沪教版牛津英语2A教案
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Unit 1 Where I Live
Teaching aids:
A. Words : letters Aa --Bb , bin , park , road , building , Shanghai
B. Structures : I live in …. I love …. I see …. That’s …
C. Functions : Give simple instructions; Refer to specific classroom objects.
Material:
Student's Book 2A page 2--6
Cassette 1A and a cassette player
Wallcharts
Photograph page 1
Alphabet Cards
Teaching times:
5 times
Learning targets:
Basic aims:
Be able to identify the letters Aa -- Bb
Be able to give simple instructions
Be able to use the simple present tense to indicate facts
Be able to "point to your home"
Read the rhyme
Further aims:
1.
2.Practise saying a new rhyme substituting 'Shanghai' with another places
Language focus:
Using the definite article to refer to specific classroom objects
Using the simple present tense to express interests and preferences
Learning the words: bin , park , road , building , Shanghai
Period 1
Teaching focus:
Using imperatives to give simple instructions
Using the definite article to refer to specific classroom objects
Teaching steps:
Students activities Teaching activities Teaching starlegry Media
Pre-task preparation:point to their own desk and say 'desk'students to follow : 'This is a classroom. We are in the classroom now. 'While-task procedureLookPerforms the action and repeats the commandThe student performs the actionThe student performs the action.The students repeat and mime the actions.Post-task activitiesOne student give the commands and the other mime the actions.Change rolesLookVote for the best pairHomeworkRead the ' Let' act ' after the cassette A: Point to a desk and say ' dsek '.Encourage the class to point to their own desk and say ' desk 'B: Gesture with arm to indicate the classroom and say 'This is a classroom. We are in the classroom now. '(Say the word 'classroom' slowly and encourage students to follow)C: T :'Our classroom is nice. We must help to keep it clean.'A: T say 'Clean the desk.' And wipe a desk with a rag B: Invite a more able student to come to the front. Give the rag to him/her and say 'Clean the desk, please. ' C: Invite more able student to come to the front. Let the more able student give the command and others do the action. (Repeat with several groups of students.)D: Clean the classroom by sweeping the floor. Let the more able student to come up and say the command ' Sweep the floor, please. ' (Repeat step 3)E: Open the book to page 2. Play the cassette tape. Let the students listen to the instructions 'Clean the desk, please.' and ' Sweep the floor, please. ' Ask students to repeat and mime the actions.A: Divide students into pair. Have one student give the commands and the other mime the actions. Then let them change roles.B: Invite pairs of students to act out the dialogue to the class. coachingcoachingcoachingcooperative learningcooperative learning Show 'Let's act'bookcassetteWorkbook
Period 2
Teaching focus:
Using the simple present tense to indicate facts
Using the simple present tense to express interests and preferences
Teaching steps:
Students activities Teaching activities Teaching starlegry Media
Pre-task preparation:Say the word ' Shanghai 'While-task procedureLook and listenThe students talk about and answer the questionsThe students to copy ' I live in Shanghai. 'The students repeat ' I love Sally. 'RepeatGet student to say after The students look at the book and listen to the tapePost-task activitiesDraw a picture of the place they live in.say something about pictures by using the sentences ' I live in …, I love … 'Talk aboutConsolidationLook, listen and tick the correct sentence.Listen and draw.HomeworkRead the 'Let 's talk ' after the cassette A: Ask the students Where do you all live Show a picture of Shanghai (Say the word ' Shanghai ' slowly)T: That ' s right . We all live in Shanghai . Shanghai is our home .A: Put up the wallchart for page 3.Tell a story something like this : Sam and his father went for a walk on Sunday. After a while they sat down to rest and watched the ferries go by. They could see the Oriental Pearl Tower and a lot of tall buildings. Can you recongnize any Sitting on the bench next to them were some tourists(a woman and her son). The boy asked Sam where he lived and Sam replied ' I live in Shanghai.' The boy said ' I love Shanghai.' Sam was pleased. Children, do you love Shanghai If you do, you must help to keep it clean. Do not litter. Throw all rubbish into the bin. Can you find a bin in this picture (Point to it)B: Ask questions such as the following:Where does Sam live Where do you live Dose Sam love Shanghai Do you love Shanghai What is this (point to a bin and a building respectively)C: Hold up a stamped envelope and say ' My friend in Canada sent this to me. She had to write ' Shanghai ' on it because Ilive in Shanghai. Say ' I live in Shanghai. ' and ask students to copy you. D: Hug a toy bear and say ' This is my bear. Her name is Sally. I love Sally. ' Show the picture of Shanghai again. Hug it and say ' I love Shanghai. 'E: Open the student's book to page 3. Play the cassette tape to let students hear the correct pronunciation of the words and sentences. Then ask indicidual students to say 'I live in Shanghai. ' and ' I love Shanghai. 'A: Give each student a sheet of white drawing paper. Ask them to draw a picture of the place they live in.B: Ask students to say something about their pictures by using the sentences ' I live in …, I love … 'Workbook page 2Explain the Workbook page 2 coachingcoachingcooperative learningmodelingmodelingcooperative learning Show a picture of Shanghai Wallchart for page 3a toy bearbookcassettewhite drawing paper.Workbook
Period 3
Teaching focus:
Using nouns to identify object
Using proper nouns to refer to places
Teaching steps:
Students activities Teaching activities Teaching starlegry Media
Pre-task preparation:The students to say something about the pictureI live in …'aI love …’While-task procedureLook and answer: ' building ' The students to repeatLook , think, talk about and answer the questions .The students to repeat.Look , think and answer the questions .The students to repeat.the students read the wordsOpen the book to page 4. Students listen and repeat.the students to point to each picture as the word is being read out.The students look at the letters and listen to the tapePost-task activitiesstudents have just learneds1: I see a bin.S2: That' s a building.HomeworkWorkbook page 3: Colour the word in the puzzle. Trace the letters.Read the ' let' s learn ' after the cassette A: Put up the wallchart for page 3.Ask the students to say something about the picture by using the sentences they have learned in the previous lesson: ‘ I live in …’aI love …’A: Still referring to the wallchart. T: What you can see in the picture Introduce the word ‘ building ‘ Hold up the picture card for ‘ building ‘ and say ‘ building ‘(Ask the students to repeat)B: T: ‘ What things do you sometimes see lying on the pavement ‘Show examples of rubbish that people throw away – soft drink cans, plastic bags, food wrappers, etc.T : ‘ How do they there Dose it make Shanghai look beautiful What should we always do with our rubbish ‘ Show a toy bin and say ‘ bin’ slowly.(Ask students to repeat. )C: Show the pictures of a park and a road.T : do you often go to the park To elicit the new words ‘ park ‘ and ‘road ‘. Say the words slowly.(Ask the students to repeat.)D: Put up the picture and word cards on the board in random order. Then re-arrange them by putting the word cards below their corresponding picture cards, as shown in their Student’ s Books. Read the words with the students.E: Play the cassette tape.Ask the students to point to each picture as the word is being read out.F: Show students the picture cards for ‘ apple’ and say Apple begins with the sound ‘ a ‘ . Show the word card for ‘ apple’ and say ‘ A …’ Apple’ .(Repeat)Show alphabet cards ‘ A ‘ and ‘ a ‘ .Have students compare the capital letter ‘ a ‘ . Do the same with ‘ B b…Bird ‘ .Play the tape for students to follow in their books.A: Say something about the wallchart, using the new words e.g. : I see …That’ s …Workbook page 3Explain the Workbook page 3 coachingcoachingcooperative learningmodelingmodeling Put up the wallchart Wallchart for page 4the picture and word cardsthe picture and word cardsbookcassette tape.letter ' A a ' ' B b 'bookcassetteWorkbook
Period 4
Teaching focus:
Asking ' Wh-' questions to find out various kinds of specific information about a person
Using the simple persent tense to express truth
Using the simple persent tense to express interests and preferences
Teaching steps:
Students activities Teaching activities Teaching starlegry Media
Pre-task preparation:The students to say something about the picturestudents to come up take one, and put it under the corresponding picture.While-task procedureThe students answer : I live in ShanghairepeatPlay a gamea more able student to come to the front. point to the area he lives in on the map and use the structures I lives in … I love …to answer the questionOpen the Student' s Book to page 5.Look , think, talk about and answer the questions .The students into groups of four,one student ask the question ' Where do you live 'the other three answer it.(change roles.)The students to come to the front and actThe students to repeat.HomeworkWorkbook page 4: Listen and draw the lines to find where they live.Read the ' let' s play ' after the cassette. A: T: Yesterday we learned some new words. Do you remember what they are Put up the picture cards for ' bin, park, road , building, and Shanghai ' .Hold up the word cards.Ask individual students to come up, take one, and put it under the corresponding picture. Continue until all cards have been matched. Then remove the pictures but leave the word cards. Ask various students to come up and get the word that you say.A: Put up a simple map of Shanghai.T : Where do you live Point to the area you live in and say I live in (name of the area). I love (name of the area).B: Play a game with the students.Invite a more able student to come to the front. Ask him/her to point to the area he/she lives in on the map and use the structures I lives in … I love …To answer the question Where do you live C: Open the Student' s Book to page 5.Check that the students know all the places on the map, such as Lu Xun Park. Shanghai Railway Station. Yu Garden…Ask individual students Where do you live To elicit various answers.Encourage them to use the structure I love …D: Divide students into groups of four, Have one student ask the question ' Where do you live ' and the other three answer it. Then let them change roles.E: Invite groups of students to act out the dialogue to the class.Workbook page 4Explain the Workbook page 3 coachingcoachingcooperative learningmodelingcooperative learningmodelingcooperative learning Put up the wallchart the picture cards for ' bin, park, road , building, and Shanghai ' .the word cards.a simple map of Shanghai.a simple map of Shanghaithe Student' s Bookthe Student' s Book Workbook
Period 5
Teaching focus:
Using the simple persent tense to express interests and preferences
Teaching steps:
Students activities Teaching activities Teaching starlegry Media
Pre-task preparation:The students look at the picture and read the wordsThe students look at the picture and say ' This is …While-task procedureThe students answer follow and repeatThe students open the Student' s Book to page 6.Play a gameDiscuss where Sam and May live and what they are doing now.Two students come to the frontThe Student read the rhyme slowly line by line.Look and listenThe students follow and read the rhyme.The students read the rhyme in pairThe students to come to the front and actPost-task activityThe students practise saying a new rhymePractise in pair The students read the new rhymeHomeworkRead the ' let' s enjoy ‘ after the cassette. Make a new rhyme A: Flash the picture cards and word cards for ' bin , building, park, road and Shanghai ' to check that students remember the words. B: Ask various students to point to each picture and say ' This is …A: Invite some students to clean the classroom with you. Put rubbish into a toy bin you have brought to class.T : ' We use the bin every day. We keep Shanghai clean every day.B: Get students to open the Student' s Book to page 6. Discuss with students where Sam and May live and what they are doing now.C: Invite two students to be Sam and Mary putting rubbish into the bin.D: Read the rhyme slowly line by line. Practise saying both verses.E: Explain the words and phrases ' use, every day ' and 'keep it clean' in student' s mother tongue.F: Play the cassette for the rhyme. G: Invite pairs of students to act out the rhyme to the class.Have pairs of students practise saying a new rhyme substituting ' Shanghai ' with ' Beijing' or ' Guangzhou' .Invite pairs to say their rhymes to the class. coachingcooperative learningmodelingcooperative learningmodelingcooperative learningmodeling the picture cards for ' bin, park, road , building, and Shanghai ' .the word cards.the Student' s Book the Student' s Bookthe Student' s Book cassette
Unit 4 Going about
Teaching designing:
Teaching aids:
Words: letters Gg—Hh, plane, ferry, train, taxi, car, bus, van.
Structures: Get ……How do you go to……
Functions: Give simple instructions; Using connectives to add information
Material:
Student’s Book 2A page 17-21
Cassette 1A and a cassette player
Wall charts
Photograph page 14
Alphabet Cards
Teaching times:
5 times
Learning targets:
Basic aims:
Be able to identify the letters Gg--Hh
Be able to give simple instructions
Be able to introduce oneself using I’m.
Be able to write the sentence Hello, I’m.
Sing a song.
Further aims:
Using more information to introduce oneself
The sorts of the alphabet
Language focus:
Using imperatives to give simple instructions
Asking How questions to find out means and Using prepositions to indicate meas
Learning the words: plane……
Period 1
Teaching focus:
Using imperative to give simple instructions
Teaching steps：
Students activities Teaching activities Teaching Media
I. Pre-task preparation:The students listen to the teacher and actThe students copy teacherII. While-task procedure:Practise with more students.The students actA small group of students line up in front as if they are ready to get off the bus.Repeat Students listen and follow in the books.III. Post-task A Revise all the commands taught in the previous units. Say the commands and ask students. B Show a toy bus and a toy car. T: Do you often see them on the road Do you go to school by bus Say the words ‘bus’ and ‘car’ clearly. A Put two chairs in a line. Ask student to sit in the front chair and act as a car driver. Pretend to get in the car by bending over and sitting in the back chair. T: Get in the car. Practise with more students.B Invite individual students to act as passengers. Say the command and ask them to perform the scene. Make sure students understand the command ‘Get in the car’.C Have a small group of students line up in front as if they are ready to get off the bus. Say ’Get off the bus’ and prompt them to walk off one by one.D Repeat step C with more groups of students. Ask them to repeat the command after you while doing the action.E Open the student’s book to page 17. Play the cassette tape to drill the correct pronunciation.Teach the other two commands to do with cars and buses;Get out of the car.Get on the bus. coachingScaffolding and fading cassette
Period 2
Teaching focus:
Asking How questions to find out mean
Using prepositions to indicate means
Using formulaic expressions to take leave
Teaching steps：
Students activities Teaching activities Teaching Media
Pre-task preparationThe students mime the actions as they listen to the commandsThe students answer the teacher’s questionWhile-task procedureThe students listen the story.The students answer the teacher’s questionThe students copy teacher.Look, listen and copy teacher.The students open the book to page 18 and readPost-task activitiesThe students answer the question.HomeworkA Listen and respond quickly.B Listen and circle the correct picture. A Revise the commands to do with transport which students learned in the previous lesson. Have students repeat cach command as they perform the action.B Show some pictures of different types of transport. Teacher asks How do you come to school Do you sometimes go by bus, by van or by taxi A Put up the wallchart for page 18. Tell a story.B Ask questions for page 18 of teacher’s book.C Explain the expression ‘I go to …by…’by giving an example of how you yourself travel to school. Repeat and let students copy you.D Wave your hand at students and pretend to leave the classroom, saying ’Goodbye’. Encourage students to wave their hands and repeat ‘Goodbye’E Play the cassette tape to let students hear the correct pronunciation of the expressions. Get students to repeat after the tape.A Ask a few students to tell the class how they get to school.B Use the tune of the song from Book 1A ‘Good morning’. Change’Good morning’ to ‘Goodbye’ and ‘to school’ to ‘back home’ CoachingCoachingCooperative leaming, PicturePictureCassetteworkbook
Period 3
Teaching focus:
Using nouns to identify forms of transport.
Teaching steps：
Students activities Teaching activities Teaching Media
Pre-task preparationThe students answer the teacher’s questionWhile-task procedureThe students look at the teacher and listen to the teacher.Whole class read the words Four groups sit in circles. When they name the mode of transport ,the whole group has to stand up and repeat it.The students look at the picture card’ girl’ and say Post-task activityThe students to guess.HomeworkColour the correct word. A Fly a paper plane to the students. Ask Who has been on a plane Tell us about it! Share your own experience if none of the students have been on a plane.B Ask questions about different modes of transport, including plane, ferry, train, car, bus and van. Ask questions such as the following,,,A Put up the picture cards for this unit. Introduce the new vocabulary by pointing to each item. Ask ‘What is this ’ Then say the words in English and put up the word cards beside the relevant forms of transport. Repeat the words.B Get students to open their student’s books to page 19. Play the cassette tape to let students listen to the pronunciation of the words first, and then practice saying them after the beep.C Divide the class into for groups. Each group’s name is a form transport they have learned. Have the groups sit in group has to stand up and repeat it. Progressively quicken the pace for more excitement.D Show students the picture card for ‘girl’ and say ‘G,,,girl’ Repeat . Show alphabet cards ’G’ and ‘g’. Have students compare the capital letter ‘G’ with the small letter ‘g’ . Do the same with ‘Hh,,, hand.’ Play the tape for students to follow in their books.Ask the following riddles for students to guess the mode of transport. Tell them to give the answer in English. CoachingCoachingCooperative learningCoachingcoaching PicturePicture cardsCassette and word cardsPicture cardworkbook
Period 4
Teaching focus:
Using formulaic expressions to indicate how people travel
Teaching steps：
Students activities Teaching activities Teaching Media
Pre-task preparationWhile-task procedureThe students open the book to page 20 and listen to the teacherThe students listen to the tape and readMake several board games that can be used in small groups to revise the expression’ I go to,,,by,,,’ and the vocabulary they have learned.Post-task activityThe students answer the teacher’s questionHomeworkA Listen and match the pictures.B Circle the one that does not belong Review the different forms of transport using the Word and Picture cards. Then write the words ‘plane’, ‘ferry’, ‘train’, ‘taxi’, ‘car’, ‘bus’, and ‘van’ on the left of the board. On the right, write the names of a few places. Point to a place and ask the students to tell you how they go there. Remind them to use the structure ‘I go to,,,by,,,’A Open the student’s book to page 20. Say There are four children in the picture. They want to go to different places, but we don’t know which form of transport they like to use. Let’s follow the road to find out. Ask students to draw the routes and say ‘I go to ,,,by,,,’, pretending they are the children in the pidture.B Play the cassette tape for students to check if their answers are right.C Make several board games that can be used in small groups to revise the expression’ I go to,,,by,,,’ and the vocabulary they have learned. Make gameboards form cardboard. Four players take turns rolling a dice and moving forward on the board according to the number on the dice. They must think of a place and say’ I go to ,,,A Ask Which form of transport do you like to use Please draw it on paper. Ask students to show their own transport pictures and say ‘I go to ,,, by ,,,’B Write up the number of students who like to use each form of transport on the board. CoachingCoachingCooperative learingCooperative learingCoachingcoaching Picture cardsPictureCassetteworkbook
Period 5
Teaching focus:
Using nouns to identify different forms of transport
Teaching steps：
Students activities Teaching activities Teaching Media
Pre-task preparationThe students look at the teacher and listen.The students look at pictures and copy to the teacher.While-task procedureThe students answer the teacher’s questions.The students listen to the tape.The students read two times.The students look at the picture and listen to the cassette.The students to sing along with tape.Post-task activityThe students are singing played. A Hold up a muppet and say ’Hello , good morning.’ Everyday, I take a bus to school. I go to the bus-stop to wait for the bus.’ Sketch a bus-stop. Ask Do you have to wait for a bus, too Or a car/van B Show pictures of a ‘bus-stop’ and a ‘train station’. Explain to students the difference between ‘bus-stop’ and ‘station’. Repeat them several times and let students copy you.A Refer to each picture of student’s book page 21. Ask questions such as the following,,,B Play the cassette tape once for students to listen to the lyrics of the song.C Read the first verse line by line for students to follow until they are familiar with the words. Then go through the second and third verse in the same way.D Play the tape again and show the picture of the relevant type of transport at the appropriate time. Draw student’s attention to the sounds at the end of each verse.E Invite students to sing along with the tape. Encourage them to imitate the sound of each type of transportAsk groups of students to mime each part of the song in front of the class while the tape is being played. Students can take different role. Let students say what type of transport they are driving. CoachingCoachingCoachingCoachingCooperative learningCooperative learning MuppetPicturesPicturesCassettePicture and cassetteCassettecassette
Unit 5 Crossing the road
Teaching designing:
Teaching aids:
Words: letters—Ii Jj, stop, light, go, fast, slow.
Structures: Look at the light. It’s…, Go! / Stop! / Wait! /
Functions: Using imperatives to give simple instructions; To give simple instructions.
Material:
Student’s Book 2A page 22-26
Cassette 1A and a cassette player
Wall charts
Photograph page 14
Alphabet Cards
Teaching times:
5 times
Learning targets:
Basic aims:
Be able to identify the letters Ii--Jj
Be able to give simple instructions
Be able to introduce oneself using I’m.
Be able to write the sentence Hello, I’m.
Sing a song.
Further aims:
Using more information to introduce oneself
The sorts of the alphabet
Language focus:
Using imperatives to give simple instructions
Using adjectives to describe objects
Learning the words: stop……
Period 1
Teaching focus:
Using imperative to give simple instructions
Teaching steps：
Students activities Teaching activities Teaching Media
I. Pre-task preparation:The students look at the picture and copy to teacher.The students listen and act to teacher.II. While-task procedure:The students to stand in a row facing the teacher.Play the game with small groups of students.Students listen and follow in the books.III. Post-task HomeworkRead the ‘Let’s talk’ after the cassette A Show the picture of the red light. Say ’Red light.’ Repeat for students to copy you. Ask If you see the red light, what should you do Say’ stop’ several times so that students can follow.B Repeat step 1 with ‘Yellow light. Wait!’ and ‘Green light. Go!’ C Tell students that when you say ‘Go!’’, they should run on the spot. When you say ‘Stop!’’, they should stand still. When you say ‘Wait!’’, they should be ready to move.A Say Let’s play a game. Get three students to come to the front to help you demonstrate. Tell them to stand in a row facing you.B Explain that you are going to show them pictures of traffic lights. When they see the red light, they should say ‘Red light. Stop!’ and stand on the spot. Repeat ( Yellow, Green )C Play the game with small groups of students. When they are familiar with the game, the winner can take up your role.D Get students to open their Student’s Books to page 22. Play the cassette tape to let them listen to the correct pronunciation of the commands.Say It’s important to pay attention to the traffic lights. Let’s play the game again and keep score this time. Let’s see which group wins! CoachingCooperative learningCoachingCooperative learningCooperative learning Picturecassette
Period 2
Teaching focus:
Using imperative to give simple instructions
Using adjectives to describe objects
Teaching steps：
Students activities Teaching activities Teaching Media
I. Pre-task preparation:The students look at the pictures and listen to the teacher.The students answer the questionII. While-task procedure:The students look at the wallchart and listen to the teacherThe students answer the questions.The students point to the wallchart and say.Students listen and follow in the books.III. Post-task HomeworkListen and write the correct number in the box. A Show pictures of traffic lights. Ask individual students to say the colour of lights and what they should do when they see each colour of the light.B Ask Do you watch the traffic on the road What can you see A Put up the wallchart for page 23. Tell a story something like this,,,B Ask questions such as the following:What did Sam and his father do before crossing the road What did Sam’s father say What colour was the light What did Sam say What did they do when they saw this light Then what did they see on the road What did Sam’s father say C Point to the bus on the wallchart and say ‘The bus is slow.’ Point to the car on the wallchart and say ‘The car is fast’ Repeat several times so that students can follow.D Play the cassette tape to let students listen to the correct pronunciation of the expressions as they point to the item in their Student’s Book.Take the class to a safe spot where they can see a road and the traffic lights Ask them to call out ’fast’ or ‘slow’ according to how fast the traffic is moving; and ’stop’ to ‘go’ according to the flow of traffic before the light. CoachingCoachingCooperative learningCoachingCoachingCooperative leaning PicturesWallchartWallchartCassetteworkbook
Period 3
Teaching focus:
Using imperatives to give simple instructions
Using nouns to identify things
Using adjectives to describe objects
Teaching steps：
Students activities Teaching activities Teaching Media
I. Pre-task preparation:The students look at the wallchart and read or recite.The students to point each picture and say the wordsII. While-task procedure:The students read words slowly and copy to the teacher.Students draw pictures of the wordsThe students look at the picture card and sayStudents listen to the tape.III. Post-task HomeworkFind the correct word for each picture.Trace the letters. A Put up the wallchart for page 23. Point to the items on the wallchart for ‘stop’, ‘go,’ ‘light,’ ‘fast,’ and ‘slow’ and say the words in English. Repeat for students to follow.B Put up the picture card for the above five items on the board. Ask individual students to point to each picture and say the word.A Put the relevant word card beside each item on the wallchart. Read the words slowly. Let the students copy you.B Put the word cards up on the board in a horizontal row. Call students up to draw picture of the words. Revise by reading the words together.C Show students the picture card for ‘ice-cream’ and say Ice-cream begins with the sound ‘I’. Repeat step ‘ice-cream’ for jelly. Play the tape for students to follow in their books.Make a matching game for small group revision word. Make sets of cards-one with a word from this unit and the other with its picture. Punch a small hole at the top of each picture card and at the bottom of each word card. Then the two matching card can be joined with a string fastener. CoachingCoachingCooperative leaningCoachingCooperative learning WallchartPicture cardWord cardsWord cardsPicture card CassetteWord cardswordbook
Period 4
Teaching focus:
Using imperative to give instructions
Using adjectives to describe colours
Teaching steps：
Students activities Teaching activities Teaching Media
I. Pre-task preparation:The students look at the word card and act.II. While-task procedure:Two students come to the front and listen to the teacher.One student say and the other actThe students play the game in pairs.Students listen and follow in the books.III. Post-task HomeworkListen and colour the light. Then use the same colour for the correct word. A Get the whole class to stand up. Tell students that when you hold up the word card for ‘go’, they should run on the spot. When you hold up the word card for ‘stop’, they should stand still.B Progressively quicken the pace to have more excitement.A Say Let’s play a game. Put three pictures of traffic lights in three corners of the classroom, each showing a different colour. Get a pair of students to come to the front to help you demonstrate. Tell them to stand in a row facing you. Ask the at the back to close his/her eyes.B Explain that when you say ‘look at the light.’ and point to a picture of traffic lights in one of the corners, the student in the front should say ‘It’s,,,’(colour of the light) Then the student at the back with his/her eyes closed should say ‘Go!’ or ‘Stop’ or ‘Wait’ according to the colour of the light he/she heard.C Play the game with pairs of students. When they are familiar with the game, you can ask some more able students to take up your role.D Open the Student’s Book to page 25. Play the cassette tape. Students listen carefully to the correct pronunciation of the expressions.Put up the word cards for this unit on the board. Ask students to follow your instructions and read them. Say ‘slow’ and ‘fast’ randomly so that students will adjust their speed then reading the words. They can have fun saying the word ‘fast’ and slowly as possible. CoachingCooperative learningCooperative learningCooperative learningcoaching Word cardsThree picture of traffic lightsCassette tapeWord cards.workbook
Period 5
Teaching focus:
Using imperatives to give simple instructions
Using adjectives to describe objects
Teaching steps：
Students activities Teaching activities Teaching Media
I. Pre-task preparation:II. While-task procedure:Three students come to the front and pretend to be car driversThree students listen and copy to the teacherStudents listen and follow in their books.Students mote for the best performer.III. Post-task Say today we will learn a rhyme related to trafficA Move the desks and chairs to make the classroom look like a crossing. Get three students to come to the front. Ask them to pretend to be car drivers.B Show a picture of the red light. Then point to the ‘three cars’ and say ‘Stop, stop, stop. Stop on the road. Cars wait to go. Hello, hello, hello.’ Wave your hand at the ‘drivers’ and have them wave back. Repeat for students copy you.C Play the game with more groups of students to get them familiar with the scene and the words of rhyme.D Play the cassette tape for Student’s Book page 26. Students listen and follow in their books.E Play the cassette tape again. Students follow and say the lines.F Invite groups of students to act out the rhyme following your demonstration at the beginning of the class. Students mote for the best performer.Draw an oval-shaped racetrack on the board. Divide it into twenty sections. Divide the class into two teams. Ask each tram to choose a coloured magnet. Show a word card for this unit to Team A. If team A knows the word, move their magnet to the next section. Repeat A for B Game CoachingCooperative learningCoachingCooperative learningCooperative learning Desks and chairsThe picture of red lightCassette tape
Teaching aids:
A. Words : letters Aa --Bb , bin , park , road , building , Shanghai
B. Structures : I live in …. I love …. I see …. That’s …
C. Functions : Give simple instructions; Refer to specific classroom objects.
Material:
Student's Book 2A page 2--6
Cassette 1A and a cassette player
Wallcharts
Photograph page 1
Alphabet Cards
Teaching times:
5 times
Learning targets:
Basic aims:
Be able to identify the letters Aa -- Bb
Be able to give simple instructions
Be able to use the simple present tense to indicate facts
Be able to "point to your home"
Read the rhyme
Further aims:
1.
2.Practise saying a new rhyme substituting 'Shanghai' with another places
Language focus:
Using the definite article to refer to specific classroom objects
Using the simple present tense to express interests and preferences
Learning the words: bin , park , road , building , Shanghai
Period 1
Teaching focus:
Using imperatives to give simple instructions
Using the definite article to refer to specific classroom objects
Teaching steps:
Students activities Teaching activities Teaching starlegry Media
Pre-task preparation:point to their own desk and say 'desk'students to follow : 'This is a classroom. We are in the classroom now. 'While-task procedureLookPerforms the action and repeats the commandThe student performs the actionThe student performs the action.The students repeat and mime the actions.Post-task activitiesOne student give the commands and the other mime the actions.Change rolesLookVote for the best pairHomeworkRead the ' Let' act ' after the cassette A: Point to a desk and say ' dsek '.Encourage the class to point to their own desk and say ' desk 'B: Gesture with arm to indicate the classroom and say 'This is a classroom. We are in the classroom now. '(Say the word 'classroom' slowly and encourage students to follow)C: T :'Our classroom is nice. We must help to keep it clean.'A: T say 'Clean the desk.' And wipe a desk with a rag B: Invite a more able student to come to the front. Give the rag to him/her and say 'Clean the desk, please. ' C: Invite more able student to come to the front. Let the more able student give the command and others do the action. (Repeat with several groups of students.)D: Clean the classroom by sweeping the floor. Let the more able student to come up and say the command ' Sweep the floor, please. ' (Repeat step 3)E: Open the book to page 2. Play the cassette tape. Let the students listen to the instructions 'Clean the desk, please.' and ' Sweep the floor, please. ' Ask students to repeat and mime the actions.A: Divide students into pair. Have one student give the commands and the other mime the actions. Then let them change roles.B: Invite pairs of students to act out the dialogue to the class. coachingcoachingcoachingcooperative learningcooperative learning Show 'Let's act'bookcassetteWorkbook
Period 2
Teaching focus:
Using the simple present tense to indicate facts
Using the simple present tense to express interests and preferences
Teaching steps:
Students activities Teaching activities Teaching starlegry Media
Pre-task preparation:Say the word ' Shanghai 'While-task procedureLook and listenThe students talk about and answer the questionsThe students to copy ' I live in Shanghai. 'The students repeat ' I love Sally. 'RepeatGet student to say after The students look at the book and listen to the tapePost-task activitiesDraw a picture of the place they live in.say something about pictures by using the sentences ' I live in …, I love … 'Talk aboutConsolidationLook, listen and tick the correct sentence.Listen and draw.HomeworkRead the 'Let 's talk ' after the cassette A: Ask the students Where do you all live Show a picture of Shanghai (Say the word ' Shanghai ' slowly)T: That ' s right . We all live in Shanghai . Shanghai is our home .A: Put up the wallchart for page 3.Tell a story something like this : Sam and his father went for a walk on Sunday. After a while they sat down to rest and watched the ferries go by. They could see the Oriental Pearl Tower and a lot of tall buildings. Can you recongnize any Sitting on the bench next to them were some tourists(a woman and her son). The boy asked Sam where he lived and Sam replied ' I live in Shanghai.' The boy said ' I love Shanghai.' Sam was pleased. Children, do you love Shanghai If you do, you must help to keep it clean. Do not litter. Throw all rubbish into the bin. Can you find a bin in this picture (Point to it)B: Ask questions such as the following:Where does Sam live Where do you live Dose Sam love Shanghai Do you love Shanghai What is this (point to a bin and a building respectively)C: Hold up a stamped envelope and say ' My friend in Canada sent this to me. She had to write ' Shanghai ' on it because Ilive in Shanghai. Say ' I live in Shanghai. ' and ask students to copy you. D: Hug a toy bear and say ' This is my bear. Her name is Sally. I love Sally. ' Show the picture of Shanghai again. Hug it and say ' I love Shanghai. 'E: Open the student's book to page 3. Play the cassette tape to let students hear the correct pronunciation of the words and sentences. Then ask indicidual students to say 'I live in Shanghai. ' and ' I love Shanghai. 'A: Give each student a sheet of white drawing paper. Ask them to draw a picture of the place they live in.B: Ask students to say something about their pictures by using the sentences ' I live in …, I love … 'Workbook page 2Explain the Workbook page 2 coachingcoachingcooperative learningmodelingmodelingcooperative learning Show a picture of Shanghai Wallchart for page 3a toy bearbookcassettewhite drawing paper.Workbook
Period 3
Teaching focus:
Using nouns to identify object
Using proper nouns to refer to places
Teaching steps:
Students activities Teaching activities Teaching starlegry Media
Pre-task preparation:The students to say something about the pictureI live in …'aI love …’While-task procedureLook and answer: ' building ' The students to repeatLook , think, talk about and answer the questions .The students to repeat.Look , think and answer the questions .The students to repeat.the students read the wordsOpen the book to page 4. Students listen and repeat.the students to point to each picture as the word is being read out.The students look at the letters and listen to the tapePost-task activitiesstudents have just learneds1: I see a bin.S2: That' s a building.HomeworkWorkbook page 3: Colour the word in the puzzle. Trace the letters.Read the ' let' s learn ' after the cassette A: Put up the wallchart for page 3.Ask the students to say something about the picture by using the sentences they have learned in the previous lesson: ‘ I live in …’aI love …’A: Still referring to the wallchart. T: What you can see in the picture Introduce the word ‘ building ‘ Hold up the picture card for ‘ building ‘ and say ‘ building ‘(Ask the students to repeat)B: T: ‘ What things do you sometimes see lying on the pavement ‘Show examples of rubbish that people throw away – soft drink cans, plastic bags, food wrappers, etc.T : ‘ How do they there Dose it make Shanghai look beautiful What should we always do with our rubbish ‘ Show a toy bin and say ‘ bin’ slowly.(Ask students to repeat. )C: Show the pictures of a park and a road.T : do you often go to the park To elicit the new words ‘ park ‘ and ‘road ‘. Say the words slowly.(Ask the students to repeat.)D: Put up the picture and word cards on the board in random order. Then re-arrange them by putting the word cards below their corresponding picture cards, as shown in their Student’ s Books. Read the words with the students.E: Play the cassette tape.Ask the students to point to each picture as the word is being read out.F: Show students the picture cards for ‘ apple’ and say Apple begins with the sound ‘ a ‘ . Show the word card for ‘ apple’ and say ‘ A …’ Apple’ .(Repeat)Show alphabet cards ‘ A ‘ and ‘ a ‘ .Have students compare the capital letter ‘ a ‘ . Do the same with ‘ B b…Bird ‘ .Play the tape for students to follow in their books.A: Say something about the wallchart, using the new words e.g. : I see …That’ s …Workbook page 3Explain the Workbook page 3 coachingcoachingcooperative learningmodelingmodeling Put up the wallchart Wallchart for page 4the picture and word cardsthe picture and word cardsbookcassette tape.letter ' A a ' ' B b 'bookcassetteWorkbook
Period 4
Teaching focus:
Asking ' Wh-' questions to find out various kinds of specific information about a person
Using the simple persent tense to express truth
Using the simple persent tense to express interests and preferences
Teaching steps:
Students activities Teaching activities Teaching starlegry Media
Pre-task preparation:The students to say something about the picturestudents to come up take one, and put it under the corresponding picture.While-task procedureThe students answer : I live in ShanghairepeatPlay a gamea more able student to come to the front. point to the area he lives in on the map and use the structures I lives in … I love …to answer the questionOpen the Student' s Book to page 5.Look , think, talk about and answer the questions .The students into groups of four,one student ask the question ' Where do you live 'the other three answer it.(change roles.)The students to come to the front and actThe students to repeat.HomeworkWorkbook page 4: Listen and draw the lines to find where they live.Read the ' let' s play ' after the cassette. A: T: Yesterday we learned some new words. Do you remember what they are Put up the picture cards for ' bin, park, road , building, and Shanghai ' .Hold up the word cards.Ask individual students to come up, take one, and put it under the corresponding picture. Continue until all cards have been matched. Then remove the pictures but leave the word cards. Ask various students to come up and get the word that you say.A: Put up a simple map of Shanghai.T : Where do you live Point to the area you live in and say I live in (name of the area). I love (name of the area).B: Play a game with the students.Invite a more able student to come to the front. Ask him/her to point to the area he/she lives in on the map and use the structures I lives in … I love …To answer the question Where do you live C: Open the Student' s Book to page 5.Check that the students know all the places on the map, such as Lu Xun Park. Shanghai Railway Station. Yu Garden…Ask individual students Where do you live To elicit various answers.Encourage them to use the structure I love …D: Divide students into groups of four, Have one student ask the question ' Where do you live ' and the other three answer it. Then let them change roles.E: Invite groups of students to act out the dialogue to the class.Workbook page 4Explain the Workbook page 3 coachingcoachingcooperative learningmodelingcooperative learningmodelingcooperative learning Put up the wallchart the picture cards for ' bin, park, road , building, and Shanghai ' .the word cards.a simple map of Shanghai.a simple map of Shanghaithe Student' s Bookthe Student' s Book Workbook
Period 5
Teaching focus:
Using the simple persent tense to express interests and preferences
Teaching steps:
Students activities Teaching activities Teaching starlegry Media
Pre-task preparation:The students look at the picture and read the wordsThe students look at the picture and say ' This is …While-task procedureThe students answer follow and repeatThe students open the Student' s Book to page 6.Play a gameDiscuss where Sam and May live and what they are doing now.Two students come to the frontThe Student read the rhyme slowly line by line.Look and listenThe students follow and read the rhyme.The students read the rhyme in pairThe students to come to the front and actPost-task activityThe students practise saying a new rhymePractise in pair The students read the new rhymeHomeworkRead the ' let' s enjoy ‘ after the cassette. Make a new rhyme A: Flash the picture cards and word cards for ' bin , building, park, road and Shanghai ' to check that students remember the words. B: Ask various students to point to each picture and say ' This is …A: Invite some students to clean the classroom with you. Put rubbish into a toy bin you have brought to class.T : ' We use the bin every day. We keep Shanghai clean every day.B: Get students to open the Student' s Book to page 6. Discuss with students where Sam and May live and what they are doing now.C: Invite two students to be Sam and Mary putting rubbish into the bin.D: Read the rhyme slowly line by line. Practise saying both verses.E: Explain the words and phrases ' use, every day ' and 'keep it clean' in student' s mother tongue.F: Play the cassette for the rhyme. G: Invite pairs of students to act out the rhyme to the class.Have pairs of students practise saying a new rhyme substituting ' Shanghai ' with ' Beijing' or ' Guangzhou' .Invite pairs to say their rhymes to the class. coachingcooperative learningmodelingcooperative learningmodelingcooperative learningmodeling the picture cards for ' bin, park, road , building, and Shanghai ' .the word cards.the Student' s Book the Student' s Bookthe Student' s Book cassette
Unit 4 Going about
Teaching designing:
Teaching aids:
Words: letters Gg—Hh, plane, ferry, train, taxi, car, bus, van.
Structures: Get ……How do you go to……
Functions: Give simple instructions; Using connectives to add information
Material:
Student’s Book 2A page 17-21
Cassette 1A and a cassette player
Wall charts
Photograph page 14
Alphabet Cards
Teaching times:
5 times
Learning targets:
Basic aims:
Be able to identify the letters Gg--Hh
Be able to give simple instructions
Be able to introduce oneself using I’m.
Be able to write the sentence Hello, I’m
Sing a song.
Further aims:
Using more information to introduce oneself
The sorts of the alphabet
Language focus:
Using imperatives to give simple instructions
Asking How questions to find out means and Using prepositions to indicate meas
Learning the words: plane……
Period 1
Teaching focus:
Using imperative to give simple instructions
Teaching steps：
Students activities Teaching activities Teaching Media
I. Pre-task preparation:The students listen to the teacher and actThe students copy teacherII. While-task procedure:Practise with more students.The students actA small group of students line up in front as if they are ready to get off the bus.Repeat Students listen and follow in the books.III. Post-task A Revise all the commands taught in the previous units. Say the commands and ask students. B Show a toy bus and a toy car. T: Do you often see them on the road Do you go to school by bus Say the words ‘bus’ and ‘car’ clearly. A Put two chairs in a line. Ask student to sit in the front chair and act as a car driver. Pretend to get in the car by bending over and sitting in the back chair. T: Get in the car. Practise with more students.B Invite individual students to act as passengers. Say the command and ask them to perform the scene. Make sure students understand the command ‘Get in the car’.C Have a small group of students line up in front as if they are ready to get off the bus. Say ’Get off the bus’ and prompt them to walk off one by one.D Repeat step C with more groups of students. Ask them to repeat the command after you while doing the action.E Open the student’s book to page 17. Play the cassette tape to drill the correct pronunciation.Teach the other two commands to do with cars and buses;Get out of the car.Get on the bus. coachingScaffolding and fading cassette
Period 2
Teaching focus:
Asking How questions to find out mean
Using prepositions to indicate means
Using formulaic expressions to take leave
Teaching steps：
Students activities Teaching activities Teaching Media
Pre-task preparationThe students mime the actions as they listen to the commandsThe students answer the teacher’s questionWhile-task procedureThe students listen the story.The students answer the teacher’s questionThe students copy teacher.Look, listen and copy teacher.The students open the book to page 18 and readPost-task activitiesThe students answer the question.HomeworkA Listen and respond quickly.B Listen and circle the correct picture. A Revise the commands to do with transport which students learned in the previous lesson. Have students repeat cach command as they perform the action.B Show some pictures of different types of transport. Teacher asks How do you come to school Do you sometimes go by bus, by van or by taxi A Put up the wallchart for page 18. Tell a story.B Ask questions for page 18 of teacher’s book.C Explain the expression ‘I go to …by…’by giving an example of how you yourself travel to school. Repeat and let students copy you.D Wave your hand at students and pretend to leave the classroom, saying ’Goodbye’. Encourage students to wave their hands and repeat ‘Goodbye’E Play the cassette tape to let students hear the correct pronunciation of the expressions. Get students to repeat after the tape.A Ask a few students to tell the class how they get to school.B Use the tune of the song from Book 1A ‘Good morning’. Change’Good morning’ to ‘Goodbye’ and ‘to school’ to ‘back home’ CoachingCoachingCooperative leaming, PicturePictureCassetteworkbook
Period 3
Teaching focus:
Using nouns to identify forms of transport.
Teaching steps：
Students activities Teaching activities Teaching Media
Pre-task preparationThe students answer the teacher’s questionWhile-task procedureThe students look at the teacher and listen to the teacher.Whole class read the words Four groups sit in circles. When they name the mode of transport ,the whole group has to stand up and repeat it.The students look at the picture card’ girl’ and say Post-task activityThe students to guess.HomeworkColour the correct word. A Fly a paper plane to the students. Ask Who has been on a plane Tell us about it! Share your own experience if none of the students have been on a plane.B Ask questions about different modes of transport, including plane, ferry, train, car, bus and van. Ask questions such as the following,,,A Put up the picture cards for this unit. Introduce the new vocabulary by pointing to each item. Ask ‘What is this ’ Then say the words in English and put up the word cards beside the relevant forms of transport. Repeat the words.B Get students to open their student’s books to page 19. Play the cassette tape to let students listen to the pronunciation of the words first, and then practice saying them after the beep.C Divide the class into for groups. Each group’s name is a form transport they have learned. Have the groups sit in group has to stand up and repeat it. Progressively quicken the pace for more excitement.D Show students the picture card for ‘girl’ and say ‘G,,,girl’ Repeat . Show alphabet cards ’G’ and ‘g’. Have students compare the capital letter ‘G’ with the small letter ‘g’ . Do the same with ‘Hh,,, hand.’ Play the tape for students to follow in their books.Ask the following riddles for students to guess the mode of transport. Tell them to give the answer in English. CoachingCoachingCooperative learningCoachingcoaching PicturePicture cardsCassette and word cardsPicture cardworkbook
Period 4
Teaching focus:
Using formulaic expressions to indicate how people travel
Teaching steps：
Students activities Teaching activities Teaching Media
Pre-task preparationWhile-task procedureThe students open the book to page 20 and listen to the teacherThe students listen to the tape and readMake several board games that can be used in small groups to revise the expression’ I go to,,,by,,,’ and the vocabulary they have learned.Post-task activityThe students answer the teacher’s questionHomeworkA Listen and match the pictures.B Circle the one that does not belong Review the different forms of transport using the Word and Picture cards. Then write the words ‘plane’, ‘ferry’, ‘train’, ‘taxi’, ‘car’, ‘bus’, and ‘van’ on the left of the board. On the right, write the names of a few places. Point to a place and ask the students to tell you how they go there. Remind them to use the structure ‘I go to,,,by,,,’A Open the student’s book to page 20. Say There are four children in the picture. They want to go to different places, but we don’t know which form of transport they like to use. Let’s follow the road to find out. Ask students to draw the routes and say ‘I go to ,,,by,,,’, pretending they are the children in the pidture.B Play the cassette tape for students to check if their answers are right.C Make several board games that can be used in small groups to revise the expression’ I go to,,,by,,,’ and the vocabulary they have learned. Make gameboards form cardboard. Four players take turns rolling a dice and moving forward on the board according to the number on the dice. They must think of a place and say’ I go to ,,,A Ask Which form of transport do you like to use Please draw it on paper. Ask students to show their own transport pictures and say ‘I go to ,,, by ,,,’B Write up the number of students who like to use each form of transport on the board. CoachingCoachingCooperative learingCooperative learingCoachingcoaching Picture cardsPictureCassetteworkbook
Period 5
Teaching focus:
Using nouns to identify different forms of transport
Teaching steps：
Students activities Teaching activities Teaching Media
Pre-task preparationThe students look at the teacher and listen.The students look at pictures and copy to the teacher.While-task procedureThe students answer the teacher’s questions.The students listen to the tape.The students read two times.The students look at the picture and listen to the cassette.The students to sing along with tape.Post-task activityThe students are singing played. A Hold up a muppet and say ’Hello , good morning.’ Everyday, I take a bus to school. I go to the bus-stop to wait for the bus.’ Sketch a bus-stop. Ask Do you have to wait for a bus, too Or a car/van B Show pictures of a ‘bus-stop’ and a ‘train station’. Explain to students the difference between ‘bus-stop’ and ‘station’. Repeat them several times and let students copy you.A Refer to each picture of student’s book page 21. Ask questions such as the following,,,B Play the cassette tape once for students to listen to the lyrics of the song.C Read the first verse line by line for students to follow until they are familiar with the words. Then go through the second and third verse in the same way.D Play the tape again and show the picture of the relevant type of transport at the appropriate time. Draw student’s attention to the sounds at the end of each verse.E Invite students to sing along with the tape. Encourage them to imitate the sound of each type of transportAsk groups of students to mime each part of the song in front of the class while the tape is being played. Students can take different role. Let students say what type of transport they are driving. CoachingCoachingCoachingCoachingCooperative learningCooperative learning MuppetPicturesPicturesCassettePicture and cassetteCassettecassette
Unit 5 Crossing the road
Teaching designing:
Teaching aids:
Words: letters—Ii Jj, stop, light, go, fast, slow.
Structures: Look at the light. It’s…, Go! / Stop! / Wait! /
Functions: Using imperatives to give simple instructions; To give simple instructions.
Material:
Student’s Book 2A page 22-26
Cassette 1A and a cassette player
Wall charts
Photograph page 14
Alphabet Cards
Teaching times:
5 times
Learning targets:
Basic aims:
Be able to identify the letters Ii--Jj
Be able to give simple instructions
Be able to introduce oneself using I’m.
Be able to write the sentence Hello, I’m
Sing a song.
Further aims:
Using more information to introduce oneself
The sorts of the alphabet
Language focus:
Using imperatives to give simple instructions
Using adjectives to describe objects
Learning the words: stop……
Period 1
Teaching focus:
Using imperative to give simple instructions
Teaching steps：
Students activities Teaching activities Teaching Media
I. Pre-task preparation:The students look at the picture and copy to teacher.The students listen and act to teacher.II. While-task procedure:The students to stand in a row facing the teacher.Play the game with small groups of students.Students listen and follow in the books.III. Post-task HomeworkRead the ‘Let’s talk’ after the cassette A Show the picture of the red light. Say ’Red light.’ Repeat for students to copy you. Ask If you see the red light, what should you do Say’ stop’ several times so that students can follow.B Repeat step 1 with ‘Yellow light. Wait!’ and ‘Green light. Go!’ C Tell students that when you say ‘Go!’’, they should run on the spot. When you say ‘Stop!’’, they should stand still. When you say ‘Wait!’’, they should be ready to move.A Say Let’s play a game. Get three students to come to the front to help you demonstrate. Tell them to stand in a row facing you.B Explain that you are going to show them pictures of traffic lights. When they see the red light, they should say ‘Red light. Stop!’ and stand on the spot. Repeat ( Yellow, Green )C Play the game with small groups of students. When they are familiar with the game, the winner can take up your role.D Get students to open their Student’s Books to page 22. Play the cassette tape to let them listen to the correct pronunciation of the commands.Say It’s important to pay attention to the traffic lights. Let’s play the game again and keep score this time. Let’s see which group wins! CoachingCooperative learningCoachingCooperative learningCooperative learning Picturecassette
Period 2
Teaching focus:
Using imperative to give simple instructions
Using adjectives to describe objects
Teaching steps：
Students activities Teaching activities Teaching Media
I. Pre-task preparation:The students look at the pictures and listen to the teacher.The students answer the questionII. While-task procedure:The students look at the wallchart and listen to the teacherThe students answer the questions.The students point to the wallchart and say.Students listen and follow in the books.III. Post-task HomeworkListen and write the correct number in the box. A Show pictures of traffic lights. Ask individual students to say the colour of lights and what they should do when they see each colour of the light.B Ask Do you watch the traffic on the road What can you see A Put up the wallchart for page 23. Tell a story something like this,,,B Ask questions such as the following:What did Sam and his father do before crossing the road What did Sam’s father say What colour was the light What did Sam say What did they do when they saw this light Then what did they see on the road What did Sam’s father say C Point to the bus on the wallchart and say ‘The bus is slow.’ Point to the car on the wallchart and say ‘The car is fast’ Repeat several times so that students can follow.D Play the cassette tape to let students listen to the correct pronunciation of the expressions as they point to the item in their Student’s Book.Take the class to a safe spot where they can see a road and the traffic lights Ask them to call out ’fast’ or ‘slow’ according to how fast the traffic is moving; and ’stop’ to ‘go’ according to the flow of traffic before the light. CoachingCoachingCooperative learningCoachingCoachingCooperative leaning PicturesWallchartWallchartCassetteworkbook
Period 3
Teaching focus:
Using imperatives to give simple instructions
Using nouns to identify things
Using adjectives to describe objects
Teaching steps：
Students activities Teaching activities Teaching Media
I. Pre-task preparation:The students look at the wallchart and read or recite.The students to point each picture and say the wordsII. While-task procedure:The students read words slowly and copy to the teacher.Students draw pictures of the wordsThe students look at the picture card and sayStudents listen to the tape.III. Post-task HomeworkFind the correct word for each picture.Trace the letters. A Put up the wallchart for page 23. Point to the items on the wallchart for ‘stop’, ‘go,’ ‘light,’ ‘fast,’ and ‘slow’ and say the words in English. Repeat for students to follow.B Put up the picture card for the above five items on the board. Ask individual students to point to each picture and say the word.A Put the relevant word card beside each item on the wallchart. Read the words slowly. Let the students copy you.B Put the word cards up on the board in a horizontal row. Call students up to draw picture of the words. Revise by reading the words together.C Show students the picture card for ‘ice-cream’ and say Ice-cream begins with the sound ‘I’. Repeat step ‘ice-cream’ for jelly. Play the tape for students to follow in their books.Make a matching game for small group revision word. Make sets of cards-one with a word from this unit and the other with its picture. Punch a small hole at the top of each picture card and at the bottom of each word card. Then the two matching card can be joined with a string fastener. CoachingCoachingCooperative leaningCoachingCooperative learning WallchartPicture cardWord cardsWord cardsPicture card CassetteWord cardswordbook
Period 4
Teaching focus:
Using imperative to give instructions
Using adjectives to describe colours
Teaching steps：
Students activities Teaching activities Teaching Media
I. Pre-task preparation:The students look at the word card and act.II. While-task procedure:Two students come to the front and listen to the teacher.One student say and the other actThe students play the game in pairs.Students listen and follow in the books.III. Post-task HomeworkListen and colour the light. Then use the same colour for the correct word. A Get the whole class to stand up. Tell students that when you hold up the word card for ‘go’, they should run on the spot. When you hold up the word card for ‘stop’, they should stand still.B Progressively quicken the pace to have more excitement.A Say Let’s play a game. Put three pictures of traffic lights in three corners of the classroom, each showing a different colour. Get a pair of students to come to the front to help you demonstrate. Tell them to stand in a row facing you. Ask the at the back to close his/her eyes.B Explain that when you say ‘look at the light.’ and point to a picture of traffic lights in one of the corners, the student in the front should say ‘It’s,,,’(colour of the light) Then the student at the back with his/her eyes closed should say ‘Go!’ or ‘Stop’ or ‘Wait’ according to the colour of the light he/she heard.C Play the game with pairs of students. When they are familiar with the game, you can ask some more able students to take up your role.D Open the Student’s Book to page 25. Play the cassette tape. Students listen carefully to the correct pronunciation of the expressions.Put up the word cards for this unit on the board. Ask students to follow your instructions and read them. Say ‘slow’ and ‘fast’ randomly so that students will adjust their speed then reading the words. They can have fun saying the word ‘fast’ and slowly as possible. CoachingCooperative learningCooperative learningCooperative learningcoaching Word cardsThree picture of traffic lightsCassette tapeWord cards.workbook
Period 5
Teaching focus:
Using imperatives to give simple instructions
Using adjectives to describe objects
Teaching steps：
Students activities Teaching activities Teaching Media
I. Pre-task preparation:II. While-task procedure:Three students come to the front and pretend to be car driversThree students listen and copy to the teacherStudents listen and follow in their books.Students mote for the best performer.III. Post-task Say today we will learn a rhyme related to trafficA Move the desks and chairs to make the classroom look like a crossing. Get three students to come to the front. Ask them to pretend to be car drivers.B Show a picture of the red light. Then point to the ‘three cars’ and say ‘Stop, stop, stop. Stop on the road. Cars wait to go. Hello, hello, hello.’ Wave your hand at the ‘drivers’ and have them wave back. Repeat for students copy you.C Play the game with more groups of students to get them familiar with the scene and the words of rhyme.D Play the cassette tape for Student’s Book page 26. Students listen and follow in their books.E Play the cassette tape again. Students follow and say the lines.F Invite groups of students to act out the rhyme following your demonstration at the beginning of the class. Students mote for the best performer.Draw an oval-shaped racetrack on the board. Divide it into twenty sections. Divide the class into two teams. Ask each tram to choose a coloured magnet. Show a word card for this unit to Team A. If team A knows the word, move their magnet to the next section. Repeat A for B Game CoachingCooperative learningCoachingCooperative learningCooperative learning Desks and chairsThe picture of red lightCassette tape