening work
Ask the pupils to listen to the conversation once more.
Ask the pupils to work in groups of four. Each one chooses when they want to go to Beidaihe. They take turns to ask each other when they want to go and their reason for choosing that season.
B3 KoKo and Pat are talking to a girl at the park. Listen and circle. (P.19)
1 Tell the pupils that they are going to hear a conversation between Pat, KoKo and a new girl. Ask the pupils to look at the choices in the girl’s thought bubble. Review the cities, seasons and activities shown.
2 Play the Pupil’s Book Cassette and tell the pupils to circle the information the girl gives.
Tapescript:
KoKo: Where are you from Girl: I’m from ShanghaiPat: What’s your favourite sesson Girl: I like summer.KoKo: Why Girl: Because I can swim.
后记 After they act the story- The ugly baby duck, I think I should believe in my pupils more.
The seventh period
Oral English
Ask the pupils to listen to the conversation once more and to check their answers
4 Ask the pupils to work in pairs to check their answers.
Workbook (p.14)
1 Ask the pupils to look at the pictures and listen listen to the Workbook Cassette.
Good morning, everyone. Welcome to the weather quiz. Can you match the cities and the weather Listen carefully.1 It’s very cold in Harbin in winter. It often snows.In spring, it’s cool in Shanghai.In Shenzhen, it’s cool and dry in winter. It never snows.In winter,
C A story: The ugly baby duck. (p.20)
Point to the duck and ask the pupils for the name in English. Ask what is inside the eggs. For better classes you may want to teach the word duckling. Otherwise it is acceptable to say baby duck.
Play the pupil’s Book Cassette for the pupils and ask them to say the sentences after the cassette.
The eighth period
Greetings
Ask the pupils to look at picture 2. Ask the pupils Should the baby ducks talk like that to the ugly baby duck The other baby ducks are rude. What should they be To revise the words rude and polite from the previous unit.
D Read the story again. Write the answers. (p.21)
1 Ask the pupils to read the story again. Show them where to write the answers.
2 Check the answers with the pupils.
E Say the sound and the words.(p21)
Play the pupil’s Book Cassette and ask the pupils to listen to the sound and the words.
Say the words slowly and clearly. Check that the pupils are saying the sound correctly. This sound should be short and unstressed.
Point to the pictures and check that the pupils can say the words without your model.
Play the pupil’s Book Cassette again. Ask the pupils to listen to and say the poem.
The ninth period
Listening and writing
Ask then to listen to the four words at the bottom of the page and to circle the words with the sane letters and sound. Get the pupils to repeat the poem.
Workbook (p.16)
1 Ask the pupils to look at the first part of the page and listen to the Workbook Cassette. They need to circle the words with the same sound and the same letters according to what they hear on the tape.
Tapescript:
e-r, / /, computer, calendar, clerk, colours, summer, flower
Answers:
Computer, summer, flower
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.
Answers:
Where are you from I’m from Blue Spring.What’s the weather like there in autumn It’s cool and windy. It’s dry, too.
Unit four Feeling sick
The first period
Subject: Unit 4 Feeling sick (Part A)
Teaching Objective: Part A, teach the new words and phrases.
Main Points: Words and phrases about feeling sick.
Difficulties: New phrases: take some medicine, have a fever, …
Teaching Aids: CAI, word cards, picture, etc.
Teaching Steps:
I. Free talk.
Ask and answer questions. Let the pupils make some dialogues.
II. Presentation (Part A)
1. Bring in a thermometer, a box of tissues and some medicine.
2. Pretend to feel unwell. Sneeze, blow my nose, take my own temperature, feel my forehead, take some medicine, etc. Ask the pupils Who should I see (A doctor).
3. Ask the pupils Where does a doctor work To revise the words clinic and hospital.
4. Teach the words medicine, fever, headache, stomachache and a cold. Write on the board What’s the matter Ask the pupils to ask me the question. Reply I have a fever/cold/stomachache/headache. Ask the pupils, What should I do Elicit the responses and write them on the board: take some medicine, see a doctor, go to the clinic/hospital. Tell the pupils Maybe I should have a rest. Demonstrate by putting my head on my arms on the desk. Add have a rest to the phrases on the board.
5. Show the word cards. Play the Pupil’s Book Cassette and point to the speech bubbles. Ask the pupils to repeat after the cassette.
III. Look and say.
Use the flash cards to revise the new words. Ask the pupils to look and say. Spell the new words. Make the dialogues according the pictures.
IV. Ending.
Draw a conclusion. Assign some homework.
(Listen to the cassette. Read the new words. Make out the dialogues according to the pictures on page 25)
Feedback:
Some new words are really difficult for them, especially the pronunciation. The most difficult words are: stomachache, headache and medicine.
The second period
Subject: Unit 4 Feeling sick (Part A)
Teaching Objective: Continues to study Part A. Learn some sentences.
Main Points: What’s the matter I have a ….
You should ….
Difficulties: Say the new phrases in sentences.
Teaching Aids: Cards & pictures, computers, CD, etc.
Teaching Steps:
III. Free talk.
Ask and answer questions. Revise something they learned before.
IV. Revision
Use the word cards to revise the new words they learned last time. Read the words together and individually, make sure they can read them correctly.
V. Practice
1. (Books open.) Use CAI. Read the conversation between Tim and his mother. Ask the pupils to repeat the conversation after me.
2. Ask the pupils about Tim’s father: What’s the matter with Tim’s father Divide the class into two large groups to work out the conversation between Tim’s mother and Tim’s father.
3. Ask the pupils to work in pairs to act the other people on the page.
VI. More to do
Write the ailments, e.g. fever, a headache, and the suggestions, e.g. take some medicine, on cards. Put them in a pile. Divide the class into two teams and ask a pair from each team to come out. One pupil from each pair picks a card from the pile. They should not show their card to the other pupil. The pupil mimes the phrases on their card. The other pupil guesses what is on the card. Impose a time limit. The teams win one point for each correct sentence.
Feedback:
The dialogues are easy for them. Only the some new words are tough. Such as medicine, headache, stomachache, etc. So it’s necessary to practice more.
The third period
Subject: Unit 4 Feeling sick (B1)
Teaching Objective: Revise Part A, teach Part B1.
Main Points: What’s wrong with…
He needs to ….
Difficulties: What’s wrong with…
Using of the verb “need”, “need to”
Teaching Aids: Cards & pictures, computers, CD, etc.
Teaching Steps:
VII. Free talk.
Ask and answer questions, ask the pupils to make some dialogues.
VIII. Revision.
Show the words cards. Ask the pupils to look and say. Spell the new words. Make sure the can remember the words and say the words correctly. Make some sentences with the words.
IX. Study B1
1. Pretend that now I’m really sick. Clutch my stomach/head etc., read the temperature and pretend to be surprised at how high it is. Tell the pupil I have a fever and a stomachache. I need to go to the hospital. I need to see the doctor. To show the pupils that need to is stronger then should.
2. Pretend to feel the forehead of a pupil to find out how high their temperature is. Say (Name) has a fever. Ask the pupils to tell me what that pupil needs to do. Repeat with other pupils, whispering to them what is wrong with them, e.g. a headache, a stomachache, a cold, etc. and getting them to mime their symptoms. Responses can include take some medicine, have a rest.
X. Practice.
1. Use the CAI. Play the recording of the dialogues. Ask the pupils to repeat the conversation between Koko and Tim’s mother.
2. Divide the class into two large groups and ask them to say the conversation between Koko and Pat’s mother.
3. Tell the pupils to work in pairs to role-play Koko, Pat’s mother and Tim’s mother. Monitor the pupils by walking round listening to see if they are making correct sentences.
4. Ask pairs of confident pupils to role-play the conversation at the front of the class.
Feedback:
“What’s w should practice to use the word more and more.rong with…” is rather easy for them. The verb “need” is difficult for some pupils.
The fourth period
Subject: Unit 4 Feeling sick (B2)
Teaching Objective: Revise part B1 and teach B2
Main Points: Revision. Conversation of B2
Difficulties: Doctor’s advice.
Teaching Aids: Cards & pictures, computers, CD, etc.
Teaching Steps:
XI. Free talk.
Ask and answer questions. Ask pupils to make some conversations about they learned recently.
XII. Revision.
Re-use the cards from the previous game and add more to make enough for half the class, even though the ailments and suggestions will be repeated several times. Give out the cards to every second pupil in the class. Show the pupils to pass the card to the next person. The pupils will talk to partners in front of or behind them then pass on the card to the next pupil. Give a short time limit for each conversation, saying at intervals Pass so that the pupils need to talk in real time and will all pass the cards at the same time.
XIII. Teach B3
1. Use the CAI. Ask the pupils to read silently what Tim and the doctor say.
2. Show the pupils the close-up picture of the doctor’s notes. Play the Pupil’s Book Cassette. Ask the pupils to read the conversation aloud.
3. Check that the pupils know what advice the doctor has given. Ask them to write it in the blanks on the doctor’s note. Explain that we often give advice using should and need to.
4. Play the cassette again and ask the pupils to check their work.
Feedback:
This lesson is very interesting for the kids. After this lesson, they can make some dialogues about seeing the doctor.
The fifth period
Subject: Unit 4 Feeling sick (B3)
Teaching Objective: Revise part B1,2, teach part B3. Finish some exercises.
Main Points: Revision of B1 and 2
Difficulties: Listening practice.
Teaching Aids: Cards & pictures, computers, CD, etc.
Teaching Steps:
XIV. Free talk.
Ask and answer question. Practice some conversations.
XV. Revision.
Play the recording of the conversations, ask the pupils to listen and repeat. Then ask them to read together.
Get some pupils make some short dialogues about seeing doctor, etc.
XVI. B3
1. Show the pupils the list of the doctor’s advice. Ask them to tick the advice they hear.
2. Play the cassette. Play it again so that the pupils can check their own answers.
XVII. Workbook (p. 19)
Tell the pupils to look at the pictures and read the sentences. Then ask the pupils to complete the sentences by choosing the correct words from the box.
XVIII. Workbook (p. 20)
1. Ask the pupils to look at the pictures and listen to the cassette.
2. Ask the pupils to circle the correct pictures according to what they hear on the tape.
Feedback:
This period is to review the language they learned recently in unit 4. Some listening exercises are rather difficult for them.
The six period
Subject: Unit 4 Feeling sick (Part C)
Teaching Objective: Teach Part C, and finish D.
Main Points: Part C (How should we look after our teeth.)
Difficulties: Sentences about the sequences of brushing teeth.
Teaching Aids: Cards & pictures, computers, CD, etc.
Teaching Steps:
XIX. Free talk.
Ask some groups of pupils to make some role-plays.
XX. Revision.
Play the recording or Part B1 and B2, ask the pupils to listen carefully and repeat. Answer some more questions. Ask them to give some advice when people are sick.
XXI. C: A dentist the school.
1. Bring in a toothbrush and toothpaste.
2. Revise the phrase brush our teeth by asking the pupils What do we do with these things Teach the words toothbrush and toothpaste.
3. Point to the dentist in the picture. Tell the pupils that dentists look after your teeth. Ask the pupils Who visits the dentist Those who visit the dentist should raise their hands.
4. Ask the pupils to read the dentist’s advice aloud. Ask the pupils to point to the correct parts of the teeth on the pictures.
5. Play the recording for the pupils and ask them to say the sentences after the cassette.
6. Ask the pupils What should we eat Ask the pupils What shouldn’t we eat
XXII. Finish Part D.
1. Ask the pupils to read the dentist’s words again. Show them where to put their ticks or crosses.
2. Check the answer with the pupils.
Feedback:
The new things in this part are so many. So it’s not easy for them to grasp. It needs to be repeated.
The seventh period
Subject: Unit 4 Feeling sick
Teaching Objective: Revise part C, finish part D, do some exercises
Main Points: Revision and Part D.
Difficulties: Revision. Answer the questions correctly.
Teaching Aids: Cards & pictures, computers, CD, etc.
On the Blackboard:
Teaching Steps:
XXIII. Free talk.
Practice every day English. Ask and answer questions.
XXIV. Revision
Go over the Part C with the story cards. Get the pupils look carefully and say the sentences. Ask them to recite the text and role play the dialogue. Play CD of this part. Ask the pupils to listen and repeat.
XXV. Read Part C again. Write short answers to Part D.
1. Ask the pupils to read the passage again. Show them where to write their short answers.
2. Check the answers with the pupils. Make sure their answers are right. And every answer should be brief.
XXVI. Workbook (p. 41)
1. Ask the pupils to look at the picture and listen to the Workbook Cassette.
2. Ask the pupils to circle the correct words according to what they hear on the tape.
3. Help the pupils to check their answers.
V. Ending.
Feedback:
本课内容注重学生对C部分知识的理解掌握。从回答问题的情况看，发现很多学生还是习惯用汉语的思维方式，因此回答不很规范。今后在这方面还是要多做练习，培养学生用英语思维的习惯。
Unit5 Revision
Task objectives: A revision of units1-4.
ⅠTeaching Materials
1. Pre-task stage
2. Functional and notional items
3. Language Points
Words、phrases and sentences
Grammar:
ⅡTeaching Objectives
1. Teaching contents: Revision
2. Teaching aim: Language Points
3. Main & difficult points:
4. Teaching tools: Multi-media computer, recorder & cassette.
Part one
Task objectives: A Listen and read.
Step 1 Free talk
Step 2 Pre-talk
1. Go over the new words of units1-4.
2. Ask some questions:
What day is today
What’s the date today
When’s your birthday
Step 3 While-task
1. Show Transparency. Ask the pupils to repeat the sentences after me.
2. Explain that the children are talking about the dates.
3. Demonstrate how to write the words from the box in the correct places in the calendar according to the conversation.
4. Tell the pupils to complete the writing. Use Transparency to check the pupils’ answers.
Step 4 Homework
Part two
Task objectives: B Work in pairs. Student A: look at page 79.StudentB: look at page80. Ask and answer questions about the children’s birthdays. Write the dates. (p.34)
Step 1 Free talk
Step 2 While-task B
1. Show Transparency. Ask the pupils to work in pairs. Student A should look at page 79 while student B should look at page 80.
2. Each pair of pupils ask and answer questions about the children’s birthdays. Then tell the pupils to write the correct dates at the top of page 34.
3. After the pupils have written down the dates of the children’s birthdays, ask them to write short answers to each of the questions at the bottom of the page.
4. Check the answers with the pupils.
Step3.Homework
Copybook unit5
Part Three
Step1 Free talk
Step2 While-task C
1. Show Transparency. Ask the pupils to look at the top of the page. Tell the pupils to choose an event for each child and write it in the blank.
2. Tell the pupils to work in pairs. One pupil points to a child and asks his/her partner What’s…going to do /Is…going to… Then the other pupil answers these questions according to his/her own answers.
3. Ask the pupils to take turns asking and answering questions.
Step3. Homework.
Part Four
Step1 Free talk
Step2While-task D
1. Play the Pupil’s Book Cassette. Tell the pupils that the teacher is asking the children about the objects on the table.
2. Tell the pupils to listen to the cassette and draw lines to match the children and the objects
3. Use Transparency to check the pupil’s answers.
Step3 Homework.
Unit 6 Plants
The first period
Task objectives:
1. Understand more complex or a series of instructions and act accordingly.
2. understand simple questions in class.
3. describe objects in complete sentences.
4. interact more freely with others by using simple expressions and structures learned.
Language focus:
1. Words: a litter water, a lot of water, soil, a small pot, a large pot, a little light, a lot of light, grow
2. Sentence patterns: We want to grow some tomatoes.
What does our plant need
It needs a lot of /a little water.
Important and difficult points:
1. Say the words and phrases correctly.
2. Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, real objects, word card, pictures
Teaching procedures:
Pre-task stage:
Step1: Warm up
Sing a song: The plants song.
(课前唱一首欢快的歌曲，能吸引学生的注意力，调动学生装的上课情绪，为以下的课堂教学做好准备。)
Step2: Lead in
1. Free talk: we can talk about our festival plants. Pupils tell their classmates what his favorite plants.
(让学生热情高涨地说说他最喜欢的植物，他们是非常乐意的，而且他们会急切地想知道这些植物是应该怎样去种。)
2．Enjoy the plants pictures by CAI.
(通过欣赏图片，复习以前学过的植物和没学过的大量的植物名词，让学生在脑海里有个初步形象。)
While-task stage:
Step1: presentation
1. Grow plants from seeds or get pictures of them at different times so that the pupils can see them at different stages of growth. Bring in seeds, small pots and water in a container.
(通过图片来向学生展示了一棵植物的不同时期的不同状态。并且向学生说明植物需要的是什么。让他们动脑筋思考。)
2. (Books closed.) Show the pupils the plants or pictures of them. Ask the pupils to guess what you are going to do with the seeds, pots and water. Teach and write on the board the words pot, seeds and revise the word water.
（通过具体的动作来演示种子需要什么，让学生在不知不觉中学到了新的单词。）
3. Pretend to put a plant in a cupboard. Ask: Can the plant grow in here Explain that plants also need light. Revise the word light and make sure that the pupils know that this can refer to natural sources as well as manmade ones such as electric light.
(解释光的种类的不同和植物的需要。)
4．Teacher ask: what dose the plant needs
Help the pupils answer: the plant needs…
(通过老师的提问来验证学生是否掌握了本课堂的句型。)
5．Let the pupils make a dialog by themselves.
For example: what does the plant needs
It needs a lot of light.
(让每个学生都有个练习的机会，把课堂上学到的东西立即运用到实际上来。)
Post-task stage:
Step1: Sum up
Step2: Homework:
1. Make a conversation with their classmate after class.
2. tell about what does the plants need in your house to your parents.
The second period
Task objectives:
1. Learn the sentence patterns and use the sentences freely.
2. Revise the words and phrases.
Language focus:
1. Words: experiment, guess, happen, quickly, slowly, die
2. sentences: do an experiment, grow quickly, grow slowly
What will happen
It will…
Important and difficult points:
1. Say the words and phrases correctly.
2. Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, real objects, word cards, pictures
Teaching procedures:
Step1: Warm up
Sing a song: The plants song
(课前来一首快乐的歌曲，能让学生的心情愉快，能使学生比较容易接受新的知识。)
Step2: Lead in
1. Free talk: We can talk about everything. About weather, classmates, plants, ext.
(让学生自由地用英语说出了他们想说的话，这会让学生对英语产生了亲切感，让学生明白英语不再是课本上呆板的东西。)
2．Review the lesson what we has learn in the last lesson.
(通过复习上节课的内容，可以让学生重再学过的知识，这能为本堂课所授的知识有个扎实的前提。)
While-task stage:
Step1: Presentation
1. Draw a table on the board with three columns. Write a different experiment in each: a little water once a day, a lot of water once a week, a little water once a month. Bring in three plant pots with soil in them.
(通过画图和实物展示出，让学生明白本节课的知识点和重点。)
2．（Books closed.）Tell the pupils an experiment is when we change something to see what happens. Ask the pupils to look at the board and tell you what is changed in each of the three experiments (The frequency is changed, e.g. from once a day to once a week and the amount of water is changed.) Tell the pupils to guess what will happen. Get the pupils to draw in the columns on the board how they think the plants will look after one month.
(通过一个生动的实验来说明了植物缺少水的可能性，从而让学生自主地思考问题，启发学生的电教问题的能力。)
3．Revise the adjective quick and teach the adverb quickly by walking quickly and saying I am walking quickly. Teach the adverb slowly in the same way. Ask: How quickly will the plants grow Point to the different plants drawn on the board and ask: Will this one grow quickly Will it grow slowly For the third experiment teach the word die. Tell the pupils the plant will be brown and it will not be able to grow.
(通过动作来组织教学，学生跟着做身体动作，调动了学生的积极性。)
4．Teacher ask: what will happen
Help the pupils answer: It will grow quickly/ grow slowly/ die
(通过这些对来检验本课堂的教学。教师和学生的对问能纠正学生的发音和语调，并能提高师生之间的感情。)
Step2. Consolidation
1. Let pupils ask and answer by using the sentences.
(语言要运用到现实中来才有它真正的意义。通过学生之间的对话，可以创建语言环境。)
Post-task stage:
Step1. Sum up
Step2. Homework:
1. Make a conversation with their classmate after class.
2. Plant a seed in your horse and see what will happen.
The third period
Task objectives:
1. Learn the sentence patterns and use the sentences freely.
2. Revise the words and phrases.
Language focus:
1. Word: remember
2. Sentence patterns: will this plant grow
Yes, it will. / No, it won’t. It needs light.
Important and difficult points:
1. Say the words and phrases correctly.
2. Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, real objects, word cards, pictures.
Teaching procedures:
Step1: Warm up
Chant the lesson.
(chant是学生很喜欢的一种方式，不但可以复习了知识，又可以达到课前轻松的目的。)
Step2: Lead in
1. Free talk: We can talk about how to plant the plants .
(让学生愉快地说出怎样种植物，分享他们的乐趣，他们是非常乐意的。他们会很热情地用英语告诉你，这植物该怎么去种。)
2．Enjoy the pictures by CAI.
( 通过欣赏图片，复习以前学过的内容，让思维活跃起来。)
While-task stage:
Step1: presentation
1. Bring in small bag of soil and jug of water.
2. (Books closed.) Ask the pupils: Can you remember what plants need to grow
(让学生带着问题来上课，让注意力更加集中。)
3．Write the three things plants need in a list on the board, i.e. soil, water, light. Rub one off and say, for example, We will give a plant only soil and water. Will it grow What will happen Get the pupils to make sentences about each of the three possible combinations and demonstrate by rubbing off the appropriate word.
4. (Books open.) Show Transparency. Read the conversation and ask pupils to complete the sentences.
(通过书写来巩固所学的知识内容。)
5．Ask the pupils to read the answers aloud for the whole class to check.
6. Divide the class into four large groups. Tell two groups to work out the conversation between the teacher and the children in picture 2 and the other two to work out the conversation between the teacher and the children in picture 3 、4.
(由一组人来完成对话，这需要学生有团体精神和分工能力。从小培养了学生的集体主义。)
7．Ask the two larger groups to present their conversations to each other.
Step2: Consolidation
1. Listen to the tape B3.
Post-task stage:
Step1: Sum up
Step2: Make a conversation with mates after class.
The fourth period
Task objectives:
1. learn the sentence patterns and use the sentences freely.
2. Revise what we had learn in the last class.
Language focus:
1. Words: love, tonight, fall, root, into, bee, wind,
learn about, take to.
Important and difficult points:
1. Say the words and phrases correctly.
2. Use the sentence patterns to make conversation in their daily life.
Teaching aids:
CAI, word cards, pictures
Teaching procedures:
Step1: Warm up
Sing a song: Happy everyday
(课前哇一首欢快的歌曲，配上动画，吸引学生的注意力，调动学生的情绪，为接下来学生更好地投入课堂做准备。)
Step2: Lead in
1. Free talk: we can talk what we want to talk. Pupil tell their classmates what his favorite thing are.
(让学生热情高涨地说说他最想说的东西，他们是很乐意的，而他们会急切地想知道自己喜欢的东西别人也是否喜欢。)
2．Enjoy some pictures by CAI.
(通过欣赏图片，复习以前学过的和没学过的名词，让学生在脑海中有个初步的影子。)
While-task stage:
Step1: Presentation
1. Point to the characters in the picture and read their speech bubbles aloud. Read the description of how a plant grows from the TV sets.
(向学生解释一棵植物是怎样长出来的，有助于学生对课文的理解。)
2．Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the cassette.
(让学生跟读录音机，有助于学生改善自身的发音和语调。可以让学生产生了学英语的兴趣。)
3．Ask the pupils What will happen after a plant grows What will come to the flower What will the flower make What will happen to the seed
(通过提问题来检验学生对课文的理解，必要时对学生进一步讲解。)
4．Make sentence cards for each of the stages in the life cycle of a plant using the information n the passage. Divide the class into groups of six and give each group one set of sentence cards. Tell the class they are going to gave a race to stand in a line holding the sentence cards in the correct order. The first group to complete the task is the winner.
(通过竞争机制来提高学生的学习兴趣，让他们越学越想学。)
5. Ask the pupils to read the passage again. Show them where to write numbers to show the order of things that happen when a plant grows. Remind them to check back with the passage.
6. Check the answers with the pupils.
(通过大声朗读和回答问题来检验课堂效果。朗读是学生比较喜欢的一个学习方式。)
Step2: Consolidation
1. Let the pupil tell about the plant grows order.
Post-task stage:
Step 1: Sum up
Step 2: Homework:
1. Tell about the plant grows order to your parents.
The fifth period
Task objectives:
1. Learn the sound /ai /
Language focus:
Sound: /ai/
Important and difficult points:
1. Say the sound freely and correctly
Teaching aids:
CAI, word card, pictures.
Pre-task stage:
Step1: Warm up
Review the lessons.
(根据学生的学习掌握情况复习本单元的知识，达到温故知新的作用。)
Stap2: Lean in
1. Free talk: We can talk about our family plants. pupils tell their family plants what his favorite are.
(让学生亲切地说出他们的家里的花草，可以陶冶他们爱护绿化的性情。)
2．Enjoy the views of the plants.
(通过欣赏植物，回想本课的重点难点和句子。)
While-task stage:
Step1:presentation
1. Play the Pupil’s Book Cassette and ask the pupils to listen to the sound and the words.
(通过先让录音带朗读，让学生有对/ai/有个大体的印象。)]
2．Say the words slowly and clearly. Check that the pupils are saying the sound correctly.
3. Point to the pictures and check that the pupils can say the words without your model.
(让学生大声地，准确地，快速地把发音读出来，学生是好动的，他们想学到更多的东西，于是他们的积极性很高。)
4．Play the Pupil’s Book Cassette again . ask the pupils to listen to and say the rhyme
5. Ask them to listen to the four words at the bottom of the page and to circle the words with the same letters and sound as the key words. Get the pupils to repeat the rhyme.
(通过大声朗读诗文，让学生在朗读的过程中体验发音的乐趣。)
Step2: Consolidation
1. Let the pupils think of which word is sound /ai/
(让学生独立思考，在学过的单词里有哪些是发/ai /音的，这有利于学生对以前学习的知识巩固。)
2. Enjoy the song.
Post-task stage:
Step1: Homework:
1. Find the words you had learn in the book sound/ai/
2. The sixth period
Task objectives:
1. Finish the workbook.
Language focus:
1. Words: a little water, a lot of water, a small pot, a large pot, a little light, a lot of light, grow quickly, grow slowly, soil, die, happen
2. Sentences: We want to grow some tomatoes.
What does our plant need
It needs a lot of water.
What will happen
It will grow slowly
Will this plant grow
Yes, it will.
Step1