五年级英语上册教案
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Unit 1 Come With Me!
Objectives and Requirements:
Review: Is this your dictionary No, it’s not. It’s Tony’s dictionary. What does she do She’s a doctor.
Key Words: farmer, factory worker, aunt, uncle, cousin, calendar, dictionary, diary
Sounds and words : sun , cut , fun , mother , son , month ---------[ ∧ ]
Materials: Picture Cards of Gogo , Tony , Jenny , Picture Cards 1-8 and realia of the words.
Period 1
Step1, Warming up: listen to a song.
Step2, Put Picture Cards of Gogo, Tony , Jenny on the board . Point to Gogo, ask: What’s his name [Ss: His name’s Gogo.] Can he fly [Ss: Yes, he can.] Then ask questions about Tony and Jenny’s names , relationships , …… What’s his name Is she Tony’s sister Who’s she
Point to Gogo in the first picture. T: Gogo is flying in a hang glider. Let’s look at the pictures and listen to the tape. (Play the tape and point to each picture for Ss to follow.) And ask some questions: Gogo, where are you going What are they doing Then play the tape again, pausing after each sentence to let Ss repeat.
Put Ss into groups of three and have them practice acting out the dialog.
Ask volunteers to perform in front of the class.
Step3, Ask the students: what do you want to be a teacher or a doctor (Ss :a teacher) Say out the whole sentence : I want to be a teacher. Then ask: Do you want to be a farmer Take out the picture of farmer. (Point to farmer) Farmer. Repeat. (Ss: Farmer) And do you want to be a factory worker (Continue with this word)
Explain the words aunt, uncle and cousin, (My mother’s / father’s sister is my aunt.) Draw a family tree to help explain these new words.
Take out the realia of calendar, dictionary and diary. Teach these three words.
T: Listen to the tape and repeat. Point to each words as you say it. Play the tape and have Ss repeat. (Introduce the bonus vocabulary)
Step4, Take out student1’s book, ask student2: Is this your book S2: No, it’s not. It’s (S1’s name)’s book. The second time use “dictionary, diary, calendar”. (Practice more)
Put picture care 1,2 on the board. T (show Ss one of the cards.) What does he/she do (Ss: He’s a farmer.) Continue with the other cards. (Practice more)
Ask four Ss to write the questions A—D on the board.
Listen to the tape and answer the questions. Have Ss look at the pictures for A. Write---- He’s a _______. Underneath question A on the board. T: (point to each picture.) What does he do (Ss: He’s a _teacher_)
Play the tape for A, and then pause. T: What does he do Ss: He’s a factory worker. T: put a checkmark in the box for picture 2.
Repeat the procedures with the other three questions. Answer key: A—2, B—3, C—3, D—1.
Step5, Homework: recite the new words.
Do Practice 2.
Period 2
Step1, Warming up: listen to a song.
Revision: What does she do
Whose diary is it
Step2, Listen to the tape about “conversation” again.
And then check Practice 2.
Put Ss into groups of three and have them interview the two other members of the group.
When we finish checking, ask volunteers to report to the class.
Step3, Hold up the book and point to the picture of the man and boys. T: This is Tony’s uncle and cousin.
Point to the picture of the woman and the girl.
T: Who are they (Ss: They’re aunt and cousin.)
Let Ss read out the lyrics first.
T: Now let’s listen to the tape.
Play the tape and point to each word as it is sung. Then play again to practice singing together.
Write the words “aunt, uncle and cousin” on the board.
T: What other family words do you know
Ask individual Ss to answer. Be sure they include the words “mother, father, brother, sister, grandmother, grandfather and family”.
Write the words on the board.
Step4, Have Ss look at the word search board on the page.
Have Ss work in pairs if they’re having difficulty.
Check the answers with the whole class.
Step5, Homework.
Period 3
Step1, Warming up: sing the song “what do you want to do ”
Step2, Draw a family tree of Tony and Jenny.
T: (point to the first passage on the page.) Look. This is about Tony and Jenny’s aunt.
(Point to the second passage on the page.) Look. This is about Jenny and Tony’s uncle.
Give Ss time to read the passage silently.
Ask some Ss to read the sentences aloud.
T: Now, look at the questions. (S1) can you read question A.
S1: What’s Jenny’s aunt’s name
T: What’s the answer (Ss: Her name’s Sally.)
Continue with the rest of the questions. Walk around the classroom to check Ss’ writing.
Step3, Bring a cap and a cup.
T: Today we practice the sound /^/. It’s the sound in the word “cup”, look at my mouth and repeat after me.
Show your mouth and make sure the lips are relaxed and slightly parted.
Listen to the tape and have Ss point to each word as the tape says it.
After enough practice, point to the pictures randomly and have Ss says the words.
Step4, Have Ss look at sentences.
T: I will read sentences. When you hear the sound /^/
Read out the five sentences on the page and have Ss circle the words that have the sound /^/.
Step5, Homework.
教学后记：
Unit 2 Do you have any glue
Objectives and Requirements:
Target: Do you have any envelopes Yes, I do. Do you have any stamps No, I don’t.
Does Jenny have any stamps Yes, she does.
Sound and words: pet, cat, carrot, bat, rabbit, parrot -------[t]
Vocabulary: staples, scissors, stamps, envelopes, paper clips, paper, tape, glue
Bonus : stickers （图文标签）， postcards (明信片)
Materials: Realia of these words and Picture Cards 9—16, bag and box.
Period 1
Step1, Warming up: sing the song “what do you want to do ”
Revision: What does she do She’s doctor.
Step2, Take out a piece of paper and a scissors.
T: What’s this Ss: It’s paper. (Teach paper.)
Use the scissors to cut the paper. (Teach scissors.)
Write, “I have paper. I don’t have paper” on the board. (Repeat)
Put realia on the table in front of the class. Continue with the other words.
Listen to the tape and repeat. Point to each word in the books as it says.
Hold up each item and have Ss say the word. (Pair works)
Step3, Write “Do you have paper ” on the board. Explain that we use some for “yes” sentences and any for questions and no sentences.
Play the tape, pausing after each sentence for Ss to repeat.
Write, “ I have ___ glue” on the board.
Point to the first blank. Do we use some or any It’s a yes sentence. (Ss: Some.) And write some in the blank.
Repeat the procedure with I don’t have ____ paper.
Step4, Ask a volunteer to stand at the front of the room. Give him/her some paper clips to bold.
T: Does he have any staples Ss: No, he doesn’t. But he has some paper clips.
Listen to the tape with Practice 1. Put a checkmark in the box.
Step 5, have Ss look at song activity, ask some Ss read the lyrics aloud.
T: Let’s listen to the song.
Play the tape and point to each word as it is sung.
Play the tape again and have all Ss sing together.
Step 6, have Ss look at the pictures on the page part two.
Give Ss time to fill in the blank.
Walk around the classroom to help Ss if needed.
Check the new lyrics with the whole class. Ask volunteers to write the lyrics on the board.
T: Let’s sing the new song.
Play the tape and have Ss sing the new lyrics with the music.
Step6: Homework.
Period 2
Warming up: sing the song.
Step 1, review the words and sentences.
Step 2, Bring in glue, paper, paper clips, stapler, stamps, tape and a torn or broken box.
Show Ss the object and say the words.
T: This box is broken. I want to fix the box.
Pick up the tape and start fixing the box. Writing the word fixing on the board.
Step 3, Have Ss look at the page.
T: Let’s listen to the tape and read the story.
Play the tape, pausing after each sentences to have Ss repeat.
Put Ss into groups of three and give them the roles of Gogo, Tony and Jenny.
Have groups practice acting out the dialog.
Step 4, Give one student some stamps.
T: Do you have any stamps
S1: Yes, I do. I have some stamps.
S2: No, I don’t. I don’t have any stamps.
Look around your desk and answer truthfully.
Do the exercise of Practice 2. Give Ss a few minutes to answer.
Then put Ss in groups of four to interview each other to complete the chart.
Step 5, Ask some Ss to come to the front.
Give them some items to hold.
(Point to S1 at the front.) Does he have any paper
Have Ss answer accordingly.
After asking about other Ss at the front, ask some other Ss to come to the front and repeat the procedures.
Have Ss look at the page. Go over the characters’ names if necessary.
Ask individual Ss to answer the question based on the picture.
Give Ss time to write the answer on the page.
Ask individual Ss to read the questions and the answers for all Ss to check.
Step6, Homework.
Period 3
Step1, Warming up: greeting and review.
Dictation of words.
Step2, Write pet and cat on the board and underline the ending –t. T: Let’s practice this sound.
Make sure to show Ss that your tongue remains on the alveolar ridge.
Have Ss look at the pictures on the page.
T: Let’s listen to the tape.
Play the tape and have Ss point to the each word as the tape says it.
T: Let’s listen again and this time, repeat.
Have Ss repeat after the tape.
After enough practice, point to the pictures randomly and have Ss say the word.
Step3, have Ss look at the passages on the page.
T: Listen to the sentences. Circle the words that have the final t.
Read the passages slowly. Read the again if necessary.
Check if Ss circled the right words.
T: Now it’s time for you to practice the final t in the sentences.
Give some time for Ss to practice reading aloud to themselves.
When Ss are ready, ask some confident Ss to read the passage out loud.
Step4, composition: use the sentences--- I have some--. I don’t have---. To write a short composition.
Step5, Homework.
教学后记：
Unit 3 What do you need
Unit 3 What do you need
Objectives and Requirements :
Target : What do you have We have some sugar . Do we have any salt No , we don’t . We need some salt . Do we have any tofu No , we don’t . We need some tofu , too .
Sounds and words : toys , noise , boys , soy sauce , boiling , coins ------[ ]
Vocabulary: juice , rice , salt , sugar , meat , vegetables , tofu , fruit
Materials : Picture Cards 17-24 , Tape , PC and 投影机
Period 1
What do we need
Master four words about food ( rice , salt , meat , vegetables) and food ,need , cool .
Pay more attention to the pronunciation of “vegetables” . The sentence of “what do we need ” and the answer : we need……
1, Greeting :we can sing a song to begin our lesson .
2, Before we learn the new lesson , let’s learn some new words first .
Take out 4 pictures : rice , salt , meat , vegetables .
Suppose it is time for lunch , it is 12 o’clock . (T : do the action of hungry ) Ask :
Are you hungry (Ss: Yes , I am . )[ more practice]
We are hungry , so what do we need (teach this word) need 需要, read
after the teacher until they can master . And answer the question: we need
rice , meat and vegetables .
Take out these 3 cards , teach them one by one . Then ask :what do we need (
prompt the students---we need ____,___,___) Ask more students to practice
much time . Prompt when we cook , we need___. (take out the card of salt)
salt 盐. Read all the words carefully , try to remember more words , then
check how many words they can master .
3, 把words来分类:Meat, rice, vegetables -------food (let them master this word)
4, Listen to the tape carefully, and then answer my questions. First part: Conversation.
Use PC and 投影机 （If there enough time , do more practice.）
5, Homework: Recite the new words
Make a short dialogue and talk to your partner, (just like the conversation)
Period 2
review the words and learn new words
What do we need -----What do we have Do we have any--
What does she have What does she need What do they have What does he need
1,Greeting: listen to a song to relax and begin our lesson
2,Review the words that we have learned: rice, salt, meat, vegetables. Take out another 4 picture cards, and learn them one by one and remember them in a short time. Juice, Sugar, Tofu, Fruit.
3, Review “what do we need ” Let them close the books, and listen to the tape,(Conversation) then prompt “What do we have ” “Do we have any--- ” Ok, listen to the tape carefully and answer questions(Target) “What do we have ” “Do we have any--- ” Let them open books, Pair work(practice at least 4 groups)
4, Ask a boy or a girl “what do you need ” (I need-----) then ask the whole class to answer “What does she need ”(She/He needs -----)Write them down on the Bb, prompt “what does she have ” “what do they have ” Do Practice2 “ask and answer” finish it in a short time and Pair work (more groups if time allowed)
5, Chant activity. Let a student take the picture “rice” out, and ask “what does he have ” (Ss: he has some rice.) and what does he need “take out the picture [salt]”. Play the tape and point to each word as it is chanted. Divide Ss into two groups: one for the questions and the other for the responses.
Play the tape again and Ss practice chanting together.
Give Ss time to finish the exercise 2. and check it.
Let’s chant.
Period 3
review
Write toys and noise on the board and underline oy and oi. T: repeat after me. Toys [Ss: toys] Noise [Ss: noise]. (point to oy and oi) Let’s practice the sound. Look at my mouth and repeat.
Have Ss look at the pictures on the page. Play the tape and have them point to each word as the tape says it. And let them repeat.
T: put your heads down and close your eyes. Now I will read a chant and repeat the word with the sound we just learned.
T: my favorite toys are cars and planes. [Ss: toys]. Continue with the rest of the sentences.
Play the tape and have Ss chant together.
Put picture card of Gogo up on the board. Place picture card of meat above the head of Gogo and link the two picture cards with little thought bubbles as on page 19.
Ask “what does Gogo need ” [Ss: he needs some meat.] place one more picture card (sugar) next to the meat. “Does Gogo need any sugar ” [Ss: Yes, he does. He needs some sugar and meat.] “Does Gogo need any salt ” [Ss: No, he doesn’t. He needs some sugar and meat.] Have two Ss read out the Q and A exchange for Question1,2. Ask individual Ss to read aloud the remaining four questions on the page. Give them time to write the answers on the page. Walk around the classroom to check how Ss are doing. Find some Ss who are writing the correct answers, have them write answers on the board so that other Ss can check their work.
If time allowed, let them listen to the chant.
教学后记：
Unit 4 Review 1
Target: Is this your dictionary No, it’s not. It’s Tony’s dictionary. What does she do She’s a doctor. Do you have any envelopes Yes, I do. Do you have any stamps No, I don’t. Does Jenny have any stamps Yes, she does. What do we have We have some sugar. Do we have any salt No, we don’t. We need some salt. Do we have any tofu No, we don’t. We need some tofu, too.
Sounds and words: toy, pet, son---/^/, /t/
Vocabulary: farmer, factory worker, aunt, uncle, cousin, calendar, dictionary, diary, staples, scissors, stamps, envelopes, paper clips, paper, tape, glue, juice, rice, salt, sugar, meat, vegetables, tofu, fruit.
Step1, Greetings.
Warming up: sing the song “What do we need ”
Step2, Ask individual Ss to read the words on the page aloud for the class.
T: Now listen to the tape.
Play the tape for A, and then pause the tape.
T: I want to be a …(Gesture for Ss to answer.) (Ss: farmer.)
T: See the circle around the correct answer Now listen and circle the answers.
Continue with the rest of the questions.
Step3: Point to the pictures at random.
Ask a question that corresponds with the picture.
T: (Point to the teacher.) What does she do (Ss: She’s a teacher.)
T: (Point to the glue.) What do I have (Ss: You have some glue.)
Have Ss look at the pictures.
T: Let’s listen to the tape.
Play the tape for A, and then pause.
T: What does he do (Ss: He’s a factory worker.)
T: Put a checkmark in the box for the correct picture.
Repeat the procedures with the other five questions.
Step4: Put picture cards of cousin, father, uncle and aunt on the board, picture-side up.
Ask individual Ss to write the correct word underneath each picture, and then have the whole class say the word.
Have Ss look at the pictures and the paragraphs on the page. Read the paragraph in Part A slowly and clearly.
Ask individual Ss to read the questions out aloud and give them time to write the answers on the page. Do the same for Part B.
Walk around the classroom to check how Ss are doing. Find some Ss who are writing the correct answers.
Step5: Ask individual Ss to read the words out loud.
Then listen to the tape to finish it.
Step6: Homework.
To make a greeting card.
教学后记：
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Unit 5 It’s cold in winter.
Target: What’s the weather like in spring It’s rainy in spring. Is it rainy in fall No, it’s not. It’s windy. What’s the weather like today It’s sunny and hot.
Sounds and words:/ l / snail, smell, pencil, tail, bell, hole.
Vocabulary: spring, summer, fall, winter, sunny, rainy, windy, cloudy.
Material: magazine pictures of the four seasons. Pictures Cards 25-32,
Period1
what’s the weather like in spring Is it rainy in fall What’s the weather like today It’s sunny and hot.
Step1, Greeting: sing the song “what do we need ”
Step2, Ask a student: “Can you swim ” S: Yes. “OK, do you like swimming ” (S: yes.) “When can we swim ” (Ss: summer) Can you say this word in English “Summer” Repeat and spell.
“Do you know snow ” “When can we see it ” (Ss: winter) can you say this word in English “Winter” Repeat and spell.
Use the same way prompt “fall”, “spring”.
It’s hot in summer. (Right or wrong ) So we can say “it’s sunny in summer.” “Sunny”(repeat and spell) Ask: “what’s the weather like in summer ” (Ss: it’s hot and sunny) “Weather”(repeat and spell) explains this word carefully. Repeat this question and Pair work.
“What’s the weather like today ” (windy) how to say these words “Windy” and “cloudy”. “Windy”(repeat) “cloudy”(repeat)
Look at the sky (point to it outside the window), “what’s the weather like today ”(Ss: it’s windy and cloudy.)
Take out an umbrella, “when can we use it ” (rainy) “rainy”(repeat)
Give Ss three minutes to read the new words and go around.
Check some Ss.
Listen to the tape and point to each word.
Play the tape again and have Ss repeat each word.
Step3, T: Now let’s look at the dialogs on page 26.
Point to the pictures and model the Q and A exchanges.
Play the tape and pause after each sentence, allowing Ss time to repeat.
Put Ss in pairs to practice the Q and A exchanges.
Step4, Homework: recite the new words.
Period2:
it’s cold in winter. What’s the weather like in (seasons or places)
Step1, Warming up: sing a song.
Review the words.
Step2, Bring in pictures to show the four seasons.
Write: There are four seasons in a year.
(Show the pictures of four seasons). {Review}
Have Ss look at the page.
Step3, T: Let’s listen to the tape and read the story.
Have Ss follow the dialog by pointing to the sentences in their books.
T: Look at the first picture. What season is this (Ss: it’s spring).
Ask about other pictures
Play the tape and pausing after each sentence to have Ss repeat.
Put Ss in groups of three and give them the roles of Jenny, Tony, Gogo.
Have groups practice acting out the dialog. (Exchange the words)
Step4, Have Ss look at the symbols at the top of the page and review the words, then look at the pictures for A.
Write “It’s ___and ___.” on the board.
T: (point to the first picture.) can you make a sentence Ss: It’s windy and rainy. Continue with the other pictures.
Play the tape for A, and the others. T: what’s the weather like in summer (Ss: It’s hot and sunny.) find the picture for “hot and sunny”, put a checkmark in the box. (Repeat the procedure with the other three questions.)
Step5, after learning the sentence “what’s the weather like in -- ” point to the window, ask: what’s the weather like today Ss: It’s __ and __. T: Do you like (season) Ss: Yes, I do. (No, I don’t)
T: What’s your favorite season Ss: ____
Step6, Pair works: have Ss look at the questions on the page, and write down the answers.
Walk around the classroom and provide help if needed, and check the answers with the whole class.
Put Ss into pairs and have them ask and answer.
Step7, Put picture cards on the board. Under the first card, write It’s spring. Have them make sentences about each card.
Use a map of China to show the cities.
T: (S1’s name), read question1 to the class. (S1: What’s the weather like in Guangzhou ) T: the whole class answer it,(It’s hot and rainy.)
Period 3
Step 1, Warming up: chant together--- Hot! Hot! So hot!
Step 2, Write snail and smell on the board and underline l.
Repeat after me. Snail.
T: Let’s practice this sound.
Have Ss look at the pictures on the page.
T: Let’s listen to the tape.
Play the tape and have Ss point to each word as the tape says it.
T: Let’s listen again and this time, repeat.
Have Ss repeat after the tape.
After enough practice, point to the pictures randomly and have Ss say the words.
Step 3, T: Now, close your book. Can you spell snail
Ss:---
Have three Ss ask the whole class questions of the same structure.
If necessary, give Ss some help to make questions.
Prompt the class to spell the word.
Step4, have Ss look at the lyrics on the page.
T: Let’s listen to the tape and chant.
Play the tape and pause after each paragraph.
Have Ss repeat after the tape.
Continue with the other pictures on the page.
Step5, Homework.
教学后记：
Unit 6 When can we go ice-skating
Unit 6
When can we go ice-skating
Objectives and Requirements:
Target: When’s winter holiday It’s in January and February. Is January after February No, January is before February.
Sounds and words: / j /-----yell, year, yacht, yawn, yogurt, yesterday.
Vocabulary: January, February, March, April, May, June, before, after.
Materials: Picture Cards of seasons, a calendar, picture of ice-skates, a map of China.
Period 1
Step1, Warming up: sing a song.
Step2, Take out the pictures of seasons, ask: Do you remember seasons (Ss: Yes, spring, summer, fall, winter.) Show them to Ss.
T: How many months are there in a year
Ss: 12.
T: Do you know what are they
Ss:……
OK, look at the pictures: (put picture cards on the board.) January (repeat after me.)
Ss: January
Continue with the other words.
Put picture cards Before and After on the board, under March and April.
T: (Point to picture cards March and April.) March is before April. April is after March.
Teach the word before and after.
Step3, Listen to the tape with the words, pay attention to the pronunciation and spelling.
T: Listen and repeat, point to each picture as you say it.
Step4, Point to picture cards of January and February.
T: When’s winter holiday Ss: It’s in January and February. (pair work)
Have a pair of Ss hold up four cards of months. T: When’s spring term (Ss: It’s in …… )
Then T: Is May after June (Ss: No, May is before June.)
Practice the procedure with the other months.
Listen to the tape with target and pair work..
Step5, Listening practice.
Have Ss look at the four questions on the page. Ask individual Ss to read out the months in each picture. Continue with the rest of the pictures.
T: Let’s listen to the tape. Play the tape for A, and then pause.
Have Ss put a checkmark in the correct box. Repeat the procedures with the other three questions.
Step6, Homework.
Period 2
Step 1, Warming up: sing a song
Revision: the words and the sentences “When’s…”
Step 2, Put picture cards of spring, summer, fall and winter up on the board.
T: hold up a picture of ice-skating. I like ice-skating. Do you like it
Ss: Yes, I do.
T: When can I go ice-skating
Ask a student to point to the correct season picture on the board.
Pass on picture cards and have Ss hold them up.
T: When is winter Prompt Ss holding the cards of January and February to say: It’s in January and February.
Step 2, Have Ss look at the page.
T: Let’s listen to the tape and read the story.
Play the tape and have Ss look at the pictures and dialog in their books.
Listen again, pausing after each sentence to have Ss repeat.
Put Ss into small group and have them practice acting out the dialog.
Step 3, Ask a volunteer to copy his/her school timetable for Monday on the board.
T: Is (English) class before (Chinese) class
Ss: Yes, English class is before Chinese class.
No, English class is after Chinese class.
T: Is art class after math class
(Elicit and model responses if necessary.)
Continue asking a few more question to practice Yes and No answers.
Pair work. Ask and answer. Walk around the classroom to see how Ss are doing.
Ask some pairs to perform their Q and A exchanges for the class.
Step 4, Song activity.
Have Ss look at the pictures on the page.
T: Point to January, ask: Which month is this Ss: It’s January.
T: Is January after February Ss: No, January is before February.
Continue with the rest of the pictures.
OK, it’s time to sing! First let’s listen.
Play the tape and point to each word as it is sung.
Divide Ss into two groups, one group sings the first paragraph and the other sings the second paragraph. Then ask two groups to exchange their roles and sing again.
Step 5, Ask three Ss to come to the front of the class. Pass on to them picture cards of March, April and May. Have the three Ss hold up the cards, close their eyes and stand in random order. Ask other Ss to fill in the blanks and according to their answers: April is after____. April is before____. L
T: Now look at the pictures and fill in the blanks on the page.
Give Ss time to finish writing and check.
Have Ss read the sentences aloud. And play the music. Ss sing the original song with the recorded voices, then sing the new lyrics with the karaoke version.
Step 6, Homework.
Period 3
Step1, Warming up: sing the song “February is after January.”
Revision: the words and the sentences.
Step2, Play a game.
Divide Ss into six groups, one group is a place and a month. Ask two Ss to follow the teacher to make a review in one place and a month.. (January in Hong Kong, February in Guangzhou, March in Wuhan, April in Shanghai, May in Beijing, June in Harbin.)
T: OK, answer my questions. (point to one student)“Where does she go in February ”
Ss: She goes to Guangzhou in February.
T: Where does she go in May
Ss: She goes to Beijing in May.
T: Where does she go before Guangzhou
Ss: Mm… She goes to Hong Kong before Guangzhou.
Use the other place and month to practice.
Review the sentences use Before and After, and do the exercise on page 35.
Step3, Have six Ss come to the front to write one word each from the page at random on the board. Underline the letter y in each word.
T: Let’s practice this sound. Look at my mouth and repeat.
Play the tape and have Ss point to each word as the tape says it.
After enough practice, point to the pictures randomly and have Ss say the word.
Step4, Write “yell, yellow, yogurt, Yuck” on the board. Ask Ss to underline the sound /j/. explain to the Ss the meaning of funny smell. Play the tape and have Ss point to each word as the tape says it. Divide Ss into six groups to chant. Have each group perform the chanting in their creative way.
Choose a group with the best performance and explain why they win.
Step5, Homework: finish the exercise in your workbook.
教学后记：
Unit7, When’s your birthday
Objectives and Requirements:
Target: When’s your birthday My birthday’s October 20th. What’s the date today It’s October 20th. Today is my birthday!
Sounds and words: station, cone, train, queen, button, and bone---/n/.
Vocabulary: January, February, March, April, May, June, July, August, September, October, November, December, first, second, third, fourth, fifth.
Materials: large calendar, picture cards, ordinal numbers cards, paper, bag.
Period 1:
Step1, Warming up: chant together “The yellow yogurt”.
Revision: When’s winter holiday Before and after.
Step2, Take out a large calendar to show Ss. (Point to March)
T: Say it out. (Ss: March.)
Use the large calendar, to show Ss each month of the year of 1 to 6. T: When’s Teachers’ Day Ss: It’s in September. (They would say in Chinese.) (Teach September)
T: When’s summer holiday Ss: It’s in July and August. (Teach July and August.)
Use the same way to teach the other words. Underline each word about ber or mber.
T: Open your books. Listen to the tape and repeat. Play the tape and have Ss repeat each word.
After Ss have learned all the words, pick numbers between 1 to 12 at random and have Ss say the corresponding months.
Introduce the Bonus vocabulary: 1st, 2nd ……31st . Use the ordinal numbers cards.
Step3, Show the larger calendar to Ss. T: When’s summer holiday Ss: It’s in July and August.
T: When’s your birthday Ss: Mn… my birthday… T: My birthday’s November 6th. Ss: My birthday’s… (Pair works)
Step4, T: What’s the weather like today Ss: It’s windy.
T: What’s the date today May be many of them would answer: It’s Monday. (Here teach “date”) And ask it again, Ss: It’s November 8th. Point to the other date and ask. (Pair works)
Put Ss into pairs and have them practice the dialogs. Encourage Ss to use their own birthdays and today’s date.
Step5, T: (S1’s name), when’s your birthday S1: My birthday’s July 1st. Write July 1st on the board.
Ask another student’s birthday. Have Ss look at the chart on the page. T: When’s your birthday Write the date on the page. Have Ss write their birthdays on the page. T: Now ask three other students the same question and write the answers. Give Ss time to ask, answer and write. Then ask some Ss to share their findings with the class.
Step6, Homework: Recite the new words and make a dialog with the words.
Period 2:
Step1, Warming up: listen to a song. Revision: When’s _____. What’s the date today
Step2, Bring in a large calendar to show Ss. T: (Point to March 4th) Repeat. (Ss: March 4th)
Write March 4th on the board
T: (point to August 7th) Repeat. (Ss: August 7th)
Write August 7th on the board.
T: (point to October 20th) Repeat. (Ss: October 20th)
Write October 20th on the board.
T: When’s Gogo’s birthday Do you know Let’s find out.
Then have Ss look at the pictures on the page, and listen to the tape. Have Ss follow the dialog and point to the pictures in their books.
Put Ss into groups of four and give them the roles of Gogo, Grandma, Jenny and Tony. Have groups practice acting out the dialog.
Step3, Practice 1: Ask four Ss to read questions A—D aloud.
Ask another four Ss to write the questions on the board.
T: Let’s listen to the tape.
Play the tape for A, and then pause.
T: When’s his birthday (S1: His birthday’s December 12th)
T: Point to the picture. (Ss point to picture 3) Put a checkmark in the box.
Continue with the rest.
Step4, (Point to S1) When’s your birthday (S1: My birthday’s April 4th.) (Point to S2) When’s your birthday
Make sure to ask different Ss from the ones asked in the practice 2 sections.
Ask individual Ss to read the lyrics.
T: Let’s listen to the tape first. (Play the tape)
Play the tape again to have Ss practice the chant.
Divide the class into two groups. One chants the questions and the other chants the answers. Then switch.
Step5, Put Ss into groups of four.
T: Look at the page. Now ask other group members the questions.
Have Ss ask and write on the page.
Have each group practice chanting the new verses. Two Ss ask and answer.
Walk around the classroom to see how Ss are doing.
Ask some groups to chant their new verses to the class.
Step6, Homework: finish the exercise on page40.
Period 3
Step1, Warming up: sing the song “When’s your birthday ”
Revision: When’s your birthday
Step2, Hold up a large calendar to show Ss, ask Ss to use the ordinal numbers cards.
T: (point to the date) What’s the date today
Ss look at the calendar and their ordinal numbers cards and say the date. (It’s January 1st)
Continue with several more dates in different months of the year.
Have Ss look at the model Q and A at the top of the page.
Ask two Ss to model asking and answering. (S1: When’s Gogo’s birthday S2: His birthday’s January 10th.)
Put Ss into pairs and have them point, ask and answer about the other characters.
Walk around the classroom and help Ss if needed.
Step3, Write cone and train on the board. Underline ne and n.
T: Let’s practice this sound, look at my mouth and repeat.
/n/ (Ss: /n/)
Have Ss look at the pictures on the page. Make the sound /n/, pointing to the spelling patterns (n, ne) in the words.
Play the tape and have Ss point to each word as the tape says it. Then repeat after the tape.
After enough practice, point to the pictures in random order and have Ss say the words.
Step4, Ask Ss to look at the pictures on page42 “Read, say and circle.” Then ask volunteers to write the words on the board. Correct mistakes if Ss give wrong words or wrong spellings.
T: Let’s read these sentences.
T: There’s a chicken…(Pause where there is a picture) Point to the picture and prompt Ss to say the answer.
Confirm the answers and ask Ss to repeat the correct words with the sound /n/.
Continue with the remaining sentences.
Step5, Homework: read the words and master the pronunciation /n/.
教学后记：
Unit 8 Review
Target: What’s the weather like in spring It’s rainy in spring. Is it rainy in fall No, it’s not. It’s windy. What’s the weather like today It’s sunny and hot. When’s winter holiday It’s in January and February. Is January after February No, January is before February. When’s your birthday My birthday’s October 20th. What’s the date today It’s October 20th. Today is my birthday!
Sounds and words: yawn, plane, smell----/j/, /n/, /l/
Vocabulary: spring, summer, fall, winter, sunny, rainy, windy, cloudy, January, February, March, April, May, June, July, August, September, October, November, December.
Step1, Greetings.
Warming up: sing the son “February is after January.”
Step2, Ask individual Ss to read the words on the page aloud for the class. With a more class, ask Ss to guess the correct answers before listening.
T: Now listen to the tape.
Play the tape for A, and then pause.
T: In summer, it’s …(Gesture for Ss to answer.) (Ss: hot and sunny.)
T: Great! You guessed right! (For classes with guessing work done before listening.)
T: Now, circle the correct answers.
Continue with the rest of the questions.
Step3, Point to the pictures at random.
Ask a question that corresponds with the picture.
T: (Point to the calendar page of April 23rd.) What’s the date today (Ss: It’s April 23rd.)
T: (Point to the symbols of hot and rainy.) What’s the weather like today (Ss: It’s hot and rainy.)
Have Ss look at the pictures.
T: Let’s listen to the tape.
Play the tape for A, and then pause.
T: What’s the date today (Ss: It’s April 23rd.)
T: Put a checkmark in the box for the correct picture.
Repeat the procedures with other five questions.
Step4, Have Ss look at the picture and the paragraph on the page.
T: (Point to the picture.) What are they doing (Ss: They’re having a birthday party.)
Read the paragraph aloud slowly.
Ask Ss to read the paragraph again and the questions below. Give them time to write the answers on the page.
Walk around the classroom to check how Ss are doing.
Have six Ss write the answers on the board so that other Ss can check their work.
Step5, Ask individual Ss to read the words out aloud.
Listen to the tape and circle.
Step6, Homework.
To make a class calendar. Divide the class into 12 groups. Ss ask and answer to find out their birthdays and write them in the table. Then put all the groups’ charts together and make a class calendar.
教学后记：
nit 9 It was clean but it’s dirty now.
Target: Your bedroom was messy this morning. Is it tidy now Yes, it is. My books were on the floor this morning. They are on the desk now.
Sounds and words: mouse, cow, south, and mouth, house, loud. --- /
/
Vocabulary: warm, wet, clean, tidy, cool, dry, dirty, messy.
Materials: Picture cards, realia of a clean handkerchief/ cloth, a postcard with message, address and a stamp.
Period 1
Step1, Warming up: sing a song.
Greetings.
Revision: yesterday, what’s the weather like today
Step2, What’s the weather like today It’s windy. T: In summer, is it hot (Ss: Yes, it is. It’s hot.) T: So what about now What’s the weather like today (Ss: It’s warm.)(Teach warm) T: What about in fall (Prompt cool)
T: In spring, it’s often rainy. So we can say, it’s rainy. Look at the floor, it’s wet. (Teach wet) (In summer, prompt dry-----Pair work
Make the desk messy, T: look at the desk, there are so many things, it’s messy. (Teach “messy”.) After do out the things, we can say, “It’s tidy now.” (Teach tidy)
Take out a pair of new shoes, T: look! It’s a pair of new shoes. It’s clean. Two days later, it’s dirty.
Pair works to practice the words.
Step3, Listen to the song “what can we do ”
Have Ss look at the pictures on the page. (Point to the picture on the left) Is this bedroom tidy (Ss: No, it’s messy.) T: What can we do (Ss: We can make it tidy.)
T: (point to the picture on the right.) It was messy but now it’s tidy.
Play the tape and point to each word as it is sung. Play again to have Ss practice singing.
Step4, watch TV with conversation. Listen to the tape and read the story. (Play the tape and have Ss look at the pictures and dialog in their books.)
Put Ss into pairs to practice acting out the dialog.
Step5, Play a game.
Step6, Homework: recite the new words.
Period 2
Step1, Warming up: sing the song “what can we do ”
Revision: the words and the sentences.
Step2, Put picture cards in pairs on the board. Ask Ss to write the correct word underneath each picture.
T: What can you see in the picture
Ss: We can see shirt, socks, desk, books and so on.
T: (Point to the corresponding cards.) The desk was messy this morning. Is it tidy now
Ss: Yes, it is.………
Model more sentences and have Ss practice.
Ask individual Ss to read out the sentences. Play the tape, pausing after each sentence for Ss to repeat. Then invite a few pairs to read out their dialogs.
Step3, Ask four Ss to write the questions on the board. And ask another four to read the questions aloud.
Have Ss look at the pictures. (Point to each picture) T: listen to the tape and choose the right answers.
Step4, Listen to the song “what can we do ” again, then ask : what’s your bedroom like (It’s messy.) T: What was your bedroom like yesterday (It’s tidy.) Pair works with Practice 2.
T: Now form groups of four. Ask and answer. Then fill in the table.
Walk around the classroom to see how Ss are doing.
Ask some groups to perform their Q and A exchanges for the class.
Step5, Have Ss look at the pictures on page50.
Write, “They were ___before but they’re ___now ” on the board.
T: point to the picture on the right. Are the rivers clean (Ss: Yes, they are clean.)
T:(point to the left picture.) Were they clean before
Ss: No, they were dirty before but they’re clean now.
Ask a student to write Dirty and Clean in the blanks on the board.
T: Now, fill in the blanks on the page. (Give Ss time to finish writing.) Then check it. (Have Ss read the sentences aloud.)
Play the music. Ss sing the original song with the recorded voices, and then sing the new lyrics with the karaoke version.
Step6, Homework. Sing the song freely.
Period 3
Step1, Warming up: sing a song.
Revision: It was tidy but it’s messy now.
They were dirty before but they’re clean now.
Step2, Show to the class the realia of a postcard.
T: What’s this (Ss: It’s a postcard.) Model response if necessary.
Have Ss look at the page. Then ask a volunteer to read out the message on the postcard in the book. Have another student write the question “What was the weather like yesterday ” on the board.
T: read out the answer together. (Ss: Yesterday it was cool and dry.) Write the sentence underneath the question.
T: Now try to answer Question2—5 on the page.
Give Ss time to fill in the blanks. Walk around the classroom to provide help if needed.
Have individual Ss write the answers on the board so that the rest of the class can check their work.
Step3, Write, “mouse, cow, south, south, mouth, house, loud” at random on the board. Have Ss look at the board. Underline the letters ou or ow in the words.
Let Ss repeat, pay more attention to the pronunciation. Make sure Ss’ mouths are open with rounded lips, and then close their mouth-tightened lips. Have Ss look at the pictures on the page. And then play the tape and have Ss point to each word as the tape says it.
After enough practice, point to the pictures in random order and have Ss say the words.
Step4 Write “loud, sound, cow, brown, ground” on the board. Have Ss underline the sound in common of these words “ou, ow”.
Explain to the Ss the meaning of the phrase shakes the ground.
T: Let’s listen to the chant.
Play the tape and have Ss point to each word as the tape says it.
Play the tape again and have Ss practice chanting. Divide Ss into six groups and have each group chant in their own creative way. At last, choose a group with the best performance and explain why they win.
教学后记：
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Unit 10 I planted trees.
Unit 10 I planted trees.
Target: Did you study yesterday No, I didn’t. I did. What did you do yesterday, Ben I planted trees yesterday.
Sounds and words: helped, listened, painted, used, carried, acted
Vocabulary: planted, watched, washed, cooked, listened, helped, painted, called.
Materials: calendar, picture cards,
Period 1
一， Greetings: Good morning. Nice to meet you. Warming up: sing a song. T: take out two pictures. Ask: What day is it today What day was it yesterday
二， Revision: What’s he/she doing He’s/she’s watching TV/ cooking/ calling/ painting/ listening to music/ washing.
三， Presentation: Step1, （播放一个片段）Do you like the story Ss: Yes, I do. T: Did you watch TV yesterday Ss: Yes, I did. (No, I didn’t.) Did you … (four words) Pair works
Step2, play a music, T: Do you like the song Ss: Yes, I do. T: Did you … S1: Yes, I did. T: What about you What did you do yesterday Prompt: I watched TV yesterday. Use the picture cards to prompt: called, painted, helped, planted.
Step3, Play a game: Mouthing game And do the actions.
Step4, Listen and number: called, washed, painted, listened, helped, watched, planted, cooked.
Step5, Listen and chant. What did you do yesterday Divide into two groups to chant and then change the words.
Step6, Ask and answer to review: S1 does the action. T: What did he do S2: He….
T: Yes or No
S1: Yes, I ….
Mini-research: Did you … Yes,…. No,….
Step7, Homework:
Finish the mini-research after class.
Period 2
Step1, Warming up: chant together.
Review the words and the sentences:
Did you… What did you do yesterday
Step2, bring in a monthly calendar.
T: When is Tree Planting Day
Point to the date on the calendar to elicit responses from Ss.
Ss: It’s on March 12th.
T: What did you do on March 12th last year Did you plant a tree last year.
Gesture Ss to raise their hands if they planted a tree last year on March 12th.
T: Ten people planted trees last year.
Have Ss look at the page for a few minutes.
T: What are Gogo and Jenny talking about
Ss: They are talking about Tree Planting Day.
T: Let’s listen to the tape and read the story.
Play the tape, pausing after each sentence to have Ss repeat. Then put Ss into pairs to practice acting out the dialog.
Step3, Listen to the tape about Practice 1: allow Ss some time to look at the pictures.
Play the tape for A, and then pause. Have Ss point to the correct picture and put a checkmark in the box.
Repeat the procedures with the other three questions.
Step4, Listen and chant and then finish part 2: write down the missing words. At last, chant together.
Step5, Homework:
Finish Practice 2 and talk to your partners.
Period 3
Step1, Warming up.
Review: the sentences: What did you do yesterday Did you study yesterday
Step2, Do the exercise “Tree Planting Camp” together.
Have Ss look at the picture on the page.
T: Where were they Ss: They were at Tree Planting Camp.
Write “What did Tony and Jenny do at Tree Planting Camp ” on the board. Ask S1 to write the answer on the board.
Give Ss time to write the answer on the page. And then give Ss answer the other questions.
Check answers with the class.
Step3, Write helped, used, listened, carried, painted and acted on the board and underline ed.
T: Let’s practice these sounds. Look at my mouth and repeat.
Explain when each sound is used, depending on your students
Level.
Listen to the tape and have Ss point to each word as the tape says it. After enough practice, point to pictures randomly and have Ss say the words.
Step4, Write “Yesterday, I listen__ to music.” on the board.
T: Look at the sentence. What’s missing Ask one student to write ed in the blank.
T: Now, let’s read the sentence together.
Then look at Jenny’s diary. Give Ss time to fill in the blanks.
While Ss are writing, encourage them to read the sentences out loud to themselves.
Ask individual Ss to read the sentences aloud. Make sure that Ss use the correct sounds.
Step5, Homework: finish the exercise on your workbook.
教学后记：
Unit 11 What did you do, Gogo
Target: What did you do yesterday I played basketball. What did you do the day before yesterday I played basketball, of course.
Sounds and words: toad, goat, row, road, boat, slow.
Vocabulary: used, studied, played, visited, practiced, talked, jumped, cleaned.
Additional: last night, the day before yesterday, last Sunday, last week, last year.
Materials: picture of a parade, picture cards,
Period 1
Step1, Warming up: sing a song.
Revision: Did you study last night What did you do yesterday
Step2, Have Ss look at the pictures.
T: (Point to the boy watching TV) What’s he doing
Ss: He’s watching TV.
Write watching---watch---____ on the board.
T: (Point to the picture again.) This is yesterday. What did he do yesterday (Ss: He watched TV.)
Ask a volunteer to write watched in the blank.
Do the same with the other pictures.
Step3, Put picture cards on the board.
T: (Point to used) I used a computer last night. Did you use a computer last night
Ss: No, I didn’t.
T: What did you do last night
Ss: I studied last night.
Point to another picture card and repeat the procedure.
Play the tape a few times, pausing after each sentence for Ss to repeat. And then pair works.
Step4, It’s time to chant. Play the tape and point to each word as it is chanted.
Divide the Ss into two groups, play the tape again to hace Ss practice chanting. Have one group chant the questions and the other group chants the answers.
Have Ss read out the lyrics and fill in the blanks. Then have Ss practice chanting with the new lyrics. Play the music. Ss chant the original lyrics and then add the new lyrics.
Step5, Homework: finish the exercise on page 63.
Period 2
Step1, Warming up: chant together.
Revision: What did you do last night Did you watch TV Yes, I did. (No, I didn’t.)
Step2, Bring in a photo of a parade from a local festival, Christmas and New Year.
T: (Hold up a picture.) This is a picture of a parade. What can you see in the picture
Elicit responses from Ss.
Have Ss look at the page. Play the tape and have Ss look at the pictures and dialog in their books.
T: Let’s listen again and repeat.
Play the tape, pausing after each sentence to have Ss repeat.
Put Ss into small groups and have them practice acting out the dialog.
Step3, Have Ss look at the pictures on page 61 Practice 1.
Write “What did he do last Thursday He_____.”
T: Let’s listen to the tape.
Play the tape for A, then pause.
T: What did he do last Thursday Ss: He jumped.
Have Ss point to the correct picture and put a checkmark in the box. Repeat the procedures with the other three questions.
Step4, Mini-research: Let Ss go around the class to ask questions to their partners. Then finish the table on page 61.
Step5, Homework: finish the table.
Period 3
Step1, Warming up: sing a song.
Revision: What did he do last Sunday What did they do yesterday
Step2, Write the alphabet letter O on the board.
T: What’s this letter (Ss:O)
T: Yes. Today’s sound is the same sound as the letter O. Let’s practice the sound. O
Encourage Ss to use a mirror to make sure their lips are rounded, closing like a camera shutter.
Have Ss look at the pictures on the page.
Play the tape and have them point to each word as the tape says it.
Then listen again and this time let Ss repeat.
Point to the pictures in random order and have Ss say the words.
Step3, Have Ss look at the pictures around the lyrics. Point to the pictures and ask Ss questions.
T: Is this a goat or a toad
T: Where is the toad (It’s on the road.)
T: Let’s listen to the chant.
Play the tape and have Ss chant along.
Step4, Check the answer on page 63.
Review the sentences “What did he do yesterday ” at the same time.
Step5, Have Ss look at their books to review Unit 11.
教学后记：
Unit 12 Review 3
Target: Your bedroom was messy this morning. Is it tidy now Yes, it is. My books were on the floor this morning. They are on the desk now. Did you study yesterday No, I didn’t. I did. What did you do yesterday, Ben I played basketball. What did you do the day before yesterday.
Sounds and words:
Vocabulary: warm, wet, clean, tidy, cool, dirty, panted, called---.
Step1, Hold up your book and point to one of the three phrases on the right for A.
Ask two more Ss to read the other sentences aloud for the class.
Repeat the procedures with several more questions. T: Let’s listen to the tape.
Play the tape for A, and then pause the tape. T: Circle the correct answer.
Continue with the rest of the questions.
Step2, Go over Picture Cards on the page orally.
Point to the pictures at random and have Ss describe it by picking the correct card and say a sentence or a phrase. (He watched TV.)
T: Now I’ll play the tape. Listen to the conversation.
Play the tape for A and pause.
T: Which is the correct picture Put a checkmark in the correct box. Continue with the rest.
Play the tape again and check the answers with the whole class.
Step3, have Ss look at the pictures and ask some questions about them.
T: Let’s read the passage.
Give Ss time to read the passages silently.
Have individual Ss read the passages aloud sentence by sentence for the class.
Give Ss time to finish writing the answer. Continue with the rest and Question B.
Step4, Ask individual Ss to read the words out loud.
Point to the word mouse and repeat. Have Ss say the words so that the class can check the answers.
Repeat the procedures with B and C. Step 5, Homework.
教学后记：
PAGE
30
Objectives and Requirements:
Review: Is this your dictionary No, it’s not. It’s Tony’s dictionary. What does she do She’s a doctor.
Key Words: farmer, factory worker, aunt, uncle, cousin, calendar, dictionary, diary
Sounds and words : sun , cut , fun , mother , son , month ---------[ ∧ ]
Materials: Picture Cards of Gogo , Tony , Jenny , Picture Cards 1-8 and realia of the words.
Period 1
Step1, Warming up: listen to a song.
Step2, Put Picture Cards of Gogo, Tony , Jenny on the board . Point to Gogo, ask: What’s his name [Ss: His name’s Gogo.] Can he fly [Ss: Yes, he can.] Then ask questions about Tony and Jenny’s names , relationships , …… What’s his name Is she Tony’s sister Who’s she
Point to Gogo in the first picture. T: Gogo is flying in a hang glider. Let’s look at the pictures and listen to the tape. (Play the tape and point to each picture for Ss to follow.) And ask some questions: Gogo, where are you going What are they doing Then play the tape again, pausing after each sentence to let Ss repeat.
Put Ss into groups of three and have them practice acting out the dialog.
Ask volunteers to perform in front of the class.
Step3, Ask the students: what do you want to be a teacher or a doctor (Ss :a teacher) Say out the whole sentence : I want to be a teacher. Then ask: Do you want to be a farmer Take out the picture of farmer. (Point to farmer) Farmer. Repeat. (Ss: Farmer) And do you want to be a factory worker (Continue with this word)
Explain the words aunt, uncle and cousin, (My mother’s / father’s sister is my aunt.) Draw a family tree to help explain these new words.
Take out the realia of calendar, dictionary and diary. Teach these three words.
T: Listen to the tape and repeat. Point to each words as you say it. Play the tape and have Ss repeat. (Introduce the bonus vocabulary)
Step4, Take out student1’s book, ask student2: Is this your book S2: No, it’s not. It’s (S1’s name)’s book. The second time use “dictionary, diary, calendar”. (Practice more)
Put picture care 1,2 on the board. T (show Ss one of the cards.) What does he/she do (Ss: He’s a farmer.) Continue with the other cards. (Practice more)
Ask four Ss to write the questions A—D on the board.
Listen to the tape and answer the questions. Have Ss look at the pictures for A. Write---- He’s a _______. Underneath question A on the board. T: (point to each picture.) What does he do (Ss: He’s a _teacher_)
Play the tape for A, and then pause. T: What does he do Ss: He’s a factory worker. T: put a checkmark in the box for picture 2.
Repeat the procedures with the other three questions. Answer key: A—2, B—3, C—3, D—1.
Step5, Homework: recite the new words.
Do Practice 2.
Period 2
Step1, Warming up: listen to a song.
Revision: What does she do
Whose diary is it
Step2, Listen to the tape about “conversation” again.
And then check Practice 2.
Put Ss into groups of three and have them interview the two other members of the group.
When we finish checking, ask volunteers to report to the class.
Step3, Hold up the book and point to the picture of the man and boys. T: This is Tony’s uncle and cousin.
Point to the picture of the woman and the girl.
T: Who are they (Ss: They’re aunt and cousin.)
Let Ss read out the lyrics first.
T: Now let’s listen to the tape.
Play the tape and point to each word as it is sung. Then play again to practice singing together.
Write the words “aunt, uncle and cousin” on the board.
T: What other family words do you know
Ask individual Ss to answer. Be sure they include the words “mother, father, brother, sister, grandmother, grandfather and family”.
Write the words on the board.
Step4, Have Ss look at the word search board on the page.
Have Ss work in pairs if they’re having difficulty.
Check the answers with the whole class.
Step5, Homework.
Period 3
Step1, Warming up: sing the song “what do you want to do ”
Step2, Draw a family tree of Tony and Jenny.
T: (point to the first passage on the page.) Look. This is about Tony and Jenny’s aunt.
(Point to the second passage on the page.) Look. This is about Jenny and Tony’s uncle.
Give Ss time to read the passage silently.
Ask some Ss to read the sentences aloud.
T: Now, look at the questions. (S1) can you read question A.
S1: What’s Jenny’s aunt’s name
T: What’s the answer (Ss: Her name’s Sally.)
Continue with the rest of the questions. Walk around the classroom to check Ss’ writing.
Step3, Bring a cap and a cup.
T: Today we practice the sound /^/. It’s the sound in the word “cup”, look at my mouth and repeat after me.
Show your mouth and make sure the lips are relaxed and slightly parted.
Listen to the tape and have Ss point to each word as the tape says it.
After enough practice, point to the pictures randomly and have Ss says the words.
Step4, Have Ss look at sentences.
T: I will read sentences. When you hear the sound /^/
Read out the five sentences on the page and have Ss circle the words that have the sound /^/.
Step5, Homework.
教学后记：
Unit 2 Do you have any glue
Objectives and Requirements:
Target: Do you have any envelopes Yes, I do. Do you have any stamps No, I don’t.
Does Jenny have any stamps Yes, she does.
Sound and words: pet, cat, carrot, bat, rabbit, parrot -------[t]
Vocabulary: staples, scissors, stamps, envelopes, paper clips, paper, tape, glue
Bonus : stickers （图文标签）， postcards (明信片)
Materials: Realia of these words and Picture Cards 9—16, bag and box.
Period 1
Step1, Warming up: sing the song “what do you want to do ”
Revision: What does she do She’s doctor.
Step2, Take out a piece of paper and a scissors.
T: What’s this Ss: It’s paper. (Teach paper.)
Use the scissors to cut the paper. (Teach scissors.)
Write, “I have paper. I don’t have paper” on the board. (Repeat)
Put realia on the table in front of the class. Continue with the other words.
Listen to the tape and repeat. Point to each word in the books as it says.
Hold up each item and have Ss say the word. (Pair works)
Step3, Write “Do you have paper ” on the board. Explain that we use some for “yes” sentences and any for questions and no sentences.
Play the tape, pausing after each sentence for Ss to repeat.
Write, “ I have ___ glue” on the board.
Point to the first blank. Do we use some or any It’s a yes sentence. (Ss: Some.) And write some in the blank.
Repeat the procedure with I don’t have ____ paper.
Step4, Ask a volunteer to stand at the front of the room. Give him/her some paper clips to bold.
T: Does he have any staples Ss: No, he doesn’t. But he has some paper clips.
Listen to the tape with Practice 1. Put a checkmark in the box.
Step 5, have Ss look at song activity, ask some Ss read the lyrics aloud.
T: Let’s listen to the song.
Play the tape and point to each word as it is sung.
Play the tape again and have all Ss sing together.
Step 6, have Ss look at the pictures on the page part two.
Give Ss time to fill in the blank.
Walk around the classroom to help Ss if needed.
Check the new lyrics with the whole class. Ask volunteers to write the lyrics on the board.
T: Let’s sing the new song.
Play the tape and have Ss sing the new lyrics with the music.
Step6: Homework.
Period 2
Warming up: sing the song.
Step 1, review the words and sentences.
Step 2, Bring in glue, paper, paper clips, stapler, stamps, tape and a torn or broken box.
Show Ss the object and say the words.
T: This box is broken. I want to fix the box.
Pick up the tape and start fixing the box. Writing the word fixing on the board.
Step 3, Have Ss look at the page.
T: Let’s listen to the tape and read the story.
Play the tape, pausing after each sentences to have Ss repeat.
Put Ss into groups of three and give them the roles of Gogo, Tony and Jenny.
Have groups practice acting out the dialog.
Step 4, Give one student some stamps.
T: Do you have any stamps
S1: Yes, I do. I have some stamps.
S2: No, I don’t. I don’t have any stamps.
Look around your desk and answer truthfully.
Do the exercise of Practice 2. Give Ss a few minutes to answer.
Then put Ss in groups of four to interview each other to complete the chart.
Step 5, Ask some Ss to come to the front.
Give them some items to hold.
(Point to S1 at the front.) Does he have any paper
Have Ss answer accordingly.
After asking about other Ss at the front, ask some other Ss to come to the front and repeat the procedures.
Have Ss look at the page. Go over the characters’ names if necessary.
Ask individual Ss to answer the question based on the picture.
Give Ss time to write the answer on the page.
Ask individual Ss to read the questions and the answers for all Ss to check.
Step6, Homework.
Period 3
Step1, Warming up: greeting and review.
Dictation of words.
Step2, Write pet and cat on the board and underline the ending –t. T: Let’s practice this sound.
Make sure to show Ss that your tongue remains on the alveolar ridge.
Have Ss look at the pictures on the page.
T: Let’s listen to the tape.
Play the tape and have Ss point to the each word as the tape says it.
T: Let’s listen again and this time, repeat.
Have Ss repeat after the tape.
After enough practice, point to the pictures randomly and have Ss say the word.
Step3, have Ss look at the passages on the page.
T: Listen to the sentences. Circle the words that have the final t.
Read the passages slowly. Read the again if necessary.
Check if Ss circled the right words.
T: Now it’s time for you to practice the final t in the sentences.
Give some time for Ss to practice reading aloud to themselves.
When Ss are ready, ask some confident Ss to read the passage out loud.
Step4, composition: use the sentences--- I have some--. I don’t have---. To write a short composition.
Step5, Homework.
教学后记：
Unit 3 What do you need
Unit 3 What do you need
Objectives and Requirements :
Target : What do you have We have some sugar . Do we have any salt No , we don’t . We need some salt . Do we have any tofu No , we don’t . We need some tofu , too .
Sounds and words : toys , noise , boys , soy sauce , boiling , coins ------[ ]
Vocabulary: juice , rice , salt , sugar , meat , vegetables , tofu , fruit
Materials : Picture Cards 17-24 , Tape , PC and 投影机
Period 1
What do we need
Master four words about food ( rice , salt , meat , vegetables) and food ,need , cool .
Pay more attention to the pronunciation of “vegetables” . The sentence of “what do we need ” and the answer : we need……
1, Greeting :we can sing a song to begin our lesson .
2, Before we learn the new lesson , let’s learn some new words first .
Take out 4 pictures : rice , salt , meat , vegetables .
Suppose it is time for lunch , it is 12 o’clock . (T : do the action of hungry ) Ask :
Are you hungry (Ss: Yes , I am . )[ more practice]
We are hungry , so what do we need (teach this word) need 需要, read
after the teacher until they can master . And answer the question: we need
rice , meat and vegetables .
Take out these 3 cards , teach them one by one . Then ask :what do we need (
prompt the students---we need ____,___,___) Ask more students to practice
much time . Prompt when we cook , we need___. (take out the card of salt)
salt 盐. Read all the words carefully , try to remember more words , then
check how many words they can master .
3, 把words来分类:Meat, rice, vegetables -------food (let them master this word)
4, Listen to the tape carefully, and then answer my questions. First part: Conversation.
Use PC and 投影机 （If there enough time , do more practice.）
5, Homework: Recite the new words
Make a short dialogue and talk to your partner, (just like the conversation)
Period 2
review the words and learn new words
What do we need -----What do we have Do we have any--
What does she have What does she need What do they have What does he need
1,Greeting: listen to a song to relax and begin our lesson
2,Review the words that we have learned: rice, salt, meat, vegetables. Take out another 4 picture cards, and learn them one by one and remember them in a short time. Juice, Sugar, Tofu, Fruit.
3, Review “what do we need ” Let them close the books, and listen to the tape,(Conversation) then prompt “What do we have ” “Do we have any--- ” Ok, listen to the tape carefully and answer questions(Target) “What do we have ” “Do we have any--- ” Let them open books, Pair work(practice at least 4 groups)
4, Ask a boy or a girl “what do you need ” (I need-----) then ask the whole class to answer “What does she need ”(She/He needs -----)Write them down on the Bb, prompt “what does she have ” “what do they have ” Do Practice2 “ask and answer” finish it in a short time and Pair work (more groups if time allowed)
5, Chant activity. Let a student take the picture “rice” out, and ask “what does he have ” (Ss: he has some rice.) and what does he need “take out the picture [salt]”. Play the tape and point to each word as it is chanted. Divide Ss into two groups: one for the questions and the other for the responses.
Play the tape again and Ss practice chanting together.
Give Ss time to finish the exercise 2. and check it.
Let’s chant.
Period 3
review
Write toys and noise on the board and underline oy and oi. T: repeat after me. Toys [Ss: toys] Noise [Ss: noise]. (point to oy and oi) Let’s practice the sound. Look at my mouth and repeat.
Have Ss look at the pictures on the page. Play the tape and have them point to each word as the tape says it. And let them repeat.
T: put your heads down and close your eyes. Now I will read a chant and repeat the word with the sound we just learned.
T: my favorite toys are cars and planes. [Ss: toys]. Continue with the rest of the sentences.
Play the tape and have Ss chant together.
Put picture card of Gogo up on the board. Place picture card of meat above the head of Gogo and link the two picture cards with little thought bubbles as on page 19.
Ask “what does Gogo need ” [Ss: he needs some meat.] place one more picture card (sugar) next to the meat. “Does Gogo need any sugar ” [Ss: Yes, he does. He needs some sugar and meat.] “Does Gogo need any salt ” [Ss: No, he doesn’t. He needs some sugar and meat.] Have two Ss read out the Q and A exchange for Question1,2. Ask individual Ss to read aloud the remaining four questions on the page. Give them time to write the answers on the page. Walk around the classroom to check how Ss are doing. Find some Ss who are writing the correct answers, have them write answers on the board so that other Ss can check their work.
If time allowed, let them listen to the chant.
教学后记：
Unit 4 Review 1
Target: Is this your dictionary No, it’s not. It’s Tony’s dictionary. What does she do She’s a doctor. Do you have any envelopes Yes, I do. Do you have any stamps No, I don’t. Does Jenny have any stamps Yes, she does. What do we have We have some sugar. Do we have any salt No, we don’t. We need some salt. Do we have any tofu No, we don’t. We need some tofu, too.
Sounds and words: toy, pet, son---/^/, /t/
Vocabulary: farmer, factory worker, aunt, uncle, cousin, calendar, dictionary, diary, staples, scissors, stamps, envelopes, paper clips, paper, tape, glue, juice, rice, salt, sugar, meat, vegetables, tofu, fruit.
Step1, Greetings.
Warming up: sing the song “What do we need ”
Step2, Ask individual Ss to read the words on the page aloud for the class.
T: Now listen to the tape.
Play the tape for A, and then pause the tape.
T: I want to be a …(Gesture for Ss to answer.) (Ss: farmer.)
T: See the circle around the correct answer Now listen and circle the answers.
Continue with the rest of the questions.
Step3: Point to the pictures at random.
Ask a question that corresponds with the picture.
T: (Point to the teacher.) What does she do (Ss: She’s a teacher.)
T: (Point to the glue.) What do I have (Ss: You have some glue.)
Have Ss look at the pictures.
T: Let’s listen to the tape.
Play the tape for A, and then pause.
T: What does he do (Ss: He’s a factory worker.)
T: Put a checkmark in the box for the correct picture.
Repeat the procedures with the other five questions.
Step4: Put picture cards of cousin, father, uncle and aunt on the board, picture-side up.
Ask individual Ss to write the correct word underneath each picture, and then have the whole class say the word.
Have Ss look at the pictures and the paragraphs on the page. Read the paragraph in Part A slowly and clearly.
Ask individual Ss to read the questions out aloud and give them time to write the answers on the page. Do the same for Part B.
Walk around the classroom to check how Ss are doing. Find some Ss who are writing the correct answers.
Step5: Ask individual Ss to read the words out loud.
Then listen to the tape to finish it.
Step6: Homework.
To make a greeting card.
教学后记：
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Unit 5 It’s cold in winter.
Target: What’s the weather like in spring It’s rainy in spring. Is it rainy in fall No, it’s not. It’s windy. What’s the weather like today It’s sunny and hot.
Sounds and words:/ l / snail, smell, pencil, tail, bell, hole.
Vocabulary: spring, summer, fall, winter, sunny, rainy, windy, cloudy.
Material: magazine pictures of the four seasons. Pictures Cards 25-32,
Period1
what’s the weather like in spring Is it rainy in fall What’s the weather like today It’s sunny and hot.
Step1, Greeting: sing the song “what do we need ”
Step2, Ask a student: “Can you swim ” S: Yes. “OK, do you like swimming ” (S: yes.) “When can we swim ” (Ss: summer) Can you say this word in English “Summer” Repeat and spell.
“Do you know snow ” “When can we see it ” (Ss: winter) can you say this word in English “Winter” Repeat and spell.
Use the same way prompt “fall”, “spring”.
It’s hot in summer. (Right or wrong ) So we can say “it’s sunny in summer.” “Sunny”(repeat and spell) Ask: “what’s the weather like in summer ” (Ss: it’s hot and sunny) “Weather”(repeat and spell) explains this word carefully. Repeat this question and Pair work.
“What’s the weather like today ” (windy) how to say these words “Windy” and “cloudy”. “Windy”(repeat) “cloudy”(repeat)
Look at the sky (point to it outside the window), “what’s the weather like today ”(Ss: it’s windy and cloudy.)
Take out an umbrella, “when can we use it ” (rainy) “rainy”(repeat)
Give Ss three minutes to read the new words and go around.
Check some Ss.
Listen to the tape and point to each word.
Play the tape again and have Ss repeat each word.
Step3, T: Now let’s look at the dialogs on page 26.
Point to the pictures and model the Q and A exchanges.
Play the tape and pause after each sentence, allowing Ss time to repeat.
Put Ss in pairs to practice the Q and A exchanges.
Step4, Homework: recite the new words.
Period2:
it’s cold in winter. What’s the weather like in (seasons or places)
Step1, Warming up: sing a song.
Review the words.
Step2, Bring in pictures to show the four seasons.
Write: There are four seasons in a year.
(Show the pictures of four seasons). {Review}
Have Ss look at the page.
Step3, T: Let’s listen to the tape and read the story.
Have Ss follow the dialog by pointing to the sentences in their books.
T: Look at the first picture. What season is this (Ss: it’s spring).
Ask about other pictures
Play the tape and pausing after each sentence to have Ss repeat.
Put Ss in groups of three and give them the roles of Jenny, Tony, Gogo.
Have groups practice acting out the dialog. (Exchange the words)
Step4, Have Ss look at the symbols at the top of the page and review the words, then look at the pictures for A.
Write “It’s ___and ___.” on the board.
T: (point to the first picture.) can you make a sentence Ss: It’s windy and rainy. Continue with the other pictures.
Play the tape for A, and the others. T: what’s the weather like in summer (Ss: It’s hot and sunny.) find the picture for “hot and sunny”, put a checkmark in the box. (Repeat the procedure with the other three questions.)
Step5, after learning the sentence “what’s the weather like in -- ” point to the window, ask: what’s the weather like today Ss: It’s __ and __. T: Do you like (season) Ss: Yes, I do. (No, I don’t)
T: What’s your favorite season Ss: ____
Step6, Pair works: have Ss look at the questions on the page, and write down the answers.
Walk around the classroom and provide help if needed, and check the answers with the whole class.
Put Ss into pairs and have them ask and answer.
Step7, Put picture cards on the board. Under the first card, write It’s spring. Have them make sentences about each card.
Use a map of China to show the cities.
T: (S1’s name), read question1 to the class. (S1: What’s the weather like in Guangzhou ) T: the whole class answer it,(It’s hot and rainy.)
Period 3
Step 1, Warming up: chant together--- Hot! Hot! So hot!
Step 2, Write snail and smell on the board and underline l.
Repeat after me. Snail.
T: Let’s practice this sound.
Have Ss look at the pictures on the page.
T: Let’s listen to the tape.
Play the tape and have Ss point to each word as the tape says it.
T: Let’s listen again and this time, repeat.
Have Ss repeat after the tape.
After enough practice, point to the pictures randomly and have Ss say the words.
Step 3, T: Now, close your book. Can you spell snail
Ss:---
Have three Ss ask the whole class questions of the same structure.
If necessary, give Ss some help to make questions.
Prompt the class to spell the word.
Step4, have Ss look at the lyrics on the page.
T: Let’s listen to the tape and chant.
Play the tape and pause after each paragraph.
Have Ss repeat after the tape.
Continue with the other pictures on the page.
Step5, Homework.
教学后记：
Unit 6 When can we go ice-skating
Unit 6
When can we go ice-skating
Objectives and Requirements:
Target: When’s winter holiday It’s in January and February. Is January after February No, January is before February.
Sounds and words: / j /-----yell, year, yacht, yawn, yogurt, yesterday.
Vocabulary: January, February, March, April, May, June, before, after.
Materials: Picture Cards of seasons, a calendar, picture of ice-skates, a map of China.
Period 1
Step1, Warming up: sing a song.
Step2, Take out the pictures of seasons, ask: Do you remember seasons (Ss: Yes, spring, summer, fall, winter.) Show them to Ss.
T: How many months are there in a year
Ss: 12.
T: Do you know what are they
Ss:……
OK, look at the pictures: (put picture cards on the board.) January (repeat after me.)
Ss: January
Continue with the other words.
Put picture cards Before and After on the board, under March and April.
T: (Point to picture cards March and April.) March is before April. April is after March.
Teach the word before and after.
Step3, Listen to the tape with the words, pay attention to the pronunciation and spelling.
T: Listen and repeat, point to each picture as you say it.
Step4, Point to picture cards of January and February.
T: When’s winter holiday Ss: It’s in January and February. (pair work)
Have a pair of Ss hold up four cards of months. T: When’s spring term (Ss: It’s in …… )
Then T: Is May after June (Ss: No, May is before June.)
Practice the procedure with the other months.
Listen to the tape with target and pair work..
Step5, Listening practice.
Have Ss look at the four questions on the page. Ask individual Ss to read out the months in each picture. Continue with the rest of the pictures.
T: Let’s listen to the tape. Play the tape for A, and then pause.
Have Ss put a checkmark in the correct box. Repeat the procedures with the other three questions.
Step6, Homework.
Period 2
Step 1, Warming up: sing a song
Revision: the words and the sentences “When’s…”
Step 2, Put picture cards of spring, summer, fall and winter up on the board.
T: hold up a picture of ice-skating. I like ice-skating. Do you like it
Ss: Yes, I do.
T: When can I go ice-skating
Ask a student to point to the correct season picture on the board.
Pass on picture cards and have Ss hold them up.
T: When is winter Prompt Ss holding the cards of January and February to say: It’s in January and February.
Step 2, Have Ss look at the page.
T: Let’s listen to the tape and read the story.
Play the tape and have Ss look at the pictures and dialog in their books.
Listen again, pausing after each sentence to have Ss repeat.
Put Ss into small group and have them practice acting out the dialog.
Step 3, Ask a volunteer to copy his/her school timetable for Monday on the board.
T: Is (English) class before (Chinese) class
Ss: Yes, English class is before Chinese class.
No, English class is after Chinese class.
T: Is art class after math class
(Elicit and model responses if necessary.)
Continue asking a few more question to practice Yes and No answers.
Pair work. Ask and answer. Walk around the classroom to see how Ss are doing.
Ask some pairs to perform their Q and A exchanges for the class.
Step 4, Song activity.
Have Ss look at the pictures on the page.
T: Point to January, ask: Which month is this Ss: It’s January.
T: Is January after February Ss: No, January is before February.
Continue with the rest of the pictures.
OK, it’s time to sing! First let’s listen.
Play the tape and point to each word as it is sung.
Divide Ss into two groups, one group sings the first paragraph and the other sings the second paragraph. Then ask two groups to exchange their roles and sing again.
Step 5, Ask three Ss to come to the front of the class. Pass on to them picture cards of March, April and May. Have the three Ss hold up the cards, close their eyes and stand in random order. Ask other Ss to fill in the blanks and according to their answers: April is after____. April is before____. L
T: Now look at the pictures and fill in the blanks on the page.
Give Ss time to finish writing and check.
Have Ss read the sentences aloud. And play the music. Ss sing the original song with the recorded voices, then sing the new lyrics with the karaoke version.
Step 6, Homework.
Period 3
Step1, Warming up: sing the song “February is after January.”
Revision: the words and the sentences.
Step2, Play a game.
Divide Ss into six groups, one group is a place and a month. Ask two Ss to follow the teacher to make a review in one place and a month.. (January in Hong Kong, February in Guangzhou, March in Wuhan, April in Shanghai, May in Beijing, June in Harbin.)
T: OK, answer my questions. (point to one student)“Where does she go in February ”
Ss: She goes to Guangzhou in February.
T: Where does she go in May
Ss: She goes to Beijing in May.
T: Where does she go before Guangzhou
Ss: Mm… She goes to Hong Kong before Guangzhou.
Use the other place and month to practice.
Review the sentences use Before and After, and do the exercise on page 35.
Step3, Have six Ss come to the front to write one word each from the page at random on the board. Underline the letter y in each word.
T: Let’s practice this sound. Look at my mouth and repeat.
Play the tape and have Ss point to each word as the tape says it.
After enough practice, point to the pictures randomly and have Ss say the word.
Step4, Write “yell, yellow, yogurt, Yuck” on the board. Ask Ss to underline the sound /j/. explain to the Ss the meaning of funny smell. Play the tape and have Ss point to each word as the tape says it. Divide Ss into six groups to chant. Have each group perform the chanting in their creative way.
Choose a group with the best performance and explain why they win.
Step5, Homework: finish the exercise in your workbook.
教学后记：
Unit7, When’s your birthday
Objectives and Requirements:
Target: When’s your birthday My birthday’s October 20th. What’s the date today It’s October 20th. Today is my birthday!
Sounds and words: station, cone, train, queen, button, and bone---/n/.
Vocabulary: January, February, March, April, May, June, July, August, September, October, November, December, first, second, third, fourth, fifth.
Materials: large calendar, picture cards, ordinal numbers cards, paper, bag.
Period 1:
Step1, Warming up: chant together “The yellow yogurt”.
Revision: When’s winter holiday Before and after.
Step2, Take out a large calendar to show Ss. (Point to March)
T: Say it out. (Ss: March.)
Use the large calendar, to show Ss each month of the year of 1 to 6. T: When’s Teachers’ Day Ss: It’s in September. (They would say in Chinese.) (Teach September)
T: When’s summer holiday Ss: It’s in July and August. (Teach July and August.)
Use the same way to teach the other words. Underline each word about ber or mber.
T: Open your books. Listen to the tape and repeat. Play the tape and have Ss repeat each word.
After Ss have learned all the words, pick numbers between 1 to 12 at random and have Ss say the corresponding months.
Introduce the Bonus vocabulary: 1st, 2nd ……31st . Use the ordinal numbers cards.
Step3, Show the larger calendar to Ss. T: When’s summer holiday Ss: It’s in July and August.
T: When’s your birthday Ss: Mn… my birthday… T: My birthday’s November 6th. Ss: My birthday’s… (Pair works)
Step4, T: What’s the weather like today Ss: It’s windy.
T: What’s the date today May be many of them would answer: It’s Monday. (Here teach “date”) And ask it again, Ss: It’s November 8th. Point to the other date and ask. (Pair works)
Put Ss into pairs and have them practice the dialogs. Encourage Ss to use their own birthdays and today’s date.
Step5, T: (S1’s name), when’s your birthday S1: My birthday’s July 1st. Write July 1st on the board.
Ask another student’s birthday. Have Ss look at the chart on the page. T: When’s your birthday Write the date on the page. Have Ss write their birthdays on the page. T: Now ask three other students the same question and write the answers. Give Ss time to ask, answer and write. Then ask some Ss to share their findings with the class.
Step6, Homework: Recite the new words and make a dialog with the words.
Period 2:
Step1, Warming up: listen to a song. Revision: When’s _____. What’s the date today
Step2, Bring in a large calendar to show Ss. T: (Point to March 4th) Repeat. (Ss: March 4th)
Write March 4th on the board
T: (point to August 7th) Repeat. (Ss: August 7th)
Write August 7th on the board.
T: (point to October 20th) Repeat. (Ss: October 20th)
Write October 20th on the board.
T: When’s Gogo’s birthday Do you know Let’s find out.
Then have Ss look at the pictures on the page, and listen to the tape. Have Ss follow the dialog and point to the pictures in their books.
Put Ss into groups of four and give them the roles of Gogo, Grandma, Jenny and Tony. Have groups practice acting out the dialog.
Step3, Practice 1: Ask four Ss to read questions A—D aloud.
Ask another four Ss to write the questions on the board.
T: Let’s listen to the tape.
Play the tape for A, and then pause.
T: When’s his birthday (S1: His birthday’s December 12th)
T: Point to the picture. (Ss point to picture 3) Put a checkmark in the box.
Continue with the rest.
Step4, (Point to S1) When’s your birthday (S1: My birthday’s April 4th.) (Point to S2) When’s your birthday
Make sure to ask different Ss from the ones asked in the practice 2 sections.
Ask individual Ss to read the lyrics.
T: Let’s listen to the tape first. (Play the tape)
Play the tape again to have Ss practice the chant.
Divide the class into two groups. One chants the questions and the other chants the answers. Then switch.
Step5, Put Ss into groups of four.
T: Look at the page. Now ask other group members the questions.
Have Ss ask and write on the page.
Have each group practice chanting the new verses. Two Ss ask and answer.
Walk around the classroom to see how Ss are doing.
Ask some groups to chant their new verses to the class.
Step6, Homework: finish the exercise on page40.
Period 3
Step1, Warming up: sing the song “When’s your birthday ”
Revision: When’s your birthday
Step2, Hold up a large calendar to show Ss, ask Ss to use the ordinal numbers cards.
T: (point to the date) What’s the date today
Ss look at the calendar and their ordinal numbers cards and say the date. (It’s January 1st)
Continue with several more dates in different months of the year.
Have Ss look at the model Q and A at the top of the page.
Ask two Ss to model asking and answering. (S1: When’s Gogo’s birthday S2: His birthday’s January 10th.)
Put Ss into pairs and have them point, ask and answer about the other characters.
Walk around the classroom and help Ss if needed.
Step3, Write cone and train on the board. Underline ne and n.
T: Let’s practice this sound, look at my mouth and repeat.
/n/ (Ss: /n/)
Have Ss look at the pictures on the page. Make the sound /n/, pointing to the spelling patterns (n, ne) in the words.
Play the tape and have Ss point to each word as the tape says it. Then repeat after the tape.
After enough practice, point to the pictures in random order and have Ss say the words.
Step4, Ask Ss to look at the pictures on page42 “Read, say and circle.” Then ask volunteers to write the words on the board. Correct mistakes if Ss give wrong words or wrong spellings.
T: Let’s read these sentences.
T: There’s a chicken…(Pause where there is a picture) Point to the picture and prompt Ss to say the answer.
Confirm the answers and ask Ss to repeat the correct words with the sound /n/.
Continue with the remaining sentences.
Step5, Homework: read the words and master the pronunciation /n/.
教学后记：
Unit 8 Review
Target: What’s the weather like in spring It’s rainy in spring. Is it rainy in fall No, it’s not. It’s windy. What’s the weather like today It’s sunny and hot. When’s winter holiday It’s in January and February. Is January after February No, January is before February. When’s your birthday My birthday’s October 20th. What’s the date today It’s October 20th. Today is my birthday!
Sounds and words: yawn, plane, smell----/j/, /n/, /l/
Vocabulary: spring, summer, fall, winter, sunny, rainy, windy, cloudy, January, February, March, April, May, June, July, August, September, October, November, December.
Step1, Greetings.
Warming up: sing the son “February is after January.”
Step2, Ask individual Ss to read the words on the page aloud for the class. With a more class, ask Ss to guess the correct answers before listening.
T: Now listen to the tape.
Play the tape for A, and then pause.
T: In summer, it’s …(Gesture for Ss to answer.) (Ss: hot and sunny.)
T: Great! You guessed right! (For classes with guessing work done before listening.)
T: Now, circle the correct answers.
Continue with the rest of the questions.
Step3, Point to the pictures at random.
Ask a question that corresponds with the picture.
T: (Point to the calendar page of April 23rd.) What’s the date today (Ss: It’s April 23rd.)
T: (Point to the symbols of hot and rainy.) What’s the weather like today (Ss: It’s hot and rainy.)
Have Ss look at the pictures.
T: Let’s listen to the tape.
Play the tape for A, and then pause.
T: What’s the date today (Ss: It’s April 23rd.)
T: Put a checkmark in the box for the correct picture.
Repeat the procedures with other five questions.
Step4, Have Ss look at the picture and the paragraph on the page.
T: (Point to the picture.) What are they doing (Ss: They’re having a birthday party.)
Read the paragraph aloud slowly.
Ask Ss to read the paragraph again and the questions below. Give them time to write the answers on the page.
Walk around the classroom to check how Ss are doing.
Have six Ss write the answers on the board so that other Ss can check their work.
Step5, Ask individual Ss to read the words out aloud.
Listen to the tape and circle.
Step6, Homework.
To make a class calendar. Divide the class into 12 groups. Ss ask and answer to find out their birthdays and write them in the table. Then put all the groups’ charts together and make a class calendar.
教学后记：
nit 9 It was clean but it’s dirty now.
Target: Your bedroom was messy this morning. Is it tidy now Yes, it is. My books were on the floor this morning. They are on the desk now.
Sounds and words: mouse, cow, south, and mouth, house, loud. --- /
/
Vocabulary: warm, wet, clean, tidy, cool, dry, dirty, messy.
Materials: Picture cards, realia of a clean handkerchief/ cloth, a postcard with message, address and a stamp.
Period 1
Step1, Warming up: sing a song.
Greetings.
Revision: yesterday, what’s the weather like today
Step2, What’s the weather like today It’s windy. T: In summer, is it hot (Ss: Yes, it is. It’s hot.) T: So what about now What’s the weather like today (Ss: It’s warm.)(Teach warm) T: What about in fall (Prompt cool)
T: In spring, it’s often rainy. So we can say, it’s rainy. Look at the floor, it’s wet. (Teach wet) (In summer, prompt dry-----Pair work
Make the desk messy, T: look at the desk, there are so many things, it’s messy. (Teach “messy”.) After do out the things, we can say, “It’s tidy now.” (Teach tidy)
Take out a pair of new shoes, T: look! It’s a pair of new shoes. It’s clean. Two days later, it’s dirty.
Pair works to practice the words.
Step3, Listen to the song “what can we do ”
Have Ss look at the pictures on the page. (Point to the picture on the left) Is this bedroom tidy (Ss: No, it’s messy.) T: What can we do (Ss: We can make it tidy.)
T: (point to the picture on the right.) It was messy but now it’s tidy.
Play the tape and point to each word as it is sung. Play again to have Ss practice singing.
Step4, watch TV with conversation. Listen to the tape and read the story. (Play the tape and have Ss look at the pictures and dialog in their books.)
Put Ss into pairs to practice acting out the dialog.
Step5, Play a game.
Step6, Homework: recite the new words.
Period 2
Step1, Warming up: sing the song “what can we do ”
Revision: the words and the sentences.
Step2, Put picture cards in pairs on the board. Ask Ss to write the correct word underneath each picture.
T: What can you see in the picture
Ss: We can see shirt, socks, desk, books and so on.
T: (Point to the corresponding cards.) The desk was messy this morning. Is it tidy now
Ss: Yes, it is.………
Model more sentences and have Ss practice.
Ask individual Ss to read out the sentences. Play the tape, pausing after each sentence for Ss to repeat. Then invite a few pairs to read out their dialogs.
Step3, Ask four Ss to write the questions on the board. And ask another four to read the questions aloud.
Have Ss look at the pictures. (Point to each picture) T: listen to the tape and choose the right answers.
Step4, Listen to the song “what can we do ” again, then ask : what’s your bedroom like (It’s messy.) T: What was your bedroom like yesterday (It’s tidy.) Pair works with Practice 2.
T: Now form groups of four. Ask and answer. Then fill in the table.
Walk around the classroom to see how Ss are doing.
Ask some groups to perform their Q and A exchanges for the class.
Step5, Have Ss look at the pictures on page50.
Write, “They were ___before but they’re ___now ” on the board.
T: point to the picture on the right. Are the rivers clean (Ss: Yes, they are clean.)
T:(point to the left picture.) Were they clean before
Ss: No, they were dirty before but they’re clean now.
Ask a student to write Dirty and Clean in the blanks on the board.
T: Now, fill in the blanks on the page. (Give Ss time to finish writing.) Then check it. (Have Ss read the sentences aloud.)
Play the music. Ss sing the original song with the recorded voices, and then sing the new lyrics with the karaoke version.
Step6, Homework. Sing the song freely.
Period 3
Step1, Warming up: sing a song.
Revision: It was tidy but it’s messy now.
They were dirty before but they’re clean now.
Step2, Show to the class the realia of a postcard.
T: What’s this (Ss: It’s a postcard.) Model response if necessary.
Have Ss look at the page. Then ask a volunteer to read out the message on the postcard in the book. Have another student write the question “What was the weather like yesterday ” on the board.
T: read out the answer together. (Ss: Yesterday it was cool and dry.) Write the sentence underneath the question.
T: Now try to answer Question2—5 on the page.
Give Ss time to fill in the blanks. Walk around the classroom to provide help if needed.
Have individual Ss write the answers on the board so that the rest of the class can check their work.
Step3, Write, “mouse, cow, south, south, mouth, house, loud” at random on the board. Have Ss look at the board. Underline the letters ou or ow in the words.
Let Ss repeat, pay more attention to the pronunciation. Make sure Ss’ mouths are open with rounded lips, and then close their mouth-tightened lips. Have Ss look at the pictures on the page. And then play the tape and have Ss point to each word as the tape says it.
After enough practice, point to the pictures in random order and have Ss say the words.
Step4 Write “loud, sound, cow, brown, ground” on the board. Have Ss underline the sound in common of these words “ou, ow”.
Explain to the Ss the meaning of the phrase shakes the ground.
T: Let’s listen to the chant.
Play the tape and have Ss point to each word as the tape says it.
Play the tape again and have Ss practice chanting. Divide Ss into six groups and have each group chant in their own creative way. At last, choose a group with the best performance and explain why they win.
教学后记：
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Unit 10 I planted trees.
Unit 10 I planted trees.
Target: Did you study yesterday No, I didn’t. I did. What did you do yesterday, Ben I planted trees yesterday.
Sounds and words: helped, listened, painted, used, carried, acted
Vocabulary: planted, watched, washed, cooked, listened, helped, painted, called.
Materials: calendar, picture cards,
Period 1
一， Greetings: Good morning. Nice to meet you. Warming up: sing a song. T: take out two pictures. Ask: What day is it today What day was it yesterday
二， Revision: What’s he/she doing He’s/she’s watching TV/ cooking/ calling/ painting/ listening to music/ washing.
三， Presentation: Step1, （播放一个片段）Do you like the story Ss: Yes, I do. T: Did you watch TV yesterday Ss: Yes, I did. (No, I didn’t.) Did you … (four words) Pair works
Step2, play a music, T: Do you like the song Ss: Yes, I do. T: Did you … S1: Yes, I did. T: What about you What did you do yesterday Prompt: I watched TV yesterday. Use the picture cards to prompt: called, painted, helped, planted.
Step3, Play a game: Mouthing game And do the actions.
Step4, Listen and number: called, washed, painted, listened, helped, watched, planted, cooked.
Step5, Listen and chant. What did you do yesterday Divide into two groups to chant and then change the words.
Step6, Ask and answer to review: S1 does the action. T: What did he do S2: He….
T: Yes or No
S1: Yes, I ….
Mini-research: Did you … Yes,…. No,….
Step7, Homework:
Finish the mini-research after class.
Period 2
Step1, Warming up: chant together.
Review the words and the sentences:
Did you… What did you do yesterday
Step2, bring in a monthly calendar.
T: When is Tree Planting Day
Point to the date on the calendar to elicit responses from Ss.
Ss: It’s on March 12th.
T: What did you do on March 12th last year Did you plant a tree last year.
Gesture Ss to raise their hands if they planted a tree last year on March 12th.
T: Ten people planted trees last year.
Have Ss look at the page for a few minutes.
T: What are Gogo and Jenny talking about
Ss: They are talking about Tree Planting Day.
T: Let’s listen to the tape and read the story.
Play the tape, pausing after each sentence to have Ss repeat. Then put Ss into pairs to practice acting out the dialog.
Step3, Listen to the tape about Practice 1: allow Ss some time to look at the pictures.
Play the tape for A, and then pause. Have Ss point to the correct picture and put a checkmark in the box.
Repeat the procedures with the other three questions.
Step4, Listen and chant and then finish part 2: write down the missing words. At last, chant together.
Step5, Homework:
Finish Practice 2 and talk to your partners.
Period 3
Step1, Warming up.
Review: the sentences: What did you do yesterday Did you study yesterday
Step2, Do the exercise “Tree Planting Camp” together.
Have Ss look at the picture on the page.
T: Where were they Ss: They were at Tree Planting Camp.
Write “What did Tony and Jenny do at Tree Planting Camp ” on the board. Ask S1 to write the answer on the board.
Give Ss time to write the answer on the page. And then give Ss answer the other questions.
Check answers with the class.
Step3, Write helped, used, listened, carried, painted and acted on the board and underline ed.
T: Let’s practice these sounds. Look at my mouth and repeat.
Explain when each sound is used, depending on your students
Level.
Listen to the tape and have Ss point to each word as the tape says it. After enough practice, point to pictures randomly and have Ss say the words.
Step4, Write “Yesterday, I listen__ to music.” on the board.
T: Look at the sentence. What’s missing Ask one student to write ed in the blank.
T: Now, let’s read the sentence together.
Then look at Jenny’s diary. Give Ss time to fill in the blanks.
While Ss are writing, encourage them to read the sentences out loud to themselves.
Ask individual Ss to read the sentences aloud. Make sure that Ss use the correct sounds.
Step5, Homework: finish the exercise on your workbook.
教学后记：
Unit 11 What did you do, Gogo
Target: What did you do yesterday I played basketball. What did you do the day before yesterday I played basketball, of course.
Sounds and words: toad, goat, row, road, boat, slow.
Vocabulary: used, studied, played, visited, practiced, talked, jumped, cleaned.
Additional: last night, the day before yesterday, last Sunday, last week, last year.
Materials: picture of a parade, picture cards,
Period 1
Step1, Warming up: sing a song.
Revision: Did you study last night What did you do yesterday
Step2, Have Ss look at the pictures.
T: (Point to the boy watching TV) What’s he doing
Ss: He’s watching TV.
Write watching---watch---____ on the board.
T: (Point to the picture again.) This is yesterday. What did he do yesterday (Ss: He watched TV.)
Ask a volunteer to write watched in the blank.
Do the same with the other pictures.
Step3, Put picture cards on the board.
T: (Point to used) I used a computer last night. Did you use a computer last night
Ss: No, I didn’t.
T: What did you do last night
Ss: I studied last night.
Point to another picture card and repeat the procedure.
Play the tape a few times, pausing after each sentence for Ss to repeat. And then pair works.
Step4, It’s time to chant. Play the tape and point to each word as it is chanted.
Divide the Ss into two groups, play the tape again to hace Ss practice chanting. Have one group chant the questions and the other group chants the answers.
Have Ss read out the lyrics and fill in the blanks. Then have Ss practice chanting with the new lyrics. Play the music. Ss chant the original lyrics and then add the new lyrics.
Step5, Homework: finish the exercise on page 63.
Period 2
Step1, Warming up: chant together.
Revision: What did you do last night Did you watch TV Yes, I did. (No, I didn’t.)
Step2, Bring in a photo of a parade from a local festival, Christmas and New Year.
T: (Hold up a picture.) This is a picture of a parade. What can you see in the picture
Elicit responses from Ss.
Have Ss look at the page. Play the tape and have Ss look at the pictures and dialog in their books.
T: Let’s listen again and repeat.
Play the tape, pausing after each sentence to have Ss repeat.
Put Ss into small groups and have them practice acting out the dialog.
Step3, Have Ss look at the pictures on page 61 Practice 1.
Write “What did he do last Thursday He_____.”
T: Let’s listen to the tape.
Play the tape for A, then pause.
T: What did he do last Thursday Ss: He jumped.
Have Ss point to the correct picture and put a checkmark in the box. Repeat the procedures with the other three questions.
Step4, Mini-research: Let Ss go around the class to ask questions to their partners. Then finish the table on page 61.
Step5, Homework: finish the table.
Period 3
Step1, Warming up: sing a song.
Revision: What did he do last Sunday What did they do yesterday
Step2, Write the alphabet letter O on the board.
T: What’s this letter (Ss:O)
T: Yes. Today’s sound is the same sound as the letter O. Let’s practice the sound. O
Encourage Ss to use a mirror to make sure their lips are rounded, closing like a camera shutter.
Have Ss look at the pictures on the page.
Play the tape and have them point to each word as the tape says it.
Then listen again and this time let Ss repeat.
Point to the pictures in random order and have Ss say the words.
Step3, Have Ss look at the pictures around the lyrics. Point to the pictures and ask Ss questions.
T: Is this a goat or a toad
T: Where is the toad (It’s on the road.)
T: Let’s listen to the chant.
Play the tape and have Ss chant along.
Step4, Check the answer on page 63.
Review the sentences “What did he do yesterday ” at the same time.
Step5, Have Ss look at their books to review Unit 11.
教学后记：
Unit 12 Review 3
Target: Your bedroom was messy this morning. Is it tidy now Yes, it is. My books were on the floor this morning. They are on the desk now. Did you study yesterday No, I didn’t. I did. What did you do yesterday, Ben I played basketball. What did you do the day before yesterday.
Sounds and words:
Vocabulary: warm, wet, clean, tidy, cool, dirty, panted, called---.
Step1, Hold up your book and point to one of the three phrases on the right for A.
Ask two more Ss to read the other sentences aloud for the class.
Repeat the procedures with several more questions. T: Let’s listen to the tape.
Play the tape for A, and then pause the tape. T: Circle the correct answer.
Continue with the rest of the questions.
Step2, Go over Picture Cards on the page orally.
Point to the pictures at random and have Ss describe it by picking the correct card and say a sentence or a phrase. (He watched TV.)
T: Now I’ll play the tape. Listen to the conversation.
Play the tape for A and pause.
T: Which is the correct picture Put a checkmark in the correct box. Continue with the rest.
Play the tape again and check the answers with the whole class.
Step3, have Ss look at the pictures and ask some questions about them.
T: Let’s read the passage.
Give Ss time to read the passages silently.
Have individual Ss read the passages aloud sentence by sentence for the class.
Give Ss time to finish writing the answer. Continue with the rest and Question B.
Step4, Ask individual Ss to read the words out loud.
Point to the word mouse and repeat. Have Ss say the words so that the class can check the answers.
Repeat the procedures with B and C. Step 5, Homework.
教学后记：
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