深圳版小学英语一年级上册教案
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文档简介
Teaching plan and progress
Teach letters for three weeks.
Unit 1— Unit 2 in fourteen periods then have a check in two periods;
Unit 3 — Unit 5 in sixteen periods and then have a test in two periods ;
Unit 6 — Unit 7 in fourteen periods ;
Unit 8 — Unit 10 in sixteen period
Teaching Letters
The 1st Period
A. Letters and Sounds
The Alphabet song
B. Writing Letters ‘A B’ in the students’ copybooks then showing on the slide and then check students’ writing one by one.
C. Say ‘ Everyday English’ a few times following the teacher
T: Class begins. Good morning, boys and girls.
P: Good morning, Miss Huang.
T: Sit down, please.
D. Sing the song “Good morning to you; Good bye to you”
The 2nd Period
Revision: A,B in the correct lines and go on learning C, D and write by the students in the copybooks then showing on the slide, and hen check the students’ writing one by one.
B. Say ‘everyday English of last class’
Sing the song ‘good morning, Good bye to you, and Hello’
C. Dialogue with the teacher: Hello. Hi. Good morning. Good afternoon. I’m a teacher. I’m a student. Class begins. Class is over…
The 3rd Period
Revision: A B C D in the correct lines then learning E, F and writing by the students in the copybook and then showing on the slid
Dialogue with the teacher in everyday English.
Say “What’s your name ” “How are you ” Here’s a book. Thank you and so on.
Sing the songs in English.
The 4th---12th Periods
Learn the letters and writing in correct lines from E to Z like aforesaid methods.
Teaching the songs in English “How old are you Good afternoon. What’ your name And so on.
Learn some everyday English in every class.
Have a dictation the letters in every class and in oral by the students. And read the letters like this: A __ a __ name A __ a __ apple; B __ b __ book B __ b __ blue; C __ c __ cat C__ c __ cap; D __ d __ dog D __ d __ dig; …
课后记：关于26个字母的读音，有几个读得不太准确。如：L, M, C, J, H, Q. 特别在听M和N的时候，学生不容易分辩，经常把M听成N，N听成M. 关于字母的书写，有几个容易出错。如：S, F, K. 有孩子把它们写反了。在教学中应该多强调这些容易听错的和写错的字母。
Unit 1 Saying Hello
The main and difficult of the class
Hello! Hi!
Good morning.
How are you Fine, thank you.
Goodbye.
Here’s a … Thank you.
The class will be finished in six classes
Step of teaching
The 1st Period
Presentation
1. Greet the pupils. Say Hello class! Or Hi! To different individual pupils, until they begin to join and greet me in return then greet the pupils with Good morning.
2. Show Transparency. Read A Their speech bubbles aloud in characters by the pupils.
3. Play the cassette and point to the speech bubbles again.
Practice
Divide the class into two teams using arm gestures.
Ask one half of the class to say Hello after you. Ask the second half to reply. Do the same using Hi!
More to do
Give the pupils a list of English names to choose from. This is provided on page 45 of the Teacher’s Guide.
Get the individual pupils to stand up and greet another pupil by they have chosen. E.g. Mary: Hello, Ann: Hello, Join: Hello, Kate. Continue the practice all the pupils have been greeted.
Play the tape after it then repeat following the cassette and then read one by one by the pupils or following the pupil of the class.
Ex. Copybook Page 1__ 2
Record of the unit
Give the pupils a list of English names to choose from. This is provided page 45 of the Teacher’s Guide.
Get individual pupils to stand up and greet another pupil by the name they have chosen, e .g Mary: Hello, Ann. Hello, John….
The 2nd Period
Say and act
Presentation
Make a dialogue with the pupils following A of the class
Use a puppet or two different hats to signify that you are acting the roles of two people. Say to the puppet (or wearing the first hat) Hello! How are you Move the puppet to make it look like is talking (or take off the fist hat and put on the second hat) and say Fine, thank you. Repeat the procedure.
Open the door of the classroom and pretend to leave. As you are going out, wave and say Goodbye, class. Repeat until the pupils begin to respond by saying Goodbye.
Play the Pupils’ Book cassette and point to the speech bubbles again. Encourage the pupils to say the words after the beeps. Pay particular that the pupils use the correct intonation for ‘How are you’
Practice
Say Hello! How are you To individual pupils. Prompt them with the response if they can’t reply independently. Repeat many times with different pupils. Point to the characters in picture 2 and until they begin to reply. Play the cassette to practice pronunciation.
Ask pairs of pupils to stand up and practice the dialogue:
Pupil 1: Hello. How are you
Pupil 2: Fine, thank you.
Pupil 3: Goodbye.
Pupil 4: Goodbye.
Record of the unit
Ask the pupils to practice the conversation with the pupils next to them. Then ask them to turn and practice with the pupil in front of or behind them.
The 3rd Period
Story time
Read the story once while showing Transparency or play the cassette all the way through pointing to the characters and their speech bubbles in each of the pictures.
Blow up a balloon and tie a string to it. Give the balloon to individual pupils saying ‘Here’s a balloon’. Prompt them to say Thank you!
Give the balloon to a pupil and leave it with him / her to stand up. Point to picture 3 and wave Goodbye. Then ask a second pupil to pretend to accidentally catch the balloon on their balloon and get the first pupil to run after them, calling oh, no！ Bring back the balloon and get the first pupil to say Thank you!
Play the cassette again. Get the pupils to look in their books and read along.
Ask the pupils to role-play the characters in groups of four and read the characters’ speech bubbles。
The 4th Period
Listen and tick
Listen, say and sing
Play the tape and ask the pupils to say the letter names and sing the alphabet song. Replay the cassette several times until the pupils can join in. Then ask the pupils to sing without the cassette.
Divide the class into two teams and ask the left hand side to sing the letters A-M and the right- hand side the letters N-Z.
Listen, say and sing
Play the tape and ask the pupils to say the letters names and sing the alphabet song. Replay the cassette several times until the pupils can join in. Then ask the pupils to sing without the cassette.
2. Divide the class into two teams and ask the left hand side to sing the letters A-M and the right hand the letters N-Z.
E. Match, cut and paste
3. Review the unit’s target language. Tell the pupils to cut out the expressions on page 60 and to stick them in the correct speech bubbles.
4. Walk round the classroom to make sure they are putting the sentences in the correct speech bubbles before allowing the pupils to stick them.
5. Ask the pupils to role-play the conversations.
G. Sing and play
1. The Pupils’ Book Cassette for the pupils to listen to the song.
2 Tell the pupils to stand in a large circle or several smaller ones. Put them up by 1 and 2.
3. Tell them shake hands with their partners or several the first time they sing song.
4. Tell them to turn round and shake hands with the person behind them the second time they sing the song.
The 5th Period
Ex Active handbook P1 to 5
Listen and Look
Listen, draw and write
Put the correct number in the speech bubbles
Tick the correct answers
Recorder of the Unit
More to do in oral with the sentences “Can I help you How old are you I am old. You are young”.
Act in trace by the pupils.
课后记：这课主要练习一些简单的问候语，由于这些在幼儿园的时候有接触到，所以学生对这些句子很熟练。但我们的重点不是光说，而是要会认读，看着句子要会说，不能光是说，而不知道说的是书上的哪个句子。我要求学生在读的时候一定要用手指指着读。
Unit 2 Making friends
Teaching aim
Understand simple questions and greeting.
Ask and answer questions about personal information
Use proper pronunciation and intonation.
Important and difficult as following sentences:
Good afternoon.
Hello! Hi!
I’m ….
What’s your name My name is ….
Pre-task stage: Make sure the pupils have brought a photo of themselves to class, and make yourself a name badge with your name written in English in large letter.
Step of the lesson
The 1st Period
Look and say
Presentation
Greet the pupils. Go up to different individual pupils, greeting them and gearing them reply. Draw or bring a clock on the board and show 9:00. Say to the class Good morning. Then show the clock motion forward and show 1:00. Say to the class Say Good afternoon. Ask the class to respond by echoing you.
Show Transparency. Point to the characters on the page and read their speech bubbles aloud.
Ask the pupils to repeat after the beeps. Then point to the character and ask the pupils to say the words in their speech bubbles.
Practice
Review the pupils’ English names. Ensure that the pupils are pronouncing them correctly.
Tel the pupils that we can respond to the question: What’s your name With My name’s or simply by saying our name.
Say to individual pupils: My name’s (name) or I’m (name) and prompt them to echo you using their English names.
C. EX Page 6 in Active handbook
Recorder of the lesson
Tell the pupils to stick their photo onto the frame on page and say their names.
The 2nd Period
A. Say and act
Presentation
a. (Book closed) Say My name’s Mr /Mrs /Miss …. What’s your name Write ‘ What’s your name ’ On the board.
b. Greet individual pupils and say ‘My name’s/ I’m Mr/Mrs/ Miss….What’s your name ’ Point to your own name card as you do this and emphasize the word my. Then say to the pupil ‘What’s your name ’Point to the pupil when you say your.
c. (Book open) Show Transparency. Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to echo you. Then ask the pupils to say the words in the speech bubble as you point to the characters.
Play the Pupil’s Book Cassette for the pupils to listen to the conversation and repeat after the beeps.
B. Practice
a. Ask the pupils to look at the pictures in part 2. Tell the pupils the names of the characters in the pictures. Ask them to tell you what they are saying.
b. Get the pupils to work in pairs. Tell them to greet each other and say
A: My name’s / I’m (name). What’s your name
B: My name’s (name).
You can write this exchange on the board and label all the pupils in each pair A or B.
c. Walk round the classroom monitoring the pupils to find common errors.
Recorder of the lesson
Use a variety of toys such as dolls or teddy bears. Speak pretending to be the toy. Greet the pupils and introduce the toy’s name. Ask the pupils to respond by telling the toy their own name.
The 3rd Period
Story time
Show the pupils the playground on Page 7again to establish the context of the story.
Read the story once while showing Transparency or play the Pupil’s Book Cassette all the way through pointing to the character and their speech bubbles in each of the pictures.
Ask tow confident pupils to come up and act the parts of Pat and Koko. Koko should be very shy. The pupils can show this by hiding behind his/her hands and peeking out to one side or another.
Ask the pupils to role-play the story in pairs and to read the characters’ speech bubbles.
Circle the correct answers
Show Transparency and point to the characters. Ask the pupils to say the names of the characters as you do this.
Read out the speech bubbles. Show the pupils how to circle the correct words.
Ex. P8 and Activity Book 1 of the lesson
The 4th Period
E Listen, say and write
Play the tape of the pupils’ book and ask the pupils to say the letter names, sounds and the words under the picture after the beeps.
Ask the pupils to point the correct the letter when you say a letter name or a word.
Ask the pupils to find and trace the letters in the picture. Use tape to check the answers.
F Look and do
Tell the pupils to write their name on the hat on page 60. They should follow the picture instruction to make the hat.
Divide the class into 4 large groups. Tell a group leader to collect the hats.
Demonstrate the game with one group. Pick up a pupil’s hat and say to that pupil What’s your name They respond name’s (name) or (name), return the hat to them. If they need help, prompt them with the correct answer.
Ask the group leaders to stand in front of their groups and return the hats in the same way.
G Listen, point and sing
Plat the pupils’ tape for the pupils to listen to the song.
Tell the pupils that the characters are friend. Point to tow pupils who are friends and repeat the word friend.
Ask the pupils to listen again and point to each character in the picture when they hear their name in the song.
Play the song again and ask the pupils to sing along. When the pupils are confident enough, point to a characters and ask the pupils to sing the verse using that character’s name.
Ex Active Book of the lesson.
课后记：这课在说句子的时候，name这个词很多孩子读不准，没有把嘴唇闭上。因此多强调这个词的读音，让孩子们多练习。
Unit 3 My classroom
Main and difficult of this unit
What’s this
It’s a ….
The lesson will be finished five classes.
The materials of the lesson: word cards and pictures
Step of the lesson
The 1st Period
Part A Point and say
Presentation
1. Review some sentences: How are you Fine, thank you and I’m (name) .What’s your name My name is (name).
2. Show pupils the large label you have made. Walk around the class looking at the classroom objects listed on page 13. Then choose the correct card one of the objects and stick it on the object. For example, stop by a chair and say Oh,
yes! It’s a chair. Then stick the card on the chair.
3. Show Transparency. Point to the labeled objects on the page and read each label aloud.
4. Play the Pupils’ Cassette and point to the speech bubbles again. Encourage the pupils to say the words after the beeps. Then point to the objects and ask the pupils to say the words following the cassette.
B. Practice
1. Take the labels of the objects. Take one label at random, show the pupils and say It’s a …. Ask for someone to stick the label on the correct object. If the pupil is correct, say Yes, it’s a …. If not, shake your head, take out the correct label, show the label to the class and then stick it on the object saying It’s a ….
2. Point to Pat and Tim in the picture and read speech bubbles aloud. Get the pupils to repeat the words after you.
3. Point to the labeled objects in the picture and ask the pupils to make sentences about them.
4. Do the exercises Workbook
a) Ask the pupils to look at the picture and choose the correct word for each classroom object.
b) Tell the pupils to trace the correct arrows.
Recorder of the lesson
Draw only part of the object. Each time add a little more. Ask the pupils to guess what it is each time you draw a small part of the pictures, using it’s a ….
The 2nd Period
Say and act
Presentation
a) Draw a stick a picture on the back of the classroom object labels to make flashcards. Show a picture on a card and point to or touch the same real. Ask ‘What’s this ’ Scratch your head and pretend to have trouble remembering. Then say oh, yes! It’s a … Turn the card over and show the word.
b) Ask a pupil to attach the flashcard to the real object in the classroom. Then walk over to the object and ask ‘What’s this ’ Prompt an individual or the whole class to respond It’s…
c) Show Transparency. Point to the characters on the page and read their speech bubbles aloud.
d) Play the tape of the pupils’ and point to the speech bubble again. Encourage the pupils to say them after the beeps.
Practice
Point to the characters and objects in pictures 2 and 3. Ask the pupils to tell you what Koko, Pat and Tim are saying..
C. Ex. Ask the pupils to look at the picture and listen to the Workbook Cassette.
Record of the lesson
Blindfold the pupils who are willing and lead them around the classroom to touch safe objects (e.g not a moving fan). Ask them When they guess, they can answer It’s a … This can be a team game. Blindfold the pupils from each team in turn and give points for each correct guess. Keep score on the board.
The 3ird Period
Story time
a) Read the story once while showing Transparency or play the Pupil’s Book Cassette all the way through pointing to the character and their speech bubbles in each of the pictures.
b) Ask two pupils to come up and act the parts of Tim and Koko. Instead of a real computer, use an empty box.
c) Ask the pupils to role play the story in pairs and read the characters’ speech bubble.
More draw the pictures and ask each other between the pupils by the pupils or the teacher.
Ex Pupils’ Active Books p13-
The 4th Period
D and E
a) Demonstrate writing a cross in the box because the sentence is wrong.
b) Ask the pupils to write a stick or a cross in the boxes for pictures 2 and 3. You may need to help them as this is the firs time they are doing this kind of exercise.
c) Play the Pupils’ Book Cassette and ask the pupil s to say the letter names, sounds and the words under the pictures after the beeps.
Ask the pupils to point to the correct letter when you say a round, a letter name or a wrong.
Ask the pupils to find and trace the letters in the picture. Use Transparency to check the answers.
Ex Workbook p13 and 14
Activity book of the lesson of the lesson.
课后记：这课重点是学习教室里的物体，学生掌握得很好。主要的句型是What’s this It’s a ….’this’的发音不是太到位.多强调的发音。
Unit 4 My school things
The main and difficult
It’s a ….
This is my ….
Task objective
Understand simple instruction and accordingly/
Say simple words, phrases or sentences by looking at objects and picture.
Ask and answer questions about personal information.
Talk about personal belongs
Materials
Things of the school of the pupils’
Step of the Lesson
The 1st Period
Point and say
Presentation
Without the pupils seeing, put a rubber, a pen, and a pencil in a pencil case. Put the pencil case, a ruler and a book in the school bag.
(Book closed.) Greet the pupils. Show the pupils the school bag. Look inside and smile. Show some pupils sitting near the front what’s inside the bag.
Point to the bag and say ‘What’s this ’ It’s a bag. Take each object out of the bag say ‘What’s this ’ It’s a ….
As you put each object back into the school bag, ask the pupils ‘What’s this ’ See if they can remember. Prompt them to reply with It’s a …
Walk around the class looking at things on the pupils’ desk closely. Pick up some of the objects that you have just introduced and ask the owner ‘What’s this ’ Prompt them to reply with It’s a ….
Show Transparency and play the Pupil’s Book Cassette. Point to the speech bubble when Pat speaks. Then the pupils to repeat after the beeps. Continue to play the cassette and point to the objects. Ask the pupils to repeat after each word is said on the cassette.
Practice
Point to Pat and her mother in the picture and read aloud Pat’s speech bubble. Get the pupils to say the words after you.
Point to the labeled objects in the pictures and ask the pupils to make sentences about them.
Ex Active Book of the lesson Part 1
Recorder of the lesson
Put a ruler, a small bag, a rubber, a pen, a pencil and a pencil case on your desk. Show the pupils the objects. Put them into a bag. Take out one object without the pupils seeing and hide it behind a thick piece or paper. Hold up the paper for the students to see and ask them ‘What’s this ’ Ask them to raise their hand and guess by saying It’s a …. This can be done in teams awarding points for each correct guess.
The 2nd Period
. A. Say and act
Presentation
Show your bag to the pupils. Touch the bag and point to yourself and say: This is my bag. Emphasize the word “my”.
Take the objects out of the bag. For each one repeat This is my …
Walk over to a pupil and touch his or her bag. Say T his is your bag. Hold up your own bag and say This is my bag. Gesture for the pupil to hold up his/ her bag and say This is my bag. Repeat the procedure with other pupils and with different objects from your bag or the pupils’ desks.
Practice
1. Show Transparency and play the Pupil’s Book Cassette. Point to Pat in the first picture and point to her speech bubbles as they are read on the cassette. Get the pupils to say the words after the beeps.
2. Point to the other objects on the table. Ask the pupils to pretend to be Pat and make sentences about these objects.
3. Repeat the procedure with the second picture and the things from Tim’s bag.
B. Ex. Active book
1. Ask the pupils to look the pictures and listen to the plate
2. Ask the pupils to match the pictures according to what they hear on the tape.
Recording of the lesson More to do
Tell the pupils to group themselves according to the method of transport they use to come to school.
Ask them to walk around the classroom and ask other pupils How do you come to school
The 3ird Period
Story time
Read the story once while shoeing Transparency or play the Pupils’ Book Cassette all the way through pointing to the characters and their speech bubbles in each of the pictures.
Ask some pupils to come up and role-play the story. If you want, you can make something that looks like the jet engines on Koko’s back for the pupils to wear.
Ask the pupils to act out the story in the groups of five and read the character’s speech bubble.
Dick the correct answers
Show the Transparency. Then, point to the speech bubbles and say the words. Show the pictures how to write a tick or a cross in the box next to the correct word in each speech bubble.
Ex Active book of the lesson
Homework Read and recite C after class then for next class
The 4th Period
E Listen, say and color
Play the Pupils’ Book Cassette and ask the pupils to say the letter names, sounds and the words under the pictures after the beeps.
Ask the pupils to point to the correct letter when you say a sound, a letter name or a word.
Ask the pupils to find and color the letter in the picture. Use Transparency to check the answers.
F Look and do
Point to each object in the bag and read the label under it. Ask the pupils to echo you.
Ask the pupils to trace and color only the objects that they have in their school bags. For example, if they do not have a ruler in their bag, they should not trace and color the ruler.
When the pupils have finished tracing and coloring the correct objects, ask them to work in pairs. They take turns showing each other their drawings saying This is my ….
G Listen, circle and sing
Play the Pupil’s Book Cassette for the pupils to listen to the song.
Ask the pupils to listen again and point to the objects in the puzzle picture when they hear the names of the objects listed in the song.
Ask the pupils to circle the objects listed in the song.
Play the song again and ask the pupils to sing along.
Homework Active Book P16, 20
Recording of the lesson
Train more the pupils with the sentences “my bag, my pencil case, my pencil, my ruler, my rubber…”
This is my bag / my pencil….
课后记：这课主要是学一些学生上学要用的日用品。学生兴趣浓厚，掌握得也比较好，在教的过程中很顺利，没遇到什么困难。
Unit 5 Revision
Review all the sentences of the lessons from Unit 3—Unit 4
Everyone can make sentences following the lessons
What’s this It’s a /my ….
This is a / my ….
Step of the lesson
The 1st Period
Look, do and say
Show Transparency and ask the pictures to look at the pictures. Exp lain the task.
Play the Pupils’ Book Cassette and the pupils listen and point to the speech bubbles in their books.
Have the pupils read the dialogue aloud in pairs seated at their desks. Encourage them to try to say the dialogue again without looking at their books.
Tell the pupils to cut the puppet template on page 62. Following the steps in picture 1, demonstrate how to cut stick the edges of the paper together to make a simple hand puppet.
Invite more able pupils to come up to the front to role-play the dialogue with their puppets. If possible, have them crouch behind a table as shown in the book.
Listen, circle and color
Tell the pupils they are going to listen to some sentences. They must circle the words they hear and color the correct pictures.
Plat the Pupils’ Book Cassette or read the text.
Monitor the pupils to make sure they have understood what to do.
C Homework Copybook of the lesson
Recording of the lesson
Get the pupils to give their puppets other names and write them on the back of the puppet. Tell the pupils to introduce their puppets to each other. They can say This is (name). The other puppets can reply Hello, (name) How are you
Draw pictures of the objects presented in Units 1-4 on the board and stock up labels in a random order. Get the pupils to come up and label a drawing correctly. This can be play as a team game.
A variation is to put only the labels on the board without pictures and ask the pupils to come up, choose a label and stick it on the correct object in the room.
The 2nd Period
A. C Point and say
1. Use Transparency to demonstrate the activity. Trace one of the strings in the picture with a colored pen or pencil. Start from a child at the bottom and follow the string to his /her balloon. Then say This is my ….
2. Ask the pupils to work in groups of four. Each pupil in the group should be designated a color and take the part of the corresponding child in picture 2. The pupils take turns pointing to the objects and telling the others This is my ….
B. D listen, read and tick
1. Show the pupils the pairs of pictures. Tell them one picture is correct and the other is wrong.
2. Play the Pupils’ Book Cassette. Point to the words above the pictures as they are read. Ask the pupils to do the same.
3. Play the cassette again. This time, stop after number 1 and ask the pupils to tell you which pictures is correct. Then, show them how to put a stick in the box.
C. Ex. Workbook P21-26
Homework Read and recite A, B.C.E of the lesson.
Recording of the lesson
More to do: Ask the pupils to role- play the story in groups of three.
Unit 6 Playing a game
The main of the lesson
Language focus: Good morning/ Good afternoon.
Point to the/ Look at the ….
Close/ Open your/ the ….
Stand up.
Sit down.
Difficulty: Point to the Look at the ….
Close/ Open your/ the ….
Stand up.
Sit down.
Step of the lesson
The 1st Period
A. Look and say
Presentation
1. Prepare cards with a board, a door, and a window written on them.
2. (Book closed) Greet the pupils with Good morning/ afternoon.
3. Go to the board and say This is the board. Then tell the pupils Point to the board. Demonstrates What you want them to do. Repeat this procedure for the door and the window.
Show the pupils the tables you have prepared and read each one aloud. Sick the tables on the corresponding objects and practice reading the words.
5. Go to the board gain and say Look at the board. Demonstrates what you want them to do. Repeat this procedure for the door and the window.
6. Show Transparency and play the Pupil’s Book Cassette. Point to the speech bubbles and encourage the pupils to say the words after the beeps.
7. Point to the character in pictures 1 to 4 and ask the pupils to say the words in their speech bubbles.
B. Homework
1. Read and write Part A at five times and copybook of the lesson.
2. Workbook 1 of the lesson Ask the pupils to look at the pictures and tick the correct utterances.
Recording of the lesson
Play a letter sound game by saying Point to the … and then saying the sound (not the name) of the letter that a starts a certain word. For example , say Point to the d…See if the pupils can guess the word that you are thinking of. If the pupils can guess door, board and light this way, then you can also try f for fan and w for window. Ask the pupils to play the game in pairs.
The 2nd Period
B Say and act
Presentation
Make sure each pupil has a book on his/ her desk.
When you enter the classroom, greet the pupils with Good morning/ afternoon. Then motion for them to stand. When they are all standing, say Sit down and show the pupils what you would like them to do.
Ask you give instructions, demonstrate what you want the pupils to do. For example, pick up some books and open them as you say Open your books. Ask the pupils to follow your instructions. Do the same with Close your books.
Explain to the pupils that you want them to pretend it is the end of class. Say Stand up and demonstrate this for them.
Ask the pupils to sit down again. Show Transparency. Explain that pictures 1 to 4 show a classroom scene and we can see the beginning, middle and end of the class in the pictures. Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as you read them.
Play Pupil’s Book Cassette and ask the pupils to say the sentences after the beeps.
Practice
1. (Book open.) Point out the actions of the mice in pictures 5. Ask the pupils to work in pairs. They should look at the actions of the mouse on the right and tell you what instructions the mouse on the left is giving in each section of the picture.
2. Give instructions to follow to individual pupils and praise them when they follow the instructions correctly.
Sat and cat by the pupils in the class in five groups.
Read and writ Part B in the exercise- books of the pupils
Recording of the lesson
Ask individual pupils to give you instructions. Tell them that sometimes you follow the instructions correctly and sometime s you will not. They must watch and decide when you are following the instructions correctly and when you are not. This is good way to check their ability to produce the language.
You can also play a team game. Divide the class into two teams. The teams take turns. One team gives the other team an instruction. If they say the instruction correctly, they receive a point and the other team must follow the instruction. If they say correctly, they lose a point. If the other team follows the instruction correctly, they receive a point and do not, they lose a point. This game can be played with the entire team taking turns or with individual pupils from each ream taking turns.
The 3ird Period
A. C Story time
1. Draw a silly picture on the board. Then greet the children. Act as if you have spotted the drawing for the first time and pretend to be angry. Draw a cross through the picture and then rub it off to show that drawing silly pictures on the board is not appropriate behaviour.
2. Show Transparency. Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as you ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 ) read them.
3. Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the beeps.
4. Ask three pupils to come up and role-play the story. Draw a silly picture on the board for the pupils or allow one member of the group to draw one.
5. Ask the pupils to role-play the story in pairs (Koko does not speak) and to read the characters’ speech bubbles.
B. Repeat Part C in the class by the pupils then after the class or cat between the pupils in the class.
C. Ex. Workbook
The 4th Period
D Tick and cross
Read the first instruction aloud. Point to the door in the first picture and ask What’s this To elicit It’s a door. Point to the window in the next picture and ask What’s this To elicit It’s a widow. Show the pupils that they should put a tick in the box for the picture that matches the instruction and put a cross in the box for the picture that doesn’t match the instruction.
Listen, say and write
Play Pupil’s Book Cassette and ask the pupils to say the letter names, sounds and words under the pictures after the beeps.
Ask the pupils to point the correct letter when you say a sound, a letter name one a word.
Ask the pupils to find and trace the letters in the picture. Use Transparency to check the answers.
Look and do
This is a version of the game Simon Say’s. Tell the pupils that they must follow you instructions if you say the word please. They should not follow your instructions if you do not say the word Please. If they break the rules or do not follow the instructions correctly, they are out and must sit down. The last pupils still in the game win. Applaud the winners.
Play the game again with one of the winners as the leader. They can look at the pictures and word prompts at the bottom of page 33 for ideas about what instructions to give.
Listen, number and sing
(Book open.) Point to the pictures of the pupils doing versions. Ask the pupils to do the same actions as the children in the pictures. Ask them to tell you what instructions the pupils are following for each set of pictures.
Play the Pupils’ Book Cassette for the pupils to listen to song.
Ask the pupils to listen to the song again and number the pictures in the order in which they hear the actions named in the song. It may help the pupils if you write 1, 2and 3 on the board and point to the appropriate number for the verse. Try to get the pupils to sing the song and do the actions faster and faster.
Recording of the lesson
You can divide the class into three teams. Each team decides which action from the song they want to do. They then sing the correct verse from the song and the other term must do the actions.
The 5th Period
Review Part A, B, C, and E of the lesson in class in class or in oral
Ex of the Active Book
One Lesson and one check of the book
Ask the pupils to match the pictures with the words and draw lines between them
Recording of the lesson
Act by the pupils more to do every class. E.g Sit down. Stand up. Point to the window. Open your book. Look at your book. Close your book.
课后记：这课出现有几个问题，一个是根据图片来判断是open还是close有一定的困难，特别在第三单元的测试中关于open/close还是很难分辨，还有一课一试听力题的第三题也很模糊。我都分不太清楚。我觉得不管是书上还是试卷中图片要画得明显点，有利于学生的判断。
Unit 7 My body
Main of the lesson
1. Language focus: Close your …. Open your …. Look at …. Draw …. Numbers 1-10.
Difficult and hard: Close the ….. Open the …. Look at …. Draw ….
Materials: Numbers 1-10
Step
The 1st Period
Look and say
Presentation
Draw the outline of a face on the board. Point to your eyes, nose, ears, and mouth and say the name of each part of your face. Then draw on the face on the board. Draw a hand on the board and do the same with your finger. Point to and name each one again. Tell the pupils to repeat the words after you.
Show Transparency and play the Pupils Book Cassette. Point to the speech bubbles and encourage the pupils to repeat after the beeps. Do the same with the vocabulary items.
Practice
Erase the labels on the board. Revise the words for the parts of face by pointing to them and asking the pupils to name each part of the face you point to. Do the same for finger.
Read Pat and Tim’s speech bubbles aloud. Ask the pupils to repeat them after you. Tell them to play the role of Koko and follow your instructions to check that they understand close tour eyes. Open your mouth, etc.
Point to the happy face on Tim’s finger. Read speech bubbles and ask the pupils to repeat after you.
Read and act by the pupils in class then copy the words in the exercises.
Rea A over and over again after class.
Recording of the lesson:
You can sing an action song with the pupils. To the tune of the song“Head and shoulders”,“ knees and toes”, sing the words Ears and eyes ,mouth and nose. Have the pupils point to the relevant part of their face. Sing the song faster and faster.
The 2nd Period
Say and act
Presentation
1. (Book closed.) Draw the outline of a face on the board. Point to your eyes, nose, ears and mouth and say the name of each part of your face. Then draw them on the face on the board. Draw a hand on the beard and do the same with your finger. Point to and name each one again. Tell the pupils to repeat the words after you.
2. Show Transparency and play the Pupils’ Book Cassette. Point to the speech bubbles and encourage the pupils to repeat after the beeps. Do the same with the vocabulary items.
Practice
1. Erase the labels on the board. Revise the words for the parts of the face by pointing to them and asking the pupils to name of the face you point to. Do the same for ‘finger.’
2. (Books open.) Read Pat and Tim’s speech bubbles aloud. Ask the pupils to repeat them after you. Teel them to play the role of Koko and your instructions to check that they understand Close your eyes. Open your mouth, etc.
3. Point to the happy face on Tim’s finger. Read Koko’s speech bubbles and ask the pupils to repeat it after you.
Ex Active book 1
Workbook
Ask the pupils to look at the face and choose the correct word for each facial feature.
2. Tell the pupils to color the correct labels.
Recording of the teaching
You can sing an action song with the pupils. To the tune of the song’ Head and shoulders, knees and toes’, sing the words Ears and eyes, mouth and nose. Have the pupils point to the relevant part of their face. Sing the song faster and faster.
The 3ird Period
C. Story time
1. Read the story once while showing Transparency or play the Pupils’ Book Cassette all the way through pointing to the characters and their speech bubbles in each of the pictures.
2. Ask three pupils to come up and role-play the story. If possible, bring some clay or plastics to class. Allow one of the group members to mould the clay plastics if available.
3. Ask the pupils to role-lay the story in groups of three and read the character’ speech bubbles.
Act the story by the pupils following C in class.
Read and recite C after class by pupils then cat in class tomorrow by the pupils in class.
The 4th Period
A. Have a dictation words in class.
C. Circle and draw line
Tell the pupils to look at the picture of Mimi and count the parts of her face. Show the pictures what to do by going through the worked example. Circle the correct number of ears and draw a line from the words one ear to the ear in the picture.
D. Listen, say and write
1. Play the Pupils’ Book Cassette and ask the pupils to say the letter names, sounds and the words under the pictures after the beeps.
2. Ask the pupils to point to the letter when you say a letter name or a word.
3. ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 ) Ask the pupils to find and trace the letters in the picture. Use Transparency to check the answers.
D. Workbook P37
The 5th Period
F Look and do
1. Do the activity in a gymnasium or a large empty room.
2. Make sets of number cards on different colored paper. Each set should have ten cards and the cards should have a number on it from one to ten.
3. Divide the class into two teams of ten pupils each ask the pupils to stand in straight lines next to each other. There must be room for the pupils to run between the lines.
4. Give one card to each pupil in random order. Check the cards once you have handed them out. The cards should not be in order. If some numbers are in order, move the children around or switch their cards.
5. Call out one. Tell the pupils with ‘one’ on their card to come to the front of the line as faster as they can. Then call out two. Tell the pupils with ‘two’ on their card to come up and stand behind the first person in line as fast as they can. Repeat the procedure until the pupils are in the correct order from one to ten. The first team to get in order is the win
6. If you have limited space or do not have access to a large empty room, have the pupils sit in their desks as you hand them their cards. Show the pupils where and how you want them to line up. When their number is called, they should come up quickly and get into line. Make sure that the pupils get into the correct team’s line.
7. If the pupils find the game easy or you want to make it more fun, call out the numbers one to ten in order very quickly.
G listen, do and chant
1. Play the Pupils’ Book Cassette for the pupils to listen to the chant.
2. Demonstrate by chanting along and holding up the correct number of fingers each time a number is said in the chant. Clap your hands each time you say the word ‘clap’ in the final line of the chant.
3. Play the cassette again as the pupils chant along and do the actions.
Homework Read and recite A, B, C after class by the pupils.
The 6th Period
Have a dictation the words of the lesson
Recite A, B by the pupils in class then have a dialogue following the unit.
Ex. Active Book
Recording of the unit
With more able pupils, try to say the chant backwards. You may need to write the numbers or the line of the chant in reverse order on the board to help them.
课后记：这课在教学中遇到的问题是:有些孩子在读mouth这个词的时候有些困难，在10个数字中，three发音不太好，总的来说是th的发音不太到位。应该多加强练习。two写的时候容易写成tow.
Unit 8 Fruit
Main of Teaching
Language Focus
This is a /an ….
A/An /Three …，please.
Here’s a /an ….
Here you are.
What’s this , Mum It’s a /an ….
Difficult and Point
How to use a /an in correct.
C. Material of the unit
Prepare true fruits and some pictures into some fruits
D. Step of the unit
The 1st Period
Point and say
Presentation
1. (Books open.) Show Transparency. Point to the items of fruit and say the names slowly and clearly. Ask the pupils to echo you.
Point to the pictures of fruit or plastic/ real fruit. Encourage the pupils to say the words by prompting them with This is a / an….
Write the words on the board. Show the pupils that orange and apple start with o and a. Say the sounds. Tell the pupils they do not sound nice with a in front of them. Say e. g. ORANGE TO DEMONATRATE. Remind the pupils to use in front of orange and apple.
Play the Pupils’ Book Cassette. The pupils listen and repeat after the beeps.
Point to the characters and ask the pupils to say the words in their speech bubbles.
Continue to play the cassette and ask the pupils to say the words after the beeps.
Practice
1. Hold up a picture of an orange or a plastic/ real orange. Say This is an orange. Get individual pupils to hold the orange and tell the rest of the class This is an orange.
2. Do the same with the other fruit, I e. a lychee, a pear, an apple and a banana.
B. Read after the tape at three times
Recorder of the unit
Divide the class into two teams. Number the pupils so that there are two pupils for each number, one in each team. Put the plastic fruit on the teacher’s desk. Call out a number and the name of a type of fruit. The first pupil to pick up the correct fruit and say This is a /an …. (Fruit name) wins a point for his/ her team.
The 2nd Period
Say and act
1. Show Transparency. Introduce the context by saying This is a little girl. Here is her mother. She is making a fruit salad. Point to the girl, mother and fruit salad as you say these things.
2. Read the speech bubbles in picture1 1 to 2 to introduce the language for asking for things and responding.
3. Give a picture of an item of fruit to a pupil. Then ask the pupil for it. For example, give a pupil a picture of an orange or Here you are. If the pupils do this well, you can reverse it and show them a picture of a fruit while prompting them to say An orange, please to you. When they do, give them the picture and say Here’s an orange or Here’s you are.
4. Point to the rest of the speech bubbles as you read them. You may want to make cutting actions to make the meaning of fruit salad clearer.
5. Play the Pupils’ Book Cassette for the pupils to listen to the whole conversation between the mother and daughter. Ask the pupils to point the speech bubbles as they hear them and read after the beeps in chorus.
Practice
1. Get the pupils to work in pairs and play the roles of the mother and daughter.
2. For pictures 1 to 2, tell the pupils to take turns asking for and proving a piece of fruit by pupil A asking A/ An (fruit name), please and Pupil B responding Here’ a /an (fruit name) Here you are.
3. In picture 3, point to the rest of the items of fruit and tell the pupils to ask What’s
this Three3 times and respond once for each type of fruit pictured.
4. Walk around the classroom monitoring the pupils to find common errors.
Workbook P40
1. Ask the pupils to look at the pictures at the top of the page and listen to the Workbook .
Read and cat by the pupils in the class then have a chant following B
Copy B after class and recite B after class by the pupils
Recording of the unit
1. Ask the pupils to draw a piece of fruit on the board and to ask the other pupils What’s this
2. Get the pupils to revise numbers by counting the number of items of fruit you put on your desk. Then put one or more of each fruit into bags. See if the pupils can remember how many of each fruit are in the bags when you ask What’s in this bags
The 3ird Period
C. Story time
1. Read the story once while showing Transparency or play the Pupils’ Book Cassette all the way through pointing to the characters and their speech bubbles in each of the pictures. Make actions like a gorilla and pretend to eat lots of fruit to make the meaning in picture 4 clear.
2. Put out the fruit as if it were a shop/ stall. Use a hat to act the part of the shopkeeper and no hat when speaking as Eddy. Change places and hold the conversation.
3. ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 )Ask the pupils to come up and were the hat as the shopkeeper while you play the part of Eddy.
4. Ask a different pupil to play the part of Eddy.
5. Ask the pupils to role-play the characters in groups of three and read the characters’ speech bubble.
B. D. Count and tick
Ask the pupils to count the fruit in the picture and tick the correct answers. It may be necessary to do the first one as an example with the pupils.
E Listen, say and color
1. Play the Pupils’ Book Cassette and ask the pupils to say the letter names, sounds and the words under the pictures after the beeps.
2. Ask the pupils to point the correct letter when you say a sound, a letter name or a word.
3. Ask the pupils to find and color the letters in the pictures. Check the answer.
Workbook
1. Ask the pupils to look at the picture and listen to the Workbook Cassette
2. Ask the pupils to write the correct number for each fruit item on the shopping list.
The 4th Period
F Look and do
1. (Book open) Point to the mouth on the face. Ask What’s this Elicit the answers It’s a mouth and It’s a banana.
2. Tell the pupils to cut out the pictures of fruit at the top page64 and stick them to make a funny face. As individual pupils finish, ask them about the fruit they have used.
3. Borrow a completed fruit face from one of the pupils. Read her speech bubble to the pupils. Then demonstrate how they can describe the other facial features using the pictures they have made by saying This is a nose. It’s a ….etc.
4. Divide the class into groups of four. Number the group members. Each member of the group takes turns telling the others about his /her fruit face.
G. Listen, do and sing
Play the Pupils’ Book Cassette for the pupils to listen to the song. Tell the pupils to cut out the pictures of a bowel of fruit salad, apples, pears, oranges and lychees on page 64.
2. Tell the pupils to hold up the corresponding pictures when they hear the words in the song, e. g. picture of a bowl of fruit salad for Fruit salad.
3. When the pupils are confident enough to join in the song as written on the page, vary the fruit in the middle lines by writing a new line on the board: Banana, lychees. Ask the pupils to come up to the front and show their corresponding pictures out from page 64.
4. Ask the pupils to sing the varied version of the song in groups.
C. Workbook
1. Ask the pupils to look at the pictures and choose the correct sentence for each speech bubble.
2. Then ask the m to write the correct number in the speech bubbles.
课后记：这课主要是学习一些水果，应该多强调的apple, orange前面表示一个的时候用an，pear这个词有的孩子容易读错,pear中的ear读成的ear发音.因为水果与我们的生活息息相关，所以孩子们还是表现出很大的兴趣，掌握得也比较好。
Unit 9 Colors
Language Focus
This is (color.)
This is a /an … It’s (color.)
What’s this, (name)
Main and Point
The drills of the unit
Tools of the unit
Different colors of the pictures and some role thing: apples, oranges, bananas, pears, grape… etc. // gray, pink, white, black, purple//
Step of unit
The 1st Period
Point and say
Presentation
1. (Books closed.) Bring in a set of colored pencils or pens. Hold up the pencils one by one and say This is pencil. etc. Then hold up each pencil again. As you do, ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 ) say This is (color). Tell the pupils to repeat the words after you.
2. Ask individual pupils to come up and choose a pencil. Ask them to pick up the pencil and say This is color).
3. Use colored chalk to write the words for the different colors in a line on the board. Read the color words and choose the correct pencil to lie on the board ledge saying This is (color).
4. Erase the color words on the board and write them again in while chalk. Gather the colored pencils and see if individual can put them back in the correct places. If they are having trouble, you can help them by saying This is (color).
5. (Books open). Show Transparency. Point to Tim and read his speech bubbles aloud. Then point to and read the labels on the page.
6. Play the Pupils Book Cassette and point to the speech bubbles and labeled color words again. Encourage the pupils to read them after the beeps in chorus.
Practice
1. (Books open.) Point to Tim and ask the pupils to say the words in his speech bubbles.
2. Point to the colors on the palette as you say the name for each color.
3. Point to the colors again and say This is (color). Ask the pupils to do the same.
4. Then choose various objects in the classroom and say This is (color). Ask the pupils to do the same.
Read and cat in class then recite A after class by the pupils and copy A.
Recording of the unit
Photocopy a picture for the pupils to color. Get them to color the pictures using any of the colors named on the page. Tell them to talk about the colors they have used to their partner, pointing and saying This is (color).
The 2nd Period
Say and act
Presentation
1. (Book closed). Bring plastic fruit or pictures of the fruit that was introduced in Unit 8 to class. Show the class each fruit one by one, ask the pupils What’s this/ to revise the name of each fruit. After they answer It’s a / an … add a sentence describing the color. For example, Pupil: It’s an apple. Teacher: Yes, It’s an apple. It’s red.
2. Put each item of fruit in a bag one by one saying This is a … It’s (color). Then ask individual pupils to come up and take an item of fruit out of the bag. They show it to the class and say This is a … It’s (color).
3. Write the color words on the board. Tell individual pupils to put the different items of fruit under the correct color word.
4. Show Transparency. Explain that they work at a factory packing fruit into the correct boxes.
5. Play the Pupils’ Book Cassette for the pupils and ask them to say the sentences after the beeps.
Practice
1. (Books open.) Ask the pupils to read the robot’s speech bubbles as you point to them.
2. In the third picture, tell the pupils to play the role of the robot and make sentences about each kind of fruit and its color.
Act to make the salad by the pupils in class.
Read and recite B after class.
Workbook 44-45
Recording of unit
1. Prepare cards with the color words written on them. Have the pupils put the color words labels on object in the classroom saying, for example, This is a board. It’s green or prepare some role fruit and say This is a … It’s (color).
2. Play a team game. Get two teams of four pupils to sit at the front of the class. Give an item of fruit or a know object to a member o f one of the teams. If they can name the fruit or object and tell you its color correctly they score two points for their team. Do the same with a member of the other team. Keep alternating turns until each member has had two turns. The team with the most points wins.
The 3ird Period
C. Story time
1. Explain to the pupils that Tim is juggling. If you are able, demonstrate this as well.
2. Show Transparency. Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point t speech bubbles as you read them.
3. Play the Pupils Book Cassette for the pupils and ask them to say the sentences after the cassette
4. Ask two pupils to come up and play the role s of Koko and Tim. Ask them to mime juggling fruit.
Ask the pupils to role- play the story in pair and to read the characters’ speech bubbles.
D Tick or cross
Read the first sentence aloud. Show the pupils that they must write a cross in the box because the apple is green. Ask the pupils to complete the exercise.
Workbook P46-
The 4th Period
E Listen, say and write
1. Play the Pupils’ book Cassette and ask the pupils to say the letter names, sounds and the words under the pictures after the beeps.
2. Ask the pupils to point to the correct letter when you say a sound, a letter name pr a word.
3. Ask the pupils to find and trace the letters in the picture. Use Transparency to check the answers.
F Look and do
1. Show the pupils the color key at the top of the page. Point out the letters beside each color. Tell the pupils that these are the first letters of each color word. Tell the pupils to color each shape according to the letter or letters in it.
2. When the pupils have finished coloring, they should complete the bottom party by drawing lines to match the object names with the correct colors. The pupils can work in pairs to check the page by reading their sentences to each other.
G. Listen, color, do and chant
1. Play the Pupils’ Book Cassette for the pupils to listen to the chant.
2. Say each line and ask the pupils to repeat them after you.
3. Tell the pupils to color the pictures according to the words in the chant.
Continue to play the cassette for the pupils to join in the chant and do the actions pictured on the page for each verse.
D. Workbook 47-48
Recording of Unit
Ask the pupils to make simple pictures. You may want to show them how to cut out small squares of color from magazine parents to make ‘mosaic’ style pictures. ask them to show their pictures to the class, their friends and their parents, pointing at colors and making sentences about them by saying This is (color)or This is a… It’s (color).
课后记：这课重点是关于一些颜色的词，和第八课一样与我们的生活联系密切，孩子们热情较高。但同时也遇到一些问题，如：孩子在说this is+颜色.容易说成This is a+颜色. brown 这个词发音不太准确。
Unit 10 Revision
The 1st Period
Join and dots
1. Revise the numbers from one to ten by counting fingers or pencils with the pupils. Then ask individual pupils to hold up the correct number of pencils or fingers when you say a number.
2. Draw a simple picture, for example, an apple, on the board with no more than ten dots. Number drawing the dots and then show the pupils how to join the dots to complete the picture. Point to the drawing and ask What’s this Encourage the pupils to answer IT’S A ….
3. Tell the pupils to join the dots and color the picture. Ask them questions and encourage them to tell you about the picture. You may want to teach them the words ’cat’.
4. Ask them to work in pair to ask and answer questions about the picture.
Listen and read
1. Explain the context and introduce the characters. The mother penguin is shopping and the baby penguin is tired and hot. Point to the characters in the picture and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as you read them.
2. Play the Pupils’ Book Cassette for the pupils and ask them to say the sentences after the cassette.
3. Ask tow pupils to look at the sentences and pictures at the bottom of the page.
4. Then ask the pupils to look at the sentences and pictures at the bottom of the page. Tell them to tick the picture that show the characters following the instructions given on the left.
Recording of unit
Another game that can be plated with the cards is ‘snap’. Pupils play in pair and each pupil revives half the cards. Each pupil their puts their cards face down in front them. They take turns putting their cards of the other pupils’ pile in front them. If someone turns over a card that matches the one on top of the other pupils pile, they say, for example, It’s yellow. If they are correct and say it first, they pick up all the cards facing up in both piles and put them face down in their first pile. The game should and when one person has no more cards, but the game can be very long so you should tell the pairs when to stop playing.
The 2nd Period
Play the game
1. Show the pupils how to cut out the cards on page 66.
2. Ask a pupil to help you demonstrate this game, which is sometimes know as ‘Concentration’. Put the cards face down in random order on a desk. Turn over two cards every time it is your turn. Each time you turn over a card, say the name of the object pr color show on it,. For example, you turn over a card that show a bag and say It’s a bag. It’s brown. If the cards do not make a matching pair, put them back face down in exactly the same places. If you choose a card and its matching color card, put them in a pile near you. The aim of game is to collect more pairs than the other person. This is a good memory game.
B. Listen, do and chant
1. Point to the pictures on the page. Ask the pupils to tell you what the mice are doing in each picture. Play the Pupils Book Cassette and ask the pupils to number each set of pictures according to the numbers they hear before each instruction.
2. Ask the pupils to stand up. Read the chant and ask the pupils to follow your instructions.
3. If a pupil is confident enough, ask him /her to come up and lea the chant. Encourage the pupils to chant along. Tell them to do the actions at the same time.
C. Workbook 49-50
The 3ird Period
Workbook 51-52
Ask the pupils to look at the pictures on the left and match them with the words on the right.
Workbook 51-52
Ask the pupils to look at pictures 1-7 and listen to the Workbook Cassette
Workbook 53-54
Match the letters. Draw lines to put the followers into the corresponding flower pots.
Workbook 55-56
Ask the pupils t look at the pictures and read the speech bubbles. Then tell them to color the correct picture on page 56 according to the words they read.
The 4th Period
Have a revision of the unit from 8-10 then have a test
Teach letters for three weeks.
Unit 1— Unit 2 in fourteen periods then have a check in two periods;
Unit 3 — Unit 5 in sixteen periods and then have a test in two periods ;
Unit 6 — Unit 7 in fourteen periods ;
Unit 8 — Unit 10 in sixteen period
Teaching Letters
The 1st Period
A. Letters and Sounds
The Alphabet song
B. Writing Letters ‘A B’ in the students’ copybooks then showing on the slide and then check students’ writing one by one.
C. Say ‘ Everyday English’ a few times following the teacher
T: Class begins. Good morning, boys and girls.
P: Good morning, Miss Huang.
T: Sit down, please.
D. Sing the song “Good morning to you; Good bye to you”
The 2nd Period
Revision: A,B in the correct lines and go on learning C, D and write by the students in the copybooks then showing on the slide, and hen check the students’ writing one by one.
B. Say ‘everyday English of last class’
Sing the song ‘good morning, Good bye to you, and Hello’
C. Dialogue with the teacher: Hello. Hi. Good morning. Good afternoon. I’m a teacher. I’m a student. Class begins. Class is over…
The 3rd Period
Revision: A B C D in the correct lines then learning E, F and writing by the students in the copybook and then showing on the slid
Dialogue with the teacher in everyday English.
Say “What’s your name ” “How are you ” Here’s a book. Thank you and so on.
Sing the songs in English.
The 4th---12th Periods
Learn the letters and writing in correct lines from E to Z like aforesaid methods.
Teaching the songs in English “How old are you Good afternoon. What’ your name And so on.
Learn some everyday English in every class.
Have a dictation the letters in every class and in oral by the students. And read the letters like this: A __ a __ name A __ a __ apple; B __ b __ book B __ b __ blue; C __ c __ cat C__ c __ cap; D __ d __ dog D __ d __ dig; …
课后记：关于26个字母的读音，有几个读得不太准确。如：L, M, C, J, H, Q. 特别在听M和N的时候，学生不容易分辩，经常把M听成N，N听成M. 关于字母的书写，有几个容易出错。如：S, F, K. 有孩子把它们写反了。在教学中应该多强调这些容易听错的和写错的字母。
Unit 1 Saying Hello
The main and difficult of the class
Hello! Hi!
Good morning.
How are you Fine, thank you.
Goodbye.
Here’s a … Thank you.
The class will be finished in six classes
Step of teaching
The 1st Period
Presentation
1. Greet the pupils. Say Hello class! Or Hi! To different individual pupils, until they begin to join and greet me in return then greet the pupils with Good morning.
2. Show Transparency. Read A Their speech bubbles aloud in characters by the pupils.
3. Play the cassette and point to the speech bubbles again.
Practice
Divide the class into two teams using arm gestures.
Ask one half of the class to say Hello after you. Ask the second half to reply. Do the same using Hi!
More to do
Give the pupils a list of English names to choose from. This is provided on page 45 of the Teacher’s Guide.
Get the individual pupils to stand up and greet another pupil by they have chosen. E.g. Mary: Hello, Ann: Hello, Join: Hello, Kate. Continue the practice all the pupils have been greeted.
Play the tape after it then repeat following the cassette and then read one by one by the pupils or following the pupil of the class.
Ex. Copybook Page 1__ 2
Record of the unit
Give the pupils a list of English names to choose from. This is provided page 45 of the Teacher’s Guide.
Get individual pupils to stand up and greet another pupil by the name they have chosen, e .g Mary: Hello, Ann. Hello, John….
The 2nd Period
Say and act
Presentation
Make a dialogue with the pupils following A of the class
Use a puppet or two different hats to signify that you are acting the roles of two people. Say to the puppet (or wearing the first hat) Hello! How are you Move the puppet to make it look like is talking (or take off the fist hat and put on the second hat) and say Fine, thank you. Repeat the procedure.
Open the door of the classroom and pretend to leave. As you are going out, wave and say Goodbye, class. Repeat until the pupils begin to respond by saying Goodbye.
Play the Pupils’ Book cassette and point to the speech bubbles again. Encourage the pupils to say the words after the beeps. Pay particular that the pupils use the correct intonation for ‘How are you’
Practice
Say Hello! How are you To individual pupils. Prompt them with the response if they can’t reply independently. Repeat many times with different pupils. Point to the characters in picture 2 and until they begin to reply. Play the cassette to practice pronunciation.
Ask pairs of pupils to stand up and practice the dialogue:
Pupil 1: Hello. How are you
Pupil 2: Fine, thank you.
Pupil 3: Goodbye.
Pupil 4: Goodbye.
Record of the unit
Ask the pupils to practice the conversation with the pupils next to them. Then ask them to turn and practice with the pupil in front of or behind them.
The 3rd Period
Story time
Read the story once while showing Transparency or play the cassette all the way through pointing to the characters and their speech bubbles in each of the pictures.
Blow up a balloon and tie a string to it. Give the balloon to individual pupils saying ‘Here’s a balloon’. Prompt them to say Thank you!
Give the balloon to a pupil and leave it with him / her to stand up. Point to picture 3 and wave Goodbye. Then ask a second pupil to pretend to accidentally catch the balloon on their balloon and get the first pupil to run after them, calling oh, no！ Bring back the balloon and get the first pupil to say Thank you!
Play the cassette again. Get the pupils to look in their books and read along.
Ask the pupils to role-play the characters in groups of four and read the characters’ speech bubbles。
The 4th Period
Listen and tick
Listen, say and sing
Play the tape and ask the pupils to say the letter names and sing the alphabet song. Replay the cassette several times until the pupils can join in. Then ask the pupils to sing without the cassette.
Divide the class into two teams and ask the left hand side to sing the letters A-M and the right- hand side the letters N-Z.
Listen, say and sing
Play the tape and ask the pupils to say the letters names and sing the alphabet song. Replay the cassette several times until the pupils can join in. Then ask the pupils to sing without the cassette.
2. Divide the class into two teams and ask the left hand side to sing the letters A-M and the right hand the letters N-Z.
E. Match, cut and paste
3. Review the unit’s target language. Tell the pupils to cut out the expressions on page 60 and to stick them in the correct speech bubbles.
4. Walk round the classroom to make sure they are putting the sentences in the correct speech bubbles before allowing the pupils to stick them.
5. Ask the pupils to role-play the conversations.
G. Sing and play
1. The Pupils’ Book Cassette for the pupils to listen to the song.
2 Tell the pupils to stand in a large circle or several smaller ones. Put them up by 1 and 2.
3. Tell them shake hands with their partners or several the first time they sing song.
4. Tell them to turn round and shake hands with the person behind them the second time they sing the song.
The 5th Period
Ex Active handbook P1 to 5
Listen and Look
Listen, draw and write
Put the correct number in the speech bubbles
Tick the correct answers
Recorder of the Unit
More to do in oral with the sentences “Can I help you How old are you I am old. You are young”.
Act in trace by the pupils.
课后记：这课主要练习一些简单的问候语，由于这些在幼儿园的时候有接触到，所以学生对这些句子很熟练。但我们的重点不是光说，而是要会认读，看着句子要会说，不能光是说，而不知道说的是书上的哪个句子。我要求学生在读的时候一定要用手指指着读。
Unit 2 Making friends
Teaching aim
Understand simple questions and greeting.
Ask and answer questions about personal information
Use proper pronunciation and intonation.
Important and difficult as following sentences:
Good afternoon.
Hello! Hi!
I’m ….
What’s your name My name is ….
Pre-task stage: Make sure the pupils have brought a photo of themselves to class, and make yourself a name badge with your name written in English in large letter.
Step of the lesson
The 1st Period
Look and say
Presentation
Greet the pupils. Go up to different individual pupils, greeting them and gearing them reply. Draw or bring a clock on the board and show 9:00. Say to the class Good morning. Then show the clock motion forward and show 1:00. Say to the class Say Good afternoon. Ask the class to respond by echoing you.
Show Transparency. Point to the characters on the page and read their speech bubbles aloud.
Ask the pupils to repeat after the beeps. Then point to the character and ask the pupils to say the words in their speech bubbles.
Practice
Review the pupils’ English names. Ensure that the pupils are pronouncing them correctly.
Tel the pupils that we can respond to the question: What’s your name With My name’s or simply by saying our name.
Say to individual pupils: My name’s (name) or I’m (name) and prompt them to echo you using their English names.
C. EX Page 6 in Active handbook
Recorder of the lesson
Tell the pupils to stick their photo onto the frame on page and say their names.
The 2nd Period
A. Say and act
Presentation
a. (Book closed) Say My name’s Mr /Mrs /Miss …. What’s your name Write ‘ What’s your name ’ On the board.
b. Greet individual pupils and say ‘My name’s/ I’m Mr/Mrs/ Miss….What’s your name ’ Point to your own name card as you do this and emphasize the word my. Then say to the pupil ‘What’s your name ’Point to the pupil when you say your.
c. (Book open) Show Transparency. Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to echo you. Then ask the pupils to say the words in the speech bubble as you point to the characters.
Play the Pupil’s Book Cassette for the pupils to listen to the conversation and repeat after the beeps.
B. Practice
a. Ask the pupils to look at the pictures in part 2. Tell the pupils the names of the characters in the pictures. Ask them to tell you what they are saying.
b. Get the pupils to work in pairs. Tell them to greet each other and say
A: My name’s / I’m (name). What’s your name
B: My name’s (name).
You can write this exchange on the board and label all the pupils in each pair A or B.
c. Walk round the classroom monitoring the pupils to find common errors.
Recorder of the lesson
Use a variety of toys such as dolls or teddy bears. Speak pretending to be the toy. Greet the pupils and introduce the toy’s name. Ask the pupils to respond by telling the toy their own name.
The 3rd Period
Story time
Show the pupils the playground on Page 7again to establish the context of the story.
Read the story once while showing Transparency or play the Pupil’s Book Cassette all the way through pointing to the character and their speech bubbles in each of the pictures.
Ask tow confident pupils to come up and act the parts of Pat and Koko. Koko should be very shy. The pupils can show this by hiding behind his/her hands and peeking out to one side or another.
Ask the pupils to role-play the story in pairs and to read the characters’ speech bubbles.
Circle the correct answers
Show Transparency and point to the characters. Ask the pupils to say the names of the characters as you do this.
Read out the speech bubbles. Show the pupils how to circle the correct words.
Ex. P8 and Activity Book 1 of the lesson
The 4th Period
E Listen, say and write
Play the tape of the pupils’ book and ask the pupils to say the letter names, sounds and the words under the picture after the beeps.
Ask the pupils to point the correct the letter when you say a letter name or a word.
Ask the pupils to find and trace the letters in the picture. Use tape to check the answers.
F Look and do
Tell the pupils to write their name on the hat on page 60. They should follow the picture instruction to make the hat.
Divide the class into 4 large groups. Tell a group leader to collect the hats.
Demonstrate the game with one group. Pick up a pupil’s hat and say to that pupil What’s your name They respond name’s (name) or (name), return the hat to them. If they need help, prompt them with the correct answer.
Ask the group leaders to stand in front of their groups and return the hats in the same way.
G Listen, point and sing
Plat the pupils’ tape for the pupils to listen to the song.
Tell the pupils that the characters are friend. Point to tow pupils who are friends and repeat the word friend.
Ask the pupils to listen again and point to each character in the picture when they hear their name in the song.
Play the song again and ask the pupils to sing along. When the pupils are confident enough, point to a characters and ask the pupils to sing the verse using that character’s name.
Ex Active Book of the lesson.
课后记：这课在说句子的时候，name这个词很多孩子读不准，没有把嘴唇闭上。因此多强调这个词的读音，让孩子们多练习。
Unit 3 My classroom
Main and difficult of this unit
What’s this
It’s a ….
The lesson will be finished five classes.
The materials of the lesson: word cards and pictures
Step of the lesson
The 1st Period
Part A Point and say
Presentation
1. Review some sentences: How are you Fine, thank you and I’m (name) .What’s your name My name is (name).
2. Show pupils the large label you have made. Walk around the class looking at the classroom objects listed on page 13. Then choose the correct card one of the objects and stick it on the object. For example, stop by a chair and say Oh,
yes! It’s a chair. Then stick the card on the chair.
3. Show Transparency. Point to the labeled objects on the page and read each label aloud.
4. Play the Pupils’ Cassette and point to the speech bubbles again. Encourage the pupils to say the words after the beeps. Then point to the objects and ask the pupils to say the words following the cassette.
B. Practice
1. Take the labels of the objects. Take one label at random, show the pupils and say It’s a …. Ask for someone to stick the label on the correct object. If the pupil is correct, say Yes, it’s a …. If not, shake your head, take out the correct label, show the label to the class and then stick it on the object saying It’s a ….
2. Point to Pat and Tim in the picture and read speech bubbles aloud. Get the pupils to repeat the words after you.
3. Point to the labeled objects in the picture and ask the pupils to make sentences about them.
4. Do the exercises Workbook
a) Ask the pupils to look at the picture and choose the correct word for each classroom object.
b) Tell the pupils to trace the correct arrows.
Recorder of the lesson
Draw only part of the object. Each time add a little more. Ask the pupils to guess what it is each time you draw a small part of the pictures, using it’s a ….
The 2nd Period
Say and act
Presentation
a) Draw a stick a picture on the back of the classroom object labels to make flashcards. Show a picture on a card and point to or touch the same real. Ask ‘What’s this ’ Scratch your head and pretend to have trouble remembering. Then say oh, yes! It’s a … Turn the card over and show the word.
b) Ask a pupil to attach the flashcard to the real object in the classroom. Then walk over to the object and ask ‘What’s this ’ Prompt an individual or the whole class to respond It’s…
c) Show Transparency. Point to the characters on the page and read their speech bubbles aloud.
d) Play the tape of the pupils’ and point to the speech bubble again. Encourage the pupils to say them after the beeps.
Practice
Point to the characters and objects in pictures 2 and 3. Ask the pupils to tell you what Koko, Pat and Tim are saying..
C. Ex. Ask the pupils to look at the picture and listen to the Workbook Cassette.
Record of the lesson
Blindfold the pupils who are willing and lead them around the classroom to touch safe objects (e.g not a moving fan). Ask them When they guess, they can answer It’s a … This can be a team game. Blindfold the pupils from each team in turn and give points for each correct guess. Keep score on the board.
The 3ird Period
Story time
a) Read the story once while showing Transparency or play the Pupil’s Book Cassette all the way through pointing to the character and their speech bubbles in each of the pictures.
b) Ask two pupils to come up and act the parts of Tim and Koko. Instead of a real computer, use an empty box.
c) Ask the pupils to role play the story in pairs and read the characters’ speech bubble.
More draw the pictures and ask each other between the pupils by the pupils or the teacher.
Ex Pupils’ Active Books p13-
The 4th Period
D and E
a) Demonstrate writing a cross in the box because the sentence is wrong.
b) Ask the pupils to write a stick or a cross in the boxes for pictures 2 and 3. You may need to help them as this is the firs time they are doing this kind of exercise.
c) Play the Pupils’ Book Cassette and ask the pupil s to say the letter names, sounds and the words under the pictures after the beeps.
Ask the pupils to point to the correct letter when you say a round, a letter name or a wrong.
Ask the pupils to find and trace the letters in the picture. Use Transparency to check the answers.
Ex Workbook p13 and 14
Activity book of the lesson of the lesson.
课后记：这课重点是学习教室里的物体，学生掌握得很好。主要的句型是What’s this It’s a ….’this’的发音不是太到位.多强调的发音。
Unit 4 My school things
The main and difficult
It’s a ….
This is my ….
Task objective
Understand simple instruction and accordingly/
Say simple words, phrases or sentences by looking at objects and picture.
Ask and answer questions about personal information.
Talk about personal belongs
Materials
Things of the school of the pupils’
Step of the Lesson
The 1st Period
Point and say
Presentation
Without the pupils seeing, put a rubber, a pen, and a pencil in a pencil case. Put the pencil case, a ruler and a book in the school bag.
(Book closed.) Greet the pupils. Show the pupils the school bag. Look inside and smile. Show some pupils sitting near the front what’s inside the bag.
Point to the bag and say ‘What’s this ’ It’s a bag. Take each object out of the bag say ‘What’s this ’ It’s a ….
As you put each object back into the school bag, ask the pupils ‘What’s this ’ See if they can remember. Prompt them to reply with It’s a …
Walk around the class looking at things on the pupils’ desk closely. Pick up some of the objects that you have just introduced and ask the owner ‘What’s this ’ Prompt them to reply with It’s a ….
Show Transparency and play the Pupil’s Book Cassette. Point to the speech bubble when Pat speaks. Then the pupils to repeat after the beeps. Continue to play the cassette and point to the objects. Ask the pupils to repeat after each word is said on the cassette.
Practice
Point to Pat and her mother in the picture and read aloud Pat’s speech bubble. Get the pupils to say the words after you.
Point to the labeled objects in the pictures and ask the pupils to make sentences about them.
Ex Active Book of the lesson Part 1
Recorder of the lesson
Put a ruler, a small bag, a rubber, a pen, a pencil and a pencil case on your desk. Show the pupils the objects. Put them into a bag. Take out one object without the pupils seeing and hide it behind a thick piece or paper. Hold up the paper for the students to see and ask them ‘What’s this ’ Ask them to raise their hand and guess by saying It’s a …. This can be done in teams awarding points for each correct guess.
The 2nd Period
. A. Say and act
Presentation
Show your bag to the pupils. Touch the bag and point to yourself and say: This is my bag. Emphasize the word “my”.
Take the objects out of the bag. For each one repeat This is my …
Walk over to a pupil and touch his or her bag. Say T his is your bag. Hold up your own bag and say This is my bag. Gesture for the pupil to hold up his/ her bag and say This is my bag. Repeat the procedure with other pupils and with different objects from your bag or the pupils’ desks.
Practice
1. Show Transparency and play the Pupil’s Book Cassette. Point to Pat in the first picture and point to her speech bubbles as they are read on the cassette. Get the pupils to say the words after the beeps.
2. Point to the other objects on the table. Ask the pupils to pretend to be Pat and make sentences about these objects.
3. Repeat the procedure with the second picture and the things from Tim’s bag.
B. Ex. Active book
1. Ask the pupils to look the pictures and listen to the plate
2. Ask the pupils to match the pictures according to what they hear on the tape.
Recording of the lesson More to do
Tell the pupils to group themselves according to the method of transport they use to come to school.
Ask them to walk around the classroom and ask other pupils How do you come to school
The 3ird Period
Story time
Read the story once while shoeing Transparency or play the Pupils’ Book Cassette all the way through pointing to the characters and their speech bubbles in each of the pictures.
Ask some pupils to come up and role-play the story. If you want, you can make something that looks like the jet engines on Koko’s back for the pupils to wear.
Ask the pupils to act out the story in the groups of five and read the character’s speech bubble.
Dick the correct answers
Show the Transparency. Then, point to the speech bubbles and say the words. Show the pictures how to write a tick or a cross in the box next to the correct word in each speech bubble.
Ex Active book of the lesson
Homework Read and recite C after class then for next class
The 4th Period
E Listen, say and color
Play the Pupils’ Book Cassette and ask the pupils to say the letter names, sounds and the words under the pictures after the beeps.
Ask the pupils to point to the correct letter when you say a sound, a letter name or a word.
Ask the pupils to find and color the letter in the picture. Use Transparency to check the answers.
F Look and do
Point to each object in the bag and read the label under it. Ask the pupils to echo you.
Ask the pupils to trace and color only the objects that they have in their school bags. For example, if they do not have a ruler in their bag, they should not trace and color the ruler.
When the pupils have finished tracing and coloring the correct objects, ask them to work in pairs. They take turns showing each other their drawings saying This is my ….
G Listen, circle and sing
Play the Pupil’s Book Cassette for the pupils to listen to the song.
Ask the pupils to listen again and point to the objects in the puzzle picture when they hear the names of the objects listed in the song.
Ask the pupils to circle the objects listed in the song.
Play the song again and ask the pupils to sing along.
Homework Active Book P16, 20
Recording of the lesson
Train more the pupils with the sentences “my bag, my pencil case, my pencil, my ruler, my rubber…”
This is my bag / my pencil….
课后记：这课主要是学一些学生上学要用的日用品。学生兴趣浓厚，掌握得也比较好，在教的过程中很顺利，没遇到什么困难。
Unit 5 Revision
Review all the sentences of the lessons from Unit 3—Unit 4
Everyone can make sentences following the lessons
What’s this It’s a /my ….
This is a / my ….
Step of the lesson
The 1st Period
Look, do and say
Show Transparency and ask the pictures to look at the pictures. Exp lain the task.
Play the Pupils’ Book Cassette and the pupils listen and point to the speech bubbles in their books.
Have the pupils read the dialogue aloud in pairs seated at their desks. Encourage them to try to say the dialogue again without looking at their books.
Tell the pupils to cut the puppet template on page 62. Following the steps in picture 1, demonstrate how to cut stick the edges of the paper together to make a simple hand puppet.
Invite more able pupils to come up to the front to role-play the dialogue with their puppets. If possible, have them crouch behind a table as shown in the book.
Listen, circle and color
Tell the pupils they are going to listen to some sentences. They must circle the words they hear and color the correct pictures.
Plat the Pupils’ Book Cassette or read the text.
Monitor the pupils to make sure they have understood what to do.
C Homework Copybook of the lesson
Recording of the lesson
Get the pupils to give their puppets other names and write them on the back of the puppet. Tell the pupils to introduce their puppets to each other. They can say This is (name). The other puppets can reply Hello, (name) How are you
Draw pictures of the objects presented in Units 1-4 on the board and stock up labels in a random order. Get the pupils to come up and label a drawing correctly. This can be play as a team game.
A variation is to put only the labels on the board without pictures and ask the pupils to come up, choose a label and stick it on the correct object in the room.
The 2nd Period
A. C Point and say
1. Use Transparency to demonstrate the activity. Trace one of the strings in the picture with a colored pen or pencil. Start from a child at the bottom and follow the string to his /her balloon. Then say This is my ….
2. Ask the pupils to work in groups of four. Each pupil in the group should be designated a color and take the part of the corresponding child in picture 2. The pupils take turns pointing to the objects and telling the others This is my ….
B. D listen, read and tick
1. Show the pupils the pairs of pictures. Tell them one picture is correct and the other is wrong.
2. Play the Pupils’ Book Cassette. Point to the words above the pictures as they are read. Ask the pupils to do the same.
3. Play the cassette again. This time, stop after number 1 and ask the pupils to tell you which pictures is correct. Then, show them how to put a stick in the box.
C. Ex. Workbook P21-26
Homework Read and recite A, B.C.E of the lesson.
Recording of the lesson
More to do: Ask the pupils to role- play the story in groups of three.
Unit 6 Playing a game
The main of the lesson
Language focus: Good morning/ Good afternoon.
Point to the/ Look at the ….
Close/ Open your/ the ….
Stand up.
Sit down.
Difficulty: Point to the Look at the ….
Close/ Open your/ the ….
Stand up.
Sit down.
Step of the lesson
The 1st Period
A. Look and say
Presentation
1. Prepare cards with a board, a door, and a window written on them.
2. (Book closed) Greet the pupils with Good morning/ afternoon.
3. Go to the board and say This is the board. Then tell the pupils Point to the board. Demonstrates What you want them to do. Repeat this procedure for the door and the window.
Show the pupils the tables you have prepared and read each one aloud. Sick the tables on the corresponding objects and practice reading the words.
5. Go to the board gain and say Look at the board. Demonstrates what you want them to do. Repeat this procedure for the door and the window.
6. Show Transparency and play the Pupil’s Book Cassette. Point to the speech bubbles and encourage the pupils to say the words after the beeps.
7. Point to the character in pictures 1 to 4 and ask the pupils to say the words in their speech bubbles.
B. Homework
1. Read and write Part A at five times and copybook of the lesson.
2. Workbook 1 of the lesson Ask the pupils to look at the pictures and tick the correct utterances.
Recording of the lesson
Play a letter sound game by saying Point to the … and then saying the sound (not the name) of the letter that a starts a certain word. For example , say Point to the d…See if the pupils can guess the word that you are thinking of. If the pupils can guess door, board and light this way, then you can also try f for fan and w for window. Ask the pupils to play the game in pairs.
The 2nd Period
B Say and act
Presentation
Make sure each pupil has a book on his/ her desk.
When you enter the classroom, greet the pupils with Good morning/ afternoon. Then motion for them to stand. When they are all standing, say Sit down and show the pupils what you would like them to do.
Ask you give instructions, demonstrate what you want the pupils to do. For example, pick up some books and open them as you say Open your books. Ask the pupils to follow your instructions. Do the same with Close your books.
Explain to the pupils that you want them to pretend it is the end of class. Say Stand up and demonstrate this for them.
Ask the pupils to sit down again. Show Transparency. Explain that pictures 1 to 4 show a classroom scene and we can see the beginning, middle and end of the class in the pictures. Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as you read them.
Play Pupil’s Book Cassette and ask the pupils to say the sentences after the beeps.
Practice
1. (Book open.) Point out the actions of the mice in pictures 5. Ask the pupils to work in pairs. They should look at the actions of the mouse on the right and tell you what instructions the mouse on the left is giving in each section of the picture.
2. Give instructions to follow to individual pupils and praise them when they follow the instructions correctly.
Sat and cat by the pupils in the class in five groups.
Read and writ Part B in the exercise- books of the pupils
Recording of the lesson
Ask individual pupils to give you instructions. Tell them that sometimes you follow the instructions correctly and sometime s you will not. They must watch and decide when you are following the instructions correctly and when you are not. This is good way to check their ability to produce the language.
You can also play a team game. Divide the class into two teams. The teams take turns. One team gives the other team an instruction. If they say the instruction correctly, they receive a point and the other team must follow the instruction. If they say correctly, they lose a point. If the other team follows the instruction correctly, they receive a point and do not, they lose a point. This game can be played with the entire team taking turns or with individual pupils from each ream taking turns.
The 3ird Period
A. C Story time
1. Draw a silly picture on the board. Then greet the children. Act as if you have spotted the drawing for the first time and pretend to be angry. Draw a cross through the picture and then rub it off to show that drawing silly pictures on the board is not appropriate behaviour.
2. Show Transparency. Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as you ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 ) read them.
3. Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the beeps.
4. Ask three pupils to come up and role-play the story. Draw a silly picture on the board for the pupils or allow one member of the group to draw one.
5. Ask the pupils to role-play the story in pairs (Koko does not speak) and to read the characters’ speech bubbles.
B. Repeat Part C in the class by the pupils then after the class or cat between the pupils in the class.
C. Ex. Workbook
The 4th Period
D Tick and cross
Read the first instruction aloud. Point to the door in the first picture and ask What’s this To elicit It’s a door. Point to the window in the next picture and ask What’s this To elicit It’s a widow. Show the pupils that they should put a tick in the box for the picture that matches the instruction and put a cross in the box for the picture that doesn’t match the instruction.
Listen, say and write
Play Pupil’s Book Cassette and ask the pupils to say the letter names, sounds and words under the pictures after the beeps.
Ask the pupils to point the correct letter when you say a sound, a letter name one a word.
Ask the pupils to find and trace the letters in the picture. Use Transparency to check the answers.
Look and do
This is a version of the game Simon Say’s. Tell the pupils that they must follow you instructions if you say the word please. They should not follow your instructions if you do not say the word Please. If they break the rules or do not follow the instructions correctly, they are out and must sit down. The last pupils still in the game win. Applaud the winners.
Play the game again with one of the winners as the leader. They can look at the pictures and word prompts at the bottom of page 33 for ideas about what instructions to give.
Listen, number and sing
(Book open.) Point to the pictures of the pupils doing versions. Ask the pupils to do the same actions as the children in the pictures. Ask them to tell you what instructions the pupils are following for each set of pictures.
Play the Pupils’ Book Cassette for the pupils to listen to song.
Ask the pupils to listen to the song again and number the pictures in the order in which they hear the actions named in the song. It may help the pupils if you write 1, 2and 3 on the board and point to the appropriate number for the verse. Try to get the pupils to sing the song and do the actions faster and faster.
Recording of the lesson
You can divide the class into three teams. Each team decides which action from the song they want to do. They then sing the correct verse from the song and the other term must do the actions.
The 5th Period
Review Part A, B, C, and E of the lesson in class in class or in oral
Ex of the Active Book
One Lesson and one check of the book
Ask the pupils to match the pictures with the words and draw lines between them
Recording of the lesson
Act by the pupils more to do every class. E.g Sit down. Stand up. Point to the window. Open your book. Look at your book. Close your book.
课后记：这课出现有几个问题，一个是根据图片来判断是open还是close有一定的困难，特别在第三单元的测试中关于open/close还是很难分辨，还有一课一试听力题的第三题也很模糊。我都分不太清楚。我觉得不管是书上还是试卷中图片要画得明显点，有利于学生的判断。
Unit 7 My body
Main of the lesson
1. Language focus: Close your …. Open your …. Look at …. Draw …. Numbers 1-10.
Difficult and hard: Close the ….. Open the …. Look at …. Draw ….
Materials: Numbers 1-10
Step
The 1st Period
Look and say
Presentation
Draw the outline of a face on the board. Point to your eyes, nose, ears, and mouth and say the name of each part of your face. Then draw on the face on the board. Draw a hand on the board and do the same with your finger. Point to and name each one again. Tell the pupils to repeat the words after you.
Show Transparency and play the Pupils Book Cassette. Point to the speech bubbles and encourage the pupils to repeat after the beeps. Do the same with the vocabulary items.
Practice
Erase the labels on the board. Revise the words for the parts of face by pointing to them and asking the pupils to name each part of the face you point to. Do the same for finger.
Read Pat and Tim’s speech bubbles aloud. Ask the pupils to repeat them after you. Tell them to play the role of Koko and follow your instructions to check that they understand close tour eyes. Open your mouth, etc.
Point to the happy face on Tim’s finger. Read speech bubbles and ask the pupils to repeat after you.
Read and act by the pupils in class then copy the words in the exercises.
Rea A over and over again after class.
Recording of the lesson:
You can sing an action song with the pupils. To the tune of the song“Head and shoulders”,“ knees and toes”, sing the words Ears and eyes ,mouth and nose. Have the pupils point to the relevant part of their face. Sing the song faster and faster.
The 2nd Period
Say and act
Presentation
1. (Book closed.) Draw the outline of a face on the board. Point to your eyes, nose, ears and mouth and say the name of each part of your face. Then draw them on the face on the board. Draw a hand on the beard and do the same with your finger. Point to and name each one again. Tell the pupils to repeat the words after you.
2. Show Transparency and play the Pupils’ Book Cassette. Point to the speech bubbles and encourage the pupils to repeat after the beeps. Do the same with the vocabulary items.
Practice
1. Erase the labels on the board. Revise the words for the parts of the face by pointing to them and asking the pupils to name of the face you point to. Do the same for ‘finger.’
2. (Books open.) Read Pat and Tim’s speech bubbles aloud. Ask the pupils to repeat them after you. Teel them to play the role of Koko and your instructions to check that they understand Close your eyes. Open your mouth, etc.
3. Point to the happy face on Tim’s finger. Read Koko’s speech bubbles and ask the pupils to repeat it after you.
Ex Active book 1
Workbook
Ask the pupils to look at the face and choose the correct word for each facial feature.
2. Tell the pupils to color the correct labels.
Recording of the teaching
You can sing an action song with the pupils. To the tune of the song’ Head and shoulders, knees and toes’, sing the words Ears and eyes, mouth and nose. Have the pupils point to the relevant part of their face. Sing the song faster and faster.
The 3ird Period
C. Story time
1. Read the story once while showing Transparency or play the Pupils’ Book Cassette all the way through pointing to the characters and their speech bubbles in each of the pictures.
2. Ask three pupils to come up and role-play the story. If possible, bring some clay or plastics to class. Allow one of the group members to mould the clay plastics if available.
3. Ask the pupils to role-lay the story in groups of three and read the character’ speech bubbles.
Act the story by the pupils following C in class.
Read and recite C after class by pupils then cat in class tomorrow by the pupils in class.
The 4th Period
A. Have a dictation words in class.
C. Circle and draw line
Tell the pupils to look at the picture of Mimi and count the parts of her face. Show the pictures what to do by going through the worked example. Circle the correct number of ears and draw a line from the words one ear to the ear in the picture.
D. Listen, say and write
1. Play the Pupils’ Book Cassette and ask the pupils to say the letter names, sounds and the words under the pictures after the beeps.
2. Ask the pupils to point to the letter when you say a letter name or a word.
3. ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 ) Ask the pupils to find and trace the letters in the picture. Use Transparency to check the answers.
D. Workbook P37
The 5th Period
F Look and do
1. Do the activity in a gymnasium or a large empty room.
2. Make sets of number cards on different colored paper. Each set should have ten cards and the cards should have a number on it from one to ten.
3. Divide the class into two teams of ten pupils each ask the pupils to stand in straight lines next to each other. There must be room for the pupils to run between the lines.
4. Give one card to each pupil in random order. Check the cards once you have handed them out. The cards should not be in order. If some numbers are in order, move the children around or switch their cards.
5. Call out one. Tell the pupils with ‘one’ on their card to come to the front of the line as faster as they can. Then call out two. Tell the pupils with ‘two’ on their card to come up and stand behind the first person in line as fast as they can. Repeat the procedure until the pupils are in the correct order from one to ten. The first team to get in order is the win
6. If you have limited space or do not have access to a large empty room, have the pupils sit in their desks as you hand them their cards. Show the pupils where and how you want them to line up. When their number is called, they should come up quickly and get into line. Make sure that the pupils get into the correct team’s line.
7. If the pupils find the game easy or you want to make it more fun, call out the numbers one to ten in order very quickly.
G listen, do and chant
1. Play the Pupils’ Book Cassette for the pupils to listen to the chant.
2. Demonstrate by chanting along and holding up the correct number of fingers each time a number is said in the chant. Clap your hands each time you say the word ‘clap’ in the final line of the chant.
3. Play the cassette again as the pupils chant along and do the actions.
Homework Read and recite A, B, C after class by the pupils.
The 6th Period
Have a dictation the words of the lesson
Recite A, B by the pupils in class then have a dialogue following the unit.
Ex. Active Book
Recording of the unit
With more able pupils, try to say the chant backwards. You may need to write the numbers or the line of the chant in reverse order on the board to help them.
课后记：这课在教学中遇到的问题是:有些孩子在读mouth这个词的时候有些困难，在10个数字中，three发音不太好，总的来说是th的发音不太到位。应该多加强练习。two写的时候容易写成tow.
Unit 8 Fruit
Main of Teaching
Language Focus
This is a /an ….
A/An /Three …，please.
Here’s a /an ….
Here you are.
What’s this , Mum It’s a /an ….
Difficult and Point
How to use a /an in correct.
C. Material of the unit
Prepare true fruits and some pictures into some fruits
D. Step of the unit
The 1st Period
Point and say
Presentation
1. (Books open.) Show Transparency. Point to the items of fruit and say the names slowly and clearly. Ask the pupils to echo you.
Point to the pictures of fruit or plastic/ real fruit. Encourage the pupils to say the words by prompting them with This is a / an….
Write the words on the board. Show the pupils that orange and apple start with o and a. Say the sounds. Tell the pupils they do not sound nice with a in front of them. Say e. g. ORANGE TO DEMONATRATE. Remind the pupils to use in front of orange and apple.
Play the Pupils’ Book Cassette. The pupils listen and repeat after the beeps.
Point to the characters and ask the pupils to say the words in their speech bubbles.
Continue to play the cassette and ask the pupils to say the words after the beeps.
Practice
1. Hold up a picture of an orange or a plastic/ real orange. Say This is an orange. Get individual pupils to hold the orange and tell the rest of the class This is an orange.
2. Do the same with the other fruit, I e. a lychee, a pear, an apple and a banana.
B. Read after the tape at three times
Recorder of the unit
Divide the class into two teams. Number the pupils so that there are two pupils for each number, one in each team. Put the plastic fruit on the teacher’s desk. Call out a number and the name of a type of fruit. The first pupil to pick up the correct fruit and say This is a /an …. (Fruit name) wins a point for his/ her team.
The 2nd Period
Say and act
1. Show Transparency. Introduce the context by saying This is a little girl. Here is her mother. She is making a fruit salad. Point to the girl, mother and fruit salad as you say these things.
2. Read the speech bubbles in picture1 1 to 2 to introduce the language for asking for things and responding.
3. Give a picture of an item of fruit to a pupil. Then ask the pupil for it. For example, give a pupil a picture of an orange or Here you are. If the pupils do this well, you can reverse it and show them a picture of a fruit while prompting them to say An orange, please to you. When they do, give them the picture and say Here’s an orange or Here’s you are.
4. Point to the rest of the speech bubbles as you read them. You may want to make cutting actions to make the meaning of fruit salad clearer.
5. Play the Pupils’ Book Cassette for the pupils to listen to the whole conversation between the mother and daughter. Ask the pupils to point the speech bubbles as they hear them and read after the beeps in chorus.
Practice
1. Get the pupils to work in pairs and play the roles of the mother and daughter.
2. For pictures 1 to 2, tell the pupils to take turns asking for and proving a piece of fruit by pupil A asking A/ An (fruit name), please and Pupil B responding Here’ a /an (fruit name) Here you are.
3. In picture 3, point to the rest of the items of fruit and tell the pupils to ask What’s
this Three3 times and respond once for each type of fruit pictured.
4. Walk around the classroom monitoring the pupils to find common errors.
Workbook P40
1. Ask the pupils to look at the pictures at the top of the page and listen to the Workbook .
Read and cat by the pupils in the class then have a chant following B
Copy B after class and recite B after class by the pupils
Recording of the unit
1. Ask the pupils to draw a piece of fruit on the board and to ask the other pupils What’s this
2. Get the pupils to revise numbers by counting the number of items of fruit you put on your desk. Then put one or more of each fruit into bags. See if the pupils can remember how many of each fruit are in the bags when you ask What’s in this bags
The 3ird Period
C. Story time
1. Read the story once while showing Transparency or play the Pupils’ Book Cassette all the way through pointing to the characters and their speech bubbles in each of the pictures. Make actions like a gorilla and pretend to eat lots of fruit to make the meaning in picture 4 clear.
2. Put out the fruit as if it were a shop/ stall. Use a hat to act the part of the shopkeeper and no hat when speaking as Eddy. Change places and hold the conversation.
3. ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 )Ask the pupils to come up and were the hat as the shopkeeper while you play the part of Eddy.
4. Ask a different pupil to play the part of Eddy.
5. Ask the pupils to role-play the characters in groups of three and read the characters’ speech bubble.
B. D. Count and tick
Ask the pupils to count the fruit in the picture and tick the correct answers. It may be necessary to do the first one as an example with the pupils.
E Listen, say and color
1. Play the Pupils’ Book Cassette and ask the pupils to say the letter names, sounds and the words under the pictures after the beeps.
2. Ask the pupils to point the correct letter when you say a sound, a letter name or a word.
3. Ask the pupils to find and color the letters in the pictures. Check the answer.
Workbook
1. Ask the pupils to look at the picture and listen to the Workbook Cassette
2. Ask the pupils to write the correct number for each fruit item on the shopping list.
The 4th Period
F Look and do
1. (Book open) Point to the mouth on the face. Ask What’s this Elicit the answers It’s a mouth and It’s a banana.
2. Tell the pupils to cut out the pictures of fruit at the top page64 and stick them to make a funny face. As individual pupils finish, ask them about the fruit they have used.
3. Borrow a completed fruit face from one of the pupils. Read her speech bubble to the pupils. Then demonstrate how they can describe the other facial features using the pictures they have made by saying This is a nose. It’s a ….etc.
4. Divide the class into groups of four. Number the group members. Each member of the group takes turns telling the others about his /her fruit face.
G. Listen, do and sing
Play the Pupils’ Book Cassette for the pupils to listen to the song. Tell the pupils to cut out the pictures of a bowel of fruit salad, apples, pears, oranges and lychees on page 64.
2. Tell the pupils to hold up the corresponding pictures when they hear the words in the song, e. g. picture of a bowl of fruit salad for Fruit salad.
3. When the pupils are confident enough to join in the song as written on the page, vary the fruit in the middle lines by writing a new line on the board: Banana, lychees. Ask the pupils to come up to the front and show their corresponding pictures out from page 64.
4. Ask the pupils to sing the varied version of the song in groups.
C. Workbook
1. Ask the pupils to look at the pictures and choose the correct sentence for each speech bubble.
2. Then ask the m to write the correct number in the speech bubbles.
课后记：这课主要是学习一些水果，应该多强调的apple, orange前面表示一个的时候用an，pear这个词有的孩子容易读错,pear中的ear读成的ear发音.因为水果与我们的生活息息相关，所以孩子们还是表现出很大的兴趣，掌握得也比较好。
Unit 9 Colors
Language Focus
This is (color.)
This is a /an … It’s (color.)
What’s this, (name)
Main and Point
The drills of the unit
Tools of the unit
Different colors of the pictures and some role thing: apples, oranges, bananas, pears, grape… etc. // gray, pink, white, black, purple//
Step of unit
The 1st Period
Point and say
Presentation
1. (Books closed.) Bring in a set of colored pencils or pens. Hold up the pencils one by one and say This is pencil. etc. Then hold up each pencil again. As you do, ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 ) say This is (color). Tell the pupils to repeat the words after you.
2. Ask individual pupils to come up and choose a pencil. Ask them to pick up the pencil and say This is color).
3. Use colored chalk to write the words for the different colors in a line on the board. Read the color words and choose the correct pencil to lie on the board ledge saying This is (color).
4. Erase the color words on the board and write them again in while chalk. Gather the colored pencils and see if individual can put them back in the correct places. If they are having trouble, you can help them by saying This is (color).
5. (Books open). Show Transparency. Point to Tim and read his speech bubbles aloud. Then point to and read the labels on the page.
6. Play the Pupils Book Cassette and point to the speech bubbles and labeled color words again. Encourage the pupils to read them after the beeps in chorus.
Practice
1. (Books open.) Point to Tim and ask the pupils to say the words in his speech bubbles.
2. Point to the colors on the palette as you say the name for each color.
3. Point to the colors again and say This is (color). Ask the pupils to do the same.
4. Then choose various objects in the classroom and say This is (color). Ask the pupils to do the same.
Read and cat in class then recite A after class by the pupils and copy A.
Recording of the unit
Photocopy a picture for the pupils to color. Get them to color the pictures using any of the colors named on the page. Tell them to talk about the colors they have used to their partner, pointing and saying This is (color).
The 2nd Period
Say and act
Presentation
1. (Book closed). Bring plastic fruit or pictures of the fruit that was introduced in Unit 8 to class. Show the class each fruit one by one, ask the pupils What’s this/ to revise the name of each fruit. After they answer It’s a / an … add a sentence describing the color. For example, Pupil: It’s an apple. Teacher: Yes, It’s an apple. It’s red.
2. Put each item of fruit in a bag one by one saying This is a … It’s (color). Then ask individual pupils to come up and take an item of fruit out of the bag. They show it to the class and say This is a … It’s (color).
3. Write the color words on the board. Tell individual pupils to put the different items of fruit under the correct color word.
4. Show Transparency. Explain that they work at a factory packing fruit into the correct boxes.
5. Play the Pupils’ Book Cassette for the pupils and ask them to say the sentences after the beeps.
Practice
1. (Books open.) Ask the pupils to read the robot’s speech bubbles as you point to them.
2. In the third picture, tell the pupils to play the role of the robot and make sentences about each kind of fruit and its color.
Act to make the salad by the pupils in class.
Read and recite B after class.
Workbook 44-45
Recording of unit
1. Prepare cards with the color words written on them. Have the pupils put the color words labels on object in the classroom saying, for example, This is a board. It’s green or prepare some role fruit and say This is a … It’s (color).
2. Play a team game. Get two teams of four pupils to sit at the front of the class. Give an item of fruit or a know object to a member o f one of the teams. If they can name the fruit or object and tell you its color correctly they score two points for their team. Do the same with a member of the other team. Keep alternating turns until each member has had two turns. The team with the most points wins.
The 3ird Period
C. Story time
1. Explain to the pupils that Tim is juggling. If you are able, demonstrate this as well.
2. Show Transparency. Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point t speech bubbles as you read them.
3. Play the Pupils Book Cassette for the pupils and ask them to say the sentences after the cassette
4. Ask two pupils to come up and play the role s of Koko and Tim. Ask them to mime juggling fruit.
Ask the pupils to role- play the story in pair and to read the characters’ speech bubbles.
D Tick or cross
Read the first sentence aloud. Show the pupils that they must write a cross in the box because the apple is green. Ask the pupils to complete the exercise.
Workbook P46-
The 4th Period
E Listen, say and write
1. Play the Pupils’ book Cassette and ask the pupils to say the letter names, sounds and the words under the pictures after the beeps.
2. Ask the pupils to point to the correct letter when you say a sound, a letter name pr a word.
3. Ask the pupils to find and trace the letters in the picture. Use Transparency to check the answers.
F Look and do
1. Show the pupils the color key at the top of the page. Point out the letters beside each color. Tell the pupils that these are the first letters of each color word. Tell the pupils to color each shape according to the letter or letters in it.
2. When the pupils have finished coloring, they should complete the bottom party by drawing lines to match the object names with the correct colors. The pupils can work in pairs to check the page by reading their sentences to each other.
G. Listen, color, do and chant
1. Play the Pupils’ Book Cassette for the pupils to listen to the chant.
2. Say each line and ask the pupils to repeat them after you.
3. Tell the pupils to color the pictures according to the words in the chant.
Continue to play the cassette for the pupils to join in the chant and do the actions pictured on the page for each verse.
D. Workbook 47-48
Recording of Unit
Ask the pupils to make simple pictures. You may want to show them how to cut out small squares of color from magazine parents to make ‘mosaic’ style pictures. ask them to show their pictures to the class, their friends and their parents, pointing at colors and making sentences about them by saying This is (color)or This is a… It’s (color).
课后记：这课重点是关于一些颜色的词，和第八课一样与我们的生活联系密切，孩子们热情较高。但同时也遇到一些问题，如：孩子在说this is+颜色.容易说成This is a+颜色. brown 这个词发音不太准确。
Unit 10 Revision
The 1st Period
Join and dots
1. Revise the numbers from one to ten by counting fingers or pencils with the pupils. Then ask individual pupils to hold up the correct number of pencils or fingers when you say a number.
2. Draw a simple picture, for example, an apple, on the board with no more than ten dots. Number drawing the dots and then show the pupils how to join the dots to complete the picture. Point to the drawing and ask What’s this Encourage the pupils to answer IT’S A ….
3. Tell the pupils to join the dots and color the picture. Ask them questions and encourage them to tell you about the picture. You may want to teach them the words ’cat’.
4. Ask them to work in pair to ask and answer questions about the picture.
Listen and read
1. Explain the context and introduce the characters. The mother penguin is shopping and the baby penguin is tired and hot. Point to the characters in the picture and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as you read them.
2. Play the Pupils’ Book Cassette for the pupils and ask them to say the sentences after the cassette.
3. Ask tow pupils to look at the sentences and pictures at the bottom of the page.
4. Then ask the pupils to look at the sentences and pictures at the bottom of the page. Tell them to tick the picture that show the characters following the instructions given on the left.
Recording of unit
Another game that can be plated with the cards is ‘snap’. Pupils play in pair and each pupil revives half the cards. Each pupil their puts their cards face down in front them. They take turns putting their cards of the other pupils’ pile in front them. If someone turns over a card that matches the one on top of the other pupils pile, they say, for example, It’s yellow. If they are correct and say it first, they pick up all the cards facing up in both piles and put them face down in their first pile. The game should and when one person has no more cards, but the game can be very long so you should tell the pairs when to stop playing.
The 2nd Period
Play the game
1. Show the pupils how to cut out the cards on page 66.
2. Ask a pupil to help you demonstrate this game, which is sometimes know as ‘Concentration’. Put the cards face down in random order on a desk. Turn over two cards every time it is your turn. Each time you turn over a card, say the name of the object pr color show on it,. For example, you turn over a card that show a bag and say It’s a bag. It’s brown. If the cards do not make a matching pair, put them back face down in exactly the same places. If you choose a card and its matching color card, put them in a pile near you. The aim of game is to collect more pairs than the other person. This is a good memory game.
B. Listen, do and chant
1. Point to the pictures on the page. Ask the pupils to tell you what the mice are doing in each picture. Play the Pupils Book Cassette and ask the pupils to number each set of pictures according to the numbers they hear before each instruction.
2. Ask the pupils to stand up. Read the chant and ask the pupils to follow your instructions.
3. If a pupil is confident enough, ask him /her to come up and lea the chant. Encourage the pupils to chant along. Tell them to do the actions at the same time.
C. Workbook 49-50
The 3ird Period
Workbook 51-52
Ask the pupils to look at the pictures on the left and match them with the words on the right.
Workbook 51-52
Ask the pupils to look at pictures 1-7 and listen to the Workbook Cassette
Workbook 53-54
Match the letters. Draw lines to put the followers into the corresponding flower pots.
Workbook 55-56
Ask the pupils t look at the pictures and read the speech bubbles. Then tell them to color the correct picture on page 56 according to the words they read.
The 4th Period
Have a revision of the unit from 8-10 then have a test
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