深圳版小学英语二年级下学期教案

Primary English for China Book 4
Unit 1 My school
Task objectives
Identify/point to pictures/objects by listening to simple words
Say simple words, phrases or sentences by looking at objects, pictures or actions
Recognize words learned by pointing to objects
Identify questions, statements, imperatives, etc. by recognizing intonation
Language focus
What’s in the school
There’s a/an…
Is there a/an…
Yes, there is. /No, there isn’t.
Topic vocabulary
classroom, computer room, library, hall, music room, art room, playground
Additional language
Come and have a look.
Cool!
Throw-away words
Sound words: out, around, shout, playground
The first period
Teach A. Point and say.
Presentation
Bring in a photo of our school and photos of the different rooms taught in this unit.
(Books closed.) Show the picture of our school, saying This is my school. Give individual pupils the picture and ask them to repeat the sentence.
Show the pictures of the different rooms in the school. Say their names and ask the pupils to repeat them after me. Then practise by showing a room and asking the pupils to tell me the name.
Choose a picture and point to something in the picture the pupils know, e.g. a tree, a car, a well known room and say There’s a/an… Show the picture to individual pupils and ask them to point to the object and repeat the sentence. Point to other known items in the picture and encourage them to make sentences about them.
Show Transparency. Play the Pupil’s Book Cassette and point to the speech bubble. Ask the pupils to repeat after the beeps.
Practice
(Books open.) Show Transparency. Point to the places in the school on the page, saying There’s a classroom, etc. Encourage the pupils to repeat the sentences after me.
Introduce the new character, Mike. Explain that Tim is showing Mike a picture of his school. Teach the pupils the name of the school (No. 1 Primary School). ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 )
Read Tim’s speech bubble. Get the pupils to point to the correct places. Make sentences about the other places using There’s a/an…
Encourage the pupils to make sentences while I point to the places in the picture.
Get the pupils to look at each of the rooms. Point at an object in a room and say There’s a… For example, point at a computer and a chair in the computer room and get the pupils to tell me There’s a computer. There’s a chair.
Draw and write
Teach the pupils the name of their school in English. Ask the pupils to draw a picture of their school and write its name in English. The more able pupils could draw and write captions for things they can see at their school, e.g. There’s a playground.
Homework
Recite the new words.
Write the copybook.
课后记
要给学生多对比和练习There is和There are句型的用法。
library的读音学生容易读错也容易写错。Playground容易写成playgrong。
The second period
Teach B. Say and act.
Presentation
Make a plan of my school with the places marked on it. The plan does not need to have the English names written on it.
(Books Closed.) Show the pupils a plan of my school with the places marked on it, revising the English names for the places.
Point to the plan and ask, for example, Is there a music room Ask a pupil to come out and point to the place named and say Yes, there is. Ask about a place not in the school, e.g. Is there a swimming pool Is there a zoo Then teach No, there isn’t.
(Books open.) Show Transparency. Play the Pupil’s Book Cassette and ask the pupils to repeat the characters’ words after the beeps.
Practice
(Books open.) Show Transparency and play the Pupil’s Book Cassette. Explain that Tim and Pat are visiting Mike’s school. The pupils listen and follow in their books. Continue to play the cassette and ask the pupils to repeat the words after the beeps.
Show the words in Tim and Pat’s thought bubbles. Drill the question form with the pupils by giving them the six word cues one by one and getting the pupils to ask Is there a/an… for each place in the school.
Show the words with ticks and crosses in Mike’s thought bubble. Explain that a tick means they should answer Yes, there is. A cross means that they should answer No, there isn’t.
Divide the class into three groups to role-play Tim, Pat and Mike. Get them to chorus the conversation following the order of the word cues in Tim and Pat’s thought bubbles.
Ask the pupils to work in groups of three to role-play the conversation between Tim, Pat and Mike.
More to do
Take the pupils on a walking tour round the school. Arrange the tour in advance by preparing slips of paper with the names of the places in the best order.
Tell the pupils to take turns to ask about places in the school, e.g. Is there a/an… They may use the slips of paper from the previous activity to help them.
Homework
Recite Part B.
Write the copybook.
课后记
学生对于Is there和Are there 句型的肯定回答和否定回答还是掌握得比较好。
The third period
Revision
Is there …
Are there …
1. Teach C. Storytime
Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as I read them.
Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the cassette.
Explain that the man in the story is the school principal.
Ask questions about what the boy can do, e.g. Can he sing Encourage the pupils to answer Yes, he can. / No, he can’t.
Ask the pupils to role-play the story in groups of three and to read the characters’ speech bubbles. Some groups may like to come out to the front and act the story.
Use Storycards to revise sequence and language of the story.
2. Teach D Tick or cross.
Ask the pupils to read the story again. Read the words in the speech bubbles with the pupils. Demonstrate how to tick or cross the first sentence with the pupils as an example. Check answers using Transparency.
3．Dictation about the words and sentences in this unit.
Homework
Recite Part C.
课后记
学完C部分后，让学生分角色朗读和表演这个故事，学生很有兴趣，也有助于他们对这个故事的理解和掌握。
The fourth period
Teach E. Say the sound and the words.
1）Play the Pupil’s Book Cassette and ask the pupils to listen to the sound and the words. Point out the spelling of this sound. It is important that the pupils realize the vowel sound is spelt with two letters. Demonstrate how to make the sound and get the pupils to look at my face while doing so. Check that the pupils are opening their mouths sufficiently and making the sound correctly.
2）Say the words slowly and clearly. Check that the pupils are saying the sound correctly.
3）Point to the pictures and check that the pupils can say the words without my model.
4）Play the Pupil’s Book Cassette again. Ask the pupils to listen to the rhyme and to tick the correct picture. Get the pupils to say the rhyme.
Teach F. Look and do.
Tell the pupils to work in pairs. One should be Student A and the other one Student B. ask all the pupils who are Student A to put up their hands. Repeat with the pupils who are Student B.
Read the instructions on the page with the pupils. Ask them to turn to pages 60 and 61. Point out the different plans Student A and Student B should look at. Explain that the places on the plans are the same, but the objects are in different places.
Tell the pupils to put ticks in the correct places in the grid on page 60 or page 61.
Tell them to take turns to ask and answer questions and to put ticks in their grid according to their partner’s answers.
Teach G. Listen, tick and sing.
Play the Pupil’s Book Cassette for the pupils to listen to the song.
Play the cassette again and tell the pupils to tick the correct pictures for the rooms in the first two verses of the song.
Play the cassette again and encourage the pupils to join in with the words. Then point to one of the rooms shown at the bottom of the page and ask the pupils to sing the next three verses substituting the name of the room I point to.
Homework
Do Workbook exercises
The fifth period
Do workbook exercises
Workbook (p.1)
Tell the pupils to look at the pictures on the top and read the words at the bottom. Then ask the pupils to match them by writing the letters in the boxes.
Workbook (p.2)
Ask the pupils to look at the pictures and listen to the Workbook Cassette. Then tell the pupils to put a tick or a cross in the boxes.
Workbook (p.3)
Ask the pupils to look at the pictures and listen to the Workbook Cassette. Then ask the pupils to put ticks in the circles for the correct pictures.
Workbook (p.4)
Ask the pupils to look at the first part of the page and listen to the Workbook Cassette. They need to draw a line to the correct words according to what they hear on the tape.
Ask the pupils to look at the second part of the page. Tell them to look at the pictures and fill in the blanks in the sentences.
Workbook (p.5)
Ask the pupils to read the speech bubbles in the pictures on the left and then match them to the pictures on the right by writing the correct letter in the circle.
Unit 2 At school
Task objectives
Guess the meaning of a word through miming
Identify questions, statements, imperatives, etc. by recognizing intonation
Use simple expressions and structures learned to interact with others
Spell vowel letters correctly in words
Language focus
What do you do in the …
We … and …
We play in the …
Topic vocabulary
study, paint, line up, eat, drink, play, dining hall
Additional language
We can fly in here.
Your school’s cool.
Throw-away words
Sound and rhyme words: seat, then
Song words: each day, great fun
The first period
Teach A. Look and say.
Presentation
(Books closed.) Revise with the pupils the verbs they learned in Pupil’s Book 2 Unit 3 (run, dance, jump, sing, read, write). Do actions for run, dance, jump, sing, read and write and have the pupils repeat the words after me. Then encourage the pupils to do the actions with me by saying, for example, Let’s run.
Teach the new words with actions to demonstrate their meanings. For example, open more than one book, and make notes for study, draw a paintbrush and pretend to paint, get a few pupils to line up, mime eat and drink and gently throw a ball to a pupil, saying Let’s play.
Drill the new words by saying a word and getting the pupils to do the appropriate action or by doing an action and getting the pupils to say Let’s …
Show Transparency and play the Pupil’s Book Cassette. Ask the pupils to repeat the words in the speech bubbles after the beeps. Do the same with the vocabulary items.
Practice
(Books open.) Show Transparency. Point to the children on the page who are painting. Say Let’s paint. Get the pupils to do the action and join in with them. Do the same with Let’s line up.
Point to the other words on the page. Ask the pupils to repeat them after me and to do the action I have taught them.
Ask the pupils to work in groups of four. Give a word cue like study. Nominate one pupil in the group to make a sentence with Let’s … and to invite the others to do the action with him or her.
More to do
The pupils play a miming game. Prepare strips of paper with the words written on them. Ask the pupils to choose one, read it silently and mime the action for their team. The team guesses by saying Let’s … Award points for correct guesses.
Homework
Recite the words.
Write the copybook.
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强调Let’s是let us的缩写形式。在听写的时候有很多学生写错。Let’s后面接动词的原形。
The second period
Revision of Part A
Write the following verbs on a piece of paper: line up, eat, drink, sing, dance, study, paint, draw, play, walk, run, jump, swim, read and write, ect. Stick the paper on the board. Get the pupils to do the actions as they read the verbs.
Say “Let’s line up/sing/paint… in the …” and do the actions.
Teach B. Say and act.Presentation
(Books closed.) Point to an appropriate room on the plan. Make sentences about what the pupils do in the room. For example, say We study in the classroom.
Drill the pupils by asking about the different rooms, e.g. What do you do in the dining hall Encourage the more able pupils to use more than one verb by saying And With rising intonation after they have told me one thing they do, e.g. Pupil: We eat. I: And Pupil: We drink. Reformulate the sentence for the pupil to repeat after me by saying, Yes. We eat and drink. or We eat and drink in the dining hall.
(Books open.) Show Transparency and play the Pupil’s Book Cassette. Point to the speech bubbles and get the pupils to repeat the sentences after the beeps.
Practice
(Books open.) Show Transparency and play the Pupil’s Book Cassette. The pupils listen and follow in their books. Continue to play the cassette and ask the pupils to repeat the words after the beeps.
Show the pupils the characters and explain that Mike is in Pat’s school.
Point to the pictures and ask, for example, What do you do in the playground Encourage the pupils to make a sentence about each small picture in the thought bubbles.
Show the pupils, using the sentences in the speech bubbles, that when we talk about more than one thing we can use … and … to link the actions. We can also use …, too to link a sentence to a previous sentence.
Point to Pat’s thought bubbles in picture 3. Help the pupils to link the actions shown by using … and … or …, too.
Ask the pupils to work in pairs to complete the conversation. The pupils take turns to role-play Pat and Mike.
More to do
Write the names of the different rooms on the board. Using strips of paper with the action verbs written on them, ask the pupils to stick a strip of paper under an appropriate room name.
Ask a pupil about a room, for example, What do you do in the music room The pupil makes a sentence using the word on the strip of paper under the room name. This game can also be played in teams for points.
Homework
Recite part B.
Write the copybook.
课后记
B部分的句型学生还是掌握得比较熟练。可以把What do you do in the … 的内容扩展一下，比如问What do you do at home 等。
The third period
Revision
What do you do in the … We …
Teach C. Storytime
Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as I read them.
Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the cassette.
Ask the pupils to role-play the story in groups of three and to read the characters’ speech bubbles. Some groups may like to come out to the front and act the story.
Use Storycards to revise sequence and language of the story.
Teach D Tick or cross.
Ask the pupils to read the story again. Read the words in the speech bubbles with the pupils and tell them to repeat the sentences. Demonstrate how to write a cross in the first one as an example. Use Transparency to check the answers.
Dictation about the words and sentences in this unit.
Homework
Recite part C.
课后记
掌握好和练习好We … in the …这个句型。
The fourth period
Revision
Recite part C.
Teach E. Say the sound and the words.
Play the Pupil’s Book Cassette and ask the pupils to listen to the sound and the words.
Point out the spelling of this sound. It is important that the pupils realize the vowel sound is spelt with two letters.
Say the words slowly and clearly. Check that the pupils are saying the sounds correctly.
Point to the pictures and check that the pupils can say the words without my model.
Play the Pupil’s Book Cassette again. Ask the pupils to listen to the rhyme and point to the children. Ask the pupils to read what is written on the wrappers of each child’s ice cream. Tell them to circle the winner. Get the pupils to say the rhyme.
Teach F. Look and do.
Ask the pupils to draw their own face in the blank faces on page 62. Tell them to cut out the pictures and to stick them in the four rooms at the top of page 11. Tell them not to show their friend.
Tell the pupils to work in pairs. Ask them to take turns to ask What do you do in the … The other pupil answers according to the picture he or she has put in that room. The pupil asking the questions ticks the correct boxes in the grid at the bottom according to their partner’s answer.
At the end, the pupils check to see if their pictures and their partner’s grid match.
More to do
The pupils draw a picture of their favourite room in the school. They write a caption to tell what they do there.
Teach G. Listen, point and sing.
Play the Pupil’s Book Cassette for the pupils to listen to the song. Ask the pupils What do you do in the … For each of the rooms listed at the bottom of the page.
Play the cassette again and tell the pupils to point to the correct pictures for each of the verses.
Play the cassette again and encourage the pupils to join in with the words.
Homework
Do Workbook exercises.
The fifth period
Do Workbook exercises
Workbook (p.6)
Ask the pupils to look at the pictures and write the correct words for each sentence.
Workbook (p.7)
Ask the pupils to look at the pictures and listen to the Workbook Cassette. Then ask the pupils to put ticks in the boxes for the correct pictures.
Workbook (p.8)
Ask the pupils to look at the pictures and listen to the Workbook Cassette. Then ask the pupils to number the pictures according to the sequence of language they hear on the tape.
Workbook (p.9)
Ask the pupils to look at the first part of the page and listen to the Workbook Cassette. They need to circle the correct TVs according to the sound they hear on the tape.
Ask the pupils to look at the second part of the page. Tell them to look at the pictures and fill in the blanks in the sentences.
Workbook (p.10)
Tell the pupils to look at the pictures and read the speech bubbles. Then ask them to put a tick in the boxes if the sentences are correct or a cross if they are not.
Unit 3 My robot
Task objectives
Understand simple instructions and act accordingly
Use simple expressions and structures learned to interact with others
Spell vowel letters correctly in words
Write simple sentences correctly
Language focus
What’s in your …
There’s a/an …
Is there a/an …
Yes, there is.
Topic vocabulary
arm, head, knee, shoulder, foot, leg, hand
Additional language
Oh, dear!
That’s great.
Thank you, sir.
Throw-away words
Sound and rhyme words: bread, ready, steady, watch, go
Song word: toes
The first period
Teach A. Point and say.
Teach the new words
Introduce the parts of the body by pointing to my own body parts and saying the names: a head, a shoulder, an arm, a hand, a leg, a knee and a foot. Get the pupils to touch their body parts when reading the words. Show courseware.
Invite four pupils to the front. Show the class the picture cards of the body parts. Get the class to read the words and the four pupils to touch the right parts as quickly as they can.
Presentation of Part A
Prepare the body parts of a robot. Put them into a box. Invite a pupil to help me. Suppose I am the Doctor and ask: What’s in your box Is there a ball Is there a toy car Is there a head Get the pupils to answer me and give the body parts to me one by one. Set them together. It’s a robot. Then show courseware. Ask two pupils to act part A again. Play VCD of teaching.
Practice
Draw a simple robot on the board. Tell the class to shut their eyes. Rub off one part of the robot, e.g. the head or both legs. The pupils have to guess what’s missing by asking Is there a … Answer Yes, there is. / No, there isn’t.
Homework
Recite the new words.
Write the copybook.
Teach your parents to say the body parts.
课后记
What’s in …这个句型的回答There’s/There are …学生不是很熟练，要多练习。
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The second period
Revision
Point to my own body parts to review the following words
hand, arm, knee, shoulder, head, leg, foot, feet.
Show a robot (courseware) and ask the students ‘What’s this ’ ‘It’s a robot’. Point to the robot’s head and legs, ask “Is there a head ” (Yes, there is.) “Are there two legs ” (Yes, there are.) Point to the other parts to practise the sentence “Is there… Are there… ”
Teach B. Say and act.
Presentation
1. Show two robots (courseware), one has a small head and the other has a big head. Talk about the robots.
Look at this robot.
It has a small head
Look at this robot.
It has a big head.
Point to one robot, ask the students to describe its head, arms, legs and shoulder.(courseware)
(a small head, short arms, long legs, big shoulders )
Look at my robot. It has a small head. It has short arms. It has long legs. It has big shoulders.
Point to the other robot, ask the students to describe its head, legs, hands, feet and arms.
(a big head, short legs, big hands, big feet, long arms)
Here’s my robot. It has a big head. It has short legs. It has big hands. It has big feet. It has long arms.
Practice
(Books open.) Show Transparency and play the Pupil’s Book Cassette. The pupils listen and follow in their books. Continue to play the cassette and ask the pupils to repeat the words after the beeps.
Show the pupils that the two robots are different. Read the sentences in the speech bubbles with the pupils and ask the m to point to the correct body for each one.
Help the pupils to complete the sentences about the other robots in picture 3 and picture 4.
Ask the pupils to work in groups of four to complete the conversation. The pupils take turns to role-play the children with the different robots.
More to do
Play a guessing game. Describe one of the robots on the page. Describe the robots in pictures 1 and 2 by using a different sentence order from the one in the book. Get the pupils to say the number of the picture for the robot I am describing.
Ask one or two pupils to come up to the front. When I make a sentence describing a body part, the pupils should point to the body part and make a gesture to fit the description.
Homework
Recite part B.
Write the copybook.
Draw two different robots and describe them.
课后记
B部分的读和写都不容易掌握得好，特别是It has后面接名词的单数时学生经常忘了加a或an。
The third period
Revision
Invite some students to show the robots they drew and describe their robots.
Teach C Storytime
Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as I read them.
Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the cassette.
Ask the pupils to come up and play the roles of Koko, Pat and the robot scientist.
Ask the pupils to role-play the story in groups of three and read the characters’ speech bubbles. Some groups may like to come out to the front and act the story.
Use Storycards to revise sequence and language of the story.
Teach D Circle the correct words.
Ask the pupils to read the story again. Read the words in the speech bubbles with the pupils. Demonstrate how to circle the correct choice in the first sentence as an example. Use Transparency to check the answers.
Dictation about the words and sentences in this unit.
Homework
Recite part C.
课后记
复习了情态动词can和它的否定形式can’t的用法，有的学生在读音上分不太清楚。
The fourth period
Teach E. Say the sound and the words.
Play the Pupil’s Book Cassette and ask the pupils to listen to the sound and the words. Point out the spelling of this sound. It is important that the pupils realize the vowel sound is spelt with two letters. This is a short vowel sound.
Say the words slowly and clearly. Check that the pupils are saying the sounds correctly.
Point to the pictures and check that the pupils can say the words without my model.
Play the Pupil’s Book Cassette again. Ask the pupils to point to the waiter’s head and bread. Get the pupils to say the rhyme.
Teach F. Look and do.
Show the pupils the body parts of the robot on page 62. Tell them to cut out a head, legs and arms. Show them the body and have them cut it out.
Tell the pupils to paste the body parts they have chosen for their robot onto a piece of paper. Tell them to describe their robot by filling in the blanks on the bottom left of page 17.
Tell the pupils to work in pairs. Ask them to take turns to show their friend their robot and talk about it. They can write sentences about their friend’s robot.
More to do
The more able pupils can tell their friends what their robot can do, e.g. It can run. It can jump. It can fly.
Teach G. Listen, do and sing.
Play the Pupil’s Book Cassette for the pupils to listen to the song. Show the pupils how to do the different actions shown in the pictures. Play the cassette again and encourage the pupils to join in with the words.
Homework
Do Workbook exercises.
The fifth period
Do Workbook exercises
Workbook (p.11)
Ask the pupils to look at the picture and write the correct words from the list in the crossword puzzle.
Workbook (p.12)
Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Ask the pupils to colour the correct pictures according to what they hear on the tape.
Workbook (p.13)
Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Ask the pupils to tick the correct pictures according to what they hear on the tape.
Workbook (p.14)
Ask the pupils to look at the first part of the page and listen to the Workbook Cassette. They need to draw a line to the correct car according to the sound they hear on the tape.
Ask the pupils to look at the second part of the page. Tell them to look at the pictures and fill in the blanks in the sentences for the pictures.
Workbook (p.15)
Ask the pupils to look at the pictures at the top of the page and read the sentences at the bottom of the page. Then tell them to match the pictures and the sentences ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 ) by writing the correct letters in the circles.
Unit 4 Senses
Task objectives
Identify questions, statements, imperatives, etc. by recognizing intonation
Spell vowel letters correctly in words
Say simple words, phrases or sentences by looking at pictures
Use proper pronunciation and intonation
Language focus
What can you see
I can see/hear/smell a …
I see/hear/smell with my …
Topic vocabulary
train, plane, ship, van, road, truck, lorry
Additional language
We’re in Bird Park. We can’t cross the road now.
Let’s wait. Let’s eat here.
Throw-away words
Unit heading: senses
Sound and rhyme words: rain, sail, go away, want to
Rubrics: Choose a picture. Write. Then tell your friend. Ask your friend to guess. Say ‘Yes’ or ‘No’.
Song words: things, every day
The first period
Teach A. Point and say.
Presentation
Bring in a toy train, plane, truck, van, lorry and ship.
(Books closed.) Introduce or revise the names of the vehicles using the toys. Write the names on the board.
Drill the words by asking the pupils to point to the correct toy. Then point to the toys and ask the pupils to tell me the names.
Revise I can … by showing and telling the pupils that I can run or jump. Point to my eyes making them very wide open and say I can see. Close my eyes and cover them with my hands saying I can’t see. Write ‘I can see’ on the board. Ask the pupils to repeat my actions and make appropriate sentences.
Show the vehicles one by one and ask the pupils What can you see Encourage them to answer I can see a …
Show Transparency. Play the Pupil’s Book Cassette and point to the speech bubbles. Ask the pupils to repeat after the beeps. Do the same with the vocabulary items.
Practice
(Books open.) Show Transparency. Point to the pictures of different vehicles on the page asking What can you see Encourage the pupils to answer I can see a …
Draw the pupils’ attention to the two children behind the wall in the picture. Point to the short boy saying He’s short. He can’t see. Then point to the taller girl and say She’s tall. She can see. Read the children’s speech bubbles. Get the pupils to point to the plane.
Make sentences using I can see a … for the other vehicles. Get the pupils to point to the correct pictures.
Ask the pupils to take turns to role-play the children in the picture.
More to do
Check that the pupils know the starting sound (e.g. say ‘t’ for train) of each of the vehicles.
Say I can see a … and the starting sound in the name of one of the vehicles. Let the pupils guess. If they cannot guess, give them another clue, e.g. the colour of the object. Encourage the pupil who guesses correctly to say I can see a … and play the game again.
Homework
Recite the new words.
Write the copybook.
课后记
train和plane的发音学生比较难读准确，要反复强调。lorry的复数形式学生也比较不熟。
The second period
Revision
What can you see I can see a …
Teach B. Say and act.
Presentation
Bring in a cut orange and a toy car, train or truck. The toy must be one that makes a noise.
(Books closed.) Draw a face on the board. Point to and revise the words eyes, ears and nose from Pupil’s book 1.
Revise I can see a … by making sentences about some of the objects in the classroom, e.g. a desk, a chair, a window, a board and a door. Point to my eyes and say I see with my eyes. I can see a student.
Show the pupils the toy. Make a noise with it. Point to my ears. Say e.g. I hear with my ears. I can hear a car. Make the noise again and encourage the pupils to repeat the sentences.
Show the pupils the cut orange and gesture to them to smell it. Point to my nose. Say I smell with my nose. I can smell the orange.
Say sentences with I can smell/hear/see with my … Ask the pupils to point to the appropriate organ of sense. Write smell - nose, hear - ears, see - eyes on the board.
Practice
(Books open.) Show Transparency and play the Pupil’s Book Cassette. The pupils listen and follow in their books. Continue to play the cassette and ask the pupils to repeat the words after the beeps.
Show the pupils the small pictures of other things that the characters can hear, smell and see and help the pupils to complete the sentences about them.
Ask the pupils to work in groups of three to complete the conversation. The pupils take turns to role-play the characters and talk about the other things that Koko can see, Pat can hear and Tim can smell.
Homework
Recite part B.
Write the copybook.
课后记
把 ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 )What can you see 的句子联系和扩展到What can you smell 和What can you hear 学生比较容易掌握和理解。 I see/smell/hear with my eyes/nose/ears.的句子结构学生容易搞错。
The third period
Teach C. Storytime
Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as I read them.
Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the cassette.
Point to the blind boy in picture 1. Explain that he cannot see. Show his stick.
Ask the pupils to role-play the story in groups of three and read the characters’ speech bubbles. Some groups may like to come out to the front and act the story.
Use Storycards to revise sequence and language of the story.
Teach D. Tick or cross.
Ask the pupils to read the story again. Read the words in the speech bubble with the pupils. Demonstrate how to do the first one with the pupils as an example. Check answers using Transparency.
Dictation about the words and sentences in this unit.
Homework
Recite part C.
课后记
重点练习了I see/smell/hear with my eyes/nose/ears.和I can see/smell/hear …这些句型。
The fourth period
Revision
Recite part C.
Teach E. Say the sound and the words.
Play the Pupil’s Book Cassette and ask the pupils to listen to the sound and the words. Point out the two possible spelling of this sound.
Say the words slowly and clearly. Check that the pupils are saying the sound correctly.
Point to the pictures and check that the pupils can say the words without my model.
Play the tape again. Ask the pupils to listen to the rhyme and point to the actions of the children when they are said in the rhyme. Then ask the pupils to draw the rain (in the window). Get the pupils to say the rhyme.
Teach F. Look and do.
Show the pupils Picture A and Picture B. ask them to look at the things in the picture and give me some examples of things they can see, hear and smell.
Tell the pupils to work in pairs. Ask them to choose Picture A and Picture B and to take turns to talk about the things they can see, hear, or smell in their picture, e.g. I smell with my nose. I can smell a flower. Their partner has to guess which picture they have chosen.
More to do
The pupils change partners and play the game again.
Teach G. Listen, write and sing.
Ask the pupils to tell me whether they can see, hear or smell the things in the pictures at the bottom of the page. Help the pupils guess what they should write in the blanks for each line of the second verse.
Play the pupil’s Book Cassette for the pupils to listen to the song. Play the song twice to give the children time to hear and write the correct words in the blanks for the second verse.
Play the cassette again and encourage the pupils to join in with the words and to sing the third verse substituting items pictured at the bottom of the page.
Homework
Do Workbook exercises.
The fifth period
Do Workbook exercises
Workbook (p.16)
Ask the pupils to look at the pictures on the left and circle the correct words on the right.
Workbook (p.17)
Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Ask the pupils to draw lines to match the pictures on the left and the ones on the right according to what they hear on the tape.
Workbook (p.18)
Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Ask the pupils to number the pictures according to the sequence of the language.
Workbook (p.19)
Ask the pupils to look at the top of the page and listen to the Workbook Cassette. They need to circle the correct presents according to the sound they hear on the tape.
Ask the pupils to look at the second part of the page. Tell them to look at the pictures and fill in the blanks in the sentences.
Workbook (p.20)
Ask the pupils to look at the pictures and read the speech bubbles. Then tell them to match the match the pictures and verse substituting items pictured at the bottom of the page.
Unit 5 Revision
The first period
Teach A. Listen, read and tick or cross.
Play the Pupil’s Book Cassette. Show Transparency. Ask the pupils to repeat the sentences after the cassette.
Explain that the boy is talking to his mother about a new school.
Show them the list he is writing in picture 3.demonstrate how to write ticks or crosses in the boxes in the list by reading the sentences in the speech bubbles in picture 1.
Tell the pupils to complete the list. Use Transparency to check the pupils’ answers.
More to do
Tell the pupils to copy out the list on a piece of paper. Ask them to work in pairs to role-play the conversation. They change the mother’s words and write ticks or crosses according to what they have in their school.
Teach B. Say and act.
Show Transparency. Read the sentences in the speech bubble in picture 1. Ask the pupils to repeat it after me.
Point to the picture in the twins’ thought bubble and help the pupils to work out the twins’ response to Koko. Do the same for picture 2.
In pairs, the pupils take turns to role-play the twins and Koko and complete the conversation in other pictures.
Use Transparency to check the pupils’ answers.
课后记
学生A、B部分都做得比较好，对话也比较熟练。
The second period
Teach C. Listen, read and tick.
Play the Pupil’s Book Cassette. Show Transparency. Ask the pupils to repeat the lines after the cassette.
Show the pupils the small pictures on the right side of the page. Tell the pupils to tick the correct boxes according to the rhyme.
Ask the pupils to read the rhyme again. Using the information in the rhyme they colour the correct robot.
More to do
The more able pupils could change the adjectives in the rhyme to suit the robot they made in Unit 3(page 17). They show their robot to the class and say the new rhyme.
Teach D. Look and do.
Tell pairs of pupils to cut out one set of pictures and the ‘X’ and ‘O’ signs on page 64. They put the pictures onto the grid on this page.
Remind or show the pupils how to play the Tic-tac-toe game.
The pupils each choose a sign. They take turns to point to a picture on the grid and to say a sentence about it, e.g. I can smell an orange. If they are correct they cover the picture with one of their ‘X’ or ‘O’ counters. The first to have three signs in a row, top to bottom, left to right or diagonally is the winner.
Homework
Do Workbook exercises.
The third period
Do Workbook
Workbook (p.21 and 22)
Ask the pupils to read the words on the left and then circle the correct pictures on the right.
Workbook (p.23 and 24)
Ask the pupils t look at the pictures and listen to the Workbook Cassette.
Ask the pupils to put a tick or a cross in the boxes for the pictures according to what they hear on the tape.
Workbook (p.25 and 26)
Ask the pupils to listen to the Workbook Cassette and circle the words that contain the sound they hear.
Workbook (p.27 and 28)
Ask the pupils to read the speech bubbles. They should put a tick in the box if the words and picture match and put a cross in the box if they do not match.
Unit 6 My room
Task objectives
Identify questions, statements, imperatives, etc.by recognizing intonation
Express simple feelings, e.g. likes and dislikes
Say simple words, phrases or sentences by looking at objects, pictures or actions
Understand simple words, phrases and sentences by looking at pictures
Language focus
I like the …
What color is /are the …
It’s … / They’re…
Teaching tools
A recorder, pictures, word cards
The first period
A. Look and say.
Presentation
Make labels to put on furniture that you may have in the classroom, e.g. a shelf, a wall, curtains, a table. Bring in pictures of the items that I don’t have in my classroom.
Point to a wardrobe, a shelf, a wall, curtains and a table in the picture. Read the names of the items with the pupils.
Take the labels off again and see if the pupils can put them back correctly.
Ask the pupils How many walls are there in the classroom Write the word walls on the Bb.
Play the tape. Listen and repeat.
Practice
Talking about the pictures What can you see I can see … .
Revise the colors by pointing to the object saying, e.g. this is green. Teach: Pink and purple.
Read the pupils’ speech bubbles. Get the pupils to point to the correct objects.
Point to other objects and get the pupils to talk about the color and the object saying, e.g. I like the blue shelf.
Ask the pupils to point at something in the picture that they like and to tell me about its color.
Homework
Recite the new words.
Write the copybook.
课后记
把以前学过的表示颜色的单词都给学生复习了，然后再教他们新的单词，把新旧知识联系起来有利于学生对知识的掌握。
The second period
B. Say and act.
Presentation
Revise some of the objects in the classroom by asking the pupils to put the labels on them, e.g. a desk, a window, walls, the door, curtains and a table.
Point to a singular object with a clearly defined colour. Say Look at the … What colour is the … It’s … Write on the board the question What colour is the … and the answer It’s … ask How many …(s) are there When the pupils tell me One, circle the It in the answer.
3 Repeat the process with the walls, curtains, desks or chairs, writing the question and answer on the board and circling They’re. Show the pupils that They’re is short for They are.
Practice
Show Transparency and play the Pupil’s Book Cassette. The pupils listen and follow in their books. Continue to play the cassette and ask the pupils to repeat the words after the beeps.
Point to the objects in picture 3 and ask What colour is/are the …
Help the pupils to answer the questions about the objects in picture 3 using It’s/They’re…
Ask the pupils to work in pairs to role-play the conversation.
More to do
Play a team game.
Homework
Recite part B.
Write the copybook.
课后记
强调What colour is … 和What colour are … 问句和答句的用法和区别，学生在具体应用的时候还是不够熟练。
The third period
Revision
Have a dictation
Talking about the pictures
C. Storytime
1 Point to the characters in the pictures in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as I read them.
2 Play the tape. Listen and repeat
3 Ask the pupils to role-play the story in groups.
D. Circle the correct words
Ask the pupils to read the story again. Read the words.
Workbook
Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Tell the pupils to circle the correct furniture according to the dialogue on the cassette.
Homework
Do exercises on the slides.
Recite part C.
The fourth period
Revision
Ask the pupils to role-play the story in groups.
Talking about the pictures.
E. Say the sound and the words
Play the Pupil's Book Cassette and the pupils to listen to the sound and the words. Point out the spelling of this sound.
Say the words slowly and clearly. Check that the pupils are saying the sounds correctly.
Point to the pictures and check that the pupils can say the words without the model.
Play the Cassette again. Ask the pupils to listen and repeat.
Workbook
Ask the pupils to look at the top of the age and listen to the Cassette. They need to draw lines to the correct robots according to the sound they hear on the cassette.
Ask the pupils to look at the bottom of the page. Tell them to look at the pictures and fill in the blanks in the sentences.
F. Listen, write, colour and sing
Play the Cassette for pupils to listen to the song. The pupils listen again to find out and write in the colors of the objects and walls in the room. They color the picture of the room on the page. Play the cassette again and encourage the pupils to join in with the words.
Homework
Do Ex. in workbook
Unit 7 My neighbours
Task objectives
Identify questions, statements, imperatives, etc. by recognizing intonation
Use simple expressions and structures learned to interact with others
Guess the meaning of a word through miming
Understand simple words, phrases and sentences with the help of picture
Language focus
Who's that
That's Mr. /Mrs. /Miss Wang .
He's /She's our neighbour.
Is he / she a …
Yes, he / she is. No, he /she isn't.
Teaching tools
A tape recorder, a speech cassette, word cards, pictures
The first period
A. Look and say
Presentation
Draw houses side-by-side on the board. Draw people in the windows. Tell the pupils I am one of the people in the picture. Point to and label myself. Point to the other people, saying He's /She's my neighbour.
Show a picture of someone doing a job and say He's/she's a …
Talking about others pictures with the pupils.
Practice
Play the tape .Get the pupils to listen and repeat.
Practice in pairs.
Invite some pupils to act it out.
Workbook
Ask the pupils to look at the pictures and read the sentences. Tell them to circle the correct answer for each picture and then write the correct words from the list.
Homework
Read and recite Part A.
课后记
强调policeman, policewoman和postman的复数形式。Mr, Mrs和Miss学生也分得不是很清楚。找教案 ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 ) http://www.zhaojiaoan.com ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 )
The second period
Revision
Talking about the pictures.
Act Part A out.
B. Say and act
Presentation
Ask one pupil to go outside the room and to knock on the door. Close the door. When the pupil knocks, ask the class Who's that Prompt the class to answer That's ….
Ask Is she a student Prompt the pupils to answer using Yes, he /she is. Write the sentences on the blackboard
Repeat this asking some correct and some wrong questions.
Practice
Play the tape. Get the pupils to listen and repeat.
Point to the people in the pictures and ask Who's that
Help the pupils to complete the sentences about the people in picture 3.
The pupils in pairs role-play the conversation between Mike and Jane.
Ask the pupils to work in pairs to point to and ask and answer questions about Miss Fu, Mr. Li and Mrs. Chen.
Play a guessing game.
Cut the pictures of the occupations into three parts. Show one part to the pupils each time. Get them to guess by asking Is he/she a …
Workbook
Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Tell the pupils to draw lines to match the pictures on the left and the words on the right.
Homework
Recite part B.
Write the copybook.
课后记
学生对于Is he/she a … 的肯定回答和否定回答还是掌握得比较好。
The third period
Revision
Act Part A out.
Talking about the pictures.
C. Storytime
Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubble as I read them.
Play the tape. The pupils listen and repeat.
Ask the pupils to come up and play the roles of Jane, Her mother, Mike, The children in the playground and the nurse.
Ask the pupils to role-play the story in groups of six and read the characters' speech bubbles.
D. Write the correct answers
Ask the pupils to read the story again. Read the questions in Jane's speech bubble with the pupils. Demonstrate how to write Mike's first answer with the pupils as an example. Check answers using Transparency.
Workbook
Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Tell the pupils to number the pictures according to the sequence of the language they hear on the cassette.
Homework
Read and recite Part C.
课后记
让学生把这个小故事用英语表演出来，学生都很感兴趣。
学生对“There’s no school now.”这句话的意思理解得有点不准确。
The fourth period
Revision找教案 ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 ) http://www.zhaojiaoan.com ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 )
Ask some pairs to act Part C out.
E. Say the sound and the words.
Play the tape and ask the pupils to listen to the sound and the words. Point out the spelling of this sound.
Say the words slowly and clearly. Check that the pupils can say the words without ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 ) my model.
Play the tape again. Listen and repeat the rhyme.
Workbook
Ask the pupils to look at the top of the page and listen to the tape. They need to circle the correct that according to the sound they hear on the cassette.
Ask the pupils to look at the bottom of the page. Tell them to look at the pictures and fill in the blanks in the sentences.
F. Listen, number and chant.
Ask the pupils to tell me about the jobs of the people in each of the different pictures.
Play the tape for the pupils to listen to the chant.
Homework
Read and recite the whole lesson.
Unit 8 On the farm
Task objectives
Identify questions, statements, imperatives, etc. By recognizing intonation
Use simple expressions and structures learned to interact with others
Express simple feelings, e.g. likes and dislikes
Language focus
There's /There are …
What's your favourite animal
I like …
Teaching tools
A tape recorder, a speech cassette, word cards, pictures, toys
The first period
A. Look and say
Presentation
Put on a duck headwear to pretend to be a duck and say:
Hello, children. I’m Miss Duck. Nice to meet you. I can swim. Can you swim I have many friends. Do you want to know them Can you find my friends in this song
Play the song in part G. Then ask the class:
Can you find my friend Who are they
Get some pupils to say out the words. Write the names of the animals on the board. Teach the new words one by one. Tell the pupils that we do not use ‘s' at the end of the word sheep even if there are two or more. Then ask the class: Who wants to be my friends Invite some pupils to hold on the picture cards and act as the animals.
e.g. Class: Horse, horse, horse.
The pupil who is acting the horse has to stand up and say: I’m a horse, neigh, neigh, neigh.
Review the animals they’ve learnt before, e.g. dog, cat, bird, turtle, rabbit, and fish etc.
Show courseware. Ask the pupils: What can you hear
Ask the pupils to write their favourite animal on a piece of paper.
T: Little chicken, little chicken, where are you
Get the pupils who write the word “chicken” to stand up and sing “Here I am, here I am. How do you do ”
T: How many chickens are there Let’s count together.
Ask the pupils to count and answer There's / There are … Then do the same with the other animals duck, horse, sheep, pig and cow.
Tell the pupils that the animals live on the farm.
Play the tape .Get the pupils to listen and repeat. Ask the pupils: What’s on the farm Get them to say There’s/There are …
Practice
Suppose the pupils in Group 1 and Group 2 are on a farm. The other two groups are on another farm. They take out the paper they wrote the word on just now. Invite one pupil on each farm to do a survey about the animal number of their farm and introduce the animals like this: Welcome to our farm. There’s/There are … on our farm.
Our farm
ducks chickens sheep horses cows pigs
Let’s chant.
On a big, big farm,
There are twelve, twelve sheep.
On the big, big farm,
There are ten, ten horses.
On the big, big farm,
There are eight, eight cows.
On the big, big farm,
There are six, six pigs.
On the big, big farm,
There are four, four ducks.
On the big, big farm,
There are two, two chickens.
On the big, big farm,
There is one small, small sheep!
Play the “Hide and seek” game
T: Today we’ve learnt six names of animals. Let’s play a game to review the new words. I know it’s your favourite game.
Workbook
Ask the pupils to look at the pictures and write the correct words in the crossword puzzle. Then tell them to fill in the blanks in the sentences.
Homework
Read and recite Part A.
Write the copybook.
Fill in the form.
Our favourite animals
name I
animal
name
animal
课后记
A部分的单词和句型都比较简单，学生掌握得比较好。注意强调sheep的单复数同形。
由于我在这节课设计的教学活动都比较生动有趣,学生都非常积极地参与到当中来,教学效果很好。
The second period
Revision
Act Part A out.
Talking about the toy animals.
B. Say and act
Presentation
Display the toy animals. Pick up one animal. Revise the structure I have a … by making a sentence about what I am holding, e.g. I have a lion. I want a monkey. Holding both and say I like lions and monkeys. They are my favourite animals. Write favourite animal on the board.
Ask a pupil to come out to the front to look at the animals. Ask him /her What's your favourite animal / Encourage the answer I like …s. Repeat with a few more pupils.
Practice
Play the tape for pupils to listen and repeat.
Read the speech bubble with the pupils. Point out the animals in the children's thought bubble and help the pupils to complete their sentences.
Ask the pupils to work in groups of four to complete the conversation at the bottom of the page.
Workbook
Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Tell the pupils to match the children and the animals according to what they hear on the cassette.
Homework
Read and recite Part A and B.
课后记
把B部分的句型What’s your favourite animal 扩展为What’s your favourite colour/fruit/food 等让学生练习,拓展了学生的思维，让他们能灵活运用所学知识。
The third period
Revision
Act Part B out.
Have a dictation.
C. Storytime
Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as I read them.
Play the tape for the pupils and ask them to say the sentences after the tape.
Ask the pupils to come up and play the roles of Pat, Tim and the other boys.
Ask the pupils to role-play the story in groups of four and read the characters' speech bubbles. Some groups may like to come out to the front and act the story.
D. Write the correct words.
Ask the pupils to read the story again. Read the words in the speech bubbles with the pupils. Then do it.
Workbook
Ask the pupils to look at the pictures and listen to the tape.
Tell the pupils to write the correct number for each animal according to what they hear on the cassette. Then ask them to tick the correct farm.
Homework
Read and recite the new words and part C.
Do some written exercises on the paper.
课后记
多举几个例子解释What about you 的用法,学生会理解得比较好。
The fourth period
Revision
Talking about the toy animals.
E. Say the sound and the words.
Play the tape and ask the pupils to listen to the sound and the words. Point out the spelling of this sound.
Say the words slowly and clearly. Check that the pupils are saying the sounds correctly.
Point to the pictures and check that the pupils can say the word without my model.
Play the tape again. Ask the pupils to listen to the rhyme and repeat it.
Workbook
Ask the pupils to look at the top of the page and listen to the tape. They need to draw lines to the correct butterflies according to the sound they hear on the tape.
Ask the pupils to look at the bottom of the page. Tell them to look at the pictures and fill in the blanks in the sentences.
F. Look and do.
Tell the pupils to draw or stick a picture of their favourite farm animal in the frame at the top of the page.
Tell the pupils to work in groups of six. Each group should have a group leader.
Tell the group leader to find out the favourite animals of the members of the group by asking them one by one, What's your favourite animal The other pupils replay I like …
G. Listen, do and sing.
Revise the names of the animals shown in the small pictures. Read the words for the animal sounds under each of the small pictures. Play the tape for the pupils to listen to the song.
Ask the pupils to get into groups according to their favourite farm animal. Then ask each pupil to make a picture of this animal. Ask each group What's your favourite animal
Play the tape again and tell the pupils to show their pictures and join in with the words.
Workbook
Tell the pupils to read the speech bubbles on the left and match them with the pictures on the right by numbering the correct pictures.
Homework
Revise the whole lesson.
Unit 9 Clothes
Task objectives
Identify key words in an utterance by recognizing stress
Understand simple instructions and act accordingly
Say simple words, phrases or sentences by looking at objects, picture or actions
Express simple feeling e.g. like and dislike
Language focus
My … has a …
Do you like this / that …
Yes, I do. / No, I don't
Teaching tools
A tape recorder, a speech cassette, word cards, pictures, toys
The first period
A. Look and say
Presentation
Bring in a doll with the clothes to be taught in the unit. Alternatively, make a paper doll and cut out clothes to fit it.
Revise the word doll and then introduce the clothes one by one saying My doll has a … Write the names of the clothes on the board.
Pick up the clothes one by one and see if the pupils can tell me the name .Say What's this
Ask the pupils What colour is the coat … My doll has a blue coat.
Play the tape for the pupils to listen and repeat.
Practice
Tell them to work in pairs. Encourage them to act the girls on the page and say My doll has a…
Workbook (p.44)
Ask the pupils to look at the pictures and read the speech bubble. Tell them to mach the pictures and the sentences by writing the correct letters in the boxes. Then ask them to colour the pictures.
Homework
Read and recite the new words and the text.
Write the copybook.
课后记
教学生把T-shirt, shirt和skirt这几个单词一起记，学生可以记得好一些。
The second period
Revision
1. Ask the pupils to act the text out.
2. Talking about some pictures.
B. Say and act.
Revise the names of the colors. Put two of the same item of clothing side by side and walk around pretending to decide with one you like. Say I like the green T-shirt. Do you like this T-shirt Prompt them to reply Yes, I do or No, I don't.
Repeat the process with other items of clothing.
Get a pupil to ask Do you like this T-shirt Answer Yes, I do. Repeat the process with a different pupil and item of clothing and answer No, I don't.
Play the tape for the pupils to listen and repeat.
Practice
Work in pairs.
Ask some pairs to act it out.
Workbook (p.45)
Ask the pupils to look at the pictures and listen to the tape.
Tell the pupils to find out which clothes the children like and do not like and then put a tick or a cross in the boxes.
Homework
Do the written exercises on the Workbook.
Recite part B.
课后记
B部分的句型Do you like … 的肯定回答和否定回答学生都掌握得挺好。
The third period
C． Storytime
Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as I read them.
Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the cassette.
Point to the items of clothes and ask the pupils What colour is the …
Ask the pupils to role-play the story in pairs and read the characters’ speech bubbles. Some pairs may like to come out to the front and act the story.
Use Storycards to revise the sequence and language of the story.
D. Write the correct words.
Ask the pupils to read the story again. Read the words in the speech bubble with the pupils. Demonstrate using the first sentence how to write the word in the blank by looking at the small picture. Use Transparency to check the answers.
E. Say the sound and the words.
Play the Pupil’s Book Cassette and ask the pupils to listen to the sound and the words. Point out the spelling of this sound.
Say the words slowly and clearly. Check that the pupils are saying the sounds correctly.
Point to the pictures and check that the pupils can say the words without my model.
Play the cassette again. Ask the pupils to listen to the rhyme and point to the girl with the red shirt and a bird under her skirt. Get the pupils to say the rhyme.
Homework
Recite part C.
课后记
解释“Excuse me.”的用法。
The fourth period
F. Look and do.
Show the pupils the clothes on page 66. Tell the pupils to select from these clothes and draw and colour them on the doll on page 51.
They then circle the correct words to describe the clothes that their doll on page 51 is wearing.
Tell the pupils to work in pairs. Ask them to turn to page 66 and cut out the doll. Ask them to take turns to describe the clothes their doll has. While listening, their friend cuts out the correct clothes and puts them on the doll. Then they compare the new doll with their friends’ doll on top of page 51. Both should have identical clothes.
G. Listen, point and chant.
1. Ask the pupils to tell me about the colour of the clothes in each of the different pictures. Play the cassette for the pupils to listen to the chant.
2. Play the cassette again and tell the pupils to point to the correct picture for each of the verses.
3. Play the cassette again and encourage the pupils to join in with the words.
Finish Workbook exercises
Workbook (p.46)
Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Tell the pupils to draw lines to match the children and the clothes according to the language on the cassette.
Workbook (p.47)
Ask the pupils to look at the top of the page and listen to the Workbook Cassette. They need to circle the correct trees according to the sound they hear on the cassette.
Ask the pupils to look at the bottom of the page. Tell them to look at the pictures and fill in the blanks in the sentences for the pictures.
Workbook (p.48)
Tell the pupils to look at the pictures on the left, read the sentences on the right, and then write the correct letter in each box.
Unit 10 Revision
The first period
A. Look and say.
Show Transparency. Explain that the boy cannot walk. He is in bed.
Read the speech bubble for picture 1 and show the pupils the blank speech bubble. Point to the walls in the bottom half of the picture and prompt the pupils to say They’re pink.
The pupils work in groups of three to role-play the boy and his mother and father.
B. Read and tick or cross.
Show Transparency. Tell the pupils to look at the pictures of the people at the top of the page. Ask them Is he/she a … ,making sure that I ask some questions requiring No, he/she isn’t. as well as some which require Yes, he/she is.
Read aloud the speech bubbles or ask the pupils to read them silently. The pupils put a tick in the box if the information given is correct or a cross if it is not.
Use Transparency to check the pupils’ answers.
课后记
A部分的句子What colour is … 和What colour are … 要注意再给学生强调和对比。
The second period
C. Listen and read.
Show Transparency and play the Pupil’s Book Cassette. Ask the pupils to repeat the sentences after the beeps.
Show the pupils the small pictures of the children at the bottom of the page. Demonstrate with number 1 how to write a tick in the box which shows the type of animal that the character says he/she likes.
Use Transparency to check the pupils’ answers.
D．Say and act.
Show Transparency. Read the sentences in the speech bubbles.
Show the pupils the ticks and crosses in the girl’s thought bubbles. Tell the pupils these show that the girl likes or does not like the clothes her mother is showing her.
Check that the pupils remember the names of the clothes by pointing to them and asking them to make questions, e.g. Do you like this coat
The pupils work in pairs to role-play the girl and her mother.
More to do
Ask the pupils in pairs to role-play the conversation again. This time, however, they give their answers according to their own clothing preferences rather than following the information in the speech or thought bubbles.
Homework
Do Workbook exercises.
The third period
Do Workbook exercises
Workbook (p.49 and p.50)
Ask the pupils to look at the pictures on the left and circle the correct words on the right.
Workbook (p.51 and p.52)
Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Tell the pupils to put a tick in the box if what they hear matches the picture or put a cross if they do not match. For the bottom of page 52, ask the pupils to listen and colour the room.
Workbook (p.53 and p.54)
Ask the pupils to listen to the Workbook Cassette.
Tell the pupils to circle the correct pictures according to the sounds and words they hear on the cassette.
Workbook (p.55 and p.56)
Ask the pupils to look at the pictures and read the speech bubbles. Then tell them to put a tick in the box if the sentence is correct or put a cross in the box if the sentence is wrong.
For the bottom of page 56, ask the pupils to read the speech bubbles and colour the picture.