Revision II
Grade: 3
I. Teaching Contents: 1. 单词：动物，玩具及其复数形式。
2. 句型：Do you like ….. 及肯定，否定回答。
What do you like 及其回答。
3. 字母I和o在单词中开闭音节的发音。
II. Teaching Aims: 1.能正确掌握单词的复数形式,并能正确运用。
2. 能综合运用Do you like …..
What do you like 句型及编对话。
3. 正确辨别i和o在单词中的发音.
III. Difficult Points:正确表达及运用名词的复数形式,综合运用本单元所学句型.
IV. Teaching Aids: tape recorder pictures words cards
V. Teaching Procedure:
一. Warming up :
1. Daily talk :Introduce myself or your friends
2. Sounds drills: a. rhyme
b.单词发音归类( 准备小黑板)
二. Revision :
1.Review the words of animals
1). Listen and guess
eg. T: They are tall. They are yellow and brown. What are they
Ss: They are giraffes.
通过谜语引出本单元所学的动物名词.
2) 复习名词的单复数形式.
2. Review the drills:
Ask the students to talk about the animals.
eg. T: Do you like the pandas
S1: Yes, I like the pandas.
T: Why
S1: They are big. They are black and white. They are lovely.
T: Do you like the pandas
S2: No, I don’t like the pandas.
Do pair work like this.
3. Review the words of toys:
1) Ask and answer: (Show the toys)
T: Do you like……
S1: Yes, I like ……/No, I don’t like ……
T: What do you like
S1: I like …..It’s…….It’s…..
2) Make dialogues with toys
三. Homework:
Draw an animal or a toy and introduce it.
实践与反思：Unit 3
The First Teaching Plan
知识目标
Asking ‘Wh-‘ questions to find out a person’s identify.
Asking ‘How’ questions to find out their age.
Using formulaic expressions to introduce oneself and others.
能力目标
1．会用Who’s she She’s …提问及回答；
2．会用How old are you I’m … 提问及回答。
教学过程
pre-task preparation
Sing an English song.
Daily talk: How are you How old are you What’s your name
Stick the pictures on the board.
Introduce the children in the picture.
T: This is Ben / Mark / Kitty / Alice / my dog,Sam
Write the names on the board. Then ask the students to introduce their deskmates or friends.
Ask the students to count the candles on the cake in front of a certain character in the picture with you.
Say: He’s / She’s … with your student. Then ask students: How old are you to elicit: I’m …
Work in pairs. S1: How old are you S2: I’m …
While-task procedure:
Play the cassette. Students listen and follow in their books.
Play the cassette again. Students listen and repeat.
Students form into groups of four and read the story.
Invite groups of students to act out the story with a toy dog.
Ask questions about the story.
e.g. How old is Ben / Mark / Kitty / Alice / Sam
Students work in pairs. Ask and answer.
Divide students into pairs. They take turns to ask and answer the questions from about you.
What’s your name
How old are you
What’s your sister’s name How old is she
What’s your brother’s name How old is he
Post-task activity
Workbook page 14
Invite pairs of students to read out the first dialogue.
Students work in pairs to complete the exercise orally.
Students write down the answers.
Ask pairs of students to read the dialogues. The rest of the class checks answers.
Homework
1. Copy the drills twice. 2. Read page 24.
教后随笔：
The Second Teaching Plan
知识目标：
Ask ‘Wh-‘ questions to find out a person’s identity.
Asking ‘Wh-‘ questions to find out a person’s age.
Using adjectives to describe people.
Using connectives to link information.
教学过程：
Pre-task preparation
Warming up: Sing a song.
Say and act, (Page 24)
Ask students to tell the other children about their age.
Talk about friends or classmates.
e.g. This is ×××. She’s / He’s …
While-task procedure
Show a slide of page 25 and introduce.
T: This is Mark and his mother. They’re talking about Mark’s two friends, Ben and Kitty. Now let’s listen. What are they talking about
Play the cassette. Students listen and following in their books.
Play the cassette again. Pausing after the questions. Students are encouraged to read Mark’s part.
Form more able and less able students into pairs. Let the more able students play Mark’s role and the less able students play Mum’s role. Encourage them to use their own personal information while reading the dialogue.
Ask individual students to act out the dialogue.
Ask students to draw their best friends on the paper and write the sentences according Draw and write. Leave their friends name blank for guessing game.
e.g. She’s / He’s tall. She’s / He’s ten. Her / His name is … She / He has …
Collect the pictures from the students and put them on the teacher’s desk. Ask individual students to pick any picture they like and read out the sentences, The rest of the class guess who the person is.
The students who drew that picture stands up and tells the class who the person is.
Post-task activity
Do exercise: Workbook page 15
Ask students to read the description of the characters.
Students complete the first exercise orally in pairs.
Ask students to ask and answer. Then write down their answers.
Students draw the picture and finish the second exercise.
教后随笔：
The Third Teaching Plan
知识目标：
Using imperatives to give instructions.
Asking ‘Wh-‘ questions to find out a person’s identity.
Using adjectives to describe things.
能力目标：
学会讲一个故事，语音语调正确。
教学过程：
Pre-task preparation
Say a rhyme .
Ask and answer.
T: What’s your name
S1:My name is … I’m …
T: How old are you
S2: I’m…
T: How old are you
S3: He’s / She’s …
T: Is S2 tall
S4: Yes, he / she is. …
Stick the wallpicture on the board.
Introduce: Little Lucy, Mother, Father, Grandma, wolf.
Write and read: Little Lucy, Mother, Father, Grandma, wolf.
Describe the wolf. (Wear the mask of a wolf)
T: I’m a wolf. My ears are big. My eyes are big. My teeth are big.
While-task procedure
Play the cassette. Students listen and follow in their books. Then write down these sentences.
Write. Talk this to Grandma, Little Lucy.
Learn: take.
Say some sentences with ‘take’. e.g. Take this book to S1, S2.
Listen again and repeat.
Listen and repeat.
Write: help.
Tell students the meaning of ‘help’.
Read: help
Read the story to the class, pointing to the pictures on the wallpictures.
Form students into groups of five. Each student takes part in reading the story.
Invite groups to act the story in front of the class. (Wear the masks)
Learn the sound
Play the cassette. Students listen and follow in their books.
Listen again and repeat.
Read the sentences.
Post-task activities
Point, ask and answer. (Page 27)
S1: Who’s this
S2: This is …
Workbook page 16.
Ask students to read number 1 together.
Complete the first exercise orally.
Students write in the answers.
Do the second exercise.
Check answers.
Homework
Read the story and act out a story.
Recite the story.
教后随笔：
The Fourth Teaching Plan
Teaching aims:
Basic aims：1、Using formulaic expressions to ask for permission.
Eg: May I come in
2、Ask ‘wh’ questions to find out various kinds of specific
information about a person.
Eg: What do you like I like dolls.
3、Asking ‘yes’\ ‘no’ questions to obtain simple responses.
Eg: Do you like dolls
4、Using demonstratives to refer to people or things.
Eg: We like bears. Look! They are super!
Develop aim： Act out the dialogue.
Important point: How to act out the dialogue fluently.
Difficult point: Pay attention the pronunciation of the sentence.
Teaching procedure:
一、Pre-task preparation:
Warming up:
Daily talk: Act a story of Page 27
Review:
Do you like …
Yes, I like ….\No, I don`t like ….
T: (Hold up a toy) Do you like cars
S1: Yes, I like the cars.\No, I don`t like the cars
Hold up any of the toys and ask individual
Students: “Do you like … ” to elicit:
“Yes, I like ….\No,I don`t like …
Using the same toy, ask a pair of students:
T: Do you like …
S1 and S2: Yes, we like ….\No,we don`t like …
Work in groups of three students:
S1: Do you like …
S2 and S3: Yes, we like ….\No, we don`t like ...
Describe their toys, using the adjectives what
they learned.
Eg: beautiful super
T: I like cars. They`re super.
Can you say
S: I like rabbits. They`re beautiful.
二、While-task procedure:
1. Show a slide and listen to the tape .
Listen again and repeat:
May I come in
Come in, please.
Hi,Kitty. What`s in your hand
Oh, my beautiful doll. I like dolls.
Do you like dolls
No, we don`t like dolls.
What do you like
We like bears. Look! They are super!
Act out the dialogue in four parters.
Students follow the tape and repeat.
Students act it out in groups of three, then
invite the students to perform it in the front of
the classroom.
三、Post-task activities:
Extend the task by having the same groups practise the dialogue, substituting dolls and bears with other toys.
Eg: May I come in
Come in ,please.
Hi,Kitty. What`s in your hand
Oh, my beautiful rabbit. I like rabbits.
Do you like rabbits
No, we don`t like rabbits.
What do you like
We like robots. They are super!
Select groups to act out the modified dialogues.
四、Homework:
Read: Page 28
Make a new dialogue according the text on Page 28.
教后随笔：Unit 3 The seasons
Period One
Read and Tick
Teaching Aims:1. Word: season, spring, warm, wet, plant, grow, nest
summer, cool, shine, shell, hot
2. Sentences: Plants grow and grow.
The sun shines and shines.
Emotion aims: 培养学生热爱大自然的情感
Difficult teaching points: season, spring, summer, warm, cold, hot cool,
Teaching aids: pictures, cassette and a cassette player
Teaching Process:
Step One: Warming-up
sing a song
Listen and act
Step Two: Revision
Ask and answer
Introduce your clothing: I have a dress. It’s…I have a T-shirt. It’s…
Step Three: Presentation
1. Teaching: “plant, nest” show a picture of spring
T: Look at the picture. What can you see
(1)Introduce: trees flowers
Introduce plant using the picture. Write “plant” on the board
(2)Draw a nest on the tree to introduce nest. Write ”nest” &”nests” on the board. Draw two birds in the nest and introduce birds.
(3)Sing the song Introduce umbrella while singing
2. Teaching “spring”
T: The weather is warm. The grass is green. The swallow is
coming. Now the spring is coming.
Write “spring in spring” on the board.
Write “warm, cold” on the board. Introduce :warm, cold by
inviting students to touch a glass of warm water and a can of cold coke. Introduce: wet. Ask students to look at the water vapor on the can.
Draw three pictures which show the growth of a plant on the
board. Introduce: grow and write it on the board.
play the cassette: In spring…Students listen and repeat
In spring, we can see…
(1)I can see the trees.(plants, birds, flowers)
(2)In spring, we can’t see umbrellas.
(3)In spring, is the weather cold No, it’s warm.
warm---cool
In spring, it’s wet. Plants grow and grow.
Teaching : summer ,shells
Show summer on the picture. Encourage the students to predict what they can see in summer and tick the appropriate boxes. Introduce: shells , summer Write them on the board
Play the cassette: In summer…Students listen and check the
prediction.
Write hot, cool on the board. Introduce: hot, cool by inviting
students to touch a glass of hot water and a can of cool coke.
Draw: the sun on the board. Introduce: shines by drawing lines
out from the sun. Add a match stick figure wearing a pair of sunglasses.
Step Four: Consolidation
Divide students into groups. Invite each group to read page36
aloud.
Step Five: Homework
Listen to the tape
Copy the words
课 后 随 笔
Period Two
Read and Tick
Teaching Aims: 1. Words: dry, fall, autumn, bicycle, scarf, winter, wind, gloves
2. Sentences: Leaves fall and fall.
The wind blows and blows.
Emotion aims: 培养学生热爱大自然的情感
Difficult teaching points: autumn, winter, dry, scarves, gloves,wind
Teaching aids: pictures, cassette and a cassette player
Teaching Process:
Step One: Warming-up
Listen and act
Ask and answer
Step Two: Revision
In spring, what can you see I can see…/ I can’t see…
How is the weather in spring Is it cold
Read “In spring”
In summer, what can you see I can see…/I can’t see…
Read “In summer”
Step Three: Presentation
Teaching “autumn, dry”
Show the picture of autumn.
(1)What can you see I can see kites, slides, bicycles…
Is it spring No, it isn’t. It is autumn
Write “autumn in autumn” on the board.
Say after teacher
(2)Soak a tissue with water. Ask students to feel the wet tissue and a dry one. Introduce: dry
Teaching :fall
Introduce: fall by drawing some falling leaves. Add an arrow to show that they are falling down from the tree to the ground.
Say : Leaves fall and fall
Play the cassette: In autumn…Students listen and repeat
Look at the picture, ask and answer
(1)In autumn. What can you see
We can see… We can’t see…
(2)Is it hot(cool, warm, wet, dry) Yes, it is. No, it isn’t.
Teaching: winter, scarves,gloves
Show the picture of autumn.
(1)What can you see I can see hats, coats…
Is it autumn No, it isn’t. It is winter
Write “winter in winter” on the board.
Say after teacher
(2) Introduce: gloves scarves using the picture
Write “scarf scarves” on the board
6. Teaching :wind ,blow
(1)T: In winter, is it hot No, it’s cold. Is it wet No, it’s dry.
Imitating the sounds of the wind and draw some lines on the
board to introduce “wind”
What can you hear Write wind on the board
(2)Ask students to imitate the sounds of the wind loudly or
quietly. Introduce: The wind blows and blows.
Play the cassette: In winter…Students listen and repeat
Look at the picture, ask and answer
(1)In winter. What can you see
We can see… We can’t see…
(2)Is it hot(cool, warm, wet, dry) Yes, it is. No, it isn’t.
Step Four : Consolidation
Listen to the tape
Tick the correct box
Step Five: Homework
Listen to the tape
Write down the sentences
课 后 随 笔
Period Three
Play a game Learn the sounds
Teaching Aims: 1.Asking “wh-“questions to find out the time of year
2. Asking “yes/no” question to obtain simple responses
3.Learn the sound // //
Emotion aims: 要求学生大胆模仿，善于观察
Difficult teaching points: What season is it Is it winter
Yes, it is. / No, it isn’t.
Teaching aids: pictures, cassette and a cassette player
Teaching Process:
Step One: Warming-up
Sing a song.
Ask and answer
Step Two: Revision
Read the new words
Answer the following questions:
In spring, what can you see
What can you see in summer
What can you see in autumn
In winter, what can you see
warm---cool hot---cold wet---dry
Tick the correct box
season warm cool hot cold wet dry
Spring
Summer
Autumn
5. Students check the answer by asking and answer
Step Three: Presentation
1. Teaching : What season is it
(1)Look at the picture. We can see plants. We can hear the
raindrops. IWhat season is it To elicit: Is it spring (summer)
(2) It is wet. It is warm. What season is it To elicit: Is it
spring(summer)
(3) Write “What season is it ” on the board. Ask and answer/
eg: S1:It is wet. It is hot. What season is it
S2: Is it summer
S3: Yes, it is.
2. Tell students that there are four seasons in a year. Invite them to
list the four seasons on the board.
3. Pretend to be swimming. Ask students to look at the book of page
38 and see in which season characters are dong the same thing as
you. Ask and answer.
4. Invite individual students to come to the board and demonstrate
the actions of the characters on the book. Prompt those students to ask: What season is it To elicit guesses from the class: Is it… They then respond to their classmates’ guesses: Yes, it is./No, it isn’t.
5. Play the cassette. Students listen and repeat.
6. Ask and answer
(1) Which do you like Spring or summer Why
(2) Which season do you like best Why
7. Learn the sound // //
(1)Play the cassette. Students listen
(2)Play the cassette again. Students listen and repeat.
(3) Find out the words of the sound // //
(4) Read the sentences loud
Step Four: Consolidation
Workbook page28
Grammars practice book page37
Step Five: Homework
Listen to the tape
Copy the words
课 后 随 笔
Period Four
Look and say
Teaching Aims: 1.New words: his, her
2. Asking “wh-” question to obtain simple responses
3. Using pronouns to refer to people and thing.
Emotion aims: 教育学生要有助人为乐，相互关心的好品质
Difficult teaching points: his her
That’s his/ her …
Teaching aids: pictures, different objects, cassette and a cassette player
Teaching Process:
Step One: Warming-up
1. Sing a song.
2. Ask and answer
Step Two: Revision
1. Review: my your by holding up your belongings and your
students’ belongings. Say: This is my… That is your …
Students work in pairs
2. Ask: Is this my… Is this your… to elicit Yes, it is. / No, it isn’t.
Students ask and answer
Step Three: Presentation
1. Teaching: his her That’s hie/her…
(1) Invite students to put their belongings on the teacher’s desk.
(2) Introduce : That’s (a boy’s name) …. That’s his …by pointing
at that boy as well as his belongings on the desk.
Write “his ” on the board.
(3) Introduce: That’s (a girl’s name) …. That’s her …by pointing
at that girl as well as her belongings on the desk.
Write “her ” on the board.
(4). Students work in pairs That’s (a student’s name). That’s his/her …
2. Teaching: Here’s your…
Return the belongings to the owners and say Here’s your…to elicit: Thank you./ Thanks
3. Teaching: Where’s my…
Hide one belonging in one student’s desk and ask: Where’s my ,… To elicit: Here it is./ Here you are.
Students work in pairs.
4. Play the cassette. Students listen and follow in their books.
5. Play the cassette again. Students repeat.
6. Divide students into groups to act the story.
7. Students vote for the best group.
8. Encourage students make a new story
Step Four: Consolidation
1. Play the cassette the third time. Ask the students to read the page and fill in the blanks.
2. Students work in pairs to check answers.
3. Invite individual students to point at the pictures on the page and read a loud the sentences in Point and say.
4. Exercise: Write my ,your, his or her
(1) This is Ben. This is _______bicycle.
(2) I am Kitty. ______ bag is blue
(3) She’s Alice. That’s _____ umbrella.
(4) You are Mr Li. ______ car is black.
(5) Is this ______ hat Yes, it’s my hat.
(6) That’s my mother. That’s _____ coat.
(7) Where’s ______ scarf Here you are.
(8) He’s Mr Wang. _____ gloves are new.
Step Five: Homework
1. Listen to the tape
2. Work book page30 31
课 后 随 笔
Period Five
Say and act
Teaching Aims: 1. Using imperatives to give instructions
2. Asking “wh-” question to find out the time of year
3. Using predicative adjectives to describe conditions
Emotion aims: 鼓励学生与他人的交流，发表自己的观点
Difficult teaching points: Use appropriate intonation in questions and statements
Teaching aids: pictures, photograph, cassette and a cassette player
Teaching Process:
Step One: Warming-up
1. sing a song
2. Read the words
Step Two: Revision
1. Show students pictures of four seasons.
Ask and answer
(1)What can you see in spring/summer/autumn/winter
(2)Is it hot / cold / warm / cool
(3)Is it wet / dry
(4)It is hot. We can see shells. What season is it
(5)Do you like spring
(6)Which season do you like best Why
2. Invite students to say the rhyme: Four seasons
Encourage individual students to say the rhyme
Step Three: Presentation
1. Encourage students to say : In spring / summer / autumn / winter, it’s…/ We can see…
2. Show a photograph and say: Look at the photograph. To elicit : Who is he/she. Then answer: He’s my…/She’s my …
Take out student’s photograph and introduce the person in the photograph.
Students work in pairs. Ask and answer.
3. Talk about the season
4. Ask : Do you like …(season)
5. Play the dialogue on the cassette while students follow in their books. Students content through listening.
6. Play the dialogue in four parts. Students follow the tape and repeat.
7. Divide students in pairs. Ask them to act out the dialogue.
8. Encourage the more able students to make a new dialogue.
eg: S1: Look at this photograph. Who is she
S2: She’s my big sister, Rose.
S1: What season is it
S2: It is summer. It’s hot. The sun is shining. Rose has her blue sunglasses.
S2: She has a nice dress. It is pink.
S1: I like summer. It’s hot. I like swimming. I like ice-creams. Do you like summer
S2: No, I don’t like it. I like autumn. I like kites. It is not hot.
It is cool.
S1: But in autumn it is dry. The leaves fall.
S2: Yes, it is.
Step Four: Consolidation
Workbook page32
1. Students first work in pairs to finish the exercises orally. They need to look at each picture, and find the corresponding word from the centipede.
2. Students write the correct words in the blanks provided.
3. Students exchange their work and check answers.
Step Five: Homework
1. Listen to the tape
2. Write 5 sentences about your favorite season.
课 后 随 笔Module 3 Things around us
Unit 1 Colours
Period One
Sing a song Look and tick
Teaching Aims:1.Teaching the new words: rainbow, purple, violet
2. To teach the new sentences: Look at the rainbow in the sky.
Emotion aims: 培养学生欣赏美好事物的情感
Difficult teaching points: colours: purple, violet, red, orange, green, blue
Teaching aids: pictures, colour cards, cassette and a cassette player, crayons
Teaching Process:
Step One: warming-up
sing a song
Daily talk
Ask and answer: Who’s he He’s… Who’s she She’s …
What is it It is …Who are they They’re …
Step Two: Revision
Read the colour cards: red ,yellow, blue, orange, pink…
Ask and answer: What colour is it It’s …
What colour are they They’re…
Step Three: Presentation
To teach the new words: purple, violet
show the colour cards: red and blue
red + blue =
show the colour card: purple
T: What colour is it Is it red No. It’s purple.
purple read it after the teacher
make phrases& ask and answer
show the colour card: violet
Is it purple No. What colour is it It’s violet.
violet read it after the teacher
To teach the “rainbow”
(1) Draw a rainbow on the blackboard, then ask: what is it It’s the rainbow.
rainbow=rain bow
What’s the meaning of “bow”
(2) Where’s the rainbow In the sky.
(3) Add a blank beside the rainbow. Ask students to find the word for it in their books while listening to the cassette. (For less able students, write the letter r for them as a clue)What colour is the rainbow Red, orange, yellow, green, blue, purple and violet.
Play the cassette. Students listen.
Invite the students to fill in the blank,
Play the cassette again. Students sin along.
Ask the students to draw a rainbow on their own paper and colour it use the crayons. Play the cassette for the third time.
Step Four: Sing a song Act out this song.
Step Five: Look and tick
1.Ask students to look at eh picture on page 29 of the book and tick the colour boxes.
2. Students to check answers.
Step Five: Consolidation
Read “the rainbow”
Students discuss the colour of the objects around them. Students use: What colour is it to elicit It’s … in the discuss
3. form every two pairs of students into a group. Encourage students to ask: What colour is your… To elicit: It’s …or It’s …and…
Step Six: Homework
Listen to the tape
Sing a song
课 后 随 笔
Period Two
Look and say Ask and answer
Teaching Aims: 1. Words: sea, mountain
2. Ask and answer:
What colour is the_____ It’s ______.
What colour are the_____ They’re______.
Emotion aims: 培养学生对大自然的热爱
Difficult teaching points: What colour are … They’re…and…
Teaching aids: pictures, colour cards, cassette and a cassette player
Teaching Process:
Step One: Warming –up
Sing a song
Listen and choose: ( Look at the picture above, then choose the colours.)
Step Two: Revision
Read the colours: red, green, grey…
Drills: What’s this It’s a ____. What colour is it It’s _____
What are they They’re______. Who’s he/she He’s/She’s____.
Step Three: Presentation
Teaching “mountain, sea”
(1)T: Draw a mountain on the board. Look at the picture. What’s this Oh, it’s a mountain.
Write “mountain” on the board.
(2)Say after the teacher
(3)Colour the mountain and say: This is a mountain. I like the mountain. The mountain is green. The mountain is nice.
(4)The same way: sea
Draw the picture on the board. Add a blank beside each object. Ask the students to find the correct word and fill in the blanks.
Play the cassette. Students listen .
Point to the picture on the board. Ask :What colour is / are the … Students answer by looking at the picture in the book. Colour that object on the board with a piece of coloured chalk.
(1)Point to the picture
T: What’s this P: It’s a mountain.
T: What colour is the mountain P: It’s green.
T: What colour are the clouds They’re grey and white.
(2)Play the cassette again. Students repeat.
(3)Invite a few students to come to the board. Encourage them to ask any classmate: What colour is/are the… To elicit:It’s/They’re…
Step Four: Ask and answer
1. Students work in pairs to discuss the picture. Students take turns to ask another the colour of all the objects on the picture. Students ask: What colour is/are … To elitic: It’s/They’re …
2. Studens work in groups to discuss the objects around them. Ask and answers.
Step Four: Consolidation
Workbook page17(exercise2)
Complete the exercise with the class orally
Students fill in the blanks
Students work in pairs to check answers by asking and answering.
Workbook page 18
Review the words given by asking students to draw them on the board.
Fill in the blanks and colour the picture.
Students work in groups to check the answer.
Grammar Practice Book P30: Look , write and colour
Step Four: Homework
Listen to the tape
Draw their own pictures and colour it. Ask and answer
课 后 随 笔
Period Three
Look and learn Read and guess Learn the sound
Teaching aims: 1.words: blouse, T-shirt, shirt
2. New sentences: He has …. She has ….
3. Ask and answer: Who is he He’s…
Who is she She’s…
4. Learn the sound: /D /
Emotion aims: 培养学生仔细观察的良好习惯
Difficult teaching points: He has… She has…
Teaching aids: pictures, paper, crayons, cassette and a cassette player
Teaching Process:
Step One: Warming-up
Sing a song
Listen and act
Daily talk
Step Two: Revision
Ask and answer:
What colour is the… It’s …
What colour are the … They’re …
Step Three: Presentation
1.( Show a picture of dress)
(1)T: Look, this is a dress. It’s very nice. I like it very much. Have you
got a dress
dress say it after the teacher
(2)Make some phrases
eg. a red dress a red and yellow dress
(3)Make some sentences with “dress”
e.g. This is a dress. My dress is red. I have a dress.
(4)Introduce: blouse, T-shirt, shirt
(5)Say the words togeter
2.Read and guess
(1)T: (Point to one girl) Have you a dress S1:Yes.
T: What colour is it S1: It is red and white.
T: She has a dress. She has a red and white dress.
(2)T: (Point to one boy) Have you a T-shirt S2: Yes.
T: What colour is it S2: It is blue and purple.
T: He has not a dress. He has a T-shirt. He has a blue and purple T-shirt.
(3)Work in pairs.
(4) Play the cassette. Students listen.
(5) Guess: She has a … Who is she She’s…
He has a … Who is he He’s…
(6) Tell students that they are going to prepare for a children’s
fashion show. Divide students into groups. Ask students to draw
the clothes and colour them, then cut them out. Put the colthes on
the paper boy or girl.
Encourage students to introduce their model by saying:
This is … She/He has a …
3. Learn the sound
Step Four: Consolidation
1. Encourage students draw new models and design new clothes for
the fashion show. Introduce their own models.
2. Introduce: My mother has… My father has…
3. Ask students to draw their friend on the paper. Ask students to put
their friend’s name in the first sentence and describe their friend’s clothes in the second sentence.
Step Five: Homework
1. Copy the new words: dress, blouse, T-shirt, shirt
2. Divide students into groups. Ask them to use the pictures or
magazines.
Provide each group with cards and paper
3. Write a few sentences to describe the clothes.
课 后 随 笔Module 1 Unit 2
Period 1
Basic Aims:
To develop an awareness and an enjoyment of the basic sounds of English through saying a rhyme{Eda}
To express preferences in making simple arrangements with others for carrying out events{IDd}
To give expression to imaginative idea through oral and performative means such as experimenting with simple sound and word patterns in creating rhymes based on a given model{EDc}
Developing Aims: Can draw the animals and talk about them.
Education Aims: To love the animals.
Teaching Focus:
1.Using imperatives to give instructions and directions
e.g. Listen to the bird in the tree.
2. Using nouns to identify things
e.g. a bus
Teaching Aids:
A tape-recorder, picture cards, word cards
Step One: Warming up
Say a poem
Step Two: Revision
1.What can you see
I can see a bird.
Where’s the bird
It’s in the tree.
2.What can you see
I can see Dotty.
Where’s Dotty
It’s in her cage.
Step Three: New teaching
T: Do you know “ in the tree”
Learn: in- in the tree
in the street
in the cage
T: Is the cat in the tree
S: No.
T: O.K. It’s on the roof.
Learn: on- on the roof
T: Now, listen.
The baby is crying.
The bird is singing.
Do you know : “listen”
Learn: listen- listen to
e.g. Listen to the teacher/recorder/cat/dog…
T: Listen to the rhyme.
Learn: say a rhyme.
Play the cassette. Students listen.
Play the cassette again. Students follow and say the rhyme.
Invite individuals to say the rhyme.
Step Four: Consolidation
T: Listen to the bus in the street.
What’s this It’s a bus.{a car, a boat, a drill}
Spell the words.
Invite students to mach the word and picture cards on the board.
Step Five: Homework
Listen to the rhyme and recite it.
Copy the new words each for a line.
Prevision.
板书设计： Say a rhyme. Listen to …in the tree in the street in her cage on the roof a bus a car a boat a drill
课 后 随 笔
Teaching Plan for Oxford English Book 3A
Module 1 Unit 2 Period 2
Basic Aims:
To converse about experience{Idb}
To state opinion using information and ideas in simple spoken and written texts (KDc)
Developing Aims: Free talk.
Teaching Focus:
Using modal verb ‘can’ to talk about abilities
e.g. I can hear a bus.
2. Asking Wh-question to find out various kinds of specific information about a
person
e.g. What can you hear
Using nouns to identify things
e.g. an aeroplane
Teaching Aids:
A tape-recorder, picture cards, word cards
Teaching Procedure
Step One: Warming-up
Say a rhyme: Listen.
Step Two: Revision
Listen to the cat on the roof.
Listen to the bird in the tree.
Listen to the dog in the street.
Listen to Dotty in her cage.
Listen to the bus in the street.
Listen to the boat in the sea.
Step Three: New Teaching
T: Listen to the bus in the street.
What can you hear
I can hear a bus.
Learn: I can hear a bus.
Listen and repeat.
Say it one by one.
Replaces.
Questions and answers.
T: What can you hear
S: I can hear a bus.
T: Now, this time, you ask, I answer.
Who’ll try
S1: What can you hear
Learn the sentences
Work in pairs.
T: Now listen to the telephone.
What can you hear
S1: I can hear a telephone.
Learn: telephone(aeroplane)
Read after the teacher.
Read one by one.
Spell and recite the words.
Step Four: Consolidation
Look at the pictures and do pair work.
Step Five: Learn the sound
The fat man likes jam.
Play the cassette. Students listen and follow in their
books.
Play the cassette again. Students repeat.
Ask individual students to read the sentences.
Step Six: Homework:
Copy the mew word, each for two lines.
Listen and say:
What can you see
I can hear…
板书设计：
What can you hear
I can hear…
课 后 随 笔
Teaching Plan for Oxford English Book 3A
Module 1 Unit 2 Period 3
Basic Aims:
To establish and maintain relationships and routines in carrying out classroom
activities. (Ida)
To respond to events by making a modal (EDb)
To interpret and use simple given information and ideas through processes or activities and to follow simple instructions. (KDb)
To converse about feelings. (Idb)
Developing Aims: Can make the telephone, play and say sth. about it.
Education Aims: Don’t leave rubbish.
Teaching Focus:
Using formulaic expression to start a telephone conversation
e.g. Hello, this is Kitty.
Using formulaic expressions to greet people and respond to greetings
e.g. How are you I’m fine, thank you.
Using imperatives to give instructions
e.g. Make two holes
Teaching Aids:
A tape recorder, paper cups, long pieces of string
Teaching Procedure
Step One: Warming-up
Say a rhyme.
Step Two: Revision
What can you see
I can hear…
Step Three: New teaching
T: Look, this is a telephone.
Now Ben and Kitty are phoning.
Let’s listen to the dialogue.
Kitty: Hello, this is Kitty.
Ben: Hello, Kitty. How are you
Kitty: I’m fine, thank you.
Say after the tape.
Try to repeat.
Work in pairs.
Act out the dialogue.
T: Now, I will make a telephone.
Please follow me.
Two paper cups.
Draw two dots.
Make two holes.
Join the cups. It’s a telephone.
Step Four: Consolidation
T: Now please use your telephone to call your friend.
e.g. Hello, this is…
Hello, …
How are you
I’m fine, thank you.
Step Five: Homework
Listen to the dialogue and recite it.
Try to phone your classmate, friends and relations.
板书设计：
What can you hear
Hello, this is…
Hello,…
How are you
I’m fine, thank you.
课 后 随 笔
Teaching plan for Oxford English Book 3A
Module 1 Unit 2 Period 4
Basic Aims:
To establish and maintain relationships and routines in carrying out classroom
activities. (Ida)
To interpret and use simple given information through processes or activities. (KDb)
Developing Aims: Free talk.
Teaching Focus:
1.Open an interaction by asking a question
What can Ming hear
2.Using model verb ‘can’ to talk about abilities.
e.g. Ming can hear an aeroplane.
Teaching Aids:
A tape recorder
Teaching Procedure
Step One: Warming-up
Spell the words
drill ~ d-r-i-l-l
aeroplane ~ a-e-r-p-l-a-n-e
car, bus, telephone, boat, dog
Step Two: Revision
Make a short dialogue and act it out.
Hello, this is Kitty.
Hello, Kitty. How are you
I’m fine. Thank you.
Step Three: New teaching
T: What can you hear
S: I can hear an aeroplane.
T: Ming can hear an aeroplane.
Learn: Ming can hear…
Say it after the teacher.
Say it one by one.
Asks and answers (T-P)
Replace: a dog, a car
T: Who can repeat my questions
S1: What can Ming hear
S2: …
Learn: What can Ming hear
Say it one by one.
Work in pairs.
Replace: a boat, a telephone
Step Four: Consolidation
Look at the pictures and practice the pattern.
What can Ming hear
Ming can hear a drill.
2.What can Ming hear
Ming can hear a cat.
Step Five: Homework
Listen to the dialogue.
Copy the new sentences.
Do pair work.
Prevision
板书设计：
Look and say
What can Ming hear
Ming can hear an airplane.
教后随笔
Teaching plan for Oxford English Book 3A
Module 1 Unit 2 Period 5
Basic Aims:
To establish and maintain relationships and routines in carrying out classroom
activities. (Ida)
To interpret and use simple given information through processes or activities.
(KDb)
Developing Aims: Free talk.
Teaching Focus:
Use modelled phrases or sentences to communicate with other learners
sking yes/no-questions using modal verb ‘can’
e.g. Can Ming hear a dog
Teaching Aids:
a tape recorder, pictures
Teaching Procedure
Step One: Warming-up
Sing a song
Step Two: Revision
Questions and Answers
What can you hear
I can hear…
What can Ming hear
Ming can hear…
Step Three: New teaching
T: Can Ming hear a dog [Show the picture]
S: No.
T: O.K. He can’t hear a dog.
Learn: He can’t hear a dog.
T: Can Ming hear a dog
S: No, he can’t hear dog.
T-S Work in pairs.
T: Who can repeat my questions
S1: Can Ming hear a dog
Learn: Can Ming hear a dog
Say it after the teacher.
Say it one by one.
Ask and answer: P1-P
Replace: an aeroplane
P1: Can Ming hear an aeroplane
P2: No, he can’t hear an aeroplane.
P3: Can Ming hear an aeroplane
T: Yes, he can.
Learn: Yes, he can.
Say it after the teacher.
Work in pairs.
Step Four: Consolidation
T: Look at the pictures and practice the sentences.
Step Five: Homework
Listen to the tape and read ‘Look and tick’.
Copy the sentences.
Do ‘Ask and Answer’
板书设计：
A: Can Ming hear a dog
B: No, he can’t hear a dog.
A: Can Ming hear an aeroplane
B: Yes, he can.
教后随笔Unit 3 Touching and feeling
The first period
Teaching Aims:
1.Using adjcetives to describe things. e.g. It’s hard.
2.Using imperatives to give instructions. e.g. Touch this.
3.Asking ‘How’ questions to find out the texture of a thing
e.g. How does it feel
4.Asking ‘Wh-‘ questions to find out a specific thing.
e.g. what is it
Main point.
1.Prounce the words properly.
2.Maintain an interaction by replying to a question.
Teaching materials:
Objects: tape recorder
一、Warming up.
1.Say the rhyme.
2.Quick responses. 快速问答，训练学生
What can you hear 的反应能力和理解能
Is this your … 力。
What colour is it
How are you
What can she hear
How are you
二、Presentation.
1.T:Oh, I’m very tired. Let me have a rest.(打哈欠)
Make the bed, point the pillow: It’s soft. soft.
Guess: Meaning
(1) Say it one by one.
(2) T take out the soft cat: Touch this, How does it feel
P: It’s soft.
(3) Take out sth. and communicate with your neighbours.
2.T: Run and say: The desk has hurt me. Say to the desk.
You’re very awful. Let me hit you. Oh, my hand.
Touch the desk and say: It’s hard, hard.
(1) The same ways of “before word”
3.T: Take out the li. Touch and say: It’s rough. 反复巩固四个
(1)The same ways of “before words”. 形容词，使学
4.The same ways. 生轻松学习下
5.Listen to the recording and read. 面的对话。
(1)Game:唱反调
soft-hard rough-smooth
(2)Touch and answer.
T: How does it feel P: It’s…
6.T: Point the biscuit.
(1)Touch this. How does it feel
P1:It’s…
T: What is it
P: It’s a biscuit.
T-P P-P
(2) Read after the recording.
(3) Get ready and perform.
7.Listen to the tape. NO.2 picture.
(1) T-P (Ask and answer)
(2) Act.
8.Listen to the next recording.
(1) Ask Ss to communicate with the neighbour.
(2) Perform.
三、Consolidation.
1.Listen to the whole recording.
2.Read after the recording.
3.Free talk.
四、Homework.
1.Copy the new words and recite.
2.Read the dialogue and recite
板 设
soft hard rough smooth
How does it feel It’s…
课 后 随 笔
The Second Period
Teaching Aims:
1.Using adjectives to describe things.
e.g. It’s smooth and bard.
2.Asking ‘How’ questions to find the texture of a thing.
e.g. How does it feel
Teaching Focus:
1.Ask and answer.
Teaching materials:
Objects: bag, toy, balloon etc. a cassette player
Teaching procedure:
一、Warming up 导入学习英语的
1.Sing a song. 氛围。
2.Say the rhyme.
二、Revision
Game: Guess: who is coming
Elicit: desk bag toy balloon
Apple pineapple etc.
Read together.
三、Presentation
1.T: Look it’s a toy.
Learn: Toy.
T: Touch the toy. How does it feel
S1:It’s soft.
S2:It’s smooth.
2.Learn: Touch…
(1) Say it one by one.
(2) Replace.
(3) Practice: Touch the …
How does it feel It’s…
3.T: Touch the pineapple.
How does it feel
S1:It’s rough.
S2:It’s hard.
Learn: pineapple.
(Work in pairs)
4.Replace: the desk.
S1: Touch the desk. How does it feel
S2:It’s smooth. It’s hard.
T: Oh, It’s smooth and hard.
四、Consolidation
Ask and answer, then tick the correct boxes.
五、Homework
1.Listen to the tape and read P11 fluntly.
2.Review P12.
3.Make the dialogues about the new pattern.
Next lesson, try to act it.
板 设
Touch the … _______________________________
_______________________________
________________________________
课 后 随 笔
The Third Period
Teaching Aims:
1.Asking ‘How’ questions to find out the texture of
a thing. e.g. How does it feel
2.Asking ‘yes/no’ questions to obtain simple responses
e.g. Is it hot
Teaching focus:
1.Prounce the words properly.
2.Make the dialogues.
Teaching materials:
A cup of hot tea. Ice etc.
Teaching procedure:
一、Warming up.
1.Say the rhyme.
2.Act out the dialogues.
二、Revision
1.Ask and answer.
How does it feel
What is it
Is it…
(Ask each other allow Ps to leave the seats)
三、Presentation
1.T:Point to the cup, ice. 热茶、冰，形象
Touch the cup. How does it feel 而生动的引出热
(1) Elict: hot cold 和冷，学生兴趣
(2)Follow me. 浓，注意力集中。
(3)Check the pronunciation.
(4)Have students think of other things are hot and cold.
(5)Practice about hot cold smooth hard soft rough
T: Is it… P: …
2.Show the picture P12.
(1) Listen and read.
(2) Role-play.
T-P P-P
(3) Get ready and act.
四、Consolidation
1.Read after the recording.
2.Divide students into groups. Blindfold one of the students.
The other students ask: How does it feel
Is it…
3.Take out own sth. and free talk.Revision III
Grade: 3
I. Teaching Contents:
1 词汇: 颜色 声音 季节及名词的复数形式.
2 句型: What colour……..的单复数句型及回答
What season is it 及回答.
What’s that noise 及回答.
3. 语音.o和u 在单词中的开闭音节发音.
II. Teaching Aims:
1. 能正确运用颜色描绘事物及四季节特征.
2. 灵活运用所学句型,对四季能用一段话描绘并能正确写下.
3. 正确辨别o和u 在单词中的开闭音节发音
III Difficult Points:
综合运用本单元所学句型,写一段话,描绘四季.
IV. Teaching Aids: tape recorder pictures words cards
V. Teaching procedure:
一. Warming up: 1. sing a song
2. Daily Talk : Talk about the seasons.
3. Sounds drills: rhyme
二. Revision:
1. Review the words of colours and seasons
show the pictures of seasons
1) Ask and answer
eg .T: Look at this picture . What season is it
S1: It’s ……
T: What can you see
S1 : I can see…..
T: What colour is it / are they
S1: It’s/ They are ……..
T: Do you like …..
S1: Yes, I like…../No, I don’t like….
2) Work in pairs.
Talk about the pictures by yourselves.
3) say something about the seasons in your own words.
用陈述句.eg. It is spring. In spring, it’s warm. It’s not cold. It’s wet. Plants grow and grow. We can see many flowers in our school garden. It’s a beautiful season. I like spring very much..
2. Review the drill: What’s that noise It’s a ….
1) Listen to some noises and ask: What’s that noises
to elicit : It’s a/an…..
T: Is it loud/quiet
Ss: Yes./No.
T: Do you like the….
Ss: Yes. /No.
2) Ask and answer: 学生模仿各种声音进行操练
三. Homework:
Write something about the season you like best.
实践与反思：Unit 4.Tasting and smelling
The First Period
Teaching Aims:
1.Using nouns to identify things e.g. a lemon.
2.Using adjectives to describe things. e.g. sweet.
3.Using imperatives to give instructions. e.g. Taste this.
Teaching Focus:
1.As tasting and learning.
Teaching materials:
Apple lemon orange. etc. tape recorder.
Teaching procedure:
一、Warming up.
1.Sing a song.
2.Daily talk.
二、Revision.
1.Ask and answer.
How…
Is it…
What is…
二、Presentation
1.T: The sun is shining. Let’s go shopping. What do you want
P1:I want a pear.
T:For the most part.want to buy some fruit. Go and buy.
(1) Elict: apple. Orange. Lemon. pear. banana.
Learn “lemon”
(2) T:I want to taste. Cut the fruit and taste. “尝一尝”成为这
Elicit: sweet. 一堂课的主线,
As tasting as learning: It’s sweet. 充分发动学生的
(3) The same ways of “sour”. 感知系统。
2.Say out other things are sweet. sour.
3.Show the picture P13.
(1) Listen and elicit: taste.
To teach “taste”.
(2) Practise the pattern.
T-P P-P
4.Listen and act the other dialogue.
四、Consolidation.
1.Read afcer the recording twice.
2.Free talk
Make the dialogue according the pattern.
The Second Period
Teaching Aims:
1.Using nouns to identify things. e.g. a lime
2.Using adjectives to describe things. e.g. Is it nice
3.Using imperatives to give instructions. e.g. Close your eyes.
Teaching Focus:
1.Ask and answer.
Teaching materials:
Table tape recorder objects
Teaching procedure:
一、Warming up
1.Say the rhyme
2.Ask and answer
二、Revision
1.T: What’s in the fruit shop
P1: banana…
T: Elicit: lime strawberry.
2.Divide students into group
Put the fruit on the desk. Blindfold one of
the students. Students take turns to taste.
T: Taste this What is it
P: It’s…. It’s a/an…
3.Complete the table on page 14.
三、Presentation
1.T: Take out the vegetable
Smell and say: nice
(1) Elicit: nice.
(2) Practice each other.
Is it nice
Yes, it is.
T-P. P-P
2.T:Point to the cookie.
Do the action: smell.
Elicit: smell. 分层教学，有利于学
(1) Say it one by one. 掌握知识。
(2) As saying as smelling.
(3) Replace: Smell this. Is it nice
Yes, it is. No, it isn’t.
3.Look at the picture and listen.
(1) Practice.
T-P P-P
(2) Get ready and act
4.Show another picture.
(1) Listen and follow.
(2) Oral practice with neighbour.
(3) Perform.
四、Consolidation. 游戏既激发兴趣，
1.Read after the recording. 又拓展了知识。
2.Act.
3.Game: Use the fruit from the previous task.
Say: Close your eyes. Smell this.
Is it nice to elicit: Yes, it is. No, it isn’t.
Then ask students to guess what it is.
板书设计
smell Is it nice
Yes, it is.
No, it isn’t.
课 后 随 笔
The Third Period
Teaching Aims:
1.Using nouns to identify things
e.g. a pineapple
2.Using adjectives to describe things
e.g. Is it nice
3.Asking 'Wh' questions to find out a specific thing.
e.g. What is it
Teaching Focus:
1.Prounce the words properly.
2.According the situation and make the dialogues.
Teaching materials: Pictures and objects.
Teaching procedure:
一. Warming up
1. Greetings.
2. Act out the dialogue we have learned last times.
二. Presentation.
1. Ask and answer. 通过问答，
Taste this. Is it nice 巩固句型。
Yes, it is.
What is it It's an apple.
Close your eyes. Smell this.
Is it nice
No, it isn't.
2.Act out the dialogue: At the fruit shop.
3.Exercises: Read and tick.
"AN ORANGE" "A FISH" "A FLOWER"
"A PINEAPPLE" A SRTAWBERRY"
" A GIRL" Is it nice
Smell this.
FLOWER Yes, it is.
No, it isn't. It's…
FISH Yes, it is.
No, it isn't. It's…
APPLE Yes, it is.
No, it isn't. It's…
PINEAPPLE Yes, it is.
No, it isn't. It's…
课 后 随 笔
The Fourth Period
Teaching Aims:
1.Using formulaic expressions to greet people and respond to greetings.
2.Using formulaic expressions to start a conversation
e.g. Can I help you
3.Using formulaic expressions to express thanks
e.g. Thank you.
Teaching Focus:
1.Act out the dialogue.
Teaching Materials: Pictures. tape recorder.
Teaching procedure:
一. Warming up.
Say the rhyme.
二.Presentation. 先引出Can I help you，
1. P:I lost my pen. 重点教学，突破了整
T: Can I help you 个对话的难点。
(1) Follow me.
(2) According the situation and make the dialogue.
2.Show the picture.
(1) T: Listen twice.
Radio: Good morning.
Good morning.
Can I help you
Oranges, please.
Taste this Is it sweet
No, it isn't. It's sour.
…
(2) Practise the pattern. 通过听说自学，
T--P. P--P. 发展学生的自习
(3) Perform. 能力和会话能力。
三. Consolidation.
1.Read after the recording.
2.Make the dialogue.
板 设
Can I help you ______________________
_____________________
_____________________三年级 科:英语 课题:
时间: 主备人:郭守凯 补改人:
教 学 设 计 个性补改
教学目标:
教学重点:
教学难点:
教具与学具:Module 1 Unit 1 Period 1
Teaching Aims:
To develop an awareness and an enjoyment of the basic sounds of English
through saying a poem. (Eda)
To respond to something through making a simple object. (EDb)
To obtain and provide objects and information through simple interactive
games. (Ide)
Education Aims: Good habits.
Teaching Focus:
Using nouns to identify different parts of the body
e.g. nose
Using modal verb ‘can/can’t to talk about ability
e.g. I can’t see.
Teaching Aids:
A tape-recorder、 a picture、 a small mirror
Teaching procedure
Purpose
Step One: Warming up
Sing a song 《Hide and seek》.
Greetings each other.
Step Two: New teaching
Introduce: eyes, ears, mouth, nose, hair by pointing at these parts of your body. Put the picture on the board.
Write: eyes, ears, mouth, nose, hair on the board. Read after the teacher.
T say: Touch your nose/ears/eyes/hair/mouth. P act.
Hold a small mirror and ask :What’s this P answer. {A mirror}.
Learn the word.
A. Read after me.
B. Read one by one.
C. Spell the word.
Ask a student to look in the mirror. Ask: What can you see To
elicit: eyes/ears/mouth/nose/hair P-P work in pairs.
Please open your books at page 2. Listen and read after the recording.
Invite individual students to say the poem.
Divide the class into groups. Ask students to follow the instructions in the Student’s Book and mask a mask.
Play the cassette: Look and Say. The students follow in their books.
9.One student in each group wears the mask. The others ask: What can you see to elicit: I can’t see. Then, they put some objects on a desk.
The student with a mask asks each member of the group: what can you see to elicit: I can see a/an-(classroom object)
Step Three: Activities
Workbook page 1
Ask students to read the given words with you.
The students match and write.
Check answers by inviting students to label a face on the board.
The students draw and label a face. Encourage them to share their
work with other students. Less able students can take this chance
to correct their work.
Play Simon says …with the students using eyes, ears, mouth, nose and hair.
Step Four: Consolidation
Grammar Practice Book 3B page 1 .
Step Five: Homework
Read the poem.
课 后 随 笔
Teaching plan for Oxford English Book 3A
Module 1 Unit 1
Period 2
Basic Aims:
To obtain and provide objects and information in simple classroom situations through interactive games (Ide)
Developing Aims: Talk about something in the classroom(Free talk).
Education Aims: To care for something around us.
Teaching Focus:
Using nouns to identify things
e.g. a blackboard
2.Using predicative adjectives of color to describe things
e.g. red
3.Using modal verb ‘can’ to talk about ability
e.g. I can see…
Teaching Aids:
a tape- recorder, objects.
Teaching Procedure Purpose
Step One: Warming-up Sing a song Say a rhymeStep Two: Revision T: What can you see in the mirror P1: I can see… P2: What can you see P3: I can see…Step Three: New teaching T: Look, what’s this S: It’s a classroom. T: O.K. We are in the classroom. Learn: In the classroom T: What can you see in the classroom S1: I can see… Work in pairs according to the pictures. T: Look, what colour is it S: It’s yellow. Work in pairs about the objects. T: Look, this time. Please make short dialogues about The picture. e.g. What can you see I can see a desk. What colour is it It’s brown.T-P work in pairs.P-P work in pairs.P-P act out the dialogue. T: This is a mask. I will put it on. Oh, I can’t see. Learn: can’t, can’t see, I can’t see Work in pairs: What can you see I can’t see.Step Four: Consolidation 1.Listen and read after the tape. S1: What can you see S2: I can see… S1: What colour is it S2: It’s … 2.Play the guessing game with the students. Choose an object in the classroom. Say: I can see something beginning with{letter}.It’s {colour}. The students guess what the object is.Step Five: HomeworkRead “In the classroom” fluentlyCopy these words 3. Revision 活跃气氛运用所学内容进行对话练习，培养学生的运用能力和口头表达能力。
板书设计： In the classroomWhat can you see I can see… I can't see.
课 后 随 笔
Teaching plan for Oxford English Book 3A
Module 1 Unit 1 No.3 Period
Basic Aims:
To respond to something through making and using a simple object(Edb)
Developing Aims: Can make the spinner, play and say sth. about it.
Education Aims: Don’t leave rubbish.
Teaching focus:
Asking Wh-questions to find out various colours students see
e.g. What colour can you see
Using modal verb ‘can’ to talk about ability
e.g. I can see…
Teaching Aids:
A tape-recorder, cards, scissors, colours, glue and toothpicks.
Teaching Procedure Purpose
Step One: Warming up
Say a poem.
Step Two:Revision
What can you see 复习can句型。
1.I can see…
2.I can’t see.
What colour is it
It’s orange/blue/black…
Step Three: New teaching
Look, this is the spinner.
Lerarn: spinner
Now, I will spin the spinner. Look carefully.
T: What colour can you see
S1: I can see red.
S2: I can see yellow.
T: Spin the spinner again.
What colour can you see
Learn: What colour can you see
T: This time, you try, spin it.
Then ask a question.{several groups}
Are you all happy
S: Yes.
T: Do you like the spinner
S: Yes.
T: O.K. Let’s learn how to mask it. 激发学生的学习
Make a circle. 兴趣，培养学生
Cut the circle. 的动手动脑，动
Colour the circle. 口能力，并养成良
A toothpick. 好的卫生习惯。
Spin the spinner.
Step Four: Consolidation
Spin your spinner and do pair work. Students make
a spinner per group. They can stick the circle on a card.
Students spin the spinner. Members in a group ask and tell
each other about the colours. What colour can you see
I can see…
Step Five: Learn the sound
Play the cassette. Students listen.
Play the cassteet again. Students follow.
Students repeat after you.
Ask individuals to read the sentence.
Step Six: Homework
Copy “ Picture 6”.
Make and play.
板书设计：
Spinner
What colour can you see
I can see…
课 后 随 笔
Teaching plan for Oxford English Book 3A
Module 1 Unit 1 Period 4
Basic Aims:
To recognize and solve simple problems in a given situation(KDd)
To obtain and provide information in classroom situations through role-play (Ide)
Developing Aims: Free talk.
Education Aims: To care for something around us.
Teaching Focus:
Using possessive adjectives to show possession
e.g. Is this your book, Alice It’s my pen.
Teaching aids:
A tape- recorder, objects.
Teaching Procedure
Step One: Warming-up
Sing a song 《Can you tell me what this is》
Step Two: Revision
1. What colour can you see
I can see…
2. What can you see
I can’t see…
3. What colour is it
It’s …
Step Three: New teaching
T: Look, is this a book
S: Yes, it is.
T: Is this your book
S: Yes, it is.
T: O.K. You are very clever.
Replace: pen, pencil
T: Is this a desk
S: Yes, it is.
T: Is this your desk
S: No, it isn’t.
T: O.K. It isn’t your desk. It’s my desk.
Learn: It’s my desk. (your, his her)
T: Now, listen and repeat.
Is this your book, Alice
Yes, it is.
Is this your pen, Kitty
No, it isn’t. It’s my pen.
Is this your ruler, Danny
Yes, it is.
Step Four: Consolidation:
1. Ask and answer
S1: Is this your…
S2: Yes, it is. / No, it isn’t.
S3: It’s my…
2.Please take out your objects and make the dialogues.
P-P work in pairs.
P-P act out the dialogues.
Step Five: Homework
1. Listen to the tape and read the dialogue
2．Practice the new pattern.
课 后 随 笔Unit 2 Noises
Period One
Sing a song Look and say
Teaching Aims: 1.Words: raindrop, falling down, lorry, loud, noise
2.Sing a song
3.New sentences: What’s that noise
Emotion aims: 让学生懂得环境保护的重要
Difficult teaching points: noise, lorry, loud
Teaching aids: pictures, cassette and a cassette player
Teaching Process:
Step One: Warming-up
Say a rhyme
Ask and answer
Step Two: Revision
Act out the dialogues
Talk about the picture
Introduce your friends’ dress/blouse…
Step Three: Presentation
Sing a song
(1)Listen to the song
(2)Show the picture and teach words: raindrop, falling down
Draw some clouds and raindrops on the board.
Introduce: raindrops say after the teacher
Introduce: falling down while draw the raindrops from the clouds to the ground say after the teacher
(3)Listen to the rain “ pitter patter”
(4)Read the song:
I hear raindrops, falling down; I hear the raindrops, falling down.
Pitter patter raindrops, pitter patter raindrops, falling down, falling down
(5)Sing a song
Sing and act
Look and say
(1)Ask students to be perfectly quiet. Ask: What can you hear To elicit: I can hear…Invite students to imitate sounds of cats, dogs and raindrops, etc.
(2) Play the cassette(the FX of a lorry)
Listen to the tape and look at the picture of the lorry
Write “lorry” on the board.
b. Read the lorry one by one
(3) Review: an aeroplane, a drill, a telephone, a car, a bus
Invite students to come to the front to imitate the sound of one object. Introduce: noise
3. Students start imitating the sounds of different objects. Ask: What’s that noise Is it a/an… To elicit: Yes, it is. / No, it is a/an…For more able students, prompt them to make guesses and give answers by using the above dialogue. Or divide the class into groups. Groups take turns to make guesses and imitate sounds. The group that makes the most correct guesses is the winner.
Step Four: Consolidation
Come to the front , sing and act
Read the song (rhyme)
Workbook page22
(1)Students work in pairs to finish the exercise orally. Remind students that they can finish this exercise according to their own preferences.
(2)Invite pairs of students to read the dialogue. Encourage the class to imitate the sounds while their classmates are reading the dialogues. The class check answers.
(3) Do a simple survey about their noise preferences.
Step Five: Homework
Listen to the tape
Sing a song
课 后 随 笔
Period Two
Look and say Ask and answer
Teaching Aims: 1. Words: quiet, loud, television,
2. Sentences: What’s that noise It’s loud. I don’t like it.
Can you hear raindrops
Emotion aims: 让学生懂得环境保护的重要
Difficult teaching points: quiet, loud,
What’s that noise
Can you hear…
Teaching aids: pictures, cassette and a cassette player
Teaching Process:
Step One: Warming-up
Sing a song
Listen and act
Step Two: Revision
Ask and answer :
What’s this/that It’s…
What can you see I can see…
What colour can you see I can see..
Say something about the picture
Step Three: Presentation
Students start imitating the sounds of different objects. Ask: What’s that noise Is it a/an… To elicit: Yes, it is. / No, it is a/an…
loud, quiet
Turn up the radio. “It’s loud.”
Say “loud” loudly Write “loud” on the board
Turn down the radio. “It’s quiet.”
Say “quiet” quietly Write “quiet” on the board.
c. Imitate the sounds of different objects. Ask: Is it loud or quiet To elicit: It is loud / quiet.
d: Play a game. Blindfold one of the students. Choose an object and hide it somewhere in the classroom. The rest of the class provides hints by saying : loud loudly when the student is getting closer to the object and quiet quietly when they are moving further away from it.
television
Look at the picture of television , then read after the teacher.
draw and say
Make some noises, then ask: What’s that noise Is it a/an…
Play the cassette very softly. Ask: Can you hear To elicit: No. Play the cassette properly for a few seconds. Ask: Can you hear To elicit: Yes.
Write “Can you hear ” on the board.
Ask students to predict the answers and tick the boxes of Ask and answer. Play the cassette: Look and say. Students listen and follow in their books to check if their prediction is correct.
Play the cassette again. Students listen and repeat.
Students work in pairs to check answers by asking and answering. Invite pairs of students to read the questions and answers to the class.
Form students into groups and act the story. For more able students, encourage them to change the objects in the story.
Step Four: Consolidation
Students work in groups and discuss what noises they don’t like to hear while they are in the cinema or in their bedroom.
2.Grammer Practice book
Step Five: Homework
Listen to the tape
Copy the words: noise, lorry, loud, television, quiet, radio
课 后 随 笔
Period Three
Listen, look and write
Teaching Aims: 1. Review the sentences
2. Listen, look and write
3.Words: wave, parrot
Emotion aims: 鼓励学生善于模仿，仔细观察
Difficult teaching points: Do you like these noise
Teaching aids: pictures, cassette and a cassette player
Teaching Process:
Step One: Warming-up
Listen and act
Sing a song
Step Two: Revision
Ask and answer
Read the words and spell the words: lorry, loud, raindrop, noise, quiet…
Act out the dialogue
Step Three: Presentation
Invite students to imitate the sounds of the different objects on page 34.
Ask: What’s that noise Is it a … To elicit: Yes, it is./ No, it is a/an…
Ask: Is it quiet or loud To elicit: It is loud./ It’s quiet.
Teaching “wave, parrot”
(1)Show the picture and Listen to the waves
Introduce: wave write “wave” on the board
Imitate the sounds of the wave.
(2)T: Listen to the sound, what can you hear ( hello, hello..)
Show a picture of a parrot:
This is Dotty. Dotty is a parrot. I can hear the parrot.
Sing a song
Say the sentence as a parrot: Hello, hello! I’m a parrot.
(3) Make a dialogue use the new word ”wave” & ”parrot”
eg: What can you hear
I can hear a parrot.
Is this your parrot
No, it’s her parrot.
Games: What can you hear
I can hear an aeroplane. ( a drill, waves, a dog, a cat, a bird, a duck, a hen, a parrot…)
Do you like these noises
Play the cassette again. Ask: Do you like this noise After each FX to elicit: I like it. / I don’t like it.
Divide students into pairs. Students ask each other whether they like a certain noise or not. Ask students to use a different coloured pencil to record the answers.
Students check their recordings against their partner’s.
For more able students, divide them into groups. Prompt them to ask their group members: Do you like this noise And find out the most popular noise in their group.
Step Four: Consolidation
Listen to the tape
Invite individual students to talk about noises they like or dislike. Ask: Do you like this noise by pointing at a certain picture to elicit: I like it./I don’t like it.
Ask students to group the noise according to their likes and dislikes. Ask students to make guesses and write down whether they think that a noise is loud or quiet.
Make a short dialogues and act out it.
Workbook page23,24
Step Five: Homework
Listen to the tape
Write down the sentences
课 后 随 笔
Period Four
Look and write Learn the sound
Teaching aims: 1. Learn the sound /ju:/
2. Ask and answer
Emotion aims: 让学生学会仔细观察，懂得环境保护的重要
Difficult teaching points: Is this noise loud/quiet Yes, it is./No, it isn’t.
Do you like this noise Yes, I like it./ No, I don’t like it.
Teaching aids: pictures, cassette and a cassette player
Teaching Process:
Step One: Warming-up
Sing a song
Ask and answer
Step Two: Revision
Ask and answer
T: What’s that noise Is it an aeroplane
Do you like the noise Can you hear a drill
Can Kitty hear a dog
Listen to the tape
Do you like these noises
Step Three: Presentation
Introduce: loud quite
T: Turn up the radio and say “It’s loud.” Turn down the radio and say “It’s quite.”
Write on the blackboard: loud quite
Invite students to imitate sounds of different animals or different object.
(1)Invite individual students to come to the board and make any noise they like. Remind these students that they can make the noise loud or quiet.
(2)Ask : What’s that noise To elicit: It is…
Is this noise loud/quiet Do you like this noise To elicit: Yes, it is. No, it isn’t. Yes, I like it. No, I don’t like it.
Play the cassette. Students listen and tick the boxes to show whether the noises are loud or quiet. Ask students to draw happy or sad faces beside each illustration to show whether they like or dislike the noise.
Students work in pairs to check answers and find out whether their partner likes or dislikes the noises by using the dialogue. Students take turns to ask: Is this noise loud/quiet Do you
like this noise And answer: Yes, it is. No, it isn’t. Yes, I like it. No, I don’t like it.
Ask and answer
S1: Is this noise loud / quite S2: Yes, it is. / No, it isn’t.
S1: Do you like this noise S2: Yes, I like it. / No, I don’t like it.
Work in pair
Act out the dialogue
Learn the sound /ju:/
(1)_T: Look at the picture, what are you doing I’m listening to the beautiful music. It is super. Do you like it” Yes, I do.(show the card)
(2) I like the beautiful music. It is super.
(pay attention the sound /ju:/)
(3) Find out the words of the sound /ju:/
(4) Read the sentences loud
Step Four: Consolidation
Listen to the tape
Read the sentences
Do the exercises
Step Five: Homework
Listen to the tape and say it by yourself
Work book
课 后 随 笔Unit 2
The First Teaching Plan
知识目标：1、New words: these，bicycle, doll, bear, super, beautifu
2、Sentences: These bicycles, are supper, I like this bicyck
能力目标：1、能正确使用these, this两个指示代词。
2、能结合本课句型进行介绍或对话。
情感目标：教育学生爱护自己的玩具。
Important poimt:1、正确朗读本课单词，进一步了解名词复数的运用。
2、this, these两个指示代词的意义及用法。
Different poinits:1、区别this, these的意义及后跟的名词单复数。
2、正确表达本课句型，能灵活进行对话。
pre-task preparation
Show the toys to the. students and introduce:
Bicycle, cloths , bears
Put the pictures of toys and word cards on the blackboard. Encourage students to read them.
While-task procedure.
Show them a pencil and say:
This pencil is long.
Show them some pencils and say:
These pencils are long.
Encourage students to say:
This bicycle/doll/bear is
These bicycles /dolls/bears are
教师根据学生所说出的句子及时间：
Do you like this
Do you like these
Encourage studewts to say:
Yes, l like this / No, I don’t like
Yes, I like these / No, I don’t like these
Ask and answer in pairs:
Do you like
Yes, I like /No , I don’t like
Show them some super bicycles and say:
This bicycle is super.
These bicycles are super
T: ’super’ is means very mice.
‘ Beautiful ’ is means very nice.
Encourage students to make sentences with “super”, ”beautiful”,
Play the cassette, students listen and follow in their books then repeat.
老师指着黑板上的图片说：
I like this doll. I don’t like tears.
Ask students to speak like this.
利用活页资料让学生向一组学生了解他们最喜爱的玩具。
Post-task activities
To put the pictures of toys on the blackboard or on the desk.
Look at the pictures or toys say some sentences or ask classmates according to ‘At the toy shop’.
Make a dialogue according to the pictures.
从图片中找出自己喜爱的玩具，向同学介绍并询问同学是否喜欢这些玩具。
Summary
今天我们走进了一家玩具商店，看到了许多漂亮的玩具并学会了怎样向别人介绍自己心爱的玩具，如何询问别人是否喜欢此玩具并回答，同时我们应爱护自己的玩具。
Homework
copy the work: bicycle, doll, bear, this, these, beautiful, super 各四遍。
Read’ At the toy shop’三遍，并模仿课文说说其它玩具。
板书设计
图片 单词 句型
bicycle bicycle These bicycles are super.
bicycles bicycles I like this bicycle.
doll doll -Do you like these bicycles.
dolls dolls -Yes, I like bicycles.
bear bear -(No, I don’t like bicycles)
bears bears
教后随笔：
The Second Teaching Plan
知识目标：
学习新词：car, skateboard, robot。
巩固句型I like … I don’t like…
能力目标：
能熟练运用I like… I don’t like…
完成Workbook page 12。
重点：
学习car, skateboard, robot三个新词。
巩固I like … I don’t like …
难点：
正确朗读skateboard, robot。
熟练表达I like … I don’t like …
教学过程：
Pre-task preparation
Show the pictures of toys on the board. Ask students to call them.
Introduce the toys. For example: This doll is nice. I like this doll. These dolls are nice. I like (these) dolls.
Make dialogues according to the pictures.
While-task procedure
Show the cars to the students and ask students. If you like these cars, how can you say Encourage students to say the sentences.
Show a picture of a skateboard and introduce it: This is a skateboard. Show some skateboards and how do you say If you like the skateboards, how can you say If you don’t like the skateboards, how do you say
Encourage students choose one picture to say: I like … Choose the other picture to say: I don’t like …
Put the robot into the box and ask students to guess. T: This is a toy. What is it
Open the box. Show a robot to the students and say: This is a robot. Can you say something about the robot T: Do you like robots
Show the masks of a cat and a dog. Give the mask to two students. T: If you are a cat, do you like dogs If you are a dog, do you like cats
Oh, they don’t like each other. Why Now let’s listen to the story.
Play the cassette. Students follow in their books, then ask students to repeat.
Divide students into pairs. Ask them to read the story as a dialogue.
For more able students encourage them to replace the toys with other objects. Invite students to read the new dialogue to the class.
Post-task activities
Workbook page 12
Ask students to name the toys on the page.
Students match the sentences with the illustrations.
Students fill in the blanks.
Students work in pairs to check answers. Then write the correct letter in the box.
Invite individual student to read out the sentences.
Homework
Copy the words: car, skateboard, robot
Make sentences use I like … I don’t like …
教后随笔：
The Third Teaching Plan
Teaching aims:
知识目标：认知foil,glue,button,stick等单词。
能力目标：To make a robot and introduce the robot.
Important point: 认知本课单词。
Difficult point:To make a robot.
Teaching produce:
Pre-task preparation.
Free talk.
Show a robot to the students and ask:Do you like this robot
T:I know some of you like this robot.Some of you don’tlike this robot.Now today we will make a robot you like.
Use some objects to introduce some words:boxes,foil,glue,buttons.
While-task procedure.
Demonstrate how to make the robot.
First stick the foil.
Next stick the boxes.
Then stick the buttons.
At last,give a name to this robots.
T:Now look,this is a robot.His name is Ron.He’s fast.He’s five……
T:Can you make a robot.Now let’s make a robot according to my doing.
Divide students into groups.Ask them to put all the things they need on the desk.
Walk around the class to give guidauce and help.
When they finished to do it,ask students to write a name on the back of the robot.
Put the robots on the desk and ask each other.
e.g.Who is he
He’s my robot.
What’s his name
He’s .
To do a survey.Pick up a robot each time,ask:Do you like this robot Students raise their hands if they like a certain robot.
Introduce the robot.Ask students to speak like a robot.
Post-task activities.
Show their robots and demonstrate speaking as a robot.
e.g.I’m a robot.I’m eight.I’m fat.I like……
Introduce their robots.
e.g.This robot is .It is .It is .I like this robot.
Homework.
Make a super robot.
Introduce your robot.
教后随笔：
The Fourth Teaching Plan
Teaching aims:
知识目标：
1、学习新句型：What do you like
We like……We don’t like……
2、复习巩固Do you like…… 的问答。
3、学习本课语音。
能力目标：
1、能用What do you like 进行问答。
2、熟练运用Do you like……
3、Do a survey.
4、Workbook P13.
Important point: 学习新句型：What do you like
Difficult point:正确理解you,we两个人称代词；熟练运用本课句型进行问答。
Teaching produce:
Pre-task preparation.
Free talk.Ask and answer in pairs.
-Do you like…… -Yes,……/No,……
Show a toy to the students and ask:Do you like …… You can raise your hands if you like it and say:Yes,I like……
T:Do you like…… S1:Yes,I like …… T: Do you like…… S2: Yes,I like ……
T:Yes,you like……You can say together:Yes,we like……
Repeat:T: Do you like…… S1 and S2: Yes,we like……
老师用预先准备好的玩具图片贴在黑板上，然后要求同桌同学找出一样共同喜欢的和一样不喜欢的玩具。
Ask students to say:We like……We don’t like……
抽几组学生反馈后，在最后一组学生说完后老师可进一步问：What do you like
Encourage students to say:We like……
4.Ask and answer one desk by desk.
While-task procedure.
Listen and repeat.
a.Play the cassette.Students listen and follow in their books.
b.Play the cassette again. Students repeat.
c.Invite students to act out the dialogue.
2.learn the sound.
a.Show a picture of a big pig and a bin.
b.Put the big pig in the bin.
c.Play the cassette.Students repeat.
d.Invite individual students to read the sentence.
Post-task activities.
In groups students do a survey according to P15(活页).
Ask a group leader to report back to the class.
T:What do you like
Answer:We like……and we don’t like……
Workbook P13.
Give the students a few minutes to prepare the exercise.
Students complete the exercise orally.
Ask individuals and pairs to read the complete sentences.
Homework.
Listen and read the sentences.
Students self-assessement at Student’s Book P60:Toy I like.
教后随笔：Oxford English 3B Module 2
Unit 1 Animals I like
The First Teaching Plan
Teaching aims:
知识目标：1、能正确的认读单词lizard、snake。
2、初步掌握名词复数的发音情况。
3、活用Do you like … 进行交流。
情感目标: 培养学生热爱动物的强烈感情,教育学生从小保护动物。
能力目标： 在生活中能自然而然地运用Do you like … 来咨询对方的喜好。
Important point: Use the sentence“Do you like … ”to communicate
with the teacher and other learners.
Difficult point: How to make the sounds “s” correctly.
Teaching procedure:
一、Pre-task preparation:
Say the rhyme together:
“ One、two. Put on my shoe.”
“Three、four. Open the door.”
“Five、six. Count the chicks.”
“Seven、eight. Open the gate.”
“Nine、ten. Chicks with the hen.”
2. A song for you: “Old Macdanle”
3．Show the students a big picture of the farm.
On the farm, there are some kinds of animals,
eg: cats、pigs、hens、ducks、dogs、chicks and
so on. Encourage the students to talk about
this scene. (Picture: Oxford English 3A Page
37)
eg: What can you see \What can you hear
What are they \ How many … …
二、While-task procedure:
Learn “lizards”
Show the students the picture
T: Children, look at the animals. What are they
S1: Sorry, I don`t know.
Listen to the teacher:
Point to two lizards and say “lizards lizards”, then take out one of the lizards and say “ lizard lizard”.
Invite the students to repeat: “lizard ”
Say after the teacher: “lizards”, then change the voice to say the word.
Use the word to say the rhymes:
Learn “snakes”
The teacher takes out two pictures and
guess, the students will give the answer.
Eg: T: Is this a lizard
S: Yes, it is.
T: Is this a lizard
S: No.
T: Oh, it`s a “snake snake”
Read the word one by one.
Pictures of the snakes , ask and answer:
T: What are they
S: They are snakes.
Say “snakes” one by one.
Work in pairs, ask and answer:
Learn the drills:
To say “ I like ….”
The teacher lets the students watch the pictures on the blackboard carefully, and tell them “I like rabbits”, then ask “Who likes birds ” Encourage them to say “I like ….” as they stand up.
To say “Yes, I like ….” “No, I don`t like ….”
The teacher asks “Do you like … ” The students will try to answer “Yes, I do. \No, I don`t.” (We have learned before.) To elimit: Yes, I like ….\No, I don`t like ….
To say “Do you like … ”
First the teacher invites individual students to ask the question, then show them the sentence card “Do you like … ” Say it after the teacher for several times.
Play the cassette:
Listen carefully.
Try to repeat.
Work in pairs: T-Ss S1-S2
Do a survey: “Draw a happy face or a sad
face”
S1: ﹡﹡ Do you like …
S2: Yes, I like ….\No, I don`t like ….
三、Post-task activities:
Have a rest: sing the song “ In the zoo”
Review the animals:
Show them the pictures of the other
animals,let the students recongnize them.
Say them after the teacher include the new
words of the animals.
Pay attention : how to make the sounds “s”
correctly.
Play the game:
The teacher raises the pictures (no colours)and ask one of the students “Do you like cats ” If he\she likes it, you will give him\her all the pictures and let him\her colour one picture of the cats.
(Teacher chooses five students to play this game.)
Let the students take out their animals toys, tell
them “ Children, animals are our friends, please take good care.Now let`s give the animal to your friend as a present. Remember: Friendship is very important.”
四、Homework:
Copy the words 6:1
Use the sentence “Do you like … ” to communicate each other.
附：板书设计
Do you like …
Yes, I like ….
No, I don`t like ….
The Second Teaching Plan
Teaching aims:
知识目标：1、能正确的认读单词 giraffe-giraffes。
2、继续加强“s”的发音。
3、巩固8个表示野生动物的名词。
4、能运用所学的句型正确地描述动物。
5、熟练地运用Do you like … 进行交流。
情感目标: 教育学生在参观游玩时，做到保护动物。
能力目标： 在日常生活中能运用所学的知识进行描述事物。
重点: 能正确地描述动物。
难点: 能自然地融合P18-19两部分的内容进行交流。
Teaching procedure:
一、Pre-task preparation:
A song for you: “In the zoo”
Show the students the scene, when they sing the animal, the teacher will take out the picture and stick on the blackboard. Then let`s talk about the animals.
S1: Hello, where are you going
S2: Go to the zoo.
S1: Let`s go together.
S2: OK.
S1: Oh, what can you see
S2: I can see ….
S1: Do you like …
S2: Yes, I like ….\No, I don `t like ….
2．Ask the students:
“What animals can you see at the zoo ”
S: I can see …. at the zoo.
二、While-task procedure:
Learn “ lions、tigers、snakes …”
If the students say the word, the teacher will show them the pictures quickly.
Say after the teacher:
Pay attention: how to make the sound “s” correctly.
Show them the word cards, let`s read them with the music.
(lions、tigers、snakes、zebras、elephants、pandas、monkeys)
Please introduce the animal what you like.
S1: I like tigers.
They are big. They are orange and black.
They are very strong.
……
Then introduce with your deskmate.
Please guess: “What are they ” to elimet
the word “giraffe”
T: I like them. They`re in the forest(丛林).
They have long necks(脖子)
They`re very tall.
They`re yellow and brown.
What are they
Show the students the pictures and word
cards, say it after the teacher:
“giraffe-giraffes”
Drills:
Play the cassette:
First listen to the tape, the second time, please repeat. Pay attention your pronunciation.
Let`s play a game: “Bingo”
Please guess “What are they ”
Make the recorder: “Describe the animals”, let the students listen carefully, if he knows, he can say: “Bingo”, the teacher will stop the cassette at once. If he`s wrong, the cassette goes on. If he`s right, the teacher asks him:
“Do you like … ”
三、Post-task activities:
Have a rest: Listen to the sound of the animals, tell us “What do you hear ” Then do some actions as the animals.
Let`s talk:
Show them the pictures of all the animals, let the students remember them .
Do a survey: “Which animal is our favourite
thing ”
The teacher gives each student a piece of paper for the survey. Encourage them to say : “Hello, do you like … ” “ Please introduce the animal what you like.”
四、Homework:
Copy the words 6:1
Follow the cassette, try to describe the animals.
附：板书设计
Do you like …
Yes, I like ….
No, I don`t like ….Revision I
Grade: 3
I Teaching Contents：1.单词 形词类；食物类；交通工具类
2.句型：Can 句型的一般疑问句和特殊疑问句及回答。
How does it feel 及回答。
3.字母a和e 在单词中的开闭音节的发音。
II Teaching Aims ：1. 能熟练运用所学形容词；
2. 终合运用Can 句型How句型进行问答和编对话。
3. 正确辨别a和e在单词中的发音。
III Difficult Points：综合运用本单元形容词及句型。
IV Teaching Aids: tape recorder pictures word cards
V. Teaching procedure：
Warming up
Daily Talk
Sounds drills
Look and say （教师出示learn the sounds 的句子）
Say the sounds （单词根据发音归类）
二. Revision
形容词
Quick response
eg. T: tall S: short
2) Describe things
eg. T(show a lemon) What can you see
Ss: We can see a lemon.
T: Yes, The lemon is small and yellow. Touch it , please. How does it feel
S1: It’s smooth.
T: Now let’s do pair work..
请学生拿出自己的学习用品，仿照以上对话进行问答练习。
3） Listen and guess
eg. T : It’s smooth. It’s sweet. It’s red and big. What is it
Ss: guess.
让学生四人一组编谜语，互相猜。
2. 交通工具类词和句型
放一段录音，教师提问：What can you hear Ss: I can hear…..
(出示图片) What can you see Ss: I can see……..
Group work:让学生模仿动物叫声，动作进行问答练习。
三. Homework:
找出不同类的词eg. ( ) sweet smooth big red
用适当的形容词完成下列句子。eg. The desk is ___________.
The pineapple is ________.
实践与反思：
