外研版三年级起点五年级上册教案

全册教材分析
<新标准英语>供三年级起始用第五册是供五年级上学期使用的，是外研社和英国麦克米伦公司共同推出的我国第一套中小学一条龙英语教。.这套教材是根据教育部制定的<国家英语课程标准>和<小学英语教学基本要求>编写而成的。
本教材的设计和编写体现了外语教学思想的继承和发展。在分析、研究许多种国内外小学英语教材的基础上，取其精华，博材众长，形成了本套教材特有的编写体系。同时又吸收了国内外英语作为外语教学的理论和成功经验，把这些教学理论和实践经验同我国的小学外语教学实际相结合，以形成我国小学英语的外语教学模式和教学方法。
本册教材具有以下特点：
１、注重学生语言运用能力的培养，突出语言的实践性和交际性，同时也突出语言的真实性和实用性。
２、注重学生自学能力和学习策略的培养，为学生进一步学习或终身学习奠定基础。
３、注重中外方化的双向交流，使学生通过学习，培养未来跨方化交际所需要的能力。
４、注重学习兴趣的培养，以不同方式最大限度地激发学生的学习动机。
５、注重融合学科内容，加强学科之间的整合和渗透，让学生通过英语学习来获得其他学科的知识。
６、注重教材的灵活性和可操作性，以满足不同层次学生的要求。
７、注重教学资料的配套，为学生提供良好的学习环境，帮助学生拓展自我发展空间。
８、注重中小学各阶段的衔接，以保证各学段的顺利过渡，全面提高中小学英语教学的质量。
在本册中，我们要跟着Lingling 和Smart一家去英国访问，并了解一引起关于英国的情况。在本册中将继续学习讲述过去发生的事情，还要学习谈论物品的归属，描述能力，表达允许或不允许做某事，开始比较系统地复习归纳单词的读音，从而初步了解英语的一些语音规则。同时还将开始学习如何完成语句，从现在到小学结束要逐步学习独立地写出完整的语句。
教学重点：讲述过去发生的事情；谈论物品的归属；描述能力；表达允许或不允许做某事；如何完成语句等。
教学难点：完成语句
教 时：40课时
Module 1 London
Unit 1 When did you come back
Function: Talking about past activities
Target Language: When did you come back
We came back…
Vocabulary: when, back, home, those, ice cream, with, finish, hurry up, wait for, drop
Procedures:
Step 1 Warm-up
1. Say “Hello” to the pupils and ask them several questions.
2. Review more verbs or verb phrases.
Step 2 Introduction
1. Talk with the children about the summer vacation, such as: What did you do What did you see What did you eat What did you drink When did you come back Etc.
2. Tell the children that they are going to listen to the dialogues among Lingling, Sam and Amy and we are going to learn how to talk about the past activities
Step 3 Finish a Task
1. Suppose you are from another city and make a dialogue.
2. Investigate the students who went out to tour during the summer vacation.
Step 4 Homework
1. Read the text in role.
2. Introduce your own city.
.
Unit 1 When did you come back
Function: Talking about past activities
Target Language: When did you come back
We came back…
Vocabulary: when, back, home, those, ice cream, with, finish, hurry up, wait for, drop
Procedures:
Step 1 Warm-up
1. Say “Hello” to the pupils and ask them several questions.
2. Review more verbs or verb phrases
Step 2 Presentation
1. Put the chart on the blackboard and ask the children to look at the picture carefully. Ask the children some questions: Do you know this place Are Lingling, Sam and Amy in London or in China They are in a park. They are in London.
2. Point to John and tell the children that he is John. Now listen and look.
3. Play the cassette and ask some questions.
4. Teach the new words in different ways.
5. Play the cassette again and pause after each utterance for the children to repeat.
6. Practice in groups and act out the dialogue.
Step 3 Finish a Task
1. Suppose you are from another city and make a dialogue.
2. Investigate the students who went out to tour during the summer vacation.
Step 4 Homework
1. Read the text in role.
2. Introduce your own city.
Unit 2 Did they buy ice creams
Function: Talking about past activities
Target Language: Did you…
Yes, I did. / No, I didn’t.
Vocabulary: dear, met (meet), ran (run)
Pronunciation: /i:/, /I/, /e/, / /
Song: Where did you go
Procedures:
Step 1 Warm-up
1. Review verb phrases.
2. Review Unit 1.
Step 2 Introduction
1. Prepare a postcard with a picture of own city and ask the children: What’s this What is the place What can you see
2. Show the back of the postcard and tell the children that Lingling wrote a letter on it.
Step 3 Presentation
1. Play the cassette and pause after each utterance for the children to repeat and tick the actions: went to the park, met John, bought ice creams, went home, ran to the bus, dropped.
2. Play the cassette again and ask the children answer the following questions: Who wrote the postcard Whom did Lingling send the postcard to
3. Write down the words: met, bought, went, ran, dropped and ask the children to guess the original form.
4. Finish activity 2. Ask the children to ask and answer in pairs
5．Do the activity 3,talk about yourself.
Step 4Homework
1. Read the letter and sing the song.
2. Finish activity 6: sentence relay.
Unit 2 Did they buy ice creams
Function: Talking about past activities
Target Language: Did you…
Yes, I did. / No, I didn’t.
Vocabulary: dear, met (meet), ran (run)
Pronunciation: /i:/, /I/, /e/, / /
Song: Where did you go
Procedures
Step 1 Warm-up
1. Review verb phrases.
2. Review Unit 1
3Sing the song :A B C Song..Goodmoring Sam!
Step 2 Sing a song
1. Ask the children to look at the pictures carefully.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the song one by one.
4. Play the cassette several times and ask the children to sing along.
1. Observe the pictures and ask them who they see and what they are doing
2. Play the cassette and ask the children listen thoroughly. Ask the children: Where are Ms Smart and Lingling What need they buy
3. Play the cassette the second time and ask the children to find out the food that Ms Smart buys.
4. Ask the children to look at the list. This is a shopping list.
5. Explain the usage of how many and how much.
6. Play the cassette again and ask the children to imitate
Step 4Homework
1. Read the letter and sing the song.
2. Finish activity 6: sentence relay.
Module 1 London
复习课
Function: Talking about past activities
Target Language: When did you come back Did you…
Yes, I did. / No, I didn’t.
We came back…
Vocabulary: when, back, home, those, ice cr
/i:/, /I/, /e/, / /
Song: Where did you go
Procedures:
Step 1 Warm-up
1. Review verb phrases.
2. Review Unit 1.
3. Say “Hello” to the pupils and ask them several questions.
4. Review more verbs or verb phrases
Step 2 Sing a song
1. Ask the children to look at the pictures carefully.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the song one by one.
4. Play the cassette several times and ask the children to sing along
Step 3 Presentation
1. Play the cassette and pause after each utterance for the children to repeat and tick the actions: went to the park, met John, bought ice creams, went home, ran to the bus, dropped.
2. Play the cassette again and ask the children answer the following questions: Who wrote the postcard Whom did Lingling send the postcard to
3. Write down the words: met, bought, went, ran, dropped and ask the children to guess the original form.
4．Finish the activity 3.then check the answer.
Step 4Homework
1. Read the letter and sing the song.
2. Finish activity 6: sentence relay.
Module 2 Shopping
Unit 1 How many do you want
Function: Market shopping, talking about quantities of things
Target Language: How much/many do you want
Do you like…
Vocabulary: need, food, shopping list, cheese, how much, kilo
Procedures:
Step 1 Warm-up
1. Sing the song of where did you go.
2. Ask the students “what did you do yesterday ”
Step 2 Introduction
1. Tell the children: I went shopping yesterday. I went to Guangming Street. I went to the supermarket. I bought lots of things. Wrote down the word of supermarket on the blackboard and teach to read.
2. Tell the children that Lingling and Ms Smart will go shopping. Today we are going to learn how to buy things in a supermarket in English.
Step 3 Presentation
1. Observe the pictures and ask them who they see and what they are doing
2. Play the cassette and ask the children listen thoroughly. Ask the children: Where are Ms Smart and Lingling What need they buy
3. Play the cassette the second time and ask the children to find out the food that Ms Smart buys.
4. Ask the children to look at the list. This is a shopping list.
5. Explain the usage of how many and how much.
6. Play the cassette again and ask the children to imitate.
Step 4Homework
1. Read the letter and sing the song.
2. Finish activity 6: sentence relay.
Unit 1 How many do you want
Function: Market shopping, talking about quantities of things
Target Language: How much/many do you want
Do you like…
Vocabulary: need, food, shopping list, cheese, how much, kilo
Procedures:
Step 1 Warm-up
1. Sing the song of where did you go.
2. Ask the students “what did you do yesterday ”
3. Say “Hello” to the pupils and ask them several questions.
4. Review more verbs or verb phrases
Step 2Learn the new words.
1. Ask the children to look at the shopping list and read the food and quantities correctly.
2. Learn to buy things on computer.
Step 3Play games to recite the wirds.
1. If condition permissions, the children can learn to go shopping on computer.
2. Write a letter to your new pen friend, introducing yourself and your own hobbies and at the same time asking your new pen friend’s likes
Step 4 Sing a song
1. Ask the children to look at the pictures carefully.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the song one by one.
4. Play the cassette several times and ask the children to sing along.
Step 5 Homework
1. Read the letter and sing the song.
2. Finish activity 5: Use a spinner to finish the boxes
.
Unit 1 How many do you want
Function: Market shopping, talking about quantities of things
Target Language: How much/many do you want
Do you like…
Vocabulary: need, food, shopping list, cheese, how much, kilo
Procedures:
Step 1 Warm-up
1. Sing the song of where did you go.
2. Ask the students “what did you do yesterday ”
3. Say “Hello” to the pupils and ask them several questions.
Step 2 Introduction
1. Tell the children: I went shopping yesterday. I went to Guangming Street. I went to the supermarket. I bought lots of things. Wrote down the word of supermarket on the blackboard and teach to read.
2. Tell the children that Lingling and Ms Smart will go shopping. Today we are going to learn how to buy things in a supermarket in English.
Step 3 Presentation
1. Observe the pictures and ask them who they see and what they are doing
2. Play the cassette and ask the children listen thoroughly. Ask the children: Where are Ms Smart and Lingling What need they buy
3. Play the cassette the second time and ask the children to find out the food that Ms Smart buys.
4. Ask the children to look at the list. This is a shopping list.
5. Explain the usage of how many and how much.
6. Play the cassette again and ask the children to imitate.
Step 4Homework
1. Read the letter and sing the song.
2. Finish activity 6: sentence relay.
4. Review more verbs or verb phrases
Unit 2 How much milk do you want
Function: Write a shopping list in English and go shopping in English
Target Language: How much…do you want
Vocabulary: juice, box, bottle
Pronunciation: / /, /a:/, / /, / /
Song: How many do you want
Procedures:
Step 1 Warm-up
1. Make a dialogue with the students at random.
2. Review Unit 1.
Step 2 Introduction
1. Talk about the season and ask the children what kind of outside activity they like.
2. Talk about picnic. What should be prepared before picnic
3. Tell the children that we are going to write a shopping list for a picnic and we are going to continue to learn to go shopping in English.
Step 3 Presentation
1. Put the chart on the blackboard and ask the children some questions.
2. Play the cassette the first time and ask the children to grasp the text from the whole.
Step 4 Sing a song
1. Ask the children to look at the pictures carefully.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the song one by one.
4. Play the cassette several times and ask the children to sing along.
Step 5 Homework
1. Read the letter and sing the song.
2. Finish activity 5: Use a spinner to finish the boxes
Unit 2 How much milk do you want
Function: Write a shopping list in English and go shopping in English
Target Language: How much…do you want
Vocabulary: juice, box, bottle
Pronunciation: / /, /a:/, / /, / /
Song: How many do you want
Procedures:
Step 1 Warm-up
1. Make a dialogue with the students at random.
2. Review Unit 1.
3. Play the cassette the second time and ask the children try to read the sentences by themselves.
4. Act out the dialogue in role. Choose one to make a record finishing the list.
Step 2 Sing a song
1. Ask the children to look at the pictures carefully.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the song one by one.
4. Play the cassette several times and ask the children to sing along.
Step 3 Presentation
1. Observe the pictures and ask them who they see and what they are doing
2. Play the cassette and ask the children listen thoroughly. Ask the children: Where are Ms Smart and Lingling What need they buy
3. Play the cassette the second time and ask the children to find out the food that Ms Smart buys.
4. Ask the children to look at the list. This is a shopping list.
5. Explain the usage of how many and how much.
6. Play the cassette again and ask the children to imitate.
Step 4Homework
1. Read the letter and sing the song.
2. Finish activity 5: Use a spinner to finish the boxes
Module 2 Shopping
复习课
Function: Market shopping, talking about quantities of things
Write a shopping list in English and go shopping in English
Target Language: How much/many do you want
Do you like…
How much…do you want
Vocabulary: need, food, shopping list, cheese, how much, kilo juice, box, bottle
Procedures:
Step 1 Warm-up
1. Sing the song of where did you go.
2. Ask the students “what did you do yesterday ”
3. Say “Hello” to the pupils and ask them several questions.
4. Make a dialogue with the students at random.
5. Review Unit 1.
6. Play the cassette the second time and ask the children try to read the sentences by themselves.
7. Act out the dialogue in role. Choose one to make a record finishing the l
. Step 2Presentation
1. Observe the pictures and ask them who they see and what they are doing
2. Play the cassette and ask the children listen thoroughly. Ask the children: Where are Ms Smart and Lingling What need they buy
3. Play the cassette the second time and ask the children to find out the food that Ms Smart buys.
4. Ask the children to look at the list. This is a shopping list.
5. Explain the usage of how many and how much.
6. Play the cassette again and ask the children to imitate.
Step 3Homework
1. Read the letter and sing the song.
2. Finish activity 6: sentence re
Module 3 At the Weekend
Unit 1 We visited lots of places.
Function: Talking about past activities
Target Language: What did you do at the weekend
Where did you go
Vocabulary: the British Museum, the London Eye, wheel, wonderful, understand, postcard, hour, mountain
Procedures:
Step 1 Warm-up
1. Sing an English song.
2. Ask the children: How many days are there in a week What do you usually do at the weekend
Step 2 Introduction
1. Ask the children to look at the calendar and ask: What day is it today
The teacher says: I had a busy weekend. Do you want to know what I did at the weekend
2. Ask Ss: where are Amy and Sam Where did they go They went to the park.
Step 3 Presentation
1. Put the chart on the blackboard and play the cassette let the children listen carefully.
The teacher asks several questions.
2. Play the cassette the second time and let the children tick the new words and guess their meanings.
3. Continue to explain the new languages.
4. Play the cassette the third time and pause after each utterance for the children to repeat.
Step 4 Finish a Task
1. Finish activity 3.
2. Investigate the students’ activities at the weekend and finish the activity list.
Step 5 Homework
1. Listen to the tape of this unit.
2. Encourage the children to write letters to their pen friends. Write down the famous places and share with their friends
Unit 1 We visited lots of places.
Step 3 Presentation
1. Put the chart on the blackboard and play the cassette let the children listen carefully.
The teacher asks several questions.
2. Play the cassette the second time and let the children tick the new words and guess their meanings.
3. Continue to explain the new languages.
4. Play the cassette the third time and pause after each utterance for the children to repeat.
. Step 4 Practice
1. Observe the pictures and ask them who they see and what they are doing
2. Play the cassette and ask the children listen thoroughly. Ask the children: Where are Ms Smart and Lingling What need they buy
3. Play the cassette the second time and ask the children to find out the food that Ms Smart buys.
4. Ask the children to look at the list. This is a shopping list.
5. Explain the usage of how many and how much.
6. Play the cassette again and ask the children to imitate.
Step 5 Homework
1. Listen to the tape of this unit.
2. Encourage the children to write letters to their pen friends. Write down the famous places and share with their friends.
Unit 2 what did Daming do
Function: Talking about past activities
Target Language: Where/How/When/What did…
Vocabulary: hour, mountain
Pronunciation: / /, / /, /u /, /u:/
Song: the London Eye
Procedures:
Step 1 Warm-up
1. Make a dialogue with the students at random.
2. Review Unit 1.
Step 2 Introduction
1. Talk about the dream. Last night I had a dream. In my dream I went to the great Wall. And I met Daming and his father there. We are very happy.
2. Say the Ss: Did Daming and his father do to the Great Wall Let’s have a look.
Step 3 Presentation
1. Ask the Ss to look at the picture carefully and ask: What can you see
2. Play the cassette the first time and let the children to tick the new words and guess the meanings.
3. Teach the new words in different ways.
4. Play the cassette the second and pause after each utterance for the children to repeat.
5. Ask the children to write a sentence on a piece of paper in groups and read them out.
Step 4 Sing a song
1. Ask the children to look at the pictures carefully.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the song one by one.
4. Play the cassette several times and ask the children to sing along.
Step 5 Homework
1. Read the text and sing the song.
2. Finish activity 6: Play and say.
Unit 2 what did Daming do
Function: Talking about past activities
Target Language: Where/How/When/What did…
Vocabulary: hour, mountain
Pronunciation: / /, / /, /u /, /u:/
Song: the London Eye
Procedures:
Step 1 Warm-up
1. Make a dialogue with the students at random.
2. Review Unit 1,unit 2.
Step 2 Introduction
1. The teacher shows the children something.
2. Say to Ss: I’ve got something from the Lost-Found Room.
May be something here is yours. If something is yours, what can you say to get it back
Let’s learn the text to find the answer.
Step 3 Presentation
1. Observe the pictures and ask them who they see and what they are doing
2. Play the cassette and ask the children listen thoroughly. Ask the children: Where are Ms Smart and Lingling What need they buy
3. Play the cassette the second time and ask the children to find out the food that Ms Smart buys.
4. Ask the children to look at the list. This is a shopping list.
5. Explain the usage of how many and how much.
6. Play the cassette again and ask the children to imitate.
Step 4 Sing a song
1. Ask the children to look at the pictures carefully.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the song one by one.
4. Play the cassette several times and ask the children to sing along.
Step 5 Homework
1. Read the text and sing the song.
2. Finish activity 6: Play and say
Module 3 At the Weekend
复习课
Function: Talking about past activities alking about past activities
Target Language: What did you do at the weekend
Where did you go
Where/How/When/What did…
Vocabulary: the British Museum, the London Eye, wheel, wonderful, understand, postcard, hour, mountain
Procedures:
Step 1 Warm-up
1. Sing an English song.
2. Ask the children: How many days are there in a week What do you usually do at the weekend
Step 2 Sing a song
1. Ask the children to look at the pictures carefully.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the song one by one.
4. Play the cassette several times and ask the children to sing along
Step 3 Presentation
1. Play the cassette and pause after each utterance for the children to repeat and tick the actions: went to the park, met John, bought ice creams, went home, ran to the bus, dropped.
2. Play the cassette again and ask the children answer the following questions: Who wrote the postcard Whom did Lingling send the postcard to
3. Write down the words: met, bought, went, ran, dropped and ask the children to guess the original form.
4．Finish the activity 3.then check the answer.
Step 4Homework
1. Read the letter and sing the song.
2. Finish activity 6: sentence relay.
Module 4 Possessions
Unit 1 It’s mine!
Function: Solving a dilemma
Target Language: It’s mine/his/hers/yours.
It’s Lingling’s...
Vocabulary: mine, yours, argue, matter, wear, hers, his, line, clean, whose
Procedures:
Step 1 Warm-up
1. Sing an English song.
2. Ask the children: How many days are there in a week What do you usually do at the weekend
Step 2 Introduction
1. The teacher shows the children something.
2. Say to Ss: I’ve got something from the Lost-Found Room.
May be something here is yours. If something is yours, what can you say to get it back
Let’s learn the text to find the answer.
Step 3 Presentation
1. Put the chart on the blackboard and play the cassette let the children listen carefully.
The teacher asks several questions.
2. Play the cassette the second time and let the children tick the new words and guess their meanings.
3. Continue to explain the new languages.
4. Play the cassette the third time and pause after each utterance for the children to repeat.
Step 4 Finish a Task
1. Finish activity 5.
2. Finish activity 6 in the whole class..
Step 5 Homework
1. Listen to the tape of this unit.
2. Finish activity 4.
Make a play in a group of three.
Unit 2 This bag is hers.
Function: Solving a dilemma
Target Language: It’s yours/his/hers…
It’s Lingling’s…
Vocabulary: cap, T-shirt, sweater, his, hers
Pronunciation: /ei/, /ai/, / i /, /au/, / u/
Song: the London Eye
Procedures:
Step 1 Warm-up
1. Make a dialogue with the students at random.
2. Review Unit 1.
Step 2 Introduction
1. Talk with the children that we have found the things we lost at the Lost-Found Room.
2. Today we are going to help the other students to find the lost things. Let us see how many things have been left here.
Step 3 Presentation
1. Ask the Ss to look at the picture carefully and ask: What can you see
2. Play the cassette the first time and let the children to tick the new words and guess the meanings.
3. Teach the new words in different ways.
4. Play the cassette the second and pause after each utterance for the children to repeat.
5. Ask the children to write a sentence on a piece of paper in groups and read them out.
Step 4 Sing a song
1. Ask the children to look at the pictures carefully.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the song one by one.
4. Play the cassette several times and ask the children to sing along.
Step 5 Homework
1. Read the text and sing the song.
2. Finish activity 4.
总第（ ）课时
Module 5 In Class
Unit 1 There are enough.
Function: Describing contrast
Target Language: There are enough…
There are not enough...
Vocabulary: enough, give, every, everyone, them, careful
Procedures:
Step 1 Warm-up
1. Sing an English song.
2. Ask the children some questions at random.
Step 2 Introduction
1. The teacher shows the children something.
2. Ask the class: Open your pencil boxes. How many pencils are there in your pencil-box
Are there enough pencils for you Help the children to understand the meaning of enough.
Step 3 learn the new words in different ways.
1. enough, for example.
2. give, give a book to one pupil.
3. every. Learn it using phenexic.
4. From every to everyone, pass it to other ss.
5. them, read it for several times.
6. careful, Be careful!
Step 4 practice
1. Practice the new words in different ways, then write them.
2. Try to read the dialogue .
Step 5 Homework
1. Write the new words in your exercise book.
2. Copy the dialogue for three times.
总第（ ）课时
Unit 1 There are enough.
Function: Describing contrast
Target Language: There are enough…
There are not enough...
Vocabulary: enough, give, every, everyone, them, careful
Procedures:
Step 1 Warm-up
1. Sing an English song.
2. Ask the children some questions at random.
Step 3 Presentation
1. Put the chart on the blackboard and play the cassette let the children listen carefully.
The teacher asks several questions.
2. Play the cassette the second time and let the children tick the new words and guess their meanings.
3. Continue to explain the new languages.
4. Play the cassette the third time and pause after each utterance for the children to repeat.
5. Practice in groups.
6. Act out the dialogue.
Step 4 Finish a Task
1. Finish activity 2.
2. Finish activity 3 in groups.
Step 5 Homework
1. Listen to the tape of this unit.
2. Make a play in a group of three.
总第（ ）课时
Unit 2 There are too many books on the desk.
Function: describing contrast
Target Language: There are too many…
Vocabulary: them, careful
Pronunciation: /I /, /e /, /u /
Poem: Not enough time
Step 1 Warm-up
1. Make a dialogue with the students at random.
2. Review Unit 1.
Step 2 Introduction
1. Ask the students if they meet the questions to be solved.
2. Maybe you don’t know how to say them in English. Let’s learn the text and then you will know.
Step 3 Presentation
1. Ask the Ss to look at the picture carefully and ask: What can you see
2. Play the cassette the first time and let the children to tick the new words and guess the meanings.
3. Teach the new words in different ways.
4. Play the cassette the second and pause after each utterance for the children to repeat.
5. Ask the children to write a sentence on a piece of paper in groups and read them out.
Step 4 Say a poem
1. Ask the children to look at the pictures carefully.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the poem one by one.
4. Play the cassette several times and ask the children to sing along.
Step 5 Homework
1. Read the text and say the poem.
2. Finish activity 5.
3. Make sentences according to the dialogue in activity 2,SB.
总第（ ）课时
Module 5 In Class (revision)
unction: Describing contrast
Target Language: There are enough…
There are not enough...
There are too many…
Vocabulary: enough, give, every, everyone, them, careful
Pronunciation: /I /, /e /, /u /
Poem: Not enough time
Procedures:
Step 1 Warm-up
1. Sing an English song.
2. Ask the children some questions at random.
3. Duty reporter.
Step 2 Introduction
1. Dictation: Phenetics, Be careful .Give one pencil to every child.
Enough ,every , every one.
Step 3 Presentation
1. Put the chart on the blackboard and play the cassette let the children listen carefully.
The teacher asks several questions.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the poem one by one.
Step 4 Finish a Task
1. Finish activity 2.
2. Finish activity 3 in groups.
Step 5 Homework
1. Listen to the tape of this unit.
2. Make a play in a group of three.
总第（ ）课时
Module 6 Self-assessment ( a)
Unit 1 You can play football well.
Function: Assessing oneself and other people
Target Language: Can you run fast
Yes, I can. No, I can’t.
You can play football well.
Vocabulary: well, team, control, badly, really, catch, fantastic
Procedures:
Step 1 Warm-up
1. Sing an English song.
2. Ask the children some questions at random.
3. Duty reporter.
Step 2 Introduction
1. The teacher says some learned verb phrases and let the children do the actions.
2. Play football. Who can run fast Who can jump high Who can play football
Step 3 Presentation
1. Put the chart on the blackboard and play the cassette let the children listen carefully.
The teacher asks several questions.
2. Play the cassette the second time and let the children tick the new words and guess their meanings.
3. Continue to explain the new languages.
4. Play the cassette the third time and pause after each utterance for the children to repeat.
5. Practice in groups.
6. Act out the dialogue.
Step 4 Finish a Task
1. Finish activity 2.
2. Finish activity 3 in groups.
Step 5 Homework
1. Listen to the tape of this unit.
2. Make a play in a group of three.
总第（ ）课时
Unit 1 You can play football well.(b)
Function: Assessing oneself and other people
Target Language: Can you run fast
Yes, I can. No, I can’t.
You can play football well.
Vocabulary: well, team, control, badly, really, catch, fantastic
Procedures:
Step 1 Warm-up
1. Sing an English song.
2. Ask the children some questions at random.
3. Duty reporter.
Step 2 Introduction
1. The teacher says some learned verb phrases and let the children do the actions.
2. Play football. Who can run fast Who can jump high Who can play football
Step 3 Presentation
1. Put the chart on the blackboard and play the cassette let the children listen carefully.
The teacher asks several questions.
2. Play the cassette the second time and let the children tick the new words and guess their meanings.
3. Continue to explain the new languages.
Step 4 practice
3. Practice the new words in different ways, then write them.
4. Try to read the dialogue .
Step 5 Homework
3. Write the new words in your exercise book.
4. Copy the dialogue for three times.
总第（ ）课时
Unit 2 I can do it very well.(c)
Function: assessing oneself and the other people
Target Language: I can do it very well.
I sing very badly.
Vocabulary: very, well, badly, climb
Pronunciation: /p/, /b/, /t/, /d/
Poem: How well do you play
Procedures:
Step 1 Warm-up
1. Make a dialogue with the students at random.
2. Review Unit 1.
Step 2 Introduction
1. Ask the students if they meet the questions to be solved.
2. Maybe you don’t know how to say them in English. Let’s learn the text and then you will know.
Step 3 Presentation
1. Ask the Ss to look at the picture carefully and ask: What can you see
2. Play the cassette the first time and let the children to tick the new words and guess the meanings.
3. Teach the new words in different ways.
4. Play the cassette the second and pause after each utterance for the children to repeat.
5. Ask the children to write a sentence on a piece of paper in groups and read them out.
Step 4 Say a poem
1. Ask the children to look at the pictures carefully.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the poem one by one.
4. Play the cassette several times and ask the children to read along.
Step 5 Homework
1. Read the text and say the poem.
2. Finish activity 5.
总第（ ）课时
Unit 2 I can do it very well.(d)
Function: assessing oneself and the other people
Target Language: I can do it very well.
I sing very badly.
Vocabulary: very, well, badly, climb
Pronunciation: /p/, /b/, /t/, /d/
Poem: How well do you play
Procedures:
Step 1 Warm-up
1. Make a dialogue with the students at random.
2. Review Unit 1.
Step 2 Introduction
1. The teacher says some learned verb phrases and let the children do the actions.
2. Play football. Who can run fast Who can jump high Who can play football
Step 3 Presentation
1. Put the chart on the blackboard and play the cassette let the children listen carefully.
The teacher asks several questions.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the poem one by one.
Step 4 Say a poem
1. Ask the children to look at the pictures carefully.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the poem one by one.
4. Play the cassette several times and ask the children to sing along.
Step 5 Homework
1. Read the text and say the poem.
2. Finish activity 5.
3. Make sentences according to the dialogue in activity 2,SB.
Module 6 Self-assessment(revision)
Function: Assessing oneself and other people
Target Language: Can you run fast
Yes, I can. No, I can’t.
I can do it very well.
I sing very badly.
You can play football well.
Vocabulary: very, well, badly, climb
You can play football well.
Vocabulary: well, team, control, badly, really, catch, fantastic climb ,very,
Procedures:
Step 1 Warm-up
1. Sing an English song.
2. Ask the children some questions at random.
3. Duty reporter.
Step 2 Introduction
1. The teacher says some learned verb phrases and let the children do the actions.
2. Play football. Who can run fast Who can jump high Who can play football
Step 3 Presentation
1. Put the chart on the blackboard and play the cassette let the children listen carefully.
The teacher asks several questions.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the poem one by one.
Step 4 Finish a Task
1. Finish activity 5.
2. Finish activity 6 in the whole class..
Step 5 Homework
1. Listen to the tape of this unit.
2. Finish activity 4.
Make a play in a group of three.
总第（ ）课时
Module 7 Community
Unit 1 He can’t see.(a)
Function: Investigating community
Target Language: He can/can’t…
She can/can’t…
They can/can’t…
Vocabulary: programmed, useful, blind, deaf, hear, firemen, mum, sausage
Procedures:
Step 1 Warm-up
1. Sing an English song.
2. Ask the children some questions at random.
Step 2 Introduction
1. The teacher says some learned verb phrases and let the children do the actions.
2. Can you play football Can you run fast Can you do this
3. Let the children answer and at the same time write down the topic of community.
Step 3 Presentation
1. Put the chart on the blackboard and play the cassette let the children listen carefully.
The teacher asks several questions.
2. Play the cassette the second time and let the children tick the new words and guess their meanings.
3. Continue to explain the new languages.
4. Play the cassette the third time and pause after each utterance for the children to repeat.
5. Practice in groups.
6. Act out the dialogue.
Step 4 Finish a Task
1. Finish activity 2.
2. Finish activity 3 in groups.
Step 5 Homework
1. Listen to the tape of this unit.
2. Make a play in a group of three.
总第（ ）课时
Unit 1 He can’t see.(b)
Function: Investigating community
Target Language: He can/can’t…
She can/can’t…
They can/can’t…
Vocabulary: programmed, useful, blind, deaf, hear, firemen, mum, sausage
Procedures:
Step 1 Warm-up
1. Sing an English song.
2. Ask the children some questions at random.
Step 2 Introduction
1. Ask the students if they meet the questions to be solved.
2. Maybe you don’t know how to say them in English. Let’s learn the text and then you will know.
Step 3 Presentation
1. Put the chart on the blackboard and play the cassette let the children listen carefully.
The teacher asks several questions.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the poem one by one.
Step 4 Sing a song
1. Ask the children to look at the pictures carefully.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the song one by one.
4. Play the cassette several times and ask the children to sing along.
Step 5 Homework
1. Read the text and say the poem.
2. Finish activity 5.
总第（ ）课时
Unit 2 They can’t walk.(c)
Function: Talking about the ability
Target Language: They can’t walk.
Their mothers help them.
Vocabulary: sit, sit down, chick
Pronunciation: /k/, /g/, /f/, /v/
Song: A good friend
Procedures:
Step 1 Warm-up
1. Make a dialogue with the students at random.
2. Review Unit 1.
Step 2 Introduction
1. Show the pictures of activity one.
2. Review the learned verbs and say: what are the meanings of these pictures.
Step 3 Presentation
1. Ask the Ss to look at the picture carefully and ask: What can you see
2. Play the cassette the first time and let the children to tick the new words and guess the meanings.
3. Teach the new words in different ways.
4. Play the cassette the second and pause after each utterance for the children to repeat.
5. Ask the children to write a sentence on a piece of paper in groups and read them out.
Step 4 Sing a song
1. Ask the children to look at the pictures carefully.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the song one by one.
4. Play the cassette several times and ask the children to sing along.
Step 5 Homework
1. Read the text and say the poem.
2. Finish activity 5.
Unit 2 They can’t walk.(d)
Function: Talking about the ability
Target Language: They can’t walk.
Their mothers help them.
Vocabulary: sit, sit down, chick
Pronunciation: /k/, /g/, /f/, /v/
Song: A good friend, hello!
Good morning, Sam!
Happy new Year!
Procedures:
Step 1 Warm-up
1. Make a dialogue with the students at random.
2. Review Unit 1.
Step 2 Introduction
1. The teacher says some learned verb phrases and let the children do the actions.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the poem one by one.
Step 3.Sing a song
1. Ask the children to look at the pictures carefully.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the song one by one.
4. Play the cassette several times and ask the children to sing along.
Step 4 Finish a Task
1. Finish activity 2.
2. Finish activity 3 in groups.
Step 5 Homework
1. Listen to the tape of this unit.
2. Make a play in a group of three.
总第（ ）课时
Module 7 Community(revision)
Function: Investigating community
Target Language: He can/can’t…
She can/can’t…
They can’t walk.
Their mothers help them.
They can/can’t…
Vocabulary: sit, sit down, chick programmed, useful, blind, deaf, hear,
firemen, mum, sausage
Pronunciation: /k/, /g/, /f/, /v/
Procedures:
Step 1 Warm-up
1. Sing an English song.
2. Ask the children some questions at random.
Step 1 Warm-up
1. Sing an English song.
2. Ask the children some questions at random.
3. Duty reporter.
Step 2 Introduction
1. The teacher says some learned verb phrases and let the children do the actions.
2. Play football. Who can run fast Who can jump high Who can play football
Step 3 Presentation
1. Put the chart on the blackboard and play the cassette let the children listen carefully.
The teacher asks several questions.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the poem one by one.
Step 4 Finish a Task
1. Finish activity 5.
2. Finish activity 6 in the whole class..
Step 5 Homework
1. Listen to the tape of this unit.
2. Finish activity 4.
3. Make a play in a group of three.
总第（ ）课时
Module 8 School(A)
Unit 1 What time does school start
Function: Describing a school routine
Target Language: present tense
Past tense
Vocabulary: exercise, playground, before, skip, coffee, tea
Procedures:
Step 1 Warm-up
1. Sing an English song.
2. Ask the children some questions at random.
Step 2 Introduction
1. Write the word of school on the blackboard.
2. Talk about in simple English: Do you sing songs every morning Do you start school at 9 o’clock We do morning exercises. We start school at 8 o’clock. We sit in rows.
Step 3 Presentation
1. Put the chart on the blackboard and play the cassette let the children listen carefully.
The teacher asks several questions.
2. Play the cassette the second time and let the children tick the new words and guess their meanings.
3. Continue to explain the new languages.
4. Play the cassette the third time and pause after each utterance for the children to repeat.
5. Practice in groups.
6. Act out the dialogue.
Step 4 Finish a Task
1. Finish activity 2.
2. Finish activity 3 in groups.
Step 5 Homework
1. Listen to the tape of this unit.
2. Make a play in a group of two.
Unit 1 What time does school start (B)
Function: Describing a school routine
Target Language: present tense
Past tense
Vocabulary: exercise, playground, before, skip, coffee, tea
Procedures:
Step 1 Warm-up
1. Sing an English song.
2. Ask the children some questions at random.
Step 1 Warm-up
1. Sing an English song.
2. Ask the children some questions at random.
3. Duty reporter.
Step 2 Introduction
1. The teacher says some learned verb phrases and let the children do the actions.
2. Play football. Who can run fast Who can jump high Who can play football
Step 3 Presentation
1. Put the chart on the blackboard and play the cassette let the children listen carefully.
The teacher asks several questions.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the poem one by one.
Step 4 Finish a Task
1. Finish activity 5.
2. Finish activity 6 in the whole class..
Step 5 Homework
1. Listen to the tape of this unit.
2. Finish activity 4.
3. Make a play in a group of three.
总第（ ）课时
Unit 2 Where did Lingling go yesterday
Function: Talking about past activities
Target Language: Where did…
What did…
Vocabulary: ball, rang(ring)
Pronunciation: /s/, /z/, / /, / /, / /, / /, /r/, /h/
Song: A good friend
Procedures:
Step 1 Warm-up
1. Make a dialogue with the students at random.
2. Review Unit 1.
Step 2 Introduction
1. Say several sentences and tell if it is Chinese school or England school.
2. T: They start school at 8 o’clock. Ss: China.
T: They play in the playground before 9 o’clock. Ss: England.
Step 3 Presentation
1. Ask the Ss to look at the picture carefully and ask: What can you see
2. Play the cassette the first time and let the children to tick the new words and guess the meanings.
3. Teach the new words in different ways.
4. Play the cassette the second and pause after each utterance for the children to repeat.
5. Ask the children to write a sentence on a piece of paper in groups and read them out.
Step 4 Sing a song
1. Ask the children to look at the pictures carefully.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the song one by one.
4. Play the cassette several times and ask the children to sing along.
Step 5 Homework
1. Read the text and say the poem.
2. Finish activity 5.
Module 8 School(d)
Revision
unction: Describing a school routine ,Talking about past activities
Target Language: present tense
Where did…
What did…
Past tense
Vocabulary: exercise, playground, before, skip, coffee, tea ball, rang(ring)
/s/, /z/, / /, / /, / /, / /, /r/, /h/
Procedures:
Step 1 Warm-up
1. Sing an English song.
2. Ask the children some questions at random.
Step 2 Introduction
1. Say several sentences and tell if it is Chinese school or England school.
2. T: They start school at 8 o’clock. Ss: China.
T: They play in the playground before 9 o’clock. Ss: England.
Step 3 Presentation
1. Ask the Ss to look at the picture carefully and ask: What can you see
2. Play the cassette the first time and let the children to tick the new words and guess the meanings.
3. Teach the new words in different ways.
4. Play the cassette the second and pause after each utterance for the children to repeat.
5. Ask the children to write a sentence on a piece of paper in groups and read them out.
Step 4 Finish a Task
1. Finish activity 2.
2. Finish activity 3 in groups.
Step 5 Homework
1. Listen to the tape of this unit.
2. Make a play in a group of two.
总第（ ）课时
Module 9 Feelings
Unit 1 Are you feeling sad (A)
Function: Talking about feelings
Target Language: Are you feeling sad/bored/angry
I feel happy/sad/tired/bored/hungry.
Vocabulary: feel, sad, miss, bored, angry, nothing, secret, feel, surprise, tired
Procedures:
Step 1 Warm-up
1. Sing an English song.
2. Ask the children some questions at random.
Step 2 Introduction
1. Write the word of school on the blackboard
2. Talk about in simple English: Do you sing songs every morning Do you start school at 9 o’clock We do morning exercises. We start school at 8 o’clock. We sit in rows.
Step 3 Presentation
1. Put the chart on the blackboard and play the cassette let the children listen carefully.
The teacher asks several questions.
2. Play the cassette the second time and let the children tick the new words and guess their meanings.
3. Continue to explain the new languages.
4. Play the cassette the third time and pause after each utterance for the children to repeat.
5. Practice in groups.
6. Act out the dialogue.
Step 4 Finish a Task
1. Finish activity 1.
Step 5 Homework
1. Listen to the tape of this unit.
2. Make a play in a group of two.
3. Finish activity 3 in groups.
Module 9 Feelings
Unit 1 Are you feeling sad (B)
Function: Talking about feelings
Target Language: Are you feeling sad/bored/angry
I feel happy/sad/tired/bored/hungry.
Vocabulary: feel, sad, miss, bored, angry, nothing, secret, feel, surprise, tired
Procedures:
Step 1 Warm-up
1. Sing an English song.
2. Ask the children some questions at random.
Step 2 Introduction
1. Show the pictures of activity one.
2. Review the learned verbs and say: what are the meanings of these pictures.
Step 3 Presentation
1. Ask the Ss to look at the picture carefully and ask: What can you see
2. Play the cassette the first time and let the children to tick the new words and guess the meanings.
3. Teach the new words in different ways.
4. Play the cassette the second and pause after each utterance for the children to repeat.
5. Ask the children to write a sentence on a piece of paper in groups and read them out.
Step 4 Sing a song
1. Ask the children to look at the pictures carefully.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the song one by one.
4. Play the cassette several times and ask the children to sing along.
Step 5 Homework
1. Read the text and say the poem.
2. Finish activity 5.
总第（ ）课时
Unit 2 Where did Lingling go yesterday
Function: Talking about past activities
Target Language: Where did…
What did…
Vocabulary: ball, rang(ring)
Pronunciation: /ts/, /dz/, /tr/, /dr/, /t /, /d /
Poem: Smile and be happy
Procedures:
Step 1 Warm-up
1. Make a dialogue with the students at random.
2. Review Unit 1.
Step 2 Introduction
1. Prepare the chess: Do you play chess at the weekend I can play chess. Write the word of chess on the blackboard and teach, then say: I can play chess and I am the winner. So I feel very happy. Draw a happy face.
2. I’ve got nothing to do. I feel bored. Draw a bored face.
3. teach the words of sad and angry in the similar manner.
Step 3 Presentation
1. Ask the Ss to look at the picture carefully and ask: What can you see
2. Play the cassette the first time and let the children to tick the new words and guess the meanings.
3. Teach the new words in different ways.
4. Play the cassette the second and pause after each utterance for the children to repeat.
5. Ask the children to write a sentence on a piece of paper in groups and read them out.
Step 4 Say a poem
1. Ask the children to look at the pictures carefully.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the poem one by one.
4. Play the cassette several times and ask the children to read along.
Step 5 Homework
1. Read the text and say the poem.
2. Finish activity 5.
总第（ ）课时
Module 9 Feelings
Revision
Function: Talking about feelings Talking about past activities
Target Language: Are you feeling sad/bored/angry
I feel happy/sad/tired/bored/hungry.
Where did…
What did…
Vocabulary: feel, sad, miss, bored, angry, nothing, secret, feel, surprise, tired
/ts/, /dz/, /tr/, /dr/, /t /, /d /
Procedures:
Step 1 Warm-up
1. Sing an English song.
2. Ask the children some questions at random.
Step 2 Introduction
1. Prepare the chess: Do you play chess at the weekend I can play chess. Write the word of chess on the blackboard and teach, then say: I can play chess and I am the winner. So I feel very happy. Draw a happy face.
2. I’ve got nothing to do. I feel bored. Draw a bored face.
3. teach the words of sad and angry in the similar manner.
Step 3 Presentation
1. Put the chart on the blackboard and play the cassette let the children listen carefully.
The teacher asks several questions.
2. Play the cassette the second time and let the children tick the new words and guess their meanings.
3. Continue to explain the new languages.
4. Play the cassette the third time and pause after each utterance for the children to repeat.
5. Practice in groups.
6. Act out the dialogue.
Step 4 Finish a Task
1. Finish activity 1.
Step 5 Homework
1. Listen to the tape of this unit.
2. Make a play in a group of two.
3. Finish activity 3 in groups.
Module 10 Manners(A)
Unit 1 You should look, then cross the road.
Function: Instructing on correct behavior
Target Language: You should look, then cross the road.
You shouldn’t walk in the road.
You should hold my hand, too.
Vocabulary: should, cross, dangerous, hold, hand, say, in a hurry
Procedures:
Step 1 Warm-up
1. Sing an English song.
2. Ask the children some questions at random.
Step 2 Introduction
1. The teacher simply introduces the story: In the morning on Monday, Tom’s mother Ms Smart bring Tom to the kindergarten.
2. On the road, what does Ms Smart say to Tom
3. They meet a friend of Ms Smart. What happened
Step 3 Presentation
1. Put the chart on the blackboard and play the cassette let the children listen carefully.
The teacher asks several questions.
2. Play the cassette the second time and let the children tick the new words and guess their meanings.
3. Continue to explain the new languages.
4. Play the cassette the third time and pause after each utterance for the children to repeat.
5. Practice in groups.
6. Act out the dialogue.
Step 4 Finish a Task
1. Finish activity 2.
2. Finish activity 3 in groups.
Step 5 Homework
1. Listen to the tape of this unit.
2. Make a play in a groups.
总第（ ）课时(B)
Unit 1 You should look, then cross the road.
Function: Instructing on correct behavior
Target Language: You should look, then cross the road.
You shouldn’t walk in the road.
You should hold my hand, too.
Vocabulary: should, cross, dangerous, hold, hand, say, in a hurry
Procedures:
Step 1 Warm-up
1. Sing an English song.
2. Ask the children some questions at random.
Step 2 Introduction
1. Write the word of school on the blackboard
2. Talk about in simple English: Do you sing songs every morning Do you start school at 9 o’clock We do morning exercises. We start school at 8 o’clock. We sit in rows.
Step 3 Presentation
1. Play the cassette and pause after each utterance for the children to repeat and tick the actions: went to the park, met John, bought ice creams, went home, ran to the bus, dropped.
2. Play the cassette again and ask the children answer the following questions: Who wrote the postcard Whom did Lingling send the postcard to
3. Write down the words: met, bought, went, ran, dropped and ask the children to guess the original form.
4．Finish the activity 3.then check the answer.
Step 4 Finish a Task
1. Finish activity 2.
2. Finish activity 3 in groups.
Step 5 Homework
1. Listen to the tape of this unit.
2. Make a play in a groups.
总第（ ）课时
Unit 2 You should eat fruit.
Function: Talking about good behaviors
Target Language: You should…
You shouldn’t…
Vocabulary: mum, jump, noodles,
Pronunciation: /m/, /n/, / /, /l/, /w/, /j/
Rap: You shouldn’t jump on the bed.
Procedures:
Step 1 Warm-up
1. Make a dialogue with the students at random.
2. Review Unit 1.
Step 2 Introduction
1. The teacher simply introduces the story: In the morning on Monday, Tom’s mother Ms Smart bring Tom to the kindergarten.
2. On the road, what does Ms Smart say to Tom
3. They meet a friend of Ms Smart. What happened
Step 3 Presentation
1. Ask the Ss to look at the picture carefully and ask: What can you see
2. Play the cassette the first time and let the children to tick the new words and guess the meanings.
3. Teach the new words in different ways.
4. Play the cassette the second and pause after each utterance for the children to repeat.
5. Ask the children to write a sentence on a piece of paper in groups and read them out.
Step 4 Say a poem
1. Ask the children to look at the pictures carefully.
2. Play the cassette and ask the children to listen carefully.
3. Teach the sentences of the poem one by one.
4. Play the cassette several times and ask the children to read along.
Step 5 Homework
1. Read the text and say the poem.
2. Finish activity 5.
Module 10 Manners(D)
Function: Instructing on correct behavior
Target Language: You should look, then cross the road.
You shouldn’t walk in the road.
You should hold my hand, too.
Vocabulary: should, cross, dangerous, hold, hand, say, in a hurry
Procedures:
Step 1 Warm-up
1. Sing an English song.
2. Ask the children some questions at random.
Step 2 Introduction
1. The teacher simply introduces the story: In the morning on Monday, Tom’s mother Ms Smart bring Tom to the kindergarten.
2. On the road, what does Ms Smart say to Tom
3. They meet a friend of Ms Smart. What happened
Step 3 Presentation
1. Put the chart on the blackboard and play the cassette let the children listen carefully.
The teacher asks several questions.
2. Play the cassette the second time and let the children tick the new words and guess their meanings.
3. Continue to explain the new languages.
4. Play the cassette the third time and pause after each utterance for the children to repeat.
5. Practice in groups.
6. Act out the dialogue.
Step 4 Finish a Task
1. Finish activity 2.
2. Finish activity 3 in groups.
Step 5 Homework
1. Listen to the tape of this unit.
2. Make a play in a groups.
2
总第（ ）课时
Review Module
Unit 1 (forty minutes)
Function: Review
Target Language: Review
Vocabulary: Review
Procedures:
Step 1 Warm-up
1. Say hello to the students and choose a song the children like best.
2. Ask the children some questions at random.
Step 2 Play the yes/No game
1. Divide the class into four groups, presenting the game of activity one. Prepare two cards, yes is written on one piece of paper and no on the other one.
2. Put the cards behind and say a sentence at random to a child, for example, “You watched TV yesterday.” If she has yes, she should say: “Yes, I watched TV.” If she or he has no, she or he should say: “I didn’t watch TV.”
3. Then the teacher hands the card to a student of group one and ask him or her say a sentence at random and at the same time showing one card. A student of group two must answer according to the word on the card.
Step 3 Look and say
1. Give an example how to do this game.
2. If there is a basketball and a tick on the picture, the children should say: Lingling bought a basketball. If there is a cap and a cross on the picture, the children should say: Lingling didn’t buy a cap.
3. Give the children half a minute and let them memorize the other pictures and then ask them to close the books.
4. The teacher prepares two cards: one is yes and the other one is no.
5. If the teacher raises the card of yes, the children should say the positive sentence and if the teacher raises the card of no, the children should say negative sentence.
6. See whose memory is best.
Step 4 Ask and answer
1. Prepare some pictures of food and the weight or quantity should be marked.
2. If there are no pictures, some cards can be used.
3. Write down: five bottles of milk, three kilos of apples, one kilo of bananas, two bottles of juice…
4. Put the pictures or cards on the blackboard.
5. Make sentences relay, such as: S1: How many apples do you want S2: I want three kilos of apples. S3: How much cheese do you want Etc.
6. Have a match: which group can say the most sentences in one minute and this group is the winner.
Step 5 Look, ask and answer
1. Look at the table carefully.
2. Ask and answer in pairs.
3. One child asks a question and the other one answers yes or no according to the tick or cross.
4. Tell the children when they ask, they can ask at random.
总第（ ）课时
Unit 2 (forty minute)
Function: Review
Target Language: Review
Vocabulary: Review
Procedures:
ep 1 Warm-up
1. Make a dialogue with the students at random.
2. Recite several poems or sing songs that have been learned in this book.
Step 2 Point and say
1. Ask the children to look at the pictures carefully.
2. Tell the children that the letter under each word is the first letter of a name.
3. Let the children do ask and answer practice.
Step 3 Look and say
1. Let the children look at the picture carefully.
2. Let the children describe the pictures. What’s the person in the picture doing
3. Then ask the children if their behavior is correct or not.
4. Ask them use the word of should or shouldn’t.
5. At last ask he children talk about the daily actions that should be done or should not to be done.
Step 4 Game: How do I feel
1. Prepare some cards before class: happy, sad, angry, tired, bored, hungry, thirsty.
2. Play a game in groups.
3. Let one child draw a card from the teacher’s hand. Don’t let the other children to see it.
4. Then the child does the action as the card shows and says: How do I feel Then the other one in this group guesses: Are you happy Are you sad
5. If it is right, the student who does the action gives a positive answer; if it is wrong, the student who does the action gives a negative answer and the other student in the same group continues to guess.
Step 5 Point, ask and answer
1. This activity should be done in groups.
2. It’d better to be done by the way of relay.
3. For example, the first child asks: Do you like apples The second child answers according to his or her actual situation. Yes, I do. Or no, I don’t.
五
年
级
英
语
上
册
备课人：李修英
PAGE
33